Elizabeth Olsson

Elizabeth Olsson
University of Gothenburg | GU · School of Global Studies

Master of Arts, educational research; Master of Arts, global studies
I completed my Ph.D. in peace and development in June 2021.

About

4
Publications
374
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21
Citations
Introduction
Elizabeth Olsson currently works at the School of Global Studies, University of Gothenburg. Elizabeth does research in Educational Theory, Peace Education, and Teacher Education. Her most recent publication is 'The School's Democratic Mission and Conflict Resolution: Voices of Swedish Educators'.
Education
March 2014 - May 2021
University of Gothenburg, School of Global Studies
Field of study
  • Peace and Development Research
August 2011 - June 2013
University of Gothenburg
Field of study
  • Educational Research
August 2009 - September 2011
University of Gothenburg
Field of study
  • Global Studies

Publications

Publications (4)
Article
Full-text available
Academic Literacies elucidates how undergraduate students with diverse skillsets can effectively engage with socially constructed and discipline-specific knowledge(s) through writing. Over the last two decades, language specialists and education researchers have developed a robust, student-focused epistemology. However, it remains unclear how lectu...
Thesis
Conflict has exercised the minds of scholars since the establishment of the academy. Yet, those studying conflict continue to struggle over what, precisely, it is, and how and why it occurs. While theorists have made progress in understanding the destructive conflicts that precipitate harm, they have made comparatively less headway in comprehending...
Article
Researchers have cast conflict as inherently emotional, but the emotions promoting constructive conflict handling remain underexplored. This article extends existing research using social interactionism as a lens to understand emotions as embedded in the relations and relationships that animate social disputes. Departing from three cases observed i...
Article
Swedish educational policy mandates have given schools a double mission: the development of content-based knowledge as well as the promotion of democratic values and competencies. While detailed learning outcomes are specified for content domains, the democratic mission is imprecisely described and unsupported by practical measures. This leaves int...

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