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- Eidevald, Christian, 1973-
(author)
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Det finns inga tjejbestämmare : Att förstå kön som position i förskolans vardagsrutiner och lek
- 2009
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Doctoral thesis (other academic/artistic)abstract
- Previous research studies have shown that in their address and behaviour towards girls and boys, pre-school staff apply stereotyped gender concepts, thus reinforcing rather than challenging stereotypes. The present thesis therefore focuses on which of children’s positions that are accepted or that face resistance from the staff. In this way, children’s gender-based "identity-formation" can be critically analyzed based on different possible descriptions of how it is to be a girl or a boy, and what unaware assumptions about gender representations that in this way may be made in different ways by both children and adults.The theoretical point of departure is feminist poststructuralism; and the analysis focuses on variations found between the groups of girls and boys, as well as within these groups, and within individuals. The empirical data consists of video-taped sessions from two teams working with children aged 3-5, and focus groups interviews with the adult. Then different "readings" of the empirical material have been conducted based on different assumptions (discourses); i.e. assuming that girls and boys "really" are different or equal, different behaviours will appear as more or less obvious and natural. By showing that several different discourses are present at the same time, gender-based "identity-formation" is described as a very complex process. The analyzed situations show that girls and boys in pre-school are defined and treated in stereotyped ways, however, there is a large hidden variation of how different girls and different boys positions themselves in different contexts. Pre-school teachers thus work actively to distinguish between girls and boys based on how they are being perceived as either girls or boys. Teachers’ expectations then become decisive of how different children are addressed and treated in different situations. To conclude, the pedagogical consequences of this are discussed with regard to gender equality work in which also alternative discourses are formulated.
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- Kalin, Torbjörn, et al.
(author)
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Gender disparities in child welfare services' assessments of referrals. Findings from Sweden
- 2022
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In: International Journal of Child Abuse & Neglect. - : Elsevier. - 0145-2134 .- 1873-7757. ; 134, s. 1-10
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Journal article (peer-reviewed)abstract
- Background: Many children referred to the child welfare services are not screened in for further investigation. Factors related to intake decisions have been found on several levels. Many studies, however, lack information about the children's own experiences of child maltreatment and/or behavioral problems. Objective: To examine case factors relating to decision to investigate referrals to the child welfare services in Sweden. Participants and setting: Data are used from a prospective longitudinal multisource program (LoRDYA) in Sweden studying two cohorts of adolescent children in four municipalities (n = 1884). Methods: By linking annual self-rating data with registry data from the child welfare services, data are analyzed through latent-class analysis and Poisson regression. Results: Most children who are self-rated severely exposed to maltreatment and/or behavioral problems are never investigated by the child welfare services (74.2 %). Referrals concerning girls are more likely to be investigated than referrals concerning boys (crudeAME = 0.09 p = ***). For girls, prior referrals (adjAME = 0.16, p = ***), household poverty (adjAME = 0.09, p = *) and any form of self-rated severe exposure to maltreatment and/or behavioral problems (adjAME = 0.14, p = ***) increased the chance of a decision to investigate. For boys, prior referrals (adjAME = 0.24, p = ***) increased the chance of a decision to investigate, while achieved age (adjAME = −0.03, p = *), and being referred on suspicions of neglect and behavioral problems (adjAME = −0.15, p = **) decreased the chance of a decision to investigate. Conclusions: Child welfare services assess referrals on boys and girls differently, which may explain why boys have in crude numbers a decreased chance of decisions to investigate.
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- Berglund, Karin, 1967-, et al.
(author)
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Conceptualising feminist resistance in the postfeminist terrain
- 2023
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In: Gender in Management. - : Emerald Group Publishing Limited. - 1754-2413 .- 1754-2421. ; 38:2, s. 183-199
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Journal article (peer-reviewed)abstract
- Purpose: In this paper, women entrepreneurs are seen as leaders and women leaders as entrepreneurial, making both groups an easy target of postfeminist expectations, governed by calls to embody the entrepreneurial self. Acknowledging that the entrepreneurial self has its roots in the universal, rational and autonomous subject, which was shaped in a male form during the Enlightenment, the purpose of this study is to conceptualise feminist resistance as a process through which the autonomous subject can be de-stabilised. Design/methodology/approach: Empirically, this study draws on an extensive research project on women's rural entrepreneurship that includes 32 in-depth interviews with women entrepreneurs in rural Sweden. This study interpreted expressions of resistance from the women by using an analytical framework the authors developed based on Jonna Bornemark's philosophical treatise. Findings: Feminist resistance unfolds as an interactive and iterative learning process where the subject recognises their voice, strengthens their voice and beliefs in a relational process and finally sees themselves as a fully fledged actor who finds ways to overcome obstacles that get in their way. Conceptualising resistance as a learning process stands in sharp contrast to the idea of resistance as enacted by the autonomous self. Research limitations/implications: This study helps researchers to understand that what they may have seen as a sign of weakness among women, is instead a sign of strength: it is a first step in learning resistance that may help women create a life different from that prescribed by the postfeminist discourse. In this way, researchers can avoid reproducing women as "weak and inadequate". Originality/value: Through the re-writing of feminist resistance, the masculine entrepreneurship discourse including the notion of the autonomous self is challenged, and a counternarrative to the postfeminist entrepreneurial woman is developed. Theorising resistance as a learning practice enables a more transforming research agenda, making it possible to see women as resisting postfeminist expectations of endless competition with themselves and others.
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| 5. |
- Ahl, Helene, 1958-, et al.
