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  • 1.
    Amelina, Anna
    et al.
    Brandenburg University of Technology Cottbus-Senftenberg, Germany.
    Carmel, EmmaUniversity of Bath, UK.Runfors, AnnSödertörn University, School of Historical and Contemporary Studies, Ethnology.Scheibelhofer, ElisabethUniversity of Vienna, Austria.
    Boundaries of European Social Citizenship: EU Citizens’ Transnational Social Security in Regulations, Discourses and Experiences2019Collection (editor) (Refereed)
    Abstract [en]

    "This edited collection contributes to studies of intra-EU migration and mobility, welfare and European social citizenship by focusing on transnational labour movements from new to the old EU member states (Hungary-Austria, Bulgaria-Germany, Poland-UK and Estonia-Sweden). The volume provides a comparative analysis of formal organization and mobile individuals' use of European social security coordination, which involves mobile Europeans access to and portability of social security rights from the sending to the receiving country (and back). The book discloses the selectivity criteria of welfare provision in four areas (unemployment, family benefits, health insurance and pensions) that lay at heart of European cross-border social security governance. It also identifies specific discourses of belonging (gendered, ethnicized/racialized and class-related images of 'Us' and 'Them') that frame the institutional selectivity by constructing images of mobile EU-citizens 'deserving' or 'non-deserving' social membership. The collection offers a detailed examination of inequality experiences mobile EU citizens from the new EU countries encounter while accessing and porting social security rights across borders. It will be of interest to a wide range of social science and interdisciplinary researchers, students and practitioners as well as those interested in intra-EU migration and mobility, social security, European social citizenship and transnational studies"

  • 2.
    Amelina, Anna
    et al.
    Brandenburg University of Technology Cottbus-Senftenberg, Germany.
    Carmel, Emma
    University of Bath, UK.
    Runfors, Ann
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Scheibelhofer, Elisabeth
    University of Vienna, Austria.
    Labyrinths of European social citizenship: Variations in and levels of comparison2019In: Boundaries of European Social Citizenship: EU Citizens’ Transnational Social Security in Regulations, Discourses and Experiences / [ed] Anna Amelina; Emma Carmel; Ann Runfors; Elisabeth Scheibelhofer, Abingdon: Routledge, 2019, p. 199-212Chapter in book (Refereed)
    Abstract [en]

    The chapter integrates the conceptual ideas presented in this volume and the outcomes of the empirical research on mobile Europeans’ access to and the portability of social security rights that focused on four pairs of countries (Hungary-Austria, Bulgaria-Germany, Estonia-Sweden, Poland-UK) in four areas of social security (unemployment, family benefits, health, and pensions). In the first step, the chapter identifies country-pair spanning patterns in respect to (1) cross-border social security regulations, (2) discourses of belonging, and (3) mobile (East-)Europeans’ experiences of (unequal) welfare opportunities. At the same time, it puts emphasis on the country-pair specific differences and similarities of the above-mentioned dimensions of European social citizenship.

  • 3.
    Fröhlig, Florence
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Saar, Maarja
    University of Bristol, UK.
    Runfors, Ann
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Business contract meets social contract: Estonians in Sweden and their transnational welfare opportunities2019In: Boundaries of European Social Citizenship: EU Citizens’ Transnational Social Security in Regulations, Discourses and Experiences / [ed] Anna Amelina, Emma Carmel, Ann Runfors & Elisabeth Scheibelhof, Abington, Oxon; New York: Routledge, 2019, p. 181-198Chapter in book (Refereed)
  • 4.
    Runfors, Ann
    Södertörn University, School of Gender, Culture and History, Ethnology.
    Att ges plats och att ta plats: Om kulturaliserade urbana rum, unga män och konstruktion av hemhörighet2011In: Andra Stockholm: liv, plats och identitet i storstaden / [ed] Bo Larsson, Birgitta Svensson, Stockholm: Stockholmia förlag, 2011, p. 302-333Chapter in book (Other academic)
  • 5. Runfors, Ann
    Avoiding Culture and Practicing Culturalism: Labelling practices and paradoxes in Swedish schools2009In: Paradoxes of cultural recognition: perspectives from Northern Europe / [ed] Sharam Alghasi, Thomas Hylland Eriksen, Halleh Ghorashi, Aldershot: Ashgate, 2009, p. 133-144Chapter in book (Refereed)
  • 6.
    Runfors, Ann
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Challenging the hierarchies of Swedish whiteness: Negative experiences and undesired effects of passing as white and Swedish2022In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, Vol. 31, p. 1-9Article in journal (Refereed)
    Abstract [en]

