Introduction to International Master in Educational Research

Literature list
The following reading applies to the course: the obligatory and obligatory self-selected literature listed below, plus a minimum of 3 additional articles (chosen by the student) read for and cited in the main course assignment.

Obligatory literature
Agbedahin, A. V. (2019). Sustainable development, Education for Sustainable Development, and the 2030 Agenda for Sustainable Development: Emergence, efficacy, eminence, and future. Sustainable Development, 27(4), 669–680. https://doi.org/10.1002/sd.1931

Biesta, G. (2020). Risking ourselves in education: Qualification, socialization, and subjectification revisited. Educational Theory, 70(1), 89–104. https://doi.org/10.1111/edth.12411

Bylund, L., Hellberg, S., & Knutsson, B. (2022). ‘We must urgently learn to live differently’: The biopolitics of ESD for 2030. Environmental Education Research, 28(1), 40–55. https://doi.org/10.1080/13504622.2021.2002821

Da Costa, N., & Rose, H. (2024). The impact of Global Englishes classroom-based innovation on school-aged language learners’ perceptions of English: An exercise in practitioner and researcher partnership. System, 121, 103263. https://doi.org/10.1016/j.system.2024.103263

Dahlstedt, M., & Fejes, A. (2019). Futures in line? Occupational choice among migrant adult students in Sweden. International Journal of Lifelong Education, 38(1), 76–87. https://doi.org/10.1080/02601370.2018.1497719

Elfert, M., & Rubenson, K. (2015). Adult education research: Exploring an increasingly fragmented map. European Journal for Research on the Education and Learning of Adults, 6(2), 125–138. https://doi.org/10.3384/rela.2000-7426.rela9066

Fekih Zguir, M., Dubis, S., & Koç, M. (2021). Embedding Education for Sustainable Development (ESD) and SDGs values in curriculum: A comparative review on Qatar, Singapore and New Zealand. Journal of Cleaner Production, 319, 128534. https://doi.org/10.1016/j.jclepro.2021.128534

Holmqvist, D., Andersson, P., & Muhrman, K. (2024). Fast delivery, on demand: How flexibility and individualization policy are enacted in Swedish municipal adult education. Nordic Journal of Studies in Educational Policy, 10(1), 60–72. https://doi.org/10.1080/20020317.2024.2339402

Isaksson, K., & Weldemariam, K. (2024). Thinking with fire, water and sun: Material-discursive entanglements in Swedish outdoor education. Environmental Education Research, 0(0), 1–14. https://doi.org/10.1080/13504622.2024.2326455

Källkvist, M., Gyllstad, H., Sandlund, E., & Sundqvist, P. (2022). Towards an in-depth understanding of English-Swedish translanguaging pedagogy in multilingual EFL classrooms. HumaNetten, 48, 138–167. https://doi.org/10.15626/hn.20224807

Laird, S. (2017). Learning to live in the Anthropocene: Our children and ourselves. Studies in Philosophy and Education, 36(3), 265–282. https://doi.org/10.1007/s11217-017-9571-6

Malik, R. S. (2018). Educational challenges in 21st Century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9. https://doi.org/10.17509/jsder.v2i1.12266

Mufic, J., & Fejes, A. (2022). ‘Lack of quality’ in Swedish adult education: A policy study. Journal of Education Policy, 37(2), 269–284. https://doi.org/10.1080/02680939.2020.1817567

Muhrman, K., & Andersson, P. (2022). Adult education in Sweden in the wake of marketisation. Studies in the Education of Adults, 54(1), 25–42. https://doi.org/10.1080/02660830.2021.1984060

Nap, L. S., Hiddink, F. C., & Duarte, J. (2023). ‘Do you know a few words?’ Developing an evidence-based model to analyse multilingual classroom interaction. International Journal of Bilingual Education and Bilingualism, 26(7), 904–917. https://doi.org/10.1080/13670050.2022.2132108

Papadopoulos, D., Lumsden Wass, K., & Wärvik, G.-B. (2023). Individualising processes in the making: Policy complexities and tensions of municipal adult education in Swedish for immigrants. Scandinavian Journal of Educational Research, 1–14. https://doi.org/10.1080/00313831.2023.2275805

