| 1. |
- Andersson, Sara, 1986, et al.
(författare)
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Elevskapets utmaningar: Ungdomar, motstånd och önskan om att lyckas i skolan
- 2020
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Ingår i: Educare - Vetenskapliga Skrifter. - : Malmo University Library. - 1653-1868. ; 2020:4, s. 136-157
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Tidskriftsartikel (refereegranskat)abstract
- School segregation has increased in Sweden during the last decades, and students from socio-economically disadvantaged groups ended up in schools with economic challenges as well as overall low goal achievement. The aim of this study is to illuminate how students in urban disadvantaged neighbourhoods relate to school. With an ethnographic approach, the study draws on fieldwork conducted in a junior high school, grade seven, using a combination of theories from Foucault and Goffman as theoretical frame for the analysis. The results indicate that the often described conflict between school and students from disadvantaged groups does not have to always occur. Teachers can use humour and youth culture to prevent the conflict to manifest. However, the central aspect of how students relate to school is the perceived position of disadvantage. Both school achievement and oppositional behaviour against school rules function as ways for students to distance themselves from this position. In conclusion, this study highlights the importance of teachers to counteract the conflict – a form of support – enabling students from disadvantaged groups to succeed in school and thus securing the opportunity for a more prosperous future.
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| 2. |
- Asplund Carlsson, Maj, 1948, et al.
(författare)
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"När han är arg är han turkisk". Identitetsskapande i Lin Hallbergs kompisbokstrilogi
- 2008
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Ingår i: EDUCARE. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; 4:1, s. 7-25
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Tidskriftsartikel (refereegranskat)abstract
- With a background in current theories of identification and identifying processes, our aim is to study how ideologies of identity interpellate children in narrative texts such as Lin Hallberg’s trilogy of Kompisboken, Bästisboken and Svikarboken. We study how the texts offer, mirror and perform various identities in their characterization of children and adults in a multicultural context. The issue is how the different characters are created through chains of articulation, of equivalence and difference, of properties, actions and performances. The four main child characters are construed around two dyads – male and female, native and foreign – and as well as the minor characters – parents and teachers – they display subject positions which are restricted and basically locked in a normative matrix. Thus, these texts do not afford children alternative identity constructions or resistance to stereotypical identities of gender or ethnicity.
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| 3. |
- Asplund Carlsson, Maj, 1948-, et al.
(författare)
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Spänning och äventyr som läromedel
- 2011
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Ingår i: Kritisk läsning av pedagogiska texter. - Lund : Studentlitteratur. - 9789144057057 ; , s. 49-68
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Asplund Carlsson, Maj, 1948, et al.
(författare)
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The Immigrant Child in the Pre-school curriculum
- 2007
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Ingår i: In R. S. New & Cochran, M. (Eds.), Early Childhood Education - An International Encyclopedia. - Westport, Connecticut, London : Praeger, Greenwood Press.
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Asplund Carlsson, Maj, et al.
(författare)
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Till vildingarnas land. Barnboksförfattaren besöker förorten
- 2013
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Ingår i: Nordisk Barnehageforskning. - : Nordisk Barnehageforskning. - 1890-9167. ; 6:7, s. 1-8
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Tidskriftsartikel (refereegranskat)abstract
- Title: Where “the wild things” are: An author of children’s books on a visit to the suburbs Abstract:Few studies have been carried out on children’s literature from a post-colonial perspective. In this article, we look closer at four picture books recently published in Sweden with the purpose of giving children from urban areas patterns of identification. The aim of our study is to see how the ‘suburb’ is articulated as a multi-accented sign. Three themes are elaborated in our analysis, i.e. loneliness and alienation, drug abuse and misery as well as small business occurrence. We also discuss the consequences for children in early years of an encounter with a distorted or alienated view of suburban culture.
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| 6. |
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| 7. |
- Bengtsson, Jenny, 1976, et al.
(författare)
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To ‘patch up’ or to ‘meet the needs’: navigating the politics and visions of ‘open school’ collaboration and equity work in urban areas in Sweden
- 2023
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Ingår i: Pedagogy, Culture & Society. - : Informa UK Limited. - 1468-1366 .- 1747-5104.
