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| 3. |
- Brandell, Inga, et al.
(författare)
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Introduction
- 2015
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Ingår i: Borders and the Changing Boundaries of Knowledge. - Istanbul : Swedish Research Institute in Istanbul. - 9789197881333
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Bokkapitel (refereegranskat)
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| 4. |
- Carlson, Marie, 1950, et al.
(författare)
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Arbetslinjen” och ”demokratisk bildning” i sfi-utbildningen – Läraryrket mellan organisation och profession
- 2011
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Ingår i: Svenska nätverket för professionsforskning – konferens den 28-29 september 2011 i Växjö – Kunskap, profession och expertis.
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Konferensbidrag (refereegranskat)abstract
- Arbetslinjen” och ”demokratisk bildning” i sfi-utbildningen – Läraryrket mellan organisation och profession. Detta paper fokuserar på lärarprofessionen inom yrkesinriktad sfi (svenska för invandrare) hos ABF Vuxenutbildning, en upphandlad utbildning som drivs som ett bolag separerad från den i övrigt särskilt finansierade folkbildningen. Utbildningsanordnaren har att gestalta en utbildning som starkt präglas av ”arbetslinjen” vilket får en rad konsekvenser. Generellt präglas kurserna av ett uttalat arbetsmarknadsperspektiv som dominerar såväl läromedel/pedagogiska texter som undervisningspraktik. Rådande marknadslogik har medfört att tidigare välfärdstänkande med dess public service-värderingar och jämlikhetsideal har ersatts av nyliberalismens fokusering på ”effektivitet”, ”konkurrens”, ”flexibilitet” och ”entreprenörskap”/”den självstyrande individen”. I en vidare kontext kan ett klart spänningsförhållande konstateras mellan å ena sidan politiker och tjänstemän på vuxenutbildningsförvaltningen och lärarna å andra sidan, men även spänningar inom respektive kategori av aktörer. Lärarna talar om minskat handlingsutrymme, ökad arbetsbörda, en växande byråkratisering, marginalisering av pedagogikens roll och en allt starkare ekonomisk styrning med uppvisning av resultat genom olika kontrollmekanismer. Lärarna erbjuder ett visst motstånd i det att de försöker balansera ”traditionella” professionella överväganden mot den alltmer arbetsinriktade sfi-utbildningen. Som helhet dominerar ett ”ekonomistiskt” språk – ett slags ”kommersialiserad professionalism”. Med detta språk följer vissa tankefigurer och syn på kunskap – det föreligger en kamp mellan organisationsprofessionalism och yrkesprofessionalism. Empiriskt material är hämtat från ett forskningsprojekt, Genus och etnicitet i text och praktik (VR/UVK dnr 721-2005-3616), där vi kombinerat textanalys med institutionell etnografi – olika data har genererats genom intervjuer och deltagande observationer i klassrummet, intervjuer med lärare och rektorer, analyser av olika texter, lokala skolplaner, material från skolornas web-platser, scheman och policydokument.
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| 5. |
- Carlson, Marie, 1950
(författare)
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”Are you going to write as we think or as you think?” – On (re)presentation and the construction of knowledge in interviews.
- 2009
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Ingår i: Gender and Education Association 7th International Conference. Theme: Gender: Regulation and Resistance in Education 25-27 March 2009, Institute of Education, University of London..
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Konferensbidrag (refereegranskat)abstract
- "Are you going to write as we think or as you think?" - On (re)presentation and the construction of knowledge in interviews The aim of this contribution is to discuss and reflect on possibilities and restraints concerning (re)presentation and the construction/production of knowledge in interviews. Examples will mainly be taken from a research project on Turkish immigrant women attending Swedish language courses and their encounter with the Swedish educational system. The influence of the researcher in the interviews will be used actively in order to illustrate social interaction/negotiation and the relation between the interviewees and what the researcher is considered to represent. The interviewee as well as the interviewer is caught in prevalent extensive discourses articulated in the educational setting but also in the Swedish society in general. By talking about the SFI-education as a ’modern’ practice of knowledge, the educators themselves become representatives of ’modernity’ in relation to ’the others’. But the course participants are also a part of a powerful discourse of modernity – both in the present and in the past. Various self-images are confronted in the SFI-practice; a discursive practice connected to different aspects of power. ‘Emic’ and ‘etic’ categories – not a clear-cut distinction – will also be discussed in the contribution. Likewise some problematic dichotomies will be brought to the fore – the research object as well as the research subject tries to handle “the straightjacket of labelling”. Of interest is furthermore how constantly displacements take place in the informants’ ‘relational’ narratives as they talk into various discursive formations. When focusing on the position of the researcher in relation to the research object – in Bourdieu’s terms “to objectify the objectifying subject” (1992) – it is a question of reflexive sociology where the specific researcher is not really of interest, but rather the implicit social and theoretical presuppositions, which are embedded in the analytical tools and operations. Bourdieu, Pierre (1992) The Logic of Practice. Cambridge: Polity Press.
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| 6. |
- Carlson, Marie, 1950
(författare)
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“’Are you going to write as we think or as you think?’ On Troubled Subject Positions among Immigrant Women in a Swedish Context”.
