| 1. |
- Basic, Goran, 1972-, et al.
(författare)
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War and challenges for contemporary criminology : an ethnography-inspired analysis of the narratives of unaccompanied young refugees with war experiences in institutional care in Sweden
- 2021
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Ingår i: <em>(Il)legal organizations and crime. Challenges for contemporary criminology. </em>21st Annual Conference of the European Society of Criminology. - Bucharest, Romania : European Society of Criminology and University of Bucharest. ; , s. 203-204, s. 1-2
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Konferensbidrag (refereegranskat)abstract
- This study concerns young people who have experienced war, taken shelter in Sweden, and been placed in institutions. The purpose of the study is to identify and analyze power relations that contribute to the shaping of young people’s identities and repertoires of action via stigmatizations and social comparisons with different reference groups. The study’s empirical material includes qualitatively oriented interviews with six young people from Iraq, Syria, and Afghanistan who have experienced war followed by placement in institutional care in Sweden. Analytical findings with the following themes are presented: (1) power relations and war, (2) power relations and escape from war, and (3) power relations and post war. The narratives on war and flight recounted by unaccompanied refugee minors describe the exercise of power in practice, in which wartime interactions (based on the exercise of power) are compared and related to peaceful interactions (in which there is no exercise of power). In this context, the interactive creation of contrasts and comparisons in relation to other actors reveals various categories of actor: victim, perpetrator, and hero.
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| 2. |
- Basic, Goran, 1972-
(författare)
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Coherent triads and successful inter-professional collaboration : narratives of professional actors in the Swedish child welfare system
- 2019
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Ingår i: Nordic Social Work Research. - : Taylor & Francis. - 2156-857X .- 2156-8588. ; 9:3, s. 235-249
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to analyze how and when the professional actors within the Swedish child welfare system portray successful cooperation and determine which discursive patterns are involved in the construction of this phenomenon. The empirical basis for this study is formed by 147 recorded interviews with institution-placed youths, their parents, and different occupational categories within the social services and the Swedish National Board of Institutional Care. Analytical findings with the following themes are presented: (1) coherent vision triad, (2) coherent rhetorically accepted triad, and (3) coherent exclusive triad. The personal interactive aspect of cooperation among professional actors in the care of children is important for successful collaboration. This aspect also appears to be significant for producing and reproducing joint collaboration identities. However, joint collaboration identities and the coherence triad can limit the sphere of cooperation to the entities involved in the care of youths and the juvenile or his/her parents are left out.
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| 3. |
- Greve, Rikke, et al.
(författare)
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Interactive advantage, cementing of positions, and social pedagogical recognition : a narratively inspired analysis of professional actors' oral representations of health promotion, prevention, and remediation efforts
- 2021
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Ingår i: Pedagogical Sciences: Theory and Practice. - Zaporizhia, Ukraine : Zaporizhzhya National Universit, Ukraine. - 2786-5622 .- 2786-5630. ; 39:3, s. 91-102
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to present new knowledge about the oral representations of the health promotion, prevention, and remediation efforts of professional actors working with young people who use alcohol and narcotics. The narrative empirical material is based on 36 interviews with professionals working with this population of young people within the context of upper-secondary school activities and outpatient treatment units in Sweden. In their oral representations, professional actors depict themselves as having an interactive advantage in relation to the verbal category of “young people who use alcohol and narcotics”. These verbal patterns seem to cement the professional actor as a superior who sets the agenda for placing these young people within a prevailing normative order. The analysis indicates that an inclusive approach by professionals is crucial to achieving several important aims. An inclusive approach also imposes demands, however, on how upper-secondary schools and outpatient treatment units collaborate with each other in this work with young people. This approach also plays a role in determining the support and room for manoeuvring that professional actors have relative to normatively right and deviant actions and to laws and policies that to some extent govern this practical work. Good relationships between young people and professional actors constitute an important dimension in which the social pedagogical recognition is based on caring, trust, and mutual interactions. It is crucial for professionals to take an approach of inclusion of young people (students) in the school and treatment contexts, with attention to their ability to develop and change in a social pedagogical and educational sense.
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| 4. |
- Greve, Rikke, et al.
(författare)
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Interactive advantage, cementing of positions, and social pedagogical recognition – a narratively inspired analysis of professional actors’ oral representations of health promotion, prevention, and remediation efforts targeting young people who use alcohol and narcotics
- 2022
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Ingår i: <em>Social Pedagogy and Social Education</em>. - : Social Pedagogy Association. ; , s. 67-84
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Konferensbidrag (refereegranskat)abstract
- The purpose of this study is to present new knowledge about the oral representations of the health promotion, prevention, and remediation efforts of professional actors working with young people who use alcohol and narcotics. The narrative empirical material is based on 23 interviews with professionals working with this population of young people within the context of upper-secondary school activities and outpatient treatment units in Sweden. In their oral representations, professional actors depict themselves as having an interactive advantage in relation to the verbal category of “young people who use alcohol and narcotics”. These verbal patterns seem to cement the professional actor as a superior who sets the agenda for placing these young people within a prevailing normative order. The analysis indicates that an inclusive approach by professionals is crucial to achieving several important aims. An inclusive approach also imposes demands, however, on how upper-secondary schools and outpatient treatment units collaborate with each other in this work with young people. This approach also plays a role in determining the support and room for manoeuvring that professional actors have relative to normatively right and deviant actions and to laws and policies that to some extent govern this practical work.