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores how school community collaboration is given meaning by municipally employed coordinators whose task is to organise collaboration between schools and other actors in urban areas in Sweden. Inspired by Carol Bacchi’s theorisation of the constitutive aspect of discerning problems, it examines how coordinators give meaning to the problems and challenges to which the initiative is intended to respond. The focus is on how coordinators rationalised the initiative and how they navigated and created directions within collaboration as practice across different areas of responsibility, such as school, leisure, and safeguarding work. Building on observations of coordinator meetings, interviews, and policy texts, the analysis shows how different rationalities and tensions permeated the collaboration, which, on the one hand, can be understood as something that added value and, on the other, as reinforcing a reduced or broken welfare system, while an overall rationality concerned making efforts for children and young people here and now.
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| 8. |
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| 9. |
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| 10. |
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| 11. |
- Garvis, Susanne, 1981, et al.
(författare)
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Understanding cultural specific pedagogy and practices within Swedish ECEC.
- 2019
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Ingår i: Globalisation, transformation and cultures in early childhood education and care: reconceptualisation and comparison. Faas, S., Kasüschke, D., Nitecki, E., Urban, M., Wasmuth, H. (Eds.). - London : Palgrave. - 9783030271190
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Bokkapitel (refereegranskat)
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| 12. |
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| 13. |
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| 14. |
- Hammarén, Nils, 1972, et al.
(författare)
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A home culture pedagogy? Problematising and developing the concept of intercultural education
- 2022
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Ingår i: Nordic Journal of Pedagogy and Critique. - 2387-5739. ; 8, s. 472-485
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we take as our starting point the argument that intercultural theory and, above all, intercultural education often focuses on people’s ideas, consciousness and attitudes. We argue that intercultural education has a bias towards cognitive structures as well as individualism. In parts of the intercultural research field, there is thus a lack of knowledge about how an intercultural dialogue can be understood based on interaction between people and the institutional and structural contexts in which they meet. The aim of this article is therefore to discuss how an intercultural dialogue can be understood from a social-psychological and sociological point of view. We argue that the dialogue in ‘actual’ meetings between people is not governed by ideas or attitudes, but by negotiations and interpretations that are situated. Furthermore, by introducing the concept of home culture, we discuss how this dialogue must also be put in relation to the present overall life situation, here and now, of all children/students, as well as to institutionally and socially active categorisations, routines and power relations, in order to develop fruitful, critical and relevant intercultural education.
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| 15. |
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| 16. |
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| 17. |
- Hammarén, Nils, 1972, et al.
(författare)
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Masculinity as a problem: An investigation into social work projects in Sweden targeting young men
- 2015
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Ingår i: Qualitative Social Work. - : SAGE Publications. - 1473-3250 .- 1741-3117. ; 14:4
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we report on a study that investigated the motives, interests, and positions of a number of participants in the field of social work and projects for men and equality in contemporary Swedish society. The material used was collected from an evaluation of a number of social projects in Swedish civil society that focused on men and boys. The common goal in these projects is to develop methods and tools that are usable in social work with men and boys. In the article, we will highlight eight of the projects included in the evaluation. The points of departure for these projects are often an agenda putting forward a problematic masculinity and focusing on men at risk of either harming themselves or others. The various social work projects use two different approaches to social work with men and boys. A number of projects tend to lean on “traditional” images of gender, using a compensatory approach to gender and society. Other projects are clearly inspired by a feminist movement among men and lean on a norm critical tradition with influences from, for instance, Judith Butler’s work. The results of the study call for a discussion of how social and economic conditions affect the understanding of masculinity. If the goal is to deconstruct homogenous gender categories, we have to emphasize the variety of gender constructions, identities, and power relations.
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| 18. |
- Hammarén, Nils, 1972, et al.
