| 1. |
- Alstam, Kristina
(författare)
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Ideologies of Mothering in an Internet Forum:hurting narratives and declarative defence
- 2013
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Ingår i: Power and Education. - 1757-7438. ; 5:1, s. 38-51
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Tidskriftsartikel (refereegranskat)abstract
- ABSTRACT The interaction that takes place in Internet forum environments is performed through a compressed and dense form of writing and is highly dependent on the user’s rhetorical and narrative skills. This article, which uses data from a Swedish parents’ website, demonstrates the structure of aggression and defence in a conflict around appropriate mothering and seeks to demonstrate how the written subjectivity of a user relies also on particular alignments with ideologies on responsibility. The author argues that the hurting narrative, apart from using stacked-up information previously provided by other users, confiscates the dominant discursive position, thereby claiming a powerful evaluative role in relation to the counterpart. The article further argues that when accepting ideologies on responsibility, the defence of the counterpart becomes incapacitated and the protest itself is understood as a sign of discursive approval.
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| 2. |
- Avery, Helen
(författare)
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Teaching in the 'edgelands' of the school day : The organisation of Mother Tongue Studies in a highly diverse Swedish primary school
- 2015
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Ingår i: Power and Education. - : SAGE Publications. - 1757-7438. ; 7:2, s. 239-254
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Tidskriftsartikel (refereegranskat)abstract
- To promote attainment and inclusion, Sweden offers tuition in migrant pupils’ mother tongues as a regular school subject. However, the formulation of learning aims is problematic, and resources allocated to the subject do not correspond to ambitions expressed in steering documents. This case study presents an analysis of the organization of Mother Tongue Studies at a highly diverse urban primary school, based on interviews with teachers and head teachers. The practical organization of Mother Tongue Tuition affects how mother tongue teachers and pupils are perceived, but also potentially provides opportunities for empowerment and educational development. Results indicate that in the investigated case, such opportunities are not exploited, placing mother tongue teachers in a state of continuous structural stress, while limiting the forms their teaching relationships can take. Additionally, scheduling the school subject Mother Tongue Studies at the ‘edgelands' of the school day contributed to further marginalizing languages taught as mother tongue and minimized interaction with class teachers.
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| 3. |
- Bartholdsson, Åsa, 1963-
(författare)
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Narrating anger : Conceptualisations and representations of children’s anger in programmes for social and emotional learning
- 2014
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Ingår i: Power and Education. - : SYMPOSIUM JOURNALS Ltd. - 1757-7438. ; 6:3, s. 295-306
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Tidskriftsartikel (refereegranskat)abstract
- This article offers a critical investigation into the conceptualisation and the representations of anger in manual-based programmes for social and emotional training used in a Swedish preschool group and in a preschool class. The study is based on participant observation and analysis of programme materials (teachers' manuals, materials for exercises, children's workbooks) used in these settings. Anger is hyper-cognised in the programmes, highlighted as a destructive emotion which needs to be under control. It is argued here that the examples of anger presented in the programmes, and the narratives of anger which are positively sanctioned by teachers in exercises, appear as adult representations of children's anger rather than reflecting children's own experiences of being angry. The anger (situations) proposed in the programmes thus become models for real-life experiences, rather than models of real-life experiences. The situations proposed by the programme constructors and the teachers become general representations into which the children are expected to organise their personal experiences. The aim of the exercises dealing with anger is not about understanding why anger occurs in some situations, but to identify situations where children need to be in control. Real life experiences of anger do not match the provided conceptualisations and representations of anger and actually undermine the aim of the exercises, which is to shape self-regulating institutional persons who do not challenge the prevailing social order.
