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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.
    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)
  • 3.
    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)
  • 4.
    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.

  • 5.
    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)
  • 6.
    Runfors, Ann
    Södertörn University, School of Gender, Culture and History, Ethnology.
    Toleransens intoleranta baksida: 18 svenska ungdomars verklighet2012 (ed. 1)Book (Other academic)
  • 7.
    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)
  • 8. 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)
  • 9. 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)
  • 10. 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)
  • 11. 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.))
  • 12. 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.))
  • 13. 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)
  • 14. 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)
  • 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
    [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.))
  • 17. Runfors, Ann
    Mångfald på minerad terräng2004In: Pedagogiska Magasinet, ISSN 1401-3320, no 3, p. 66-71Article in journal (Other (popular science, discussion, etc.))
  • 18. 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)
  • 19. 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.’

  • 20. 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)
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  • modern-language-association-8th-edition
  • vancouver
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  • Other style
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  • de-DE
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  • fi-FI
  • nn-NO
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