(författare)
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The school as crime scene: Discourses on degrading treatment in Swedish schools
- 2015
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Ingår i: Power and Education. - : SAGE Publications. - 1757-7438. ; 7:3, s. 272-288
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Tidskriftsartikel (refereegranskat)abstract
- There is a strong case for stating that during the past decades there has been a shift in perspective when addressing questions of how to handle and preserve social order in Swedish schools. As an institution that has focused on social order and education since the 1990s, the Swedish school system has also become an institution that focuses on social order in terms of law and legal issues. The overall purpose of the article is to explore in which contexts and in what ways degrading treatment is articulated in policy documents that relate to social order in Swedish schools. Methodologically, the authors use a discourse analytical approach. They study how contexts and articulations identified in policy documents relate to discourses of degrading treatment, and thus contribute to an understanding of how degrading treatment as a concept is constituted. Articulated in different contexts and in different ways, the results show that degrading treatment is constituted as a somewhat ambiguous concept – for example, social psychological perspectives are sometimes articulated within a legal discourse. Articulations of degrading treatment in policy documents cannot be comprehended as totally mutually dependent events, but rather as multiple and partly mutually independent events. Accordingly, the authors believe that the significance of degrading treatment is best understood as a conjunction of different articulations, contexts and interests. Additionally, the tendency of schools to treat degrading treatment increasingly as a crime has resulted in changing subject positions. The previous position of ‘the bullied pupil’ is now instead increasingly interpellated and moulded as ‘a victim of crime’.
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| 19. |
- Hellman, Anette, 1963, et al.
(författare)
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Children’s notions about inclusion, exclusion and diversity
- 2017
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Ingår i: Diversity and Social Justice in Early Childhood Education: Nordic Perspectives. - Newcastle upon Tyne : Cambridge Scholars Publishing. - 1443879665 ; , s. 92-110
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Bokkapitel (refereegranskat)
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| 20. |
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| 21. |
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| 22. |
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| 23. |
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| 24. |
- Johansson, Thomas, 1959, et al.
(författare)
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Policing the School: Dialogues and Crime Reports.
- 2019
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Ingår i: Policing Schools: School Violence and the Juridification of Youth. Lunneblad, J. (red.). - Cham : Springer. - 9783030186043 ; , s. 85-96
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Bokkapitel (refereegranskat)abstract
- Regarding criminality and subversive behaviour, young people are seen both as a risk group and as a security risk. Consequently, there is a need to investigate categorizations and definitions of young people ‘at risk’. This chapter is based on a study designed as two interlinked case studies. The cases consist of principals and school health teams working closely with young students in the school, on the one hand, and hand police officers, on the other. The purpose of this design is to allow us to discuss and analyse different professional views and attitudes regarding school violence. The results indicate that both school officials and the police have problems making a clear distinction between the offender and the victim. However, they also show a difference in how school professionals and police officers approach this diffuseness. Whereas the school professionals tend to work relationally and try to solve conflicts and violence through dialogue and interaction, the police officers primarily see their role as identifying perpetrators and crimes. Furthermore, the results reveal that both professional groups put more focus on policing segregated areas. The police put segregated areas under surveillance, targeting young people and defining them as potential suspects. The teachers in segregated areas also tend to use a more juridical approach to school violence, especially compared to teachers in more affluent middle-class areas.
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| 25. |
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| 26. |
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| 27. |
- Lunneblad, Johannes, 1970, et al.
(författare)
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A study of Swedish preschool directors’ perspectives on leadership and organization
- 2019
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Ingår i: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 189:6, s. 938-945
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Tidskriftsartikel (refereegranskat)abstract
- In the last decade, neo-liberal movements have entered parts of the Swedish society, bringing increased accountability and public management to preschool (catering for children aged 1–5 years). While early childhood education research has generally focused on preschool, children and teachers, few studies have explored the perspectives of preschool directors in contemporary times. This study helps fill this void by exploring the perspectives of eleven preschool directors about leadership and associated organization within Swedish preschools. Using content analysis, key findings suggest preschool directors take on many leadership roles within a preschool as they work with teachers, parents and upper administration leaders. The roles are sometimes conflicting and create unintended tension with teachers and parents as neo-liberal perspectives emerge.
