| 1. |
- Bolander, Eva, 1978-
(författare)
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Risk och bejakande : Sexualitet och genus i sexualupplysning och sexualundervisning i TV
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Denna studie undersöker hur sexualupplysning och sexualundervisning i TV producerar, reproducerar och utmanar föreställningar om sexualitet och genus. Det empiriska materialet består av tre programserier från Utbildningsradion samt två säsonger av Fråga Olle i Kanal 5. Programmen producerades och sändes mellan 1998 och 2004. De teoretiska utgångspunkterna utgörs av genus- och queerteori, där genus och sexualitet betraktas som producerade genom diskurs. Analysen visar hur programmen använder sig av två olika men sammanlänkade perspektiv. Det första är ett bejakande perspektiv där sexualitet presenteras på ett positivt sätt. Det andra är ett riskperspektiv, där faror och negativa aspekter av sexualiteten framhålls. Analysen visar vidare hur programmen bidrar till en rangordning av olika sexuella identiteter och praktiker, där somliga framstår som vanliga, naturliga och önskvärda, samtidigt som andra görs till annorlunda, onaturliga eller äckliga. Heterosexualitet och det heterosexuella vaginala samlaget innehar en normerande position genom att de är ständiga föremål för diskussion, men utan att namnges. Istället är det annorlunda eller oönskade sexuella identiteter och praktiker som benämns explicit, t. ex. problematiseras penetrerande analsex. Till skillnad från heterosexualitet namnges homosexualitet och görs till föremål för specifika program och programpunkter.
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| 2. |
- Fredriksson, Kristina
(författare)
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Drama som pedagogisk möjlighet : En intervjustudie med lärare i grundskolan
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to develop insights about what meaning teachers ascribe to their work with drama in education. Based on a socio-cultural perspective drama is seen as a tool for learning. Another point of departure is the Swedish National curriculum, which states that aesthetic learning processes should be an integrated part throughout compulsory education. The data for the study consists of interviews with eleven primary school teachers.The qualitative analysis shows a variation in how the teachers perceive drama. Drama can be used for example to illustrate different factual knowledge or to explore and create meaning in relation to a human dilemma or a complex subject matter. The working methods vary from focusing the artistic dimension of drama to giving the art form minor or no importance at all.The findings indicate, in line with previous studies, that drama is mainly used to work with the school's social goals, like creating a friendly atmosphere and prevent bullying. The findings also show that teachers find it difficult to integrate drama in their everyday teaching. One obstacle which is pointed out is the fact that in Swedish compulsory schools drama does not have its own curriculum and thus is not included in the schedule. Other explanations are that many teachers experience that they have insufficient drama skills and lack of time for drama work, depending on the school's focus on measurable knowledge and goals to be achieved.The conclusion is that drama can allow meetings where different stories can be viewed from several perspectives and be an opportunity for greater understanding and deeper knowledge. Drama can also be dismissed because it is not real and drama can be used in a fostering way, to direct students towards a desirable behavior. In other words, drama can be described as a multifaceted and powerful educational tool.
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| 3. |
- Bengtsson, Jenny
(författare)
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Jag sa att jag älskade han men jag har redan sagt förlåt för det : Ålder, genus och sexualitet i skolans tidigare år
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- I denna studie undersöks hur föreställningar kring normalitet kommer till uttryck och förhandlas i de vardagliga praktikerna i skolans tidigare år. I särskilt fokus är normer kring ålder, genus och sexualitet. Det empiriska materialet är skapat genom deltagande observation och intervjuer med elever och lärare i två klasser i två skolor (årskurs 2 och 3). I studien används poststrukturalistiska teorier för att belysa hur makt verkar i det vardagliga, både i att göra begriplighet och meningsfullhet men också att definiera avvikelser och normalisera utanförskap och underordning. Analysen visar hur elever och lärare iscensätter och ifrågasätter olika förväntningar på hur man ska vara och agera som barn, vuxna, elever, lärare, flicka, pojke, etcetera. Detta "görande" av normer kopplas i studien till skapandet av olika tillhörigheter, formella och informella miljöer, skillnader mellan lektioner och raster, klassrum och omklädningsrum eller mellan allvar och skratt. Studien visar att sådana växlingar ger utrymme för förhandlingar och utmaningar i vad som kan betraktas som osäkra ormråden eller gränsland. Genom att rikta fokus mot hur normer samverkar visar studien vidare att utmaningar och ifrågasättanden av normer kring genus och sexualitet riskerar att trivialiseras i relation till elevernas position som barn. Detta innebär att även om normerna verkar som gränser för det möjliga och önskvärda, kan man inte likställa utmaningar och överskridande av gränser med omvandling av normer. Studien hävdar således att pedagogiskt arbete som syftar till att problematisera hur normer upprepas och utmanas i skolan måste överväga tvetydigheter och osäkra som en del av att skapa hierarkiska ordningar.