- 2015
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Ingår i: Inga Brandell, Marie Carlson & Önver Cetrez (Eds) Borders and Changing the Boundaries of Knowledge. Transactions Vol 22, Swedish Research Institute in Istanbul, Stockholm.. - Stockholm/Istanbul : Swedish Research Institute in Istanbul, Stockholm. - 9789197881333 ; , s. 109-127
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Bokkapitel (refereegranskat)abstract
- "Are you going to write as we think or as you think?" – On Troubled Positions, Borders and Boundaries among Immigrant Women in a Swedish Context Abstract The aim of this contribution is to discuss representational power and images/concepts Turkish women attending Swedish language courses for immigrants (SFI) experience in accounts about them as migrants in Sweden. Examples from the past but also from the present will be used – from a still ongoing debate on troubled positions, borders and boundaries among/about immigrant women in a Swedish context. Empirical data (mainly interviews and policy documents) consist of revisiting an earlier study from 2002, but also data from later projects will be used. In addition to this other research has been reviewed relevant for the critical intersectional discussion concerning ethnicity/migration, gender and class; research related to e.g. cultural-, migration-, ethnicity- and gender studies. A sociocultural perspective and a postcolonial point of departure will be used. Three themes will be discussed; one is about social interaction and negotiating of ethnicity from an interview illustrating how the interviewee as well as the interviewer are caught in prevalent discourses and try to handle the straightjacket of labelling. Next theme is about gender, gender equality, “Swedishness” and nation, where SFI can be seen as an arena for educating the participants about gender equality. The last theme focuses on the institutional level, the welfare state and the power of definitions. This section also discusses how the category “immigrant” including “the immigrant woman” are constituted and negotiated in relation to the labour market. Structural conditions as well as agency are not always considered or problematized in these discussions. Taken together, the article can be seen as a critical reflection on the production of knowledge that researchers as well as various actors are involved in. This is both an ethical and methodological issue that will also be developed in the concluding discussion.
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| 8. |
- Carlson, Marie, 1950
(författare)
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Bilden av Sverige och ’det svenska’ i SFI-läromedel.
- 2006
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Ingår i: Språket och kunskapen – att lära på sitt andraspråk i skola och högskola, Rapport från nordisk konferens den 7-8 oktober 2005 i Göteborg. Red. Inger Lindberg & Karin Sandwall. ROSA 7, Rapporter om svenska för andraspråk, Institutet för svenska som andraspråk, Göteborgs universitet.. - 1403-1353. ; :ROSA 8, s. 91-114
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Carlson, Marie, 1950, et al.
(författare)
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Civic Orientation for Migrants in a Swedish Context – Exploring values and governing from an intersectional perspective
- 2018
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Ingår i: ECER/EERA conference 4-7 September, 2018 - Free University Bolzano, Italy.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- General description (research questions, theoretical framework) Different social models for integration and citizenship are increasingly discussed in Europe. Previously recognized conventions of citizenship, about who the citizen is, may or should be challenged (Joppke 2007). Discussions in both research and political organizations can be seen as a consequence of the decline in variations of “multicultural” models that were fundamental to integration policy in Sweden, as well as in several other European states (ibid.; Sonninen 1999). In Sweden, the multicultural integration policy in 1975 was formulated through the three key concepts: equality, freedom of choice and collaboration (prop. 1975:26). During the 1980s, cultural and ethnic group rights were reduced and adaptation to international policy took place. A further shift occurred in the early 1990s with ever higher individual demands on the migrant from the states across Europe. Among other things, there was increasing demand for participation in education such as language courses and courses on social orientation. After the investigation “Sweden for newly arrived migrants – Values, welfare state, everyday life” (SOU 2010:16) a new regulation was added: “Civic orientation for some newly arrived immigrants” (SFS 2010:1138). Through this law, homogenization and national standardization of education efforts have been developed. This applies to both implementation and teaching materials; e.g. the textbook “About Sweden” (first edition 2010, City of Gothenburg, latest edition 2017), which we have analysed. Each municipality is required to organize and offer newly arrived immigrants civic orientation; courses described by organizers to “give keys to Swedish society”. Government control includes that the county administrative boards annually monitor the activities and return the results to the government. The orientation should preferably take place in the mother tongue in dialogue and reflection with support of “civic communicators”, who will have some educational skills (SFS 2010:1138). This education initiative raises a number of issues that we discuss in our contribution from an intersectional perspective, but with a particular focus on gender. The specific Swedish approach to gender equality has become an important marker, a national self-image and a certain “success story”, where binary classifications often function as demarcations between “Swedes” and “the Other” (Carlson & Kanci 2017; Forbes et al. 2011). Theoretically, our contribution rests on a narrative and discursive approach (Andrews 2007; Fairclough 2003). The standardization and homogenization developed for civic orientation in the Swedish context can also be seen as a powerful state governance in line with Foucault's perspective on governmentality (Foucault 2000), which is useful for the analysis of policy documents and teaching materials. Also Bacchi’s social constructionist analytical framework (2008) is used for reviewing political documents, where Bacchi argues that politics to the same extent construct social problems as it reveals or solves them. Our interest is directed to questions about how the participants are understood as subjects, what characteristics, abilities and positions they are expected to adapt to and occupy. We have explored how the image of the migrant/citizen is (re)constructed, interpreted and negotiated within the discourses of the education. Our interest has also been to investigate how narratives about Sweden, “Swedishness”, “Swedish values”, citizenship, everyday life and welfare state emerge in civic orientation for newly arrived immigrants (cf. Griswold 2010; Yuval-Davis 2011). Research questions • What social and cultural values/norms regarding Swedish society are articulated in policy documents and teaching materials? How are these related to gender and ethnicity from an intersectional perspective? • What narratives about the newly arrived migrants are conveyed in the civic orientation’s documents and teaching materials? Which individuals/groups are included, respectively, excluded? • What dominant stories are visible? Are there also “counter stories” expressed? • What experiences and reflections do migrants highlight in their own stories of having participated in the education? Methods/methodology The empirical data consists of policy and steering documents, teaching materials, mainly the textbook “About Sweden” in different editions used in civic orientation, and interviews with some migrants who previously participated in the education. An intersectional perspective has been used in the narrative and discursive approach to examine how different (re)constructions are linked and interact with, for