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- Lahelma, Elina, et al.
(författare)
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Strong Nordic women' in the making?
- 2003
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Ingår i: Democratic education. - : Tufnell Press. - 1872767427 ; , s. 39-51
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
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Democratic education : ethnographic challenges
- 2003
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- The idea of democratic schooling with its emphasis on equality is seriously attacked by the marketisation of education. New policies of educational restructuring emphasise accountability and close links between school and industry, where schools and students become targets of constant evaluation and competition. This book challenges such policies and practices through analyses of their negative consequences for social justice and democracy. It explores the effects of restructuring on everyday life in schools and other educational institutions and presents analyses of how differences based on gender, social class, ethnicity, nationality and embodiment are dealt with in educational settings. The authors draw on a range of theories, including poststructuralist, postcolonial, feminist and Marxist perspectives, and the localised ethnographies are contextualised in changing educational politics. How policies are contradicted by practices is discussed in relation to the classroom, teacher education and issues of inclusion and exclusion. A critical gaze is directed at Nordic countries where restructuring processes contradict a political discourse based on equality and comprehensive education. It is the immersion in the daily life of institutions and their participants that gives ethnography a particular edge in obtaining insights into what changes and what stays the same. This book provides a looking glass into the tensions and contradictions that New Right policies have introduced in educational institutions. Actors in the field experience frustration in introducing changes and controlling the direction of those changes. It is their voices that ethnographers try to hear and disseminate. Most ethnographers do not simply tell a (more or less) gripping story about the field - they aim to analyse the practices they encounter, and endeavour to render them into analytical narratives that tell different stories than those produced through policy research or questionnaires and interviews. Although these are not necessarily better stories, we suggest that they are particularly relevant in demonstrating the organisation and practice of producing difference. (Description by the publisher).
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| 6. |
- Ekstrand, Per
(författare)
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"Tarzan och Jane" : Hur män som sjuksköterskor formar sin identitet
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The study focuses on locally situated interactions between men and women and among men. The main focus is on how men in nursing practice constitute their identities. The aim of the disserta-tion is to understand the meaning of gender, particularly the constitution of masculinities, in the formation of identity for men in nursing.Theoretical points of departure were post-structuralist and masculinity theories. Within the theoretical framework, processes of gender should be seen as activities that are relational and integrated in ongoing organisational life, in this case, in the nursing context.My methodological approach was qualitative, based on ethnography. Techniques used for data collection were following observations and interviews. I followed seven men in their daily work in two hospital environments, one emergency department and a department in elder care (sheltered housing).The gender order was maintained by rewards to medical and technical knowledge and skills. The phenomenon of”gender dizziness” was manifested through interaction and became visible through the men’s practice. Different positions of masculinities co-operated and the physicality of the body was important in performing masculinities. Hegemonic positions of masculinities are maintained and other positions are subordinated. Homosociality creates influence and power in social relations, and it was obvious that the informants in these organisations found ways to keep together, in spite of their different positions in the organisation.Some of the informants cross over the border and perform ideals that are not traditional for men in nursing. In the nursing environment these men’s identities show a caring attitude. The stereotype, connected to heteronormative ways of thinking, plays an important role for men in constructing their identities in the nursing context. A central conclusion in this study is that sexuality order put strong pressure on identity formation and the construction of masculinities for men in nursing.
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Fair and competitive? : Critical perspectives on contemporary Nordic schooling
- 2014. - 1
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- The Nordic countries have traditionally been regarded as archetypal representatives of social democratic welfare states. But particularly since the 1990s the concept of universal welfare and education has increasingly been infused with neo-liberal ideas and technologies, even if the extent to which this has happened and its expressions vary from one Nordic country to the next. Marketisation, new public management and an emphasis on individualism and individual responsibility have profoundly affected education, with increased focus on competition, knowledge, performance and assessment. This is the context, the educational landscape of this book. Through ethnographic studies in varied educational institutions in Finland, Norway and Sweden we ask, how these political aspects are visible, how they are negotiated and contested in the practices and everyday lives of students and teachers in schools, and what are their implications for democratic influence? Can the competitive school be at the same time fair? The chapters are written from a critical ethnographic perspective, using ethnographic data and analysis to address power relations in education with reference to the political aim of social inclusion and democracy. The authors address diversities and differences and their interpretations are informed by an intersectional understanding of gender, ethnicity and social class.
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| 8. |
- Kreitz-Sandberg, Susanne, et al.
(författare)
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Global Demands - Local Practices : Working towards Inclusion of Gender Equality in Teacher Education in Finland and Sweden
- 2021
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Ingår i: Nordic Journal of Comparative and International Education (NJCIE). - : OsloMet - Oslo Metropolitan University. - 2535-4051. ; 5:1, s. 50-68
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Tidskriftsartikel (refereegranskat)abstract
- Gender equality is a global aim that has been presented in numerous documents. However, teacher education programs in many countries still lack sustainable strategies for working towards gender equality in education. Working successfully in this area may promote more sustainable practices in schools to reach gender-fair societies. The Nordic countries are known for pro-active gender policies and they provide interesting cases for investigating achievements and struggles in the field. The purpose of this article is, from an international comparative perspective, to explore the rationales and practices when working with issues of gender equality in Finnish and Swedish teacher education and to reflect on related concepts. We describe, analyse and compare local practices, theoretical frameworks and challenges by revisiting gender and teacher education research and equality projects from the 1980s up to today. The comparative methodology chosen facilitates understanding examples from two neighbouring countries, illustrating different ways to develop policies and strategies. Local actors not only follow global claims to work with gender and equality in teacher education but also play an active role and contribute to these discourses. Our study suggests that gender equality cannot be achieved overnight; appropriate strategies need to be negotiated constantly in specific national and institutional contexts at universities and teacher education institutions.
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| 10. |
- Lahelma, Elina, et al.
(författare)
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Reflections on the emergence, history and contemporary trends in Nordic research on gender and education
- 2021
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Ingår i: Gender and education in politics, policy and practice. - Switzerland : Springer Nature. - 9783030809010 ; , s. 17-34
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Bokkapitel (refereegranskat)abstract
- The authors describe in this paper how gender studies in the Nordic context grew into a strong and respected field of educational research, from its first steps in late 1970s until 2019. They identify trends that have persisted over decades and others that have emerged more recently. The authors draw primarily from various documents about Nordic collaboration, Nordic articles in the Gender and Education Journal and review studies. They also include their personal experiences as active researchers since the 1980s. They suggest that in the Nordic countries, gender studies in education were initiated by sociologists rather than feminist teachers (as in the UK) building on a relatively strong alliance between mainstream feminism, state feminist equality officers and feminist research. Gradually ethnography emerged as the main methodological perspective. After 2010 theoretical and methodological choices and themes widened such that the earlier focus on girls and gender relations shifted more to boys and gender diversity. Intersectionality was more emphasised, with post-structuralism having a considerable impact on the Nordic gender and education field.
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