| 1. |
- Bolander, Eva, 1978-
(författare)
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Risk och bejakande : Sexualitet och genus i sexualupplysning och sexualundervisning i TV
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Denna studie undersöker hur sexualupplysning och sexualundervisning i TV producerar, reproducerar och utmanar föreställningar om sexualitet och genus. Det empiriska materialet består av tre programserier från Utbildningsradion samt två säsonger av Fråga Olle i Kanal 5. Programmen producerades och sändes mellan 1998 och 2004. De teoretiska utgångspunkterna utgörs av genus- och queerteori, där genus och sexualitet betraktas som producerade genom diskurs. Analysen visar hur programmen använder sig av två olika men sammanlänkade perspektiv. Det första är ett bejakande perspektiv där sexualitet presenteras på ett positivt sätt. Det andra är ett riskperspektiv, där faror och negativa aspekter av sexualiteten framhålls. Analysen visar vidare hur programmen bidrar till en rangordning av olika sexuella identiteter och praktiker, där somliga framstår som vanliga, naturliga och önskvärda, samtidigt som andra görs till annorlunda, onaturliga eller äckliga. Heterosexualitet och det heterosexuella vaginala samlaget innehar en normerande position genom att de är ständiga föremål för diskussion, men utan att namnges. Istället är det annorlunda eller oönskade sexuella identiteter och praktiker som benämns explicit, t. ex. problematiseras penetrerande analsex. Till skillnad från heterosexualitet namnges homosexualitet och görs till föremål för specifika program och programpunkter.
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| 2. |
- Eidevald, Christian, 1973-
(författare)
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Det finns inga tjejbestämmare : Att förstå kön som position i förskolans vardagsrutiner och lek
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Previous research studies have shown that in their address and behaviour towards girls and boys, pre-school staff apply stereotyped gender concepts, thus reinforcing rather than challenging stereotypes. The present thesis therefore focuses on which of children’s positions that are accepted or that face resistance from the staff. In this way, children’s gender-based "identity-formation" can be critically analyzed based on different possible descriptions of how it is to be a girl or a boy, and what unaware assumptions about gender representations that in this way may be made in different ways by both children and adults.The theoretical point of departure is feminist poststructuralism; and the analysis focuses on variations found between the groups of girls and boys, as well as within these groups, and within individuals. The empirical data consists of video-taped sessions from two teams working with children aged 3-5, and focus groups interviews with the adult. Then different "readings" of the empirical material have been conducted based on different assumptions (discourses); i.e. assuming that girls and boys "really" are different or equal, different behaviours will appear as more or less obvious and natural. By showing that several different discourses are present at the same time, gender-based "identity-formation" is described as a very complex process. The analyzed situations show that girls and boys in pre-school are defined and treated in stereotyped ways, however, there is a large hidden variation of how different girls and different boys positions themselves in different contexts. Pre-school teachers thus work actively to distinguish between girls and boys based on how they are being perceived as either girls or boys. Teachers’ expectations then become decisive of how different children are addressed and treated in different situations. To conclude, the pedagogical consequences of this are discussed with regard to gender equality work in which also alternative discourses are formulated.
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| 3. |
- Fredriksson, Kristina
(författare)
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Drama som pedagogisk möjlighet : En intervjustudie med lärare i grundskolan
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to develop insights about what meaning teachers ascribe to their work with drama in education. Based on a socio-cultural perspective drama is seen as a tool for learning. Another point of departure is the Swedish National curriculum, which states that aesthetic learning processes should be an integrated part throughout compulsory education. The data for the study consists of interviews with eleven primary school teachers.The qualitative analysis shows a variation in how the teachers perceive drama. Drama can be used for example to illustrate different factual knowledge or to explore and create meaning in relation to a human dilemma or a complex subject matter. The working methods vary from focusing the artistic dimension of drama to giving the art form minor or no importance at all.The findings indicate, in line with previous studies, that drama is mainly used to work with the school's social goals, like creating a friendly atmosphere and prevent bullying. The findings also show that teachers find it difficult to integrate drama in their everyday teaching. One obstacle which is pointed out is the fact that in Swedish compulsory schools drama does not have its own curriculum and thus is not included in the schedule. Other explanations are that many teachers experience that they have insufficient drama skills and lack of time for drama work, depending on the school's focus on measurable knowledge and goals to be achieved.The conclusion is that drama can allow meetings where different stories can be viewed from several perspectives and be an opportunity for greater understanding and deeper knowledge. Drama can also be dismissed because it is not real and drama can be used in a fostering way, to direct students towards a desirable behavior. In other words, drama can be described as a multifaceted and powerful educational tool.
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| 4. |
- Persson, Thérese, 1975-
(författare)
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Kvinnlig för sin ålder : en intervjustudie om ålder, kropp och femininitet
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the dissertation to understand how age is given meaning to different age groups as weil as in relation to the body and femininity. These relationships are examined on the basis of interviews with 25 individuals 6-99 years old. The study deal s with how the interviewees describe and perform age, and how the relationships between age, body and femininity are expressed. Norms, and in particular how norms are constructed and used during the interviews, are also the focus of analysis. Parts of Judith Butler's gender theoryare used to set up a performance perspective on the body, femininity, and age, and to discuss norms.During the interviews the individuals repeat, use and negotiate age norms. Norms for what is considered adequate for a certain age is constructed simultaneously along with norms of femininity and the body. The interviews iIlustrate perceptions that femininity should be staged in certain ways for certain age groups. It is also perceived as normal, the expectation that the body will change in certain ways throughout life.The interviews reveal how the meaning of age varies depending on the age from which the person is speaking or in regards to what age one compares with. It appears that the individuals, based on their different ages, express different ways of defining and evaluating different ages and becoming older.Same events are constructed as appropriate for girls and women of certain ages. The consequence of this is that other events are constructed as unfit. Based on these norms people risk being defined in negative ways. The study show how norms for age, gender and body interact so that people's ability to understand themselves and others becomes limited, whiIe these norms at the same time are used to create meaning and make oneself understood.