example, gender, ethnicity, class and religion/view of life (Christensen & Qvotrup Jensen 2012; Yuval-Davis 2011). Methodically we have searched for organizing recurring concepts that hold together and substantiate dominant speech as well as visual representation in teaching materials. Narratives related to discursive themes turned out to be a useful comparative tool – especially as regards nationalism and self-image related to the intersection of gender and ethnicity (cf. Carlson & Kanci 2017). A narrative is about a relational, situational and contextual story and is of existential value to human beings – both individually and collectively (Yuval-Davis 2011). This is something that we also will emphasize in the analysis of the still ongoing interviews with migrants who previously participated in the education. Expected outcomes/results The preliminary analysis shows how gendered, culturalized and ethnified discourses are discerned throughout the material and how the (re)constructions of the immigrant and the “Swede” are played out together with fostering attitudes. In particular, an ethnocentric and ideological gender equality discourse is linked to “Swedish” norms and values – both in policy documents and teaching materials like in the textbooks “Om Sverige” (“About Sweden”). Perceptions of the traditional and culturally bound immigrant woman are strongly emphasised in dominant discourses and is thus an object that always is about to be changed, which the course participants sometimes show resistance to. A perspective of fostering (cf. Carlson & Kanci 2017; Eriksson 2010) and ”Othering” (Osman 1999; Rosén & Bagga-Gupta 2013), as well as a strongly dominant gender equality discourse is disernable in the material, where gender positions occupy an idealized “Swedish” framing. Both women and men who have migrated to Sweden are almost automatically placed as more traditional and less equal than men and women born in Sweden (Knocke 2011; Magnusson et al. 2008; Yazdanpanah 2013). There seems to be reason to still discuss the three key concepts formulated in the 70's in the bill as regards the multicultural integration policy (prop. 1975:26): equality, freedom of choice, collaboration. The case of civic orientation for migrants in a Swedish context can be seen as both disciplinary and mobilizing (cf. Abdulla 2017; Eriksson 2010) and analysis of material and experiences from participants are important in order to fill a gap in research on the “social problem of integration”.
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| 13. |
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| 14. |
- Carlson, Marie, 1950
(författare)
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Flerspråkighet i lärarutbildningen – Ett perspektiv som saknas
- 2009
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Ingår i: Utbildning & Demokrati. - 1102-6472. ; Vol 18:NR 2, s. 39-66
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Tidskriftsartikel (refereegranskat)abstract
- Multilingualism in teacher education – a missing perspective This article is based upon fieldwork within a comprehensive teacher education program. Questions were asked about how student teachers are prepared for work/employment in an educational system, which is characterized by pluralism in terms of multilingualism and a second language perspective? How does one speak about language and pluralism? Is a multilingual perspective in teacher education presented as a competence for some or for all? How do various actors look at ”questions of linguistic pluralism”? On the one hand, the result, i.e. the answers provided, can be seen as fairly meagre, but this does on the other hand also tell us something more generally about how issues pertaining to language and pluralism are regarded in a teacher education program. In the categorizations and interpretations that are articulated, perspectives on multilingualism and second langue acquisition (if and when they are mentioned) are in different ways often related to ”the Others” and to what can partly be referred to as a deficiency perspective. Similar talk is also heard from teacher education at other sites of learning. These topics are dealt with in the first part of the article. Thereafter follows a section about viewing multilingualism in a more general perspective, where multilingualism is also regarded as an asset – here we encounter above all various actors within the field of linguistics. Didactic aspects as well as identity and social categorization are highlighted. At the end of the article, a concluding and more comprehensive discussion about multilingualism and a second language perspective, which also focuses on steering / policy documents, is brought to the fore. Teacher education appears to be fairly national(ist) in spite of recurring talk about increasing globalization and internationalisation. To jointly regard multilingualism and intercultural education as a part of a democratic process is conspicuous by its absence. In this discussion, which also comprises the governmental inquiry, from 2008 - En hållbar lärarutbildning (A sustainable teacher education, SOU 2008: 109) – attention is given to a transnational perspective on education and competence.
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| 15. |
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| 16. |
- Carlson, Marie, 1950
(författare)
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Gender, ethnicity and citizenship in pedagogical texts and education policy – Some examples from Turkey and Sweden
- 2014
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Ingår i: NERA 42nd Congress, Education for Sustainable Development. Lillehammer, March 5-7, 2014..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- What it means to be a citizen related to gender and ethnicity, inside and outside school differs between countries and socio-cultural contexts. This is very much evident in an on-going research project Future citizens in pedagogical texts and education policies – Examples from Lebanon, Sweden and Turkey. Simultaneous, and often contradictory, processes are of great importance of how the “right” future citizen is formed in mandatory schooling. This paper will focus on narratives about gender and ethnicity, which relates to two broader sets of issues in the project: • How are the ’citizen’ and the citizen’s identity constructed in relation to place, nation, language, religion, ethnicity and gender in policy documents for schools and pedagogical texts? • How is the relationship between national and global perspectives treated in relation to the ’citizen’? Theoretically/methodologically the project is linked to critical discourse analysis, which provides tools for studying how the ‘citizen’ and different subject positions are constructed in both text and practice. Empirical data consist of educational documents and curricula for subjects like history, civic and religious education in the three national settings. Selected textbook in the later years in the mandatory school system have been analyzed. Also interviews with politicians, educational bureaucrats, NGO activists as well as teachers and authors of textbooks have been conducted. In Turkey with recurrent turbulence on democratic issues in the contemporary society there are persistent discussions about democracy courses/citizenship education in school. Critics wonder if it is possible with such courses in a “difference-blind polity”. An analysis of the “gender regime” in Turkish textbooks shows that a more subtle analysis of the hidden discourses is necessary. Contradictions and contradictory messages are prevalent. In the Swedish case the country is – on the discursive level – described to be highly culturally diverse and mobile. Any shared conceptions of “a good citizen” in a heterogeneous nation like Sweden hardly exist. However in various empirical studies one still find dominant discourses on “Swedishness”. Likewise there is a narrative about Sweden as the world’s most gender equal country – this will be discussed and problematized in the paper. Key words: gender, ethnicity, citizenship, education policies, textbook analysis
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| 17. |
- Carlson, Marie, 1950, et al.
