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  • 1.
    Johansson Wilén, Evelina
    et al.
    Örebro universitet, Örebro, Sverige.
    Wedin, TomasGöteborgs Universitet, Göteborg, Sverige.Wilén, CarlGöteborgs Universitet, Göteborg, Sverige.
    Ideologikritik2021Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 2.
    Johansson Wilén, Evelina
    et al.
    Örebro universitet, Örebro, Sverige.
    Wedin, Tomas
    Göteborgs Universitet, Göteborg, Sverige.
    Wilén, Carl
    Göteborgs Universitet, Göteborg, Sverige.
    Ideologikritikens återkomst2021Ingår i: Ideologikritik, Lund: Studentlitteratur AB, 2021, s. 17-44Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 3.
    Wedin, Tomas
    Göteborgs Universitet, Göteborg, Sverige.
    De mänskliga rättigheternas möjligheter och begränsningar som politiskt ideal2020Ingår i: Lychnos, ISSN 0076-1648, s. 306-313Artikel, recension (Övrigt vetenskapligt)
  • 4.
    Wedin, Tomas
    University of Gothenburg, Gothenburg, Sweden.
    Educational Equality: A Politico‐Temporal Approach2019Ingår i: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 53, nr 2, s. 248-272Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In a number of more recent studies, it has been argued that an increasingly presentistic temporal regime has emerged in educational politics since the 1970s. Against this backdrop, with Sweden as an exemplar, the purpose of this study is twofold. Firstly, it serves to elaborate on how this presentist temporal logic in the educational field appears to be entwined with aspecific form of equality, which I will refer to as imaginary equality. Arguing that it is motivated to conceive of these two—the tendency of presentism and the imaginary equality—as one problem complex, I maintain that the politico-temporal order that has emerged since the 1970s runs counter to democracy as a regime for enhancing political freedom. In light of this, the second purpose is to delineate a politically more dynamic way to tackle education as a politico-temporal challenge. I argue that Hannah Arendt's reflections on the role of education and her idea of the world offer ways to address the problem which calls into question the tenacious and with modernity concomitant division between traditionalism and progressivism. I maintain that we, by cutting across this division, open up for more viable ways of tackling education as a politico-temporal challenge. © 2019 The Philosophy of Education Society of Great Britain.

  • 5.
    Wedin, Tomas
    University of Gothenburg, Gothenburg, Sweden.
    Ideological continuity and discursive changes in the Swedish educational system2013Ingår i: LIR.journal, E-ISSN 2001-2489, Vol. 13, nr 3, s. 49-65Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article I present a reading of the relationship between discourse and ideology. With two curricula for the Swedish upper secondary school as my empirical basis, I suggest that the rather conspicuous differences between the curriculum of 1970 and that of 2011 ought to be considered as manifestations of discursive but not ideological changes. In the concluding remarks, I argue that the way in which the term discourse has come to be used has contributed to this. As a way forward, I contend that the Rawlsian framework, given the social-liberal values which it is supposed to reflect, provide us with political tools to map the most pertinent flaws in the curriculum of 2011.

  • 6.
    Wedin, Tomas
    Department of History of Ideas, University of Gothenburg, Gothenburg, Sweden.
    In praise of the present: the pupil at centre in Swedish educational politics in the post-war period2017Ingår i: History of Education, ISSN 0046-760X, E-ISSN 1464-5130, Vol. 46, nr 6, s. 768-787Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    According to an influential narrative in Swedish educationalhistoriography, the Swedish educational system underwent a drastic change during the 1990s, moving towards a more individualistic and marketised system. Without denying the relevance of this perspective, this article argues that we can trace antecedents to the reforms undertaken inthe 1990s far back in post-war education policies. It maintains that the endeavour to democratise the educational system during the post waryears when radicalised, started to counteract these democratic tendencies. Applying what French historian François Hartog names ‘regimes of historicity’ as an analytical tool, it argues that a politically pertinent shift took place in the 1970s. Since then, an increasingly stronger emphasis on the present at the expense of both past and future has contributed to an undermining of the centralised comprehensive school. © 2017 Informa UK Limited, trading as Taylor & Francis Group

  • 7.
    Wedin, Tomas
    École des Hautes Études en Sciences Sociales (EHESS), Paris, France; University of Gothenburg, Gothenburg, Sweden.
    Kei Hiruta (Ed.), Arendt on Freedom, Liberation, and Revolution, Palgrave Macmillan2019, 302 pp.2020Ingår i: HannahArendt.net, E-ISSN 1869-5787, Vol. 10, nr 1, s. 146-148Artikel, recension (Övrigt vetenskapligt)
  • 8.
    Wedin, Tomas
    University of Gothenburg, Gothenburg, Sweden.
    La dimension temporelle de l’égalité: les réformes scolaires en Suède (1946-2000)2018Ingår i: Nordiques, ISSN 1761-7677, nr 36, s. 99-114Artikel i tidskrift (Refereegranskat)
    Abstract [fr]

