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- Carlson, Marie, 1950, et al.
(författare)
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Arbetslinjen” och ”demokratisk bildning” i sfi-utbildningen – Läraryrket mellan organisation och profession
- 2011
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Ingår i: Svenska nätverket för professionsforskning – konferens den 28-29 september 2011 i Växjö – Kunskap, profession och expertis.
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Konferensbidrag (refereegranskat)abstract
- Arbetslinjen” och ”demokratisk bildning” i sfi-utbildningen – Läraryrket mellan organisation och profession. Detta paper fokuserar på lärarprofessionen inom yrkesinriktad sfi (svenska för invandrare) hos ABF Vuxenutbildning, en upphandlad utbildning som drivs som ett bolag separerad från den i övrigt särskilt finansierade folkbildningen. Utbildningsanordnaren har att gestalta en utbildning som starkt präglas av ”arbetslinjen” vilket får en rad konsekvenser. Generellt präglas kurserna av ett uttalat arbetsmarknadsperspektiv som dominerar såväl läromedel/pedagogiska texter som undervisningspraktik. Rådande marknadslogik har medfört att tidigare välfärdstänkande med dess public service-värderingar och jämlikhetsideal har ersatts av nyliberalismens fokusering på ”effektivitet”, ”konkurrens”, ”flexibilitet” och ”entreprenörskap”/”den självstyrande individen”. I en vidare kontext kan ett klart spänningsförhållande konstateras mellan å ena sidan politiker och tjänstemän på vuxenutbildningsförvaltningen och lärarna å andra sidan, men även spänningar inom respektive kategori av aktörer. Lärarna talar om minskat handlingsutrymme, ökad arbetsbörda, en växande byråkratisering, marginalisering av pedagogikens roll och en allt starkare ekonomisk styrning med uppvisning av resultat genom olika kontrollmekanismer. Lärarna erbjuder ett visst motstånd i det att de försöker balansera ”traditionella” professionella överväganden mot den alltmer arbetsinriktade sfi-utbildningen. Som helhet dominerar ett ”ekonomistiskt” språk – ett slags ”kommersialiserad professionalism”. Med detta språk följer vissa tankefigurer och syn på kunskap – det föreligger en kamp mellan organisationsprofessionalism och yrkesprofessionalism. Empiriskt material är hämtat från ett forskningsprojekt, Genus och etnicitet i text och praktik (VR/UVK dnr 721-2005-3616), där vi kombinerat textanalys med institutionell etnografi – olika data har genererats genom intervjuer och deltagande observationer i klassrummet, intervjuer med lärare och rektorer, analyser av olika texter, lokala skolplaner, material från skolornas web-platser, scheman och policydokument.
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| 2. |
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| 3. |
- Carlson, Marie, 1950
(författare)
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Gender, ethnicity and citizenship in pedagogical texts and education policy – Some examples from Turkey and Sweden
- 2014
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Ingår i: NERA 42nd Congress, Education for Sustainable Development. Lillehammer, March 5-7, 2014..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- What it means to be a citizen related to gender and ethnicity, inside and outside school differs between countries and socio-cultural contexts. This is very much evident in an on-going research project Future citizens in pedagogical texts and education policies – Examples from Lebanon, Sweden and Turkey. Simultaneous, and often contradictory, processes are of great importance of how the “right” future citizen is formed in mandatory schooling. This paper will focus on narratives about gender and ethnicity, which relates to two broader sets of issues in the project: • How are the ’citizen’ and the citizen’s identity constructed in relation to place, nation, language, religion, ethnicity and gender in policy documents for schools and pedagogical texts? • How is the relationship between national and global perspectives treated in relation to the ’citizen’? Theoretically/methodologically the project is linked to critical discourse analysis, which provides tools for studying how the ‘citizen’ and different subject positions are constructed in both text and practice. Empirical data consist of educational documents and curricula for subjects like history, civic and religious education in the three national settings. Selected textbook in the later years in the mandatory school system have been analyzed. Also interviews with politicians, educational bureaucrats, NGO activists as well as teachers and authors of textbooks have been conducted. In Turkey with recurrent turbulence on democratic issues in the contemporary society there are persistent discussions about democracy courses/citizenship education in school. Critics wonder if it is possible with such courses in a “difference-blind polity”. An analysis of the “gender regime” in Turkish textbooks shows that a more subtle analysis of the hidden discourses is necessary. Contradictions and contradictory messages are prevalent. In the Swedish case the country is – on the discursive level – described to be highly culturally diverse and mobile. Any shared conceptions of “a good citizen” in a heterogeneous nation like Sweden hardly exist. However in various empirical studies one still find dominant discourses on “Swedishness”. Likewise there is a narrative about Sweden as the world’s most gender equal country – this will be discussed and problematized in the paper. Key words: gender, ethnicity, citizenship, education policies, textbook analysis
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| 4. |
- Carlson, Marie, 1950, et al.
