| 1. |
- Orrmalm, Alex, 1986-
(författare)
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Babies’ engagements with everyday things : An ethnographic study of materiality, movement and participation
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores how babies (1-18 months old) engage with material things in their everyday lives. The aim is to contribute with theoretical and empirical insights into babies own practices around material things and how attending to these practices can lead to reflections on participation, material culture and everyday space. The empirical material is collected through video ethnographic fieldwork in the homes of seven babies and their families. The empirical material has been analysed through combining cultural analysis with the analytical approach ‘thinking with theory’. The thesis shows that sensoriality and movement is important for understanding babies own engagements with things and that these engagements are not limited to things given to, or intended for, them. Babies also shape the everyday spaces of the families through their movements of things in their homes. The analyses also show that focusing on sensoriality and movement in the meeting between babies and the researcher is a promising contribution to discussions concerning participatory research and ethnographic method. The thesis is theoretically situated within the field of child- and childhood studies.
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| 2. |
- Tholander, Michael, 1965-, et al.
(författare)
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“A freak that no one can love” : Difficult knowledge in testimonials on school bullying
- 2020
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Ingår i: Research Papers in Education. - : Taylor & Francis. - 0267-1522 .- 1470-1146. ; 35:3, s. 359-377
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Tidskriftsartikel (refereegranskat)abstract
- This study adopts a testimonial approach to bullying victimisation,and aims to create a deeper understanding of the experiences andeffects of being a bullying target. Four written narratives about beingsubjected to school bullying were analysed according to interpretativephenomenological analysis. From the analysis, four themes wereconstructed, which represented different elements of victimhood: (1)Self-blame in which victims view themselves as the cause of thebullying, (2) Abandonment in which victims describe feelings ofstanding alone in their exposed situation, (3) Turning points inwhich the victims recount a variety of restorative events, and (4)Continued victimhood in which the victims relate how the feeling ofvictimhood and vulnerability continues even though the bullying hasended. In conclusion, school bullying is something that continues toaffect the individual adversely long after it has stopped, althoughstable friendship relations might have a mitigating influence.Through such relations, victimhood can be neutralised and a morepositive self-image develop. Moreover, as numerous other kinds ofvictims emphasise, an essential part of the rehabilitation process is tofinally be able to tell one’s story, to lay bare one’s difficult knowledgeto a wider audience.
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| 3. |
- Tholander, Michael, 1965-
(författare)
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Ett diskursmedvetet lärarskap
- 2022. - 1
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Ingår i: Lärarens ledarskap. - Malmö : Gleerups Utbildning AB. - 9789151107172 ; , s. 205-220
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Den 15 oktober 2017 riktade skådespelerskan Alyssa Milano en uppmaning till alla på Twitter: ”Om du har blivit sexuellt trakasserad eller angripen, skriv då ’jag också’ som svar på denna tweet” (översatt från engelska). Detta blev starten på den mäktiga #metoo-rörelsen, som snabbt spred sig över världen. Vad visade denna rörelse och varför är den relevant för lärare att känna till? Ett första svar på denna dubbla fråga är att rörelsen uppenbarade att det i vår omgivning finns oändligt många offer, vilka ofta haft svårt att bli hörsammade eller hållit tyst om sina negativa erfarenheter. Ett andra svar är att alla lärare bör känna till vilken potential det finns i att, som Alyssa och #metoo-rörelsen, våga ifrågasätta invanda sätt att tänka, känna och handla i relation till olika former av övergrepp. Det är sådana insikter ett diskursmedvetet lärarskap, temat för den aktuella texten, bland annat kan bidra till. I framställningen avhandlas det diskursmedvetna lärarskapet utifrån fenomenet skolmobbning, som varje år, precis som sexuella övergrepp, skapar otaliga delvis osynliga offer. Observera dock att det inte finns någonting som begränsar det här perspektivet på lärares ledarskap till just denna typ av problem. Ett diskursmedvetet lärarskap kan tillämpas i en mängd olika sammanhang i skolan, exempelvis i kritiska samtal om rasism i vardagen, om innehållet i läromedel eller om kunskapsbedömningens gissel och dilemman.
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| 4. |
- Tholander, Michael, 1965-
(författare)
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Harold Garfinkel
- 2022. - 2
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Ingår i: Sociologins teoretiker. - Malmö : Gleerups Utbildning AB. - 9789151107325 ; , s. 157-175
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Den här texten presenterar de grundläggande teserna i Harold Garfinkels etnometodologi, en relativt perifer sociologisk skola som uppstod i USA i mitten på 1950-talet. Fokus ligger framför allt på hur social ordning anses uppstå, hur aktörer ses som ständigt redovisningsskyldiga för sitt handlande samt hur språket, genom sin indexikalitet och reflexivitet, betraktas som ett mycket slagkraftigt verklighetsskapande verktyg. Etnometodologins styrka ligger i att undersöka och beskriva själva ”görandet” av världen. Traditionella sociologiska förklaringsvariabler – kön, identitet, regler – kan i detta ljus inte längre tas för givna av forskare, utan måste i stället förstås och analyseras just i sitt görande. Etnometodologin kan därmed kortfattat beskrivas som ”görandets sociologi”. Etnometodologin har varit betydelsefull för en rad vetenskapliga områden och har exempelvis i hög grad bidragit till utvecklingen av konversationsanalysen, vetenskapssociologin och genusteorin.
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| 5. |
- Tholander, Michael, 1965-, et al.
