Presentation
Balli Lelinge holds a PhD in Education and is a Senior Lecturer at Malmö University. He conducts practice-oriented and practice-developing research within two closely interconnected areas. The first concerns teaching and learning, with a particular focus on how educational content is addressed and made accessible to diverse learners, and how professional learning can be developed through collegial and research-based collaboration. The second encompasses conflict management, crime and violence prevention, interprofessional collaboration, and schools’ work with crisis management.
A recurring interest in Lelinge’s research is how knowledge, teaching, and professional practice can be developed through systematic and collaborative inquiry. His research often takes its point of departure in concrete developmental needs identified in educational practice and is conducted in close collaboration with teachers, school leaders, and other professionals. Methodologically, he works with approaches including Learning Study, Lesson Study, and PDSA, drawing on phenomenography and variation theory as theoretical and analytical frameworks.
Lelinge has extensive experience of research and development in collaboration with municipalities, preschools, school-age educare centres, and schools. This work has focused particularly on teaching development, values education, professional interactions, relationships, conflict management, leadership, and school improvement. In several projects, research has been conducted in collaboration with practitioners, resulting in, among other outputs, scientific publications and edited volumes produced jointly with professionals in the field.
In recent years, his research has increasingly addressed issues at the intersection of education, prevention, and societal safety and security. This work includes violence prevention and crime prevention, as well as how professionals and societal actors can develop shared knowledge, collaboration, and preparedness for complex societal challenges. Within police education, he teaches on topics including conflict management, provocation, and stress management. He is also one of the initiators of Utbildning i samverkan (Interprofessional Education and Collaboration, UIS), where students from teacher education, police education, and social work meet to engage with issues that require interprofessional understanding and collaboration. At Malmö University, he is also course director for the continuing professional development course Leading Crisis Management and Safety Work in Schools.
Lelinge is engaged in both national and international research and development contexts. He serves as an international advisor to the Erasmus+ project KnowBullying. He also contributes to a Swedish national government assignment in which Malmö University, Umeå University, and the Swedish Defence University are developing educational content on crisis management and safety for preschool teacher and teacher education programmes, with a report expected to be completed in December.
Selected publications
Lelinge, B., Berga, J. & Obradovic, M. (2026). Peer Violence Prevention in Malmö, Sweden: Policy, Practice and Local Case Perspectives. [Forthcoming.]
Fundberg, J., Lelinge, B. & Kartal, M. (2026). Att se sig själv i den andre. Pedagogiska och polisiära grepp i samverkan mellan polisutbildning och gymnasieskola: En et(n)sik fråga? Journal of Teaching and Learning in Higher Education.
Lelinge, B. & Svensson, C. (2025). Learning study i fritidshemmet. En modell för professionsutvecklande undervisning och hållbar skolutveckling. Studentlitteratur.
Lelinge, B. (2024). Kollaborativ professionsutveckling med fokus på innehållsinkluderande undervisning utifrån elevens behov. In M. Holmqvist (Ed.), Specialdidaktik för innehållsinkluderande undervisning (pp. 145–166). Gleerups.
Lelinge, B. (2023). Teachers’ Experiences of the Potential of Flipped Classrooms: A Research Study of Dance Movements Including Students with Different Educational Needs. International Journal of Progressive Education, 19(6), 66–82.
Lelinge, B. (2022). Predicting challenges to student learning in a learning study: Analysing the intended object of learning. International Journal for Lesson and Learning Studies, 12(2), 126–138. Recipient of an Outstanding Paper award in the Emerald Literati Awards 2024.