(författare)
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Giris.
- 2011
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Ingår i: Çokkültürlü Toplumlarda Egitim – Türkiye ve Isveç’ten Örnekler. Derleyenler (Eds) Marie Carlson, Annika Rabo & Fatma Gök.. - Istanbul : Istanbul Bilgi Üniversitesi Yayinlari. - 9786053991397 ; , s. 1-24
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Carlson, Marie, 1950, et al.
(författare)
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Kritisk läsning av pedagogiska texter - en introduktion
- 2011
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Ingår i: Kritisk läsning av pedagogiska texter - genus, etnicitet och andra kategoriseringar. - Lund : Studentlitteratur. - 9789144057057 ; , s. 15-46
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Carlson, Marie, 1950, et al.
(författare)
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Nationalism, gender and citizenship in pedagogical texts and education policy – Some examples from Turkey and Sweden
- 2013
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Ingår i: ECER 2013 (European Educational Research Association), Creativity and Innovation in Educational Research. 10-13 September, 2013 Istanbul, Bahcesehir University. ; Book of Abstracts ECER 2013
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Public mass education has been widely used as a mechanism for socialization and disciplining of populations, but it has also attained more tasks than these. As we may see from numerous studies, it is used as an instrument for creating social change and realizing the process of nation building. Yet over the last decades, as globalization process became more and more influential, education and globalization also became interconnected in complicated ways. Education became a discursive battlefield where globalization is discussed in terms of more and more intensive economic, political and cultural linkages and geographical dependencies across great geographical distances. It came to be understood as a concrete weapon, or instrument, with whose help citizens (and their nations) became better equipped to handle globalization processes. Hence education is supposed to prepare citizens for a ‘new global world’ at the same time as that global world is making new demands on citizens’ compliance with regard to the nation. Our ongoing project, Future citizens in pedagogical texts and education policies – Examples from Lebanon, Sweden and Turkey, provides three national examples for a closer analysis of both the historical development of education and nation-building and more contemporary debates on globalization, nation, national development and the education of the ‘right’ citizen. However this paper will present results mainly from the Turkish case and some examples from Sweden for a comparison. The overall aim of the project is to examine, using a transnational perspective, how globalisation processes are expressed in educational policies and pedagogical texts. How is the ‘right’ citizen presented and depicted and what values are highlighted – at both national and global level? Whose history is made visible and what voices are heard? What groups or categories are identified? Two broader sets of issues will be highlighted in the paper: • How are the ’citizen’ and the citizen’s identity constructed in relation to place, nation, language, religion, ethnicity and gender in policy documents for schools and pedagogical texts? • How is the relationship between national and global perspectives treated in relation to the ’citizen’ in guidance documents for schools and pedagogical texts? Theoretically this project combines several fields of research: social science research on transnationalism, research on education and nation-building, education policy and forms of governance, research on textbooks and the globalization of education. Intersected insights provided by the studies on gender, nationalism, citizenship and, identity are used. Constructions of nationhood involve specific notions of manhood and womanhood, and discourses on nation and gender intersect and are constructed by each other in various ways. The overall theoretical/methodological framework of the project is linked to critical discourse analysis that provides tools for studying how the ‘citizen’ and different subject positions are constructed in both text and practice. The paper will focus mainly on