| 1. |
|
|
| 2. |
- Abraham, Getahun Yacob, 1958-, et al.
(author)
-
Internationalisation in teacher education : student teachers’ reflections on experiences from a field study in South Africa
- 2018
-
In: Education Inquiry. - : Taylor & Francis. - 2000-4508. ; 9:4, s. 347-362
-
Journal article (peer-reviewed)abstract
- Internationalisation of higher education and teacher education has been a key issue since the 1990s and many universities still attempt to increase student mobility ever since. Much research has been done on the topic of internationalisation and higher education, including teacher education trying to show how a certain programme impacts on students’ learning, especially intercultural learning when it comes to programmes in teacher education. These studies are often directed towards programmes that last several months or a whole year. The focus of this study is rather to explore if and in what way experiences in a two-week field study can contribute to a student teacher’s intercultural learning and professional development. The findings of the research show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and on awareness of teachers’ living and working conditions in a different culture like South Africa.
|
|
| 3. |
- Abraham, Getahun Yacob, 1958-, et al.
(author)
-
Swedish student teachers´ perspectives on their short field study in South Africa
- 2018
-
Conference paper (peer-reviewed)abstract
- This paper explores if and in what way experiences from a short field study can contribute to student teachers intercultural learning and professional development. The paper is based on focus groups and individual interviews, with two groups of Swedish student teachers that undertook a two-week field study in South African schools. Researches on internationalisation in higher education especially trying to show intercultural learning in teacher education, often last several months or a whole year. Thus, there is a knowledge gap on students’ doing shorter field studies, which our study wants to help fill. The findings show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and awareness of teachers’ living and working conditions in a different culture like South Africa. It is impossible to conclude that the student teachers became more interculturally competent through this short field study. However, the student teachers in their reflections turn their attention back to their own national context for critical comparisons. As underlined by the student teachers, experiencing the context of teaching and learning and meeting people “in reality” is something that really “grabs your heart”.
|
|
| 4. |
- Bak, Maren, 1944, et al.
(author)
-
interrogating Childhood and Diaspora
- 2006
-
In: 9th EASA Biennal Conference Bristol 2006 Conference programme.
-
Conference paper (peer-reviewed)abstract
- The concept of diaspora has opened new ways of scolarly discussions of ethnicity and migration. However the concept has been applied very little to understand childhood and the ways children in ethnic minority groups construct their everyday life and form their identity. This article seeks to start such an analysis based on the theoretical understanding of the competent child who actively contributes to everyday life at home, in school and among friends. The study is based on interviews with young children who live in a Swedish multicultural area and the analysis focuses on issues relating to diasporic consciousness and diasporic practises from a child perspective. The results show how the children negotiate their identity and belongings to places how they make their own distinctions between home and homeland and how they in everyday life actively contribute to sustaining transnational kin networks.
|
|
| 5. |
- Bak, Maren, 1944, et al.
(author)
-
Interrogating Childhood and Diaspora Through the Voices of Children in Sweden
- 2010
-
In: Childhood. - 0907-5682. ; 17:1, s. 113-128
-
Journal article (peer-reviewed)abstract
- This article introduces the concepts of diaspora and transnational networks to research on children with migrant backgrounds. It is based on interviews with children who live in a Swedish multicultural area and the research questions focus on issues relating to diasporic consciousness and diasporic practices from a child’s perspective. The results show how the children negotiate their identity and belongings to places, how they make their own distinctions between home and homeland and how in everyday life they actively contribute to sustaining transnational kin networks.
|
|
| 6. |
|
|
| 7. |
- Bauer, Simon, et al.
(author)
-
A Culturally Relevant Education? Analysing “Swedish Values”in Civic Orientation for Newly Arrived Migrants
- 2024
-
In: Educare - Vetenskapliga skrifter. - 1653-1868. ; :1, s. 112-144
-
Journal article (peer-reviewed)abstract
- This article contributes to ongoing discussions on education for migrants as a form of integration policy and practice. It does so by investigating whether the initiative Civic Orientation for Newly Arrived Migrants in Sweden constitutes an example of culturally relevant education. Drawing on a mixed-method and multi-level analysis, we hone in on “values” as a discursive construction in order to see how particular principles are linked to Swedishness. Specifically, we show how values are discursively constructed on multiple levels through 1) a qualitative analysis of policy documents instrumental to the implementation of civic orientation; 2) a quantitative corpus-assisted critical discourse analysis of media articles; 3) individual interviews with 14 persons involved in organizing the civic orientation courses; and 4) ethnographic classroom observations from six such courses. Our results show how, on the one hand, Sweden is constructed as the most developed country in the world in terms of values and, on the other hand, migrants are portrayed as antithetical to such an ideal imagination. Furthermore, we show how a specific set of values – human rights and democracy – changes meaning from being universal to becoming particularized and nationalized as “Swedish”.
|
|
| 8. |
- Bauer, Simon, et al.
