| 1. |
- Alexius, Katarina, 1967-
(författare)
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The exposed child in a qualitative study of cases at the Swedish Schools Inspectorate. An ideal or not-so-ideal victim?
- 2020
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Ingår i: Pedagogy, Culture & Society. - : Informa UK Limited. - 1468-1366 .- 1747-5104. ; 28:3, s. 367-382
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Tidskriftsartikel (refereegranskat)abstract
- In this qualitative study of text documents, 23 cases reported to the Swedish Schools Inspectorate are analysed through a theory of the ideal crime victim. The results show that expectations of the victim's passivity are the same for the ideal victim of aggression in Swedish schools as for the ideal crime victim. Legitimacy as a victim in school conflicts, however, requires social normality, not weakness. The study highlights that Swedish school staff need awareness that hostile acts, according to the Swedish Education Act, are not necessarily diminished if they take place as part of a mutual conflict. Schools should therefore focus on matching measures with problems without searching for moral innocence in the exposed child. The study also shows that assessment strategies to clarify matters such as repeated aggression and power imbalance need to be developed.
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| 2. |
- Alstam, Kristina, et al.
(författare)
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Required alienation? : The monitored self in a health promotion programme in secondary schools of three Swedish municipalities
- 2020
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Ingår i: Pedagogy, Culture & Society. - : Taylor & Francis Group. - 1468-1366 .- 1747-5104. ; 28:3, s. 333-349
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Tidskriftsartikel (refereegranskat)abstract
- Promotion is an institutionally mediated effort to bolster or redirect a person’s health, strength, and other assets to build resilience. We analyse a Swedish version of the Life in Action promotion programme used in secondary schools in three municipalities. Focusing on types of alienation as framed in the programme, we argue that Life in Action’s treatment of the psyche as an object in need of conscious monitoring, nurturing, and enhancement of qualities such as positive attitude and self-discipline signals the teenage participants’ required alienation. Concluding the article, we discuss how this type of alienation may already be present in participating students, and also how it may be necessary for young people about to enter work-life in the era of late capitalism.
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| 3. |
- Altermark, Niklas
(författare)
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In defence of theory
- 2018
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Ingår i: Pedagogy, Culture and Society. - : Informa UK Limited. - 1468-1366 .- 1747-5104. ; 26:1, s. 161-164
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Recension (refereegranskat)
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| 4. |
- Aman, Robert, 1982-
(författare)
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Bridging the gap to those who lack : intercultural education in the light of modernity and the shadow of coloniality
- 2013
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Ingår i: Pedagogy, Culture & Society. - : Taylor & Francis. - 1468-1366 .- 1747-5104. ; 21:2, s. 279-297
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Tidskriftsartikel (refereegranskat)abstract
- Academic courses on interculturality have become a rapidly growing discipline in the West, where supranational bodies such as the European Union and UNESCO promote intercultural education as a path towards improved global cultural relations. Through interviews with students who completed a university course on interculturality, this essay investigates the tenets of interculturality and problematises whether this discourse merely reproduces a classificatory logic embedded in modernity that insists on differences among cultures. The argument put forward is that in the analysed context, interculturality tends to reproduce the very colonial ideas that it seeks to oppose. In doing so, interculturality reinforces the collective ‘we’ as the location of modernity by deciding who is culturally different and who is in a position that must be bridged to the mainstream by engaging in intercultural dialogue.
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| 5. |
- Aman, Robert, 1982-, et al.
(författare)
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Strangers Everywhere? : Home and unhomeliness in newly arrived pupils’ narratives in language learning
- 2023
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Ingår i: Pedagogy, Culture & Society. - : Routledge. - 1468-1366 .- 1747-5104. ; 31:4, s. 725-739
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Tidskriftsartikel (refereegranskat)abstract
- This article scrutinises the ways in which pupils who have experienced transnational migration construct ‘home’ and the unmaking of ‘home’. Researchers have argued that migrants’ perspectives on belonging are seldom granted scholarly attention. Here, we seek to redress this oversight by inquiring about the ways in which newly arrived migrants define their (un)homeliness in Sweden in the context of astate-sponsored introductory language programme. The focus is on how these pupils themselves define the notion of home, their sense of belonging, and what they envision as necessary to achieve in order to become part of the national community. What emerges in these stories is aconstant negotiation to fill the idea of ‘home’ with content. These negotiations take place in apresent, but always in relation to both apast and an imagined future– in which homeliness appears in different ways, with different meanings.
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| 6. |
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| 7. |
- Beach, Dennis, 1956-, et al.
