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  • 101.
    Lindqvist, Beatriz
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Lärande och omsorg som process eller resultat?: Förskolan möter näringslivets verksamhetsstyrning2017In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, Vol. 26, no 3-4, p. 32-38Article in journal (Refereed)
  • 102.
    Lindqvist, Beatriz
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Omprövande: om vikten av att ryckas ut ur sin förtrogenhet2016In: Inifrån och utifrån: Om praktisk kunskap på förskolan / [ed] Lotte Alsterdal, Maria Pröckl, Huddinge: Södertörns högskola, 2016, p. 337-366Chapter in book (Other academic)
  • 103.
    Lindqvist, Beatriz
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    På lös fot?: kvinnors transnationella migration i globaliserade arbetsmarknader2014In: Det globaliserade arbetslivet / [ed] Marinette Fogde & Johanna Övling, Möklinta: Gidlunds förlag, 2014, 1, p. 35-43Chapter in book (Other academic)
  • 104.
    Lindqvist, Beatriz
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Siete vidas, siete fragmentos de historia y una totalidad de experiencia2013In: Siete vidas: historias de chilenos en Suecia / [ed] Salas, Luis, Tumba: Mångkulturellt centrum , 2013, p. 7-14Chapter in book (Other (popular science, discussion, etc.))
  • 105.
    Lindqvist, Mats
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Hanna Schühle: "We present Europe throgh our cultureas" Doing Europe in (international) cultural relations.2015In: RIG: Kulturhistorisk tidskrift, ISSN 0035-5267, E-ISSN 2002-3863, no 1, p. 37-39Article, book review (Other academic)
  • 106.
    Lindqvist, Mats
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Lean production, nyliberalism och ny kapitalism2017In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, no 3-4, p. 25-31Article in journal (Refereed)
    Abstract [en]

    This article focuses on late modern discursive clashes and contradictions in everyday situations at Flextronics, mainly from the workplace in Karlskrona in southern Sweden. This is a space currently crisscrossed by discourses anchored in two different types of capitalist production systems, which Richard Sennett has described as social capitalism and flexible capitalism (with lean production and customer orientation as guiding principles), the latter beginning to take shape in parallel with the emergence of neoliberal politics in the 1980s. How do individual subjects position themselves in relation to these competing discourses? How is this contradiction articulated and negotiated in the workers´ descriptions about work and their life situation? The result of this study shows that workers feel that they are being squeezed between incompatible standpoints. They express an understanding of the late capitalist companies need for flexibility and just-in-time production, while at the same time not accepting the life in the margin that short contracts in line with lean production compels them to. They are forced to live a life in what they perceive as irregular and abnormal, because society in general is based on the fact that people have secured full-time employment. This applies for example to be able to get a loan in a bank. Therefore they tend to assent to a system that simultaneously relegates them to exclusion.

  • 107.
    Lindqvist, Mats
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Making the Nordic Region through Media2016In: Ethnologia Scandinavica, ISSN 0348-9698, E-ISSN 0348-9698, Vol. 46, p. 219-224Article, book review (Other academic)
  • 108.
    Lindqvist, Mats
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Marxism i etnologisk forskningspraktik2017In: Tillämpad kulturteori: introduktion för etnologer och andra kulturvetare / [ed] Jenny Gunnarsson Payne & Magnus Öhlander, Lund: Studentlitteratur AB, 2017, p. 93-114Chapter in book (Refereed)
  • 109.
    Lindqvist, Mats
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Northern European space making in the era of neoliberal Europeanization and the emerging solidarity among Baltic Sea Workers2014In: Focaal: European Journal of Anthropology, ISSN 0920-1297, E-ISSN 1558-5263, no 70, p. 81-95Article in journal (Refereed)
    Abstract [en]

    This article will explore the prospects of and obstacles to the development of a transnational workers' solidarity movement in the Baltic Sea region in order to meet the challenges posed by transnational capital. The question is examined through a situational analysis of events taking place during a few hours at the Hotel Hafen in Hamburg on 10 November 2010. The subject of the analysis, which is based on personal observation and sound recordings, is the tripartite Steering Committee meeting of the Baltic Sea Labour Network (BSLN). The meeting's primary task was to formulate a statement about transnational strategies and tactics on which the parties—politicians, representatives of the employers and workers' delegations—could agree. The analysis explores the different parties' power resources in the negotiation process, and especially the workers' delegates' ability to pursue a course based on class solidarity. At each stage, we can observe how statements are formulated in an area of tension characterized by unequal power relationships and conflicting discourses in the form of neocolonial, national, transnational (class/region), and the EU's neoliberal and consensus-governed partnership discourses.