    Selon l’interprétation dominante dans l’historiographie éducative, le système éducatif suédois a connu une rupture idéologique vers 1990. À rebours de cette tradition, cet article met en évidence une certaine continuité entre la pensée des années 1970, soit la phase culminante de l’ordre égalitaire de l’après-guerre, et les réformes des années 1990, souvent considérées comme la manifestation d’une rupture avec la doctrine éducative préexistante. Afin de faire ressortir les lignes de continuité, j’analyse ici comment la manière dont l’idéal d’égalité a été mobilisé dans le contexte des politiques éducatives a influencé la référence au passé, au présent et au futur en tant qu’horizons de l’action collective. Je soutiens que le présent est devenu de plus en plus l’horizon de référence au détriment autant du passé que du futur, et que la radicalisation de l’aspiration à l’égalité a renforcé cette transformation. En concluant, je soutiens que les efforts dans le sens de la démocratisation du système éducatif ont paradoxalement sapé sa légitimité fondée sur un ordre collectif.

  • 9.
    Wedin, Tomas
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle. École des hautes en sciences sociales (EHESS), Paris, Frankrike.
    Mänskliga rättigheter som politiskt-temporalt problem: Debatten runt Claude Lefort kring 19802023Ingår i: Perspektiv på politisk idéhistoria / [ed] Hjalmar Falk; My Klockar Linder; Petter Tistedt, Huddinge: Södertörns högskola, 2023, s. 277-296Kapitel i bok, del av antologi (Refereegranskat)
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  • 10.
    Wedin, Tomas
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    On the French Origins of Samuel Moyn’s the Last Utopia2023Ingår i: Global Intellectual History, ISSN 2380-1883, E-ISSN 2380-1891Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this article is to provide an account of an important yet overlooked source of inspiration in Samuel Moyn’s contributions to the historical turn in the field of human rights studies. It examines the impact of an earlier French debate that occurred within a reflection group for political thought, headed by the French historian François Furet, on Moyn's scholarship. A notable similarity between the French debate that emerged in the late 1970s and the historical turn in Anglophone scholarship a couple of decades later is the emphasis on the temporal dimension of human rights. However, the French debate placed greater emphasis on the effects of human rights on a society's capacity to orient itself temporally, while Moyn and his intellectual adversaries primarily addressed genealogical questions. The article highlights the different temporal aspects of the human rights debate emphasized by these two debates: as a politico-temporal issue (as seen in the French debate), and primarily as a historiographical problem (as exemplified by Moyn’s approach). © 2023 Informa UK Limited, trading as Taylor & Francis Group.

  • 11.
    Wedin, Tomas
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle. École des Hautes Études en Sciences Sociales (EHESS), Paris, France.
    Samuel Moyn and Marcel Gauchet on the Relationship Between Human Rights, Neoliberalism, and Inequality2023Ingår i: Nordic Journal of Human Rights, ISSN 1891-8131, E-ISSN 1891-814X, Vol. 41, nr 4, s. 471-489Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on the acclaimed interconnections between human rights, inequality, and neoliberalism. I first turn to the thought of one of the most influential scholars on the question, historian Samuel Moyn. I unveil a hitherto unacknowledged shift in his historical-political approach to human rights: from a focus on what I shall refer to as a critique of ‘political minimalism’ in The Last Utopia (2010) to a focus on economic minimalism in Not Enough (2018). This is the article’s first, historical aim. The second aim is to criticize Moyn’s more recent position. I unpack my argument by drawing on one of Moyn’s most important sources of inspiration: French social philosopher Marcel Gauchet. Gauchet’s conceptualization of the role of human rights in late modernity (the 1970s and onwards) played a crucial role in Moyn’s first 2010 study; in his last publication, it plays a much more marginal role. I maintain that Gauchet’s analysis highlights the limits not only of Moyn’s latest publication but of the dominant strands in the current Anglophone debate on human rights and inequality more generally. The drawback of the debate, and thus Moyn’s intervention, is that it disregards the relationship between human rights and equality—in contrast to its great focus on human rights’ relationship to inequality—in late modernity. The strength of Gauchet’s approach is that it highlights the potentiality of taking the relationship between human rights and equality into consideration when attempting to conceptualize the relationship between human rights and neoliberalism. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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  • 12.
    Wedin, Tomas
    Göteborgs Universitet, Göteborg, Sverige.
    The Aporia of Equality: A Historico-Political Approach to Swedish Educational Politics 1946-20002018Bok (Refereegranskat)
    Abstract [en]