    This article focuses on the hierarchies inherent in the Swedish version of whiteness and shows how these hierarchical structures are challenged by subjects placed within the category white. Passing as white is often presumed to be something sought after. The aim of this article is however to empirically explore the other side of the coin, that is, negative experiences and undesired effects of passing as white. With theoretical inspiration drawn from critical race- and whiteness studies, interview narratives from 31 women and men in the rarely researched area of descendants of Polish migrants in Sweden, are examined. The analysis shows that the descendants in various ways contested racialized ascriptions of whiteness, Swedishness and sameness. They furthermore voiced a dissonance between the sameness they were attributed and their own perceptions of otherness, thereby illustrating that betweenship can also be experienced by descendants that pass as white.

  • 7.
    Runfors, Ann
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    En levd social position och en sfär för igenkänning2021In: Frihet! Politik! Systerskap! / [ed] Kim Silow Kallenberg; Jenny Ingridsdotter; David Gunnarsson, Huddinge: Södertörns högskola, 2021, 1, p. 43-55Chapter in book (Other academic)
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    En levd social position och en sfär för igenkänning
  • 8. Runfors, Ann
    Etnologin i samtiden och samtiden i etnologin: om tolkningar och deras spiralitet2001In: Kritisk etnologi: artiklar till Åke Daun / [ed] Barbro Blehr, Stockholm: Prisma , 2001, p. 29-59Chapter in book (Other academic)
  • 9. Runfors, Ann
    Fostran till frihet?: Värdeladdade visioner, positionerade praktiker och diskriminerande ordningar2006In: Utbildningens dilemma: Demokratiska ideal och andrafierande praxis / [ed] Lena Sawyer & Masoud Kamali, Stockholm: Fritzes, 2006, p. 135-166Chapter in book (Other academic)
  • 10. Runfors, Ann
    Fängslande frihet: Paradoxer och dilemman i den moderna frihetsvisionen2006In: Orienten i Sverige: samtida möten och gränssnitt / [ed] Simon Ekström & Lena Gerholm, Lund: Studentlitteratur, 2006, p. 105-144Chapter in book (Other academic)
  • 11.
    Runfors, Ann
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Har den svenska vitheten krympt i den etno-nationalistiska tvätten?2022In: Polarisering och samexistens: kulturell förändring i vår tid / [ed] Zackariasson, Maria; Öhlander, Magnus; Pripp, Oscar, Umeå: Boréa Bokförlag, 2022, p. 197-225Chapter in book (Refereed)
  • 12.
    Runfors, Ann
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Hemmets betydelse för skolambitioner: utbildnig som ideal, plikt och trygghet2023In: Det komplexa uppdraget: Kulturanalytiska perspektiv på skola, förskola och fritidshem / [ed] Zackariasson, Maria; Gunnarsson, David; Wollin, Elisabeth, Lund: Studentlitteratur AB, 2023, p. 123-144Chapter in book (Refereed)
  • 13. Runfors, Ann
    Icke-svensk elev lär sig sin plats.: (Det nya folkhemmet)2007In: Svenska Dagbladet, ISSN 1101-2412, no 5 juniArticle in journal (Other (popular science, discussion, etc.))
  • 14. Runfors, Ann
    In dialogue with devaluation: young people's life choices as social positioning practices2008In: Thinking with Beverley Skeggs / [ed] Annika Olsson, Stockholm: Centre for Gender Studies, Stockholm University , 2008, p. 83-94Chapter in book (Other academic)
  • 15. Runfors, Ann
    Lära sig bli invandrare?: Globala och transnationella mönster i nationella former?2006In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, no 3, p. 4-9Article in journal (Other academic)
  • 16. Runfors, Ann
    Lära sig sin plats: Hur "svenskar" och "icke-svenskar" skapas i skolan2007In: Kulturnavigering i skolan / [ed] Gösta Arvastson & Billy Ehn, Malmö: Gleerups Utbildning AB, 2007, p. 76-84Chapter in book (Other (popular science, discussion, etc.))
  • 17. Runfors, Ann
    Modersmålsssvenskar och vi andra: Ungas språk och identifikationer i ljuset av nynationalism2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 2, p. 105-126Article in journal (Refereed)
  • 18. Runfors, Ann
    Mångfald, motsägelser och marginaliseringar: en studie av hur invandrarskap formas i skolan2003Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is based on fieldwork carried out during the 1990s in three primary and secondary local authority schools in Stockholm where the teaching staff dealt with questions related to immigration and integration as part of their daily work. The aim is to describe and analyse the attention the teaching staff devoted to the category of immigrant children and to illuminate how this attention generated particular conditions for these children. Deriving inspiration from Anthony Giddens’ theory of structuration, the thesis analyses how structures were manifested and produced in the daily interaction in the schools. To describe the conditions that were generated in the schools, I have employed Iris Marion Young’s model which highlights different kinds of subordination.

