Helena Bani Shoraka is a researcher at the Department of Swedish Language and Multilingualism at Stockholm University. Her work focuses on multilingual education, interaction in professional settings, and sociolinguistic approaches to language and societal challenges. Research groups: IntensiveSwedish , Interfler (Interaction and Multilingualism) , and Language and Societal Challenges . Key projects: Leading interpreter-mediated professional encounters , Samsyn (coordination in introductory education), and Concurrent Collaboration (reading development in newly arrived students). Her research bridges language education, multilingualism, and sustainability, with a focus on equity in education and institutional practices.
Julia Backelin Forsberg is a Senior Lecturer at the Department of Swedish Language and Multilingualism, Stockholm University. Her work bridges sociolinguistics, phonetics, and language education, with a focus on adolescent language use and standard language ideologies. She holds an MSc in Forensic Speech Science from the University of York and specializes in spoken language analysis and pronunciation pedagogy. Current research projects include Samsyn (2022-present) and Samsas (2021-2022), alongside her leadership in the IntensiveSwedish initiative (2018-2020) that developed targeted educational models for newly arrived high school students. Research interests: Adolescent speech patterns Phonology in Swedish/English instruction Standard language ideologies Literacy development for second-language learners Her funded work with the Erik Wellander Foundation (2020) examines pronunciation norms and language ideologies. Publications analyze listener training approaches, European English varieties, and decoding challenges in multilingual education systems.
Åsa Sundelin is a Senior Lecturer at the Department of Education, Stockholm University, where she serves as Programme Co-ordinator for the Bachelor of Arts in Study and Career Guidance. Her work focuses on career development and guidance, particularly for vulnerable populations including migrants and youth at risk of educational exclusion. Dr. Sundelin's research interests center on career guidance and counseling, with particular emphasis on: Educational and vocational guidance for newly arrived migrants Career transitions and support for youth at risk Inclusion strategies in educational settings Meaning-making processes in career counseling Language and communication challenges in multicultural guidance settings School absenteeism prevention and remedial education Her recent publications demonstrate a strong focus on the intersection of migration, education, and career development. A key theme across her work is examining how career guidance can either facilitate or hinder the inclusion of vulnerable populations, particularly newly arrived migrants and youth at risk of educational exclusion. Her research often employs qualitative methodologies to explore the nuanced interactions between counselors and clients, highlighting the power dynamics and structural constraints that shape career decision-making processes. Dr. Sundelin is actively involved in several research projects including "Moving on, Youth attending an introduction program and their career support in varying local context," "Inclusion and recognition of newly arrived migrant youth through educational and vocational guidance," and "Reaching secondary school? School's support for parents." She is a member of the Career Development and Guidance research group at Stockholm University, which focuses on youth and adult learning in relation to educational and vocational choices and their career development and mobility.
Kristina Danielsson is a Professor of Swedish in Education at Stockholm University and Professor of Swedish at Linnaeus University, Sweden. At Linnaeus University, she also serves on the boards of the Center for Educational Linguistics and the Linnaeus University Center for Intermedial and Multimodal Studies (IMS). Her academic work focuses on literacy practices across various school disciplines with particular emphasis on multimodality and meaning-making processes in educational contexts. Dr. Danielsson holds a PhD in Scandinavian languages and has established herself as a leading researcher in disciplinary literacy and multimodal education. She has written numerous articles for teachers' in-service training and school development concerning reading, writing, and text talk in educational contexts on behalf of the Swedish Board of Education. Together with Dr. Kok-Sing Tang from Curtin University, she was the founding coordinator of the Special Interest Group 'Languages and Literacies in Science Education' and co-edited the publication 'Global Developments on Literacy in Science' published by Springer. Her research interests center around literacy practices, meaning-making, and classroom interaction across different subjects. Particularly, she investigates how students develop disciplinary literacy through multimodal resources including