Pär Widén is a Senior Lecturer at Malmö University's Faculty of Learning and Society, Department of Culture, Language and Media. His research focuses on educational philosophy, historical analysis in education, and the effects of governance techniques like grading and international assessments on individuals and societal structures. He explores youth cultural phenomena, popular media (e.g., comic books) in educational contexts, and evolving discourses on 'good school leadership' through critical theoretical frameworks (Foucault, Deleuze). Specializes in qualitative text analysis Co-author of studies on animation-based pedagogy in preschools Contributor to challenge-based learning in higher education Investigates historical narratives in educational policy His work bridges youth culture, aesthetic practices, and institutional educational reform, emphasizing boundary-questioning approaches to learning.
Wibke Jonas is a Senior Lecturer and Docent at Karolinska Institutet's Department of Women's and Children's Health, Faculty of Medicine. Her career spans clinical practice as a midwife, academic research, and teaching within maternal and child health. She leads significant research initiatives focused on neonatal care and maternal-infant health outcomes. Senior Lecturer, Department of Women's and Children's Health, Karolinska Institutet (2023-present) Docent, Karolinska Institutet (2021) Research Group Leader Primary PI on major Swedish Research Council grants Dr. Jonas holds a midwifery degree from Rheinische Friedrich Wilhelms University of Bonn (1996) and earned her PhD from Karolinska Institutet in 2009. Her doctoral research examined the effects of labor ward routines, including epidural analgesia and oxytocin administration, on breastfeeding outcomes. She completed post-doctoral studies at the University of Toronto's Department of Psychology (2011-2014), working with Professors Alison Fleming and Meir Steiner on the Maternal Adversity, Vulnerability and Neurodevelopment (MAVAN) study. Her research primarily focuses on the Immediate Parent-Infant Skin-to-Skin Contact Study (IPISTOSS), a randomized controlled multicenter trial investigating skin-to-skin contact effects on very preterm infants and their parents. This work examines breastfeeding outcomes, child development, and physiological and psychological aspects across multiple dimensions. She also conducts significant research on intimate partner violence screening in healthcare settings and maternal mental health. Her extensive publication record demonstrates consistent contributions across neonatology, obstetrics, and reproductive health, with recent work emphasizing skin-to-skin contact benefits, preterm infant care, and violence screening protocols. Her research bridges clinical practice with scientific investigation, producing actionable findings for healthcare improvement. Hot topic presentation selected from over 100 abstracts at Parental Brain Conference (2013) Winner of Best Scientific Poster Award at Connaught Global Challenge Symposium (2012) Travel award for Northeastern ADVANCE Future Faculty Workshop (2011) Dr. Jonas has been instrumental in developing educational programs at Karolinska Institutet, including leadership of Scientific Methods and Master's thesis courses, and creation of the English-language web-based course 'Intercultural perspectives on reproductive health.' She has secured substantial funding from the Swedish Research Council, FORTE, Fernström Foundation, and other major funding bodies. Her work with international collaborators spans Sweden, Canada, the Netherlands, and Malawi, reflecting a global approach to maternal-child health research.
Anna Thyberg is a researcher at the Faculty of Arts and Humanities at Linnaeus University , specializing in Department of Languages with a focus on English as a foreign language pedagogy. She is a core member of the Center for Subject Didactic Research in Arts and Humanities (Cähl) , where she contributes to interdisciplinary research on educational practices. Research Focus: Her work explores: Subject literacy development in teacher training programs Deliberative dialogue in literature classrooms Oral assessment formats for literary analysis Democratic and aesthetic dimensions of EFL pedagogy Contact zone theory in cross-cultural literary analysis Key Publication Trends: Recent articles emphasize: 2025: Nexus analysis for literacy practices in teacher education 2023: Subject literacy discourses and oral exam formats 2019-2016: Literary terminology acquisition and reader identification 2012-2005: Deliberative frameworks and democratic ideals in EFL Academic Contributions: She has published extensively in journals like Languages , HumaNetten , and Sprogforum , as well as book chapters and conference proceedings. Her Cähl research group continues to investigate intersections between language, pedagogy, and teacher training.