    In the schools studied, the question of what culture actually is and what aspects of cultural diversity deserve respect and encouragement continually arose. Questions surrounding how equal opportunities and integration were to be realised and how coexistence in a more diverse Sweden should be organised were dealt with. The category immigrant children was constructed in relation to ’ordinary children’ and ’Swedish children’. The ambitions and problem formulations surrounding ’immigrant children’ were created by visions of independence, freedom of choice, equalization, and social mixing, as well as by established descriptions of reality concerning the suburbs, the needs and development of children, and the key role of the Swedish language.

    In the daily activities of the schools, the different experiences and perspectives of the pupils were rarely given positive attention. Teachers concentrated mainly on the experiences and abilities the pupils were believed to lack and what they needed to acquire to become socially and culturally competent according to Swedish norms. The ambitions and problem definitions of the teachers worked together to formulate a project of disconnecting children from their communities, moulding the children in accordance with the standards of the school, and then incorporating the children into a new community. The project was formulated against the background of modernity’s vision of an independent individual enjoying both equality and freedom. The teachers worked to produce children who would enter a future labour market, gain highly valued work, and have access to society’s resources. They worked to prevent what Young terms ’exploitation’, ’marginalisation’ and ’powerlessness’. They concentrated their ambitions on distributing knowledge and skills, but also Swedishness, in the name of equality. However, the project had unintended consequences. Another form of subordination was generated which was reminiscent of what Young terms ’cultural imperialism’. The individuality of the so-called immigrant children was concealed at the same time as they continually landed in the limelight for what they were not. They were homogenised and ascribed difference in ways defined by their surroundings. Their freedom of action was circumscribed and they were cast in the role of the ’Other’, that which is different and inferior. The project of disconnecting, moulding, and incorporating contributed to the building of a status hierarchy and the creation of specific social position, that of the ’immigrant.’

  • 19. Runfors, Ann
    Mångfald på minerad terräng2004In: Pedagogiska Magasinet, ISSN 1401-3320, no 3, p. 66-71Article in journal (Other (popular science, discussion, etc.))
  • 20.
    Runfors, Ann
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Navigating the Radar: Descendants of Polish Migrants and Racialized Social Landscapes in Sweden2021In: Nordic Journal of Migration Research, E-ISSN 1799-649X, Vol. 11, no 1, p. 65-79Article in journal (Refereed)
    Abstract [en]

    The article takes interest in the under-researched category of descendants of migrants in Sweden and their specific experiences of racialization. While studies have shown that descendants of migrants from non-European countries tend to be racialized as non-white and non-Swedish in Sweden, descendants of European migrants are less explored. Nevertheless, they are sometimes assumed to be unproblematically integrated into Swedish whiteness. Drawing on in-depth interviews, this article contributes with an empirically based analysis of how the so far almost non-researched case of descendants of Polish migrants in Sweden navigate the racialized social landscape in Sweden. Inspired by critical race- and whiteness studies, the article shows that skin colour, phenotypes, speech and body schemes intersect in the racialization of the descendants. While the descendants often were in possession of materialized Swedish whiteness and also seemed able to perform embodied Swedish whiteness, they nevertheless sometimes became visible and their full inclusion into Swedish whiteness became questioned. 