language, images, gestures, and physical objects. Her work examines how linguistic diversity affects science learning, how digital technologies support early literacy development, and how teachers can orchestrate multimodal classroom activities to support conceptual understanding. She approaches these questions through social-semiotic and systemic functional linguistic frameworks that analyze how meaning is constructed across different semiotic modes. Professor Danielsson's extensive publication record reveals consistent focus on multimodal approaches to science and literacy education. Her work demonstrates how students' meaning-making processes evolve through carefully designed classroom activities that integrate multiple semiotic resources. A notable trend across her research is the examination of how linguistic diversity intersects with science learning, showing how teachers can scaffold students' development of both content knowledge and disciplinary language proficiency. Her research also emphasizes practical applications, with many studies developed in close collaboration with teachers to ensure relevance to classroom practice. While specific scientific awards aren't mentioned in the available information, Professor Danielsson's leadership in major research projects funded by the Swedish Research Council and Swedish Institute for Educational Research demonstrates significant recognition of her scholarly contributions. Her work has substantial impact on educational practice through her publications for teacher development and her involvement with national education authorities. Professor Danielsson actively supervises PhD students and teaches in doctoral courses while also contributing to teacher education programs. She leads multiple significant research projects including 'Disciplinary literacy in primary teacher education' (2023-2026), 'Multimodal meaning making and assessment in linguistically diverse science classrooms' (2024-2027), 'Theory of evolution in comics' (2024-2026), and 'Exploring six-year-olds' meaning making' (2024-2027). These projects, primarily funded by the Swedish Research Council, reflect her ongoing commitment to advancing understanding of multimodal literacy development across educational contexts. She is actively involved with two research groups: 'Literacy and Multimodality – LiM' which centers around research on literacy practices, meaning making, and classroom interaction in different subjects; and 'Early literacy in a digitized society' which explores young children's early literacy development, focusing on teaching design and the use of diverse resources. These groups provide collaborative frameworks for interdisciplinary research that connects theory with practical educational applications.
Ali Osman is a Professor at Stockholm University's Department of Education and Didactics within the Faculty of Social Sciences. His work focuses on understanding educational transitions and social inclusion in Swedish society, particularly for immigrant populations and those from disadvantaged backgrounds. He is actively involved in multiple research groups including the International and Comparative Educational Research (ICER), Career Development and Guidance, and Educational History and Sociology groups. Professor Osman's research primarily examines "transitions" between different educational systems and from education to work, with special attention to how educational institutions and folk education serve as arenas for facilitating these transitions for immigrants. His work employs theoretical frameworks from social constructionism, Foucault, and Bourdieu to understand the institutional conditions for social inclusion. Methodologically, he utilizes qualitative interviews, ethnography, and autobiographical approaches to explore these complex social phenomena. His recent publication trends reveal a consistent focus on educational success pathways, particularly for students from immigrant backgrounds and low socioeconomic status. His work examines the resources these students mobilize for academic success, the role of significant others in their educational journeys, and the challenges faced by skilled migrants in accessing their previous vocations in Sweden. The research demonstrates interdisciplinary connections between educational sociology, migration studies, and vocational education. Professor Osman teaches organizational pedagogy, methodology courses at basic levels, and contributes to the Bachelor's Program in Diversity Studies. He supervises bachelor's theses, master's theses, and doctoral dissertations, providing guidance to the next generation of educational researchers. His research activities include multiple ongoing and completed projects including "Taking School into Own Hands - Directed School Integration and Social Change," "Pockets of (In)Equality? Young Adults' Educational and Life Careers in Suburban and Rural Areas," and "Following the Footsteps of Resilient Youth: Successful Educational Paths and Entry into Higher Education."
