Claudia Gillberg
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Claudia Gillberg, PhD in Education, initially specialised on worklife and adult education, and has remained affiliated with the School of Communiation and Education at the JU. Claudia's research interests include societal development, knowledge producation and barriers to learning. Claudia consders the concept of lifelong learning to be an open-minded and pluralistic approach to life and its challenges which require all of us to develop new insights through reflection, critical evaluation, and, ideally, collaborative learning, no matter where we are.
Biography
Claudia Gillberg has higher education teaching experience at all levels. Examples of taught undergraduate and postgraduate courses are The History and Philosophy of Education, Knowledge Paradigms, Social Science Methodologies, Qualitative Methods, The Politics of Education, Teaching Methods in Higher Education for University Teachers, Professional Development in Preschool through Teacher Initiated Projects, and School Leadership and Inclusion. Claudia has also been managing teacher education programmes and developing new modules, especially on collaborative learning and action research in the field of professional development. Claudia has initiated and carried out organisational learning in the public sector, e.g. the healthcare system and human resources. She is affiliated with a number of research and education organisations worldwide. In the past six years, Claudia has shifted her focus towards issues of access, parity of participation and power for sick and disabled children and adults. She has also been vocal about the urgent need of feminist methods of inquiry in healthcare, especially for chronically ill patients. She is currently working on a book chapter on Ableism in Academia and several other research projects of a collaborative nature. She is a trustee of the newly established ME Patient Foundation and a Fellow at the UK based Centre fore Welfare Reform.
Article
Gillberg, C.
(2023).
Uneindeutigkeit aushalten lernen: Fortbildungen schwedischer Vorschullehrkräfte zum Thema Nachhaltigkeit Weiter Bilden: DIE Zeitschrift fuer Erwachsenenbildung, 30(4), 36-37.
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Gillberg, C., Pettersson, A.
(2019).
Between duty and right: disabled schoolchildren and teachers’ ableist manifestations in Sweden Disability & Society, 34(9-10), 1668-1673.
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Pajalic, Z., Persson, L., Gillberg, C.
(2014).
Implementing the Action Research approach in the context of Swedish municipal care: A facilitator’s reflections Action Learning Action Research Journal (ALARj), 20(2), 114-129 Brisbane: Action Learning Action Research Association, Australia .
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Gillberg, C., Vo, L.
(2014).
Contributions from pragmatist perspectives towards an understanding of knowledge and learning in organizations Philosophy of Management, 13(2), 33-51.
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Gillberg, C., Vo, L.
(2011).
Approche pragmatiste de la connaissance et de l'apprentissage dans les organisations Management & Avenir, 410-427 Frankrike: a Société de Philosophie des Sciences de Gestion .
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Gillberg, C.
(2011).
A narrative of an action research study in preschool: choice points and their implications for professional and organisational development Educational action research, 19(2), 137-152.
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Doctoral thesis
Gillberg, C.
(2009).
Transformativa kunskapsprocesser för verksamhetsutveckling: En feministisk aktionsforskningsstudie i förskolan
(Doctoral thesis, Växjö:
Växjö University Press).
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Book chapter
Gillberg, C., Rosengren, E.
(2022).
Head Teachers as the last outpost for Disabled Pupils? Knowledge-based leadership to safeguard the right to Education. A research insight paper.
In:
CollectivED:
Professional Learning and Development Special Issue
(pp. 21 -28).
Leeds, UK: Centre for Mentoring, Coaching and Professional Learning, Leeds Beckett University
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Gillberg, C.
(2022).
Jane Addams’ Pragmatist Feminist Thoughts and Actions For and With Ill and Disabled Women.
In:
Patricia M. Shields, Maurice Hamington & Joseph Soeters
(Ed.),
The Oxford Handbook of Jane Addams
(pp. 603 -623).
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Gillberg, C.
(2021).
Kunskapsbildning i samhällets marginaler – dit etablerade forskare inte brukar nå.
In:
Livslångt lärande - för välbefinnande, mångfald och delaktighet
(pp. 74 -75).
Jönköping: Encell - Nationellt centrum för livslångt lärande
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Gillberg, C.
(2020).
The significance of crashing past gatekeepers of knowledge: Towards full participation of disabled scholars in ableist academic structures.
In:
N. Brown & J. Leigh
(Ed.),
Ableism in Academia:
Theorising experiences of disabilities and chronic illnesses in higher education
(pp. 11 -30).
London: UCL Press
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Gillberg, C.
(2019).
Working in knowledge-intensive organisations when it is impossible to be physically present: female employees who suffer from chronic illnesses.
In:
Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar
(Ed.),
Human resource management:
A Nordic perspective
(pp. 177 -189).
London: Routledge
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Gillberg, C.
(2019).
Feminism and healthcare: Toward a feminist pragmatist model of healthcare provision.
In:
P. Liamputtong
(Ed.),
Handbook of research methods in health social sciences
Singapore: Springer
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Gillberg, C.
(2017).
Arbete i kunskapsintensiva organisationer när den fysiska närvaron blir omöjlig: kvinnliga anställda med kroniska sjukdomar.
In:
Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar
(Ed.),
HR:
Att ta tillvara mänskliga resurser
(pp. 223 -236).
Lund: Studentlitteratur AB
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Reid, C., Gillberg, C.
(2014).
