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- Areschoug, Susanna, 1988-
(författare)
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I den moraliska periferin : Ungdomskultur, värden och politisk subjektivitet i rurala rumsligheter
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation is centered on the everyday spatial practices, identity work and political subjectivities of Swedish rural youth. It explores and challenges widespread notions of rural backwardness and moral inferiority by studying youth’s navigations and negotiations on a classed, gendered, spatialized and economically produced moral field. The material that the study builds on was produced during a ten month long ethnographic fieldwork with 14-16-year-old youth in their small community in western Sweden. The main method for data collection was participant observations in the local school and in two confirmation groups organized by the Swedish church in the community. In addition, I conducted approximately 70 qualitative interviews with youth and a few adults with insight in the youth’s lives.In the study, a point of departure is the state of ‘depolitization’ that political theorist Wendy Brown (2006a) has argued characterizes contemporary Western societies. Depolitization entails a displacing of a societal phenomenon or conflict from its political origins, and a placing of the solutions to these problems on individuals. This tendency is visible both in the reoccurring Othering of the rural as responsible for increased right wing populism in Sweden, and in the way in which the Swedish state deals with this issue by implementing educational projects directed at raising knowledge and tolerance in (individualized) youth. Making use of neomarxist perspectives on the production of space (Lefebvre, 1974/1991; Harvey, 2009), and postmarxist understandings of subject formation, I explore the interplay between space, identification and political subjectivities (Butler, 1997; Hall, 2011) among youth most often understood as situated in the geographical, economic and moral periphery. In the study, I show how certain political positions where made intelligible on different ideological arenas (Althusser, 1970), and through ideas associated with urbanity and rurality, which in turn affected the youths’ tendencies to identify with them. I explore these political identifications or disidentifications as a form of ‘moral work’ (Uhnoo, 2011) closely tied to the historically produced spatialities in which they occurred. Rather than viewing problematic expressions of racism, sexism or homophobia as individualized traits or opinions of youth, I illustrate how they can be understood as positionings in a matrix of moral intelligibility, positions that are (humorously) inhabited or rejected differently with regards to gender, class and emplacement. While Swedish educational policies enforce norm critical pedagogy as a way to educate youth on tolerance and antiracism, the dissertation shows how this reproduces ideas of rural moral inferiority. By engaging with the reoccurring use of irony and parody among the youth, analyzing the (satirical) embodiment of the politically incorrect rural racist as trolling practices which require youth to be well-informed of contemporary cultural politics, the dissertation argues that racist trolling is a way of critiquing national imaginaries of urban progressiveness and rural Otherness. Theoretically, the study concludes that rural youth politics need to politicize rural identity, experience and marginalization – rather than arguing for a recognition of the same – as well as the economic-material histories of different (rural) spatialities.
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- Angervall, Petra, Professor, 1970-, et al.
(författare)
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Research or teaching? Contradictory demands on Swedish teacher educators and the consequences for the quality of teacher education
- 2020
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Ingår i: Journal of Praxis in Higher Education. - Borås. ; 2:1, s. 63-84
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Tidskriftsartikel (refereegranskat)abstract
- Based on a policy analysis and interviews with assistant lecturers and lecturers (with a PhD) who are heavily involved in teacher education, the present article addresses contemporary tensions and challenges in Swedish teacher education. The point of departure is the theoretical framework of mission stretch and the third space professional in teacher education with the aim of investigating how teacher educators experience and navigate their daily work. The findings of the study illustrate the tensions teacher educators experience between research and teaching tasks, between a constant flow of tasks, large student groups, and demands of high-quality teaching. The findings also show a gap between the practical anchoring of some research in teacher education and feelings of tension between teaching practices and the value of research. In conclusion, teacher education would seem to be developing into a cluster of tasks, challenges, expectations, and skills. This indicates that teaching and research are not the only missions and cannot be taken for granted in light of how teachers struggle to define their professional knowledge and value with respect to increasingly strong competitive demands for research performance.
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| 5. |
- Öhrn, Elisabet, 1958, et al.
(författare)
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Rural education and migration : a study of the 2015 reception of young refugees in Sweden
- 2023
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Ingår i: Australian and International Journal of Rural Education. - : The Society for the Provision of Education in Rural Australia (SPERA). - 1036-0026 .- 1839-7387. ; 33:2, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- In the autumn of 2015 a large number of mainly Syrian refugees arrived in Sweden. They were unevenly distributed geographically by the authorities and smaller municipalities received proportionally larger numbers than others. The schools became central in the local reception processes. They faced difficulties but also possibilities, both pedagogical, organizational and in relation to social issues. Based on participant observation and interviews with staff in six rural schools in different rural areas from an ethnographic study, in this paper we explore experiences about how schools received the new refugees and how reception influenced teaching. The analyses indicate some changes in forms of teaching (e.g. sensitivity to language differences, more explicit structuring of tasks) that became permanent as they were considered beneficial to non-migrant students as well. In contrast, there were very few signs of changes in the content of teaching, which appears to have largely remained largely the same as before the refugees came.
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