| 1. |
- Dahlstedt, Magnus, et al.
(författare)
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Governing suburban youth : discourses on suburbs, parents and other subjects in multi-ethnic Sweden
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The paper focuses on current debates on youth in deprived suburbs in Sweden. In the article, interviews withrepresentatives of different organisations involved in managing the situation of suburban youth are analysed. One recurring theme in the interviews is problem discourses representing the parent as a problem. Departing from Foucault´s understanding of governmentality, we analyse the construction of problems, problematization, and solutions, as depicted by the interviewees. The main problematizations are the deficiency of urban space, dysfunctional family relations and parents as passive and culturally different. On the basis of such problematizations the interviewees propose solutions in various ways fostering the parents to become responsible and active subjects, who have internalised current norms and values. In the article, these problematizations are set in genealogical perspective, through relating them to other historical discourses: namely the Philanthropic discourse of poor relief and the policing of families during the late 19th century and the discourse of problematic suburban youth in the 1980s. These different historical situations illustrate both similarities and differences in the problematizations of the early 2000s. With adopting this genealogical approach we do not claim that history repeats itself unchanged, but rather we wish to investigate how historical discourses are re-‐activated and acquire new meanings in new historical epochs. An important conclusion in the article is that the way of developing solutions to the problems of suburban youth in the early 2000s tends to focus on the transformation of individual parents, while structural dimensions get out of focus. What appears is a desire to foster parents and thus to produce a certain kind of subject, namely an active, responsible and cooperative individual, involved in the local community. Such a desire isboth similar and different from the desire found in the late 19th Century and in the 1980s.
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| 2. |
- Dahlstedt, Magnus, et al.
(författare)
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Managing urban unrest : problematising juvenile delinquency in multi-ethnic Sweden
- 2017
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Ingår i: Critical and radical social work An international journal. - Bristol, United Kingdom : Bristol University Press. - 2049-8608 .- 2049-8675. ; 5:2, s. 207-222
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Tidskriftsartikel (refereegranskat)abstract
- The focus of this article is representations of unrest among youth in Swedish multi-ethnic areas. Using interviews with informants from the social services, police, schools and voluntary organisations involved in work on the social inclusion of youth in one multi-ethnic area in Sweden, we analyse discourses of the causes of urban unrest and the means to solve these. With an analytical framework on governing as problematising activities as the point of departure, the analysis indicates a strong focus on the suburb and migrant parents among the informants as a problem and as in need of normalisation to Swedish core values. Such conceptualisations of problems and solutions are quite symptomatic of ongoing changes of welfare policy, where the main responsibility for the welfare of citizens is put on the individuals themselves, rather than on the collective and the state.
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| 3. |
- Dahlstedt, Magnus, et al.
(författare)
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Problematizing parents : representations of multi-ethnic areas, youth and urban unrest
- 2017
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Ingår i: Reimagineering the nation. - Frankfurt am Main : Peter Lang Publishing Group. - 9783631715185 - 9783631715208 - 3631715188 ; , s. 209-233
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Bokkapitel (refereegranskat)abstract
- The causes of and solutions to juvenile delinquency and social unrest amongthe youth in so-called Swedish multi-ethnic urban areas are frequently represented inpublic-institutional discourse as related to migrant parents. These are, the authors argue,consequently exposed to policies for ‘activation’, ‘responsibilisation’ and ‘normalisation’.
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| 4. |
- Gressgård, Randi, et al.
(författare)
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Shifting notions of vulnerability and learning in Swedish prevention policy
- 2023
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Ingår i: Vulnerability. - Manchester : Manchester University Press. - 9781526169372 ; , s. 21-40
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Bokkapitel (refereegranskat)abstract
- Taking as our point of departure a prevention initiative involving Arabic-speaking mothers and local emergency services in a designated ‘vulnerable area’ in Sweden, the chapter aims to show how shifting notions of vulnerability and corresponding ideas of learning and responsibility work to entrench ethnic and gender divides and stereotypes, even as they promote an ethics of attentiveness and awareness. While a conventional understanding of vulnerability, in accordance with established in/equality metrics, conceives of minority-ethnic populations in deprived areas as amongst those most in need of empowerment and capacity building, a more affirming approach views vulnerability as a precondition for mutual learning, not limited to deprived or minoritized people, groups or spaces. As the term vulnerability has dispersed through contemporary prevention discourses, the ‘classical’ us/them or friend/enemy distinction is being increasingly displaced, amounting to a ‘flattening’ and ‘whitewashing’ of differentiations. The disavowal of the structural conditions of those involved in prevention measures is not simply a decoupling of vulnerability from power relations, but is itself a political strategy.
