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  • 101.
    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)
  • 102.
    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)
  • 103.
    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.

  • 104.
    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.

  • 105.
    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)
  • 106.
    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.

  • 107.
    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.

  • 108.
    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.

  • 109.
    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)
  • 110.
    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.

  • 111.
    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. 

  • 112.
    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. 

  • 113.
    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)
  • 114.
    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.

  • 115.
    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. 

  • 116.
    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.

  • 117.
    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.

  • 118.
    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)
  • 119.
    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.

  • 120.
    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.

  • 121. 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.))
  • 122.
    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)
  • 123.
    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.

  • 124.
    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.

  • 125.
    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.

  • 126.
    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)
  • 127.
    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.

  • 128.
    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.

  • 129.
    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.

  • 130.
    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)
  • 131.
    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)
  • 132.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    [Recension av] Birgitta Theander: Till arbetet! Yrkesdrömmar och arbetsliv i flickboken 1920-1965.: Makadam förlag, Göteborg/Stockholm 2017. 393 s. ill. ISBN 978-91-7061-243-5.2018In: RIG: Kulturhistorisk tidskrift, ISSN 0035-5267, E-ISSN 2002-3863, no 2-3, p. 183-185Article, book review (Other academic)
  • 133.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Review: The Norwegian Women’s Movement of the 1970s – Ingrid Müftüoglu, "Hverdagens politikk i 1970-tallets kvinnebevegelse”2015In: Ethnologia Scandinavica, ISSN 0348-9698, E-ISSN 0348-9698, Vol. 45, p. 201-203Article, book review (Other academic)
  • 134.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Rewarding discussions or (creative) conflicts?: Teaching in multidisciplinary contexts at Södertörn University2015In: 33 Nordic Ethnology and Folklore Conference: Copenhagen 2015, Copenhagen: University of Copenhagen , 2015, p. 87-Conference paper (Other academic)
  • 135.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    “You are going to hate me!”: Ethnological perspectives on the role of emotions in undergraduate supervision2018Conference paper (Other academic)
    Abstract [en]

    Working in multidisciplinary research settings often contributes to raising questions around one’s own research practice and disciplinary traditions and habits. Why do we do things the way we do and how may an ethnological perspective contribute to seeing and understanding things in a different way than in other disciplines? This presentation will start from a multidisciplinary project on higher education, where researchers from journalism, Swedish and ethnology cooperate in collecting and analyzing material and also write articles together. The focus of the research project is undergraduate supervision, and in particular how the idea and ideal of student independence, expressed for instance in the Swedish Higher Education Ordinance, is understood and handled by supervisors in journalism and teacher education.

    In my presentation I will concentrate on one of the types of material we have collected within the project, namely recorded supervision sessions, and how this material may be used to examine the role of emotions in undergraduate supervision, particularly in relation to the ideal of student independence. The analysis of the material is based in a theoretical framework centered on the concepts affective practices, anticipated emotions and anticipatory emotions, and focuses on how the participating supervisors handled students’ expressions of fear and anxiety, joy and relief, as well as on how anticipated emotions could be used by the supervisors during the supervision. In the discussion I will also put my ethnological perspective in relation to how researchers from the other disciplines within the project approach the same material.

  • 136.
    Zackariasson, Maria
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    Känslors och värderingars betydelse i handledning av självständiga arbeten – två perspektiv2018In: NU2018 - Det akademiska lärarskapet: Abstrakt, 2018, p. 118-119, article id 738Conference paper (Refereed)
    Abstract [sv]

    En central del i det akademiska lärarskapet är att handleda studenter som befinner sig på olika nivåer i sin utbildning. Det kan handla om doktorander på forskarutbildningsnivå, men i och med att en så stor andel studenter skriver ett, eller två, självständiga arbeten under sin utbildning, handlar det oftare om handledning av studenter på grundläggande eller avancerad nivå. Det finns ett antal studier, både nationellt och internationellt, som behandlar olika aspekter av handledning av studenters uppsatser, som exempelvis handledningsprocessen, handledarstilar, och handledares erfarenheter och behov (t.ex. Augustsson & Jaldemark, 2014; Baker, Cluett, Ireland, Reading, & Rourke, 2014; Berg, 2016; Carlson, Svensson, Johannson, & Montin, 2016; Eriksson & Gustavsson, 2016; Kamler & Thomson, 2014; Scholefield & Cox, 2016; Sveen & Magnusson, 2013; Todd, Smith, & Bannister, 2006; Wiggins, Gordon-Finlayson, Becker, & Sullivan, 2016).

