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  • 51.
    Hellstén, Meeri
    Södertörn University, School of Culture and Education, Education.
    Editorial 24(1): IIER endings and new beginnings2014In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 24, no 1, p. ii-ivArticle in journal (Other academic)
    Abstract [en]

    Education is about making a difference in the lives of those who experience its interactions as a social justice project of modern democracy. It is intended to encourage the free exploration of ideas and the development of creativity. Quality education needs the underpinning of access to good teaching, challenging curriculum and engaged learning. The articles in this issue demonstrate some of the ways researchers approach these issues. 

  • 52.
    Hellstén, Meeri
    Södertörn University, School of Culture and Education, Education.
    International education imperatives and the era of ethical practice: a Swedish higher education case study example.2014In: CONGRESS2014: The Canadian Society for the Study of Education / [ed] Jane Koustas, 2014Conference paper (Refereed)
    Abstract [en]

    As internationalization of higher education (HE) reaches a forty-year trajectory point, its community of scholars recognize an ever present fragmentation in the field. Four decades of worldwide conceptual and pedagogical incentives have not yielded consensus about successful policy to practice implementation (Ninnes & Hellstén, 2005), nor of its impact upon intercultural understanding (Marginson & Sawir, 2012) or language gains (Grin, 2012). Indeed, the overall advantages of internationalization as a measure of coercive responsiveness to the social justice and civic needs imposed by globalization, remain uncertain.  The outcome of such to date is an uneven distribution of HE provisions on account of the recent world economic crises. The responsiveness of international higher education (HE) to current global flows in employability, mobility and competitiveness has been articulated in national, regional and local level policy guidelines over the past decades. The Swedish government has recently formulated international dimensions in public HE policy, as a need to inform intercultural diversity and innovation, and as a crucial feature of academic provision in the 21st Century (HSV, 2008; European Unit, 2000; Minister of Education, Research and Culture, 2005). One consensus account is a recent collaborative forum initiated by the Swedish Research Council (VR), introducing international mobility as an Action plan strategy (VR, 2012). At the public policy level however, internationalization remains caught in the conflict between the degree of internationalization and academic quality, breaking the assumption that merely having international policies in place provides for higher academic excellence.  The ethical element of implementation of international policies remains a valid imperative, as addressed in the current contributions in the collection of this symposium. This paper reports one aspect of a Swedish case study, as based on survey data from one public HE institution. Surveys were collected from students in three academic discipline areas, education, humanities and sciences on the responses of the international education system and upon the processes affecting its actors. The survey data is discussed from the perspective of identifying processes that provide alternatives to profit-seeking, unethical, and market driven internationalization approaches, and in relation to the body of the larger international empirical research consortium data framework.

  • 53.
    Hjulström, Erik
    Södertörn University, School of Culture and Education, Education. Södertörn University, School of Culture and Education, Teacher Education.
    John Dewey och relationens pedagogik2014In: Den reflekterade erfarenheten: John Dewey om demokrati, utbildning och tänkande / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, p. 131-149Chapter in book (Other academic)
  • 54.
    Hylén, Ulrika
    et al.
    Örebro University.
    Engström, Ingemar
    Örebro University.
    Engström, Karin
    Södertörn University, School of Culture and Education, Education.
    Pelto-Piri, Veikko
    Örebro University.
    Anderzen-Carlsson, Agneta
    Örebro University.
    Providing Good Care in the Shadow of Violence - An Interview Study with Nursing Staff and Ward Managers in Psychiatric Inpatient Care in Sweden2019In: Issues in Mental Health Nursing, ISSN 0161-2840, E-ISSN 1096-4673, Vol. 40, no 2, p. 148-157Article in journal (Refereed)
    Abstract [en]

    The aim was to describe the nursing staff and ward managers' experiences of safety and violence in everyday meetings with the patients. The qualitative content analyses resulted in four themes: the relationship with the patient is the basis of care; the organizational culture affects the care given; knowledge and competence are important for safe care; and the importance of balancing influence and coercion in care. The staff had a varied ability to meet patients in a respectful way. One way of creating a common approach could be to discuss and reflect upon different options in the meeting with the patient.

  • 55.
    Hübinette, Tobias
    et al.
    Södertörn University, School of Culture and Education, Education.
    Mählck, P.
    Umeå universitet.
    The racial grammar of swedish higher education and research policy: The limits and conditions of researching race in a colour-blind context2015In: Affectivity and Race: Studies from Nordic Contexts / [ed] Rikke Andreassen & Kathrine Vitus, Burlington, VT: Ashgate, 2015, p. 59-73Chapter in book (Other academic)
  • 56.
    Jahanmahan, Farhad
    Södertörn University, School of Culture and Education, Education. Stockholms universitet.
    Rätten till fred och frid för ensamkommande flyktingbarn2014In: Möten med Dalai lama: Reflektioner om fred, medkänsla och interkulturell dialog / [ed] Katrin Goldstein-Kyaga, Stockholm: Dialogos Förlag, 2014, p. 173-191Chapter in book (Other academic)
  • 57.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education. Dalarna University.
    Fiction and learning realities after postmodernism2018In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, no 14, p. 1517-1518Article in journal (Other academic)
  • 58.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    Filosofi i tidig barndom: Omedelbarhetens pedagogik2019Book (Other academic)
    Abstract [sv]

    Barns filosofi utmanar både etablerade filosofiska idéer och pedagogiska praktiker genom att ställa frågor om det som vuxna ofta tar för givet. Den här boken utgår från de filosofiska frågor och undersökningar som uppstår i barns egna göranden, lekar och växande. Utifrån barnens filosoferande visas hur deras tankar och undersökningar bidrar till filosofiska diskussioner och hur dessa kan påverka vuxnas pedagogiska förhållningssätt. I boken möter barnens tankar filosofi från antiken till vår samtid, från olika traditioner, som existentialism, pragmatism och urfolksfilosofi, samt filosofer som Platon, Thoreau, Diogenes, Wittgenstein, Kierkegaard, Heidegger och Weil. Här behandlas frågor om barndom och lek, språk och mening, politik och etik, liv och död, samt pedagogiska förhållningssätt till barns utforskande av sådana ämnen. Genom att uppmärksamma den filosofi som uppstår i mötet med barnens nyfikenhet förespråkar författaren en omedelbarhetens pedagogik. En pedagogik som består i att kunna ta tillvara barnens filosofi när den uppstår. Detta är en bok som väcker frågor, intresse och en känsla för barns tänkande, snarare än att ge färdiga svar – det är en bok att tala om, diskutera och tänka med. Filosofi i tidig barndom - Omedelbarhetens pedagogik riktar sig i huvudsak till blivande förskollärare och barnskötare och till de som arbetar med barn i förskolan, men även till dem som lever med barn och som intresserar sig för små barns tänkande. Viktor Johansson är Lektor i pedagogik vid Södertörns högskola. Hans forskning har fokus på pedagogisk filosofi, litteraturens roll i pedagogiska undersökningar, samt barns tänkande.

