Att utbilda för hopp

Authors

  • Jörgen Frostlund Högskolan i Borås
  • Martin Hugo Jönköping University

DOI:

https://doi.org/10.57126/noad.2026.40876

Keywords:

Philosophy of hope, Pedagogy, Educational practice, Social justice, Vulnerable Children and Youth, Inclusion

Abstract

This article explores different meanings of hope and its role in educational practice, focusing on two main themes: (1) hope as a psychological and existential resource, and (2) hope as a social means for change. These themes highlight distinct definitions of hope and how it relates to emotions, goals, and actions. The article provides an overview of previous research and discusses the multifaceted significance of hope in educational contexts. It illustrates how educational practices aimed at fostering hope can both preserve and transform social relations. Finally, it raises critical questions about how such practices can be designed to restore hope among children and youth in vulnerable situations, creating possibilities for a more just and inclusive future.

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Author Biography

Martin Hugo, Jönköping University

Lektor/Docent, Jönköping University

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Published

2026-06-29

How to Cite

Frostlund, J., & Hugo, M. (2026). Att utbilda för hopp. Nordisk Tidskrift för Allmän Didaktik. https://doi.org/10.57126/noad.2026.40876

Issue

2026

Section

Original Articles

License

Copyright (c) 2026 Jörgen Frostlund, Martin Hugo (Författare)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

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