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| 5. |
- Lozic, Vanja, Associate professor, 1976-
(författare)
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Breaking the silence : Voicing teachers’ exposure to identity-based exclusionary processes at workplace
- 2023
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Ingår i: The 1st work science meeting. - : Malmö universitet. - 9789178774302 ; , s. 4-5
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The study explores thirty compulsory schoolteachers’ experiences of exposure to exclusionary behaviour and comments by fellow colleagues, students, or their legal guardians at the workplace. Using analytic terms exclusionary processes and intersectionality, and by interviewing teachers who have experienced exclusion due to norms concerning gender, sexuality, ethnicity, race, and religion, I will answer following research questions: How do teachers experience exclusion and how does it affect them? What makes exclusion at workplace possible and how can one act on it? Of particular interest is subtle exclusion, as it is hard to detect and has been neglected be professionals and Swedish researchers, despite the evidence of high rate of occurrence and negative psychological, social, and professional consequences. Theoretical inspiration comes from research on intersectionality and microaggressions in the workplace. The study is based on interviews with teachers, who have volunteered to talk about their own experiences of exclusionary processes. The interviewees, working in different educational settings, define, describe, and are asked to problematize and contextualize exclusionary processes that affect them. The study shows that the interviewees are subjected to exclusionary processes because they do not occupy normative position in the local context. Gender-based exclusionary processes are often interdependent of several identity-based power differentials that may or may not operate simultaneously (for example age, gender, ethnicity and educational background or whiteness norms, religion, and gender may intersect each other, reinforcing or weakening different power axes). Additionally, the interviewed teachers express that there is a lack of institutional support for change, highlighting the importance of developing analytical tools to understand and eventually tackle subtle exercises of exclusionary power. Nowhere in the analyzed empirical material has there been talk of attempts at collective action where the teachers join or themselves organize social movements and act collectively, even though, according to Bonilla-Silva (2018), these forms of resistance make the largest impact in terms of changing social structures of exclusion. The lack of collective action and institutional support highlights the need for a paradigm shift.
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| 6. |
- Lozic, Vanja, 1976-
(författare)
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Didactic Challenges in Teaching Students with Autism
- 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In Swedish educational context the term "education for all" has a relatively long tradition but the interpretation and implementation of these educational policies has varied during the past six decades. The issues of class, gender, ethnicity and disability as well as discourses of inclusion, integration and exclusion have permeated the debates about and the implementation of “education for all”. Today the number of students attending schools for students in the need of special educational support, due to their difficulties to reach intended learning outcomes, has increased. In this paper, I examine the specific didactic challenges teachers working with children with autism face. Additionally, the teachers' preunderstanding of students' identities and problems are being analysed. The study is based on interviews with upper secondary school teachers working in a school for students with high functioning autism in general and Asperger syndrome in particular. The interviews with teachers and school counsellors were conducted in a Swedish city and the questions discussed in the paper are:Which didactic challenges face educators in their everyday work? What is characteristic for the pedagogic work at the analysed school and in which ways educators prepare students for their future life? In which ways the analysed educational institution contributes to inclusion/exclusion of students and implementation of “education for all” policy?The analysis shows that teachers advocate individualised didactic solutions and help, extra resources, methodological clarity and step-by-step instructions. Teachers are expected to be highly adaptable and their work often centres on students social skills, behavioural training and socialization of youth, rather than only helping students to achieve expected learning outcomes. Thus, the “hidden curriculum” is in this learning environment highly visible. The school is described as integrative because it gives students opportunity to practice their social skills but excludes them from general social contexts.
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| 7. |
- Lozic, Vanja, 1976-, et al.