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| 4. |
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| 5. |
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| 6. |
- Bodén, Linnea, 1981-
(författare)
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Present absences : Exploring the posthumanist entanglements of school absenteeism
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study is to explore how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. How is the phenomenon of school absenteeism produced when absences and presences are digitally registered? How does the phenomenon of school absenteeism emerge when both human and nonhuman entanglements are included in the apparatuses of knowing?Through a posthumanist approach, the study engages empirically with two types of software for the registration of absences and presences at three Swedish schools. The results show that digital registration blurs the division between absences and presences, and queers what is absent and what is present. Digital registration produces school absenteeism as a phenomenon for all students every day, and at the same time as mainly for the students who are present most of the time. A conclusion that is drawn from the study is that digital registration makes absences present, by the visualization and performative repetition of the registration. The study points to how school absenteeism is always ‘in the making’, and proposes the concept of school absenteeing as a productive way to open up new possibilities in relation to students’ absences.
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| 7. |
- Brännström, Malin, 1984, et al.
(författare)
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"Han är lite av en gåta för oss". Begripliggöranden av elever med kort skolbakgrund.
- 2019
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Ingår i: Utbildning och Demokrati. - 1102-6472. ; 28:1, s. 7-28
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Tidskriftsartikel (refereegranskat)abstract
- “He is a bit of a mystery to us” – making students with limited educational background intelligible. According to policy and research, newly arrived students with limited educational backgrounds struggle in relation to school demands. Drawing on interviews and observations from three compulsory schools, the article analyses how these students and their school performances are made intelligible, i.e. recognisable within the framework of the school as an institution. The results show how students’ school difficulties are often constituted as enigmatic by the school staff, who articulate them in different ways: as being dependent on the students’ cultural background and/or cognitive ability or on the students’ limited educational background. We argue that although all these understandings to some extent place the problem within the individual student, they produce different subjectivations, since the last explanation also constitutes the problem in relation to the school’s organisation.
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| 8. |
- Dahlstedt, Magnus, et al.
(författare)
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Systemet med fritt skolval måste bytas ut
- 2018
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Ingår i: Svenska Dagbladet.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Ökad segregation och deprofessionalisering av läraryrket är några av effekterna av det fria skolvalet. Nu krävs en grundlig utredning med siktet inställt på att hitta alternativ till nuvarande marknadssystem, skriver ett flertal forskare.
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| 9. |
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| 10. |
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Education and Political Subjectivity in Neoliberal Times and Places : Emergences of norms and possibilities
- 2016. - 1
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Education and Political Subjectivities in Neoliberal Times and Places investigates the conditions and possibilities for political subjectivities to emerge in international educational contexts, where neoliberal norms are repeated, performed and transformed.Through demonstrating the possibility of political subjectivities, this book argues that neoliberalism should neither be considered post-political, nor a natural law by which educational practices have to abide.This book considers how political subjectivities are made possible in education in spite of dominant neoliberal norms. Chapters address key theoretical discussions surrounding these different, sometimes contradicting, norms and their relationship to education, economy and politics. This innovative approach considers diverse educational and political initiatives in the wake of new public management, postcolonial perspectives on neoliberal education, and educational practices and critical possibilities. The book advocates understanding and enacting democracy as an experiment, based on the conception that democracy is constantly constructed and constitutes a transformative process in society in general as well as in education. This book advances the argument that there is still room for political subjectivity in spite of the dominance of neoliberal educational governance. It will appeal to researchers, academics and postgraduate students in the fields of higher education, education policy and politics, sociology of education and comparative and international education, as well as those interested in neoliberalism, new public management, and inequality.
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| 11. |
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Education and Political Subjectivity in Neoliberal Times and Places : Emergences of norms and possibilities
- 2017
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Education and Political Subjectivities in Neoliberal Times and Places investigates the conditions and possibilities for political subjectivities to emerge in international educational contexts, where neoliberal norms are repeated, performed and transformed. Through demonstrating the possibility of political subjectivities, this book argues that neoliberalism should neither be considered post-political, nor a natural law by which educational practices have to abide. This book considers how political subjectivities are made possible in education in spite of dominant neoliberal norms. Chapters address key theoretical discussions surrounding these different, sometimes contradicting, norms and their relationship to education, economy and politics. This innovative approach considers diverse educational and political initiatives in the wake of new public management, postcolonial perspectives on neoliberal education, and educational practices and critical possibilities. The book advocates understanding and enacting democracy as an experiment, based on the conception that democracy is constantly constructed and constitutes a transformative process in society in general as well as in education. This book advances the argument that there is still room for political subjectivity in spite of the dominance of neoliberal educational governance. It will appeal to researchers, academics and postgraduate students in the fields of higher education, education policy and politics, sociology of education and comparative and international education, as well as those interested in neoliberalism, new public management, and inequality.
