| 1. |
- Arneback, Emma, 1974-, et al.
(författare)
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Help, my colleague expresses racism! : On professional ambivalence and moral responsibility
- 2017
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Konferensbidrag (refereegranskat)abstract
- This contribution is based on an ongoing study on teachers' anti-racist actions. The project is based on John Dewey's moral philosophy with an interest in teachers' experiences of racism and anti-racism in education. In the 25 teacher interviews conducted so far, teachers express that they have a moral responsibility to counteract racism among the pupils. But what should they do when a colleague expresses racism?Our study shows that this is a common experience among the informants, visible in colleagues’ racist jokes, speech and actions. In situation like this, there seems to be an uncertainty about their moral responsibility leading to professional ambivalence. On the one hand, the teachers feel that they are obligated to the values in the curriculum, on the other hand, they are uncertain about whether the moral responsibility could be applied in relation to colleagues.The interviewed teachers act in relate to this ambivalence in different ways. Some describe their moral responsibility as general and choose to counteract all kinds of racism in school, even among colleagues. Other states that this is beyond their moral responsibility as a teacher, and choose not to act or to inform the principal. The choice not to act has in previous research also been explained in terms of loyalty between colleagues. The uncertainty that occurs among the informants shows how the boundaries of moral responsibility becomes erased when moving from classroom to staff room.
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| 2. |
- Arneback, Emma, 1974-, et al.
(författare)
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On Teachers’ Professionalism When Colleagues Express Racism : Challenges and Choices
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 67:1, s. 169-180
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to shed light on teachers’ actions to counter racism expressed by their colleagues. Based on qualitative interviews with teachers in Swedish upper secondary schools, the article presents a narrative analysis of three teachers. The article highlights the complexity of what it means to be a colleague in anti-racist work and argues that this brings different risks and possibilities for White teachers and for teachers of colour. By relating the narratives to research on racism and teacher professionalism, the article contributes to a better understanding of the prevalence and character of racism expressed by colleagues, and points at the need for further research.
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| 3. |
- Arneback, Emma, 1974-, et al.
(författare)
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Session: Att motverka rasism inom utbildningsväsendet
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Sessionen fokuserar frågor som berör rasism och antirasism i skolan. Här presenteras fyra papers som fokuserar hur lärare agerar när de upplever olika former av rasism, både bland kollegor och elever som i skolans organisering. Sessionen presenterar preliminära resultat från det pågående forskningsprojektet "How to counteract racism in education" (Vetenskapsrådet), men tar också avstamp i boken "Att motverka rasism i förskolan och skolan" (Arneback & Jämte, 2017). Sessionen är öppen för alla som är intresserade av frågor som berör rasism och antirasism i skolan. Det kommer också lämnas utrymme för gemensamma samtal och frågor kring forskningsfältet i stort.Paper 1:Att motverka rasism i skolan (Arneback & Jämte)Presentationen fokuserar lärares antirasistiska handlingar och visar en palett av didaktiska arbetssätt lärare använder för att möta olika uttryck för rasism i skolan. Vidare fokuseras hur lärares egna erfarenheter av rasism påverkar deras agerande och förståelse av problemet.Paper 2:Mediediskurser om rasism och antirasism i skolan (Wiklund)Lärares antirasistiska arbete är beroende av hur de förstår begreppet rasism och mediers sätt att använda begreppet är viktiga källor för denna förståelse. Dessa antaganden ligger till grund för denna presentation av hur rasism definieras i medietexter om händelser där rasism aktualiseras i skolsammanhang.Paper 3:Om kommunikationens möjligheter och begräsningar i arbetet mot rasism (Arneback & Englund)Bidraget behandlar villkor för lärares agerande i bemötandet av elevers rasistiska uttalanden. Vår teoretiska referens är primärt John Deweys (1922) bok Human Nature and Conduct. Bidraget analyserar den deliberativa kommunikationens möjligheter och gränser i förhållande till elevers potential, klassrumsklimat samt lärares egna kunskaper och upplevda kapacitet.Paper 4:Har lärare ett ansvar att agera när kollegor ger uttryck för rasism? (Bergh & Tryggvason)Uttryck av rasism är utmanande frågor som lärare möter och hanterar i och omkring undervisningen. Läroplanen är tydlig med att lärare har ett ansvar att motverka alla former av rasism i skolan. Men hur agerar lärare när kollegor ger uttryck för rasism? Den här presentationen utforskar ett ansvar som många gånger är osäkert och riskfyllt.