  • 110.
    Lindqvist, Mats
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Social dumping in the Baltic Sea Region: The Laval Conflict and the Question of Solidarity2016In: Baltic Worlds, ISSN 2000-2955, Vol. IX, no 1-2, p. 26-30Article in journal (Other academic)
  • 111.
    Lindqvist, Mats
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Transnationell arbetarsolidaritet i Östersjöregionen?2015In: Förenen eder!: Internationella perspektiv på arbetarhistoria / [ed] Brunnström, Pål & Lundin, Johan A., Landskrona: Centrum för Arbetarhistoria , 2015, 1, p. 55-79Chapter in book (Other academic)
  • 112.
    Logge, Carita
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Livsberättelser med adoptionsperspektiv: En studie om hur erfarenheter i livet formar individens nuvarande identitet2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This bachelor’s thesis is an ethnological study with focus on examining adopted Asians life story and how experience in life have shaped their identity today here in Sweden. The study problematizes why these stories and events has happened, why are these events being told and what purpose does the stories of different events have for meaning. The essay discusses what different events do and contribute to the experience that shapes the current individual´s identity.

    Based on the theory derived from Narratology and post-structuralism as well as interviews with six adopted Asians resident in Sweden. The essay highlights the complicated ways in how it can be to live as an adopted person and how specific events and experience creates the current identity. The empirical evidence shows how adopted Asians in Sweden creates their present identity through events and experience in their life.

  • 113.
    Lundell, Erika
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Centre for Baltic and East European Studies (CBEES), Baltic & East European Graduate School (BEEGS). Stockholms universitet, Institutionen för etnologi, religionshistoria och genusvetenskap.
    Förkroppsligad fiktion och fiktionaliserade kroppar: Levande rollspel i Östersjöregionen2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation concerns live action role-playing (larp). Larp may be described as improvised theater without an audience, as participants simultaneously embody both audience and actor in their constant interaction with one another.  Hence, larp can be seen as a participatory culture.  The study is based on participant observation, interviews and online ethnography in Denmark, Latvia, Sweden and Norway.

    The aim of the thesis is to analyze how bodies materialize, take and are given space in larps. At the heart of the study lie questions on how processes of embodiment are enacted before, during and after the game.

    Two central concepts - larp chronotope and matrix of interpretation – shape the analysis. The first denotes the specific timespace in which a larp takes place, e.g a Soviet military camp or a fantasy world. The second concept stands for a general matrix of norms that informs participants on how to enact their characters in the larp chronotope.

    The thesis shows that participants strive to act in ways that are intelligible according to the matrix of interpretation that reigns during the game days. In addition, although game and everyday matrixes of interpretations are always inseparable, while attending a larp the participant’s ordinary lives are temporarily allowed to fade into the background. Thus, larps are complex combinations of objects, spaces and bodies that are given new relations and new meanings.

    Furthermore, the thesis shows that larp embodiment is conditioned by normative ideas of what it means to be an intelligible live action role player. White male bodies are more likely to access the sphere of larp intelligibility than others, which is evident in many of the stories and made up worlds portrayed in the study. Yet, the collaborative narration of game worlds that take place before larps can include all sorts of bodies. Consequently, larps provide an opportunity for alternative forms of embodiment and experiences.

  • 114.
    Magnusson, Jenny
    et al.
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Student independence in undergraduate projects: different understandings in different academic contexts2019In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, no 10, p. 1404-1419Article in journal (Refereed)
    Abstract [en]

    Independence is a concept of scholarly interest in relation to higher education, especially when it comes to undergraduate projects. At the same time independence is characterised by a certain conceptual ambiguity, and, consequently, tends to be understood differently in different academic contexts, both nationally, internationally and interdisciplinary. Based on the existing research in the field, we see a need for more studies on how supervisors of undergraduate projects handle this conceptual ambiguity. The aim of this article is, thus, to examine how supervisors from two different education programmes, teacher education and journalism, in two different countries, Sweden and Russia, understand the concept of independence within higher education in connection with the supervision of undergraduate projects. The analysis is based on 12 focus-group interviews with supervisors at different universities in the two countries. In our results, we highlight and discuss seven different understandings of independence that were recurrent in our material and in which phases of the undergraduate project they were seen as most significant. Using Wittgenstein’s ideas on family resemblances, we conclude with a discussion of how the concept independence may be understood in relation to some associated concepts that are also significant within higher education.

