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Peter Aronsson is the Rector of Linnaeus University since 2017, reappointed until 2026. He holds a professorship in History and has served as Pro Vice-Chancellor, Deputy Vice-Chancellor, and Dean of the Faculty of Arts and Humanities. His research focuses on local/regional history, democratic political culture, history education, and cultural heritage utilization. He coordinates international projects exploring national museums' roles in shaping historical narratives and has authored/co-authored over 100 publications, including books such as National Museums: Studies from around the World . He chairs the Swedish Council for Higher Education's board and sits on the transparency council for Kalmar and Kronoberg County Administrative Boards. His work emphasizes the societal relevance of cultural heritage and history education, advocating for museums as agents of democratic dialogue. Key contributions include founding the Center for Applied Heritage at Linnaeus University, which explores heritage's transformative societal potential. Education: PhD in History from Lund University (1992) Research Groups: Center for Applied Heritage, EuNaMus project Key Projects: EUNAMUS, HistCon, Nordic Spaces Leadership Roles: Vice-Chancellor (2017–present), Pro-Rector (2016–2017), Dean (2013–2015) His articles analyze historical consciousness, museum politics, and heritage management. Recent work addresses post-war Baltic cultural heritage, Nordic identity construction, and the political dimensions of historical narratives. He actively blogs on Open Science and academic governance, emphasizing universities' role in societal challenges.

• Local and Regional History
• Democratic Political Culture
• History Education
• +4 more

Anja Kraus is a Professor in Arts and Culture Education at Stockholm University, Department of Teaching and Learning. She has held academic positions at the University of Education Ludwigsburg (2003-2013), Linnaeus University Växjö (2013-2019), and joined Stockholm University in 2018. Her academic journey began with studies in Philosophy and Educational Sciences at Free University Berlin and Arts Education at the University of the Arts Berlin, Germany. Her research focuses on Pedagogical Anthropology, with special emphasis on tacit knowledge, corporeality, aesthetic education, and multimodal learning. She has developed systematic approaches to understanding tacit knowing in educational contexts, particularly examining how corporeality, aesthetic learning, and inclusivity function in schools. Her work bridges phenomenological, ethnographical, and body-phenomenological approaches with practical educational applications. She has made significant contributions to understanding how materiality, performativity, and imaginaries shape educational practices. Her recent publications reveal strong trends in embodiment studies, with particular attention to kinesthetic learning, spatial pedagogy, and the relationship between aesthetics and sustainability. Her work increasingly explores educational practices within the Anthropocene context, examining how arts education can address environmental concerns through embodied approaches. The recurring theme across her publications is the exploration of how tacit knowledge manifests in educational settings and how this understanding can transform teaching practices. As head convenor of the international scientific network 'Tacit Dimensions of Pedagogy,' she has organized numerous workshops and conferences addressing pedagogical terminologies across languages. Her collaborative projects span Scandinavia, Europe, Asia, and North and South America, demonstrating her commitment to transcultural approaches in educational research. Her teaching spans multiple languages (German, English, Swedish, Spanish) and covers diverse areas including Classroom Education, Cultural and Media Education, Sciences of Bildung, Elementary Education, and Vocational Training. Her pedagogical approach emphasizes practice-oriented competence, inclusive school development, and aesthetic learning environments with a comparative perspective.

• Pedagogical Anthropology
• Tacit Knowledge
• Corporeality in Education
• +7 more

Stefan Gelfgren is Associate Professor of Sociology of Religion and Senior Lecturer in Didactics of Religion at Umeå University's Department of Historical, Philosophical and Religious Studies. He holds a PhD in History of Ideas (Umeå University), MPhil in History of Christianity (Birmingham University), and BA in Construction Engineering. His research examines: Social/technical/religious transformations throughout history Digital media's impact on Christian institutions Digital humanities methodologies Surveillance in everyday life Religious geography and mapping Recent publications (2020-2025) focus on digital religion, surveillance ethics, Swedish revivalism, and geospatial humanities. Key trends include institutional adaptation to digitalization and historical continuities in religious media. Awards include the 2022 Erik Allardt Fellowship at Helsinki Collegium for Advanced Studies. He leads multiple research initiatives: Wallenberg-funded DINO project on digital privacy/social benefit (Co-investigator) Nordic Places of Worship Map (Project Leader) iAccept: Soft Surveillance (Principal Investigator 2017-2021) As former Director of Humlab (2015-2020), he developed digital humanities infrastructure. He chairs the Swedish Association for Sociology of Religion and serves on Umeå University's Faculty Board.