  • 59.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    Killing the Buddha: Towards a heretical philosophy of learning2018In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, no 1, p. 61-71Article in journal (Refereed)
    Abstract [en]

    This article explores how different philosophical models and pictures of learning can become dogmatic and disguise other conceptions of learning. With reference to a passage from St. Paul, I give a sense of the dogmatic teleology that underpins philosophical assumptions about learning. The Pauline assumption is exemplified through a variety of models of learning as conceptualised by Israel Scheffler. In order to show how the Paulinian dogmatism can give rise to radically different pictures of learning, the article turns to St. Augustine’s and Robert Brandom’s examples of language learning, and to general strands in scholarship on moral education. Dewey’s view of childhood immaturity and the problem of adult maturity are used as first attempt at a counter picture to the idea that learning must have an end. The article takes Dewey’s idea further by suggesting how the Zen-Buddhist idea of killing the Buddha and Wittgenstein’s method of destroying pictures work on the dogmatic focus on uses of ‘learning’ that assume ends. In conclusion, the article suggests three possible uses of ‘learning’—learning from wonder, intransitive learning and passionate learning—that do not assume that learning has or must have a teleological end.

  • 60.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education.
    Literature and Philosophical Play in Early Childhood Education: A Humanities Based Approach to Research and Practice2018 (ed. 1)Book (Refereed)
    Abstract [en]

    Literature and Philosophical Play in Early Childhood Education explores the role of philosophy and the humanities as pedagogy in early childhood educational research and practice, arguing that research should attend to questions about education and growth that concern social structures, individual development, and existential aspects of learning. It demonstrates how we can think of pedagogy and educational practices in early childhood as artistic, poetic, and philosophical, and exemplifies a humanities-based approach by giving literature and artful play a place in shaping the ground of practice and research. The book explores a range of alternative approaches to theory in education and the feasibility of a curriculum of moral values for young children and contains a variety of scenes involving children’s play and involvement with literature and fiction. It portrays how engaging with children’s play can be a philosophical and pedagogical investigation where children’s own philosophising is taken seriously, where children’s thoughts are put on a par with established research and philosophy. Moreover, the book engages with a range of different forms of literature – picture books, novels, auto-fiction, poetry – and develops these as portrayals that serve as a basis for non-theoretical and poetic pedagogical research. Literature and Philosophical Play in Early Childhood Education will be of great interest to academics, researchers, and post-graduate students in the fields of philosophy and education. It will also appeal to upper-level undergraduates, school psychologists, teachers, and therapists.

  • 61.
    Johansson, Viktor
    Södertörn University, School of Culture and Education, Education. University Örebro.
    Philosophy for Children and Children for Philosophy: Possibilities and Problems2018In: International Handbook of Philosophy of Education / [ed] Smeyers, Paul, Cham: Springer, 2018, p. 1149-1161Chapter in book (Other academic)
    Abstract [en]

    This chapter begins by illustrating the role of children in philosophy, and how childhood may impact philosophy, by turning to the work of Stanley Cavell. In particular this chapter focuses on his idea of philosophy as a confrontation with our culture’s criteria, but read in the light of Pierre Hadot’s understanding of philosophy as a way of life. It goes on to consider how the philosophy for children movement has developed through three generations of thought and practice. To illustrate how these generations have emerged, the chapter surveys differing views of the use of picture books in children’s philosophizing and philosophy. Going on from the third generation’s criticism of how the philosophy for children movement’s use of picture books has been insufficiently aware of its own assumptions, limits, and borders, the chapter concludes by showing that the critical moves from one generation to another in the field itself can be seen as a philosophical way of life, a way of life that involves philosophy for children confronting its own criteria, by emphasizing and questioning not only the boundaries of the content but also of the places where philosophy with children happens.

  • 62. Kirsch, Frank-Michael
    et al.
    León Rosales, RenéUppsala universitet.Rodell Olgac, ChristinaSödertörn University, School of Culture and Education, Education.
    Vem vågar vara interkulturell?: En vänbok till Pirjo Lahdenperä2016Collection (editor) (Other academic)
  • 63.
    Knutes Nyqvist, H.
    et al.
    Stockholm University.
    Stjerna, Marie-Louise
    Södertörn University, School of Culture and Education, Education.
    Artistry and disability - Doing art for real? Affordances at a day activity centre with an artistic profile2017In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 32, no 7, p. 966-985Article in journal (Refereed)
    Abstract [en]

    Taking our point of departure from critical disability studies, this study explores affordances of a day activity centre with an artistic profile. The analysis reveals that this centre has two fundamental meanings to the participants; it is a place to create art, and it is a 'safe haven'. Our conclusion is that the desire to belong, to be in a community and to do artwork, entails a future need for flexible institutional environments, where the social milieu is characterized by increased influence and with an engaging focus, such as that which is offered in cultural work.