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| 28. |
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| 29. |
- Lunneblad, Johannes, 1970, et al.
(författare)
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Becoming a ‘youth at risk’: how professionals conceptualise risk among young people in disadvantaged urban areas in Sweden
- 2024
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Ingår i: Critical and Radical Social Work. - 2049-8608 .- 2049-8675. ; 12:1, s. 75-88
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, the gap between prosperity and poverty has increased over the last three decades. As a result, groups of youth are forced to live a strictly limited life in segregation and poverty. Youth living in these circumstances are often viewed as being at risk. The purpose of this article is to investigate how different professional groups – specifically, police officers, social workers and school health teams – talk about and describe the risks that young people face when growing up in disadvantaged urban areas and the various measures taken to deal with those they define as ‘youth at risk’. The results point towards how being at risk is made intelligible in relation to specific socio-spatial and institutional contexts. However, there is an overall tendency to individualise and situate problems within the youth themselves, thus making young people growing up in disadvantaged urban areas responsible for their own vulnerability.
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| 30. |
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| 31. |
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| 32. |
- Lunneblad, Johannes, 1970, et al.
(författare)
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De kommer från nordost : om skolkonkurrens och elevidentitet i ämnet svenska som andraspråk
- 2009
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Ingår i: Utbildning och Demokrati. - Uppsala : Pedagogiska institutionen. - 1102-6472 .- 2001-7316. ; 18:2, s. 87-103
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- They come from the north-east. On competition between schools, and student identity in Swedish as a Second Language. Current educational policy in Sweden is characterized by individual choice. Many students who opt for city-centre schools are students with a first language other than Swedish, choosing a school where the majority of students speak Swedish as their first language. Our aim is to analyse the discursive practices discernible in the discourse about students of Swedish as a Second Language (SSL) in a city-centre school. The data are collected from an ethnographic inquiry undertaken in a compulsory school attended by children aged 10–12. The results show how a child’s identity as an SSL student is linked to a market view of education. The SSL student is not just one who has recently immigrated, as is stated in descriptions of the subject. Nor are all students offered education in SSL, since teachers and school leaders claim a lack of resources. In this discourse, SSL students are described as belonging to a category separate from the supposedly normal student. Students from suburban schools are described as substitutes for those living nearby. This has created a dilemma for the school, which risks losing its symbolic value as a “Swedish” school.
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| 33. |
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| 34. |
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| 35. |
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| 36. |
- Lunneblad, Johannes, 1970, et al.
(författare)
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En prövningens tid. : Om det nationella provet i svenska i Skolår 5
- 2010
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Ingår i: Pedagogisk forskning i Sverige. - Stockholm : Stockholms universitets förlag. - 1401-6788 .- 2001-3345. ; 15:2/3, s. 81-96
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Tidskriftsartikel (refereegranskat)abstract
- Stephen J. Ball har under senare tid diskuterat hur olika testprak-tiker kommit att dominera utbildningsdiskursen globalt och nationellt. På policy-nivå lyfts ofta de nationella proven fram som lösningen på många problem och har många olika syften. Proven skall fungera både diagnostiskt på individnivå, och ut-värdera måluppfyllelsen på nationell nivå. Dessutom skall de utgöra en kvalitetsindi-kator på skolnivå. I praktiken blir testerna en viktig del av ett kontrollsystem som reglerar hur tiden i skolan används och vad som blir innehållet i undervisningen. Testerna ingår i en »culture of performativity» som dominerar utbildningssystemet. Utifrån ett diskursanalytiskt angreppssätt visas hur denna kultur kommer till uttryck i vardagen i en svensk skolklass i år 5, när en del av det nationella provet i svenska genomförs. Studien är också policyetnografisk i det att intresset riktas mot hur poli-tiska mål och intentioner omsätts i skolans praktik. Läraren som iscensätter provet har ett ambivalent förhållningssätt till proven, men hon förbereder sig noggrant och hoppas att det skall gå bra för eleverna, samtidigt som hon ifrågasätter poängen med att genomföra proven. Under provsituationen har eleverna ett distanserat förhåll-ningssätt men uppträder som om de verkligen gjort provet då läraren frågar dem. Testningen får effekten att lärare och elever handlar som om testet var ett relevant och objektivt mått på elevernas kunskaper
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| 37. |
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| 38. |
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| 39. |
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| 40. |
- Lunneblad, Johannes, 1970, et al.