Turkey and on how gender identities are narrated and attempted to be constructed with respect to the nation and the state. It will present some results from the analysis of education policies, educational documents and curricula in the later years of compulsory school. School textbooks within social sciences, history, geography, citizenship and religion textbooks are analyzed. Over and above textual analysis, interviews have also been conducted with educational bureaucrats and politicians. Teachers and authors of textbooks will be interviewed further on. For Turkey, over the last decades, globalization, and Europeanization processes have been quite influential. Concomitantly, there have been increasing reactions to such developments. A radical rise of a 'banal nationalism' in everyday-life has been witnessed. Nationalism, in fact, has been the hegemonic discourse in public education and naturalized through the constructions of femininity and masculinity. Nationalist discourses – a growing cultural racism since the 1990s – also occur in the Swedish context. A comprehensive curricula reform was realized 2005 in Turkey. It seems that the emphases on ethnic and/or cultural nationalism are set aside, and identity, difference, rights and individual are among the catchwords of new textbooks. However, a closer look at the “gender regime” shows that a more subtle analysis of the hidden discourses is necessary – the books show contradictions/contradictory messages. Although the division of labor seem to have a more gender equal nature; gender biases and an ethno-cultural nationalism continue to exist as among the layers of the discourses of the textbooks – in fact, both are interconnected. Ethno-cultural nationalism is also possible to discern in Sweden – in textbooks and steering documents, especially in relation to gender issues and immigrants.
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| 8. |
- Carlson, Marie, 1950
(författare)
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Social Media and learning/teaching styles – Experiences within transnational intra-Asian studies
- 2013
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Ingår i: 7th EuroSEAS (European Association for South East Asian Studies), the School of Social and Political Sciences of the Technical University of Lisboa, Portugal, 2-7 July, 2013. ; Book of Abstracts – 7th EuroSEAS
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Social media and learning/teaching styles – Experiences within transnational intra-Asian studies. This sub-study, conducted in Turkey, focus on how transnational students from Central Asia and China with scholarships from Turkish government discuss social mobility and visions for the future related to educational issues. All the students have attended courses in international relations at the Department of political science at Istanbul University. Six life stories have been collected. The paper specifically discusses the role social media played/plays in access to information on education abroad, and how social media is used in everyday life. Another topic discussed is how the students look upon learning/teaching styles in relation also to schooling in their "homelands". The results will be compared to the other sub-studies within the project, taking place in South/ and Southeast Asia as well as in United Arab Emirates. All researchers work with life stories linked to a broader context – a multi-sited interdisciplinary study in transnational contexts. The empirical material from the different sub-studies will be used contrastingly in a ”soft comparison”. This is expected to give mutually interpretative advantages. The material from the different sub-studies will also be used to generate new questions and discursive and social structures will be made visible through the comparative approach. Aspects of this “soft comparison” will also be discussed in the paper.
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| 9. |
- Carlson, Marie, 1950, et al.
(författare)
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Transnational mobility of higher education within Asia – Strategies and educational conditions among young people related to gender, ethnicity and class
- 2012
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Ingår i: GEA – Gender and Education Association Conference April 11-13, Göteborg. Theme: Gender and Democracy: Gender Research in times of change.