  • 64.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Att skola tolerans: en undervisningskonst2017In: Toleransens mekanismer: en antologi / [ed] Lundberg, Erik, Stockholm: Forum för levande historia , 2017, p. 247-267Chapter in book (Other academic)
  • 65.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Mellan maktkritik och kunskapskriser: några utmaningar för den normkritiskt inspirerade läraren2019In: Normkritisk pedagogik: perspektiv, utmaningar och möjligheter / [ed] Lotta Björkman & Janne Bromseth, Lund: Studentlitteratur AB, 2019, 1, p. 161-182Chapter in book (Other academic)
  • 66.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    My Way to You: How to Make Room for Transformative Communication in Intercultural Education2016In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 50, no 2, p. 233-245Article in journal (Refereed)
    Abstract [en]

    As populations around the globe become increasingly culturally diverse, just inter-personal relations seem dependent on our ability to find new ways of communicating with people from other cultures whose values and linguistic strategies may vary from our own cultural practices. Hence, in the increasing body of literature on intercultural education, intercultural education means helping students to acquire the right language and communication skills for enabling mutual understanding and transformation between cultures. However, several post-colonial scholars have pointed out that there is a tendency to homogenise differences and neglect relations of power and the culturally untranslatable in the Western conception of language. This paper explores some implications of the post-colonial critique of intercultural education by following Luce Irigaray's writings on language and communication. Taking as its point of departure the Western ‘common sense’ conception of language as an instrument for communication and transfer of information, the paper first elaborates on the importance of exploring new ways of relating to language if we want to speak and listen to the other as other. It then offers a close reading of Martin Heidegger's existential analysis of the nature of language as Saying-Sowing and of Irigaray's response as she develops it in two of her later works. By way of conclusion the paper discusses how a more poetic and attentive listening could open up for a transformative and non-hierarchical communication in difference, and considers what implications this has for the promotion of social justice and pluralism in intercultural education.

  • 67.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    [Recension av] Claudia W. Ruitenberg. Unlocking the World: Education in an Ethic of Hospitality2015In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 24, no 3, p. 117-119Article, book review (Other academic)
  • 68.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Representational and Territorial Economies in Global Citizenship Education: Welcoming the Other at the Limit of Cosmopolitan Hospitality2013In: Social Theory and Education Research Volume II / [ed] Mark Murphy, Sage Publications, 2013Chapter in book (Refereed)
    Abstract [en]

    In this article, I argue that any success a discourse on cosmopolitan hospitality might have in global citizenship education depends on how it deals with its own limits, and I propose a way of responding to these limits that takes the cosmopolitan commitment to openness to the other seriously. Following Jacques Derrida, my point is that to teach global citizenship on the basis that we already can know who the other is risks counting some persons ‘in’ while leaving others ‘out’, which forecloses the possibility of welcoming something new and unforeseen at the limit of our cosmopolitan selves.

  • 69.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Schooling Tolerance: An Educational Art2017In: Mechanisms of Tolerance: an anthology / [ed] Erik Lundberg, Stockholm: The Living History Forum , 2017, p. 256-276Chapter in book (Other academic)
  • 70.
    Langmann, Elisabet
    et al.
    Södertörn University, School of Culture and Education, Education.
    Månsson, Niclas
    Att vända blicken mot sig själv: En problematisering av den normkritiska pedagogiken2016In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, no 1-2, p. 79-100Article in journal (Refereed)
  • 71.
    Langmann, Elisabet
    et al.
    Södertörn University, School of Culture and Education, Education.
    Säfström, Carl Anders
    Maynooth University Social Science Institute, MUSSI, Co Kildare, Ireland.
    Varför tar våldet aldrig slut och vad kan vi göra åt det?: En pedagogik-filosofisk analys av fenomenet mobbning2018In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 38, no 4, p. 337-351Article in journal (Refereed)
    Abstract [en]

    How is it possible that bullying continues to be a common phenomenon in schools, despite the fact that so many teachers, students and parents, through diverse anti-bullying programs, have been engaged in trying to stop it? This question is addressed in this article through a philosophy of education-based analysis of the phenomenon of bullying. The article builds on results from two research projects financed by the Swedish Research Council, and offers a critical reading of the so-called norm-critical (Swedish normkritiska) approaches to bullying. As a result of the analysis made, the article shows how the inequality of the institution itself reproduces the conditions for bullying, and that in order to change those conditions, individual actors in the everyday life of schooling need to confirm their equality.

  • 72.
    Maraldo, Daniela
    Södertörn University, School of Culture and Education, Education.
    Att följa upp frånvaro: En kvalitativ studie om gymnasieelevers upplevelser av heltidsmentorers frånvaroarbete2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Previous research shows that truancy in upper secondary school positively correlates to the student’s future level of involvement in society. As such, in order to support an individual’s positive development, it is essential to work with early interventions to increase school attendance. One such preventive initiative is to employ full-time mentors who specifically hold the responsibility to monitor and follow-up student’s absence.

    This study focuses on full-time mentors working in upper-secondary school, and aims to examine a student’s perspective on the work of the full-time mentors. Collection of material has been done through the execution of eight semi-structured interviews with eight students in an upper secondary school in Stockholm, Sweden. The student’s statements have been interpreted and analyzed from the theoretical standpoint of social constructivism. As such, in this study, the work of the mentor as well as the student’s perception of the mentor’s role, is perceived as part of a social process and consequently dependent on its context. This means that components such as the distribution of power between student and mentor have been relevant to consider, in relation to interventions meant to increase student attendance.

    The study highlights the importance of using communicative tools, and mutual conversations, as well as building and maintaining well-functioning relationships between students and mentors. The result shows that the way that full-time mentors communicate with students, could be made more explicit, so that routines and expectations leading from that communication is clear to the student. In addition, the study’s result also indicate that full-time mentors could better adapt their way of communicating, in order to avoid an unbalanced power distribution between the full-time mentor and the student.

    The conclusion of the study is that communicative tools, such as relationship-creating and mutual conversations, when thoughtfully applied, can increase participation in school and as such, reduce absence.

     

     

  • 73.
    Mickwitz, Larissa
    Södertörn University, School of Culture and Education, Education. Södertörn University, Teacher Education. Stockholms universitet, Institutionen för pedagogik och didaktik.
    En reformerad lärare: Konstruktionen av en professionell och betygssättande lärare i skolpolitik och skolpraktik2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This doctoral thesis investigates the interrelatedness between school policy and practice. In the thesis, the construction of “the teacher” is analysed in school policy documents and teacher interviews. I am particularly interested in the relation between school policy and school practice in light of the two latest curriculum reforms 1994 and 2011 and the teacher accreditation registration reform of 2011. The analysis focuses on two topics: grading and the professional teacher. In fact, an analytic link is made between the emphasis on grading and the discursive construction of the teacher in Swedish education policy. The theoretical framework is positioned within institutional theory within which I combine curriculum theory and the sociological new institutionalism with discourse theory. The analyses of policy documents reveals three types of different discursive constructions of “the teacher”. In the period of deregulation and decentralization, a professional teacher is constructed and the need for an autonomous teacher for school quality is expressed. By the 1990s -2000s an unprofessional grading teacher is constructed. In the period signifying the teacher accreditation and registration reform, a quality assured teacher is constructed. It is a teacher who is formally authorized and in need of continuing evaluation. In the focus groups interviews teachers constructs two types of professionalism. One is in line with the professionalism articulated in the policy texts and is about control and formal regulation and the other is about autonomy. Furthermore, the teachers relate to grading and teachers' ability to act in accordance with their overall teaching assignment. Grading were often constructed opposed to teaching. Demands for documentation, quality reports or the requirement of teacher accreditation is described as institutional practices defined from above. These practices make it difficult for teachers to complete their teaching assignments. The study indicates that teachers' ability to operate in an increasingly regulatory schooling culture has, through the types of requirements for transparency in teachers’ work, resulted in the decline of autonomy in their professional practice.