Sofie Gustafsson serves as a Senior Lecturer at the Department of Education and Special Education, University of Gothenburg. With extensive experience teaching at both primary and advanced levels, she contributes significantly to multiple educational programs including the principal's program, special education teacher program, subject teacher program, vocational teacher program, and master's program in educational leadership. Her educational background includes a PhD in Political Science from Lund University (2016), with doctoral research focused on Citizenship creation under different conditions . Gustafsson's research operates at the intersection of politics and pedagogy, emphasizing the democratic power of education and the responsibility of public sector employees to uphold democratic values within their professional missions. Current research examines the principle of openness in individual schools through WPR (What's the Problem Represented to be?) analysis. Her scholarly contributions focus on educational governance, democratic theory in schooling, and leadership ethics. Key publication themes include school governance structures, democratic safeguarding by principals, and philosophical foundations of democracy in education. Gustafsson actively supervises undergraduate and graduate students while serving on the Department's Education Committee and leading the language stream within vocational teacher training.
Anna Flyman Mattsson is a Senior Lecturer and Manager of Research and Research Education at the Centre for Languages and Literature, Lund University. Her roles include overseeing research education, serving on the Board of Section 1, and teaching courses such as SVAA01 and SVAM01 in Swedish as a second language. Research Focus: Multilingualism, grammatical development, and didactic approaches to adult Swedish language acquisition. Administrative Roles: FFU (Research and Research Education) Manager and board member at the Centre for Languages and Literature. Collaboration: Active in networks like FLIS, promoting knowledge about multilingualism across Swedish universities and municipalities. Her research investigates whether Swedish textbooks for adult immigrants align with processability theory, emphasizing input complexity and learner progression. She also explores the intersection of language rights, policy, and sociolinguistics. Anna's recent publications analyze definiteness marking, textbook design, and grammatical assessment models. Her work highlights the importance of accessible input for adult learners in Sweden's integration programs. Teaching activities include courses in Swedish language analysis and learner language assessment, with a focus on practical applications of language acquisition theories.
Johan Adetorp is an Associate Professor in Religious Studies at the Department of Cultural Sciences , Faculty of Arts and Humanities, Linnaeus University. His teaching focuses on ancient religions, ritual theory, and religious didactics within the subject teacher program for religious studies educators. Research Focus : Old Norse and Celtic religion, religious iconography, and prehistoric cultural encounters Key Contributions : Doctoral thesis on C-bracteate iconography (2008), editorial work on modern religious trends (2025) Publication Timeline : 2002–2025 with specializations in visual culture, weapon symbolism, and academic critique His research explores how prehistoric populations expressed religious worldviews through art, particularly focusing on the Early Iron Age and Migration Period iconography. Despite limited written sources from these eras, he analyzes visual representations to uncover mythological ideas, cultural exchanges, and social structures. The 15 most recent publications demonstrate sustained engagement with Nordic and Celtic religious imagery, weapon symbolism in sagas, and contemporary religious theory.
Christina Lindh is a Senior Lecturer at the Faculty of Education, Kristianstad University, within the Department of Primary Teacher Education. Her academic career spans over three decades, with roles in teacher training, educational leadership, and literacy research. She earned her PhD in Swedish and Didactics from Malmö University (2019) and holds advanced qualifications from Lund University, Växjö University, and Linnaeus University. Research Focus: Literacy practices, writing-to-learn, disciplinary writing, academic writing Key Collaborations: Nordic Council of Ministers, University College Copenhagen, Malmö University Leadership Roles: Member of Kristianstad University Board, Project Leader for SKRUViS initiative Her research explores how deliberate writing practices create learning opportunities, emphasizing reflexive knowledge and content-based communication. Recent projects like SKRUViS and Språkande i so-undervisningen focus on sustainable educational development and interdisciplinary language use in social studies education. Dr. Lindh actively participates in academic discourse through invited talks, PhD supervision, and educational policy analysis. She contributes to redefining writing pedagogy through international collaborations like the Writing and Thinking program at Bard College (2001) and Nordic language initiatives (2007–). Her recent publications address principal perspectives on newly qualified teachers, analyzing career trajectories and institutional expectations. These works highlight her commitment to bridging teacher education with practical implementation through evidence-based policy critiques.