    In the present thesis, I analyse how the idea of equality appeared in Swedish educa- tional policy documents from 1946 to 2000. The dissertation aims to advance our understanding of equality as an educational ideal by analysing it as a politico- temporal problem. I do this by combining political thought with historiographical reflections. The material on which I draw is primarily governmental official reports (Statens offentliga utredningar) and Government bills. Utilising what I call the histo- rico-political approach, I examine the empirical material by focusing on how the idea of equality has been envisaged with regard to the past, present, and future. The chief problem is divided into five research questions, which in turn are analy- sed in four separate studies.

    By exploring how the relationship between teacher, pupil, and content has appeared in key policy documents, I reveal a crucial dislocation in educational poli- cies that has been overlooked to date. Whereas the idea of centring education around the individual pupil was initially popularised in the post-war period and articulated as a more efficient means for ensuring that pupils assimilated greater knowledge, this successively morphed into a democratic goal in itself, in line with the overt attempt to further the democratisation of the educational system in the 1970s. Concurrently, the role of the teacher and the content taught also underwent substantial changes. I show how these transformations can be seen as indicative of a new way of temporally charging equality, where the present is given priority at the expense of both the past and the future. Building on and yet diverging from previous research on Sweden’s educational reforms, in which the reforms around 1990 are depicted as a break from earlier educational policies, my results showcase important and seldom noted strands of continuity in educational policies from 1946 to 2000. In short, this project shows how the desire to further equalise conditions in the educational system paradoxically undermined the democratic order that it was intended to strengthen, helping to pave the way for the changes around 1990, which are often depicted as manifestations of a major, systemic shift.

  • 13.
    Wedin, Tomas
    University of Gothenburg, Gothenburg, Sweden.
    The paradox of democratic equality2017Ingår i: Confero: Essays on education, philosophy and politics, E-ISSN 2001-4562, Vol. 5, nr 1, s. 193-241Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the last decade, a number of studies have been published relating the in media highlighted problems of the Swedish school to the cluster of reforms launched around 1990. It has been pointed out that, e.g., the municipalization of the school, the introduction of a management by objectives as well as an educational system structured by a voucher model, all carried out in the years around 1990, substantially have contributed to the current problems in Swedish schools. As has been shown in a number of studies, the ideas permeating the reforms are not specific to the educational sector, but can be related to other societal reforms aiming at increasing decentralization as well as a further market orientation.

  • 14.
    Wedin, Tomas
    University of Gothenburg, Gothenburg, Sweden.
    The Rise of the Knowledge School and Its Relation to the Resurrection of Bildung2015Ingår i: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 2, nr 2, s. 49-67Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article the historical background to the reactivation of the concept of Bildungin the Swedish school debate during 1980s is presented. The article argues that the resurrection of this concept is intimately related to the foundation of the discourse of the Knowledge School (Kunskapsskolan), and shows how these two terms were central in school political program developed by the Knowledge Movement (Kun-skapsrörelsen) in the early 1980s. The article shows how the concept of Bildung sin-ce it was resurrected not only has been highly contested, but that it was actually reactivated within the same movement that helped pave the way for the manifest economic-instrumentalist school discourse that dominates the current curriculum.

  • 15.
    Wedin, Tomas
    Göteborgs universitet, Göteborg, Sverige.
    Tidskriften Le Débat 1980–20202021Ingår i: Lychnos, ISSN 0076-1648, , s. 337-342s. 337-342Artikel i tidskrift (Övrigt vetenskapligt)
  • 16.
    Wedin, Tomas
    Göteborgs Universitet, Göteborg, Sverige.
    Tocqueville, Equality and Individualisation: On the Democratisation of Pre-University Education in Postwar Sweden2018Ingår i: Lychnos, ISSN 0076-1648, s. 77-101Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this article is to elucidate the Swedish postwar educational landscape by reactivating the French diplomat and proto sociologist Alexis de Tocqueville’s reflections on the promises and challenges of democratic society. Writing in the initial stages of the developing modern society, he addressed challenges of a fundamental character that I maintain can open up new perspectives on the changes of pre- university education from 1945 until today. I activate four closely intertwined ideas from his reflections on democratic society in De la démocratie en Amérique and expound how these analytical categories can be mobilised to discern hitherto overseen aspects of the political reforms around 1990. I emphasise in particular how Tocqueville’s reflections on a specific form of individual-centred equality can enhance our under- standing of how a neoliberal logic permeated the educational sphere in particular and political life more generally from the 1990s onwards.