  • 74.
    Mowlid Hassan, Abdiqani
    Södertörn University, School of Culture and Education, Education.
    Språkutveckling hos en grupp tvåspråkiga elever i årskurs 9.: En studie om hur en grupp tvåspråkiga elever uppfattar sin språkutveckling och språkliga identitet.2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine how a group of bilingual 9th grade students perceive their language development and their linguistic identity through Swedish as a second language.

    This study focuses on an interview with students in the 9th grade. The content of the interview is analyzed by two theoretical perspectives, Säljö perspective of socio-cultural learning and Lorentz & Bergstedt perspective of intercultural learning.

    The results from the study show that the students who participated in the interview experience that their language development is influenced by their surroundings, it has also led to the students having multiple linguistic identities.

  • 75.
    Murstedt, Linda
    et al.
    Södertörn University, School of Culture and Education, Education.
    Trostek, J. R.
    Stockholm University.
    Scheja, M.
    Stockholm University.
    Values in Political Science Students’ Contextualizations of Nationalism2015In: Journal of Political Science Education, ISSN 1551-2169, E-ISSN 1551-2177, Vol. 11, no 2, p. 126-140Article in journal (Refereed)
    Abstract [en]

    Recent research on conceptual change has argued that it is insufficient to assume that prior knowledge is the only aspect relevant in order to explain the conceptual change process. In addition, “warm constructs” such as emotions, epistemological beliefs, and values have been proposed to play a determinative role. In this study, we aim to further the understanding of the qualitative aspects of such constructs. By investigating how 20 science students interpret Michael Billig’s critical theory of nationalism in written exam papers, we explore how values are involved in university students’ meaning making of nationalism. The results indicate that students in different ways bring alternative values, such as togetherness, pride, and personal identity, in their reasoning, and these become a significant aspect of their meaning making in political science. This suggests that the students enter the classroom with their own ideas and principles of what is “good” or “right” when “practicing political science.” The study thus provides an example of how conceptual change involves accepting prescriptions of a certain intellectual activity.

  • 76.
    Olsson, Liselott Mariett
    et al.
    Södertörn University, School of Culture and Education, Education.
    Dahlberg, G.
    Stockholm University.
    Theorell, E.
    Stockholm University.
    Discplacing identity – placing aesthetics: early childhood literacy in a globalized world2016In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 37, no 5, p. 717-738Article in journal (Refereed)
    Abstract [en]

    ‘How to give brain and body to the multiple pack that we already are or are becoming: how, in other words, are we to make sensible (auditory, visually and affectively) the time before “I think” and “We think” that we cannot plan, control or know, but simply experiment with, which is the “time of the city” and nothing else?’ (Rajchman, 2010, p. 39) These powerful words constitute the starting point for this article that argues that, within the context of early childhood literacy in a globalized and ‘multicultural’ world, we need to experiment with new ways of understanding identity and language through amalgamating early childhood pedagogy and didactics with aesthetics. Such an endeavour needs to take place beyond ‘the indignity of speaking for the other’ (Deleuze, 2004, p. 208) and beyond the constructed categories that have been attributed to children in the name of one or another minority group. Through vivid examples and theoretical movements taking place within the research project ‘The Magic of Language’ we propose to shift focus – from the identifying and categorizing of individuals, as well as from the epistemological violence performed in the name of recognition and linguistic representation – to aesthetic experimentation and to the place of experiments. A ‘time of the city’ is also a ‘time of the place’ and in this article we are arguing for the importance of aesthetic experimenting with that place.

  • 77.
    Olsson, Liselott Mariett
    et al.
    Södertörn University, School of Culture and Education, Education.
    Theorell, Ebba
    Affective/Effective Reading and Writing through Real Virtualities in Digitized Society2014In: Reconceptualizing early childhood care and education: critical questions, new imaginairies & social activism : a reader / [ed] M.N Bloch, B Swadener & G.S. Canella, Oxford: Peter Lang Publishing Group, 2014Chapter in book (Refereed)
  • 78.
    Pashby, Karen
    et al.
    University of Alberta, Canada.
    Nicholson, Michelle
    University of Oulu, FInland.
    Hellsten, Meeri
    Södertörn University, School of Culture and Education, Education.
    Perspectives of teacher education students on global citizenship: implications for ethical internationalisation2015In: NERA 2015 - Marketisation and Differentiation in Education: Abstract book, 2015, p. 248-249Conference paper (Refereed)
    Abstract [en]

    Globalization has meant that universities are under increased pressure to internationalize through mobility, research partnerships, and internationalised programing. Global citizenship is an increasingly mainstream term being used by the UN and OECD regarding education for the 21st century, yet research about its conceptualization in higher education comes largely from English-speaking contexts (e.g. Jorgenson & Shultz, 2012). This paper presents a piece of an inter-disciplinary, international mixed-methods research project funded through the Academy of Finland and involving 20 universities in 10 countries. It responds to concerns that current economic crises have resulted in an intensification of those internationalization policies in universities that prioritize profit-seeking over those that prioritize ethical alternatives (Khoo, 2011). Drawing on critical and post/de-colonial theories (e.g. Andreotti, 2009), the project considers how, when left unchecked, internationalisation is normalized so as to re-direct social and political values such as global citizenship and social responsibility towards economic values thereby reproducing ideals of exceptionalism, entitlement, and (market) expansionism (Rhoads & Szelényi, 2010); and denying reproduction of systems of inequities (King, Marginson, & Naidoo, 2013; Rizvi, 2007). Selecting social cartography as a method to analyze the findings, the project aims to create a socially accountable map of shifting imaginaries of higher education as expressed in trends in internationalization (Paulston, 1999). In this paper, we focus on imaginaries of global citizenship. We will present a heuristic co-created by project partners and use it to analyze responses from teacher-education students studying in two Nordic universities, focusing on two specific survey questions: Do you see yourself as a global citizen? How do you think global citizens should think, relate and/or act in the world? The heuristic consists of three discursive orientations—neoliberal, liberal and critical—and four interfaces—neoliberal-liberal, liberal-critical, critical-neoliberal, and all four. Interfaces indicate where signifiers are deployed with multiple meanings. The mapping helps to identify dominant discourses, articulating where there are foreclosures of and possibilities for an ethical approach. The project contributes data and frameworks for understanding existing possibilities. By making discursive configurations and interfaces jointly intelligible, processes in higher education can be more informed by ethically oriented versions of international education. 