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  • 21. Runfors, Ann
    "När blir man svensk?": Om hur skilda möjligheter skapas i skolvardagens samspel.2004In: Kunskap för integration : om makt i skola och utbildning i mångfaldens Sverige : rapport från Integrationspolitiska maktutredningen: : om makt i skola och utbildning i mångfaldens Sverige : rapport från Integrationspolitiska maktutredningen / [ed] Karin Borevi & Per Strömblad, Stockholm: Fritzes, 2004, p. 29-54Chapter in book (Other academic)
  • 22.
    Runfors, Ann
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Policy, praktik, politik2013In: Nationell förskola med mångkulturellt uppdrag / [ed] Björk-Willén, Polly, Gruber, Sabine & Puskás, Tünde, Stockholm: Liber, 2013, 1, p. 137-150Chapter in book (Other academic)
  • 23. Runfors, Ann
    [Recension av:] Kristina Gustafsson, Muslimsk skola, svenska villkor : konflikt, identitet & förhandling2005In: RIG: Kulturhistorisk tidskrift, ISSN 0035-5267, E-ISSN 2002-3863, no 4, p. 230-234Article, book review (Other (popular science, discussion, etc.))
  • 24.
    Runfors, Ann
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Struktureringsteorin2017In: Tillämpad kulturteori: Introduktion för etnologer och andra kulturvetare / [ed] Gunnarsson Payne, Jenny; Öhlander, Magnus, Lund: Studentlitteratur AB, 2017, p. 115-132Chapter in book (Other academic)
  • 25.
    Runfors, Ann
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    The Political as the Personal: Postmemory among Descendants of Polish Migrants in Sweden2023In: Ethnologia Europaea, ISSN 0425-4597, E-ISSN 1604-3030, Vol. 53, no 1Article in journal (Refereed)
    Abstract [en]

    This article analyses interviews with descendants of Polish migrants in Sweden using the lens of postmemory. The aim is to show how they narrated growing up with parents and grandparents who recalled traumatic experiences of the occupation of Poland during World War II and of the communist era, and to explore the transgenerational imprints of this recall. A number of less-explored aspects of postmemory are elucidated: postmemory related to less extreme abuse and violence than that experienced by Holocaust survivors; postmemory in both second and third generation; postmemory as narrated by those who grew up in a different country to that in which the trauma of their relatives is rooted; and the lived after-effects of trauma.

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  • 26.
    Runfors, Ann
    Södertörn University, School of Gender, Culture and History, Ethnology.
    Toleransens intoleranta baksida: 18 svenska ungdomars verklighet2012 (ed. 1)Book (Other academic)
  • 27.
    Runfors, Ann
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Utbildning, målmedvetenhet och vithet: Görande av klass bland kvinnor och män med polska föräldrar2020In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, Vol. 29, no 1-2, p. 69-75Article in journal (Refereed)
    Abstract [en]

    Based on an analysis of interviews with women and men who grew up in Sweden with one or two polish parents this article argues that ethnologists can and should contribute to the research on class by using constructivist theory and illuminating processes in which class is done. Leaning on Beverly Skeggs poststructuralist writing on class it analyses how the interviewees make class with help of the capital they possessed and in relation to class as a system of classification and of judgement. Most positioned themselves as middleclass by using socially upgrading criteria’s in the system of classification, such as higher education and dedication. While most lacked economic capital, these was the types of capital many of them had within reach and used. The whiteness the interviewees where ascribed in turn proved to upgraded them socially. It furthermore functioned as a cultural capital as it ensured their passing as majority members ant thereby the use value of education as well as the ability to convert other forms of capital. It made their making of middleclass positions possible.