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| 12. |
- Eidevald, Christian, 1973-
(författare)
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Det finns inga tjejbestämmare : Att förstå kön som position i förskolans vardagsrutiner och lek
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Previous research studies have shown that in their address and behaviour towards girls and boys, pre-school staff apply stereotyped gender concepts, thus reinforcing rather than challenging stereotypes. The present thesis therefore focuses on which of children’s positions that are accepted or that face resistance from the staff. In this way, children’s gender-based "identity-formation" can be critically analyzed based on different possible descriptions of how it is to be a girl or a boy, and what unaware assumptions about gender representations that in this way may be made in different ways by both children and adults.The theoretical point of departure is feminist poststructuralism; and the analysis focuses on variations found between the groups of girls and boys, as well as within these groups, and within individuals. The empirical data consists of video-taped sessions from two teams working with children aged 3-5, and focus groups interviews with the adult. Then different "readings" of the empirical material have been conducted based on different assumptions (discourses); i.e. assuming that girls and boys "really" are different or equal, different behaviours will appear as more or less obvious and natural. By showing that several different discourses are present at the same time, gender-based "identity-formation" is described as a very complex process. The analyzed situations show that girls and boys in pre-school are defined and treated in stereotyped ways, however, there is a large hidden variation of how different girls and different boys positions themselves in different contexts. Pre-school teachers thus work actively to distinguish between girls and boys based on how they are being perceived as either girls or boys. Teachers’ expectations then become decisive of how different children are addressed and treated in different situations. To conclude, the pedagogical consequences of this are discussed with regard to gender equality work in which also alternative discourses are formulated.
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| 13. |
- Elfström Pettersson, Katarina
(författare)
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Playing a part in preschool documentation : A study of how participation is enacted in preschool documentation practices and how it is affected by material agents
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the present study is to explore how children’s participation is constructed and enacted in preschool documentation and what kinds of activities evolve between teachers, children and material objects in preschool documentation practices. The study is based on videorecorded observations of teachers and children documenting different preschool activities in two preschool groups. The video observations are analysed using theoretical perspectives on power relations, governmentality, documentality and agentic realism. The results are presented in two research articles. The results show the complexity of children’s participation in preschool documentation practice. In the first article two different documentation methods, with different theoretical underpinnings, were used in the preschool: portfolio and pedagogical documentation. The results show that, regardless of documentation method, children’s participation varied from attendance to involvement and influence, which can be seen as two ends of a power relation. Power relations between teachers and children also varied between situations as well as within individual situations. The result of the second article shows that children’s participation in preschool documentation practices, as well as the documentation itself, was affected and controlled not only by the humans present, but also by different material agents, such as photos and colour-coded labels. Taking material agents into account allows for a broader understanding of documentation practices, which in turn could open up for new forms of children’s participation in preschool documentation.
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| 14. |
- Elfström Pettersson, Katarina, 1959-
(författare)
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Production and Products of Preschool Documentation : Entanglements of children, things, and templates
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The objective of the present study is to produce knowledge about how children, things, documents, computers, teachers, templates and other entities take part in and produce documentation in preschool systematic quality development work. The thesis asks questions about how and what is produced as quality in preschool documentation. Through a posthumanist agential realist approach, the study engages empirically in video recordings of preschool documentation practices from one Swedish preschool, and in documentation from four other Swedish preschools.The results, presented in four articles, show that documentation practice is complex and entangled with a variety of entities, human and non-human, and spaces and time. The study shows how children’s participation in production of documentation does not depend on which documentation method is used. In the study, objects such as computers, images and coloured labels, together with teachers’ attitudes and agendas, have an impact on the way that children are involved in producing documentation. The results also show that the products of documentation, intra-acting with a local template, with past and present preschool traditions and policies, produce rather than represent certain elements of quality such as teachers’ actions, children’s interests and thematic work. The thesis produces knowledge about how the focus of preschool documentation shifts away from individual children and towards teachers’ activities, and creates possibilities for what preschool practices and quality may become.
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| 15. |
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| 16. |
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| 17. |
- Fredricson, Annelie Maria, 1953-
(författare)
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Barnträdgårdens didaktik : Kontinuitet och förändring i talet om material och arbetssätt i tidskriften Barnträdgården 1918-1945
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis, which touches on the fields of preschool didactics and history of education, deals with a specific period of the kindergarten movement’s history. With the foundation of the Swedish Fröbel Association’s journal Barnträdgården (Kindergarten), knowledge and ideas about the kindergarten movement and its activities could be disseminated to kindergarten teachers in Sweden and throughout the Nordic region. The thesis studies the journal from its first year of publication in 1918 until 1945, in order to analyse its content regarding how materials and working methods used in kindergartens should be designed and used. The theoretical point of departure for the thesis is a narrative inquiry approach. Using thematic close readings, content analyses have been performed to demonstrate how the journal balanced the variation, contradictions and complexity of the movement’s development during that period. By analysing how the content of Barnträdgården advanced the discourse on materials and working methods, the thesis thereby contributes to the knowledge from previous studies of preschool didactics and its development. The thesis also reveals that during this period the journal published the work of some 60 writers, a number significantly greater than the handful of pioneers normally credited as making an important contribution. Analysis of the journal demonstrates that Fröbel gifts – i.e., activity materials intended for use by the children – and the form of activities played a considerably larger role in the movement’s work than has been revealed or highlighted in previous studies. International research has shown that the use of Fröbel gifts was called into question as new knowledge was acquired about children’s development: firstly, because they afforded the children too little freedom if kindergarten teachers deemed that the materials should be used in a single prescribed way; and secondly, because they were used in a perfunctory manner. Groupings with various agendas emerged in Fröbelism in both the United States and Britain – either seeking to renew or preserve Fröbel’s methods – something that was reflected in a Nordic context, even if it did take longer to emerge than in the Anglo-Saxon world. Similarly, the thesis demonstrates that Fröbel’s gifts and activities, as well as the design of the kindergarten environment, were critically reviewed in the journal. In the early 1930s, the critical view of Fröbel’s pedagogy and philosophy that emerged in the journal would be renegotiated by Austrian pedagogue Elsa Köhler, who introduced child-development theories and scientific thinking into the training of kindergarten teachers. Since launching Barnträdgården in 1918, the Swedish Fröbel Association had been emphasising the need to professionalise future kindergarten teachers. This is examined in depth in the journal, with elements of other professions working in related fields, something that among other things resulted in the journal offering continuing professional development in child psychology during the first half of the 1940s. The thesis highlights the fact that, as a subject, preschool didactics rests on the kindergarten’s two centuries of activities and content, through several aspects of continuity and change, then and now. In the thesis, I emphasise the fact that discourse on the design and use of materials has been crucial to the ability of children to freely express themselves and that the issue of this freedom is inextricably linked to the degree of access children had to the materials in day-to-day activities. Materials and working methods were related to how the environment should be designed and the thesis demonstrates that these issues were regularly discussed in the journal. The design of the environment through newly acquired knowledge of children and kindergarten teachers’ new outlooks on their own role became part of the profession’s development, something that has continued to play an essential part in the evolution of the preschool teaching profession ever since. Through my analysis, new interpretations of the present can be formulated – an interest that from the beginning led me to the research questions addressed in this thesis.
