| 1. |
- Dahlstedt, Magnus, et al.
(författare)
-
Ana’s Tragedy – and Europe’s : A Contemplation over Romani, belonging and the conditioned citizenship making in a Europe of Migration
- 2016
-
Ingår i: European Journal of Futures Research. - : Springer Science and Business Media LLC. - 2195-4194 .- 2195-2248. ; 4:1
-
Tidskriftsartikel (refereegranskat)abstract
- This article deals with the notion of belonging in today’s multi-ethnic Sweden and hints at perpectives of future European identity-building. On the basis of Frantz Fanon’s understanding of colonialism and the colonized mentality as theoretical, the article deals with the situation of Roma in Sweden – and Europe. With the story of a young Roma woman that has migrated to Sweden from Hungary as point of departure, the article addresses the situation for Romani people, but also for other migrants in Europe, with particular focus on who are allowed to belong to the community of Swedish and European citizens, and who are not.
|
|
| 2. |
|
|
| 3. |
- Dahlstedt, Magnus, et al.
(författare)
-
Medborgarskapandets paradoxer : Medborgarskapspositioneringar i berättelser om tillhörighet i migrationens tid
- 2017
-
Ingår i: Sociologisk forskning. - : Sveriges Sociologförbund. - 0038-0342 .- 2002-066X. ; 54:1, s. 31-50
-
Tidskriftsartikel (refereegranskat)abstract
- Paradoxes of citizen formation: Citizenship positioning in stories about belonging in an era of migrationThis article analyzes the formation of citizenship in today’s multi-ethnic Sweden with a particular focus on how migration renders visible existing citizenship ideals, defined in terms of similarity and difference on the basis of ethno-cultural background. Analysing three individual stories of women who have migrated to Sweden, with different biographies and stories of how they ended up in Sweden, the article focuses on negotiations of the boundaries and contents of citizenship in multi-ethnic Sweden. The point of departure for the analysis is a post-structuralist and discursive approach. In all, the stories address the crucial question of who should be included into the social community and on what conditions – and who should be left out? This particular question is also at the very centre of the political debate in today’s Europe. On the one hand, there are strong arguments about the ’death of multiculturalism’ and demands for new forms of ethno-culturally graduated citizenship – also in Sweden. On the other hand, in Sweden as well as in other European countries, claims for the development of a new and more inclusive societal community have been raised, expanding the rights of citizens to accommodating also those who have been excluded from them.
|
|
| 4. |
- Dahlstedt, Magnus, 1975-, et al.
(författare)
-
Utbildning, demokrati, medborgarskap
- 2013. - 1
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Utbildning är inte bara en fråga om kunskaper och färdigheter, utan också om att forma morgondagens medborgare. Vilken roll har utbildning i samhällsbygget och vilken roll bör den ha? Vad är det för slags medborgare som ska fostras och för vilket samhälle? Dessa frågor debatteras ofta.Den här boken handlar om utbildning som medborgarfostran och vilken sorts samhälle denna skapar. Med utgångspunkt i efterkrigstidens Sverige visar författarna hur medborgarfostran har tagit form och hur den har förändrats över tid. Boken gör nedslag vid fyra olika tidpunkter: 1940-talet, 1960-talet, 1990-talet och tidigt 2000-tal. Vid var och en av dessa tidpunkter visar författarna vilken slags medborgare utbildningen fostrar till, hur det går till och vilket samhälle individen fostras för.UTBILDNING, DEMOKRATI, MEDBORGARSKAP bidrar inte bara med kunskaper om det förflutna utan även, och framför allt, till en ökad förståelse av samtiden och av de vägval som pedagoger står inför när det gäller att fostra medborgare i det nya millenniet.
|
|
| 5. |
- Fejes, Andreas, 1977-, et al.
(författare)
-
Individualisation in Swedish adult education and the shaping of neo-liberal subjectivities
- 2018
-
Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 62:3, s. 461-473
-
Tidskriftsartikel (refereegranskat)abstract
- In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a post-structural theorisation we analyse interviews with teachers and students in municipal adult education (MAE) and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general, when a discourse on individualisation operates in the ways described, and more specifically, asks what is happening to FHS as an educational practice, that upholds its self-image as a last bastion of a collective notion of learning and subjectivity, and nurturing an educational practice of learning democracy?
|
|
| 6. |
- Fejes, Andreas, et al.
