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- Brandell, Inga, et al.
(författare)
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Introduction
- 2015
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Ingår i: Borders and the Changing Boundaries of Knowledge. - Istanbul : Swedish Research Institute in Istanbul. - 9789197881333
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Bokkapitel (refereegranskat)
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| 4. |
- 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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- 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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“’Are you going to write as we think or as you think?’ On Troubled Subject Positions among Immigrant Women in a Swedish Context”.
- 2015
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Ingår i: Inga Brandell, Marie Carlson & Önver Cetrez (Eds) Borders and Changing the Boundaries of Knowledge. Transactions Vol 22, Swedish Research Institute in Istanbul, Stockholm.. - Stockholm/Istanbul : Swedish Research Institute in Istanbul, Stockholm. - 9789197881333 ; , s. 109-127
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Bokkapitel (refereegranskat)abstract
- "Are you going to write as we think or as you think?" – On Troubled Positions, Borders and Boundaries among Immigrant Women in a Swedish Context Abstract The aim of this contribution is to discuss representational power and images/concepts Turkish women attending Swedish language courses for immigrants (SFI) experience in accounts about them as migrants in Sweden. Examples from the past but also from the present will be used – from a still ongoing debate on troubled positions, borders and boundaries among/about immigrant women in a Swedish context. Empirical data (mainly interviews and policy documents) consist of revisiting an earlier study from 2002, but also data from later projects will be used. In addition to this other research has been reviewed relevant for the critical intersectional discussion concerning ethnicity/migration, gender and class; research related to e.g. cultural-, migration-, ethnicity- and gender studies. A sociocultural perspective and a postcolonial point of departure will be used. Three themes will be discussed; one is about social interaction and negotiating of ethnicity from an interview illustrating how the interviewee as well as the interviewer are caught in prevalent discourses and try to handle the straightjacket of labelling. Next theme is about gender, gender equality, “Swedishness” and nation, where SFI can be seen as an arena for educating the participants about gender equality. The last theme focuses on the institutional level, the welfare state and the power of definitions. This section also discusses how the category “immigrant” including “the immigrant woman” are constituted and negotiated in relation to the labour market. Structural conditions as well as agency are not always considered or problematized in these discussions. Taken together, the article can be seen as a critical reflection on the production of knowledge that researchers as well as various actors are involved in. This is both an ethical and methodological issue that will also be developed in the concluding discussion.
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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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| 9. |
- Carlson, Marie, 1950, et al.
(författare)
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Civic Orientation for Migrants in a Swedish Context – Exploring values and governing from an intersectional perspective
- 2018
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Ingår i: ECER/EERA conference 4-7 September, 2018 - Free University Bolzano, Italy.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- General description (research questions, theoretical framework) Different social models for integration and citizenship are increasingly discussed in Europe. Previously recognized conventions of citizenship, about who the citizen is, may or should be challenged (Joppke 2007). Discussions in both research and political organizations can be seen as a consequence of the decline in variations of “multicultural” models that were fundamental to integration policy in Sweden, as well as in several other European states (ibid.; Sonninen 1999). In Sweden, the multicultural integration policy in 1975 was formulated through the three key concepts: equality, freedom of choice and collaboration (prop. 1975:26). During the 1980s, cultural and ethnic group rights were reduced and adaptation to international policy took place. A further shift occurred in the early 1990s with ever higher individual demands on the migrant from the states across Europe. Among other things, there was increasing demand for participation in education such as language courses and courses on social orientation. After the investigation “Sweden for newly arrived migrants – Values, welfare state, everyday life” (SOU 2010:16) a new regulation was added: “Civic orientation for some newly arrived immigrants” (SFS 2010:1138). Through this law, homogenization and national standardization of education efforts have been developed. This applies to both implementation and teaching materials; e.g. the textbook “About Sweden” (first edition 2010, City of Gothenburg, latest edition 2017), which we have analysed. Each municipality is required to organize and offer newly arrived immigrants civic orientation; courses described