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| 18. |
- Gray, Emily, et al.
(författare)
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The boy in a dress: A spectre for our times
- 2021
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Ingår i: Sexualities. - : SAGE Publications. - 1363-4607 .- 1461-7382. ; 24:1-2, s. 176-190
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Tidskriftsartikel (refereegranskat)abstract
- This article draws upon theories of gender, nation and haunting in order to examine what we term the spectre of the boy in a dress within two international contexts, Sweden and Australia. These two contexts have been chosen because, on the surface, they appear to be very different and yet as our analysis will reveal there are striking similarities around gender conformity discourse and nation, although they play out differently. We illustrate how the notion of the boy in a dress is drawn upon as a problematic figure within these two different socio-political contexts, and argue that this figure represents a ‘tipping point’ between the tolerance and intolerance of gender diversity within public and educational spaces. Two key moments will be analysed. In Australia, the recent (2017) postal survey on Marriage Equality saw a campaign run from a conservative right group, the Coalition for Marriage, that included a television commercial featuring a concerned mother stating that, ‘School told my son he could wear a dress to school if he likes’. In Sweden, in 2016, the department store Åhléns chose an image of a child of African heritage and indeterminate gender to be the face of their annual Lucia marketing. This caused significant controversy and sparked a ‘Jag är Lucia’ (I am Lucia) campaign featuring notable Swedish celebrities dressed as Lucia, including footballer Zlatan Ibrahimović. These critical incidents act as illustration of how the power of cisgender normativity intersects with notions about the nation, within educational spaces and public consciousness.
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| 19. |
- Gray, Emily, et al.
(författare)
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The boy in the dress – a spectre of our time
- 2018
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Ingår i: Paper presented at ECER, European Education Research Association Conference, Bolanzo, Italy 2018-09-05.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 20. |
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| 21. |
- Harling, Martin, 1972-
(författare)
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Välja vara : En studie om gymnasieval, mässor och kampen om framtiden
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingen kartlägger och analyserar i fyra empiriska artiklar hur elevsubjekt konstrueras i skolans vardag och vilken roll marknadens principer spelar i dessa konstruktioner. I synnerhet fokuseras vilka logiker som konstituerar gymnasievalets praktiker, samt hur dessa legitimeras, tolkas och utmanas. Resultatet visar att gymnasievalets praktiker delar upp både nuet och framtiden för eleverna, som valet mellan en uttalad utopi eller en underförstådd dystopi, där eleverna i hög grad själva görs ansvariga för att lyckas eller misslyckas med att förverkliga den utopi som iscensätts i valets praktiker. Denna uppdelning framstår för aktörerna till stor del som naturlig och apolitisk, vilket i sin tur legitimerar dess effekter i termer av exkludering, ojämlikhet och segregering, ofta på basis av social klass. Den marknadsstyrda skolans diskurser konstruerar och delar också upp eleverna som om de vore varor med olika värde. Begreppet fantasmatiska logiker kan förklara hur elever greppas av marknadsliknande diskurser, samt hur de hanterar motsägelsefulla villkor. Exempelvis hur gymnasievalet för eleverna både innebär att förändras och bli vad man vill, samtidigt som man formas att bli mer av den man redan är, genom att välja att vara den man är. Elevernas problematisering och destabilisering av dominerande marknadslogiker i skolan förekommer i alla undersökta sammanhang, och beskrivs i avhandlingen som både genomskådanden och ifrågasättanden av hur skola och utbildning kopplas samman med marknadens logiker. Genom att genomskåda gymnasievalets förmenta neutralitet synliggör eleverna hur marknadsstyrningen av utbildning i allmänhet och iscensättningen av mässorna i synnerhet tycks ligga i skolornas, snarare än elevernas intresse.