  • 115.
    Magnusson, Jenny
    et al.
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Student independence in undergraduate projects: Supervisors’ understandings and attitudes2018Conference paper (Refereed)
  • 116.
    Manhica, H.
    et al.
    Röda Korsets Högskola.
    Niemi, M.
    Karolinska Institutet.
    Gunnarsson, David
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Ståhle, Göran
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Larsson, S.
    Röda Korsets Högskola.
    Saboonchi, F.
    Röda Korsets Högskola.
    Social participation, mental health in refugees and asylum seekers: A scoping review2018In: European Journal of Public Health, ISSN 1101-1262, E-ISSN 1464-360X, Vol. 28, no Suppl. 4, p. 482-482Article in journal (Other academic)
  • 117.
    Niemi, Maria
    et al.
    Karolinska Institutet.
    Manhica, Hélio
    Karolinska Institutet.
    Gunnarsson, David
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Ståhle, Göran
    Södertörn University, School of Historical and Contemporary Studies, Study of Religions.
    Larsson, Sofia
    Swedish Red Cross University College.
    Saboonchi, Fredrik
    Swedish Red Cross University College / Karolinska Institutet.
    A Scoping Review and Conceptual Model of Social Participation and Mental Health among Refugees and Asylum Seekers2019In: International Journal of Environmental Research and Public Health, ISSN 1661-7827, E-ISSN 1660-4601, Vol. 16, no 20, article id E4027Article, review/survey (Refereed)
    Abstract [en]

    Social participation plays a key role in the integration of refugees and asylum seekers into their host societies, and is also closely tied to the mental health of those populations. The aim of this scoping review was to study how the concept of social participation is described in empirical research, and how it is associated with mental health outcomes.

    METHODS: In total, 64 studies were identified through searches in PubMed, PsycInfo, and Sociological Abstracts. These studies describe various forms of social participation among refugees and asylum seekers, and 33 of them also addressed various forms of mental health outcomes.

    RESULTS: The identified studies described forms and conditions of social participation-both in the host country and transnationally-that could be synthesized into three broad dimensions: (1) Regulatory frameworks, conditions and initiatives; (2) Established societal organizations and social structures; and (3) Community organized groups. Each of these consisted of several sub-domains. The identified dimensions of social participation were also associated with psychosocial well-being and decreased psychological distress.

    CONCLUSIONS: There is a need for policies to enable and support the participation of refugees and asylum seekers in various dimensions of social structures in host societies. Social participation enhances resilience, re-establishes social lives, and acts as a protective factor against poor mental health outcomes.

  • 118.
    Rinne, Jenni
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Centre for Baltic and East European Studies (CBEES), Baltic & East European Graduate School (BEEGS).
    Searching for Authentic Living Through Native Faith: The Maausk Movement in Estonia2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The broad aim of this thesis is twofold: firstly, I contextualise the Maausk movement and its practitioners’ understandings in relation to history and the surrounding society; secondly, I analyse the affective and embodied experiences of being a Maausk practitioner from a phenomenological perspective.

    The thesis focuses on the formation and practice of Maausk, which is perceived to be deeply tied to the society and history where it exists. Relatedly, this study examines how Maausk identity formation and practices have been influenced by the Soviet legacy, romantic nationalism and Estonia’s current economic and political situation.

    In order to analyse the Maausk experiences and narratives, this study draws from various phenomenologically oriented theories of affect, embodiment and emotion, as well as cultural theories of place, identity, tradition and authenticity. I have used economic anthropology and globalisation theories as well as historical studies of Estonia’s Soviet past to contextualise the Maausk movement. Further, to place Maausk in the European religious landscape, this study refers to native faith and Neo-pagan studies.

    Through sensory ethnography, this study draws on the affective and emotional aspects of the research material to analyse how the complexity of emotional experiences of being a Maausk practitioner produces Maausk meanings and values. The study also examines the role and function of the body and emotions during the process of embodying the Maausk practices, both techniques and meanings of the practices.

  • 119.
    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)
  • 120.
    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.

  • 121.
    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)
  • 122.
    Saar, Maarja
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Individualisation of migration from the East?: Comparison of different socio-demographic groups and their migration intentions2016In: Studies of Transition States and Societies, ISSN 1736-874X, E-ISSN 1736-8758, Vol. 8, no 3, p. 45-59Article in journal (Refereed)
    Abstract [en]

    Recent studies on Eastern European migration argue that moving for self-development reasons is becoming increasingly common among this group. Furthermore, it is suggested that migration from the East is becoming individualised and less dependent on social surroundings. Nevertheless, most such results rely on interviews conducted among certain social groups, such as the young and highly skilled. Hence, the comparison between different social groups and their motivations is rarely provided and, therefore, the claims about increased individualisation might be premature. This article uses the Estonian Household Module Survey, including responses from 620 Estonians intending to migrate, to evaluate if migration flows are indeed becoming more individualised and less dependent on social surroundings. Using cluster analysis, three different groups - self-development, economic and life quality migrants - are formed, which are then tested using regression analysis to check for the influence of socio-demographic variables. The article concludes that socio-demographic variables such as gender, age, ethnicity, family status and socio-economic status are still relevant for migration intentions. Indeed, a new group of Eastern European migrants, mainly oriented towards self-development, is emerging; however, it is small and consists mostly of young, Estonian-speaking females. The results complicate the notions of free mobility and liquid migration from Eastern Europe and illustrate that there is a need to pay attention to the increasing group differences in these societies.