    En aspekt av handledningsprocessen, som dock framför allt har diskuterats inom den forskning som finns om handledning på forskarutbildningsnivå, är att känslor och känslomässiga aspekter kan spela en viktig roll i handledning och för doktoranders skrivande (Cotterall, 2013; Doloriert, Sambrook, & Stewart, 2012; Sambrook, Stewart, & Roberts, 2008). En utgångspunkt i denna forskning är som regel att handledaren och doktoranden hinner etablera känslomässiga relationer i och med att en forskarutbildning pågår under flera år, och att det kan påverka skrivprocessen. Även inom forskning om skolelevers skrivande har betydelsen av känslor och värderingar framhållits, till exempel inom det forskningsfält där olika språkliga resurser för att värdera och uttrycka känslor analyseras utifrån ramverket appraisal (Martin & White, 2003). Denna forskning har till exempel visat att skolelevers texter värderas högre när språkliga resurser för att uttrycka värderingar och känslor används (Folkeryd, 2006).

    Men hur är det i handledning av studenter på grundutbildningsnivå? Vilka resurser och strategier knutna till känslor och värderingar används av studenter och handledare i handledningssamtal om självständiga arbeten? Med utgångspunkt i den befintliga forskningen är detta frågor som bör belysas närmare, och i denna presentation ämnar vi göra det ur två olika perspektiv. Det första perspektivet utgår från de bedömningsprocesser som hela tiden pågår i handledningsinteraktionen, och vi analyserar dessa utifrån begrepp som knyts till ramverket appraisal (Martin & White, 2003). Det andra perspektivet utgår från hur handledare och studenter kan använda känslor och känslomässiga uttryck som en typ av handledningsstrategi. Här utgör begreppen anticipated emotions och anticipatory emotions de huvudsakliga analysredskapen (Barsics, Van der Linden, & D'Argembeau, 2016, 219).

    Vårt paper har sin grund i ett pågående, tvärvetenskapligt projekt om självständighet i högre utbildning, där handledning har en central roll (http://www.sh.se/p3/ext/content.nsf/aget? openagent&key=projekt_page_1446544810333 ). Det empiriska material presentationen bygger på, består av inspelad handledningsinteraktion, med handledare och studenter från lärarutbildning och journalistik, vid två svenska lärosäten.

     

    Referenser

    Augustsson, G., & Jaldemark, J. (2014). Online supervision: a theory of supervisors’ strategic communicative influence on student dissertations. Higher Education, 67(1), 19-33.

    Baker, M.-J., Cluett, E., Ireland, L., Reading, S., & Rourke, S. (2014). Supervising undergraduate research: A collective approach utilising groupwork and peer support. Nurse Education Today, 34(4), 637-642.

    Barsics, C., Van der Linden, M., & D'Argembeau, A. (2016). Frequency, characteristics, and perceived functions of emotional future thinking in daily life. The Quarterly Journal of Experimental Psychology, 69(2), 217-233.

    Berg, D. (2016). Det självständiga arbetet - en plats för emancipation eller automation. Utbildning och lärande, 10(1), 94-108.

    Carlson, V., Svensson, P., Johannson, V., & Montin, S. (2016). Handledare, vägledare eller kontrollant? Utbildning och lärande, 10(1), 20-38.

    Cotterall, S. (2013). More than just a brain: emotions and the doctoral experience. Higher Education Research and Development, 32(2), 174-187.

    Doloriert, C., Sambrook, S., & Stewart, J. (2012). Power and emotion in doctoral supervision: Implications for HRD. European Journal of Training and Development, 36(7), 732-750.

    Eriksson, A., & Gustavsson, S. (2016). Krav, uppmaningar och frågor - en autoetnografisk reflektion över handledning av självständiga arbeten. Utbildning och lärande, 10(1), 70-87.

    Folkeryd, J. W. (2006). Writing with an attitude : appraisal and student texts in the school subject of Swedish. Uppsala: Acta Universitatis Upsaliensis.

    Kamler, B., & Thomson, P. (2014). Helping doctoral students write pedagogies for supervision. London ; New York: Routledge,.

    Martin, J. R., & White, P. R. (2003). The language of evaluation: Springer.

    Sambrook, S., Stewart, J., & Roberts, C. (2008). Doctoral supervision . . . a view from above, below and the middle! Journal of Further and Higher Education, 32(1), 71-84.

    Scholefield, D., & Cox, G. (2016). Evaluation of a model of dissertation supervision for 3rd year B.Sc. undergraduate nursing students. Nurse Education in Practice, 17, 78-85.

    Schreier, M. (2012). Qualitative Content Analysis in Practice. London & Thousand Oaks: SAGE.

    Sveen, H., & Magnusson, J. (2013). Handledningens vad, hur och varför: interaktionella mönster med fokus på röst. Högre Utbildning (2), 87-102.

    Todd, M. J., Smith, K., & Bannister, P. (2006). Supervising a social science undergraduate dissertation: staff experiences and perceptions. Teaching in Higher Education, 11(2), 161-173.

    Wiggins, S., Gordon-Finlayson, A., Becker, S., & Sullivan, C. (2016). Qualitative undergraduate project supervision in psychology: current practices and support needs of supervisors across North East England and Scotland. Qualitative Research in Psychology, 13(1), 1-19.