Stefan Norrthon is a Senior Lecturer (Universitetslektor) at Stockholm University in the Department of Swedish and Multilingualism. He holds a doctorate in Nordic languages and is an active member of the research groups ‘The Form and Function of Stories’ and ‘Interaction and Multilingualism (Interfler)’ . Research Interests: His main research lies in multimodal interaction analysis , focusing on how humans and non-human animals communicate, as well as how drama-based methods can support second language learning. He explores how greetings and social actions unfold between species and across cultures, and how theatrical rehearsal processes are collaborative, multimodal, and longitudinal. Research Projects: He currently leads two projects: Drama-based second language teaching from an interactional and multimodal perspective Communication between humans and other animals Publications: His recent work spans interspecies greetings, cueing in theatre rehearsals, and knowledge accumulation in theatrical performance development. His research is published in journals such as Journal of Pragmatics , Human Studies , and Journal of Applied Linguistics and Professional Practice . Teaching: He teaches conversation analysis, sociolinguistics, rhetoric, academic writing, and professional writing at Stockholm University.
Matilda Amundsen Bergström is a Researcher at the Department of Literature, History of Ideas, and Religion at the University of Gothenburg. Her work focuses on early modern women's intellectual history, particularly Scandinavian women philosophers and poets from the 17th and 18th centuries. Dr. Bergström completed her doctoral thesis titled "As a Sappho. Three Early Modern Authors and their Strategies of Publication, Self-Presentation and Rhetoric" at the University of Gothenburg in 2019. Her research examines how early modern women writers like Louise Labé, Katherine Philips, and Hedvig Charlotta Nordenflycht presented themselves as heirs to Sappho's poetic tradition. Her primary research interests include early modern women poets and philosophers, with special focus on ethics, rhetoric, and issues of authority. Dr. Bergström is currently leading the project "A Happy Life. Women's Moral Philosophy in 17th- and 18th-Century Scandinavia," funded by Riksbankens jubileumsfond, which explores how Scandinavian intellectuals like Birgitte Thott, Hedvig Charlotta Nordenflycht, Agneta Horn, and others philosophized about happiness and the meaning of a good life. She is also part of the Swedish Research Council-funded project "Making Enlightenment Happen. Gothenburg Women in 18th-Century Swedish Public Life," which investigates how female authors, printers, editors, journalists, actors, translators, and readers contributed to the Enlightenment in late 18th-century Gothenburg. Dr. Bergström's extensive publication record demonstrates a consistent focus on early modern women's intellectual contributions, particularly examining Hedvig Charlotta Nordenflycht's philosophical thought. Her scholarship spans from 2014 to 2024 and shows a clear trajectory of deepening engagement with women's philosophical and literary contributions during the Enlightenment era. Her work frequently addresses themes of gender, authority, self-presentation, and the intersection of literature and philosophy in the early modern period, with particular attention to rhetorical strategies employed by women writers to establish credibility in intellectual spheres. Dr. Bergström has received research funding from prestigious institutions including Riksbankens jubileumsfond and the Swedish Research Council for her projects on women's intellectual history. Her collaborative work, such as the edited volume "Faking it! The Performance of Forgery in Late Medieval and Early Modern Culture" with Philip Lavender, demonstrates her engagement with broader scholarly conversations beyond her primary focus on Scandinavian women writers. As an active researcher in comparative literature, Dr. Bergström continues to develop her monograph on Hedvig Charlotta Nordenflycht's philosophical thought while engaging with contemporary scholarship on gender, literature, and philosophy. Her work bridges historical research with ongoing discussions about women's intellectual contributions and the recovery of marginalized voices in philosophical and literary history, making significant contributions to the field of early modern women's studies.
Henrik Björck is a Professor in History of Ideas and Science at the University of Gothenburg's Department of Literature, History of Ideas, and Religion. Previously, he served as an assistant professor in History of Technology at Chalmers University of Technology from 1998 to 2002. His academic career spans over two decades with a focus on Swedish intellectual and scientific history. Björck earned his Ph.D. in History of Ideas and Science in 1995. His scholarly trajectory demonstrates a consistent engagement with the development of academic institutions and intellectual traditions in Sweden, moving from technology history to broader conceptual and institutional history. His research interests encompass early 19th century journalism, ideology among engineers, the evolution of institutions for higher education and research, historiography of history of ideas and science, and methodology of metaphor analysis. His work frequently examines the intersection of academic institutions with broader societal developments, particularly within the Swedish context. He has a special interest in conceptual history approaches and has made significant contributions to understanding the development of the Swedish academic system. Analysis of his recent publications reveals a strong thematic focus on the 'folkhem' concept in Swedish academic history, the historical development of research education within the Swedish higher education system, and innovative applications of digital humanities methods to historical parliamentary data. His work demonstrates a consistent engagement with the Royal Swedish Academy of Sciences and its role in shaping Swedish scientific policy and institutional development. Björck maintains an active international scholarly presence, with a noted affiliation with SHOT (The Society for the History of Technology), indicating his engagement with global academic networks in the history of science and technology.