• Sociology of Religion
• Digital Media and Religion
• Digital Humanities
• +3 more

Dr. Frank Thomas Grub is Professor of German and Head of the Department of Modern Languages at Uppsala University. Educated at Universität des Saarlandes (Dr. phil. 2003) and promoted to Associate Professor at Gothenburg University (2012) before joining Uppsala as Professor (2018), he has been recognized as Excellent Teacher (2021). As founder of the Landeskunde Nord network since 2012 and editor of the Peter Lang book series since 2013, his career bridges academic research, educational innovation, and international collaboration. His research focuses on contemporary German-language literature , GDR cultural studies , and transcultural didactics . Key projects explore autobiographical writing, post-Wall literary representations, and the intersection of travel literature with cultural memory. Recent publications (2024-2025) examine media narratives of reunification and cultural stereotypes in language pedagogy. Prof. Grub contributes to German as a foreign language curriculum development Intercultural competence frameworks Editorial leadership in Northern European Germanistics His 2023-2025 works analyze graphic novels in education, migration discourse in literature, and media transitions during the Cold War.

• Contemporary German-Language Literature
• GDR Literature
• Cultural Studies Didactics
• +7 more

Per Hammarström is an Associate Professor in History at the Department of Humanities and Social Sciences, Mid Sweden University, based on the Sundsvall campus (Room M413). He holds a PhD in History from Uppsala University (2007) and has been affiliated with Mid Sweden University since 2010. Education : PhD in History, Uppsala University (2007) Primary Research Areas : Jewish history, minority integration, nationalism, missionary history, religious encounters, anti-Semitism, Jewish-Christian relations, migration studies His work explores Jewish integration in Sweden (1870–1940), Jewish converts to Christianity (19th–early 20th centuries), anti-Semitic and anti-Judaic discourse in Swedish religious movements (e.g., Swedish Israel Mission, Unitarians, low-church revival), and broader themes like racism, minority history, and religious didactics. Recent publications analyze Jewish communities in Gothenburg, conversion narratives, and theological debates in 19th-century Sweden. Hammarström teaches courses on racism history, minority studies, antisemitism, Islamophobia, antigypsyism, and religious didactics within teacher training programs. He has participated in international conferences including the 17th World Congress of Jewish Studies (2017) and Greifswald University's antisemitism studies symposium (2018).

• Jewish History
• Minority Integration
• Nationalism
• +5 more

Johan Samuelsson is a Professor of History at Karlstad University, affiliated with the Faculty of Arts and Social Sciences and the Department of Political, Historical, Religious and Cultural Studies. He holds a PhD in History from Uppsala University (2005) and has conducted extensive research on educational history, progressive pedagogy, and 20th-century Swedish institutional development. His research focuses on the history of education systems, particularly examining progressive education reforms, funding mechanisms, and policy transitions from the 19th century to contemporary times. Key themes include the interplay between national identity, historical narratives, and educational curricula, with a special emphasis on Sweden’s educational policies during the Cold War era. Recent work includes co-authored studies on the evolution of educational governance in Sweden (2025), Cold War preparedness education (2024), and the material and ideological foundations of progressive teaching practices (2021). His analyses often bridge historical scholarship with contemporary debates about educational equity and societal transformation. Samuelsson has contributed to edited volumes on comparative pedagogical theory, historical didactics, and the role of teachers as agents of educational reform. His interdisciplinary approach integrates archival research, policy analysis, and qualitative studies of educational actors.

• History Education
• Progressive Education
• School Reform History
• +4 more

Kerstin Stenberg serves as an Assistant Professor at the Swedish School of Sport and Health Sciences (GIH), affiliated with the Department of Movement, Culture and Society within the Section of Sport Management. Her work focuses on the intersection of outdoor education, gender studies, and teaching methodology within physical education contexts. Dr. Stenberg's research primarily centers on outdoor life (Friluftsliv) and gender perspectives within physical education. Her competence profile highlights expertise in didactics, outdoor life, gender studies, sports didactics, sports history, physical education, leadership, and practical research. Her teaching interests include outdoor life, outdoor history, didactics, leadership, and group processes, indicating a strong commitment to experiential and reflective teaching approaches in outdoor education settings. Analysis of her publications reveals consistent focus on reflective teaching practices in outdoor education contexts. Both her 2012 publications titled 'The reflective outdoor teacher' (in conference and journal formats) demonstrate her dedication to exploring how reflection enhances outdoor teaching practices. Her 2011 work 'Reflection as a method' further establishes her methodological approach to education research. These publications collectively indicate a scholarly trajectory focused on improving outdoor education through reflective practice and teacher development. Dr. Stenberg actively collaborates with outdoor organizations, suggesting strong community engagement beyond the academic setting. Her work bridges theoretical understanding with practical application in outdoor education settings, contributing to both academic knowledge and practical implementation in the field.

