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- Nyhlén, Sara, 1980-, et al.
(författare)
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Haunting the Margins : Excavating EU Migrants as the ‘Social Ghosts’ of Our Time
- 2024
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Ingår i: Critical Criminology. - : Springer Nature. - 1205-8629 .- 1572-9877.
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Tidskriftsartikel (refereegranskat)abstract
- Using the spectral as a conceptual metaphor, we explore narratives within Sweden’s welfare institutions and policy discourses surrounding vulnerable EU citizens. We aim to provide a new understanding of vulnerable EU citizens as the social ghosts of our time by exploring how the concept of the social ghost and hauntology can be used to perform ethical critique of social injustice. By excavating examples from already gathered material, we explore the unseen within the already seen to critically examine how vulnerable EU citizens are constructed in social welfare narratives. We argue that the terminology of vulnerable EU citizens not only is constructed as uncanny and abject but also as social ghosts, denied a social and political identity and forced to haunt the margins of societal life. Moreover, we argue that the Swedish state becomes a site for necropolitical power, enabling but also perpetuating lingering violent effects on Roma people.
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| 3. |
- Skott, Sara, et al.
(författare)
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In the Shadow of the Monster: Gothic Narratives of Violence Prevention
- 2021
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Ingår i: Critical Criminology. - : Springer Science and Business Media LLC. - 1205-8629 .- 1572-9877. ; 29:2, s. 385-400
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Tidskriftsartikel (refereegranskat)abstract
- This article examines narratives by professionals working on preventing gender-based violence in Sweden through a Gothic lens. It draws on interviews with authorities responsible for preventing gender-based violence in one region of Sweden and explores the way national policies are translated into regional action. Our analysis shows how the “reel” is adopted by the professionals and becomes a part of the “real,” resulting in implications for policy. By looking at the participants’ narratives through a Gothic lens, this article argues that local-level professionals working to prevent violence frame gender-based violence as a problem of two “othered” groups: the “Immigrant Other” and the “Rural Other.” Through a narratological strategy of illumination and obscurity, these groups of offenders are rendered both uncanny and monstrous by the respondents—a monstrosity that obscures any violence occurring outside this framing. The problem of gender-based violence is relegated from the site of the mundane to the sphere of the monstrous.
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| 4. |
- Skott, Sara, et al.
(författare)
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‘You’ve met with a terrible fate, haven’t you?’ : A Hauntological Analysis of Carceral Violence in Majora’s Mask
- 2022
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Ingår i: Games and Culture. - : SAGE Publications. - 1555-4120 .- 1555-4139. ; 17:4, s. 593-613
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Tidskriftsartikel (refereegranskat)abstract
- More than mere entertainment, video games can be studied as cultural texts, relevant for the interpretation and understanding of the public imaginary relating to crime. Drawing on ideas of Gothic and popular criminology and using a critical lens of hauntology, this study aims to explore themes of carcerality in the video game The Legend of Zelda: Majora’s Mask. By constructing the text of Majora’s Mask as a horror game, and a cultural text ‘in distress’, encompassing a crypt incorporating a phantom of past trauma, this paper identifies themes of carceral violence within the text as symptomatic of a deep, haunting disillusionment of carceral justice. Relating back to the culture and context in which the game was created, we argue that this cultural text is ‘haunted’ by the trauma of lost ideals in relation to punishment; a deep disillusionment towards a carceral machinery producing the socially dead instead of rehabilitating them.
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| 6. |
- Grundén, Helena, 1968-
(författare)
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Mathematics teaching through the lens of planning : actors, structures, and power
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation explores mathematics teaching by focusing on planning. The planning is seen as a social phenomenon related to surrounding practices and power relations in and between practices. Hence, planning in this dissertation is explored beyond what teachers do when planning.The research questions that guided the studies developed during the research process and address meaning of planning, influence of practices surrounding mathematics teaching, and common ideas about mathematics teaching in society. To answer the research questions, three studies were conducted, individual interviews, focus group interviews, and a study of mathematics education in news media.In addition to the aim of contributing to a deeper understanding of mathematics teaching, this dissertation aims to contribute methodologically by answering research questions addressing consequences different views of meaning have for thinking about interviews and assessment of research quality, and the usefulness of theoretical concepts from Critical Discourse Analysis on interview material about planning for mathematics teaching. In the dissertation, Critical Discourse Analysis is used as a theoretical frame, and theoretical constructs, such as actors, structures, and power, are used to explore planning as embedded in the social practice of mathematics teaching.The findings show that planning is an ongoing emotional process that is considered to be different things, including choosing examples to use or producing manipulatives. Findings also reveal that planning varies between teachers and schools, but also varies for individual teachers depending on, for example, time of the year or students. Another result is that although teachers are responsible for planning, their considerations, decisions, and reflections are influenced by other actors both in terms of how planning is done and what is planned for. These influences are explicitly through actors with formal power and implicitly through, for example, common ideas about mathematics teaching that are prevalent in society.Findings that relate to the methodological questions emphasize the importance of considering theoretical standpoints when assessing the quality of research. The findings also show that concepts such as power, actors, and structures are helpful to see and discuss in what ways mathematics teaching is a socially embedded phenomenon.
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