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| 5. |
- Basic, Goran, 1972-, et al.
(författare)
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Accounts of unaccompanied young refugees, young persons with drug- and crime-related problems and members of staff at the institutions working with these young people. Analysis of the various symbols used in interpersonal interactions
- 2020
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Konferensbidrag (refereegranskat)abstract
- In this study, we focus on the experiences and stories told by: 1) young people who have experienced war, fled to Sweden, and been taken into care and placed in special youth homes, and 2) young people who have experienced drug- and crime-related problems. In addition, we focus on the accounts of members of staff at the institutions working with these young people. Employees at special youth homes in Sweden who work daily with youths who have undergone war, drug, and crime-related problems are engaged in several different identifications alternately or at the same time, such as their work-related identity, gender identity, or ethnic identity. The current article underlines how these intersecting and corresponding identifications operate through a range of interactions in which the individual claims or is appointed identity categories in various ways. Therefore, the study shows when, how, and by whom identities are portrayed and how it occurs in relation to institutional care placement. When analysig these ethnographic exmaples, we integrate the social pedagical perspective with interactionism by focusing on the accounts, language, action, and gesticulations of the narrator. The purpose of this study is thus to expand on previous theory regarding ethnomethodlogy and interactions by integrating a social pedagogical perspective to the exmaples.
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| 6. |
- Basic, Goran, 1972-
(författare)
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Language and creativity : unaccompanied young refugees with experiences of war in institutional care in Sweden
- 2018
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Ingår i: New creative approaches in social sciences. - : Editura Sitech Craiova. - 9786061166060 ; , s. 9-23
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Konferensbidrag (refereegranskat)abstract
- The purpose of the study is: 1) to analyse the narratives of young people who have experienced a war, fled to Sweden and been taken care of and placed in institutions, 2) to analyse the narratives of institution personnel about the day-to-day work of taking care of young people who have experienced war. The material used in the study has been gathered by means of interviews with young people in care with experiences of war, and interviews with personnel at HVB homes (residential or care homes) who work with these young people. The previous research shows that the social pedagogic perspective is one of the perspectives in social sciences that stresses the importance of including the individual in the community. The individual is given confirmation of his or her identity by participating in the community, and successful interaction between individuals is a fundamental prerequisite for the successful integration of unaccompanied children and young people in Sweden. Analysis of the study’s empirical material shows that there are major variations in what is expected of a social pedagogue in the work with unaccompanied young refugees with experiences of war in institutional care in Sweden. A common denominator is that the mission of a social pedagogue and the context in which the social pedagogue operates appears to be sufficiently flexible to enable an individual to play the role in a wide variety of ways. It is only when the individual social pedagogue adopts an active, assertive, independent, personal and relatively strong posture that he or she has a chance to be of importance to other professional categories and for the client. This means in practice that it is only when the individual social pedagogue transcends the expectations of the role presented above that he or she has a chance to be appreciated by other collaborators.
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| 7. |
- Basic, Goran, 1972-
(författare)
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Social pedagogical work with unaccompanied young refugees with experiences of war in institutional care in Sweden: an ethnography-inspired analysis of the narratives of young persons and institution personnel
- 2018
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Ingår i: Social Sciences and Education Research Review. - Craiova : University of Craiova. - 2392-9863 .- 2393-1264. ; 5:2, s. 6-29
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Tidskriftsartikel (refereegranskat)abstract
- The study purpose was to analyse 1) narratives of young people who experienced a war, fled to Sweden and were cared for and placed in institutions; 2) institution personnel narratives about the day-to-day work of taking care of young people who have experienced war; and 3) interactive patterns contributing to constructing the category ‘social pedagogue’. The material was gathered through interviews with young people in care with experiences of war and with personnel who work with these young people at residential or care homes. The social pedagogic perspective in social sciences stresses including the individual in the community, which gives the individual confirmation of an identity through community participation. Successful interaction between individuals is fundamental for achieving community integration of unaccompanied children and young people in Sweden. Analysis of the study’s empirical material reveals major variations in what is expected of a social pedagogue working in institutional care in Sweden with unaccompanied young refugees who have experiences of war. A common denominator is that the mission of and context in which the social pedagogue operates appear flexible enough to enable an individual to play the role in a variety of ways. Only when the individual social pedagogue adopts an active, assertive, independent, personal and relatively strong posture will there be a chance of being important to other professional categories and for the client. In practice, therefore, only when the individual social pedagogue transcends the expectations of the conventional role will there be a chance to be appreciated by other collaborators.
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| 8. |
- Basic, Goran, 1972-, et al.