Jan-Erik Karlsson serves as Associate Professor and Senior Physician in Cardiology at Linköping University's Medical Faculty. He holds the position of Vice Dean for Collaboration, working closely with medical education programs and regional healthcare providers including Region Östergötland, Region Jönköping County, Region Kalmar County, and municipalities in Östergötland. His clinical work continues at the Department of Medicine, Ryhov County Hospital in Jönköping. His research focuses on cardiology with particular emphasis on myocardial infarction, heart failure, and atrial fibrillation. Karlsson's work spans clinical cardiology, medical education, and healthcare system improvements, often examining disparities in cardiovascular care for immigrant populations and implementing innovative diagnostic techniques. His research group actively investigates cardioprotective strategies, strain imaging methodologies, and outcomes in young myocardial infarction patients. Publication analysis reveals consistent contributions in cardiovascular journals with recent work emphasizing healthcare disparities, advanced imaging techniques, and genetic aspects of cardiomyopathies. His 2023-2025 publications demonstrate strong focus on immigrant health outcomes, cardiac rehabilitation access, and precision diagnostics in cardiomyopathies. As an educator, Karlsson supervises multiple doctoral students including Walid El-Saadi and Per Andersson as primary supervisor. He teaches Evidence-Based Medicine (Term 1), Coronary Artery Disease and Atrial Fibrillation (Term 6), and Heart Failure (Term 11). He serves on the faculty board and University Hospital Committee, chairing the Council for Healthcare Development. Organizationally, he participates in Southeastern Healthcare Region leadership, Medicine and Acute Care Knowledge Council, Diagnostic and Senses Knowledge Council, National Program Area for Heart and Cardiovascular Diseases, and chairs the Regional Program Area for Heart and Cardiovascular Diseases. He leads cardiology instruction for Term 6 of the medical program.
Sofia Ahlberg is a Senior Lecturer at Uppsala University , affiliated with the Department of English under the Faculty of Languages . She integrates a global perspective into her research on ecofiction , climate-related literature , and pedagogy , emphasizing literature's role in designing alternative social frameworks. Her research focuses on humanities , environmental humanities , and the intersection of pedagogy and literature . She has authored two books: Atlantic Afterlives in Contemporary Fiction: The Oceanic Imaginary since the Information Age (2016) and Magic, Literature and Climate Pedagogy (2024), and co-edits the Literatures as World Literature book series with Thomas Oliver Beebee. Recent publications such as 'An Emergent Rebellion' (2025) and 'Teaching the Anthropocene' (2024) reflect her interdisciplinary engagement with ecological crises, postcolonial themes, and pedagogical innovation. Her work appears in journals like The Comparatist and Interdisciplinary Studies in Literature and Environment , highlighting her commitment to bridging literary analysis with real-world challenges.
Sylvi Vigmo is a Lecturer at the Department of Education, Communication and Learning within the Faculty of Social Sciences at the University of Gothenburg. Her work focuses on the intersection of education, digitalization, and social sustainability, with particular emphasis on language learning, higher education pedagogy, and equity in educational practices. Her research interests span across multiple domains including digital learning environments, educational sustainability, language acquisition, and the impact of technology on teaching and learning practices. Vigmo's work often examines how digital tools transform educational experiences while maintaining focus on social justice and inclusive practices in both K-12 and higher education contexts. Analyzing Vigmo's recent publications reveals a strong focus on the transformative potential of digital technologies in education, with particular attention to pandemic-induced changes in educational practices. Her research consistently addresses social sustainability through lenses of equity, inclusion, and global citizenship education, examining how educational systems can better serve diverse student populations while preparing them for active citizenship in a digital world. Vigmo frequently collaborates with colleagues across disciplinary boundaries, working with researchers in language education, medical education, and educational technology. Her collaborative approach reflects the interdisciplinary nature of contemporary educational research, addressing complex challenges that require multiple perspectives.
