| 1. |
- Brandell, Inga, et al.
(författare)
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Introduction
- 2015
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Ingår i: Borders and the Changing Boundaries of Knowledge. - Istanbul : Swedish Research Institute in Istanbul. - 9789197881333
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Bokkapitel (refereegranskat)
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| 2. |
- Carlson, Marie, 1950
(författare)
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“’Are you going to write as we think or as you think?’ On Troubled Subject Positions among Immigrant Women in a Swedish Context”.
- 2015
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Ingår i: Inga Brandell, Marie Carlson & Önver Cetrez (Eds) Borders and Changing the Boundaries of Knowledge. Transactions Vol 22, Swedish Research Institute in Istanbul, Stockholm.. - Stockholm/Istanbul : Swedish Research Institute in Istanbul, Stockholm. - 9789197881333 ; , s. 109-127
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Bokkapitel (refereegranskat)abstract
- "Are you going to write as we think or as you think?" – On Troubled Positions, Borders and Boundaries among Immigrant Women in a Swedish Context Abstract The aim of this contribution is to discuss representational power and images/concepts Turkish women attending Swedish language courses for immigrants (SFI) experience in accounts about them as migrants in Sweden. Examples from the past but also from the present will be used – from a still ongoing debate on troubled positions, borders and boundaries among/about immigrant women in a Swedish context. Empirical data (mainly interviews and policy documents) consist of revisiting an earlier study from 2002, but also data from later projects will be used. In addition to this other research has been reviewed relevant for the critical intersectional discussion concerning ethnicity/migration, gender and class; research related to e.g. cultural-, migration-, ethnicity- and gender studies. A sociocultural perspective and a postcolonial point of departure will be used. Three themes will be discussed; one is about social interaction and negotiating of ethnicity from an interview illustrating how the interviewee as well as the interviewer are caught in prevalent discourses and try to handle the straightjacket of labelling. Next theme is about gender, gender equality, “Swedishness” and nation, where SFI can be seen as an arena for educating the participants about gender equality. The last theme focuses on the institutional level, the welfare state and the power of definitions. This section also discusses how the category “immigrant” including “the immigrant woman” are constituted and negotiated in relation to the labour market. Structural conditions as well as agency are not always considered or problematized in these discussions. Taken together, the article can be seen as a critical reflection on the production of knowledge that researchers as well as various actors are involved in. This is both an ethical and methodological issue that will also be developed in the concluding discussion.
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| 3. |
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| 4. |
- Carlson, Marie, 1950
(författare)
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“The immigrant woman” as problematic in the Swedish Welfare State - On categorizations and identity positions in policy, education and working life
- 2015
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Ingår i: Program: Abstracts: Gender and Education Association Conference 2015, 23-25 July, 2015 - University of Roehampton.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- “The immigrant woman” as problematic in the Swedish Welfare State - On categorizations and identity positions in policy, education and working life Abstract This contribution scrutinizes the troubled positions, borders and boundaries of “the immigrant woman” through Swedish language programs for immigrants (SFI) and also through policy texts and how the category “immigrant” including “the immigrant woman” is constituted and negotiated in relation to the labour market. Structural conditions as well as agency are not always problematized. Examples will be used from the past when SFI started in the 1960s and from the present – from a debate on troubled positions that is still ongoing. A sociocultural perspective and a postcolonial point of departure are used. Since its inception SFI has been influenced by and interacts with shifting economic conditions and changes in immigration policy, education and labour issues. Gendered, culturalized and ethnified – but not classed – discourses are discerned during SFI's entire story. SFI can be seen as an arena in which the construction of who is an immigrant and who is a Swede is being played out – together with fostering attitudes. In particular, a gender-equality discourse is linked to Swedish norms: an ethnocentric discourse that positions both men and women who migrate to Sweden as more tradition-bound and less gender-equal than men and women born in Sweden. The traditional and culturally bound immigrant woman is emphasized strongly in dominant discourses; issues such as discrimination are hardly ever addressed. The empirical data consist of policy documents, interviews and debates. Other research relevant to the critical discussion has also been reviewed. The overall intersectional discussion is related to cultural, migration, ethnicity and gender studies.
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| 5. |
- Carlson, Marie, 1950, et al.