(författare)
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Gender in Language Education and Civic Orientation for Adult Migrants in Sweden: A Study of Policy Documents and Teaching Materials
- 2021
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Ingår i: Gender and Education in Politics, Policy and Practice. Transdisciplinary Perspectives in Educational Research. - Berlin/Heidelberg, Germany : Springer. - 9783030809010 ; , s. 193-209
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Bokkapitel (refereegranskat)abstract
- Different social models for integration and citizenship are increasingly being discussed in Europe, both in research and political organisations. This can be seen as a consequence of the decline of “multicultural” models that were fundamental to integration policy. There is a demand for participation in education such as language courses and courses on civic orientation. In Sweden, a new regulation was added in 2010 and civic orientation courses were introduced for newly arrived migrants. Each municipality is required to offer these courses. A textbook entitled About Sweden has been composed for the courses. In the present chapter, we use a narrative and discursive approach to analyse this textbook in relation to how the migrant subjects are (re)constructed as gendered subject. However, this chapter also provides a contextual analytical framework; a short review of previous research on migrants and norms and values in language education including some salient policy documents with focus on gender issues. In terms of time perspective, we searched for continuities as well as changes in views on gender issues and views on the individual in a societal context. Stereotypical and homogenising conceptions seem to continue to thrive and not been the subject of deconstruction, either in research, politics, cultural life or in public debate.
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| 18. |
- Carlson, Marie, 1950, et al.
(författare)
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Giris.
- 2011
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Ingår i: Çokkültürlü Toplumlarda Egitim – Türkiye ve Isveç’ten Örnekler. Derleyenler (Eds) Marie Carlson, Annika Rabo & Fatma Gök.. - Istanbul : Istanbul Bilgi Üniversitesi Yayinlari. - 9786053991397 ; , s. 1-24
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 22. |
- Carlson, Marie, 1950
(författare)
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Identity and Interpretative Repertoires within Teacher Education – Battles over Perspectives and Courses
- 2008
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Ingår i: ECER (European Conference on Educational Research) 10-12 September, 2008, University of Gothenburg. (From Teaching to Learning).
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Konferensbidrag (refereegranskat)abstract
- Identity and Interpretative Repertoires within Teacher Education – Battles over Perspectives and Courses Within a Swedish educational context local as well as national steering documents tell us that teacher education should be characterised by diversity and equality. In the local practices, in a heavily decentralised educational system with a lot of different departments cooperating, this policy is to be translated, interpreted and carried out by a range of actors within the institutional practices embedded in power relations (Ball 1990, Bourdieu 1991, Beach & Carlson 2004, Carlson 2004). This paper will discuss how various categories are constructed and varying ways of thinking within institutional settings are used in order to create/delete ”the others” within teacher education (Hall 1996, Thornborrow 2002, Winther Jørgensen & Phillips 2000). Ideological and scientific ideals as well as economic priorities are involved in the interpreting processes/repertoires (Becher & Trowler 2001, Talja 1999). The research uses a policy ethnographic approach and builds on a rich data corpus – documents, texts, interviews, field notes (Beach & Carlson 2004, Carlson 2004, Chouliaraki & Fairclough 1999). Analytical tools are used from organization theories (Czarniawska 2004, DiMaggio 1983) and discourse analysis (Winther Jørgensen & Phillips 2000). Also “identity” is used as an analytical lens in understanding altering positions/standpoints within teacher education (Gee 2000). The analysis shows how faculties and departments in spite of a recommended ”holistic” and interdisciplinary approach very much stick to their own logic, perspectives and ideals and thereby create parallel monologues within the teacher education, where the student teachers constantly have to re-orient her/himself. Indeed a kind of diversity but probably not in the way expressed in the steering documents. References: Ball, Stephen J (1990) Politics and Policy Making in Education: Explorations in Policy Sociology. London: Routledge. Beach, Dennis & Marie Carlson (2004) Adult Education Goes to Market: an ethnographic case study of the restructuring and reculturing of adult education. European Educational Research Journal, Volume 3, Number 3, 2004. Becher, Tony & Paul R. Trowler (2001) Academic Tribes and Territories. Buckingham: Open University Press. Bourdieu, Pierre (1991) Language and Symbolic Power. Cambridge: Polity Press. Carlson, Marie (2001) ‘Swedish Language Courses for Immigrants: Integration or Discrimination?’ In Ethnography and Education Policy. Ed. Geoffrey Walford. Oxford: Elsevier Science. Carlson, Marie (2004) Restructuring of Swedish Adult Education: the involvement of economists and politicians in education policy. In Identity, Agency and Social Institutions. Eds. G. Troman, B. Jeffrey & G. Walford. Studies in Educational Ethnography, vol. 10. Oxford JAI Press. Carlson, Marie (2006) ”Immigrant Women within Swedish Language Instruction: Contradictions and Transgressions.” I Multiple Marginalities: An Intercultural Dialogue on Gender in Education. Eds. Justyna Sempruch, Katharina Willems & Laura Shook. Königstein: Helmer Verlag. Carlson, Marie (2007) ”Images and values in textbook and practice – Language courses for immgrants in Sweden” I Education in ’Multicultural’ Societies. Turkish and Swedish Perspectives. Eds. Marie, Carlson, Fatma Gök & Annika Rabo. Transactions Vol 18, Swedish Research Institute in Istanbul. Chouliaraki, Lilie & Norman Fairclough (1999) Discourse in Late Modernity – Rethinking Critical Discourse Analysis. Edinburgh: Edinburgh University Press. Czarniawska, Barbara (2004) Narratives in Social Science Research. London: Sage. DiMaggio, Paul (1983) The Iron Cage Revisited. Institutional Isomorphism and Collective Rationality. In American Socicological Review, no 48, pp 147-160. Gee, J. Paul (2000) Identity as an Analytic Lens for Research in Education. In Review of Research in Education. 