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| 22. |
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| 23. |
- Ideland, Malin, 1970-, et al.
(författare)
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”En hemlig skola röjer det orimliga"
- 2020
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Ingår i: Svenska Dagbladet. - Stockholm : Svenska Dagbladet. - 1101-2412. ; :2020-08-30
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Det är affärslogiken som styr när statistik om skolor och betyg nu ska sekretessbeläggas. Samtidigt visar detta hemlighetsmakeri tydligt att friskolan blivit norm och att andra värden felaktigt får stå tillbaka, skriver forskare.
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| 24. |
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| 25. |
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| 26. |
- Jörgen, Nissen, et al.
(författare)
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Global statistik, alternativa fakta och (o)möjligheter
- 2021
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Ingår i: Ämnet som blev. Rapporter från fjärde nationella konferensen i pedagogiskt arbete. - Umeå : Institutionen för estetiska ämnen, Umeå Universitet. - 9789178556038
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Konferensbidrag (refereegranskat)abstract
- Vår tid kännetecknas av att samtidigt som den empirisk-realistiska uppfattningen om betydelsen av vetenskap och kunskap är ifrågasatt, står mänskligheten inför en rad utmaningar såsom hot mot klimatet, hot mot demokratiska institutioner, växande ojämlikhet och pandemier. För att möta detta behöver medborgare inte enbart kunna sovra och bedöma information utan också kan agera som politiska subjekt. Kapitlet bygger på en studie i två klassrum i ämnet samhällskunskap där elever använder officiell statistik för att med hjälp av ett visualiseringsverktyg undersöka globala handelsmönster. Eleverna presenterar sedan muntligt och visuellt sina insikter, och läraren bedömer elevernas redovisningar. Studien visar att eleverna med hjälp av visualiserad information, kan förstå ekonomiska och politiska samband, vilket skulle kunna ligga till grund för politiskt engagemang. I klassrummet uteblir dock insikten om att det “skulle kunna vara annorlunda” och att den enskilde/gruppen kan medverka till förändring. Istället hamnar fokus på bedömning av elevens prestation. Studien visar därmed att även om pedagogiska praktiker kan skapa förutsättningar för politisk subjektivitet så tenderar dessa att undergrävas av krav på bedömning, kvalificering och prestationer.
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| 27. |
- Lindström, Susanne, 1962-
(författare)
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Kamp om rummet : en studie av heteronormativitet i Svenska kyrkan
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis deals with questions concerning ongoing constructions of heterosexuality as a norm in the Swedish church. Empirically the study is based partly on interviews with thirteen homo- and bisexual priests, one district visitor and one church politician and partly on some of the church’s own inquiries and documents concerning the question of Christianity and ”deviant” sexuality. The aim for this study is to examine how norms for sexuality, coexistence and gender are repeated in the documents created by the Swedish church itself about homosexuality and Christianity and to discern how these norms are present and have sense – are reproduced, challenged and transformed in life stories of Christian homo- and bisexual individuals. To be able to see how the notion of homosexuality as abnormal is reproduced, secured and challenged I have chosen to interpret texts, observations and life stories from a critical discourse perspective. In this theoretical tradition it is central to stress how, or rather to investigate what strategies are used to produce and maintain notions of ”abnormality”. One dominating view in the discussions within the church is that homosexuals and heterosexuals have equal value but that partnership cannot be equated with marriage. This understanding is expressed in my examples of formations of heteronormativity within the church. In the interview persons’ narratives there are discourses represented that are articulated in the church’s own inquiries but the narratives also express counter discourses. They speak about themselves in relation to, for example, imperative heterosexuality, homosexual ideals, core family ideals, theological way of thinking and dichotomizing understanding of gender. I have identified several ”uses” in the narratives and all of them are contained in an overall Christian homosexual ”us”. Instead of viewing themselves as being ”wrong” some of the interview persons have moved the problem to the heteronormativity. Experiences of not being part of the norm have made them strong and willing to struggle and fight for their rights. This position, outside the norm, is by some viewed positively. The homosexuals’ experiences of oppression have led to a desire to liberate the church from homophobia and show ”the true” church, where no one is discriminated. Homosexuals are accepted within the church, but only as deviants. This way heterosexuality is being made the superior category. Its meaning and superior position cannot be questioned according to many of the church’s representatives. Still, this is exactly what is happening when homosexuals are increasingly visible to the public and when they challenge the heterosexual norm. This provocation makes the heterosexual norm visible and forces representatives of the norm to deal with it!