• Outdoor life
• Outdoor history
• Gender studies
• +4 more

Tobias Dalberg is a Senior Lecturer at Uppsala University's Department of Pedagogy, Didactics and Educational Sociology, with research focusing on sociology of education, social stratification, and higher education policy. His work examines gender differentiation in course selection, curricular blind spots, and historical transformations in academic disciplines. Contact: tobias.dalberg@edu.uu.se | Personal Website Research: Utilizes graph theory, natural language processing, and geometric data analysis for educational pathway studies Current research areas include: Gendered patterns in major selection and course enrollment Educational policy analysis (1950-2020) Academic field institutionalization processes Disciplinary legitimacy struggles (1935-1980) Recent publications (2021-2024) reveal trends in: Higher education marketization and gender segregation Curriculum structure impacts on student trajectories Disciplinary evolution in social sciences and humanities Assessment consistency in educational evaluation As member of international research collaborations, Dalberg works with networks studying educational stratification and transnational academic markets. His methodological contributions include applications of network analysis for studying epidemic spread in educational contexts.

• sociology of education
• social stratification
• higher education policy
• +3 more

Linnea Urberg is a doctoral student and researcher at Örebro University's School of Humanities, Education and Social Sciences. Her work focuses on environmental and sustainability education (ESE) within pedagogy, analyzing young people's resistance to sustainable development narratives and their didactic implications. Research : Investigates conflicts, tensions, and value-based resistance in ESE Member of ESERGO (Environmental and Sustainability Education Research Group Örebro) and CESSS (Center for Environmental and Sustainability Social Science) Teaching : Instructor in educational science courses (2020-present) Specializes in educational history, social relations, leadership, and assessment Course coordinator for 'Assessment for and of Learning' (UVK III, Module 2) Publications : 2025: Conflicts of interest in ESE (Scandinavian Journal of Educational Research) 2024: Youth online resistance to sustainable development (Journal of Youth Studies) 2023: Didactic implications of resistance (ECER conference paper) 2023: Value conflicts in ESE (Copenhagen conference paper) 2021: Contradictions in resistance (Oslo conference paper) 2017: Educational choice dynamics (gender/class analysis) Methodology : Combines critical pedagogy frameworks with qualitative discourse analysis of digital spaces and classroom dynamics.

• Environmental Education
• Sustainability Education
• Youth Resistance
• +3 more

Cecilia Björken-Nyberg is an Associate Professor in English Literature at Halmstad University's School of Education, Humanities and Social Sciences . She teaches courses in English literature and didactics and supervises degree projects within the teacher programme. Her research focuses on the intersection of English fiction, sound, and technology. Key works include The Player Piano and the Edwardian Novel (Ashgate, 2015) and studies on audiobook narration of literary classics. Her current projects examine how vocal performance transforms textual material into affective and immersive experiences. Recent publications address speculative storytelling for sustainability, vocal configurations in postcolonial narratives, and dialect use in audiobooks. She also explores affect theory, empathy in auditory engagement, and the historical mechanisation of music. Notable research themes include: Sound technology in literary contexts Gender and musical pedagogy Medical humanities and voice pathology Edwardian cultural history Future mobility and narrative interventions

• English Literature
• Audiobook Narration
• Sound Studies
• +3 more

Anders Sigrell is a Professor in Rhetoric at the Department of Communication and Media, Lund University. His work focuses on the intersection of rhetoric, education, and democratic values in Swedish secondary schools. University: Lund University Department: Department of Communication and Media Academic Rank: Professor Research Interests: Sigrell explores how rhetoric can strengthen democratic education, media literacy, and communication within natural sciences. He leads projects like Retorik och skolans demokratiska uppdrag and contributes to initiatives such as the Resource Portal for Rhetoric . His recent publications examine the role of rhetoric in Swedish high-school missions and democratic citizenship. Teaching: Sigrell teaches courses including RETA30, Rhetoric: Level 1 and RETB03, Human Rights through Active Democracy and Rhetorical Citizenship , influencing Swedish language and civic education. Projects: He actively participates in research on voice, rhetoric, and social relations ( Röst, retorik och relationer ), and develops pedagogical tools for integrating communication into science education.