2000. 25: 99-125. Hall, Stuart (1996) ”Introduction – Who Needs ’Identity’?” I Questions of Cultural Identity. Eds. Stuart Hall and Paul du Gay. London: Sage Publications. Talja, Sanna (1999) ”Analysing Qualitative Interview Data: The Discourse Analytic Method” I Library & Information Science Research, Volume 21, Number 4, pages 459-477. Thornborrow, Joanna (2002) Power Talk – Language and Interaction in Institutional Discourse. Harlow: Longman. Winther Jørgensen, Marieanne & Louise Philips (2000) Diskursanalys som teori och metod. Lund: Studentlitteratur.
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| 28. |
- Carlson, Marie, 1950, et al.
(författare)
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Immigrant women’s experiences of Employment based (EBV) and Intimate partner (IPV) violence (IWEV): On theory and practice in an Icelandic context
- 2019
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Ingår i: In Conference Program: Gender and Justice – Theory and Practice across Contexts Atlantic Initiative – Center for Security and Justice Research, October 28–31, 2019, Sarajevo, Bosnia and Herzegovina..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the wake of the 2018 #metoo revelations from immigrant women in Iceland, understanding the depth and prevalence of physical, racial, and psychological violence towards this vulnerable population is critical. Violence and discrimination against women through physical and verbal abuse in the workplace, intimate partner violence and sexual violence are major public health problems and direct violations of women's human rights. This project will give a more nuanced analysis regarding the experiences of these vulnerable women – both their experiences and the provisions available to them. The aim of the project is to explore the prevalence of work-place harassment and violence (EBV) and intimate partner violence (IPV) among immigrant women. While these two aspects of violence against women are significantly different, the stories shared indicate that both are commonplace in Iceland. Data has so far been collected through an online survey in several languages, anonymous narratives. This contribution will present a preliminary analysis of the narratives; some themes in the women's stories and how they describe service providers’ understanding of being immigrant women victims of violence. Also a critical discourse analysis of mass media and legal proceedings is ongoing in the project – the initial data from the discourse and legal analysis, will be presented as well. A legal analysis of how the laws relate to immigrants in the context of perceptions of the Nordic identity and how the immigrant status is impacted by the law and live in a liminal status due to immigration laws. Interviews with immigrant women and key stakeholders who provide services for women will take place later on in the project. As EBV and IPV are unstudied aspects of the immigrant experience in Iceland, it is imperative to describe and analyze hidden factors that reproduce and maintain values that legitimize use of power and control.
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| 29. |
- Carlson, Marie, 1950, et al.
(författare)
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Introduction - Chapter 1
- 2021
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Ingår i: Gender and Education in Politics, Policy and Practice. - Cham : Springer. - 9783030809010
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Abstract: The introduction frames the view of transdisciplinary research and conceptual framework of the book. The anthology brings together scholars from different countries/regions and discuss, deconstruct and problematize “gender and education” in relation to themes in a comparative, intersectional, local, national, regional and global perspective to provide a transdisciplinary frame by crossing disciplinary and methodological boundaries. The introduction outlines and develops key themes that underpin the collection of chapters of the book. Overarching themes include increased focus on policy, practice, cooperation and action/agency, increased emphasis on theorization and critique towards the dualisms (girl/boy, male/female, masculinity/femininity) and Anglophone and Western bias. The book explores the diversity of educational settings across the European and global context, from the formal and the informal, and ranging from early childhood to adult education. Empirical examples are from countries/regions: Croatia, Indonesia, Mozambique and South Africa, Turkey, UK and Nordic countries i.e. Denmark, Finland, Iceland, Norway and Sweden. The introduction will also pay attention to how authors use a wide range of theoretical perspectives and methodological approaches in order to bring to life how gender and education are relevant and needed concepts within the field of transdisciplinary research.
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| 30. |
- Carlson, Marie, 1950, et al.
(författare)
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”Introduction” i Education in ’Multicultural’ Societies. Turkish and Swedish Perspectives.
- 2007
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Ingår i: Education in ’Multicultural’ Societies. Turkish and Swedish Perspectives. Eds. Marie, Carlson, Fatma Gök & Annika Rabo. Transactions vol. 18. Stockholm: Swedish Research Institute in Istanbul.. - Stockholm : Swedish Research Institute in Istanbul. - 1100-0333. ; Vol. 18, s. 1-19
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 31. |
- Carlson, Marie, 1950, et al.