  • 123.
    Schwarz, Eva
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Lindqvist, Beatriz
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Exploring the Phenomenology of Whiteness in a Swedish Preschool Class2018In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 50, no 1, p. 1-14Article in journal (Refereed)
    Abstract [en]

    This article explores how constructions of identity, race and difference permeate and are challenged in a Swedish preschool class. The study is informed by theories of phenomenology and critical whiteness. Data are drawn from a larger ethnographic study conducted in an ethnically diverse preschool. The purpose of the study was to explore how preschool teachers manage and reflect upon the construction of children’s social identity within the institution of a preschool. This report considers one incident relating to racial identity. It began with a child’s representation, the boy named Stanley, in a self-portrait: ‘I want to be white and blonde when I grow up… I want to be like Oscar, not a black boy’. Within this article we consider teachers’ reflections on this incident, discussing how ‘whiteness’ is performed, constructed and interrogated by young children and adults in the preschool and uncovering a certain institutional ‘colour blindness’. In this example ‘race’ announces itself and the children make it visible as an existing category in their everyday life. Children’s drawings and narratives reveal much about the implicit understandings and norms that surround them, pointing to teachers’ responsibilities for exploring the possibilities and limitations offered in preschool education to deal with these understandings.

  • 124.
    Schwarz, Eva
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Lindqvist, Beatriz
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    "Wir gehen jeden Tag in den Wald und haben den Wolf noch nie gesehen": Kindergartenkinder verhandeln ihre Umwelt2018In: Räumen: Raumwissen in Natur, Kunst, Architektur und Bildung / [ed] Birgit Engel; Helga Peskoller; Kristin Westphal, Katja Böhme & Simone Kosica, Weinheim: Beltz Juventa , 2018, p. 38-54Chapter in book (Other academic)
  • 125.
    Sherfey, Paul
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Centre for Baltic and East European Studies (CBEES), Baltic & East European Graduate School (BEEGS).
    Urban And Rural Transformation2019In: Baltic Worlds, ISSN 2000-2955, E-ISSN 2001-7308, Vol. XII, no 1, p. 54-56Article in journal (Other academic)
  • 126.
    Silow Kallenberg, Kim
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Between care and punishment: Ethnographies of secure units for compulsory care in Sweden2014In: EASA (European Association of Social Anthropologists) 2014: Collaboration, Intimacy, Revolution- innovation and continuity in an interconnected world, Tallinn: Estonia, 31st July-3rd August, 2014: Panel P051: Prison ethnographies, research intimacies and social change, 2014Conference paper (Other academic)
    Abstract [en]

    This paper discusses the paradox of secure units as being institutions of both care and punishment. The paper also addresses issues of conducting research in closed environments: ethical questions, self-reflexivity and positionality.

  • 127.
    Silow Kallenberg, Kim
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Conceptualizing compulsory care: Articulation as a research strategy for new knowledge2014In: AAA (American Association of Anthropology) 2014, 2-7 December, Washington DC: USA: Panel: Between politics and socialization: Children, youth, parents and education, 2014Conference paper (Other academic)
    Abstract [en]

    In an ongoing dissertation project in ethnology the empirical field of secure units of compulsory care for delinquent youth is explored. Ethnographic methods and materials are used in the research project: primarily interviews and participatory observations in a secure unit for teenagers. Secure units in Sweden are publicly funded and governed; yet very closed from public observation. Entering the closed environment of secure units as a researcher brings about questions of ethics and of the researchers position.

       The field of compulsory care is dominated by knowledge produced within disciplines such as medicine, psychology and sociology. Concepts from these disciplines and their overarching ideas of what human beings are, influences the knowledge produced within this field. The term 'field' is used in a double sense and is thus referring to the empirical field, as well as to the research field, of compulsory care.

       This paper shall discuss the possibilities and challenges of knowledge production in a field of study where many different perspectives compete for the dominant position. It shall discuss further the practice of articulation, as used in the discourse theoretical logics approach, in the process of integrating concepts from different disciplines and research traditions into a new coherent whole. Articulation, here understood as the reflective judgment that results in a modification of elements, is a process where issues of self-reflexivity, positionality and the relationship of knowledge and power are brought together; articulated in a new way. 

  • 128.
    Silow Kallenberg, Kim
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Constructions of "Delinquency" in compulsory youth care2015In: 33 Nordic Ethnology and Folklore Conference, Co-productions, collaborations, -contestations coming together in Copenhagen, Copenhagen: Denmark, 2015, 18-21 August: Panel: 4, Conventions, conflicts and controversies in institutional settings, 2015Conference paper (Other academic)
    Abstract [en]

    In the borderlands of care and punishment, there are institutions for compulsory care. Teenagers with problems such as substance abuse, criminality and psychosocial difficulties are the target group of these institutions. Treatment under compulsion is not officially conceptualized as punishment but as protection for teenagers at risk. The care, or treatment, provided in institutions of compulsory care is organized and motivated out of various understandings of the teenagers receiving the care. In other words: the solutions are sprung out of certain problem formulations from staff and other professionals in the social sector.