  • 79.
    Pelto-Piri, Veikko
    et al.
    Örebro universitet.
    Engström, Karin
    Södertörn University, School of Culture and Education, Education.
    Engström, Ingemar
    Hantering av hot och våld: Personalens syn på etik, bemötande och säkerhet i mötet med ungdomar på institutioner2017Report (Other academic)
    Abstract [en]

    The starting point of this study was that aspects of ethics as well as safety should be taken into account in meetings with patients and clients. The purpose was to increase the understanding of how staff in inpatient and institutional settings relate to the perspectives of good care and safety simultaneously in daily meetings with young clients and patients, especially in aggressive situations. The participants were staff who worked with youngsters on a daily basis at two institutions run by the National Board of Institutional Care (SiS) and a child and adolescent psychiatric clinic. The research questions were: 1) Which values can be found in the staff’s narratives about meetings with youngsters?, 2) How do staff describe the sequence of events in incidents of violence at their workplace?, and 3) How do staff describe their work with prevention and management of violence? Data collection was done through individual interviews, focus group interviews and questionnaires based on the Critical Incident Technique method. Interviews were analyzed with qualitative content analysis. Three themes of staff values emerged in the analysis: 1) From rule to relationship, an experienced movement from a rule-based to a more individualized care, 2) Ways to manage power and responsibility, thoughts about structure and pedagogics, and 3) An institution with a conscious culture, the importance of belonging to a supportive team with common basic views and an open climate. The staff described various kinds of incidents of violence and some of these incidents had serious consequences like seclusion of youngsters and staff injuries causing need for medical care. A need for more education, improved routines and organizational support was expressed. The work to prevent violence included individually detecting risks and, if necessary, communicating with other staff members when assessing these risks. Threats were reported as common but hard to cope with when directed towards a specific staff member and his or her family. The staff stressed the need, after a serious incident, to process what happened with colleagues and youngsters concerned. The colleagues were seen as the most important support, and there were some descriptions of shortcomings in the follow-up routines of violent incidents.

  • 80.
    Power, Anne
    et al.
    University of Western Sydney.
    Hellstén, Meeri
    Södertörn University, School of Culture and Education, Education.
    Editorial 23(1): Education in the 21st century2013In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 23, no 1, p. ii-ivArticle in journal (Other academic)
    Abstract [en]

    Education in the twenty-first century is about equipping students of all ages "to compete in the global economy on knowledge and innovation ... take advantage of opportunity and ... face challenges of this era with confidence" (Melbourne Declaration, 2008, p. 13). There is a strong commitment in Australia, as well as elsewhere, from Federal and State levels on developing reciprocal partnerships with low socio-economic and Indigenous communities. These commitments emerge in documents such as the Bradley Report and the MCEEDYA four year plan. The challenge is for education systems to respond comprehensively to government plans.

  • 81.
    Rodell Olgac, Christina
    Södertörn University, School of Culture and Education, Education.
    "Hela det romska Europa finns i Sverige, en möjlighet som vi nu försöker använda oss av": En studie om Språkrådets språkvårdande insatser och revitaliseringsarbete i romani chib 2007-2012. Slutrapport februari 20132013Report (Other academic)
    Abstract [sv]

    I rapporten redovisas ett uppdrag angående språkvårdande insatser och revitaliseringsarbete i det nationella minoritetsspråket romani chib för Språkrådet, Institutet för språk och folkminnen. Här undersöks Språkrådets arbete med att sprida kunskap och goda exempel på språkvårdande insatser och revitaliseringsinsatser för romani chib bland romer dels genom det språkvårdsinsatser som skett av de två romska språkvårdarna på Språkrådet mellan juni 2007- juni 2012, dels genom de 14 romska projekt som beviljats medel genom statsbidrag för insatser till stöd för de nationella minoritetsspråken åren 2010-2011. Särskilt fokus har i rapporten lagts på goda exempel och revitaliseringsinsatser inom ramen för dessa projekt. Studien bygger på intervjuer med språkvårdarna och med främst ansvariga i projekten samt dokumentstudier.

  • 82.
    Rodell Olgac, Christina
    Södertörn University, School of Culture and Education, Education.
    Minorías nacionales, conciencia nacional y proceso de aprendizaje intercultural entre docentes en formación en Suecia2015In: Revista de Educación, ISSN 1853-1318, no 8, p. 101-116Article in journal (Refereed)
    Abstract [en]

    A period of nationalism during 200 years has led to a predominant image of Sweden as a cultural, religious and linguistic homogenous country. Even though this historical homogeneity has often been emphasized, it is a myth that can be deconstructed. Like most other nations, Sweden has always had a diverse population. Since the year 2000, Sweden has recognised the Samis, Tornedalers, Swedish Finns, Roma, and Jews as official national minorities in the country. This paper discusses how an intercultural approach in a course for student teachers can challenge hegemonic monocultural and monolingual discourses of national self-awareness in the master narrative of the country, and how an inclusive discourse of a “democratic credo” in relation to the minorities, can develop among the student teachers.

  • 83.
    Rodell Olgac, Christina
    Södertörn University, School of Culture and Education, Education.
    Rätten till en dåtid, nutid och framtid för den romska minoriteten och allas vårt ansvar2014In: Möten med Dalai lama: Reflektioner om fred, medkänsla och interkulturell dialog / [ed] Katrin Goldstein-Kyaga, Stockholm: Dialogos Förlag, 2014, p. 192-207Chapter in book (Other academic)
    Abstract [sv]

    Med utgångspunkt i Dalai lamas ord om att vi alla är förpliktigade att handla när orättvisa råder diskuteras den romska minoritetens rätt till en dåtid, nutid och framtid.