(författare)
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The community function of schools in rural areas: normalising dominant cultural relations through the curriculum silencing local knowledge
- 2023
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Ingår i: Pedagogy, Culture & Society. - : Routledge. - 1468-1366 .- 1747-5104. ; , s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- Schools in rural places in European societies generally teach the same content and perform as well as other national schools do on national tests and international comparison assessments such as PISA. However, by doing this they may also marginalise local rural knowledge and expose rural populations to a (for them) culturally insensitive curriculum. Using a meta-ethnographic analysis this article identifies how rural educational ethnographic researchers working in Sweden have depicted this situation and the social and cultural interests in which it operates. It identifies how research articles often describe rural schools as fulfiling a local community function, but it also questions exactly what kind of function this is and whether we can really talk about rural schools operating in local community interests generally or even at all. Instead, it is rather more the case that schools in rural places contribute to some individual educational interests and possibilities along with a general cultural domination and marginalisation of rural consciousness and interests.
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| 8. |
- Bengtsson, Jenny, 1976, et al.
(författare)
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To ‘patch up’ or to ‘meet the needs’: navigating the politics and visions of ‘open school’ collaboration and equity work in urban areas in Sweden
- 2023
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Ingår i: Pedagogy, Culture & Society. - : Informa UK Limited. - 1468-1366 .- 1747-5104.
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores how school community collaboration is given meaning by municipally employed coordinators whose task is to organise collaboration between schools and other actors in urban areas in Sweden. Inspired by Carol Bacchi’s theorisation of the constitutive aspect of discerning problems, it examines how coordinators give meaning to the problems and challenges to which the initiative is intended to respond. The focus is on how coordinators rationalised the initiative and how they navigated and created directions within collaboration as practice across different areas of responsibility, such as school, leisure, and safeguarding work. Building on observations of coordinator meetings, interviews, and policy texts, the analysis shows how different rationalities and tensions permeated the collaboration, which, on the one hand, can be understood as something that added value and, on the other, as reinforcing a reduced or broken welfare system, while an overall rationality concerned making efforts for children and young people here and now.
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| 9. |
- Bohm, Ingela, et al.
(författare)
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"Can we add a little sugar?" : The contradictory discourses around sweet foods in Swedish home economics
- 2023
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Ingår i: Pedagogy, Culture & Society. - : Taylor & Francis Group. - 1468-1366 .- 1747-5104.
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Tidskriftsartikel (refereegranskat)abstract
- Sweet foods occupy an ambiguous position in many people’s diets, perhaps especially for children and adolescents. The twin expectation that they both covet and limit their intake can create a dilemma not only in the home, but also in the school subject Home Economics (HE), which among other themes has a focus on food and health. In this study, we explored how Discourses on sweet foods were formed, reproduced, and challenged during 26 lessons in northern Sweden. Overall, sweet foods were constructed as desirable but also as unhealthy, disgusting, and unnecessary. They were used as a form of capital where ownership, distribution, and fairness were important, and students could mark friendships by sharing and gifting. Conversely, they could also use sweet foods to police, ridicule, question, or punish each other. Conflicts could arise around less-than-perfect results and students could withhold sweet foods from each other as a form of social rejection. Vague limits to intake placed responsibility for intake on the students themselves. We suggest that a contextualisation of the social, cultural, and health aspects of sweet foods in HE might help students acquire a more holistic Discourse of sweet foods and mitigate their social weaponisation.
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| 10. |
- Brantefors, Lotta, 1952-
(författare)
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Between culture and cultural heritage: curriculum historical preconditions as constitutive for cultural relations - the Swedish case
- 2015
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Ingår i: Pedagogy, Culture & Society. - : Informa UK Limited. - 1468-1366 .- 1747-5104. ; 23:2, s. 301-322
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Tidskriftsartikel (refereegranskat)abstract
- The aim here is to describe and discuss how different cultural meanings, offered in education, can contribute to unjust cultural relations such as othering and xenophobia. By analysing the cultural and discursive content in curricula using a (neo)pragmatic curriculum theory research method, dominating ideas, values and discourses between 1948 and 2011 in Sweden are clarified. The analysis of the content is undertaken in two steps: first, as a cultural content offered in education, and second, as an educative content, in order to discuss the fostering potential. This two-step analysis relies on an idea of values companioning the choice of content. Based on the dominating ideas in education, four phases and four discourses are further outlined and discussed, together with the role of and tension between the two dominating values governing cultural relations, namely ‘the culture of others’ and ‘the cultural heritage’. Despite the different rationalities over time, the cultural thinking never goes beyond an unarticulated “we” and a well defined “them”. The conclusion is that the Swedish curriculum is a curriculum of othering, although this has nothing to do with racism and xenophobia. The Swedish curriculum is and always has been an anti-racist project that is strongly anchored in democratic foundations.
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