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| 4. |
- Brännström, Malin, 1984
(författare)
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From subjects of knowledge to subjects of integration? Newly arrived students with limited schooling in Swedish education policy
- 2021
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Ingår i: Power and Education. - : SAGE Publications. - 1757-7438. ; 13:1, s. 14-27
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Tidskriftsartikel (refereegranskat)abstract
- The education of newly arrived students is a debated global policy issue. Less attention has beenpaid to the sub-group of students with limited experience of schooling, referred to here as ‘newlyarrived students with limited schooling’ (NALS). This article explores Swedish policy frameworksthat inform the education of newly arrived students, comparing policy approaches from two timeperiods (1983–1996 and 2013–2016) during which the numbers of NALS were said to be increas-ing in Swedish compulsory schools. Framed within a poststructural approach to policy analysisand Foucault’s theorisation of heterotopian spaces, the analysis explores policies’ representationof separate teaching groups for newly arrived students, with a particular focus on what thesespaces have to offer NALS. The findings indicate a shift between the two periods: from a focus onknowledge acquisition in policies of the 1980s and 1990s towards an emphasis on integration inthose of the 2010s. This shift is particularly evident in relation to NALS, whose educational needsare discussed only to a limited extent in relation to subject knowledge in the 2010s policies. It isargued that this serves to homogenise the educational needs of the category newly arrived,thereby potentially obscuring the conception of NALS.
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| 5. |
- Dahlström, Lars, 1942-
(författare)
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Education in a post-neoliberal era : a promising future for the Global South?
- 2009
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Ingår i: Power and Education. - Oxford : Symposium Journals. - 1757-7438. ; 1:2, s. 167-177
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses the consequences of neoliberal thinking for education systems, particularly in the Global South. It considers the possibility of an intellectual meltdown following the economic meltdown and argues that a new post-neoliberal educational agenda is needed. The marketisation of education in the Global North and the doublespeak of the Education for All agenda in the Global South are used to illustrate the onslaught against educational ideals. However, the present situation can open up for a new start in education based on ideas fostering social justice and education as a craftsmanship for life, a usefulness beyond the classroom, a critical contextualised praxis and a narrative of a new and more human type of social development. It is argued that a post-neoliberal agenda along these ideas is urgently needed globally and that it has the potential to become particularly important for the creation of opportunities and initiatives in the Global South.
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| 6. |
- Flennegård, Ola, 1969, et al.
(författare)
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Teaching at Holocaust memorial sites: Swedish teachers’ understanding of the educational values of visiting Holocaust memorial sites
- 2021
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Ingår i: Power and Education. - : SAGE Publications. - 1757-7438. ; 13:1, s. 43-57
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Tidskriftsartikel (refereegranskat)abstract
- The present article focuses on teaching and learning about the Holocaust in Sweden, conducted as study trips to Holocaust memorial sites. Although about a quarter of Swedish teenagers visit the Auschwitz-Birkenau State Museum each year, this study is the first to examine these Swedish study trips. Since there are no centralised systems for arranging these study trips, this study regards dedicated teachers as the main stakeholders. By deploying critical discourse analysis of transcripts of nine in-depth interviews with teachers, the study terms the discursive order of the teachers’ talk about the study trips ritual democratic catharsis. The teachers’ two main purposes are the use of the study trips as a vehicle for the social dynamics in the group to evolve in order to promote personal growth among the students, and the students’ learning about democracy and human rights. Their overarching didactic strategy of focusing on the suffering of the victims is meant to evoke empathy among the students, but lacks an explanatory aim. The study critically points out the teachers’ unreflected relationship to historiographic Holocaust content as a subject, making their teaching vulnerable to contemporary political influences, jeopardising the democratic purpose of these trips.
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| 7. |
- Gearon, Liam, et al.
(författare)
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Researching religious authority in education : Political theology, elites’ theory and the double nexus
- 2018
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Ingår i: Power and Education. - : SAGE Publications. - 1757-7438. ; 10:1, s. 3-24
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Tidskriftsartikel (refereegranskat)abstract
- This article provides a theoretical frame to structure methodological approaches to examining religious authority in education. It does so by examining the complex, overlapping relationship between secular and religious authority and the institutional power of education evident through responses to issues of cultural expression. The political theologies research examined ongoing tensions – accommodations, conflicts and resolutions – of religious authority with secular political systems, legal frameworks and institutions of educational replication. Through the data it became clear that education – in the broadest sense, as well as in its formal institutional structures – provided a mediating role for power exchanges between religious and political authority, which was especially evident in responses of religious leaders to issues of cultural and self-expression. Through interviews with senior religious leaders and authority figures in England – technically religious ‘elites’ – the findings provide insights into a ‘double nexus’ conceptual framework for researching religious authority in education: first, the internal nexus within religious traditions and, second, the external nexus of religious communities with secular, legal and political authority. Theoretically and methodologically, this represents a critical synthesis of political theology and elites’ theory, providing as yet underexplored possibilities for researching religious authority in education.