  • 28.
    Runfors, Ann
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    What an ethnic lens can conceal: the emergence of a shared racialised identity position among young descendants of migrants in Sweden2016In: Journal of ethnic and migration studies, ISSN 1369-183X, E-ISSN 1469-9451, Vol. 42, no 11, p. 1846-1863Article in journal (Refereed)
    Abstract [en]

    The article problematises the use of the ethnic lens in research on the young descendants of migrants. It discusses methodological and theoretical insights derived from an interview study on young people from the same neighbourhood in Stockholm, Sweden - the majority of whom had parents with varying ethnic identifications. Because the study did not use any one particular ethnic group as an entry point, it illuminates processes of racialisation that exceed ethnic boundaries and the development of a racialised identity position shared by descendants with different ethnic ties. It thereby contributes to an expanding field of European studies that ethnographically illustrate racialisation of the migrant descendants in different European contexts, and their diverse answers to racialisation. Compared to US experiences, this specific European mode of racialisation limits the range of identity positions offered to a higher extent and furthermore positions a wider span of people as non-white. By focusing on the relationship between how people are represented and how they perceive themselves the article further questions the transnational perspective as an alternative means for circumventing the ethnic lens. The incorporation of a transnational perspective in this research was namely perceived by the participants as ascriptions of ethnic otherness.

  • 29.
    Runfors, Ann
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Fröhlig, Florence
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Discourses of Belonging in the Context of EU enlargements: A Comparative analysis of Discursive Deservingness in EU Transnational Social Security2019In: Boundaries of European Social Citizenship: EU Citizens’ Transnational Social Security in Regulations, Discourses and Experiences / [ed] Anna Amelina, Emma Carmel, Ann Runfors, Elisabeth Scheibelhofer, Abingdon, Oxon; New York: Routledge, 2019, p. 73-90Chapter in book (Refereed)
  • 30.
    Runfors, Ann
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Saar, Maarja
    Södertörn University, School of Social Sciences, Sociology. Uppsala Univ, Dept Sociol, Uppsala, Sweden..
    Fröhlig, Florence
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Policy Experts Negotiating Popular Fantasies of 'Benefit Tourism' Policy Discourses on Deservingness and Their Relation to Welfare Chauvinism2022In: Journal of Immigrant & Refugee Studies, ISSN 1556-2948, E-ISSN 1556-2956, p. 459-472Article in journal (Refereed)
    Abstract [en]

    Welfare provision as a border control strategy is often discussed in relation to irregular migrants and refugees. However, this article focuses on EU migrants. Using discourse theory, it explores interviews with policy experts from four migrant-receiving EU countries. The aim is to identify policy discourses on deservingness articulated in relation to intra-EU migrants from four member states in Eastern Europe, to detect mechanisms that generate these discourses and to reveal how they relate to welfare chauvinism. The article uncovers contesting logics that move policy experts toward welfare-chauvinist assumptions, which might contribute to the discursive welfare exclusion of EU migrants.

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  • 31.
    Saar, Maarja
    et al.
    Södertörn University, School of Social Sciences, Sociology. School of Education and Communication, Jönköping University, Sweden.
    Sojka, Bozena
    Institute for Community Research & Development (ICRD), University of Wolverhampton, UK.
    Runfors, Ann
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Welfare Deservingness for Migrants: Does the Welfare State Model Matter?2022In: Social Inclusion, ISSN 2183-2803, E-ISSN 2183-2803, Vol. 10, no 1, p. 239-249Article in journal (Refereed)
    Abstract [en]

    This article draws on the idea that welfare systems and institutions are based on normative assumptions about justice, solidarity, and responsibility. Even though the literature on welfare deservingness has highlighted the connection between ideas of solidarity and the support to, for instance, people with different ethnic backgrounds, there is very little research on the interconnections of different welfare state models and ideas on how migration should be governed. This article suggests that there is a link between the welfare state models suggested by Esping-Anderssen and different discourses on migrant welfare deservingness. The article explores the interlinkages of three welfare state models-liberal, social-democratic, and continental-corporative-and four discourses on welfare deservingness of migrants in respect to social welfare-labourist, ethno-cultural, residential, and welfarist (see Carmel & Sojka, 2020). It is suggested that the normative foundations embedded in different welfare systems lead to dissimilar ways of approaching migrants and migration.

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