(författare)
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Introduktion
- 2008
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Ingår i: Uppdrag mångfald – Lärarutbildning i omvandling. Red. Marie Carlson & Annika Rabo. Umeå: Boréa Bokförlag. ; , s. 11-25
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 33. |
- Carlson, Marie, 1950
(författare)
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”Invandrarkvinna”, ”svensk” och ”jämställd”. Om kategoriell komplexitet och (o)synliggörande i utbildning, politik och arbete.
- 2017
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Ingår i: Tidskrift för Genusvetenskap. - 1654-5443. ; 38:3, s. 53-76
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Tidskriftsartikel (refereegranskat)abstract
- This article examines categorical complexity in terms of “immigrant woman”, ”Swedishness” and “gender equality” in relation to education, politics and work. The specific Swedish approach to gender equality has become an important marker, a national self-image and a certain “success story”, where binary classifications function as demarcations between “Swedes” and “the Other”. This article discusses distinctions, positionings and categorisations, which are repeatedly expressed in relation to education and work, not least in terms of the language course “Swedish for immigrants” (SFI) and its social orientation. The empirical data consists of policy and steering documents, textbooks, interviews and debates in various contexts such as in media and in Parliament. The main theoretical framework is critical discourse analysis. A deconstruction of ideas and identifying discourses related to the category “immigrant woman” is conducted together with a focus on the concept of “immigrant” – a category that tends to be unisexual. The analysis shows how gendered, culturalized and ethnified discourses are discerned throughout the history of SFI, from the1960s to the present, and how the constructions of the immigrant and the Swede are played out together with fostering attitudes. In particular, an ethnocentric and ideological gender equality discourse is linked to Swedish norms. Perceptions of the traditional and culturally bound immigrant woman are strongly emphasised in dominant discourses and an object that always is about to be changed, which the course participants sometimes show resistance to. The immigrant woman is also invisible in relation to work; she does not fit the constructed ”immigrant worker”, which consists of men, even though the majority of immigrant women are also working.
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| 34. |
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| 35. |
- Carlson, Marie, 1950, et al.
(författare)
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Kritisk läsning av pedagogiska texter - en introduktion
- 2011
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Ingår i: Kritisk läsning av pedagogiska texter - genus, etnicitet och andra kategoriseringar. - Lund : Studentlitteratur. - 9789144057057 ; , s. 15-46
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 36. |
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| 37. |
- Carlson, Marie, 1950, et al.
(författare)
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Multilingual Education in Sweden and beyond - A discussion on policy and practice with examples from an ethnographic study
- 2018
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Ingår i: JustEd International Research Conference Promoting Justice through Education Helsinki 22-23 May 2018.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In contemporary Sweden and since the nineties, beside Swedish as the main language, about 200 languages are spoken, most of these migrant languages. There are also five official minority languages. This contribution will provide a short overview of the new multilingual Sweden and present some definitions from the linguistic landscape. Likewise, some examples from the current language policy will be presented as well as some general results from the educational context. Despite good intentions, in practice various “gaps” occur. Some theoretical reflections of this discrepancy will be discussed; among other things: “linguicism”, deficit ideologies and policy as a process of interpretation. Several methods – e.g. discourse analysis, interviews, policy analysis, ethnographic studies – can be used to study these discrepancies. The linguistic landscape in the Swedish context has been even more visible and challenged after the 2015 migration wave. In this contribution, also some empirical examples from a research project, “Mapping of the Newcomers' Reception and Educational Situation and their transition in the School system in Sweden” will be presented and discussed. The project, an ethnographic study, focusing newly arrived migrant students’ learning in secondary school in eight different schools and about 15 classes. A specific focus is on models of teaching Swedish as a second language. Five researchers are involved and the empirical data contains of observations and interviews with teachers, language support tutors, headmasters and administrative directors at the municipality level. The theoretical framework is grounded in an ecological system theory and philosophies of culturally responsive teaching. The analysis from the project shows various models of teaching Swedish as a second language and diverse models of inclusion for newly arrived students in ordinary classes. Some models use direct inclusion or indirect inclusion in ordinary classes. Other models are more flexible with various forms of language support. The schools are very differently organized with multifaceted practices of interpretation of language policies and teaching. The various organizational models are highly dependent of the interpretations of language policies by the leadership in the local municipality as well as at the local school. This in turn means that newly arrived students will meet different possibilities in being successful in learning the new language in school. Furthermore, the research area of multilingualism is often very absent in the educational practice, which is also related to what kind of teacher education the teachers once attended. Has for example multilingualism as a perspective been present in their teacher education? All together the research project and our general presentation underlines the need for further education for teachers in multilingualism in the new multilingual Sweden – and this goes also for all subjects as all teachers have to deal with language education.
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| 38. |
- Carlson, Marie, 1950, et al.