Anna Smedberg Bondesson serves as Associate Professor in Literary Studies at Kristianstad University's Faculty of Education within the Department of Secondary Teacher Education. She is an active member of the Learning in Language and Literature (LiLL) research group and maintains an ORCID profile (0000-0001-7384-1757), reflecting her commitment to academic transparency and research integrity. Her research interests focus on literary education with particular emphasis on Nordic literary traditions, fairy tale pedagogy, sustainable literature education, and the emotional dimensions of reading. She explores how literature can address contemporary issues like environmental sustainability and suppressed historical narratives, connecting literary studies with UN Sustainable Development Goals. Analysis of her recent publications (2020-2025) reveals a strong focus on Nordic educational collaboration, with significant work on inter-Nordic literary education, sustainable development in curriculum design, and the integration of emotions into literary pedagogy. Her research shows increasing engagement with sustainability themes and cross-border educational initiatives, particularly evident in her 2024-2025 publications addressing green transition in literature education and Nordic professional competence. Through her editorial work on 'Litteraturdidaktik och känslor' and numerous conference presentations, she has established herself as a key contributor to Nordic literary education discourse. Her research output demonstrates consistent productivity with over 100 publications spanning from 1997 to present, showing particular intensity since 2011. Professionally, she has held external positions including Swedish lecturer in Aalborg (2019-2022) and chair of Lundensiska litteratursällskapet (2019-2024). Her activities include extensive peer review work, examination duties (including external censorship in Bergen), and participation in public literary debates focusing on topics like eating disorder representation and historical narratives.
Lika Rodin is a Senior Lecturer in Social Psychology at the School of Health Sciences, University of Skövde. Based in Room G2614 with contact information lika.rodin@his.se and phone number 0500-448242, Rodin serves as Course Coordinator for academic programs including the 2024 course "Frontiers of Neoliberalism: Well-Being and Social Management in Spaceflight" (7.5 credits, Bachelor's level). Rodin's research spans critical theoretical frameworks examining power dynamics in extreme environments and social structures. Key interests include: Social psychology of spaceflight and extreme environments Critical theory applications (Foucault, Althusser, Marxist frameworks) Migration studies and integration politics Biopolitics and governmentality in institutional contexts Neoliberalism's impact on social management systems Particular attention is given to how theoretical frameworks explain human behavior in constrained environments like space missions and immigration detention centers. Analysis of Rodin's publication record from 2015-2024 reveals a distinctive interdisciplinary trajectory bridging social psychology, political philosophy, and sociology. The research demonstrates consistent focus on power structures in both terrestrial and extraterrestrial contexts, with increasing attention to space sociology since 2019. Rodin's work connects classical theoretical frameworks (Foucault, Althusser, Marxist theory) with contemporary issues including migration, healthcare, and space exploration, creating novel analytical intersections between critical theory and extreme environment psychology. Rodin has established significant scholarly output through publications in journals including Zhurnal Issledovanii Sotsial'noi Politiki, Logos et Praxis, The Russian Sociological Review, and International Journal of Russian Studies. The research demonstrates methodological diversity across theoretical analysis, qualitative case studies, and critical literature reviews. Collaborative work appears with Andre Rodin and Susanne Brunke on migration-related topics, suggesting research partnerships within the University of Skövde's migration studies community. Rodin's academic activities include course development focused on neoliberalism and spaceflight sociology, indicating engagement with emerging interdisciplinary fields.