(author)
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Swedish welfare state retrenchment and the call for women’s entrepreneurship to fill the void
- 2015
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In: The 4th European Conference on Politics and Gender 2015 June 11-13 Uppsala, Sweden. ; , s. 1-19
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Conference paper (peer-reviewed)abstract
- The last two decades have seen major welfare state retrenchment in Sweden. The public sector, which used to be a large and stable employer for women, was downsized. Public schools and public health and care services were privatized. Customer choice models were introduced. The rhetoric connected to privatization stressed the unique opportunities for women formerly employed by the state to start their own businesses in this sector, now open for competition and private initiatives. In this paper we ask what the results were. We discuss the results from a feminist perspective, i.e we ask if privatization and business ownership has improved women’s situation on the labor market, or not. The paper draws together the research findings from our own empirical research (about fifteen different studies) as well as from research done by other Nordic scholars in the field.
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- Bergnehr, Disa, 1974-, et al.
(author)
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Hardworking women: representations of lone mothers in the Swedish daily press
- 2021
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In: Feminist Media Studies. - : Taylor & Francis. - 1468-0777 .- 1471-5902. ; 21:1, s. 132-146
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Journal article (peer-reviewed)abstract
- Lone mothers are a diverse group but it has been argued in the previous research that they tend to be homogenised. This article explores representations of single mothers in Swedish newspapers. Material from the two largest morning papers and the two largest tabloids was collected from the years 2015–2017. The results of the study suggest that although the newspaper representations do not fully reflect the diversity of social realities, there are indeed varying images of lone mothers in the sample. A recurring representation is as a comparatively poor and hardworking—even heroic—woman, who in political argumentation is referred to as someone in need of societal support and policy reforms. A less frequent representation, that often occurs in lengthy, in-depth pieces, is the affluent official person who despite her prosperity struggles with combining single (good) motherhood with her career, or the middle-class woman who becomes a lone mother via assisted reproductive technologies. Teenage motherhood (i.e., age), race/ethnicity, sexuality, and welfare dependence are seldom, if at all, alluded to. There is no vilification or condemnation of the lone mother, as has been found in research on other national contexts.
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| 7. |
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Unraveling the logics of landscape
- 2014
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Editorial collection (other academic/artistic)abstract
- Despite conceptual oscillations through times, the concept of landscape remains highly subjective, whereupon unraveling its 'logics' opens up to a plurality of interpretations. Accordingly, by focusing on the interconnections present in the non-haphazard production of landscape, this publication elaborates on how the rural landscape is valued, monitored, changed, harbored, used and misused, be it through actions, representations or metaphors. This book covers a broad range of topics, with contributions from scholars from more than 30 countries.
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| 8. |
- Ahl, Helene, 1958-, et al.
(author)
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A theory of conditional social equality in learning groups
- 2022
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Conference paper (peer-reviewed)abstract
- This paper is inspired by an observation that challenges the theory of cumulative advantage/disadvantage (CAD). CAD says that not only are we born with unequal conditions, inequalities in any given characteristic, such as money, health, or status increase over time (Dannefer, 2003:327). People with educated parents tend to become well educated, and vice versa, and people with a higher level of education tend to engage in adult learning throughout their lives, while those with only compulsory school do not, which in turn effects their health, well-being and quality of life negatively. CAD is a somewhat deterministic theory, inviting ideas of what could be done to counteract such processes.Observations to this effect were made in studies of Men’s Sheds. Men’s sheds are community-based workshops offering men beyond paid work “somewhere to go, something to do and someone to talk to” (Golding 2015). Starting in Australia in the 1990s, it is a growing social movement with over 2000 Sheds worldwide (http://mensshed.org). The target group is largely retired working-class men; a group disadvantaged in terms of education, health, income and social status. However, Sheds attract men from all walks of life; also some well-educated and professional men.The Sheds have been found to benefit older men’s learning, health, well-being, and social integration. Traditional class divisions were erased, and participants were able to relinquish stereotypical “macho” male identities in favour of softer, caring identities (Cavanagh, Southcombe, & Bartram, 2014; Golding, Foley, & Brown, 2007; Golding, 2015; Haesler, 2015; Morgan, Hayes, Williamson, & Ford, 2007).The keys to their success are:(i) Sheds offer men practical, gender-stereotypical activities,(ii) they are self-organized, so service providers are kept at arm’s length, and(iii) women are not present (Ahl, Hedegaard, & Golding, 2017).A somewhat counter-intuitive conclusion is that when older men get to do gender stereotypical activities in gender segregated groups, they are able to relinquish class divisions and gender stereotypes. The research question is therefore: does learning in homogeneous groups challenge patterns of inequality, and if so, what patterns and how?Based on participant observations and interviews with “shedders” in three countries we found support for the afore-mentioned observations. Working class men possessed the necessary practical skills to became the teachers of other men – their competence was valued, which erased class divisions. When no women were around to fuss with their health concerns, or with tasks such as cooking, they started to do this for themselves and their mates. However, we also noted that heterosexuality was taken for granted and received conceptions of ethnicity/race were reinforced. Homosexuals and immigrants (or people of the native population) were not acknowledged – they became the new “others” of the group. A new-formed fellowship required an outgroup for its definition. Our conclusion is that learning in homogeneous groups allows the erasure of some inequalities, but reproduces others, and the former appears conditional on the latter. We use these observations to formulate a theory of conditional social equality (CSE) which may provide a partial antidote to cumulative disadvantage.
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