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- Carlson, Marie, 1950
(författare)
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”Are you going to write as we think or as you think?” – On (re)presentation and the construction of knowledge in interviews.
- 2009
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Ingår i: Gender and Education Association 7th International Conference. Theme: Gender: Regulation and Resistance in Education 25-27 March 2009, Institute of Education, University of London..
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Konferensbidrag (refereegranskat)abstract
- "Are you going to write as we think or as you think?" - On (re)presentation and the construction of knowledge in interviews The aim of this contribution is to discuss and reflect on possibilities and restraints concerning (re)presentation and the construction/production of knowledge in interviews. Examples will mainly be taken from a research project on Turkish immigrant women attending Swedish language courses and their encounter with the Swedish educational system. The influence of the researcher in the interviews will be used actively in order to illustrate social interaction/negotiation and the relation between the interviewees and what the researcher is considered to represent. The interviewee as well as the interviewer is caught in prevalent extensive discourses articulated in the educational setting but also in the Swedish society in general. By talking about the SFI-education as a ’modern’ practice of knowledge, the educators themselves become representatives of ’modernity’ in relation to ’the others’. But the course participants are also a part of a powerful discourse of modernity – both in the present and in the past. Various self-images are confronted in the SFI-practice; a discursive practice connected to different aspects of power. ‘Emic’ and ‘etic’ categories – not a clear-cut distinction – will also be discussed in the contribution. Likewise some problematic dichotomies will be brought to the fore – the research object as well as the research subject tries to handle “the straightjacket of labelling”. Of interest is furthermore how constantly displacements take place in the informants’ ‘relational’ narratives as they talk into various discursive formations. When focusing on the position of the researcher in relation to the research object – in Bourdieu’s terms “to objectify the objectifying subject” (1992) – it is a question of reflexive sociology where the specific researcher is not really of interest, but rather the implicit social and theoretical presuppositions, which are embedded in the analytical tools and operations. Bourdieu, Pierre (1992) The Logic of Practice. Cambridge: Polity Press.
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- Carlson, Marie, 1950
(författare)
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Bilden av Sverige och ’det svenska’ i SFI-läromedel.
- 2006
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Ingår i: Språket och kunskapen – att lära på sitt andraspråk i skola och högskola, Rapport från nordisk konferens den 7-8 oktober 2005 i Göteborg. Red. Inger Lindberg & Karin Sandwall. ROSA 7, Rapporter om svenska för andraspråk, Institutet för svenska som andraspråk, Göteborgs universitet.. - 1403-1353. ; :ROSA 8, s. 91-114
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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- Carlson, Marie, 1950
(författare)
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Flerspråkighet i lärarutbildningen – Ett perspektiv som saknas
- 2009
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Ingår i: Utbildning & Demokrati. - 1102-6472. ; Vol 18:NR 2, s. 39-66
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Tidskriftsartikel (refereegranskat)abstract
- Multilingualism in teacher education – a missing perspective This article is based upon fieldwork within a comprehensive teacher education program. Questions were asked about how student teachers are prepared for work/employment in an educational system, which is characterized by pluralism in terms of multilingualism and a second language perspective? How does one speak about language and pluralism? Is a multilingual perspective in teacher education presented as a competence for some or for all? How do various actors look at ”questions of linguistic pluralism”? On the one hand, the result, i.e. the answers provided, can be seen as fairly meagre, but this does on the other hand also tell us something more generally about how issues pertaining to language and pluralism are regarded in a teacher education program. In the categorizations and interpretations that are articulated, perspectives on multilingualism and second langue acquisition (if and when they are mentioned) are in different ways often related to ”the Others” and to what can partly be referred to as a deficiency perspective. Similar talk is also heard from teacher education at other sites of learning. These topics are dealt with in the first part of the article. Thereafter follows a section about viewing multilingualism in a more general perspective, where multilingualism is also regarded as an asset – here we encounter above all various actors within the field of linguistics. Didactic aspects as well as identity and social categorization are highlighted. At the end of the article, a concluding and more comprehensive discussion about multilingualism and a second language perspective, which also focuses on steering / policy documents, is brought to the fore. Teacher education appears to be fairly national(ist) in spite of recurring talk about increasing globalization and internationalisation. To jointly regard multilingualism and intercultural education as a part of a democratic process is conspicuous by its absence. In this discussion, which also comprises the governmental inquiry, from 2008 - En hållbar lärarutbildning (A sustainable teacher education, SOU 2008: 109) – attention is given to a transnational perspective on education and competence.