by organizers to “give keys to Swedish society”. Government control includes that the county administrative boards annually monitor the activities and return the results to the government. The orientation should preferably take place in the mother tongue in dialogue and reflection with support of “civic communicators”, who will have some educational skills (SFS 2010:1138). This education initiative raises a number of issues that we discuss in our contribution from an intersectional perspective, but with a particular focus on gender. The specific Swedish approach to gender equality has become an important marker, a national self-image and a certain “success story”, where binary classifications often function as demarcations between “Swedes” and “the Other” (Carlson & Kanci 2017; Forbes et al. 2011). Theoretically, our contribution rests on a narrative and discursive approach (Andrews 2007; Fairclough 2003). The standardization and homogenization developed for civic orientation in the Swedish context can also be seen as a powerful state governance in line with Foucault's perspective on governmentality (Foucault 2000), which is useful for the analysis of policy documents and teaching materials. Also Bacchi’s social constructionist analytical framework (2008) is used for reviewing political documents, where Bacchi argues that politics to the same extent construct social problems as it reveals or solves them. Our interest is directed to questions about how the participants are understood as subjects, what characteristics, abilities and positions they are expected to adapt to and occupy. We have explored how the image of the migrant/citizen is (re)constructed, interpreted and negotiated within the discourses of the education. Our interest has also been to investigate how narratives about Sweden, “Swedishness”, “Swedish values”, citizenship, everyday life and welfare state emerge in civic orientation for newly arrived immigrants (cf. Griswold 2010; Yuval-Davis 2011). Research questions • What social and cultural values/norms regarding Swedish society are articulated in policy documents and teaching materials? How are these related to gender and ethnicity from an intersectional perspective? • What narratives about the newly arrived migrants are conveyed in the civic orientation’s documents and teaching materials? Which individuals/groups are included, respectively, excluded? • What dominant stories are visible? Are there also “counter stories” expressed? • What experiences and reflections do migrants highlight in their own stories of having participated in the education? Methods/methodology The empirical data consists of policy and steering documents, teaching materials, mainly the textbook “About Sweden” in different editions used in civic orientation, and interviews with some migrants who previously participated in the education. An intersectional perspective has been used in the narrative and discursive approach to examine how different (re)constructions are linked and interact with, for example, gender, ethnicity, class and religion/view of life (Christensen & Qvotrup Jensen 2012; Yuval-Davis 2011). Methodically we have searched for organizing recurring concepts that hold together and substantiate dominant speech as well as visual representation in teaching materials. Narratives related to discursive themes turned out to be a useful comparative tool – especially as regards nationalism and self-image related to the intersection of gender and ethnicity (cf. Carlson & Kanci 2017). A narrative is about a relational, situational and contextual story and is of existential value to human beings – both individually and collectively (Yuval-Davis 2011). This is something that we also will emphasize in the analysis of the still ongoing interviews with migrants who previously participated in the education. Expected outcomes/results The preliminary analysis shows how gendered, culturalized and ethnified discourses are discerned throughout the material and how the (re)constructions of the immigrant and the “Swede” are played out together with fostering attitudes. In particular, an ethnocentric and ideological gender equality discourse is linked to “Swedish” norms and values – both in policy documents and teaching materials like in the textbooks “Om Sverige” (“About Sweden”). Perceptions of the traditional and culturally bound immigrant woman are strongly emphasised in dominant discourses and is thus an object that always is about to be changed, which the course participants sometimes show resistance to. A perspective of fostering (cf. Carlson & Kanci 2017; Eriksson 2010) and ”Othering” (Osman 1999; Rosén & Bagga-Gupta 2013), as well as a strongly dominant gender equality discourse is disernable in the material, where gender positions occupy an idealized “Swedish” framing. Both women and men who have migrated to Sweden are almost automatically placed as more traditional and less equal than men and women born in Sweden (Knocke 2011; Magnusson et al. 2008; Yazdanpanah 2013). There seems to be reason to still discuss the three key concepts formulated in the 70's in the bill as regards the multicultural integration policy (prop. 1975:26): equality, freedom of choice, collaboration. The case of civic orientation for migrants in a Swedish context can be seen as both disciplinary and mobilizing (cf. Abdulla 2017; Eriksson 2010) and analysis of material and experiences from participants are important in order to fill a gap in research on the “social problem of integration”.
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