Carina Granberg is an Associate Professor at Umeå University's Department of Applied Educational Sciences, where she conducts research at the intersection of mathematics education, cognitive psychology, and educational technology. She is affiliated with the Umeå Mathematics Education Research Centre (UMERC) and leads the ARED - Applied Research on Education and Digitalisation group. Her research focuses on formative assessment practices, creative mathematical reasoning, and the impact of digital tools on learning. Granberg investigates how teacher-student interactions influence motivation and problem-solving abilities, particularly through projects like 'Learning by Imitative and Creative Reasoning' (2009-2025) and 'Teaching that supports students' creative problem-solving in mathematics' (2020-2022). Her work demonstrates that well-designed formative assessment significantly enhances behavioral engagement and autonomous motivation by satisfying students' basic psychological needs. Analysis of her recent publications (2021-2025) reveals consistent emphasis on: Creative mathematical reasoning as superior to imitative approaches Neural correlates of mathematical learning through fMRI studies Diagnostic frameworks for identifying reasoning difficulties Inclusive strategies for students with intellectual disabilities Integration of retrieval practice with creative tasks Her scientific recognition includes: Distinguished University Teacher award Excellent Teacher qualification Granberg actively collaborates with international researchers through projects like the PME (Psychology of Mathematics Education) conferences, where she has co-edited proceedings. Her work bridges neuroscience, educational practice, and digital innovation to transform mathematics instruction.
Katrin Ahlgren is a Senior Lecturer and Associate Professor at Stockholm University , affiliated with the Department of Teaching and Learning . Her work spans multilingualism, sociolinguistics, and educational research, with international collaborations across institutions like Universidad Autónoma Madrid and Universitat Oberta de Catalunya . Education PhD in Narrative Identity and Living Metaphors in a Second Language Perspective Research Interests Focus on linguistic agency, multilingual education, and narrative approaches in language use. Projects like Language and Life-Course (2024-2028) examine SFI programs' impact on migrant integration. Her work integrates arts-based methods and metaphor theories into sociolinguistic equality. Awards Bernadotte Scholarship (2021-2022) by the Swedish Academy. Research Fellowship (2024-2025) at the Paris Institute for Advanced Study. Grants Funded by the Swedish Research Council for international postdoc projects (2017-2021) and ongoing Language and Life-Course research. Riksbankens Jubileumsfond supported her sabbatical (2022-2023) and research fellow position.
Catrin Norrby is a Professor and Prodekanus (Deputy Dean) at the Department of Swedish Language and Multilingualism , Stockholm University . She leads the research group Interaction and Variation in Pluricentric Languages (IVIP) , a collaboration between Stockholm University, University of Helsinki, University of Turku, and the Institute for Language and Folklore in Gothenburg. Her work spans sociolinguistics, conversation analysis, and cross-cultural communication, with a focus on Swedish as a pluricentric language. Her research interests include: Sociolinguistics : Comparative studies of Sweden Swedish and Finland Swedish Human-Robot Interaction : Exploring robot-assisted learning for multilingual students Death Notices : Documenting linguistic evolution in Swedish newspapers Corporate Address Practices : Analyzing language use in multinational companies like IKEA The IVIP research program (2013–2020) revealed significant pragmatic differences in service encounters, medical consultations, and academic supervision between Swedish varieties. Recent projects (e.g., 2023–2025 VR-funded study) investigate social robots' role in education. Her article analyses highlight trends in: Comparative studies of pluricentric languages (German, English, Swedish) Linguistic diversity across global cities Hybrid complaints in institutional settings Pragmatic transfer in intercultural communication Multimodal interaction in service environments She supervises PhD students and teaches at postgraduate levels, with affiliations to international networks like the University of Melbourne's Research Unit for Multilingualism and Cross-Cultural Communication (RUMACCC) . Her work emphasizes micro-interactional practices and macro-sociocultural contexts.
