| 1. |
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| 2. |
- Powell, Neil, et al.
(författare)
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Water Security in Times of Climate Change and Intractability : Reconciling Conflict by Transforming Security Concerns into Equity Concerns
- 2017
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Ingår i: Water. - : MDPI AG. - 2073-4441. ; 9:12
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Tidskriftsartikel (refereegranskat)abstract
- This paper considers how to achieve equitable water governance and the flow-on effects it has in terms of supporting sustainable development, drawing on case studies from the international climate change adaptation and governance project (CADWAGO). Water governance, like many other global issues, is becoming increasingly intractable (wicked) with climate change and is, by the international community, being linked to instances of threats to human security, the war in the Sudanese Darfur and more recently the acts of terrorism perpetuated by ISIS. In this paper, we ask the question: how can situations characterized by water controversy (exacerbated by the uncertainties posed by climate change) be reconciled? The main argument is based on a critique of the way the water security discourse appropriates expert (normal) claims about human-biophysical relationships. When water challenges become increasingly securitized by the climate change discourse it becomes permissible to enact processes that legitimately transgress normative positions through post-normal actions. In contrast, the water equity discourse offers an alternative reading of wicked and post-normal water governance situations. We contend that by infusing norm critical considerations into the process of securitization, new sub-national constellations of agents will be empowered to enact changes; thereby bypassing vicious cycles of power brokering that characterize contemporary processes intended to address controversies.
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| 3. |
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| 4. |
- Grubbström, Ann, et al.
(författare)
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Persistent norms and the #MeToo effect in Swedish forestry education
- 2020
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Ingår i: Scandinavian Journal of Forest Research. - : Informa UK Limited. - 0282-7581 .- 1651-1891. ; 35, s. 308-318
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on the persistence of gender inequality in Swedish forestry education. The many strategic documents stand in contrast to the experienced inequalities depicted in the forest sector's #MeToo movement. Both #slutavverkat and the open letter, written by female students, describe harassment and sexist behaviour. Theories about the culture of silence and bystander behaviour - are used to analyse the continuation of the norms that make harassment possible. Through an analysis of focus groups and interviews, we identify mechanisms that allow for the continuation of gender inequality. It is shown that strong traditions and hierarchical relations between students have contributed to the continuation of the culture of masculine domination. This culture has been allowed to flourish in hidden arenas such as the student union and social media, often in the form of sexist jokes that have been tolerated. Leadership at different levels has formulated measures to promote gender equality, but at the same time has failed to hear and react sufficiently to discrimination. This has in turn contributed to women's silence. #slutavverkat and the open letter have led to increased awareness, but remaining challenges include the barriers that prevent bystanders from acting in a more prosocial way.
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| 5. |
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| 6. |
- Joosse, Sofie, et al.
(författare)
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Critical, Engaged and Change-oriented Scholarship in Environmental Communication. Six Methodological Dilemmas to Think with
- 2020
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Ingår i: Environmental Communication. - : Informa UK Limited. - 1752-4032 .- 1752-4040. ; 14, s. 758-771
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Tidskriftsartikel (refereegranskat)abstract
- While calls for critical, engaged and change-oriented scholarship in environmental communication (EC) abound, few articles discuss what this may practically entail. With this article, we aim to contribute to a discussion in EC about the methodological implications of such scholarship. Based on our combined experience in EC research and drawing from a variety of academic fields, we describe six methodological dilemmas that we encounter in our research practice and that we believe are inherent to such scholarship. These dilemmas are (1) grasping communication; (2) representing others; (3) involving people in research; (4) co-producing knowledge; (5) engaging critically; and (6) relating to conflict. This article does not offer solutions to these complex dilemmas. Rather, our dilemma descriptions are meant to help researchers think through methodological issues in critical, engaged and change-oriented EC research. The article also helps to translate the dilemmas to the reality of research projects through a set of questions, aimed to support a sensitivity to, and understanding of, the dilemmas in context.
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| 7. |
- Klocker Larsen, Rasmus, et al.