(författare)
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Fra velfærdsstat til boligselskab
- 2021
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Ingår i: Social Kritik Tidsskrift for social analyse & debat. - 0904-3535. ; 33:164, s. 26-31
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Tidskriftsartikel (refereegranskat)
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| 41. |
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| 42. |
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| 43. |
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| 44. |
- Lunneblad, Johannes, 1970, et al.
(författare)
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Från välfärdsstat till partnerskap. Om förskjutning av makt och ansvar i ”särskilt utsatta” stadsdelar
- 2022
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Ingår i: Arkiv. Tidskrift för samhällsanalys. - : Arkiv Forlag & Tidskrift. - 2000-6225 .- 2000-6217. ; 2022:14, s. 33-52
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Tidskriftsartikel (refereegranskat)abstract
- Sammandrag: Under de senaste decennierna har samhällets stödinsatser i de bostadsområden som idag går under beteckningen ”särskilt utsatta” ändrat karaktär. Staten har allt mer dragit sig tillbaka, polisiära prioriteringar har hamnat i förgrunden och kommunerna har i jakt på resurser riktat in sig på att skapa olika former av partnerskap och samverkansprojekt med bostadsföretag i de berörda områdena. Johannes Lunneblad och Ove Sernhede riktar i sin artikel blicken mot ett sådant projekt i Göteborg för att undersöka vad den nya inriktningen innebär. I Göteborg har det kommunala bostadsbolaget fått i uppdrag att ta huvudansvaret för att utveckla en långsiktig strategi för att eliminera alla ”särskilt utsatta” stadsdelar i staden från polisens lista. Modellen för insatserna är ett partnerskap mellan fastighetsägare, kommun och föreningsliv. Men när makten över olika lokala verksamheter på detta sätt flyttas från politikens domän blir frågor om maktfördelning och ansvarsutkrävande brännande. Artikeln belyser de konflikter och motsättningar som uppstår mellan olika intressen inom ramen för ett partnerskapsprojekt och frågar sig vad som händer när frågor om fattigdom och segregation omvandlas från att vara politiska frågor till att bli en angelägenhet för en företagskoncerns stadsutvecklingsambitioner.
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| 45. |
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| 46. |
- Lunneblad, Johannes, 1970
(författare)
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Hur firar de med barnen
- 2007
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Ingår i: Invandrare & Minoriteter. ; :2007/3, s. 5-8
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 47. |
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| 48. |
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| 49. |
- Lunneblad, Johannes, 1970
(författare)
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Integration of refugee children and their families in the Swedish preschool: strategies, objectives and standards
- 2017
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Ingår i: European Early Childhood Education Research Journal. - 1350-293X .- 1752-1807. ; 25:3, s. 359-369
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Tidskriftsartikel (refereegranskat)abstract
- This article is from a study about the integration of refugee children (aged one to five) and their families in Sweden. Refugee children and parents who have received a residence permit are entitled to be introduced into the Swedish society. One of the first encounters refugee children and families have with Swedish society is with the preschool. Many refugee families have been forced to leave their homes during difficult conditions. Those working with refugee children and their families may therefore encounter people who have endured trauma for example, while living in or fleeing from areas of violent conflict. The aim of this article is to explore the norms and aims that govern the educators’ strategies in the reception of refugee children and their families. The result reveals that different aims and strategies are used by the educators: (1) Culturally reflexive and flexible strategies aiming to empower; and (2) Fostering strategies aiming to teach the parents to adjust to routines and norms in the Swedish preschool. Ethnographic techniques were used to generate observational data, focusing on the educators’ everyday practices and concerns.
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| 50. |
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