(författare)
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Färgblind rasism : problemföräldrar, utanförskapsområden och fostran till svenskhet
- 2017
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Ingår i: Ras och vithet. - Lund : Studentlitteratur AB. - 9789144117980 ; , s. 215-236
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Den här boken ger en introduktion till dagens forskning om ras och vithet i ett svenskt sammanhang. I tolv kapitel undersöker forskare från olika ämnesområden och med olika metodologiska ingångar hur de båda begreppen ras och vithet hänger samman med Sverige, svenskar och svenskhet.Boken är indelad i två avsnitt. Kapitlen i den första delen undersöker i första hand historiska fenomen och frågeställningar. I del två analyserar författarna debatter och förhållanden som rör dagens svenska vithet och samtida svenska rasrelationer.Forskningsfältet svenska kritiska ras- och vithetsstudier är fortfarande relativt nytt. Den här antologin visar att fältet växer och att det i dag pågår forskning om ras och vithet inom flera olika kultur- och samhällsvetenskapliga discipliner.Boken är avsedd för studenter på universitet och högskolor.
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| 8. |
- Lozic, Vanja, 1976-
(författare)
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Förändringar i synen på arbetsintegrerat lärande 1977–2012 : inom sjuksköterskeutbildningar och utbildningar mot Lean Production på Högskolan Kristianstad
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I rapporten analyseras styrdokument för sjuksköterskeprogrammet vid Högskolan Kristianstad som har gällt sedan 1977. Därtill analyseras styrdokument för utbildningar mot Lean Production, som startade sedan 2006. Rapporten baseras på kvalitativ textanalys och har som syfte att belysa hur synen på utbildningarna i allmänhet och arbetsintegrerat lärande i synnerhet har förändrats genom åren. I rapporten används begreppet arbetsintegrerat lärande (AIL) som ett samlingsbegrepp för ”VFU” och ”praktik”. När sjuksköterskeutbildningen integrerades i högskoleväsendet 1977 bestod 60 procent av utbildningen av AIL. Andelen AIL inom sjuksköterskeutbildningen minskade under 1980-talet för att nå sin lägsta nivå (38 procent) i och med 1993 års utbildnings- och högskolereform. Utbildningens längd och struktur har sedan Sveriges inträde i EU påverkats av internationella strömningar i allmänhet och EU-direktiv och lagar i synnerhet. Till följd av harmoniseringar av europeiska utbildningar består dagens utbildning av drygt 50 procent AIL. Gemensamt för samtliga utbildningsprogram mot Lean Production är att AIL är en integrerad del av utbildningen men att AIL inte anges som ett separat moment, med tydligt avgränsade förväntade läranderesultat och detaljerade beskrivningar av AIL:s omfattning i kursplanerna (t.ex. i form av antalet högskolepoäng). Däremot sker integrationen av AIL å ena sidan och utbildningens andra delar å andra sidan genom projektarbeten. Kursplanerna betecknar oftast inte projektarbeten som explicita AIL-delar, emellertid finns i utbildningsplanerna antydningar att projektarbeten är en form av AIL.
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| 9. |
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| 10. |
- Lozic, Vanja, 1976-
(författare)
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Inclusion through exclusion : teachers' perspectives on teaching students with autism
- 2014
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Ingår i: Cypriot Journal of Educational Sciences. - : Birlesik Dunya Yenilik Arastirma ve yayincilik Merkezi. - 1305-9076 .- 1305-905X. ; 9:1, s. 3-13
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Tidskriftsartikel (refereegranskat)abstract
- Today the number of Swedish students attending schools for students in the need of special educational support, due to their difficulties to reach intended learning outcomes, has increased. The article describes some challenges teachers working with children with high functioning autism face. The study is based on interviews with six-form colleges teachers working in a Swedish school for students with high functioning autism. Questions that are raised in this study are: How do teachers interpret students’ needs and experiences? Which educational considerations dominate teachers’ reflections about educational practices? In which ways their school contributes to the implementation of ‘education for all’? The analysis shows that teachers advocate personalised teaching solutions, extra resources and methodological clarity. Teachers are expected to be highly adaptable and their work centres on students’ social skills, behavioural training and socialization of youth, rather than only helping students to achieve learning outcomes. Educational policies of inclusion are partly based on exclusionary processes.
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