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dc.contributor.authorJohansson, Lotta
dc.date.accessioned2022-03-21T09:57:08Z
dc.date.available2022-03-21T09:57:08Z
dc.date.created2022-01-19T10:02:02Z
dc.date.issued2021
dc.identifier.citationUtbildning och Demokrati. 2021, 30 (3), 15-32.en_US
dc.identifier.issn1102-6472
dc.identifier.issn1102-6472
dc.identifier.urihttps://hdl.handle.net/11250/2986379
dc.description.abstractIn many languages, such as the Norwegian, Danish, and English, the word describing learning is a verb. However, in Swedish, the word “lärande” is a noun, which through its grammatical form allows much less linguistical experimentations than the neighboring, although not fully synonymous, concept “learning” or “læring”. To experiment with the meaning of the concept, this article is introducing the verb “läring” into Swedish, by discussing it in relation to the current National Curriculum for the Compulsory school. Drawing upon Deleuze and Guattari (2012), three dimensions of “läring”, regarded as a rhizomatic activity, is thereby highlighted: “läring” as an open and uncontrolled activity, “läring” as an immanent ontological activity, and “läring” as an activity of difference. By introducing “läring” into Swedish, it is argued that a much broader understanding of what “läring” is and could be is produced, potentially more effectively embracing the complex dimensions of learning.en_US
dc.language.isosween_US
dc.publisherÖrebro Universiteten_US
dc.relation.ispartofseriesUtbildning och Demokrati;Vol 30 Nr 3 (2021): Utbildning & Demokrati 30 år
dc.subjectLearningen_US
dc.subjectDeleuzeen_US
dc.subjectRhizomesen_US
dc.subjectFlight linesen_US
dc.subjectCurriculaen_US
dc.titleAtt lära ut-och-in. Läring betraktat som en rhizomatisk aktiviteten_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.48059/uod.v30i3.1577
dc.identifier.cristin1984358
dc.source.journalUtbildning och Demokratien_US
dc.source.volume30en_US
dc.source.issue3en_US
dc.source.pagenumber15-32en_US


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