(författare)
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Towards a Learning Model of ICT Application for Development : Lessons from a networked dialogue in Sweden
- 2010
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Ingår i: Information, Communication and Society. - : Informa UK Limited. - 1369-118X .- 1468-4462. ; 13, s. 136-150
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a two-day workshop held in Sweden (7-8 April 2008) to bring together researchers and professionals to share insights and experiences in the application of information and communication technology (ICT) to sustainable development (SD). The third in a series of events sponsored by the Swedish Program for Information and Communication Technology in Developing Regions (SPIDER), this workshop was aimed at fostering experience sharing among participants, creation of opportunities for formulating new project and research ideas, and enabling the formation of new partnerships. The focal point of the workshop was the conjunction of ICTs, environment, and development. Beginning with pre-workshop conversations via a blog page, the workshop promoted involvement of participants in active exchanges and dialogue through the use of open space processes. Workshop discussions revolved around questions of power and equity, poverty reduction, collective learning, and private sector involvement. The workshop was intended to encourage development organizations to explore alternatives to the traditional deployment approach to ICTs. Workshop participants reflected on the challenges and opportunities of shifting to a systemic learning approach for applying ICTs to SD. A systemic learning model is outlined as a means to enable more effective use of ICTs by balancing technical knowledge with insights into the context and history of the stakeholders and their field of application.
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| 8. |
- Powell, Stina, et al.
(författare)
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‘Are we to become a gender university?’ Facets of resistance to a gender equality project
- 2018
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Ingår i: Gender, Work and Organization. - : Blackwell Publishing Ltd. - 0968-6673 .- 1468-0432. ; 25:2, s. 127-143
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Tidskriftsartikel (refereegranskat)abstract
- Gender equality (GE) is something ‘we cannot not want’. Indeed, the pursuit of equal rights, responsibilities and opportunities for all women and men throughout a society freed from gendered oppression is widely visible in recent organizational GE initiatives. In practice, however, GE initiatives often fail in challenging gendered norms and at effecting deep-seated change. In fact, GE measures tend to encounter resistance, with a gap between saying and doing. Using a GE project at a Swedish university, we examined the changing nature of reactions to GE objectives seeking to understand why gender inequality persists in academia. We used ‘resistance’ to identify multiple, complex reactions to the project, focusing on the discursive practices of GE. Focusing our contextual analysis on change and changes in reactions enabled a process-oriented analysis that revealed gaps where change is possible. Thus, we argue that studying change makes it possible to identify points in time where gendered discriminatory norms are more likely to occur. However, analysing discursive practices does not itself lead to change nor to action. Rather, demands for change must start with answering, in a collaborative way, what problem we are trying to solve when we start a new GE project, in order to be relevant to the specific context. Otherwise, GE risks being the captive of consensus politics and gender inequality will persist.
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| 9. |
- Powell, Stina
(författare)
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Gender equality and meritocracy : contradictory discourses in the Academy
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis examines how gender equality measures and discourses are reconciled with notions of merit in academia. Gender equality is often defined as equal rights for women and men and has become a widely accepted political goal and vision. Meritocratic principles build on the assumption that everyone, regardless of gender, class, race and sexuality, has the same opportunities to advance provided they are sufficiently hardworking and intelligent. Meritocratic principles thus build on the assumption that objective evaluations are possible. Along these lines, inequalities in academia are a natural outcome and not the result of discrimination. However, feminist studies have shown that meritocratic practices fail to reach these objective evaluations and that gendered norms influence who is considered merited and not. This awareness of discrimination leads to academic organisations being required to act upon inequalities and ensure that gender equality measures are taken, despite the strong conviction that meritocracy is already in place. Thus, we have two contradictory discourses that have to be reconciled in order to co-exist in academia. Through which processes does this reconciliation take place? With a view to answering this, I examine a gender equality project at the Swedish University of Agricultural Sciences, SLU. The material includes interviews, focus-group interviews, surveys, participant observations and literature reviews. The research methodology is based on action research and the analysis on relational and critical discourse analysis. The research finds that meritocracy and gender equality are reconciled through three processes 1) by creating the gender inequality discourse as a matter for the individual, not the organisation 2) through depoliticisation of gender equality where administration rather than inequalities are in focus and 3) through a process of decoupling where gender equality is separated from the permanent organisation. These processes make it possible for meritocracy and gender equality to co-exist as two important principles of academic practice, despite their contradicting values. However, this separation of discourses contributes to the persistence of inequality in academic organisations. Further, these three processes work to silence counter discourses on gender equality that have become visible in the Gender Equality Project.