    In this paper I investigate and analyze constructions of teenagers in the setting of so called secure units in Sweden. Observations and interviews, of practices and narratives with institutional staff, are analyzed to understand how "delinquency" is understood in this context. Using a foucauldian concept of power and a discourse theoretical logics approach, I understand these constructions as consisting of logics and fantasies in the intersection of gender, age, class, ethnicity, race, social background and biology. These various logics and fantasies are articulated together in different ways to motivate further action.

    Articulation is understood both as a methodological tool to organize the researchers view on empirical material, and as a research strategy to bring seemingly separate concepts and ideas together.

    This paper shall demonstrate the importance of studying the particularities of compulsory care to understand processes of normality and deviation more broadly. 

  • 129.
    Silow Kallenberg, Kim
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Röda Korsets Högskola.
    Det som sitter i väggarna: tvångsvård mellan stabilitet och förändring2017In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, Vol. 26, no 3-4, p. 39-45Article in journal (Refereed)
  • 130.
    Silow Kallenberg, Kim
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Gränsland: Svensk ungdomsvård mellan vård och straff2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Borderlands. Swedish youth care in the intersections of care and punishment

    This dissertation concerns staff working in special residential homes, or secure units, for boys and young men and, less specifically, the compulsory care of problematic teenagers. The study is based on interviews with staff members and participatory observations of daily practices at a compulsorycare institution. The empirical material is complemented by observations of learning situations and interviews with students and teachers in education of social pedagogy.

    The aim of the thesis is to map out and to analyse understandings of, and motivations for, compulsory care that is produced and sustained through articulations of residing teenagers, treatment practices and institutional staff in the daily work, and in staff narratives, at a secure unit for compulsory care. Three aspects of compulsory care are analysed: constructions of teenagers, of treatment practices and of subject positions or identity of staff.

    Concepts and ideas from a post-structural framework are used as theoretical tools to conduct analysis of the interviews and observations. Discourse, as well as a three-fold concept of logics, is central for the analysis. As a theoretical complement to the main analytical framework, perspectives from symbolic interactionism are used.

    The results of the thesis show that tensions and ambivalence characterise compulsory care for adolescents. Aspects of care as well as of punishment, for example, are both evident parts of the institutional work and narratives studied. The teenagers are alternately being constructed as children in need and as manipulative criminals: articulations that are made part of either a logic of care or a logic of punishment.

    Other tensions that are analysed as significant parts of institutional practices and subject positions are those of the biological and the social, theory and practice, and power and powerlessness. Age, gender and class are all significant parts in constructing subject positions for both teenagers and staff and in creating a division between the two groups. Such categorisations are articulated together in various ways in the different logics identified. These subject positions also have consequences for institutional interactions and for the institutional care provided in secure units.

  • 131.
    Silow Kallenberg, Kim
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Masculinity in utopic and dystopian fantasies of compulsory care2015In: SIEF2015 Utopias, Realities, Heritages: Ethnographies for the 21st Century, 12th congress of Société Internationale d'Ethnologie et de Folklore, Zagreb: Croatia, 21-25 June 2015: Panel: Gend006 Gendered realities: old issues, new heritage, 2015Conference paper (Other academic)
    Abstract [en]

    This paper explores the tension between utopic and dystopian fantasies in the realities of institutional practices in compulsory care. Masculinity is a substantial part of the fantasmatic narratives in the institutional setting. 

  • 132.
    Silow Kallenberg, Kim
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Smutsig etnografi: En metoddiskussion2015In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, no 2, p. 2-12Article in journal (Refereed)
    Abstract [en]

    In this article the methodological consequences of studying difficult fields of research is discussed, using the concept of dirty ethnography as a point of departure. Being dirty as a researcher has two implications; firstly it refers to the process where the researcher is positioned in an ethnographic field where different positions, subjectivities and/or identities are merged together, sometimes causing conflict or anxiety. Here the dirtiness is something inevitable that is a necessary part of every research process. Secondly, dirtiness refers to the more specific research that takes place in contexts where we feel uncomfortable or where our ethical standards are more difficult to uphold. The etnographical example discussed here is compulsory care of problematic teenagers with various behavioral and psychosocial difficulties. The analytical focus is directed towards institutional staff working in this environment. Here the different kinds of dirtiness that research in this field invokes is discussed as important methodological and analytical tools to further develop ethnological conversations on self-reflexivity.

  • 133.
    Silow Kallenberg, Kim
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Tabanja: Ett exempel på etnografisk fiktion2017In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, Vol. 2, no 26, p. 41-51Article in journal (Refereed)
    Abstract [en]

    This article is about ethnographic knowledge production, and is an investigation of the forms that knowledge production can take. The text consists of two separated parts; a contextualising introduction and a short story based on the material of ethnographic fieldwork. The aim is to highlight parts of human life that are hard to depict with traditional scholarly genres.