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Konferensbidrag (refereegranskat)abstract
- Transnational mobility in higher education within Asia – Strategies and educational conditions among young people related to gender, ethnicity and class. This workshop mainly invites to a methodological discussion within an ongoing interdisciplinary project focusing on inter-Asian education mobility – a theme that so far has been given little attention even though access to education has long been the reason for migration and mobility. Many Asian youths travel abroad and study in their neighbouring countries - however, the interest has most often been on the increased numbers of young people from Asian countries who obtain higher education in Western countries. By taking a perspective that situates individuals at the centre this study investigates young people’s strategies, experiences and visions in different Asian contexts. Particular interest is paid to power hierarchies based on class, ethnicity, gender, and religion. Theoretical the project employs the concept of social transnational fields and draws inspiration from cultural, migration, global, and gender studies, as well as postcolonial theory. Six researchers are involved in the project and carry out fieldwork among students who study in India, Indonesia, Malaysia, Middle East, Thailand and Turkey and the students come from neighbouring Asian countries. The research group collaborates in the development of theory and methodology. Disciplines represented in the study are Islamic studies, sociology, anthropology and history. The students’/the subjects’ experiences are in the centre of the research and through the use of life stories as its research methodology, the research group approaches transnational mobility in a unique way. Furthermore a so-called soft comparison is used, contrasting the material in order to generate mutual interpretative advantages. The academic importance of the project lies in its theoretical and methodological approach, but also in the empirical data it generates. The overall aim of the project is dealing with the transnational space and values that govern the various study options and strategies – how students regard the “homeland” and “host” country – the importance of gender, ethnicity and how students are affected by mobility as part of the their own social, political and religious context. At the workshop all six researchers in the project will present some preliminary results based on recent field data and discuss what kind of themes and intersecting aspects we are trying to involve when approaching the students in using life stories. Likewise discuss possibilities/difficulties in conducting a multi-sited interdisciplinary study. In addition to the researchers in the project we hope for at least 10-20 persons to participate in the discussion.
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| 10. |
- Carlson, Marie, 1950, et al.
(författare)
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Transnational Turkish Student Mobility - Narratives on identity and gender related to educational visions. ECER 2014 Porto - European Conference on Educational Research
- 2014
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Ingår i: ECER 2014 - European Conference on Educational Research. 1 - 5 September 2014 , Porto.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Access to education has long been the reason for migration and mobility. This contribution, which focuses on a reflexive identity project of a Turkish woman trying to realize her educational goals, is part of an ongoing interdisciplinary multi-sited research project containing six sub-studies (Turkey, United Arab Emirates, Myanmar/Burma, Indonesia, Singapore, Nepal, India, Malaysia and Thailand). The overarching aim of the project is to study transnational mobility of higher education within Asia from the perspective of the individual. Through a bottom-up perspective, and with a focus on life story as method, the study pay attention to transnational mobility and the way it influences new “global citizens” in Asia (Doherty & Singh, 2005). The transnational perspective (Vertovec, 1991) draws attention to trans-boundary mobility in which individuals, through daily activities and social, religious, economic, and political relations create social fields that transcend national borders (Levitt & Glick Schiller, 2004). Youth is further seen as a trans-national and political category in relation to social spaces and structures (Marginson & Sawir, 2005) – the use of social media is central. The concept of social transnational fields is applied rather than viewing nation states as independent and autonomous (Gargano, 2009). Within the fluidity of globalisation the concept of ‘eduscapes’ can be used for schools/education across the world with increasingly common structures, values and educational processes. In this context young people are negotiating culture-framed pasts, the complex present and contingent futures. Theoretically the project draws inspiration from cultural-, migration-, ethnicity- and gender studies (e.g. Appadurai, 1991; Kell & Gillian, 2008; Phoenix & Pattynama, 2006; Yval-Davies, 2006). Within the project a so-called soft comparison (Puskas, 2009) is used with life stories as a common methodology for all six sub-studies with a special interest in power hierarchies based on class, ethnicity, gender and religion. All together about 50 students have been interviewed. In this paper we will especially discuss the concept of capital (Bourdieu, 1977) in our analysis but also use sociology of emotions (Scheff, 1990) when discussing aspects of identity. In the paper especially one young Turkish woman will tell about her background and experiences being an example of student mobility within Asia and struggling for attending the European educational arena through applications for a PhD position at a European university. The student’s educational journey has been difficult within Turkey with many obstacles with all her family involved. After studies in Malaysia for a master thesis she is back in Turkey engaged with trying to get access to higher education within Europe. In the project as a whole there are many students talking about trying to reach Europe through their studies abroad in Asia.
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