Eva Siljehag is an Associate Professor in Special Education at the Department of Special Education, Stockholm University. With a background as both a preschool teacher and specialist teacher, she brings practical experience to her academic work. Her research focuses on democratic knowledge and change processes in education, particularly examining special educational situations and contexts within preschool and school settings where inclusive, activity-based, and knowledge-based interventions can benefit all children and students. Her research interests span several key areas in special education and inclusive practices: Inclusive early childhood education and interventions for children with special educational needs Social interactions and play in inclusive preschool settings Language development interventions, particularly for children with additional language needs Democratic knowledge and change processes in educational systems Assessment tools and methodologies for measuring social play and child well-being Dr. Siljehag's recent work demonstrates a strong focus on sustainable educational development through true partnership between research and practice. Her publications reveal consistent exploration of how to implement effective interventions in inclusive preschools, with particular attention to social interactions, play, and language development. Her research often employs collaborative implementation processes and examines the practical application of educational theories in real-world settings. Among her notable contributions are publications on dialogic reading interventions for language learners, social validity of assessment tools for measuring children's play, and systematic approaches to early intervention in preschool settings. Her work consistently emphasizes the importance of inclusive practices that benefit all children, not just those with identified special educational needs. Dr. Siljehag has received research funding from Skolforskningsinstitutet (2018:00018) and Vetenskapsrådet (2017:03683), supporting her work on social interaction during playtime and language activities in inclusive preschools.
Linnea Wenell is a doctoral student in Nordic Languages at Uppsala University , focusing on the impact of digital technology on Swedish language education in secondary schools. Her research examines how digitalism as an ideology influences policy documents , teaching practices, and student text production. Education Master's Degree in Swedish, Uppsala University (2018) Teacher Qualification for Secondary School Swedish/English (2016) Research Focus Wenell's work combines discourse analysis and recontextualization theory to trace how digital technology is represented in educational policies and enacted in classrooms. She also employs systemic-functional linguistics and social semiotics to analyze student texts and assessment criteria. Publications & Contributions Her recent conference papers explore trends in digital literacy instruction and ideological shifts in Swedish subject curricula. Key themes include: Interpretation of policy documents Recontextualization of digital tools in teaching Multimodal text analysis Assessment practices in digital environments Professional Activities Teaching (2022-2024): Subject teacher program in Swedish at Uppsala University Supervision (2019-2022): Language Workshop, Uppsala University Research (2019-present): Doctoral project on digitalism and Swedish subject pedagogy
Johan Eddebo serves as an Associate Professor of Philosophy of Religion at Uppsala University, affiliated with the Department of Theology and the Center for Multidisciplinary Research on Religion and Society (CRS). His academic profile integrates philosophical inquiry with theological perspectives to examine technology's societal implications, particularly regarding democracy and human dignity. Eddebo's research spans metaphysics, philosophy of mind, philosophy of science, and epistemology, with a distinctive focus on how worldviews interact with technological development and political structures. Drawing from analytical philosophy while incorporating phenomenological, medieval, and Aristotelian traditions, his work addresses contemporary challenges such as AI governance, hate speech regulation, and the metaphysical dimensions of digital culture. Current projects include the WASP-HS initiative Artificial Intelligence, Democracy and Human Dignity , which investigates how algorithmic systems shape democratic processes and societal values. Analysis of Eddebo's recent publications (2022-2025) reveals three dominant thematic clusters: (1) ethical and political dimensions of artificial intelligence, particularly concerning governance transparency and democratic integrity; (2) hate speech dynamics in digital spaces, combining technical detection methods with philosophical analysis of free expression; and (3) metaphysical explorations of technology's impact on human subjectivity, often bridging Western and non-Western philosophical traditions. His interdisciplinary approach consistently connects historical religious thought with contemporary technological challenges. Scientific Awards : No awards documented in available sources Eddebo participates in major collaborative research initiatives, notably the Wallenberg-funded WASP-HS program, though specific grant details remain undisclosed. His mentorship activities and formal student supervision are not publicly enumerated in the provided materials. Within Uppsala University's Center for Multidisciplinary Research on Religion and Society (CRS), Eddebo contributes to interdisciplinary teams examining religion's evolving societal role. His current work in the WASP-HS project involves cross-institutional collaboration between humanities scholars, social scientists, and technical experts to develop frameworks for responsible AI development that uphold democratic values and human dignity.