(författare)
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Nationalism, gender and citizenship in pedagogical texts and education policy – Some examples from Turkey and Sweden
- 2013
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Ingår i: ECER 2013 (European Educational Research Association), Creativity and Innovation in Educational Research. 10-13 September, 2013 Istanbul, Bahcesehir University. ; Book of Abstracts ECER 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Public mass education has been widely used as a mechanism for socialization and disciplining of populations, but it has also attained more tasks than these. As we may see from numerous studies, it is used as an instrument for creating social change and realizing the process of nation building. Yet over the last decades, as globalization process became more and more influential, education and globalization also became interconnected in complicated ways. Education became a discursive battlefield where globalization is discussed in terms of more and more intensive economic, political and cultural linkages and geographical dependencies across great geographical distances. It came to be understood as a concrete weapon, or instrument, with whose help citizens (and their nations) became better equipped to handle globalization processes. Hence education is supposed to prepare citizens for a ‘new global world’ at the same time as that global world is making new demands on citizens’ compliance with regard to the nation. Our ongoing project, Future citizens in pedagogical texts and education policies – Examples from Lebanon, Sweden and Turkey, provides three national examples for a closer analysis of both the historical development of education and nation-building and more contemporary debates on globalization, nation, national development and the education of the ‘right’ citizen. However this paper will present results mainly from the Turkish case and some examples from Sweden for a comparison. The overall aim of the project is to examine, using a transnational perspective, how globalisation processes are expressed in educational policies and pedagogical texts. How is the ‘right’ citizen presented and depicted and what values are highlighted – at both national and global level? Whose history is made visible and what voices are heard? What groups or categories are identified? Two broader sets of issues will be highlighted in the paper: • How are the ’citizen’ and the citizen’s identity constructed in relation to place, nation, language, religion, ethnicity and gender in policy documents for schools and pedagogical texts? • How is the relationship between national and global perspectives treated in relation to the ’citizen’ in guidance documents for schools and pedagogical texts? Theoretically this project combines several fields of research: social science research on transnationalism, research on education and nation-building, education policy and forms of governance, research on textbooks and the globalization of education. Intersected insights provided by the studies on gender, nationalism, citizenship and, identity are used. Constructions of nationhood involve specific notions of manhood and womanhood, and discourses on nation and gender intersect and are constructed by each other in various ways. The overall theoretical/methodological framework of the project is linked to critical discourse analysis that provides tools for studying how the ‘citizen’ and different subject positions are constructed in both text and practice. The paper will focus mainly on Turkey and on how gender identities are narrated and attempted to be constructed with respect to the nation and the state. It will present some results from the analysis of education policies, educational documents and curricula in the later years of compulsory school. School textbooks within social sciences, history, geography, citizenship and religion textbooks are analyzed. Over and above textual analysis, interviews have also been conducted with educational bureaucrats and politicians. Teachers and authors of textbooks will be interviewed further on. For Turkey, over the last decades, globalization, and Europeanization processes have been quite influential. Concomitantly, there have been increasing reactions to such developments. A radical rise of a 'banal nationalism' in everyday-life has been witnessed. Nationalism, in fact, has been the hegemonic discourse in public education and naturalized through the constructions of femininity and masculinity. Nationalist discourses – a growing cultural racism since the 1990s – also occur in the Swedish context. A comprehensive curricula reform was realized 2005 in Turkey. It seems that the emphases on ethnic and/or cultural nationalism are set aside, and identity, difference, rights and individual are among the catchwords of new textbooks. However, a closer look at the “gender regime” shows that a more subtle analysis of the hidden discourses is necessary – the books show contradictions/contradictory messages. Although the division of labor seem to have a more gender equal nature; gender biases and an ethno-cultural nationalism continue to exist as among the layers of the discourses of the textbooks – in fact, both are interconnected. Ethno-cultural nationalism is also possible to discern in Sweden – in textbooks and steering documents, especially in relation to gender issues and immigrants.
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| 6. |
- Carlson, Marie, 1950
(författare)
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”Are you going to write as we think or as you think?” – On (re)presentation and the construction of knowledge in interviews.
- 2009
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Ingår i: Gender and Education Association 7th International Conference. Theme: Gender: Regulation and Resistance in Education 25-27 March 2009, Institute of Education, University of London..
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Konferensbidrag (refereegranskat)abstract
- "Are you going to write as we think or as you think?" - On (re)presentation and the construction of knowledge in interviews The aim of this contribution is to discuss and reflect on possibilities and restraints concerning (re)presentation and the construction/production of knowledge in interviews. Examples will mainly be taken from a research project on Turkish immigrant women attending Swedish language courses and their encounter with the Swedish educational system. The influence of the researcher in the interviews will be used actively in order to illustrate social interaction/negotiation and the relation between the interviewees and what the researcher is considered to represent. The interviewee as well as the interviewer is caught in prevalent extensive discourses articulated in the educational setting but also in the Swedish society in general. By talking about the SFI-education as a ’modern’ practice of knowledge, the educators themselves become representatives of ’modernity’ in relation to ’the others’. But the course participants are also a part of a powerful discourse of modernity – both in the present and in the past. Various self-images are confronted in the SFI-practice; a discursive practice connected to different aspects of power. ‘Emic’ and ‘etic’ categories – not a clear-cut distinction – will also be discussed in the contribution. Likewise some problematic dichotomies will be brought to the fore – the research object as well as the research subject tries to handle “the straightjacket of labelling”. Of interest is furthermore how constantly displacements take place in the informants’ ‘relational’ narratives as they talk into various discursive formations. When focusing on the position of the researcher in relation to the research object – in Bourdieu’s terms “to objectify the objectifying subject” (1992) – it is a question of reflexive sociology where the specific researcher is not really of interest, but rather the implicit social and theoretical presuppositions, which are embedded in the analytical tools and operations. Bourdieu, Pierre (1992) The Logic of Practice. Cambridge: Polity Press.