  • 84.
    Rodell Olgac, Christina
    Södertörn University, School of Culture and Education, Education.
    Snuvade på sin historia: Nationella minoriteter, lärarstudenter och smärtsamma interkulturella läroprocesser.2016In: Vem vågar vara interkulturell?: En vänbok till Pirjo Lahdenperä / [ed] Frank-Michael Kirsch, René León Rosales & Christina Rodell Olgac, Stockholm, 2016, p. 71-86Chapter in book (Other academic)
  • 85.
    Rodell Olgac, Christina
    et al.
    Södertörn University, School of Culture and Education, Education.
    Dimiter-Taikon, Angelina
    "Mamma, ska jag säga att jag är rom?": En kartläggning av romska barns och eleversskolsituation i fem pilotkommuner för Skolverket2013Report (Other academic)
  • 86.
    Rodell Olgac, Christina
    et al.
    Södertörn University, School of Culture and Education, Education.
    Dimiter-Taikon, Angelina
    Södertörn University, School of Culture and Education, Education.
    Romsk brobyggarutbildning med inriktning mot skolan 2012-2015: Högre utbildning, social mobilitet och interkulturellt kapital2016Report (Other academic)
    Abstract [sv]

    Hösten 2012 fick Södertörns högskola och vi författare till föreliggande studie, Christina Rodell Olgaç och Angelina DimiterTaikon, i uppdrag av Skolverket att innan årets slut utveckla och starta en tvåårig romsk brobyggarutbildning med inriktning mot skolan, en utbildning som avslutades i juni 2015. Utbildningen kom att omfatta 15 romska brobyggare tillhörande olika romska grupper. Dessa var verksamma främst inom skolan i fyra av de fem pilotkommunerna, Luleå, Linköping, Göteborg och Helsingborg, som 2012 utsågs inom ramen för den dåvarande regeringens strategi för romsk inkludering åren 2012-2032. Den femte pilotkommunen Malmö valde att inte delta i just denna utbildningssatsning. Brobyggarna anställdes av kommunerna på heltid med femtio procent av tiden avsatt för brobyggarutbildningen. Utbildningen ägde rum på Södertörns högskola under två och en halv dag i månaden under fyra terminer med 7,5 högskolepoäng per termin, sammanlagt 30 högskolepoäng, motsvarande 25 procents heltidsstudier. Det övergripande syftet med denna studie är att utifrån ett interkulturellt pedagogiskt perspektiv och ur ett lärarperspektiv beskriva och analysera erfarenheter av just denna romska brobyggarutbildning med inriktning mot förskola, förskoleklass och grundskola. De frågor som studien främst undersöker gäller:

    Vilka innehållsmässiga och pedagogiska överväganden har funnits bakom brobyggarutbildningen?

    Vilka svårigheter och/eller möjligheter samt konsekvenser kan en högskoleutbildning få för en romsk brobyggare?

    Vilka pedagogiska lärdomar kan vi dra av erfarenheterna från utbildningen och implikationer av dessa lärdomar?

  • 87.
    Rodell Olgaç, Christina
    Södertörn University, School of Culture and Education, Education.
    The Education of Roma in Sweden: an interplay between policy and practice2013In: Die Bildungssituation von Roma in Europa / [ed] Sabine Hornberg & Christian Brüggemann, Münster: Waxmann Verlag, 2013, 1, p. 197-214Chapter in book (Refereed)
    Abstract [en]

    This article analyses the interplay between policy and practice as concerns the education of Roma in Sweden. First, the article gives a historical background to the present situation and the recognition of Roma as a national minority in the year 2000 describing the various Romani groups that migrated to Sweden during the different historical periods. Second, it offers an overview of the social, economic, and educational situation highlighting the heterogeneity of Roma in the country. Finally, the paper presents a general overview of the educational situation of the Roma giving examples of some good practices and concluding with some remarks and future prospects.

  • 88.
    Rotaru, Julieta
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Aspects on Romani demographics in 19th century Wallachia2018In: Baltic Worlds, ISSN 2000-2955, Vol. XI, no 2-3, p. 34-Article in journal (Refereed)
  • 89.
    Rotaru, Julieta
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Barbu Constantinescu, the first Romanian scholar of Romani studies2018In: Romani Studies, ISSN 1528-0748, E-ISSN 1757-2274, Vol. 28, no 1, p. 41-78Article in journal (Refereed)
    Abstract [en]

    Half a century after the first work on the Romanian Roms written by M. Kogǎlniceanu (1837) at the suggestion of the father of modern geography, Alexander von Humboldt, similarly, at the suggestion of a foreign scholar, the father of Romani dialectology, Franz Miklosich, a graduate of the Faculty of Theology, University of Leipzig, and Ph.D. of the same university, Barbu Constantinescu, started to learn Romani and became the first Romanian scholar in the emergent field. He was an acknowledged educationist, the first exponent of Herbatianism in Romania, and worked in many educational pioneering projects, such as the establishment of the first kindergarten, as well as the reformation of the pedagogical and theological systems of education. In the field of Romani studies, unfortunately, he could not publish all his projected work, and posterity forgot his huge effort of travelling in all counties of Wallachia and Moldavia in search of Romani settlements. He published in Bucharest, in 1877 and 1878, a dozen songs and tales in Romani of his own translation, which were duly acknowledged (e.g. by F.H. Groome in his 1899 anthology of Gypsy folk songs). However, his work, comprising hundreds of documents, was not included in a collection, though it is partially preserved in some unedited manuscripts at the Romanian Academy Library in Bucharest, which are described here for the first time, in sections § 2.1-6. The article describes the intellectual legacy left by Barbu Constantinescu in the field of Romani studies.