     

  • 137.
    Zackariasson, Maria
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    ’They shouldn’t work all by themselves’: Supervisors’ understandings of student independence in undergraduate projects2018In: NERA 2018 - 46th CONGRESS Educational Research: Boundaries, Breaches and Bridges: Abstracts, Oslo: University of Oslo , 2018, p. 237-238Conference paper (Other academic)
    Abstract [en]

    Title: “They shouldn’t work all by themselves!” Supervisors’ understandings of student independence in undergraduate projects

    Authors: Maria Zackariasson, professor, Södertörn University & Jenny Magnusson, lecturer, Södertörn University

    That independence is a concept of scholarly interest in relation to higher education, is evident within the research field on independent learning, as well as in research on supervision within higher education (eg Broad 2006; Cukurova et al 2017; Gurr 2010; Lau 2017; Lee 2008). That it also in other ways constitutes a significant concept within the academic context, is evident for instance in how independence in the Swedish Higher Education Ordinance is described as one of the main goals of higher education (Swedish Council for Higher Education 1993).

    At the same time, independence is characterized by a certain conceptual ambiguity, and, consequently, tends to be understood differently in different academic contexts, both nationally, internationally and interdisciplinary. This may pose a problem not least in relation to the supervision of undergraduate projects. In this paper we examine how supervisors understand the concept independence and how their understandings might influence their attitude to and practice of supervision of undergraduate projects. The analysis is based on focus group interviews with supervisors from two education programs, teacher education and journalism, in two countries, Sweden and Russia.

    In our findings we highlight and discuss several understandings of independence that were evident in our material, and in which phases of the undergraduate project these were regarded to be most significant. The theoretical framework for the paper connects to how a number of concepts that are central within higher education, such as criticality/critical thinking, learner autonomy and independent learning, tend to be characterized by conceptual ambiguity (cf Borg and Al-Busaidi 2012; Gardner 2007; Moore 2011). Using Wittgenstein’s ideas on family resemblances, we discuss how the concept independence may be understood in relation to such associated concepts (Wittgenstein 1958).

    The paper is of relevance to Nordic educational research through its focus on a concept that is rarely discussed and defined, even though it is most significant within higher education and for supervisors’ attitudes and didactic choices.

    References

    Borg, Simon, and Saleh Al-Busaidi. 2012. "Teachers’ beliefs and practices regarding learner autonomy." ELT Journal 66(3):283-92.

    Broad, James. 2006. "Interpretations of independent learning in further education." Journal of Further and Higher Education 30(2):119-43.

    Cukurova, Mutlu, Judith Bennett, and Ian Abrahams. 2017. "Students’ knowledge acquisition and ability to apply knowledge into different science contexts in two different independent learning settings." Research in Science & Technological Education:1-18.

    Gurr, Geoff. 2010. "Negotiating the "Rackety Bridge" — a Dynamic Model for Aligning Supervisory Style with Research Student Development." Higher Education Research & Development:81-92.

    Lau, Ken. 2017. "‘The most important thing is to learn the way to learn: evaluating the effectiveness of independent learning by perceptual changes." Assessment & Evaluation in Higher Education 42(3):415-30.

    Lee, Anne. 2008. "How are doctoral students supervised? Concepts of doctoral research supervision." Studies in Higher Education 33(3):267-81.

    Moore, Tim John. 2011. "Critical thinking and disciplinary thinking: a continuing debate." Higher Education Research & Development 30(3).

    Swedish Council for Higher Education 1993. "The Higher Education Ordinance" Ministry of Education and Research. Accessed 2017-04-11. https://www.uhr.se/en/start/laws-and-regulations/Laws-and-regulations/The-Higher-Education-Ordinance/.

    Wittgenstein, Ludwig. 1958. Philosophical investigations. Oxford: Basil Blackwell.

  • 138.
    Zubkovych, Alina
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Book review "Nataliya Danilova. The Politics of War Commemoration in the UK and Russia"2016In: Ukraina Moderna, ISSN 2078-659X, no 23, p. 291-294Article, book review (Other academic)
  • 139.
    Zubkovych, Alina
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    [Book review on] Ukrainian Migration to the European Union: Lessons from Migration Studies by Olena Fedyuk and Marta Kindler2018In: EuropeNow Journal, no 5 JulyArticle, book review (Other academic)
  • 140.
    Zubkovych, Alina
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Celebrating Borderlands in a Wider Europe. Nations and Identities in Ukraine, Georgia and Estonia2017In: Europe-Asia Studies, ISSN 0966-8136, E-ISSN 1465-3427, Vol. 69, no 8, p. 1322-1323Article, book review (Other academic)
  • 141.
    Zubkovych, Alina
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Dealing with the Yugoslav Past: Exhibition Reflections in the Successor States2017 (ed. 1)Book (Refereed)
    Abstract [en]

    This book analyzes the representation of the socialist past in the national history museums of the former Yugoslavia. Through travels to Croatia, Bosnia and Herzegovina, Montenegro, Kosovo, and Macedonia, the study elucidates the process of constructing the national narratives that maintain and legitimize a particular vision of the common past. Cross-national comparison allows for analysis of the democratic development of each state in relation to the politics of memory in the region and the role of political actors in its construction.

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