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| 5. |
- Bodén, Linnea, 1981-
(författare)
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Present absences : Exploring the posthumanist entanglements of school absenteeism
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study is to explore how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. How is the phenomenon of school absenteeism produced when absences and presences are digitally registered? How does the phenomenon of school absenteeism emerge when both human and nonhuman entanglements are included in the apparatuses of knowing?Through a posthumanist approach, the study engages empirically with two types of software for the registration of absences and presences at three Swedish schools. The results show that digital registration blurs the division between absences and presences, and queers what is absent and what is present. Digital registration produces school absenteeism as a phenomenon for all students every day, and at the same time as mainly for the students who are present most of the time. A conclusion that is drawn from the study is that digital registration makes absences present, by the visualization and performative repetition of the registration. The study points to how school absenteeism is always ‘in the making’, and proposes the concept of school absenteeing as a productive way to open up new possibilities in relation to students’ absences.
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| 6. |
- Sörensdotter, Renita, 1967-
(författare)
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Omsorgsarbete i omvandling : Genus, klass och etnicitet inom hemtjänsten
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Hemtjänstyrket är ett yrke i förändring. Arbetet har allt sedan hemtjänsten startade sin verksamhet 1950 framför allt utförts av vita svenska medelålders kvinnor med bakgrund i arbetarklassen. De som arbetar inom hemtjänsten idag har dock varierande ursprung, kön, klassbakgrund och ålder. Denna avhandling syftar till att belysa hur diskurser om genus, sexualitet, etnicitet och klass bidrar till att möjliggöra och begränsa hemtjänstpersonalens yrkesroll och arbetsvillkor. De teoretiska utgångspunkterna utgörs av queerfeministiska teorier med fokus på hur olika diskurser samverkar i subjektets positionsbestämning. Det empiriska materialet har tagits fram genom deltagande observation och intervjuer med två hemtjänstgrupper. Den ena gruppen består av vita svenska kvinnor med arbetarklassbakgrund boende i en bruksort i Dalarna. Den andra gruppen arbetar i Stockholms innerstad och består av en blandning av människor utifrån kön, etnicitet, klass och utbildningsnivå. I avhandlingen visas att hemtjänstgruppernas sammansättning påverkar deras arbetsvillkor. I den enkönade gruppen utformar kvinnorna homosociala relationer som ger dem utrymme att skämta om män samtidigt som de enas genom att beklaga sin genusbaserade underordning i samhället. I den blandade gruppen formar männen homosociala relationer sinsemellan och bekräftar sin heterosexualitet och överordning gentemot kvinnor genom skämt om kvinnor. I gruppen överordnas de svenska männen kvinnorna och männen med utomnordiskt ursprung. I det direkta arbetet med vårdtagarna utgör dock svenska kvinnor norm, övriga omsorgsarbetare måste omförhandla sin position utifrån normen. I enlighet med den offentliga jämställdhetsdiskursen uppvärderas män och många önskar sig fler män i yrket. Etnisk mångfald tas däremot upp som ett problem. Trots förändringarna inom hemtjänsten kvarstår att personalens kroppsliga och emotionella arbete inte värderas som en kompetens beroende på att kunskapen kopplas samman med kvinnor.
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| 7. |
- Wieslander, Malin, 1979-
(författare)
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Ordningsmakter inom ordningsmakten : Diskurskamp, dilemman och motstånd i blivande polisers samtal om mångfald
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis identifies and describes the diversity aspects of police discourse based on the accounts of police trainees in their final year. Specifically, the focus is on culture, religion and ethnicity, and four main questions are addressed: What is said about diversity? How is it articulated? What subject positions are offered and assumed? In what ways are discourses of diversity sustained and challenged?The analysis of discourse in use is based on field studies conducted at the Swedish National Police Academy and focus group interviews with police trainees in the educational setting and during their trainee placement period. The analytical concepts of interpretative repertoire, ideological dilemmas, subject positions and discursive devices are employed to identify how different meanings are ascribed to diversity. Three central discourses of diversity are presented: diversity as inescapable difference (a hegemonic practice), diversity as political goal (recognition of diversity) and diversity as potential likeness (regulation of diversity). These are competing discourses on how police officers should be and how their role is understood in relation to a pluralistic society. The study shows that the contradictory diversity discourses reflect a struggle of different ‘us’, which regulates the conception of the ideal police officer, professional conduct and the performance of policing.In addition, five dilemmas originating in the tension between the discourses are outlined. Diversity is found to involve ideological dilemmas regarding how policing should be conducted in relation to profiling and social categories, how humour and jargon are viewed and handled, and how lack of knowledge may mean attributing subject positions to others with discriminatory implications. The thesis contributes to showing how diversity discourses reproduce the social order by affirming the social categories that the representatives of diversity are assumed to embody. It closes with a discussion of some practical and theoretical implications of its findings.
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