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| 7. |
- Carlson, Marie, 1950, et al.
(författare)
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Civic Orientation for Migrants in a Swedish Context – Exploring values and governing from an intersectional perspective
- 2018
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Ingår i: ECER/EERA conference 4-7 September, 2018 - Free University Bolzano, Italy.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- General description (research questions, theoretical framework) Different social models for integration and citizenship are increasingly discussed in Europe. Previously recognized conventions of citizenship, about who the citizen is, may or should be challenged (Joppke 2007). Discussions in both research and political organizations can be seen as a consequence of the decline in variations of “multicultural” models that were fundamental to integration policy in Sweden, as well as in several other European states (ibid.; Sonninen 1999). In Sweden, the multicultural integration policy in 1975 was formulated through the three key concepts: equality, freedom of choice and collaboration (prop. 1975:26). During the 1980s, cultural and ethnic group rights were reduced and adaptation to international policy took place. A further shift occurred in the early 1990s with ever higher individual demands on the migrant from the states across Europe. Among other things, there was increasing demand for participation in education such as language courses and courses on social orientation. After the investigation “Sweden for newly arrived migrants – Values, welfare state, everyday life” (SOU 2010:16) a new regulation was added: “Civic orientation for some newly arrived immigrants” (SFS 2010:1138). Through this law, homogenization and national standardization of education efforts have been developed. This applies to both implementation and teaching materials; e.g. the textbook “About Sweden” (first edition 2010, City of Gothenburg, latest edition 2017), which we have analysed. Each municipality is required to organize and offer newly arrived immigrants civic orientation; courses described by organizers to “give keys to Swedish society”. Government control includes that the county administrative boards annually monitor the activities and return the results to the government. The orientation should preferably take place in the mother tongue in dialogue and reflection with support of “civic communicators”, who will have some educational skills (SFS 2010:1138). This education initiative raises a number of issues that we discuss in our contribution from an intersectional perspective, but with a particular focus on gender. The specific Swedish approach to gender equality has become an important marker, a national self-image and a certain “success story”, where binary classifications often function as demarcations between “Swedes” and “the Other” (Carlson & Kanci 2017; Forbes et al. 2011). Theoretically, our contribution rests on a narrative and discursive approach (Andrews 2007; Fairclough 2003). The standardization and homogenization developed for civic orientation in the Swedish context can also be seen as a powerful state governance in line with Foucault's perspective on governmentality (Foucault 2000), which is useful for the analysis of policy documents and teaching materials. Also Bacchi’s social constructionist analytical framework (2008) is used for reviewing political documents, where Bacchi argues that politics to the same extent construct social problems as it reveals or solves them. Our interest is directed to questions about how the participants are understood as subjects, what characteristics, abilities and positions they are expected to adapt to and occupy. We have explored how the image of the migrant/citizen is (re)constructed, interpreted and negotiated within the discourses of the education. Our interest has also been to investigate how narratives about Sweden, “Swedishness”, “Swedish values”, citizenship, everyday life and welfare state emerge in civic orientation for newly arrived immigrants (cf. Griswold 2010; Yuval-Davis 2011). Research questions • What social and cultural values/norms regarding Swedish society are articulated in policy documents and teaching materials? How are these related to gender and ethnicity from an intersectional perspective? • What narratives about the newly arrived migrants are conveyed in the civic orientation’s documents and teaching materials? Which individuals/groups are included, respectively, excluded? • What dominant stories are visible? Are there also “counter stories” expressed? • What experiences and reflections do migrants highlight in their own stories of having participated in the education? Methods/methodology The empirical data consists of policy and steering documents, teaching materials, mainly the textbook “About Sweden” in different editions used in civic orientation, and interviews with some migrants who previously participated in the education. An intersectional perspective has been used in the narrative and discursive approach to examine how different (re)constructions are linked and interact with, for example, gender, ethnicity, class and religion/view of life (Christensen & Qvotrup Jensen 2012; Yuval-Davis 2011). Methodically we have searched for organizing recurring concepts that hold together and substantiate dominant speech as well as visual representation in teaching materials. Narratives related to discursive themes turned out to be a useful comparative tool – especially as regards nationalism and self-image related to the intersection of gender and ethnicity (cf. Carlson & Kanci 2017). A narrative is about a relational, situational and contextual story and is of existential value to human beings – both individually and collectively (Yuval-Davis 2011). This is something that we also will emphasize in the analysis of the still ongoing interviews with migrants who previously participated in the education. Expected outcomes/results The preliminary analysis shows how