Feminist Participatory Action Research.
In:
David Coghlan; Mary Brydon-Miller
(Ed.),
The SAGE Encyclopedia of Action Research
(pp. 344 -348).
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Gillberg, C.
(2014).
Feminism.
In:
David Coghlan; Mary Brydon-Miller
(Ed.),
The SAGE Encyclopedia of Action Research
(pp. 337 -341).
London: Sage Publications
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Gillberg, C.
(2012).
A Methodological Interpretation of Feminist Pragmatism.
In:
Maurice Hamington & Cecilia Bardwell Jones
(Ed.),
Contemporary Feminist Pragmatism
(pp. 217 -237).
London: Routledge
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Gillberg, C., Lund, S.
(2009).
Kampen om utrymme för lärande på en arbetsplats som förskolan.
In:
Christina Angelfors & Eva Schörner
(Ed.),
En bok om genus:
nyfikenhet, nytänkande, nytta
(pp. 143 -157).
Växjö: Växjö University Press
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Gillberg, C.
(2008).
Professionell autonomi för förskollärare: illusion eller möjlighet.
In:
Karin Jonnergård, Elin K. Funck, Maria Wolmesjö
(Ed.),
När den professionella autonomin blir ett problem
(pp. 163 -175).
Växjö: Växjö University Press
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Review
Gillberg, C.
(2021).
Undoing ableism: teaching about disability in K-12 classrooms.
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Gillberg, C.
(2020).
Book review: Disability experiences, memoirs, autobiographies, and other personal narratives, volume 1 and 2. Editors: Thomas Couser and Susannah B. Mint.
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Gillberg, C.
(2019).
Crip times. Disability, globalization, and resistance.
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Gillberg, C.
(2018).
Child pain, migraine, and invisible disability.
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Gillberg, C.
(2017).
Against purity: living ethically in compromised times, by Alexis Shotwell, Minneapolis, University of Minnesota Press, 2016.
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Gillberg, C.
(2011).
[Review of] Contours of citizenship: Women, diversity and practices of citizenship. Gender in a global/local world.
Milton Park, Abingdon, UK:
Taylor & Francis
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Gillberg, C.
(2010).
Feminist Pedagogy: Looking Back to Move Forward.
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Gillberg, C.
(2010).
Becoming visible in Iran: Women in contemporary Iranian society, by Mehri Honarbin-Holliday.
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Gillberg, C.
(2010).
Whose University Is It Anyway?: Power and Privilege on Gendered Terrain.
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Conference paper
Gillberg, C.
(2018).
The inappropriate applicant. Navigating Ableism in recruitment to academia.
Ableism in Academia, 23 March 2018, London, UK.
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Gillberg, C.
(2018).
The significance of gatecrashing past Barriers in Higher Education: making marginalised knowledge mainstream.
Ableism in Academia, 23 March 2018, London, UK.
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Gillberg, C.
(2011).
Pragmatist perspectives on knowledge in organizations.
EGOS 2011.
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Gillberg, C., Hansson, E.
(2010).
The Creative Transformation of Practices and Theories: Democratic Principles for Learning and Knowledge Sharing.
Melbourne:
ALAR, ALARA World Congress, 2010.
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Gillberg, C.
(2010).
Organisational boundary work and AR inside and outside higher education.
Participatory Action Research and Action Learning, 8th World Congress 2010, 6th - 9th September, Melbourne, Australia.
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Gillberg, C.
(2010).
Feminist Action Research and Pragmatism: How to avoid faulty validity claims in organisations.
Action Learning, Action Research World Congress 2010, ALARA.
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Gillberg, C.
(2010).
Challenging Higher Education: Knowledge, Learning, and Organisational Development by doing Action Research.
Action Learning Action Research World Congress 2010.
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Björn, M., Gillberg, C.
(2006).
Democracy and Diversity in Swedish Higher Education.
NERA/NFPF Congress, Örebro, March 9-11, 2006.
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Gillberg, C., Krantz, J.
(2005).
In what way is methodology compatible with democratic principles of participation?.
NERA/NFPF Congress, Örebro, March 9-11, 2006.
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Gillberg, C., Hartman, T.
(2005).
Gender Equality in Higher Education: Democracy and Student Access.
Gender Equality in Higher Education.
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Other publications
Gillberg, C.
(2022).
Harnessing power in education settings [blog post].
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Adams Lyngbäck, L., Bylund, C., Gillberg, C., Jones, G., Larsdotter, M., Nelson, B.
(2020).
The impact of COVID-19 on disabled citizens in Sweden [blog post].
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Gillberg, C., Jones, G., Barker, G.
(2018).
A constitution for disability rights: Eight reasons why disability rights activists should join the fight for a written constitution.
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Report
Gillberg, C.
(2020).
Pyjamas-wearing mentors? Dissolving the inclusion / exclusion divide in professional development: A think piece working paper.
Leeds:
Carnegie School of Education, Leeds Beckett University
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Duffy, S., Gillberg, C.
(2018).
Extreme poverty in a time of austerity: Submission to UN Special Rapporteur on Extreme Poverty and Human Rights.
Sheffield, England:
Centre for Welfare Reform
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Gillberg, C.
(2016).
A Troubling Truth: Chronic Illness, Participation and Learning for Change.
Sheffield:
Centre for Welfare Reform
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