  • 90.
    Rotaru, Julieta
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Caught between the Eastern Europe Empires: the case of the alleged Netot Roms2018In: Slovak Ethnology, ISSN 1335-1303, E-ISSN 1339-9357, Vol. 66, no 4, p. 501-522Article in journal (Refereed)
    Abstract [en]

    In the seminal study of Marushiakova and Popov (2013) on the “Gypsy” groups in Eastern Europe it is hinted that the issue of the ethnic groups, and precisely that of their appellations (ethnonyms and/or professionyms), their unclear, nay, hazy demarcation, are specific to a greater degree to the Southeastern Europe and adjacent areas, and less to the Romani groups in Western Europe who have, largely speaking, Romani endonyms (Manuš, Sinti, Kaale, etc), which delimitate them more accurately. In Romanian quarters, the different ethno-socio-professional Romani categories are described for the first time in the first Romanian Constitution (1832), chapter “Improvement of the status of the Gypsies”, article 94. Among the 6 categories described, mention is made of the alleged Netots ‘stupid’, who were the real nomads of that time, were not practicing any specific skill, and were held responsible for all transgressions. The current article is an historical and linguistic investigation of this alleged ethno-professional category, demonstrating that the “Netot” issue is a connivance conceived by the Russian administration and the local politicians in order to solve the “problem” of the errant groups, in the context of the plague outbreak in 1831–1832, by creating a political reason to dispatch them to the defeated Ottoman Empire. The article provides sources and open questions instead of giving answers.

  • 91.
    Rotaru, Julieta
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Towards a Methodology for Applying the paribhāṣās in the Kauśikasūtra (II)2018In: Asiatische Studien: Zeitschrift der Schweizerischen Asiengesellschaft, ISSN 0004-4717, E-ISSN 2235-5871, Vol. 72, no 2, p. 489-513Article in journal (Refereed)
    Abstract [en]

    The Kauśikasūtra has three sets of general rules, the first two (1.1–8 cum 1.9–23) consecutively opening up the sūtra-text, having an application to the adjoining context, and the third one (7.1–9.7) being seemingly prescribed for the rest of the work. The understanding of the Kauśikasūtra draws hugely on ascertaining the right meaning of these paribhāṣās. The general rule 8.10 is an interesting example of such crux filologorum, wherein, regardless the emendation, the enouncement apparently bears little meaning and the paribhāṣā, as a whole, seems inapplicable. The paper discusses sixteen cases whereto the paribhāṣā 8.10 might be applied, starting from the instances thus indicated by the two commentators, Dārila and Keśava. In subsidiary, another subject is elucidated, the set of rites called manthāntāni karmāṇi, which, although there is no paribhāṣā regulating their function, they are prescribed by the sequence of rites 11.11–11.15, and are to be applied in the specified context. This is an example of the efforts done by the subsequent redactor(s) of the Kauśikasūtra, who have added general rules to elucidate the concise and obscure sūtra-text: an unspecified general rule (11.11ff) inserted in the adjoining context, and a specified, but redundant general rule (8.10) employed in the appropriate section, with little care for the consistency of the editorial work.

  • 92.
    Rotaru, Julieta
    et al.
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Granqvist, Kimmo
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES). University of Helsinki.
    The Romani paradigm in the Balkan area2018In: Baltic Worlds, ISSN 2000-2955, Vol. XI, no 2-3, p. 23-24Article in journal (Other academic)
  • 93.
    Rowa-Dewar, Neneh
    et al.
    University of Edinburgh, Edinburgh, UK.
    Stjerna, Marie-Louise
    Södertörn University, School of Culture and Education, Education.
    Health Risks in the Home: Children and Young People's Accounts2016In: Families, Intergenerationality, and Peer Group Relations / [ed] Punch, Samantha; Vanderbeck, Robert; Skelton, Tracey, Singapore: Springer, 2016, p. 1-18Chapter in book (Other academic)
    Abstract [en]

    Depending on definition and academic discipline, home can refer to a place, a space, a feeling, or certain practices. House and home are often conflated, but the physical dwelling is only one dimension. Home can be shorthand for an ideal and comfortable haven but is also recognized, by feminist researchers for example, as a place where gender and age represent key dimensions for how members of a household view the meaning of home (Saunders and Williams 1988). Home is therefore understood as a multidimensional concept (see Mallet 2004 for a review). In this chapter we discuss where children and young people localize risks, as well as how they manage risks in different settings with reference to the home in particular. Following a brief review of children and young people's understandings and management of risk in different settings, this chapter draws on two case studies involving health risks in everyday life. The case studies involve children and young people from Scotland who live with parents who smoke and those from Sweden who have a food allergy. These cases are then discussed in relation to the wider literature to illuminate issues such as gender, spatial risk management, and child–parent relations within the home.

  • 94.
    Schanning, Caroline
    Södertörn University, School of Culture and Education, Education.
    Hur inverkar organisationskulturen på personalen?: En kvalitativ intervjustudie av några medarbetares upplevelse i en medelstor organisation med fokus på hälsa och välmående2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Research shows that an increasing number of people in society is taking sick leave for psychological reasons connected to working life. The focus in this study lies on how the organizational culture influences some of the employees’ health and wellbeing. To find answers to these problems my research questions are how some of the employees experience the prevalent organizational culture and how this perceived culture influences these employees’ health and wellbeing. Four qualitative interviews were conducted in a medium size organization based in Sweden. Focus lied here on perceived norms regarding the organization, social life, work and health. Answers where analysed with the theoretical perspectives of organisational pedagogic, organizational culture, sociocultural theory and psychological contracts. Results show that organizational culture is perceived as mainly consistent for all informants. Findings give that satisfaction is high in many areas regarding health which is consistent with chosen theories and presented research based on their needs being met. The results indicate a smaller difference between managerand floor workers mainly in perceived stress and control and there is also signs of a difference between formal and informal culture regarding which behaviours are perceived as acceptable by the different working groups.

  • 95.
    Selling, Jan
    Södertörn University, School of Culture and Education, Education.
    Assessing the Historical Irresponsibility of the Gypsy Lore Society in Light of Romani Subaltern Challenges2018In: Critical Romani Studies, ISSN 2560-3019, Vol. 1, no 1, p. 44-61Article in journal (Refereed)
    Abstract [en]

    Contemporary scholarship in the fields of Romani Studies and antigypsyism (i.e., anti-Gypsyism or antiziganism), increasingly recognizes the centrality of location or “standpoint” in the discourse around representation and legitimacy. Deriving from a conceptual understanding of antigypsyism, this paper analyzes Gypsylorism, in the sense of constructions of “the exotic Other within Europe” (Lee, 2000). The trajectory of knowledge production from the early days of ”Gypsyology” to (critical) Romani Studies is analyzed: first, by means of a historiographical analysis of Nordic literature, which establishes the analytical dichotomy between subalternity and Gypsylorism, and second, by a scrutiny of recent academic debates in the field. The paper argues that the emergence of authors from the Romani standpoint in fictional and academic literature has contributed to a change as well as provoked counter-reactions. The paper illuminates debates and trajectories by discussing the failed attempts to make the Gypsy Lore Society (GLS) claim historical responsibility for its Gypsylorism/Orientalism at its Istanbul conference in 2012 and the compromise resolution of GLS in Stockholm in 2016, which avoided an apology and maintained the unresolved antagonism. 