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| 28. |
- Martín-Bylund, Anna
(författare)
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Towards a minor bilingualism : Exploring variations of language and literacy in early childhood education
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this compilation thesis is to explore variations in bilingualism with the help of everyday specific situations at a Spanish-Swedish early childhood institution in Sweden, and by means of a ‘material-semiotic theorizing’. This means that material and semiotic elements are treated equally and entwined. Through studying a bilingual preschool practice, theory and politics as three interwoven practices, the thesis produces knowledge on language and literacy as socially and materially divergent, transformative occurrences. The research process is a commitment with Deleuzio-Guattarian philosophy, theory and politics, and is defined as a becoming in and of the three practices (education, theory, politics). Ethical and methodological undertakings are described as results of the interaction of these practices. Processes of data production include a yearlong fieldwork with all year groups (1-5) at a bilingual preschool in Sweden with a Spanish-Swedish language policy. The materials of data (approx. 59 hours of video-recordings and additional field-notes of everyday activities) are extended and developed upon in interaction with theoretical concepts and political concerns in terms of an analytical process that ‘puts theory to work’. The results are phrased as three temporal suggestions: 1) Bilingualism is a plural, collectively produced, both transitory and specific phenomenon 2) Bilingualism emerges with different, simultaneous dimensions of language and literacy (language as both code and material intensities) 3) Bilingualism is shared and public but also private and inconclusive. The thesis also shows the interconnectedness and continuity between different constructions of bilingualism (i.e. separate – flexible, public - private) as well as the productivity of the unknown and of what is labelled as (il)literate expertise. The impact that these suggestions may have in working with bilingualism in early childhood education is discussed. At the same time the discussion inspires to thinking towards a minor bilingualism also in more general terms.
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| 29. |
- Martinsson, Lena, 1962, et al.
(författare)
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Civil servants talk back - political subjectivity and (re)construction of the nation
- 2020
-
Ingår i: Critical Sociology. - : SAGE Publications. - 0896-9205 .- 1569-1632. ; 46:3, s. 429-442
-
Tidskriftsartikel (refereegranskat)abstract
- This article discusses the emergence of political subjectivity and politicization among social workers and teachers. We present situations that have induced teachers and social workers to become politically active and examine what their struggle might imply for these unaccompanied children. We also ask how the nation state is interpellated and transformed. Drawing on Laclau, Mouffe and Biesta, we find that political subjectivity emerges in situations with conflicting norms and contradictory interpellations. When Sweden deported unaccompanied refugee children, numerous social workers and teachers found themselves torn between acting as loyal civil servants or acting in accordance with their professional ethics. When representatives from this category emerge as political subjects directed at political change, the nation state becomes unstable and porous, creating possibilities for change.
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| 30. |
- Martinsson, Lena, 1962, et al.
(författare)
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Inledning
- 2020
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Ingår i: Skola i normer / Lena Martinsson & Eva Reimers (red.). - Malmö : Gleerups. - 9789151101606 ; , s. 9-30
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 31. |
- Martinsson, Lena, 1962-, et al.
(författare)
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Introduction
- 2010
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Ingår i: Norm-Struggles. - Newcastle upon Tyne : Cambridge Scholars Publishing. - 1443819751 - 9781443819756 ; , s. 1-12
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- 'Norm Struggles' explores and challenges normativity in general and heteronormativity in particular. A common trait in all chapters is the focus on contradictions, changes, disruptions and uncertainties that follow with different norms and structuring forces. The authors discuss and explore how norms are produced, and reproduced but also disrupted, subverted and changed. The chapters are based on observations from different settings such as preschools, schools, universities, factories, social welfare, popular culture, passenger ships, and the fire service. They are also based on observations from different countries - Lithuania, Canada, USA, Sweden, Finland, and Great Britain. The book presents studies of media, policies, machines, organisations, academic sexual theory, and the ongoing constructions of nations and nationalities.
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| 32. |
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| 33. |
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| 34. |
- Martinsson, Lena, 1962, et al.
(författare)
-
Political subjectivity and the experiment of democracy: a conclusion
- 2017
-
Ingår i: Education and political subjectivities in neoliberal times and places : emergences of norms and possibilities / edited by Eva Reimers and Lena Martinsson. - London : Routledge. - 9781138962880 ; , s. 130-134
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Bokkapitel (refereegranskat)
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| 35. |
- Martinsson, Lena, 1962, et al.
(författare)
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Skola i normer, från ett annat håll
- 2014
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Ingår i: Skola i normer / Lena Martinsson & Eva Reimers (red.). - Malmö : Gleerups. - 9789140685995 ; , s. 189-207
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Bokkapitel (refereegranskat)
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| 36. |
- Martinsson, Lena, 1962, et al.
(författare)
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Skola i normer, från ett annat håll
- 2020
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Ingår i: Skola i normer / Lena Martinsson & Eva Reimers (red.).. - Malmö : Gleerups. - 9789151101606 ; , s. 205-221
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 37. |
- Martinsson, Lena, et al.
