School is no longer inhabited by only teachers. Today, there are also other professional fields like special pedagogues, social workers, librarians, gender pedagogues, and school leaders involved in the activities.
In the legal text, it is stated that consideration should be taken to the different needs of children and pupils. Children and pupils are to be given conditions that allow every individual to benefit from the education and the possibilities in society. The preventive work aims to create, develop and adapt learning environments so that all children and pupils can develop to the best of their ability. Sometimes, extra adaptations are necessary or special support for a shorter or longer period of time.
Regardless of the causes, it is important to strengthen the inclusion processes and to reduce the exclusion processes – something to which special pedagogy can contribute.
Special pedagogy also has links to other scientific disciplines than pedagogy – for instance, psychology, medicine and sociology, in order to make it possible to handle the complexity that characterises the variation in children's, youth's and adults' learning and life situations.
The commission within special pedagogy is to promote each individual's internal growth, participation, sense of community, and possibility to affect how other people and the surrounding community treats the individual. This can take place within the education, work place community or in everyday life.
Social pedagogy rests on three corner stones: theory, method and the personal instrument. The knowledge area is based on an interdisciplinary perspective from, among others, social work, psychology, social psychology, psychiatry, and jurisprudence, with its base in sociology and pedagogy.
One of Linnaeus University's most applied for degree programmes is pedagogy with a specialisation in youth at risk and adults with substance abuse. The programme is unique of its kind in Sweden and suits those who want to work within youth and addiction treatment or within related fields like, for instance, school, social services, correctional treatment, and psychiatry.
Within the field of special pedagogy, we offer two different programmes.
1. Special teacher programme 90 credits. As a special teacher, you should be able to lead the development of the pedagogical work with the aim to meet the needs of all pupils. You can choose specialisation in language, reading and writing development, intellectual disability, or mathematics development.
2. Special education programme 90 credits. The programme aims to, based on your teacher profession, develop your professional and scientific approach. There is also focus on analyses of how learning problems can be connected to learning environments and psychosocial factors.
Working life pedagogy
The courses are aimed at those who are interested in working with learning and change work at companies or organisations, but also at those who want to learn more about adults' learning in different contexts. You can choose between studying part-time at a distance or full-time on one our campus-based courses. You can study a total of 90 credits working life pedagogy.
Pedagogy on first-cycle level
The courses are aimed at those who are interested in working with pedagogical questions like teaching, upbringing, and education. Through the courses you will develop a broad knowledge about the pedagogical field and get an in-depth and practical understanding of pedagogical processes in different environments. You can chose between studying part-time distance courses or full-time campus-bases courses. You can study a total of 90 credits in pedagogy.
1-year and 2-year master programmes in pedagogy
For those who want to study pedagogy on second-cycle level we offer two possibilities.
1. 1-year master 60 credits. The programme suits those who want to get a scientific basis for research but also develop an understanding for and knowledge about qualified pedagogical work within various fields of activity.
2. 2-year master programme 120 credits. The programme gives you the keys and tools you need to work with qualified pedagogical work within various fields of activity. The programme also suits those who are interested in or curious about third-cycle education in pedagogy.
High-quality research is carried out at Linnaeus University. About 300 doctoral students are active in 52 different subjects. Education at third-cycle level leads to a licentiate or doctoral degree. Read more about third-cycle education in pedagogy.
Research in pedagogy
Pedagogy develops new knowledge about and for education, upbringing, teaching, learning processes, and knowledge creation. It deals with how people communicate, are formed and change in different societal institutions like preschool, school, family, higher education, treatment and working life, but also as a result of emerging digital media and new practices outside formal education.
Pedagogy contributes with explanations and understanding of what and how people learn, but also how different societal changes create new conditions for what values, knowledge and skills are carried on. Through this, pedagogy also contributes with necessary knowledge for the steering, management and development of pedagogical activities.
Project: Youth with war experiences in institutional care The purpose of the study is to analyse narratives by young people that have experienced war, taken refuge in Sweden, and been taken into…
Project: School success for newly arrived students: possibilities, obstacles, identities and collaboration This project will fill knowledge gaps about the situations of newly arrived children and…
Project: War anomie In this project, the obscure practices and rhetoric of the war is analysed, the emotions and moral of the war, human interaction during horrific captivity and escape but also the…
Project: War sociology – renewed analysis of ethnographic material from Bosnia This project analyses verbally depicted experiences of survivors from the war in Bosnia and Herzegovina.
Project: Successful collaboration. Described and observed experiences of youth care Previous collaboration research shows that problems and conflicts sometimes arise as a part of collaboration. This…
Project: Definitions of successful intelligence and operational police work This project will analyse how the police, border guards and coastguard define successful intelligence and operational police…
Project: School as a protection factor The aim of this project is to identify and analyse achievements, obstacles, collaboration, and identities in senior high school work with students who use…
Project: Politics of belonging: Promoting children’s inclusion in educational settings across borders This multidisciplinary research project aims to promote children’s inclusion in educational…
Project: Exploring the elusive teaching gap – equity and knowledge segregation in teaching processes This project examines the factors that affect knowledge segregation in school beyond the…
Doctoral student project: Children’s out-of-school learning experiences of participating in digital play My doctoral student project contributes with knowledge about children’s out-of-school teaching…
Project: Digital technology as support for teaching and learning Collaboration in the field of digital technology as support for teaching and learning refers to the design, development and use of…
Project: Alleviation or obstruction? Teachers, teaching assistants and negotiations on professional domains In this project, we will study the initiatives taken in Swedish schools to relieve the…
Project: Crossroads – two longidudinal studies of choices and values in teachers' work trajectories How do teachers retain their commitment and ideals in the profession over time? What crossroads are…
Project: Understanding Curiculum Reforms
Completed research projects
Project: Local authorities – Independent Policy Players in Education Reforms? Project members: Ninni Wahlström, Daniel SundbergFunding Organization: IFAU Time frame: 2016-2017Subject: Pedagogic
Project: Let the right one out! - teacher training and induction as gatekeepers to the teaching profession Project Members: Per Lindqvist, Per Gerrevall, Ulla-Karin Nordänger, Joakim Krantz, Henrik…
Project: Just assessment in school – pupils' conceptions in Sweden and Germany Project members: Bettina Vogt Timeframe: 2011-2016 Faculty/Department: Faculty of Social Sciences, Department of Pedagogy…
Project: Who has governed the Swedish school? Municipality, school and state during 60 years of Swedish school reforms in a world of change Project Members: Andreas Nordin Timeframe: 2014-2017…
Project: ERECKS - Educational Knowledge and Educational reforms in Europe
Project: Research and School developement
Project: Learning Schools - Systematic School Improvement
Project: Theory-based evaluation of the national curiculum Lgr 11
Project: Reviews of educational research: epistemological, social and political effects
Professions position individuals in society and organisations and provide them with cultural, economic and social resources and also deal with questions concerning upbringing, education, experiences and identity. The research area investigates the significance of professions on societal as well as on organisational and individual level.
Studies of professions provide knowledge about how the division of labour develops in society and organisations. Within professional studies, socialisation and identity processes, careers, incorporation of knowledge, competence and skills in professions are studied. The public's trust in and perception of status of different professions – as well as how professionals in different professions experience this – is also studied.
To us, collaboration with the surrounding society is a natural way of working that leads to a higher quality in research and education. Linnaeus University should be a knowledge hub that stimulates development in the region and develops methods for problem-solving that can help meet the needs in society. Prominent research forms the basis for all development of activities. Challenging educations are our primary way of creating societal driving force and contract educations have a direct role to play as an answer to societal challenges.