Rose, H., & Montakantiwong, A. (2018). A tale of two teachers: A duoethnography of the realistic and idealistic successes and failures of teaching English as an international language. RELC Journal, 49(1), 88–101. https://doi.org/10.1177/0033688217746206

Sinakou, E., Boeve-de Pauw, J., & Van Petegem, P. (2019). Exploring the concept of sustainable development within education for sustainable development: Implications for ESD research and practice. Environment, Development and Sustainability, 21(1), 1–10. https://doi.org/10.1007/s10668-017-0032-8

Stein, S., Andreotti, V., Suša, R., Ahenakew, C., & Čajková, T. (2022). From “education for sustainable development” to “education for the end of the world as we know it”. Educational Philosophy and Theory, 54(3), 274–287. https://doi.org/10.1080/00131857.2020.1835646

Ticheloven, A., Blom, E., Leseman, P., & McMonagle, S. (2021). Translanguaging challenges in multilingual classrooms: Scholar, teacher and student perspectives. International Journal of Multilingualism, 18(3), 491–514. https://doi.org/10.1080/14790718.2019.1686002

An obligatory choice of literature
Further to the list of obligatory reading above, a choice of at least 4 articles from among the list of articles below should also be read, that each focus on some aspect of recent Western or non-Western educational theory and/or research:

Biao, I. (2022). Lifelong learning and African development. Journal of Adult and Continuing Education, 28(1), 167–183. https://doi.org/10.1177/14779714221087756

Hughson, T. A. (2024). The OECD and epistemic (de)colonisation: Globalising visions for knowledge in the Learning Compass 2030. Compare: A Journal of Comparative and International Education, 54(1), 74–90. https://doi.org/10.1080/03057925.2022.2078955

Kvernbekk, T. (2023). Hirst on educational theory. Journal of Philosophy of Education. https://doi.org/10.1093/jopedu/qhad005

Meng, H., Qi, J., & Leng, D. (2023). A networked-hutong siwei for developing Australia’s pedagogical strategy for International Research Education: Intellectual interconnectedness and theoretical alternatives. Higher Education Research & Development, 42(3), 714–727. https://doi.org/10.1080/07294360.2022.2087601

Norris, T. (2021). What Is Educational about Education? The Distinctiveness of Education. Educational Theory, 71(1), 129–148. https://doi.org/10.1111/edth.12471

Peters, M. A. (2020). An educational theory of innovation: What constitutes the educational good? Educational Philosophy and Theory, 52(10), 1016–1022. https://doi.org/10.1080/00131857.2019.1699992

Pulkki, J., Varpanen, J., & Mullen, J. (2021). Ecosocial Philosophy of Education: Ecologizing the Opinionated Self.* Studies in Philosophy and Education, 40*(4), 347–364. https://doi.org/10.1007/s11217-020-09748-3

Seats, M. R. (2022). The voice(s) of reason: Conceptual challenges for the decolonization of knowledge in global higher education. Teaching in Higher Education, 27(5), 678–694. https://doi.org/10.1080/13562517.2020.1729725

Siegel, S. T., & Biesta, G. (2022). The Problem of educational theory. Policy Futures in Education, 20(5), 537–548. https://doi.org/10.1177/14782103211032087

Siegel, S. T., & Daumiller, M. (2021). Students’ and instructors’ understandings, attitudes and beliefs about educational theories: Results of a mixed-methods study. Education Sciences, 11(5), 197. https://doi.org/10.3390/educsci11050197

Whitehead, J., & Huxtable, M. (2022). Developing a Living Educational Theory Research Approach to Community-Based Educational Research. Educational Research for Social Change, 11(2), 1–23. https://doi.org/10.17159/2221-4070/2021/v11i2a1

Yang, R. (2022). Baby and bathwater or soup?: Some epistemological considerations of how to observe China and Chinese education. Globalisation, Societies and Education, 20(1), 49–55. https://doi.org/10.1080/14767724.2021.1937065