(författare)
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Towards a Disharmonious Pluralism : Discourse Analysis of Official Discourses on Social Diversity
- 2007
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Ingår i: Problematizing Identity. - New York and London : Lawrence Erlbaum Ass.. - 9780805853391 ; , s. 51-65
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This book argues that identity as a term needs to be problematized, not taken for granted for both the risks and the potential that the concept offers to educators for understanding issues of social inequality and how social inequality is being reproduced, and for exploring possible alternative ways educators can work with identity de/formation processes to seek to break the social reproduction structures mediated through identity fixing and essentialization. It provides some of the meta-language and theoretical, analytical tools to embark on such a practice of making the familiar strange, problematizing the taken-for-granted, and uncovering the linguistic, discursive, and cultural processes that serve to subordinate some people while privileging others. The chapters are organized around three themes: Identity, Class, and Difference; Gender, Ethnicity, and Education; and Gender, Ethnicity, and Language. The diverse sociocultural contexts in which the data and analyses are situated help to illustrate symbolic struggles and identity politics that are being engaged in by peoples in different cultures, languages, and societies of the world, offering insights from multidisciplinary, trans-cultural, and trans-local perspectives. By offering a comprehensive integration and clarification/ delineation of the different ways identity has been thought about and used in different theoretical traditions, and discussing the implications of different theoretical senses of "identity" for language educators, this volume will be useful to undergraduate and graduate students, researchers, and educators in sociolinguistics, applied linguistics, discourse analysis, sociology, education, gender studies, and cultural and media studies.
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| 38. |
- Martinsson, Lena, 1962, et al.
(författare)
-
Towards a Disharmonius Pluralism
- 2008
-
Ingår i: Problematizing Identity. Everyday Struggles in Language, Culture, and Education. Angel M. Y. Lin (Ed.). - : Routledge. - 9780805853391 ; , s. 51-66
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Bokkapitel (refereegranskat)
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| 39. |
- Nilsson, Magnus, 1975-
(författare)
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Våra äldre : Om konstruktioner av äldre i offentligheten
- 2008
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Detta är en studie av hur ’äldre’ som språklig och social kategori samt åldrande som process konstrueras i tre sammanlänkade offentligheter. Avhandlingens övergripande syfte är att studera och kritiskt granska olika sätt varpå ’äldre’ som kategori förstås och representeras i relation till pågående omförhandlingar av innebörden i den senare delen av livet som livsfas. Valet av material har gjorts utifrån utgångspunkten att medierade offentligheters betydelse för bildandet och upprätthållandet av sociala och kollektiva identiteter, liksom deras roll som platser för diskussion om hur samhället ska organiseras, har ökat. Studien utgår från tre kontrasterande empiriska material; artiklar från dagstidningar, texter från ett pensionärsparti, och en offentlig utredning om den framtida svenska äldrepolitiken. Det studerade materialet är publicerat mellan 2002 och 2004 Genom att materialen analyseras som ingående i en dialog med varandra, ett offentligt samtal, synliggörs relationerna mellan olika konstruktioner. Skillnaderna mellan de olika materialen är betydande. Men analysen visar också på hur samma argument och föreställningar finns närvarande i alla tre offentligheter. Hur ’äldre’ som kategori konstrueras i de olika materialen är relaterat till olika föreställningar både om äldre människor och deras samhälleliga status, men också om samhället och nationen som en föreställd gemenskap. Studien visar bland annat att ’äldre’ är en kategori som det talas om, men inte till. Det är också sällan som ’äldre’ är en position det talas utifrån. I samklang med detta konstrueras kategorin som ett objekt för den nationella gemenskapens ansvar och omsorg.
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| 40. |
- Nissen, Jörgen, 1958-, et al.
(författare)
-
Global statistik, alternativa fakta och (o)möjligheten att utveckla elevers demokratiska subjektivitet
- 2021
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Ingår i: Ämnet som blev. - Umeå : Inst för estetiska ämnen. Umeå universitet. - 9789178556045 ; , s. 65-80
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vår tid kännetecknas av att samtidigt som den empirisk-realistiska uppfattningen om betydelsen av vetenskap och kunskap är ifrågasatt, står mänskligheten inför en rad utmaningar såsom hot mot klimatet, hot mot demokratiska institutioner, växande ojämlikhet och pandemier. För att möta detta behöver medborgare inte enbart kunna sovra och bedöma information utan också kan agera som politiska subjekt.Kapitlet bygger på en studie i två klassrum i ämnet samhällskunskap där elever använder officiell statistik för att med hjälp av ett visualiseringsverktyg undersöka globala handelsmönster. Eleverna presenterar sedan muntligt och visuellt sina insikter, och läraren bedömer elevernas redovisningar.Studien visar att eleverna med hjälp av visualiserad information, kan förstå ekonomiska och politiska samband, vilket skulle kunna ligga till grund för politiskt engagemang. I klassrummet uteblir dock insikten om att det “skulle kunna vara annorlunda” och att den enskilde/gruppen kan medverka till förändring. Istället hamnar fokus på bedömning av elevens prestation. Studien visar därmed att även om pedagogiska praktiker kan skapa förutsättningar för politisk subjektivitet så tenderar dessa att undergrävas av krav på bedömning, kvalificering och prestationer.
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| 41. |
-
Norm-Struggles : Sexualities in Contentions
- 2010. - 1
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Norm-Struggles explores and challenges normativity in general and heteronormativity in particular. A common trait in all chapters is the focus on contradictions, changes, disruptions and uncertainties that follow with different norms and structuring forces. The authors discuss and explore how norms are produced, and reproduced but also disrupted, subverted and changed. The chapters are based on observations from different settings such as preschools, schools, universities, factories, social welfare, popular culture, passanger ships, and the fire service. They are also based on observations from different countries; Lithuania, Canada, USA, Sweden, Finland, and Great Britain. The book presents studies of media, policies, machines, organisations, academic sexual theory, and the ongoing constructions of nations and nationalities.