       In the first part of the article – the introduction – the relation between subjectivity and objectivity in ethnographic research, and the blurred lines that often exist between the two, is used as a point of departure to argue for the use of ethnographic fiction in research processes. Concepts such as thick description and self-reflexivity are used in the discussion. Ethnographic fiction can have multiple meanings and is here understood as fiction based in ethnographic knowledge. This genre can be a means to highlight aspects that are excluded or toned down in more traditional academic texts. Ethnographic fiction can also be a means to communicate research results to other audiences than the ones that normally reads scholarly works.

       The second part of the article consists of an example of ethnographic fiction in the form of a short story. The story is about a young boy named Issa, who grows up in a marginalised community and who leads a destructive life that eventually results in him being subjected to compulsory care. Issa is a fictional character with a real life role model in one of the authors’ research persons that were shot and killed only sixteen years old.

  • 134.
    Silow Kallenberg, Kim
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Ingridsdotter, Jenny
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Vallström, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Wollin Elhouar, Elisabeth
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Nätrum och nättid: En netnografisk metoddiskussion med utgångspunkt i en studie av rural feminitet i ett Facebookforum2017In: Budkavlen. Tidskrift för etnologi och folkloristik, ISSN 0302-2447, no 96, p. 24-37Article in journal (Refereed)
  • 135.
    Strömbäck, Julia
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    En queerteoretisk analys av maskulinitetsgörande i serien Modern Family2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien vill undersöka hur konstruktioner av maskulinitet (maskulinitetsgörande) ser ut i den västerländska serien Modern Family. Syftet operationaliseras genom två frågeställningar gällande språklig och kroppslig symbolik samt genusperformativitet hos fyra män i serien. Materialet består av avsnitt ur seriens första två säsonger där maskulinitetsgörande varit mest påtagligt, som analyseras med queerteoretiskt ramverk och begrepp. Analysen leder till slutsatsen att kön (maskulinitet) görs genom gränsdragning, kopplat till sexualitet, kropp och språk. Huruvida männen utrycker ”rätt sorts” maskulinitet eller inte står i kontrast och relation till varandra. Den hegemoniska maskuliniteten är i ständig förändring,  där den traditionella och den moderna maskuliniteten är i en ständig kamp om den hegemoniska positionen. Vilken som ”vinner” den hegemoniska positionen är dock situationsbundet, relationsbundet och ständigt föränderligt.

  • 136.
    Tan, Busra
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Etnisk boendesegregation: - En kvalitativ forskningsstudie om unga vuxnas erfarenheter och upplevelser av att bo i förorten Fittja2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna kvalitativa studie fokuserar på den etniska boendesegregationen i bostadsområdet Fittja, beläget i Botkyrka kommun. Botkyrka kommun är ett så kallat miljonprogramsområde där de flesta invånarna har utländsk bakgrund och anses vara ett område där arbetslösheten är hög och villkoren är såsom hyran, mat, kläder är billiga. De flesta väljer att bo tillsammans med sina nära anhöriga som i sin tur samlar dessa på ett och samma område, ett segregerat område. Dagligen påträffar man fördomar och negativa kommentarer om utlänningarna i de segregerade områdena utifrån media, vilket vidare försvårar integreringen för dessa människor.

    Resultatet av studien är baserade intervjuer med sex Fittjabor, där deras upplevelser och erfarenheter av att bo i det etniskt boendesegregerade Fittja läggs i fokus. Studiens övergripande kunskapsmål är att förstå etnisk boendesegregationen ur de boendes egna perspektiv egna upplevelser, erfarenheter och förhållningssätt till sitt bostadsområde. Syftet är att studera segregationens grunder i människors aktiva val och strategier och analysera hur sex personer som flyttat till Fittja berättar om sin flytt.

  • 137. Tidholm, Po
    et al.
    Lilja, Agneta
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Celebrating the Swedish Way: Traditions and festivities2013Book (Other (popular science, discussion, etc.))
  • 138.
    Waldén, Susanne
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Recencion av Garbriella Nilssons och Inger Lövkronas Våldets kön. Kulturella föreställningar, funktioner och konsekvenser.2015In: RIG: Kulturhistorisk tidskrift, ISSN 0035-5267, E-ISSN 2002-3863, no 4, p. 226-228Article, book review (Other academic)
  • 139.
    Welin Grossman, Naima
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Att navigera i vithetens hav: En studie om judiskhet, svenskhet och passerandets gränser2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This bachelor’s thesis is an ethnological study with focus on examining conditions for and navigation between different subject positions in Swedish everyday life. The study problematizes the nature of Swedishness and examines the relationship between Swedishness, whiteness, and Jewishness. Who is Swedish and when is examined, and in which situations Jewishness is brought to light and made note of. The essay discusses the boundaries of the act of passing and what strategies Jews in Sweden use to navigate between Swedishness and Jewishness and adaptations to live as smooth a daily life as possible.