  • 96.
    Selling, Jan
    Södertörn University, School of Culture and Education, Education.
    The Obscured Story of the International Criminal Police Commission, Harry Söderman, and the Forgotten Context of Antiziganism2017In: Scandinavian Journal of History, ISSN 0346-8755, E-ISSN 1502-7716, Vol. 42, no 3, p. 329-353Article in journal (Refereed)
    Abstract [en]

    The Interpol predecessor, the International Criminal Police Commission (ICPC), gradually came under the control of the Nazi Regime. Besides the task of combatting ordinary criminality', it, since 1934, had combatting of the Gypsy plague' on its agenda. The Swedish contacts were handled independently by the head of the Swedish forensic institute (SKA), Harry Soderman, who had good contacts with the ICPC presidents Heydrich and Nebe. This essay discusses, from a Swedish perspective but also with an international comparative view, critical and apologetic discourses on the ICPC Nazification and antiziganism. It focuses on available ICPC files at Riksarkivet and their archival surroundings, which lead to the Sandler Commission's investigation of police collaboration against the Scandinavian sabotage and resistance organization Wollweber. A main conclusion is that the informal network character of the ICPC and its lack of transparency discouraged critical reflections on this Nazification, and, to this day, obstructed a break with antiziganistic police traditions. In contrast to the independent inquiry commissions of Switzerland and Norway, which discuss the context of antiziganism and the ICPC, the selective governmental initiatives in Sweden have until now neglected the topic. The essay also discusses the problematic ICPC source material situation.

  • 97.
    Setréus, Jesper
    Södertörn University, School of Culture and Education, Education.
    "Den som skriker högst blir hörd": En kritisk analys av gymnasieelevers politiska dialog2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The focus of this essay is the civic engagement of Swedish upper secondary school students. In light of recent studies showing Swedish youth to be less politically engaged in comparison to other countries, and young adults as underrepresented in representative politics, a divide can be seen between the political world of the adult and the political world of youth. This essay aims to collect political experiences of young people, through the use of focus group discussions, in order to better understand the political interest of students as well as the schools work with civic engagement from a student point of view. By observing the political discussions of students through a theoretical lens of critical pedagogy as expressed by Peter McLaren and Paulo Freire, the purpose of the essay is to increase understanding of young peoples political praxis and of how they engage in politics at school. The main results of the essay indicate that students political focus is not primarily on issues of class and that the students express an individualized form of political activism. Furthermore the results indicate that students are able to participate in school decision making and that they are allowed to be political in a school setting but that political discussion is far from common in their school work.

  • 98.
    Stjerna, Marie-Louise
    Södertörn University, School of Culture and Education, Education.
    Food, risk and place: agency and negotiations of young people with food allergy.2015In: Sociology of Health and Illness, ISSN 0141-9889, E-ISSN 1467-9566, Vol. 37, no 2, p. 284-297Article in journal (Refereed)
    Abstract [en]

    Potentially life-threatening food allergies are increasing among children in the Western world. Informed by childhood studies, this article explores young people's management of food allergy risk and highlights their agency in relation to food, eating and place. Drawing on individual interviews with 10 young people who took part in a larger multi-method study of young people's experiences of food allergies, the findings demonstrate that the management of health risks means, to some extent, trying to control the uncontrollable. A reaction can occur at any time and to experience a severe reaction entails a temporarily loss of control. The strategies the young people develop to avoid allergic reactions can be understood both as responses to this uncertainty and as manifestations of their agency. Their risk experiences vary with place; at school and in other public places they face social as well as health risks. What we see is not agency as a voluntary choice but that young people with food allergies experience tensions between their own competence to manage different types of risks and their dependence on others to adjust to their needs. Thus, the relational aspects of young people's agency come to the fore.

  • 99.
    Stjerna, Marie-Louise
    Södertörn University, School of Culture and Education, Education.
    Food, risk and place: agency and negotiations of young people with food allergy2015In: Children, health and well-being: policy debates and lived experience / [ed] Brady, Geraldine ; Lowe, Pam & Olin Lauritzen, Sonja, Chichester: Wiley-Blackwell, 2015, p. 112-125Chapter in book (Other academic)
  • 100.
    Stjerna, Marie-Louise
    et al.
    Södertörn University, School of Culture and Education, Education.
    Worth, A.
    University of Edinburgh, Edinburgh, UK.
    Harden, J.
    University of Edinburgh, Edinburgh, UK.
    Olin Lauritzen, S.
    Stockholm University.
    Risk as a relational phenomenon: a cross-cultural analysis of parents’ understandings of child food allergy and risk management2017In: Health, Risk and Society, ISSN 1369-8575, E-ISSN 1469-8331, Vol. 19, no 7-8, p. 351-368Article in journal (Refereed)
    Abstract [en]

    Western culture can be seen as permeated by risk-consciousness. In particular, parents are under scrutiny in their roles as risk managers. In this article, we address parental experiences of children more at risk than other children, children with food allergy, and the management of allergy risk in everyday life. Drawing on a notion of risk as ‘situated’ in local everyday life, we argue that a further exploration of parental understandings of child food allergy risk would benefit from an analysis of studies across different local contexts. In this article, we draw on a secondary qualitative cross-cultural analysis of interview data from several studies of parents in Sweden and Scotland through 2006–2010, which focused on parents’ understandings of the nature of food allergy and the children’s management of the allergy risk. We found some common themes in the different data sets. First, parents depicted food allergy as life-threatening, a ‘death risk’ lurking in the background, more or less constantly present in different everyday situations, amounting to an existential condition in parenting. Second, they talked about food allergy risk as a relational phenomenon, meaning that the risk emerged in the encounter between the young person’s individual competence to manage allergy risk and the understandings of allergy risk in others – thus depending on contexts and interaction between several actors. Finally, the analysis showed that unpredictability and risk in constant flux are the prominent aspects of living with food allergy. We also discussed the ways risk and trust are related, as well as how the involvement of others can be seen as both a risk and a safeguard. 

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