(författare)
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Successes and obstacles in the work of upper-secondary schools with newly arrived students : a constructivist-inspired analysis of teachers’ verbal accounts regarding their schools’ organizational and practical work
- 2021
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Ingår i: Hope and education, NERA 2021. - : Nordic Educational Research Association and University of Southern Denmark. ; , s. 22-22
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Konferensbidrag (refereegranskat)abstract
- This study presents new knowledge arising from teachers’ verbal accounts of successes and obstacles inthe organizational and practical work of upper-secondary schools with newly arrived students. The ethnographic material is based on 33 teacher interviews and 11 fair copies of field notes from observations inupper-secondary school contexts. Analysis of the empirical data was conducted within the framing of socialconstructivist theories and previous research. The analysis reveals several dimensions contributing to the construction and reconstruction of successes and obstacles in the teachers’ accounts. Teachers areconstructed as actors with a power advantage relative to the “newly arrived student.” They set the agenda forstudent behavior, with an inclusive approach that is crucial to achieving success and counteracting obstacles. The approach imposes demands on how upper-secondary schools organize their work with newly arrived students and plays a role in determining supports and room for maneuvering that teachers have. The construction of normatively right (morally right) and deviant (morally wrong) action in the verbal interactive dynamic contributes to the creation and re-creation of both the recognition and exclusion of teachers and newly arrived students in and from the school context. This interactive dynamic implicitly highlights how actors with higher status in the school context (teachers) can use verbal means (language) as an interactive assertion of power to mark the position of actors with lower status in the school context (newly arrived students). The power to define and redefine the actor with lower status in the school context is conveyed, acted out, and exercised by teachers using verbal accounts. These interactions provide the space to control and oppress newly arrived students who, in that situation, occasionally are also engaged in a struggle for recognition in the school context. Previous research draws attention to the importance of raising awareness of teachers’ professional role in relation to power aspects and language used in interpersonal interactions in the school context.
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| 9. |
- Basic, Goran, 1972-
(författare)
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Successful Collaboration in Social Care Practice : Beneficial Success Points of Interest for the Young Person in Swedish Juvenile Care
- 2018
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Ingår i: Journal of Comparative Social Work. - Stavanger : Universitetet i Stavanger. - 0809-9936. ; 13:2, s. 56-77
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this ethnographic study is to analyse themes for ‘the successful collaborations’ that emerge from the study field notes on youth in Swedish juvenile care, and that can be interpreted as beneficial for these youth. These successful collaborations were observed, for instance, at meetings where the young persons were being discussed, and where an observer could distinguish planning for them that was carried out practically. The empirical base for this study is its total of 119 field observations/notes. The examples analysed reference a completed appointment for an eye test, a practical realization of active leisure, homework help and an internship placement that works. The coherence of three actors belonging to three different categories (coherent triads), and success points of interest that benefit the youth in the situation, create the image of a positive development for them. In this way, common identities of interplay that are useful for the young person are created and elucidated. The physical presence of the young person in these situations is an especially important theme for the ‘successful collaboration’. This study shows that trust and motivation are important aspects for a successful collaboration and inclusion of less powerful individuals and groups of individuals within a community. Young people discussed in this study receive confirmation of their identities by participating in the community, with a successful interaction between actors in juvenile care a prerequisite for successful involvement and integration.
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| 10. |
- Basic, Goran, 1972-
(författare)
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Ethical issues in doctoral supervision : An analysis of inherent conflicts and roles in supervision practice
- 2024
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Ingår i: <em>The 10th International Scientific Conference. Research in Education and Rehabilitation Sciences – ERFCON2023.</em> Zagreb, Croatia, 20230505-20230507.. - : University of Zagreb Faculty of Education and Rehabilitation Sciences. - 9789538321115 ; , s. 82-92
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Konferensbidrag (refereegranskat)abstract
- This article aimed to provide new knowledge about ethical issues in doctoral supervision by analysing conflicts and roles that are assumed and acted out in supervision practice. This analysis was based on a literature review of various studies from the field of educational sciences, social pedagogy, doctoral supervision in theory and practice, and theories and practice of teaching and learning. The literature review identified several ethical issues relevant to doctoral supervision. These issues mostly arose from disappointed expectations, for instance, in the supervisor’s or doctoral student’s knowledge/competence, cultural viewpoint, roles, participation, language proficiency, and criticism/feedback. This analysis found that conflicts and the roles adopted and acted out during a supervision situation were not static – multiple roles could be assumed simultaneously, and the roles frequently changed. These changes provided opportunities to prevent or remedy ethical issues and conflicts in supervision. Changes could also lead to the creation and replication of a stable relationship between the doctoral student and supervisor. To prevent ethical issues and conflicts, the relationship between a doctoral student and a supervisor should be characterised by mutual respect, responsibility, integrity, and recognition. These components were needed to: (1) create the conditions for successful knowledge development in supervision, (2) complete a third-cycle education programme, (3) qualify the doctoral student to hold a doctoral degree, and (4) prevent ethical issues and conflicts connected with doctoral student supervision, through the constructive alignment of various elements in the third-cycle programme.
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