gendered, culturalized and ethnified discourses are discerned throughout the material and how the (re)constructions of the immigrant and the “Swede” are played out together with fostering attitudes. In particular, an ethnocentric and ideological gender equality discourse is linked to “Swedish” norms and values – both in policy documents and teaching materials like in the textbooks “Om Sverige” (“About Sweden”). Perceptions of the traditional and culturally bound immigrant woman are strongly emphasised in dominant discourses and is thus an object that always is about to be changed, which the course participants sometimes show resistance to. A perspective of fostering (cf. Carlson & Kanci 2017; Eriksson 2010) and ”Othering” (Osman 1999; Rosén & Bagga-Gupta 2013), as well as a strongly dominant gender equality discourse is disernable in the material, where gender positions occupy an idealized “Swedish” framing. Both women and men who have migrated to Sweden are almost automatically placed as more traditional and less equal than men and women born in Sweden (Knocke 2011; Magnusson et al. 2008; Yazdanpanah 2013). There seems to be reason to still discuss the three key concepts formulated in the 70's in the bill as regards the multicultural integration policy (prop. 1975:26): equality, freedom of choice, collaboration. The case of civic orientation for migrants in a Swedish context can be seen as both disciplinary and mobilizing (cf. Abdulla 2017; Eriksson 2010) and analysis of material and experiences from participants are important in order to fill a gap in research on the “social problem of integration”.
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| 8. |
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| 9. |
- Carlson, Marie, 1950, et al.
(författare)
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Immigrant women’s experiences of Employment based (EBV) and Intimate partner (IPV) violence (IWEV): On theory and practice in an Icelandic context
- 2019
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Ingår i: In Conference Program: Gender and Justice – Theory and Practice across Contexts Atlantic Initiative – Center for Security and Justice Research, October 28–31, 2019, Sarajevo, Bosnia and Herzegovina..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the wake of the 2018 #metoo revelations from immigrant women in Iceland, understanding the depth and prevalence of physical, racial, and psychological violence towards this vulnerable population is critical. Violence and discrimination against women through physical and verbal abuse in the workplace, intimate partner violence and sexual violence are major public health problems and direct violations of women's human rights. This project will give a more nuanced analysis regarding the experiences of these vulnerable women – both their experiences and the provisions available to them. The aim of the project is to explore the prevalence of work-place harassment and violence (EBV) and intimate partner violence (IPV) among immigrant women. While these two aspects of violence against women are significantly different, the stories shared indicate that both are commonplace in Iceland. Data has so far been collected through an online survey in several languages, anonymous narratives. This contribution will present a preliminary analysis of the narratives; some themes in the women's stories and how they describe service providers’ understanding of being immigrant women victims of violence. Also a critical discourse analysis of mass media and legal proceedings is ongoing in the project – the initial data from the discourse and legal analysis, will be presented as well. A legal analysis of how the laws relate to immigrants in the context of perceptions of the Nordic identity and how the immigrant status is impacted by the law and live in a liminal status due to immigration laws. Interviews with immigrant women and key stakeholders who provide services for women will take place later on in the project. As EBV and IPV are unstudied aspects of the immigrant experience in Iceland, it is imperative to describe and analyze hidden factors that reproduce and maintain values that legitimize use of power and control.
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| 10. |
- Carlson, Marie, 1950, et al.
(författare)
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Introduction - Chapter 1
- 2021
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Ingår i: Gender and Education in Politics, Policy and Practice. - Cham : Springer. - 9783030809010
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Abstract: The introduction frames the view of transdisciplinary research and conceptual framework of the book. The anthology brings together scholars from different countries/regions and discuss, deconstruct and problematize “gender and education” in relation to themes in a comparative, intersectional, local, national, regional and global perspective to provide a transdisciplinary frame by crossing disciplinary and methodological boundaries. The introduction outlines and develops key themes that underpin the collection of chapters of the book. Overarching themes include increased focus on policy, practice, cooperation and action/agency, increased emphasis on theorization and critique towards the dualisms (girl/boy, male/female, masculinity/femininity) and Anglophone and Western bias. The book explores the diversity of educational settings across the European and global context, from the formal and the informal, and ranging from early childhood to adult education. Empirical examples are from countries/regions: Croatia, Indonesia, Mozambique and South Africa, Turkey, UK and Nordic countries i.e. Denmark, Finland, Iceland, Norway and Sweden. The introduction will also pay attention to how authors use a wide range of theoretical perspectives and methodological approaches in order to bring to life how gender and education are relevant and needed concepts within the field of transdisciplinary research.
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