(författare)
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Nationalism, gender and citizenship in pedagogical texts and education policy – Some examples from Turkey and Sweden
- 2013
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Ingår i: ECER 2013 (European Educational Research Association), Creativity and Innovation in Educational Research. 10-13 September, 2013 Istanbul, Bahcesehir University. ; Book of Abstracts ECER 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Public mass education has been widely used as a mechanism for socialization and disciplining of populations, but it has also attained more tasks than these. As we may see from numerous studies, it is used as an instrument for creating social change and realizing the process of nation building. Yet over the last decades, as globalization process became more and more influential, education and globalization also became interconnected in complicated ways. Education became a discursive battlefield where globalization is discussed in terms of more and more intensive economic, political and cultural linkages and geographical dependencies across great geographical distances. It came to be understood as a concrete weapon, or instrument, with whose help citizens (and their nations) became better equipped to handle globalization processes. Hence education is supposed to prepare citizens for a ‘new global world’ at the same time as that global world is making new demands on citizens’ compliance with regard to the nation. Our ongoing project, Future citizens in pedagogical texts and education policies – Examples from Lebanon, Sweden and Turkey, provides three national examples for a closer analysis of both the historical development of education and nation-building and more contemporary debates on globalization, nation, national development and the education of the ‘right’ citizen. However this paper will present results mainly from the Turkish case and some examples from Sweden for a comparison. The overall aim of the project is to examine, using a transnational perspective, how globalisation processes are expressed in educational policies and pedagogical texts. How is the ‘right’ citizen presented and depicted and what values are highlighted – at both national and global level? Whose history is made visible and what voices are heard? What groups or categories are identified? Two broader sets of issues will be highlighted in the paper: • How are the ’citizen’ and the citizen’s identity constructed in relation to place, nation, language, religion, ethnicity and gender in policy documents for schools and pedagogical texts? • How is the relationship between national and global perspectives treated in relation to the ’citizen’ in guidance documents for schools and pedagogical texts? Theoretically this project combines several fields of research: social science research on transnationalism, research on education and nation-building, education policy and forms of governance, research on textbooks and the globalization of education. Intersected insights provided by the studies on gender, nationalism, citizenship and, identity are used. Constructions of nationhood involve specific notions of manhood and womanhood, and discourses on nation and gender intersect and are constructed by each other in various ways. The overall theoretical/methodological framework of the project is linked to critical discourse analysis that provides tools for studying how the ‘citizen’ and different subject positions are constructed in both text and practice. The paper will focus mainly on Turkey and on how gender identities are narrated and attempted to be constructed with respect to the nation and the state. It will present some results from the analysis of education policies, educational documents and curricula in the later years of compulsory school. School textbooks within social sciences, history, geography, citizenship and religion textbooks are analyzed. Over and above textual analysis, interviews have also been conducted with educational bureaucrats and politicians. Teachers and authors of textbooks will be interviewed further on. For Turkey, over the last decades, globalization, and Europeanization processes have been quite influential. Concomitantly, there have been increasing reactions to such developments. A radical rise of a 'banal nationalism' in everyday-life has been witnessed. Nationalism, in fact, has been the hegemonic discourse in public education and naturalized through the constructions of femininity and masculinity. Nationalist discourses – a growing cultural racism since the 1990s – also occur in the Swedish context. A comprehensive curricula reform was realized 2005 in Turkey. It seems that the emphases on ethnic and/or cultural nationalism are set aside, and identity, difference, rights and individual are among the catchwords of new textbooks. However, a closer look at the “gender regime” shows that a more subtle analysis of the hidden discourses is necessary – the books show contradictions/contradictory messages. Although the division of labor seem to have a more gender equal nature; gender biases and an ethno-cultural nationalism continue to exist as among the layers of the discourses of the textbooks – in fact, both are interconnected. Ethno-cultural nationalism is also possible to discern in Sweden – in textbooks and steering documents, especially in relation to gender issues and immigrants.
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| 39. |
- Carlson, Marie, 1950, et al.
(författare)
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Neoliberalising adult education.
- 2019
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Ingår i: In Dahlstedt, Magnus & Andreas Fejes (eds.) Neoliberalism and Market Forces in Education. Lessons from Sweden.. - Oxon & NY : Routledge. - 9781138600881 ; , s. 123-137
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Bokkapitel (refereegranskat)abstract
- By drawing on the example of how the largest study association in Sweden, the Workers’ Educational Association (ABF), successfully competed for and won a large share of adult education in Gothenburg in the early 2000s, this chapter illustrates how values previously central to ABF were reshaped. Traditionally, ABF connected to Swedish popular education traditions of ‘bildung’ and the free, broad development of knowledge searching among its participants. By entering the competition for winning bids within adult education, ABF had to reorganise in order to better adapt to the market conditions. It, therefore, created a shareholding company that would be responsible for the adult education they won through procurement in Gothenburg. This area of ABF’s activities thus had to work under the same conditions, with the same logic, as any other business, ideologically shifting the focus from a view of a broader ‘bildung’ to a narrower economic focus on employability. The chapter is based on a policy ethnography in courses for immigrants, where the researchers participated also in teaching practice. Theoretically, a narrative approach is used and especially the teachers' situation is discussed; their reflections on increased bureaucracy, to perform and demonstrate “measurable” results and difficulties in sticking to previous values and knowledge views.
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| 40. |
- Carlson, Marie, 1950, et al.
(författare)
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Om spänningar i en marknadsorienterad SFI-utbildning.
- 2018
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Ingår i: Dahlstedt, M. & Fejes, A. (red.) Skolan, marknaden och framtiden.. - Lund : Studentlitteratur. - 9789144119960 ; , s. 93-111
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Bokkapitel (refereegranskat)abstract
- Kapitlet fokuserar på lärarprofessionen inom yrkesinriktad SFI (svenska för invandrare) hos ABF Vuxenutbildning, en upphandlad utbildning som drivs som ett bolag separerad från den i övrigt särskilt finansierade folkbildningen. Värdeförskjutningar har ägt rum generellt inom vuxenutbildningen som genomgått omfattande organisationsförändring – detta gäller också för ABF. Utbildningsanordnaren har att gestalta en utbildning som starkt präglas av ett marknadstänkande och ”arbetslinjen”, vilket får en rad konsekvenser för både kursdeltagare och lärare. Kapitlet grundar sig på en policyetnografi, där forskarna deltagit också i undervisningspraktiken. Teoretiskt används en narrativ ansats och särskilt lärarnas situation diskuteras; deras reflektioner kring ökad byråkratisering, att prestera och visa upp ”mätbara” resultat och svårigheter att hålla fast vid tidigare värdegrund och kunskapssyn. Generellt präglas kurserna av ett uttalat arbetsmarknadsperspektiv som dominerar såväl läromedel/pedagogiska texter som undervisningspraktik. Rådande marknadslogik har medfört att tidigare välfärdstänkande med dess public service-värderingar och jämlikhetsideal har ersatts av nyliberalismens fokusering på ”effektivitet”, ”konkurrens”, ”flexibilitet” och ”entreprenörskap”/”den självstyrande individen”.