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| 4. |
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| 5. |
- Bergh, Andreas, 1964-, et al.
(författare)
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Har lärare ett ansvar att agera när kollegor ger uttryck för rasism?
- 2017
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Konferensbidrag (refereegranskat)abstract
- Uttryck av rasism är utmanande frågor som lärare möter och hanterar i och omkring undervisningen. Läroplanen är tydlig med att lärare har ett ansvar att motverka alla former av rasism i skolan. Men hur agerar lärare när kollegor ger uttryck för rasism? Den här presentationen utforskar ett ansvar som många gånger är osäkert och riskfyllt.
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| 6. |
- Bergh, Andreas, 1964-, et al.
(författare)
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On teachers professional ambivalence´when colleagues express racism
- 2020
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Konferensbidrag (refereegranskat)abstract
- This paper sheds light on how teachers act and reflect on their actions in response to expressions of racism among colleagues. The empirical data consists of qualitative interviews with 27 high school teachers in Sweden, but, in order to dig deeper into the experiences of teachers, this paper focuses on three teachers (Tove, Fatima and Hannah). The result points at a professional ambivalence on how to act, since there is no common ground among teachers for how to act when colleagues express racism. To act against racism comes at high costs and very much depends on each teacher’s previous experiences of life and work. Consequently, each teacher is provided a unique space and resource base for reflection and action.
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| 7. |
- Mårdh, Andreas, 1987-, et al.
(författare)
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Democratic Education in the Mode of Populism
- 2017
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Ingår i: Studies in Philosophy and Education. - : Springer. - 0039-3746 .- 1573-191X. ; 36:6, s. 601-613
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Tidskriftsartikel (refereegranskat)abstract
- This paper seeks to bring John Dewey’s pragmatist philosophy of democratic education and the public into dialogue with Ernesto Laclau’s theory of populism. Recognizing populism as an integral aspect of democracy, rather than as its antithesis, the purpose of this paper is to provide a theoretical account of populism as being of educational relevance in two respects. First, it argues that the populist logic specifies a set of formal elements by which democratic education could operate as a collective enterprise. Second, it asserts that the notion of populism supplements any congenial understanding of democratic education by bringing political demands, conflicts and affects to the fore. Finally, the paper discusses the risks and possibilities inherent in visualizing populism as an educational modus.
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| 8. |
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| 9. |
- Pashby, Karen, et al.
(författare)
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Global citizenship as taken-for-grantedness : reflecting on Swedish students’ trip to Tanzania
- 2023
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Ingår i: Globalisation, Societies and Education. - : Taylor & Francis. - 1476-7724 .- 1476-7732. ; , s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- Swedish students regularly take part in school partnership trips to Tanzania. Yet, little research looks at the extent to which these trips support global learning. This paper is interested in the discourses that enable and constrain ethical relationality in these educative encounters. It considers existing research on global citizenship education and school partnerships in relation to decolonial engagements then analyses interview data with four students who participated in an entrepreneurship themed trip to identify discourses available to them. Students articulated an overarching discourse of taken-for-grantedness. Several sub-discourses could enable but tend to constrain an ethical relationality in these educative encounters.
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| 10. |
- Sant, Edda, et al.
(författare)
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Thinking hegemony otherwise – an educational critique of Mouffe’s agonism
- 2024
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Ingår i: Distinktion. - : Taylor & Francis. - 1600-910X .- 2159-9149.
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Tidskriftsartikel (refereegranskat)abstract
- The question ‘What is to be done?’ underpins Chantal Mouffe’s agonistic theory of democratic politics. Yet, despite this affirmative tone that distinguishes her from other radical theorists, her theory neglects the cultural work required for hegemony-building. This omission has resulted in operational difficulties when agonistic democracy is put into practice. This article shows how academics inspired by Mouffe unintentionally depend on theoretical resources from competing democratic theories. As a result of this, agonistic practices risk to reinforce neo-liberal regimes instead of developing counter-hegemonic alternatives. To meet this challenge, and to expand the scope of Mouffe’s agonism, we draw on educational theory to provide a more developed theorization of the cultural work required for hegemony-building. We propose that only by embracing different conceptualisations of education, we can activate cultural interventions that facilitate counter-hegemonic ventures.
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