    Based on the theory derived from phenomenology and post-structuralism as well as interviews with six Jews resident in Sweden, the paper highlights the complicated ways in which norms interact and how identifications arise through deviation. Whiteness is examined in relation to Jewishness and Swedishness and appears, similarly to other social positions, depending on context, time and place. The empirical evidence shows how Jews in Sweden try to pass as (white) Swedes while at the same time trying to keep their Jewish identity. That Jewish bodies act differently and feel at home dependent on place is made clear by an account of the importance of the diasporic experience for Jewish life in Sweden.

  • 140.
    Woitsch, Jiri
    et al.
    Academy of Sciences of the Czech Republic.
    Sherfey, Paul
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Centre for Baltic and East European Studies (CBEES), Baltic & East European Graduate School (BEEGS).
    Introduction: Remembering & reimagining rural communities2019In: Baltic Worlds, ISSN 2000-2955, E-ISSN 2001-7308, Vol. XII, no 4, p. 19-22Article in journal (Other academic)
  • 141.
    Wollin, Elisabeth
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Flygskam, klass och ändrade resvanor: Nätnarrativ om tågresande2020In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908Article in journal (Refereed)
    Abstract [en]

    The concept of flight shame has raised awareness in Sweden under the year of 2019. It is closely linked to climate debates and knowledge about climate change and footprints due to flying. This has consequently led many Swedes to opt for train travel instead of plane flights. In relation to this, an internet forum called Tågsemester.nu has been launched where people can exchange train traveling ideas and get inspiration for holiday resorts from one another. This article analyses these narratives on train holidays with a particular interest in how they can be understood in terms of the perspectives of class and place. The concept of flight shame is discussed in relation to respectability. In support of the empirical material, I argue for an understanding of the train traveling practices, not only as climate active but also in particular practiced by an urban middle class. Traveling habits tend to get a biased understanding if only understood in terms of individual choices.

  • 142.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Balansen mellan att uppmuntra och ställa krav. En reflektion över studenters uppsatsskrivande i relation till stress och stöttning2019In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 9, no 2, p. 15-24Article in journal (Refereed)
    Abstract [sv]

    När studenter ska skriva sin första stora uppsats, det vill säga det som i högskoleförordningen betecknas ”självständigt arbete”, möter de delvis andra krav och förväntningar än de stött på tidigare under sin utbildning. Det kan gälla till exempel hur självständiga de förväntas vara, men också att de ska skriva en text som inte bara visar vad de själva har lärt sig utan som också andra kan lära sig av. För några är detta en spännande utmaning, som de ser fram emot, men för andra kan uppgiften framstå som skrämmande och stressande. Hur ska man som kursansvarig kunna entusiasmera och motivera studenter för uppgiften att skriva sitt självständiga arbete, när man samtidigt vill få dem att inse att uppsatsarbetet kan vara både svårt och utmanande och att de måste arbeta hårt för att klara av det?

    I denna artikel använder jag scaffolding som teoretisk utgångspunkt för att reflektera över detta, i ett resonemang runt vad stress och stöttning kan innebära i detta sammanhang och hur relationen dem emellan kan se ut. Jag utgår från mina erfarenheter som kursansvarig på en självständigt arbete-kurs på ett av lärarutbildningens program.

  • 143.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Being yourself: Identity and self-presentation among youths in Christian youth organizations2014In: Young - Nordic Journal of Youth Research, ISSN 1103-3088, E-ISSN 1741-3222, Vol. 22, no 2, p. 153-170Article in journal (Refereed)
    Abstract [en]

    A person’s identity, both social and personal, can be said to be constituted by several different aspects, such as gender, age, ethnicity, class and also religious affiliation. In a country like Sweden, where only a small number of youths are involved in religious organizations, it is, however, not necessarily uncontroversial for youths to present themselves as religiously active. To openly declare your religious commitment, places you in particular collective identities associated with certain beliefs or stereotypes that may challenge norms surrounding how Swedish youths are expected to think, behave and act. This article examines how a number of youths, active in the Christian youth organization of one of the Swedish free churches, present themselves and their religious involvement to friends at school. The results show different strategies used for handling experienced or anticipated reactions to their involvement in a religious organization and the collective identities they may be ascribed because of it.

  • 144.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Caught between expectations: Swedish student teachers’ experiences of working with gender and sexuality issues2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, no 3-4, p. 217-232Article in journal (Refereed)
  • 145.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Encouraging student independence: Perspectives on scaffolding in higher education supervision2019In: Journal of Applied Research in Higher Education, ISSN 2050-7003, E-ISSN 1758-1184, article id JARHE-01-2019-0012Article in journal (Refereed)
    Abstract [en]

    Purpose

    The aim of this article is to examine if and how supervisors’ use of two kinds of potential scaffolding means - asking questions and giving instructions - could contribute to fulfilling the scaffolding intention of student independence, in the context of supervision of degree projects within higher education.

