| 1. |
- Dahlstedt, Magnus, et al.
(författare)
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Ana’s Tragedy – and Europe’s : A Contemplation over Romani, belonging and the conditioned citizenship making in a Europe of Migration
- 2016
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Ingår i: European Journal of Futures Research. - : Springer Science and Business Media LLC. - 2195-4194 .- 2195-2248. ; 4:1
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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.
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| 2. |
- Andersson, Erik
(författare)
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Det politiska rummet : villkor för situationspolitisk socialisation i en nätgemenskap av och för ungdomar
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim is to analyse the institutional character of, and the on-going communication in, a net community organised by and for young people. This is achieved using terms of conditions for situational political socialisation – a situation in a specific context in which the participants, within the battle between different groups attempting to organise society through interaction and action, adopt political preferences and skills. The thesis builds on agonism, a political theory in which controversy and struggle are viewed as prerequisites for human life that uses language as a political act. The net community, as an institution, contingently depends on political rebirth via action and communication. The use of language creates places that give the institution meaning while at the same time the institution claims the participants and their creation of meaning. Black Heart, the analysed net community, is a quasi-public space for and by young people aged between 14 and 28 years. It is a cultural community where political conversations take place among other kinds of communication. The institutional character of Black Heart and ten politically controversial conversations are analysed, using a case study method that applies web content analysis and computer mediated discourse analysis. There is a strong institutional framework operating in the political text conversations of Black Heart, the participants are governed by the institution and the participants govern each other. The political communication is characterised by revealing and arguing for political interest. To challenge is the dominant category of political action which constitutes political subjects that are offensive, argumentative and polemic. Political communication and the on-going interaction generate an educational situation in which the participants are expected to be content oriented, argumentative, expressive, communicative and polemic.
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| 3. |
- Andersson, Erik, 1979-, et al.
(författare)
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Political Participation as Public Pedagogy : The Educational Situation in Young People’s Political Conversations in Social Media
- 2014
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Ingår i: Journal of Social Science Education. - Bielefeld : Bielefeld University. - 1618-5293. ; 13:4, s. 115-126
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Tidskriftsartikel (refereegranskat)abstract
- In this article we argue that young people’s political participation in the social media can be considered ‘public pedagogy’. The argument builds on a previous empirical analysis of a Swedish net community called Black Heart. Theoretically, the article is based on a particular notion of public pedagogy, education and Hannah Arendt’s expressive agonism. The political participation that takes place in the net community builds up an educational situation that involves central characteristics: communication, community building, a strong content focus and content production, argumentation and rule following. These characteristics pave the way for young people’s public voicing, experiencing, preferences and political interests that guide their everyday political life and learning – a phenomenon that we understand as a form of public pedagogy.
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| 4. |
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| 5. |
- Dahlstedt, Magnus, et al.
(författare)
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Medborgarskapandets paradoxer : Medborgarskapspositioneringar i berättelser om tillhörighet i migrationens tid
- 2017
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Ingår i: Sociologisk forskning. - : Sveriges Sociologförbund. - 0038-0342 .- 2002-066X. ; 54:1, s. 31-50
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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.
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| 6. |
- Dahlstedt, Magnus, 1975-, et al.
(författare)
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Utbildning, demokrati, medborgarskap
- 2013. - 1
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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.
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| 7. |
- Edling, Silvia, et al.
(författare)
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Tre om svensk lærerutdanning
- 2013
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Ingår i: Demokrati og lærerbevissthet. - Oslo : Universitetet i Oslo. - 9788293292005 ; , s. 81-95
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Konferensbidrag (refereegranskat)
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| 8. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Individualisation in Swedish adult education and the shaping of neo-liberal subjectivities
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 62:3, s. 461-473
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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?
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| 9. |
- Fejes, Andreas, et al.
(författare)
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Individualisering genom det kollektiva i svensk folkhögskola
- 2015
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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.
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| 10. |
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