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| 10. |
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| 11. |
- Powell, Stina, 1973-, et al.
(författare)
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Integrating gender perspectives on teaching and subject content at a natural science university in Sweden
- 2013
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Ingår i: International Journal of Gender, Science and Technology. - 2040-0748. ; 5:1, s. 52-61
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Tidskriftsartikel (refereegranskat)abstract
- This article describes an action research project aiming at integrating gender and norm critical perspectives into teaching and subject content at a predominantly natural science university in Sweden. At this university there is an uneven gender balance of students in the education programs. This is perceived by students and teachers as problematic. But rather than initiating activities aiming at a 50-50% distribution of the sexes represented in the classroom, this specific project focused on increasing awareness of gender and norm critical perspectives on teaching in order to ameliorate the study environment. University teachers were the main target for the intervention. The project was conducted by 1) investigating teachers' and students' experiences, attitudes and needs related to gender equality in education, 2) grounding the project in the existing university structure, 3) performing interventions, i.e. holding courses 4) evaluating outcomes and enabling visions for future continuation and 5) presenting outcomes and visions to responsible committees at the University. This project shows that it is possible to integrate gender and norm critical perspectives on teaching and subject content into natural science education. The article discusses and critically reflects on the implementation process of the project and its strengths and challenges.
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| 12. |
- Powell, Stina, et al.
(författare)
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Leading gender equality change in higher education–the case of forestry
- 2023
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Ingår i: Journal of Agricultural Education and Extension. - 1389-224X .- 1750-8622. ; 29, s. 199-216
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: The aim of this article is to examine the role of formal and informal leadership for advancing gender equality in forestry education. Methodology: The article builds on empirical material from focus group interviews and semi-structured interviews with students, teachers and leaders at an agricultural university in Sweden. Findings: The article finds that leadership for gender equality is not exclusively the role of formal leaders. We show that students and teachers, together with the formal leaders at the university, all expect others to take responsibility while expressing uncertainty about their own opportunities to effect change. Still, teachers appear as a group with great potential to make a difference. Practical Implications: The article reveals a need for case-based research to clarify issues of gender equality in education and, in particular, how change might happen and who is expected to lead it. We suggest that higher education institutions address this ambiguous division of responsibilities. Theoretical Implications: The role of formal leadership in gender equality change is continuously stressed in research, policy and practice. We have broadened the definition of leadership in this context beyond formal leadership, and we highlight, for example, teachers and professionals as role models and agents of change. Originality/Value: The study generates important insights about why gender equality work often fails in higher education, and in particular in the male-dominated forestry sector. It also sheds light on the value of comprehensive case study research.
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| 13. |
- Powell, Stina, et al.
(författare)
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Putting grant/d terms to work: from promise to practice in inter- and transdisciplinary research projects
- 2024
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Ingår i: Discover Sustainability. - 2662-9984. ; 5
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Tidskriftsartikel (refereegranskat)abstract
- Sustainability research is increasingly based on inter- and transdisciplinary research approaches (IDR and TDR). In this article, we examine how grant terms (used in grant proposals for IDR and TDR projects) are put into practice. We analyzed three research projects to study how TDR and IDR are performed and why, and what we can learn for sustainability research. From a feminist perspective and using a conceptual framework including empty signifiers, comfort words and non-performativity we explore the difficulty of performing the terms, and the risk that they remain merely grand terms, promising and useful for proposals, but not guiding everyday research practice. Based on the analysis, we present seven patterns that complicate performing the terms. We suggest that these patterns can be helpful for other researchers developing their TDR and IDR research practice.
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| 14. |
- Powell, Stina, et al.
