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- Torpsten, Ann-Christin, 1952-
(författare)
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People in motion, a historical perspective : A narrative about leaving and change
- 2015
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Ingår i: Participation, Integration, and Recognition. - Turku : Institute of Migration. - 9789525889833 - 9789512961610 - 9789525889826 - 9789512961603 ; , s. 126-138
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Bokkapitel (refereegranskat)abstract
- The aim of this study is to shed light on one immigrant’s experience of leaving and changes, of being forced to abandon the family home. Though decision to return and eventually did so, the informant later chose to leave again, reorienting towards new possibilities elsewhere. The informant related, in an oral interview, memories of the 1930s and 1940s; telling this story nearly seventy years after. Taking a life-story approach, I analyze this narrative of leaving and change, building on the idea that individually narrated memories can contribute knowledge and understanding to the field of immigrant studies. Experiences of insecurity and the search for a place where one feels safe and comfortable result from being forced to leave one’s home, all that is familiar, and from starting over. In this context, while the informant’s initial exodus was beyond control, later move to start over in a new country appears to reflect one’s own choice.
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| 4. |
- Berggren, Jan, 1965-, et al.
(författare)
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Education is my passport : experiences of institutional obstacles among immigrant youth in the Swedish upper secondary educational system
- 2021
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Ingår i: Journal of Youth Studies. - : Taylor & Francis Group. - 1367-6261 .- 1469-9680. ; :3, s. 340-354
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, educational systems in Europe have experienced a rise in the number of immigrant youth. The experiences of immigrant youth facingthe challenges of an unfamiliar educational system is of continuous relevance in youth studies. This article aims to explore the schooling experiencesof 19 immigrant youth in Sweden, focusing on the institutional obstacles they encounter as students in the national educational system. It draws onsemi-structured interviews with immigrant youth attending upper secondary school or preparing for it by taking transitional classes. Findings are thatfamiliarity with the majority culture, how the educational system works and how to use the majority language for learning purposes in Swedenconstitute crucial knowledge for progress in upper secondary education. However, immigrant students state they have not been adequatelyprepared for these demands in their transitional classes. The authors suggest acknowledging students’ cultural backgrounds and argue for allowingEnglish parallel to Swedish as a transnational language of communication during a transition period, thereby improving students’ chances of havingtheir embodied cultural capital validated in the upper secondary school system.
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| 5. |
- Berggren, Jan, 1965-, et al.
(författare)
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Knowledge I brought with me could not be used, it was not in Swedish
- 2019
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Konferensbidrag (refereegranskat)abstract
- In recent years the Swedish education system has experienced a rise in the number of newly arrived students speaking different languages and with different school backgrounds. A newly arrived student is according to school legislation (Skollagen, 2010:800) a student under 18 years of age, who has migrated to Sweden lacking basic skills in the Swedish language.This paper aims to shed light on a group of newly arrived students’ perspectives on conditions for learning in the Swedish upper secondary education system. Using Bourdieu’s concept of capital we critically discuss organisational and pedagogical responses in the education system as experienced by 19 newly arrived students.Findings indicate that students’ performances using Swedish for academic purposes and being able to analyse Swedish culture are crucial skills. Simultaneously, unsuccessful students have to remain in Language introduction focusing on learning Swedish. Some students show resistance to current demands in mainstream teaching, which can be traced in students who resent not being able to make use of their previous learning and skills in different languages without using Swedish. As individuals, they are left with an experience of deficit, having no or little knowledge about Swedish culture and language. This is expressed by one student saying that sometimes knowledge from her native country cannot be used because it is in another language and that subject teaching often stipulates knowledge about Swedish history and Swedish kings.At stake is newly arrived students’ educational careers, and their chances in society. “Education is my passport”, one student says. The authors argue for acknowledging students’ various language knowledge and cultural backgrounds in teaching, thereby improving students’ opportunities to receive recognition of their existing cultural capital while offering them a gateway to continued education and social inclusion.
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| 6. |
- Eek-Karlsson, Liselotte, 1955-, et al.
(författare)
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Beating Around the Bush – Swedish Schoolgirls’ Coping Strategies and Impact Processes of Sexual Harassment
- 2023
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Ingår i: Sexuality & Culture. - : Springer. - 1095-5143 .- 1936-4822. ; 27, s. 415-434
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to contribute knowledge about Swedish school girls’ perspectives of sexual harassment and their relations to peers when exposed to violence in terms of sexual harassment, both online and offline. The empirical data was collected through pair interviews where 28 girls participated. The theoretical framework was based on coping strategies that people use when facing stressful situations. The transcribed empirical data was read and interpreted based on what appeared to be important and decisive related to the theoretical framework. The found strategies are divided into three main categories, namely, problem-focused behavioural strategies, emotion-focused cognitive strategies, and emotion-focused behavioural strategies. The results show that the girls use different strategies depending on if the harassment occurs online or offline and if the perpetrator is known or unknown. Problem-focused cognitive strategies are used due to the specific context. Emotion-focused cognitive strategies are foremost used if the perpetrator is a known friend.
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| 7. |
- Eek-Karlsson, Liselotte, 1955-, et al.
(författare)
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Likabehandlingsarbete — en reproduktion av rådande maktordning?
- 2020
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Ingår i: Educare. - Malmö : Malmö universitet. - 1653-1868 .- 2004-5190. ; :2, s. 49-73
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Tidskriftsartikel (refereegranskat)abstract
- This project sets out to examine how schools identify their assignment to make school to a place of equality. The research questions address how efforts to counteract discrimination regarding sexual orientation, gender and ethnicity are expressed as well as what power structures that can be identified in this respect. In total, 134 documents from compulsory school in municipalities in southern, mid and northern Sweden are collected. The documents are analyzed using Kumashiro´s (2002) four perspectives to conceptualize and work against oppression. The analysis shows different ways that schools address this assignment. Differences regarding what is identified as problems seems to build different approaches in how the work against oppression becomes visible. Double strategies are described in order to both strengthen and challenge the power structure that is prevalent between the norm carrying group and the group the schools identify as marginalized.
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| 8. |
- Frank, Elisabeth, 1958-, et al.
(författare)
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One-to-one computer and language development in a multilingual classroom
- 2015
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Ingår i: US-China Education Review A. - : David Publishing Company. - 2161-623X. ; 5:2, s. 77-91
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to provide knowledge about the impact of using one-to-one computers in educational practice, which in this case is language development in a multilingual classroom. The questions investigated are if and how the pupils’ learning is promoted and how the teacher’s instruction is influenced when each pupil has access to a personal computer. A 4th grade class, where all pupils speak Swedish as a second language, has been observed. Analyses are carried out by Activity Theory (AT). Language development and learning is in focus, as well as socio-cultural theories of mental tools. Having one-to-one computers in the studied classroom practice indicates that the computer is the actual mediating artifact in the students’ language development. The teacher becomes invisible and acts as technical support. The computer with its spellcheck function has taken over the teaching role. The interaction among the classroom actors appears as minor
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