Anne Kjellsdotter

Undervisning

I have extensive experience in teaching across all levels of higher education, ranging from undergraduate programs to advanced courses. My teaching has primarily focused on questions concerning students’ language and knowledge development, didactics, and the broader societal role of education.

Forskning

In my research, I examine education in relation to processes of social change, with a particular interest in how local contexts are shaped by and interact with global dynamics. This includes studies of rural schools and their conditions in a globalized world, ethnographic inquiries into the everyday practices of schooling, analyses of school-age educare and its significance in changing educational landscapes, as well as investigations into students’ language development and learning across different media and environments. My most recent research project (2022–2025), funded by the Kamprad Family Foundation, focused on new forms of place-independent entrepreneurship in rural communities, exploring how education and local development intertwine in contemporary society.

Uppdrag

Språkutveckling bortom klassrummet: Fritidshemmets betydelse för elevers språk- och meningsskapande

Detta forskningsprojekt undersöker fritidshemmet som en central, men ofta förbisedd, arena för elevers språkutveckling. Projektet tar sin utgångspunkt i ett breddat litteracitetsbegrepp, där språkutveckling förstås som situerad i sociala och kulturella praktiker. Fokus riktas mot hur läsande, skrivande och meningsskapande formas i informella sammanhang där lek, interaktion och kreativt deltagande står i centrum. Särskild uppmärksamhet ägnas åt elevers deltagande i olika litteracitetspraktiker och hur dessa bidrar till utveckling av språk och meningsskapande i fritidshemmets verksamhet. Projektet syftar till att bidra med kunskap om fritidshemmets pedagogiska potential som litteracitetsarena. Därigenom genereras kunskap som är relevant för såväl forskningsfältet som utvecklingen av lärarutbildning och pedagogisk praktik. Projektet är finansierat av Nämnden för lärarutbildning (NLU) och pågår från januari 2026 till december 2027.

Language and Meaning-Making Beyond the Classroom: The Role of School-Age Educare in the Extended School Day

This research project examines school-age educare within the extended school day as a central, yet often overlooked, arena for students’ language use and development. The project is grounded in an expanded concept of literacy, where language is understood as situated within social and cultural practices. The study focuses on how reading, writing, and meaning-making are shaped in informal contexts where play, interaction, and creative participation are central. Particular attention is paid to students’ participation in various literacy practices and how these contribute to language use and meaning-making within school-age educare settings. The project aims to generate knowledge about the pedagogical potential of school-age educare as a literacy arena. In doing so, it contributes to both the research field and the development of teacher education and educational practice. The project is funded by the Teacher Education Board (NLU) and runs from January 2026 to December 2027.