(författare)
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Lessons in casual sex : Narratives of young Swedish women
- 2020
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Ingår i: Sexuality & Culture. - : Springer. - 1095-5143 .- 1936-4822. ; 24, s. 1397-1417
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on the narratives of four young Swedish women who were interviewed about their experiences of heterosexual casual sex. The analyses are based on a phenomenological approach and provide insight into a highly complex sexual practice, which the participants often portray as having lacked transparent communication, balance of power, and satisfying sex – three key dimensions of an everyday “sexual democracy.” However, the participants also claim to have dealt with these problematic issues, hence pointing to the socializing role that early sexual experiences have for young women. Thus, if the participants’ own perspectives of events are accepted, sexual empowerment might best be understood as individually colored, experience-based, developmental processes rather than as something that is brought about primarily through collective, formal sex education.
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| 6. |
- Tholander, Michael, 1965-, et al.
(författare)
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Skolning i sexuell egenmakt : Unga svenska kvinnors berättelser om tillfälligt sex
- 2022
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Ingår i: ARKIV. Tidskrift för samhällsanalys. - Lund, Sweden : Arkiv förlag & tidskrift. - 2000-6225 .- 2000-6217. ; :14, s. 7-32
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Tidskriftsartikel (refereegranskat)abstract
- Mer än var tredje ung kvinna i Sverige uppger sig ha haft en tillfällig sexuell förbindelse under det senaste året. I den här studien fokuserar Michael Tholander och Ninni Tour på fyra unga kvinnors berättelser om sina egna upplevelser av tillfälligt sex. Analyserna bygger på en fenomenologisk ansats och visar på erfarenheter som ofta framställs i negativ dager. Bristfällig kommunikation, maktobalans och otillfredsställande sex beskrivs som vanliga problem, särskilt i relation till händelser i unga år. Samtidigt menar deltagarna att dessa problem fått dem att förändra sitt sätt att tänka, känna och handla i relation till sex, vilket indikerar att unga kvinnors tidiga sexuella upplevelser har en viktig socialiserande funktion. Om deltagarnas egna perspektiv accepteras är det således rimligt att förstå sexuell egenmakt som något som inte enbart etableras genom sekundära källor, såsom sexualundervisning, media eller vänner, utan som också växer fram genom individuellt färgade, erfarenhetsbaserade utvecklingsprocesser.
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| 7. |
- Tholander, Michael, 1965-, et al.
(författare)
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The ART of apologizing : Entering the black box of an intervention program
- 2021
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Ingår i: Text & Talk. - Berlin : Mouton de Gruyter. - 1860-7330 .- 1860-7349. ; 41:1, s. 95-117
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Tidskriftsartikel (refereegranskat)abstract
- During recent decades, evidence-based treatment programs havebecome a given part of the youth justice system. Typically, such programs areevaluated through quantitative effect studies, in which a variety of outcomemeasures play a significant role. This case study offers an alternative, interactionalevaluation of a treatment program. More specifically, the analysis focuses on anAggression Replacement Training (ART) session that was held at a youth detentionhome in Sweden. In this session, two trainers and three detained adolescent boysperform an exercise that serves to teach the latter various apology practices. Adetailed, conversation analytic examination of the interaction in the session showsthat the trainers repeatedly problematize the boys’ contributions in a kind ofdeviant-making enterprise. Thus, rather than recognizing competencies that dobecome visible through closer inspection, the trainers one-sidedly highlight lackand deficiency. It is argued that the interpretative frame of ART, with its focus onpathologization, individualization, and responsibilization, amplifies the incarceratedboys’ deviancy, hence symbolically locking them up in a second, nonmaterialor discursive, sense.
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| 8. |
- Tholander, Michael, 1965-, et al.
(författare)
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The shame of casual sex : Narratives of young Swedish women
- 2022
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Ingår i: Women's Studies. - Amsterdam : Elsevier. - 0277-5395 .- 1879-243X. ; 93
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Tidskriftsartikel (refereegranskat)abstract
- This study is based on the narratives of four young Swedish women, who were interviewed about their experiences of heterosexual casual sex. The analyses are based on phenomenological sociology and focus on sequences in which the participants orient towards shame in connection with casual sexual encounters. The results show that the participants struggle with shame before, during, and after casual sex, that they do so in relation to a great variety of people, places, and situations, and that they through their experiences encounter a complex set of socializing forces. Hence, despite coming of age in a very liberal sexual environment, the social conditions of the young women’s casual sexual encounters appear as highly challenging. Different audiences, selves, and voices, which do not always blend well together, create a crossfire of conflicting ideals, expectations, and feelings. To alleviate the sexual shame that often seems to beset young women, methods of sex education need to focus on scrutinizing cultural practices rather than the individual.
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| 9. |
- Tholander, Michael, 1965-, et al.
(författare)
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Traces of pornography : Shame, scripted action, and agency in narratives of young Swedish women
- 2022
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Ingår i: Sexuality & Culture. - : Springer. - 1095-5143 .- 1936-4822. ; 26, s. 1819-1939
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore young women's experiences of pornography and how they believe pornography has affected both themselves and other adolescents in terms of sexuality and sexual experiences. Seven young women aged 17-18 years were interviewed and their narratives were analyzed through thematic analysis. The results show that the participants' pornography consumption has at times evoked feelings of shame in relation to their official feminist stance. Moreover, they all report experiences of being pressured to adopt a "supporting role" in sex and to perform in line with a narrow pornographic script, thus compromising their wish to enjoy sex and enact sexual agency. It is also evident how the participants have struggled to navigate through the conflicting positions that are available within a postfeminist culture, for instance in relation to feminism, heterosexual gender norms, and the strong ideal of being an "agent" in sex. In the pursuit of young women's healthy sexual development, the results highlight the need for safe female venues, a relational understanding of agency, cultural change rather than individualized responsibility, porn literacy training, and the advancement of broader sexual scripts.
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