Helena Korp is a Senior Lecturer at the Department of Education and Special Education , University of Gothenburg. Her work bridges vocational education, teacher training, and the integration of newly arrived migrant students into Swedish educational systems. Research Interests: Dr. Korp explores vocational knowing and becoming, critical race theory in education, identity construction among marginalized learners, and policy implications of inclusive practices. Her research often intersects with the challenges faced by refugee and migrant populations in Nordic welfare states. Publication Trends: Recent articles focus on vocational pedagogies, emergency education frameworks for migrant students, equity in individual development plans, and the reproduction of systemic racism in educational landscapes. Themes include language learning, gender dynamics, and policy critiques in Swedish compulsory and vocational education. Labs & Teams: Dr. Korp collaborates with municipalities and educational institutions on projects like the ULF initiative, emphasizing practice-based research and development. She contributes to understanding how vocational and teacher education can mutually inform each other.
Sofia Persson is a Senior Lecturer at the Department of Education and Special Education, University of Gothenburg. She has extensive experience teaching sociology (theory and method) and education (social relations, conflict management and leadership; social studies; methods) at all academic levels from basic to postgraduate. Her academic background includes working as a primary teacher (grades 1-7) and with educational development at the local government level. She attended the National Postgraduate School at the Institute of Working Life in Stockholm (2000-2007) and received her PhD in 2008 with a thesis on the emergence and transformation of the teaching profession in basic education in Sweden. Persson's research focuses on sociology of education with emphasis on organizations, professions, and government. She participates in the KRIT (Critical Theories) and POP (Politics of Education) research groups at her department. Currently (2022-2024), she is working with Ilse Hakvoort on the Afa Försäkring-funded research project 'Escalated conflicts, threats and violence against teachers.' Her recent publications demonstrate a strong focus on school violence, teacher safety, and professional boundaries, with increasing attention to conflict escalation in educational settings. She also has significant work in critical realism and the sociology of educational professions spanning back to her doctoral research. Her work bridges theoretical frameworks in sociology of education with practical applications in school safety, teacher professional development, and educational policy. Persson teaches and supervises across all levels of the academic spectrum and has extensive experience in both sociology and education curriculum development.
Ioanna Zengler is a Lecturer at the Department for Swedish as a Second Language, Rhetoric and Language Support (SAROS) at Linköping University. She plays a pivotal role in designing and implementing a new supplementary education program aimed at preparing foreign graduates for integration into the Swedish labor market through student-driven curricula.
Niklas Norén is a Senior Lecturer in Didactics at the Department of Education, Uppsala University. His work bridges Swedish language education with social interaction analysis, focusing on communication practices in educational settings. He supervises students at basic, bachelor's, and master's levels while leading the Special Needs Education specialization within the Master Programme in Educational Sciences. Member of research groups: CLIP, STOLP, PS Network affiliations: NISCI, OFTI Research spans three core areas: (1) Communication aids for children with neurological impairments, (2) Institutional interaction analysis using EMCA methodology, and (3) Grammatical constructions in conversational contexts. Recent projects examine classroom discourse, mathematical reasoning in groups, and digital writing practices. Key article trends: 2022-2025 work emphasizes mathematical discourse and digital communication , while longitudinal research (2013-2022) explores pivot constructions and eye-gaze AAC devices . Methodologically grounded in ethnomethodology and conversation analysis . Network involvement includes coordination of NISCI (special educational needs network) and web administration for OFTI. His research combines theoretical linguistics with practical applications in inclusive education, particularly for children with cerebral palsy and autism spectrum disorders.
