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- Goedecke, Klara, 1985-
(författare)
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"Other Guys Don't Hang Out Like This" : Gendered Friendship Politics Among Swedish, Middle-Class Men
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overarching aim of this thesis is to deepen the understanding of men’s friendships, in relation to gender, sexuality, power, masculine positions, feminisms and gender equality. The thesis draws upon in-depth interviews conducted individually and with pairs of men, between 25 and 49 years old, predominantly well-educated, white, straight and working white-collar or cultural jobs, twenty in total. Through analysis from feminist perspectives, the thesis approaches men’s friendships as ambivalent, as both holding radical promises and potentially reproducing and normalising existing discourses, gender figurations and power relations.In the thesis, friendship is discussed in relation to research about queer temporalities, showing that friendship is expected to be deprioritised in relation to familial and romantic relationships, associated with constructions of “adult life”. Research about therapeutic discourses and disclosure dominating contemporary views of intimacy are used to analyse the role of conversations. Conversations are central to the stories about friendship and closely associated to authenticity and courage to be open about feelings, and are also relevant to how the interviewees talk about themselves as gendered. It is shown that friendship is connected to gender politics and to the production of masculine positions, where allegedly stoic, competitive and homophobic friendships between “laddish” men function as contrast to the interviewees’ friendships. It is also shown how the interview is an important arena for performing masculine positions as well as certain kinds of friendships. In-depth scrutinising of the interview situation shows complex negotiations about what the interview is and should be, as well as gendered emotion work between interviewer and interviewee(s).Using feminist and poststructuralist approaches, which have thus far been uncommon in studies of friendship, the thesis shows how meaning-makings around friendships are interrelated with the production of masculine positions, discourses around sexuality and class, as well as Swedish ideologies of gender equality. Friendships are explicitly politicised and seen as a tool of social change, negotiations which form a gendered friendship politics. The gendered friendship politics contribute to reproducing, normalising and disrupting gender relations and expectations on men. This complicates and deepens discussions about men’s friendships and men’s relationships to processes of social change.
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| 2. |
- Boo, Sofia
(författare)
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Lärares arbete med individanpassning : Strategier och dilemman i klassrummet
- 2014
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- A major challenge for teachers in crowded classrooms is to adapt the teaching to different pupil’s needs and abilities. Previous research shows that learning for pupils in the Swedish primary school has somewhat become an individual project. An increase in the individual work has been at the expense of whole class teaching. This has had a negative impact on pupils' academic performance. However, previous research also indicates that individual adaptation may affect results positively when the teacher is active, has knowledge of pupil’s needs and abilities and also a willingness to meet them.In the last few versions of the Swedish curriculum it is mentioned that teaching should be adjusted based on each pupil's abilities and needs. The purpose of this study is to investigate, describe and analyze how today's teachers in primary school (grades 1-6) handle individual adaptation in teaching, what strategies they use and what dilemmas that occurs. The study focuses on how work is carried out in practice. Qualitative interviews and participant observations are used in the data collection.This study has been conducted in two parts. The first part addresses five teachers and their classes in four different schools. In the second part the study has been extended with one of the above teachers whose classroom work was followed during a period of seven weeks. The results show that teachers are working hard to find methods that promote communication and interaction. They use different strategies to adapt teaching to each student. Individual work is still present but does not dominate the classroom work. Teachers individualize teaching by variation and interaction, by working together with tasks, with active relationship-oriented work and through continuous adjustments in the moment. The study also shows that teachers face several dilemmas when they individualize teaching in the classroom. One dilemma is among the ideal adaptation that teachers have a vision of, versus the time- and efficiencydriven adaptation that is possible to accomplish in the classroom. There is a tension between overall ideal images and teachers' practical everyday reality.
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