(författare)
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The conundrums of formal and informal meritocracy: dealing with gender segregation in the academy
- 2022
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Ingår i: Higher Education. - : Springer Science and Business Media LLC. - 0018-1560 .- 1573-174X. ; 83, s. 969-985
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Tidskriftsartikel (refereegranskat)abstract
- Despite the academy's commitment to the idea of meritocratic and fair principles in recruitments, promotions, student admissions and progress, gender segregation and gender inequalities continue to trouble universities worldwide. Through case-studies of two education programs at a Swedish university, we investigate how processes of formal merit, both formal (required for admission such as high grades) and what we identify as informal merit (needing to act in particular ways once admitted) work to obviate or reproduce gender-segregation. We analyze how everyday gendering processes in the classroom play a central role in what gets constructed as merit. Changing notions of merit during the period of study can hamper possibilities for ending gender segregation in HE or open up for ways to circumvent it. We show that a complex and ongoing construction of informal merit can restrain students from minority groups (in relation to gender, but also ethnic background, socioeconomic position, or sexuality) to enter, and importantly, remain in the program. At the same time, new ways of addressing the subject itself provides potential openings. We argue that in order to achieve gender balance at universities, it is urgent to understand how informal and formal merit interplay once students have joined the university and importantly also when they have made the leap and broken with gender segregated education choices.
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| 15. |
- Powell, Stina, et al.
(författare)
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The ethics of political correctness
- 2016
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Ingår i: Social science research ethics for a globalizing world. - 9780415716222 ; 16, s. 61-77
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Bokkapitel (refereegranskat)
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| 16. |
- Powell, Stina, et al.
(författare)
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Vem ska leda jämställdhetsarbetet inom akademin? : en studie av jägmästarprogrammet vid SLU
- 2021
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Ingår i: Tidskrift för Genusvetenskap. - 1654-5443 .- 2001-1377. ; 42, s. 78-98
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Tidskriftsartikel (refereegranskat)abstract
- The forestry sector has been associated with a strong negative masculine culture. With the sector’s own #metoo call in 2017–2018, it became apparent that sexism and discrimination are still prevalent, and that more needs to be done to change the situation for those studying and working in the sector. Calls for stronger leadership is frequently heard, arguing that without the leadership on board, little can be done to change negative norms and practices. The aim of the study is to, through focus groups and interviews, examine how university leadership, teachers and students in the forest master program at the Swedish University of Agricultural Sciences view the role of formal and informal leadership in contributing to a more gender equal education. Our analysis shows how questions of who is to lead change is embedded in layers of ideas of responsibilities, expectations and insecurities and how these ideas move around in the organisation. Formal leaders want to prioritise gender equality, but are at the same time reluctant to take on the leadership. Students and teachers expect that formal leaders clearly express that they prioritise gender equality and act accordingly. Teachers appear as central agents of change, but their role is difficult and contradictory. On one hand, teachers are asked to talk about and react to gender (in)equalities in the classroom. But, on the other hand, SLU often bring in external lecturers and experts to speak about gender equality, which signals that it is not the job or competence of university teachers to engage with and handle these issues. Moreover, our study shows that professionals are important as role models for a more gender equal forestry sector. They can give support and an idea of what the students future work life could look like in a gender equality perspective.
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| 17. |
- Westberg, Lotten, et al.
(författare)
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Participate for Women's Sake? : A Gender Analysis of a Swedish Collaborative Environmental Management Project
- 2015
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Ingår i: Society & Natural Resources. - : Informa UK Limited. - 0894-1920 .- 1521-0723. ; 28:11, s. 1233-1248
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Tidskriftsartikel (refereegranskat)abstract
- Collaborative approaches have become increasingly evident in policies governing environmental management. However, realizing these approaches has proven to be challenging. In this article we discuss why this is the case by using a gender-theoretical lens. By attending to prevailing norms of masculinity and femininity within Swedish environmental agencies, we gain understanding about what implications these norms have for working collaboratively. Our findings suggest that these organizations are gendered, leaving women administrators with lower status tasks, not in line with the traditional scientific expert roles valued in these organizations. The gender of administrators are thus both a cause and effect: The status of collaborative projects is low in the natural resource management organization, which leads to administrators having low status getting appointed these projects, which in turn reproduces the view of these projects as less important. Our findings contribute to the discussion on problems of realizing collaborative environmental policies.
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