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  • Löfdahl, Annica, 1960-, et al. (creator_code:aut_t)
  • Swedish teachers’ and school leaders’ rebellion groups on Facebook : Collective formations and administrators as gatekeepers
  • 2022
  • record:In_t: Education Inquiry. - : Routledge. - 2000-4508. ; , s. 1-15
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • This article explores Swedish teachers' and school leaders' Facebook rebellion groups as a medium where professional needs and actions can be formulated. Data consist of interviews with administrators representing the rebellion groups. Based on a theoretical perspective of teacher agency we searched for experiences and visions related to contextual aspects expressed in the groups. The results indicate a common experience of lacking resources among the groups. Through a well-balanced agency, they search for support among politicians in their striving to improve working conditions. However, the groups might develop different conditions for participating due to the formation of group-specific conversational climate about what is desirable and possible to post and discuss. Discussions on work-related issues might certainly be affected and the rebellion groups might contribute to preserve the specificity of each level in the school system. A split in the teachers' rebellion group indicates virtual relationships between professionals are easy to give up in favour of new formations, making the virtual groups vulnerable. The results raise the question about changing cultural aspects and what it means to be a professional teacher/school leader. Will teacher agency in the future be dependent on participation in such social media groups?
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  • Karlsson, Marie, 1971-, et al. (creator_code:aut_t)
  • Promoting professional freedom : Public preschools dealing with the market
  • 2009
  • record:In_t: Educação, Soeciedade & Culturas. - 0872-7643. ; :29, s. 73-87
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • The aim of this article is to contribute to the discussion of the privatisation and marketisation of childcare in Sweden from the perspective of public preschool teachers. Interviews were conducted with three teachers and their principal. The respondents were asked to elaborate on their experiences of the recent establishment of a nearby private preschool and its possible impact on their own preschool practice. A narrative analysis revealed three key narratives in the data: the market narrative, the narrative of the good public preschool and the narrative of professional freedom. The key narratives made visible a local sense making and re-negotiation of cultural discourses about marketisation, making freedom of choice a prerogative for public preschool teachers instead of for parents. We argue that this may have implications or the teaching profession and teacher identity.
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  • Karlsson, Marie, 1971-, et al. (creator_code:aut_t)
  • Making Sense of After-School CareDilemmas in Mothers' Stories of After-School Care in Finland and Sweden
  • 2015
  • record:In_t: Children & society. - Hoboken, USA : Wiley. - 0951-0605 .- 1099-0860.
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • The study focuses on dilemmas in storied experiences of everyday after-school care arrangements amongSwedish and Finnish mothers. Finland and Sweden, which share a history of strong labour marketattachment among women, arrange institutional after-school care in similar ways. The data consist ofinterviews with three Swedish and six Finnish mothers. A positioning analysis of four stories showshow decisions related to children's after-school hours were allocated among different actors. Two reoccurringdilemmas, Competent-dependent child stories and Unburdened-deficient mother stories, emergedfrom the data analysis as related to prevailing moral discourses on childhood and motherhood.
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  • Karlsson, Marie, 1971-, et al. (creator_code:aut_t)
  • Morality in Parents' Stories of Preschool Choice : Narrating Identity Positions of Good Parenting
  • 2013
  • record:In_t: British Journal of Sociology of Education. - : Routledge. - 0142-5692 .- 1465-3346. ; 34:2, s. 208-224
  • swepub:Mat_article_t (swepub:level_refereed_t)abstract
    • This article aims to contribute to our understanding of how moral aspects of parents’ choices of preschool play a part in the processes of marketisation and privatisation of childcare in Sweden. The paper explores parents’ narratives of preschool choice as moral claims of parental identities. The analysed data are based on a study of how parents make sense of their preschool choice during life-story interviews. Our results point out good parenting as having to do with making distinctions between what is ‘good and bad’ and ‘right and wrong’ regardless of whether the choices concern preschools or the behaviour of preschool teachers and parents. Culturally available discourses become visible through the making of these distinctions in ways that ultimately point to the subject position of parents as particular choosers as related to a prevailing discourse of parental responsibility.
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