(author)
-
Constructing the “Good Citizen”: Discourses of Social Inclusion in Swedish Civic Orientation
- 2023
-
In: Social Inclusion. - 2183-2803. ; 11:4, s. 121-131
-
Journal article (peer-reviewed)abstract
- Sweden has long been described as a beacon of multiculturalism and generous access to citizenship, with integration policies that seek to offer free and equal access to the welfare state. In this article, we use the policy of Civic Orientation for Newly Arrived Migrants as a case with which to understand how migrants’ inclusion is discursively articulated and constructed by the different constituencies involved in interpreting the policy and organising and teaching the course. We do this by employing Foucault’s closely interrelated concepts of technology of self, political technology of individuals, and governmentality. With the help of critical discourse analysis, we illustrate how migrants’ inclusion is framed around an opposition between an idealised “good citizen” and a “target population” (Schneider & Ingram, 1993). In our analysis, we draw on individual interviews with 14 people involved in organising civic orientation and on classroom observations of six civic orientation courses. Firstly, we show how migrants are constructed as unknowing and in need of being fostered by the state. Secondly, we illustrate how social inclusion is presented as being dependent upon labour market participation, both in terms of finding work and in terms of behaving correctly in the workplace. Lastly, we show how migrant women are constructed as being problematically chained to the home and therefore needing to subject themselves to a specific political technology of self to be included.
|
|
| 9. |
- Bauer, Simon, et al.
(author)
-
Gender equality in the name of the state: state feminism or femonationalism in civic orientation for newly arrived migrants in Sweden?
- 2023
-
In: Critical Discourse Studies. - 1740-5904 .- 1740-5912.
-
Journal article (peer-reviewed)abstract
- This article contributes to ongoing discussions in the social sciences about how to interpret the incorporation of gender equality into integration policies – is it a form of state feminism or femonationalism? Drawing upon intersectionality, we analyse how gender equality is presented, discussed and negotiated in relation to ethnicity and nationality in Sweden. Methodologically, we employ a bifocal lens that combines (1) a quantitative investigation of representations of civic orientation programmes in Swedish policy documents and mainstream media, and (2) a qualitative analysis of ethnographic data collected in six civic orientation courses – three in English and three in Arabic – in three large municipalities. Such a two-pronged approach, which connects policy and media discourses with interactions in civic orientation classes, offers a granular picture of the complex and often ambivalent intersections of ethnicity and gender in relation to migration in Sweden. Ultimately, the co-optation of feminist values brings with it the risk of warping feminism into a trait of national/ethnic distinctiveness. Crucially, femonationalism is not the prerogative of far-right parties but is already becoming institutionalised, informing both mainstream media and educational practices in a feminist state like Sweden.
|
|
| 10. |
- Bauer, Simon, et al.
(author)
-
Locating Sweden in Time and Space: National Chronotopes in Civic Orientation for Adult Migrants
- 2023
-
In: Nordic Journal of Migration Research. - : Helsinki University Press. - 1799-649X. ; 13:1, s. 1-17
-
Journal article (peer-reviewed)abstract
- The aim of this article is to use courses in civic orientation for newly arrived adult migrants in Sweden as the empirical entry point from which to investigate whether, and if so, how, civic values are tied to the Swedish nation through specific discourses and narratives. With the help of a framework that brings together theorisations of the discursive construction of the nation with the notions of the chronotope and ‘social narratives’, the article demonstrates how narratives within civic orientation are characterised by specific spatio-temporal moves that discursively construct Sweden as a nation-state. Such national chronotopes are not innocuous but are part of a rhetoric of nationalism that constructs a linear and comprehensive story of prosperity and superiority, not least vis-à-vis some other geographical areas in the world. As such, the analysis seeks to contribute to the burgeoning scholarship on civic orientation programmes by offering further empirical evidence of the shapes such programmes take, and how civic values become nationalised. With the help of the notion of the chronotope, the article also seeks to add some fresh perspectives to scholarship on nationalism and othering by showing mundane spatio-temporal moves in the production of a ‘national imaginary’ (Calhoun 2017).
|
|