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| 42. |
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| 43. |
- Persson, Thérese, 1975-
(författare)
-
Kvinnlig för sin ålder : en intervjustudie om ålder, kropp och femininitet
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the dissertation to understand how age is given meaning to different age groups as weil as in relation to the body and femininity. These relationships are examined on the basis of interviews with 25 individuals 6-99 years old. The study deal s with how the interviewees describe and perform age, and how the relationships between age, body and femininity are expressed. Norms, and in particular how norms are constructed and used during the interviews, are also the focus of analysis. Parts of Judith Butler's gender theoryare used to set up a performance perspective on the body, femininity, and age, and to discuss norms.During the interviews the individuals repeat, use and negotiate age norms. Norms for what is considered adequate for a certain age is constructed simultaneously along with norms of femininity and the body. The interviews iIlustrate perceptions that femininity should be staged in certain ways for certain age groups. It is also perceived as normal, the expectation that the body will change in certain ways throughout life.The interviews reveal how the meaning of age varies depending on the age from which the person is speaking or in regards to what age one compares with. It appears that the individuals, based on their different ages, express different ways of defining and evaluating different ages and becoming older.Same events are constructed as appropriate for girls and women of certain ages. The consequence of this is that other events are constructed as unfit. Based on these norms people risk being defined in negative ways. The study show how norms for age, gender and body interact so that people's ability to understand themselves and others becomes limited, whiIe these norms at the same time are used to create meaning and make oneself understood.
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| 44. |
- Plymoth, Birgitta, et al.
(författare)
-
A Historical Overview: Care and Education Intersecting with Status and Class in Swedish Childminder Education 1975-2011
- 2015
-
Ingår i: Nordisk Barnehageforskning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 1890-9167. ; 9:3, s. 1-16
-
Tidskriftsartikel (refereegranskat)abstract
- From a perspective of status and class, this paper delineates changes in Swedish childminder education. The data are policy documents, documents from childminder training, and interviews with educators. The analysis is informed by post-structural theory. The study shows that the status of the childminder program has shifted between high and low status, and led toward differently classed life trajectories at different times. One reason for these variations is that the emphasis in childcare has shifted from care to teaching. This has at times increased the status of the education and the vocation, but also subverted the demand for childminders.
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| 45. |
- Reimers, Eva, 1957-
(författare)
-
A Reasonable Grief - discursive constructions of grief in a public conversation on raising the shipwrecked M/MS Estonia
- 2003
-
Ingår i: Mortality statistics. Cause. - 0265-9670. ; 8:4, s. 325-341
-
Tidskriftsartikel (refereegranskat)abstract
- The paper employs a debate in Swedish newspapers regarding the fate of the corpses from the shipwrecked M/S (motor-ship) Estonia as a case study, in order to demonstrate how different discourses on grief construct a normative way of mourning. The theoretical vantage point is a discursive perspective on grief where different discourses are regarded as resources and limitations for how to express and make sense of bereavement. It maintains that what are to be considered as normal or deviant are social and cultural constructions, not ontological facts to detect. The analysis demonstrates a notion of normal grief as grief work that moves through a process from emotional reaction to rational reflection, and in which ritual practices play an important part. The study illustrates how negotiations regarding grief and mourning draw on different discourses. It also elucidates how a specific notion of grief is constructed as normal and legitimate, at the same time as other manifestations of grief are made abnormal and deviant.
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| 46. |
|
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| 47. |
- Reimers, Eva, 1957-
(författare)
-
Asexuell heteronormativitet?
- 2008
-
Ingår i: Skola i normer. - Malmö : Gleerups. - 9789140664198 ; , s. 97-130
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Skola i normer granskar hur normer för hur man ska vara och bete sig upprepas och utmanas av elever och lärare i skolan, på lärarutbildningen och i skolans värdegrundsarbete. Författarna fokuserar på sexualitet, men diskuterar också ålder, kön, klass och nationalitet.En genomgående tanke i boken är att föreställningar om normalitet skapar det som inte ryms innanför normens gränser, de Andra eller det Andra . De leder till utestängningar där det annorlunda definieras bort som något främmade och avlägset. Samtidigt uppstår alltid motsägelser, både i skolans vardagliga praktik och i dess styrdokument, som skapar möjligheter till motstånd.Skola i normer riktar sig främst till lärarstudenter och lärarutbildare, men också till alla som intresserar sig för hur makthierarkier och motstånd skapas i skolan. Bokens författare är alla lärarutbildare. Lena Martinsson är professor i genusvetenskap vid Institutionen för kulturvetenskaper, Göteborgs universitet. Hon är också verksam som lärarutbildare.Eva Reimers är professor i pedagogiskt arbete och verksam vid Institutionen för samhälls- och välfärdsstudier, Linköpings universitet. Hon är också verksam som lärarutbildare
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| 48. |
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| 49. |
|
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| 50. |
- Reimers, Eva, 1957-
(författare)
-
Bereavement - a social phenomenon?
- 2001
-
Ingår i: European Journal of Palliative Care. - 1352-2779 .- 1479-0793. ; 8:6, s. 242-244
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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