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| 8. |
- Hammarén, Nils, 1972
(författare)
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Are bullying and reproduction of educational inequality the same thing? Towards a multifaceted understanding of school violence
- 2022
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Ingår i: Power and Education. - : SAGE Publications. - 1757-7438. ; 14:1, s. 35-49
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Tidskriftsartikel (refereegranskat)abstract
- Violence is considered a major concern in society, specifically regarding school. In this article, the concept of school violence is explored. Different categorisations and manifestations of violence are presented, and the dividing lines between them are discussed. The questions highlighted in the article include the following: How is school violence defined, and what are the taxonomies of school violence? How and in what ways is school violence theorised and comprehended? The ways in which violence are characterised and comprehended vary between decades, contexts, disciplines and scholars. In general, violence is usually defined and can manifest itself through physical, relational, verbal, cyber and sexual expressions, and through systemic, structural, symbolic and objective forms. The former manifestations relate to more explicit and direct types of violence, which are also more often related to and included in the concept of school violence, while the latter manifestations focus on less visible and subtle forms. Definitions of violence are numerous yet highly overlapping, making school violence a complex and far from unambiguous concept that is problematic to define. Yet, the concept would benefit from including structural and symbolic forms of violence to avoid treating school violence as an individual issue at the expense of societal power relations underpinning school violence.
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| 9. |
- Hammarén, Nils, 1972, et al.
(författare)
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The school as crime scene: Discourses on degrading treatment in Swedish schools
- 2015
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Ingår i: Power and Education. - : SAGE Publications. - 1757-7438. ; 7:3, s. 272-288
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Tidskriftsartikel (refereegranskat)abstract
- There is a strong case for stating that during the past decades there has been a shift in perspective when addressing questions of how to handle and preserve social order in Swedish schools. As an institution that has focused on social order and education since the 1990s, the Swedish school system has also become an institution that focuses on social order in terms of law and legal issues. The overall purpose of the article is to explore in which contexts and in what ways degrading treatment is articulated in policy documents that relate to social order in Swedish schools. Methodologically, the authors use a discourse analytical approach. They study how contexts and articulations identified in policy documents relate to discourses of degrading treatment, and thus contribute to an understanding of how degrading treatment as a concept is constituted. Articulated in different contexts and in different ways, the results show that degrading treatment is constituted as a somewhat ambiguous concept – for example, social psychological perspectives are sometimes articulated within a legal discourse. Articulations of degrading treatment in policy documents cannot be comprehended as totally mutually dependent events, but rather as multiple and partly mutually independent events. Accordingly, the authors believe that the significance of degrading treatment is best understood as a conjunction of different articulations, contexts and interests. Additionally, the tendency of schools to treat degrading treatment increasingly as a crime has resulted in changing subject positions. The previous position of ‘the bullied pupil’ is now instead increasingly interpellated and moulded as ‘a victim of crime’.
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| 10. |
- Hedlin, Maria, Docent, 1961-, et al.
(författare)
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Principle or dialogue : Preschool directors speak about how they handle parents’ suspicions towards men
- 2019
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Ingår i: Power and Education. - : Sage Publications. - 1757-7438. ; 11:1, s. 85-95
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Tidskriftsartikel (refereegranskat)abstract
- Caring for children and teaching the youngest students have a strong historical connection to women and femininity. The few men working within early childhood education and care occupy an ambivalent position. On the one hand, they often receive a positive reception in preschools; on the other, they are also met with mistrust and suspicion. The suspicion often comes from parents, and their views have come to bear increasing importance. Preschool directors who have men on their staff thus have a dilemma to manage: they must listen to parents’ views at the same time as they have a personnel responsibility towards all their employees. The purpose of the present study is to describe and analyse how preschool directors reason about the parental suspicion and concern that male educators can encounter because they are men. The empirical material consists of interviews with 10 preschool directors (five women and five men). The study shows that preschool directors experience that parents want male personnel to refrain from performing certain tasks in the preschool. Some of the directors take a principle-based approach and emphasise that men and women should carry out the same work duties. Other directors maintain a dialogue-based approach, focusing on conducting a dialogue with concerned parents.
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