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| 41. |
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| 42. |
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| 43. |
- Carlson, Marie, 1950
(författare)
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Social Media and learning/teaching styles – Experiences within transnational intra-Asian studies
- 2013
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Ingår i: 7th EuroSEAS (European Association for South East Asian Studies), the School of Social and Political Sciences of the Technical University of Lisboa, Portugal, 2-7 July, 2013. ; Book of Abstracts – 7th EuroSEAS
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Social media and learning/teaching styles – Experiences within transnational intra-Asian studies. This sub-study, conducted in Turkey, focus on how transnational students from Central Asia and China with scholarships from Turkish government discuss social mobility and visions for the future related to educational issues. All the students have attended courses in international relations at the Department of political science at Istanbul University. Six life stories have been collected. The paper specifically discusses the role social media played/plays in access to information on education abroad, and how social media is used in everyday life. Another topic discussed is how the students look upon learning/teaching styles in relation also to schooling in their "homelands". The results will be compared to the other sub-studies within the project, taking place in South/ and Southeast Asia as well as in United Arab Emirates. All researchers work with life stories linked to a broader context – a multi-sited interdisciplinary study in transnational contexts. The empirical material from the different sub-studies will be used contrastingly in a ”soft comparison”. This is expected to give mutually interpretative advantages. The material from the different sub-studies will also be used to generate new questions and discursive and social structures will be made visible through the comparative approach. Aspects of this “soft comparison” will also be discussed in the paper.
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| 44. |
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| 45. |
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| 46. |
- Carlson, Marie, 1950
(författare)
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Svenska för invandrare - brygga eller gräns? Syn på kunskap och lärande inom sfi-undervisningen
- 2003
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Undervisningen i svenska för invandrare har ofta fått symbolisera integrationspolitikens misslyckande - inte minst i mediadebatten. Men hur ses verksamheten av dem som själva ingår i den? Och vilken bild av Sverige är det som framträder i undervisningen? Dessa frågor är utgångspunkt för denna bok om sfi-utbildning. Författaren ger en tankeväckande analys av begrepp som ofta används i diskussionen: ”integration”, ”invandrare”, ”elev”, ”tradition”, ”modernitet”, ”jämställdhet”, ”medbestämmande” och ”demokrati”. "Det ”svenska” som norm är påtagligt. Och hur språkliga uttryck, kategoriseringar och idéer påverkar vårt sätt att tänka om kunskap och lärande. Styrdokument och läromedel har granskats, liksom hur SFI samspelar med omgivande institutioner och med samhällsutvecklingen. Kursdeltagare och utbildare berättar hur de tänker och resonerar om sfi-utbildningen. Boken, en något nedkortad version av Marie Carlsons avhandling, riktar sig till alla som är intresserade av språk, utbildning och etnicitetsfrågor och kan användas inom grund- och forskarutbildning på universitet liksom i fortbildning för olika yrkesgrupper.
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| 47. |
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| 48. |
- Carlson, Marie, 1950
(författare)
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“Swedish” Values and Norms in Language Courses and Social Orientation for Adult Migrants in Sweden: A Critical Analysis of Teaching Materials and Education since the 1960s.
- 2021
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Ingår i: Hildebrandt-Wypych, Dobrochna & Wiseman, Alexander W. (Eds.) Comparative Perspectives on School Textbooks – Analyzing Shifting Discourses on Nationhood, Citizenship, Gender, and Religion.. - London : Palgrave Macmillan. - 9783030687182 ; , s. 21-45
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Bokkapitel (refereegranskat)abstract
- This chapter is a critical review of “Swedish” values and norms in education over time for adult immigrants in Sweden, in language courses, SFI (Swedish For Immigrants) and in civic/social orientation. Values and norms are linked to a societal context and steering documents. During last years’ increase in refugee and migrant flows, a lively debate has arisen in various contexts, with controversy over what can be defined as “Swedish” values and norms and how these can best be transferred or communicated to new arrivals for better integration. Previously, there was a stronger emphasis on “multiculturalism” in various steering documents. In practice, however, steering documents, textbooks and teaching itself already contain many normative “Swedish” perspectives linked to ethnicity, gender and not least “Swedish” culture. Since 2010, social orientation for newcomers, which must now be separated from language teaching, has become increasingly homogenized in order to provide a national standard. Uniformity is expected in terms of both organization and content. The statute contains a number of defined standardized themes at the overall level. In this chapter, a critical, discourse-analytical perspective together with a narrative approach will examine what content is highlighted over time in policy documents and, above all, in educational material such as textbooks in relation to societal context and politics. The analysis shows how gendered, culturalized and ethnified discourses can be discerned over the years and how the constructions of the immigrant and the Swede play out together and fostering accompanying attitudes.
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| 49. |
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| 50. |
- Carlson, Marie, 1950
(författare)
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Tema: Flerspråkighet
- 2009
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Ingår i: Utbildning & Demokrati. - 1102-6472. ; Vol 18:NR 2, s. 3-9
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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