• Rhetoric
• Media and Communication Studies
• Swedish Education
• +2 more

Ida Bergvall is a Senior lecturer at the Department of Pedagogy, Didactics and Educational Sociology at Uppsala University. Her academic work focuses on the intersection of mathematics education, linguistic analysis, and multimodal communication in educational contexts. Dr. Bergvall's research primarily investigates mathematical subject language and its impact on diverse student populations. Her work examines: How linguistic features in mathematics tests affect different student groups The multimodal nature of mathematical communication (text, symbols, images) Information density in mathematical materials Differences between language use in mathematics and science The role of dynamic elements in digital teaching platforms Collaborative problem-solving approaches in mathematics education Her publication history reveals an evolving research trajectory from foundational linguistic analysis of mathematics education toward contemporary investigations of digital learning environments. Bergvall consistently applies social semiotic perspectives to understand how multiple modes of communication function together in mathematical education. Recent work demonstrates increasing focus on dynamic elements in digital teaching platforms and their influence on students' reading behavior and comprehension processes. While specific grant information isn't detailed in the provided materials, her research appears to focus on collaborative projects examining mathematical language, particularly through the lens of TIMSS (Trends in International Mathematics and Science Study) data analysis and contemporary digital learning environments.

• Mathematics Education
• Mathematical Linguistics
• Multimodal Analysis in Education
• +3 more

Joakim Landahl is a Professor in the Department of Pedagogy and Didactics at Stockholm University. His work focuses on the historical and sociological dimensions of educational systems, with particular emphasis on international comparative studies and policy development. Landahl's research examines how educational systems evolve historically and in contemporary contexts, analyzing conceptual and policy-level changes in education. Landahl's primary research interests include History of Education, Sociology of Education, Educational Policy, and International Educational Research. His work investigates how international comparisons shape educational reforms and how educational research has developed globally, particularly in post-war Europe. He examines the emergence of transnational networks, the development of large-scale assessments, and the circulation of educational ideas across borders. Landahl pays particular attention to Swedish educational history within global contexts, analyzing how international trends have influenced national developments. His extensive scholarly output reveals a consistent focus on the international dimensions of educational research and policy-making. Landahl's work traces the development of educational expertise networks, the internationalization of educational research, and the historical evolution of comparative education. He examines how data collection methods, publishing strategies, and international organizations have shaped educational knowledge production since the mid-20th century. Landahl is actively involved in multiple research projects including 'The Disembedded Laboratory - Internationalisation of Educational Research for Policy,' which examines the accelerated growth of educational research in post-war Europe and the US; 'The school student movement and school democracy,' which explores the history of democracy in schools; 'Swedish pedagogy: A contested discipline in historical perspective,' which investigates the contested role of academic pedagogy in Sweden; 'Schooling in perspective: A graduate school in applied history of education,' a national graduate school started in 2020; and 'Trust and resistance: Swedish parents' relationship to school 1861-2012,' which describes parents' role in the formation of the Swedish school system. As a member of the History of Education and Sociology of Education research group at Stockholm University, Landahl contributes to examining the meaning and evolution of educational systems both historically and in present-day terms. His work bridges historical analysis with contemporary educational policy concerns, providing critical perspectives on how educational knowledge is produced, circulated, and implemented across different national contexts.

• History of Education
• Sociology of Education
• Educational Policy
• +3 more

Ann-Catrine Edlund is a Professor at the Department of Humanities and Social Sciences, Mid Sweden University. Her research focuses on vernacular literacy practices, gender studies, and cultural history in Nordic contexts. Academic Rank: Professor Department: Humanities and Social Sciences University: Mid Sweden University Her work examines historical diary writing as a form of self-representation and modern subjectivity formation, particularly in rural agrarian societies. She investigates the cognitive and cultural dimensions of folk taxonomies, notably in seal-hunting terminology, and explores the intersection of literacy practices with gender and social identity. Recent publications include analyses of early 20th-century postcard culture as a precursor to digital social media and collaborative writing projects such as Kågeträskdagboken (2022), a critical edition of a Swedish diary from 1891–1901. She has contributed to interdisciplinary dialogues through editorial roles in series like Vardagligt skriftbruk and Bottniska studier . Edlund's methodological approach combines ethnographic analysis with cognitive linguistics, evident in her 2000 doctoral thesis Sälen och Jägaren on seal-hunting conceptual systems. She actively participates in academic literacy initiatives like Skrivlyftet and has presented at international conferences on language, culture, and education.

• Vernacular Literacy
• Sociolinguistics
• Gender Studies
• +3 more

Sofia Ask is a lecturer in Swedish with a didactic focus at Linnaeus University's Department of Swedish within the Faculty of Arts and Humanities . Her research centers on student writing in higher education and language practices in police training , analyzing how learners navigate academic writing transitions and how police professionals develop workplace communication skills. Research Groups : Center for Educational Linguistics Center for Technical Language (CFS) Her work explores text interpretation in police classrooms , authoritative language in police training , and language didactics for pre-university transitions . Recent publications examine digital participation in courtrooms and language competence in teacher training . She leads internationalization initiatives for the Department of Swedish, facilitating teacher and student exchanges. Her methodological approaches combine experimental studies , genre analysis , and discourse studies across educational and professional contexts.

• Academic Writing
• Language Didactics
• Police Training Writing
• +2 more