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- Arneback, Emma
(författare)
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Med kränkningen som måttstock : om planerade bemötanden av främlingsfientliga uttryck i gymnasieskolan
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to map and analyse planned responses to expressions of racism in upper secondary schools. Three questions are in focus: (1) What courses of action, in response to expressions of racism, are advocated in philosophical texts and equal treatment plans for upper secondary schools? (2) What consequences have these courses of action for the formation of the mission of schools, the responsibility of teachers, and the limits of free speech? (3) What kinds of expressions of racism are these courses of action intended to be a response to? The study takes its point of departure in two theoretical traditions: Pierre-André Taguieff’s categorisations of racism are used to define the problem in the dissertation, while John Dewey’s moral philosophy provides the methodological base. From an analysis of equal treatment plans four temporal phases are identified. In the first phase, preventive measures, the purpose is to prevent students from developing racism. In phase two, limitations in schools, the dominant course of action is to prohibit violations in schools. The third phase, corrective measures, is concerned with how to handle situations that are contrary to the limitations in schools. The final phase, limitations on schools, relates to when schools are required to transfer responsibility for action to the social services, work environment or police authorities. The results indicate that the national laws (since 2006) have a strong impact on equal treatment plans, and that ‘non-violation’ becomes a dominant moral principle that displaces or subsumes other views of morality. How the non-violation principle is applied also affects the space for political conversations on topics that can be hurtful. Finally, the analysis indicates that equal treatment plans are mainly concerned with expressions of racism among students, and pay little attention to expressions of racism that occur in the organization of schools. The plans thus describe schools as a force for good that seeks to combat (potential) racism among students.
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| 2. |
- Jenvén, Hélène, 1963-
(författare)
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Utsatta elevers maktlöshet : en studie om elevers sociala samvaro som förbättringsarbete i åk 8-9
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the thesis is to examine how everyday social interactions and relations in a school class in years 8-9 are experienced by pupils and teachers and how they can be understood and improved. The research design is an action research approach and is carried out as a case study involving four teachers and 24 pupils. Four issues are formulated and the teachers and the researcher together suggest how certain problems might be solved, which in turn directs the action process over the period of three school terms. Analytical concepts are used to map and understand pupils’ everyday social relations in terms of peer groups, positions and norms. Eriksson’s (2001) sociological theory on bullying is used to analyze and explain the complexity of a case of bullying.Defined dominating norms that appear to guide the pupils’ social interactions are: (1) You should make room for yourself, be visible and heard, (2) you should have many friends and (3) you should look down on those who study. The everyday social relations are affected by the pupils’ positioning and by the groupings that are formed in the class. Crystalized groups that emerge in the study are: (1) those who make a lot of noise and take up a lot of room, (2) those who study, (3) pupils who are frequently absent, (4) those who feel uncomfortable and (5) those who are outside (a marginalized group). In addition to these findings, three dominating norms among the teachers emerge. These norms guide and affect how the teachers act and think when victimized pupils and their situations are discussed. Teachers’ dominating norms seem to prevail in situations where some pupils are victimized by other pupils in the class. This in turn could contribute to various kinds of moral disengagement on the part of the teachers when dealing with victimizing acts among pupils. From the perspective of the victimized pupils, such a way of acting could be understood as teachers, in their role as “security guarantors”, are unable to prevent the powerlessness of victimized pupils.
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| 3. |
- Rosén, Maria, 1976-
(författare)
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Juridifiering som demokratiseringsprocess? : Fallet likabehandling i svensk skola
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The relationship between education and democracy has long attracted political interest. This thesis takes an interest in the political initiative to democratize education through legal means. This initiative is viewed as a wider national and global societal phenomenon. More precisely the thesis aims at developing knowledge on juridification as a process of democratization in education, by studying the Swedish case of equal treatment in school. Through the introduction of the Child and School Student Protection Act (SFS 2006:67) in 2006, discrimination and degrading treatment were prohibited and new legal accountability measures were introduced. Theoretically, juridification is treated as a multidimensional concept, encompassing different empirical processes of shifts towards law (Blichner & Molander, 2008; Brännström, 2009). Juridification as a process of democratization is approached as a multifaceted phenomenon involving potentially both desirable and undesirable consequences (Habermas, 1987; Teubner, 1987). This complexity also justifies the use of a plurality of perspectives and approaches in the thesis. Through and abductive research process (Peirce, 1931; Andersson & Balldin, 2022) the aim is explored through three sub-studies, using critical policy analysis (Bacchi & Goodwin, 2016), abduction (Schwartz-Shea & Yanow, 2012) and an educational philosophical approach (Smith, 2010). The results show how the Child and School Student Protection Act was made possible through an active political practice in which EU-directives on discrimination influenced Swedish education policy. The thesis illustrates a paradox (Brown, 2000) inherent in specifying legal discrimination grounds in the legislation. Furthermore, the thesis proposes a conceptual framework based on six dimensions of juridification, together with an overall understanding of juridification of and in education. This multidimensional concept contributes to an understanding of how different processes are interrelated, which illustrates the complexity and width of the phenomenon of juridification as democratization. Another important contribution is a theoretical illustration of how juridification can enable certain democratic values and processes in school practice at the expense of others, jeopardizing its intended goal.In the discussion I argue that the new legislation can be understood as part of a broader shift towards a juridified liberal democratic tradition and that the juridification of education should be perceived as a new shift in Swedish educational policy. Overall, the thesis contributes insights into the ways in which juridification may enable and hinder democratization, depending on how law is done. Consequently, it contributes to thinking both with and against – as well as beyond – juridification as a process of democratization in school and society.
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