    Design/methodology/approach

    The article is based on qualitative content analysis of two series of supervision meetings between a supervisor and a student in Swedish higher education, comprising a total of eight recorded sessions. The theoretical framework of the article is centered on scaffolding and independent learning, and central concepts are contingency, fading, transfer of responsibility and student independence.

    Findings

    The analysis shows how the supervisors’ use of questions, and in some respect instructions, could contribute to fulfilling the scaffolding intention of student independence through enabling active participation of both student and supervisor and that the supervision was based on contingency. The analysis further shows that the supervisors tended to become more directive as the work came along, especially when students appeared to be running out of time. The supervision processes did thus not appear to be characterized by fading and transfer of responsibility.

    Originality/value

    This article contributes to the research field of higher education through discussing student independence as a potential scaffolding intention within supervision of degree projects, based on recorded supervision meetings. Supervision of degree projects is a highly relevant context for discussing scaffolding, since it combines increased student independence with close interaction between student and supervisor for an extended period.

  • 146.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Gemenskapen: Deltagande, identitet och religiositet bland unga i Equmenia2016 (ed. 1)Book (Refereed)
    Abstract [sv]

    Är demokratin i fara? Ja, åtminstone om man ska tro de som ser minskat föreningsdeltagande som ett problem. Men kanske är blicken felriktad. Inte alla sorters föreningsengagemang ses självklart som positivt ur demokratisynpunkt.

    Denna bok handlar om ett sådant förbisett engagemang, och vad som driver det. Att som ung person vara aktiv i en religiös organisation i Sverige uppfattas vanligtvis av majoritetssamhället som en personlig angelägenhet, och kanske rent av som något avvikande eller suspekt. Gemenskapen – Deltagande, identitet och religiositet bland unga i Equmenia ifrågasätter denna bild.

    Boken bygger på intervjuer med unga i den frikyrkliga organisationen Equmenia. Hur ser de på sitt eget engagemang? Varför har de valt att bli aktiva och vad får dem att stanna kvar? Hur uppfattar de att vänner och bekanta utanför kyrkan ser på dem? Ungdomarnas personliga erfarenheter och berättelser sätts i relation till mer övergripande frågor om hur engagemang skapas och upprätthålls, och hur ungas aktivitet i religiösa organisationer kan förstås som samhällsdeltagande och demokratisk skolning.

    Maria Zackariasson är professor i etnologi vid Södertörns högskola, Stockholm.

  • 147.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    ’I feel really good now!’: Emotions and independence in undergraduate supervision2018In: Learning and Teaching, ISSN 1755-2273, E-ISSN 1755-2281, Vol. 11, no 3, p. 1-24Article in journal (Refereed)
    Abstract [en]

    Within Swedish higher education, there is an explicit focus on the importance of independence, not least in relation to degree projects, which makes it a significant issue within supervision. What student independence comprises and how it may be achieved, however, is rarely discussed, even though the expectations of independence may be a stressful aspect of degree projects for students. This article examines the role emotions may play in undergraduate supervision in relation to student independence, through analysing recorded supervision meetings and focus group interviews with supervisors. Based in a theoretical framework centred on the concepts affective practices, anticipated emotions and anticipatory emotions, it discusses how supervisors handled students’ expressions of fear and anxiety, joy and relief, and how anticipated emotions could be used as a didactic tool.

  • 148.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Kris i högre utbildning? Skrivande, breddad rekrytering och förmågan att navigera mellan olika epistemologiska fält2020In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, Vol. 29, no 1-2, p. 39-45Article in journal (Refereed)
    Abstract [en]

    This article uses examples from the media debate on higher education in Sweden, as well as from a research project on independence in higher education, to discuss the significance of class and social background in relation to higher education. The article takes as its starting point how higher education in the media debate tends to be described as being in a severe crisis, and how the roots of the perceived problems in higher education are described to lie in deficits or incompetence of the individual students, but also within higher education itself. The discussion of what role class and social background may play in this, relates these examples to the assignment given to Swedish higher education institutions to promote widening participation and to the claims within the field of academic literacies that academic writing is not only a question of writing skills as such, but also a question of epistemological understandings, meaning making, and students’ background, identity and self-perception.

  • 149.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Loving and forgiving?: Emotions and emotion work in the youth organization Equmenia2015In: Ethnologia Europaea, ISSN 0425-4597, E-ISSN 1604-3030, Vol. 45, no 1, p. 42-57Article in journal (Refereed)
  • 150.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Perspectives on participation: Organisational work among free-church youth2016In: Reconsidering religion, law, and democracy: New challenges for society and research / [ed] Anna-Sara Lind, Mia Lövheim, Ulf Zackariasson, Lund: Nordic Academic Press, 2016, 1, p. 75-90Chapter in book (Refereed)
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