(författare)
-
Individualisering genom det kollektiva i svensk folkhögskola
- 2015
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper presentation is to identify how the principles of democracy and the market are played out in Swedish adult education. More specifically, we focus on how collective and individually oriented notions of what it means to be a citizen, shape student subjectivity. By focusing on both formal adult education (municipal adult education) and non-formal adult education (folk high schools) we wish to illustrate how these principles are mobilized differently, thus shaping different kinds of citizen subjectivities. Drawing on a post structural theorization inspired by the work of Michel Foucault, we analyse interviews with students and teachers at one school for municipal adult education, as well as one folk high school. Our analysis illustrates how an individually oriented citizen is shaped through discourses mobilized in both settings. However, in the folk highs school, individualization is shaped through discourses on collectivization. We argue that such shaping are in line with neoliberal forms of governance.
|
|
| 7. |
- Nicoll, Katherine, et al.
(författare)
-
Citizen Formation : Beyond Educational Practice and Policy
- 2010
-
Ingår i: 38th Annual Conference of the Nordic Educational Research Association. - Malmö : Nordic Educational Research Association (NERA).
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)
|
|
| 8. |
- Nicoll, Katherine, et al.
(författare)
-
Opening discourses of citizenship education : A theorization with Foucault
- 2013
-
Ingår i: Journal of education policy. - London : Routledge. - 0268-0939 .- 1464-5106. ; 28:6, s. 828-846
-
Tidskriftsartikel (refereegranskat)abstract
- We argue two major difficulties in current discourses of citizenship education. The first is a relative masking of student discourses of citizenship by positioning students as lacking citizenship and as outside the community that acts. The second is in failing to understand the discursive and material support for citizenship activity. We, thus, argue that it is not a lack of citizenship that education research might address, but identification and exploration of the different forms of citizenship that students already engage in. We offer a fragmentary, poststructuralist theorization oriented to explore the 'contemporary limits of the necessary', drawing on specific resources from the work of Michel Foucault and others for the constitution of local, partial accounts of citizenship discourses and activities, and exploration of their possibilities and constraints. We argue this as a significant tactic of theorization in support of an opening of discourses of citizenship and in avoiding the discursive difficulties that we have identified. Our theorization, then, is significant in its potential to unsettle discourses that confine contemporary thought regarding citizenship education and support exploration of what might be excessive to that confinement. © 2013 Taylor & Francis.
|
|
| 9. |
- Olson, Maria, 1969-, et al.
(författare)
-
Citizenship discourses : production and curriculum
- 2015
-
Ingår i: British Journal of Sociology of Education. - : Informa UK Limited. - 0142-5692 .- 1465-3346. ; 36:7, s. 1036-1053
-
Tidskriftsartikel (refereegranskat)abstract
- This paper explores citizenship discourses empirically through upper secondary school student’s understandings, as these emerge in and through their everyday experiences. Drawing on a post-structuralist theorisation inspired by the work of Michel Foucault, a discourse analysis of data from interviews with students is carried out. This analysis characterises three discourses of the active citizen – a knowledgeable citizen, a responsive and holistic citizen and a self-responsible “free” citizen. The analysis raises questions over the implications of contemporary efforts for the intensification of standardising forces through citizenship education. It also stresses the notion that engaging students actively does always also involve discourses other than those stressed through the curriculum, which nurtures the body and nerve of democracy itself.
|
|
| 10. |
- Olson, Maria, 1969-, et al.
(författare)
-
Citizenship formation for a new millennium in Sweden : a prognosis of our time
- 2014
-
Ingår i: The Journal for Critical Education Policy Studies. - : Institute for Critical Education Policy Studies. - 2051-0969 .- 1740-2743. ; 12:2, s. 200-224
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to forecast the present situation of citizenship formation in the field of Swedish education. In highlighting trends and tendencies in the educational assignment to provide for democratic citizenship in the first decade of the 21st century, which can be characterised as lacking collective visions for change, three depictions of citizenship are prevailing: citizenship formation for deliberation, for entrepreneurship and for therapeutic intervention. These depictions are analysed in terms of the direction for action taking and attention that they stress and produce as concerns citizenship in the making. The first one, citizenship formation for deliberation, stresses an inward-looking and inward-feeling citizenship. The second one, citizenship formation for entrepreneurship, stresses an inward-looking and outward-making citizenship, and the third one, citizenship formation for therapeutic intervention, stresses an inward-looking and outward-making citizenship. Taking on this forecast, which actualises democracy as something that is already achieved as a consequence of an assumedly post political situation, we argue that citizenship as well as society itself risks being pictured as apolitical and democratically “saturated.” This situation is hazardous, we argue, as it does not open up for change to come into question as desirable or even possible. Put differently, it leaves us with the notion that things have to be as they are, as we are living in the best of worlds.
|
|