  • 17.
    Wedin, Tomas
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle. Centre d’études sociologiques et politiques Raymond Aron, EHESS, Paris, France.
    Universality as a Historical-Political Problem: On the Limits of Buck-Morss’ Conceptualisation of Universality2024Ingår i: Critical Horizons, ISSN 1440-9917, E-ISSN 1568-5160Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present article revolves around the notion of universality and its relation to freedom and temporal orientation in contemporary political thought, with a focus on Susan Buck-Morss' notion of universality. The purpose is twofold. Firstly, I discern and critique the historico-political premises of her approach. Secondly, I suggest an alternative historico-political approach to universality addressing the drawbacks of her approach. I present three objections to her approach. Drawing on Arendt's distinction between liberation and the practice of freedom, I first present a critique of the conceptualisation of freedom on which Buck-Morss' approach hinges, arguing that she overemphasises the moment of liberation. Thereafter, I turn to her reflections on historical orientation. My third objection concentrates on Buck-Morss' concept of universality. As a heuristic tool to expound on my critique, I activate the distinction between fictive and ideal universality as suggested by Étienne Balibar. I contend that Arendt's distinction between liberation and the practice of freedom efficiently elucidates the questions at stake in Balibar's discussion, as well as how his distinction points to the limits of Buck-Morss' argumentation. Ultimately, I contend that these critical remarks open up for a more dialectical approach to universality as a historical-political problem. © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

  • 18.
    Wedin, Tomas
    et al.
    Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle.
    Hantelius, Emelie
    Göteborgs universitet, Göteborg, Sverige.
    Kommunikatörerna som symptom på offentliga sektorns omvandlingar under new public management2023Ingår i: ARKIV. Tidskrift för samhällsanalys, ISSN 2000-6225, E-ISSN 2000-6217, nr 15, s. 117-140Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Mot bakgrund de förvaltningspolitiska förändringarna i Sverige under de sista decennierna, präglade av new public management, analyserar Tomas Wedin och Emelie Hantelius en av de snabbast expanderande yrkesgrupperna inom den offentliga förvaltningen under samma period: kommunikatörerna. Artikeln fokuserar på yrkesgruppens både organisationsinterna uppdrag och dess externa, demokratiska uppdrag gentemot medborgarna och visar hur spänningar uppstår inom båda dessa uppdrag som en konsekvens av kommunikatörernas strävan att stärka sin autonomi. Författarna visar hur kommunikatörerna i sin roll som länken mellan myndighet och medborgare skulle kunna verka för att stärka den offentliga organisationens demokratiska kärnuppdrag, men att detta förutsätter att de i sin professionaliseringssträvan inte låter blicken grumlas av den marknadslogik som kommit att prägla offentlig sektor i det senmoderna samhället.

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  • 19.
    Wedin, Tomas
    et al.
    Department of Literature, History of Ideas, and Religion, University of Gothenburg, Gothenburg, Sweden.
    Wilén, Carl
    Department of Sociology and Work Science, University of Gothenburg, Gothenburg, Sweden.
    Ancient equality against modern democracy: resources of critique in Hannah Arendt and Ellen Meiksins Wood2019Ingår i: Distinktion: Scandinavian Journal of Social Theory, ISSN 1600-910X, E-ISSN 2159-9149, Vol. 21, nr 1, s. 19-45Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Increasing discontent with the current status of democracy has prompted a renewed interest in Athenian democracy. This article contributes with the first comparative analysis of two political theoreticians–Hannah Arendt and Ellen Meiksins Wood–whose reactivations of ancient political experiences significantly predate recent trends. Despite the fact that Arendt levelled fierce critique against the Marxist tradition of which Wood was a part, it is shown how both thinkers involved a close consideration of the relation between the social/economic and the political in their analyses; regarded Athenian forms of equality as the differentia specifica when measured against modernincarnations of democracy; committed themselves to the controversial move to grant slavery a marginal role in their analyses; turned to the American Revolution to discern the specificity of the ancient forms equality and modern democracy; and how both departed from the mainstream definitions of democracy as a list of institutions or a number of criteria. We argue that Arendt and Wood reach similar conclusions about the distinctive form of separation between the political and the social/economic in Athens, reach different conclusions about the distinctive forms of collapse and separation respectively in the modern epoch, but nonetheless unite in their critique of the American Revolution. On those premises, the central aim is to investigate how the reactivation of Athenian equality can serve as a resource for critique of three forms of equality that underpins democracy in the modern age, which we designate formal, distributive and imaginary equality. © 2019 The Author(s)

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