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- Carlson, Marie, 1950
(författare)
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Identity and Interpretative Repertoires within Teacher Education – Battles over Perspectives and Courses
- 2008
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Ingår i: ECER (European Conference on Educational Research) 10-12 September, 2008, University of Gothenburg. (From Teaching to Learning).
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Konferensbidrag (refereegranskat)abstract
- Identity and Interpretative Repertoires within Teacher Education – Battles over Perspectives and Courses Within a Swedish educational context local as well as national steering documents tell us that teacher education should be characterised by diversity and equality. In the local practices, in a heavily decentralised educational system with a lot of different departments cooperating, this policy is to be translated, interpreted and carried out by a range of actors within the institutional practices embedded in power relations (Ball 1990, Bourdieu 1991, Beach & Carlson 2004, Carlson 2004). This paper will discuss how various categories are constructed and varying ways of thinking within institutional settings are used in order to create/delete ”the others” within teacher education (Hall 1996, Thornborrow 2002, Winther Jørgensen & Phillips 2000). Ideological and scientific ideals as well as economic priorities are involved in the interpreting processes/repertoires (Becher & Trowler 2001, Talja 1999). The research uses a policy ethnographic approach and builds on a rich data corpus – documents, texts, interviews, field notes (Beach & Carlson 2004, Carlson 2004, Chouliaraki & Fairclough 1999). Analytical tools are used from organization theories (Czarniawska 2004, DiMaggio 1983) and discourse analysis (Winther Jørgensen & Phillips 2000). Also “identity” is used as an analytical lens in understanding altering positions/standpoints within teacher education (Gee 2000). The analysis shows how faculties and departments in spite of a recommended ”holistic” and interdisciplinary approach very much stick to their own logic, perspectives and ideals and thereby create parallel monologues within the teacher education, where the student teachers constantly have to re-orient her/himself. Indeed a kind of diversity but probably not in the way expressed in the steering documents. References: Ball, Stephen J (1990) Politics and Policy Making in Education: Explorations in Policy Sociology. London: Routledge. Beach, Dennis & Marie Carlson (2004) Adult Education Goes to Market: an ethnographic case study of the restructuring and reculturing of adult education. European Educational Research Journal, Volume 3, Number 3, 2004. Becher, Tony & Paul R. Trowler (2001) Academic Tribes and Territories. Buckingham: Open University Press. Bourdieu, Pierre (1991) Language and Symbolic Power. Cambridge: Polity Press. Carlson, Marie (2001) ‘Swedish Language Courses for Immigrants: Integration or Discrimination?’ In Ethnography and Education Policy. Ed. Geoffrey Walford. Oxford: Elsevier Science. Carlson, Marie (2004) Restructuring of Swedish Adult Education: the involvement of economists and politicians in education policy. In Identity, Agency and Social Institutions. Eds. G. Troman, B. Jeffrey & G. Walford. Studies in Educational Ethnography, vol. 10. Oxford JAI Press. Carlson, Marie (2006) ”Immigrant Women within Swedish Language Instruction: Contradictions and Transgressions.” I Multiple Marginalities: An Intercultural Dialogue on Gender in Education. Eds. Justyna Sempruch, Katharina Willems & Laura Shook. Königstein: Helmer Verlag. Carlson, Marie (2007) ”Images and values in textbook and practice – Language courses for immgrants in Sweden” I Education in ’Multicultural’ Societies. Turkish and Swedish Perspectives. Eds. Marie, Carlson, Fatma Gök & Annika Rabo. Transactions Vol 18, Swedish Research Institute in Istanbul. Chouliaraki, Lilie & Norman Fairclough (1999) Discourse in Late Modernity – Rethinking Critical Discourse Analysis. Edinburgh: Edinburgh University Press. Czarniawska, Barbara (2004) Narratives in Social Science Research. London: Sage. DiMaggio, Paul (1983) The Iron Cage Revisited. Institutional Isomorphism and Collective Rationality. In American Socicological Review, no 48, pp 147-160. Gee, J. Paul (2000) Identity as an Analytic Lens for Research in Education. In Review of Research in Education. 2000. 25: 99-125. Hall, Stuart (1996) ”Introduction – Who Needs ’Identity’?” I Questions of Cultural Identity. Eds. Stuart Hall and Paul du Gay. London: Sage Publications. Talja, Sanna (1999) ”Analysing Qualitative Interview Data: The Discourse Analytic Method” I Library & Information Science Research, Volume 21, Number 4, pages 459-477. Thornborrow, Joanna (2002) Power Talk – Language and Interaction in Institutional Discourse. Harlow: Longman. Winther Jørgensen, Marieanne & Louise Philips (2000) Diskursanalys som teori och metod. Lund: Studentlitteratur.
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