hig.sePublications
Change search
Refine search result
1 - 6 of 6
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Johansson, Urban-Andreas
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education.
    Once upon a threshold: A narrative study of three men in their twenties and their experiences of violating the norms of a heteronormative school environment2016In: NERA 2016 Social Justice, Equality and Solidarity in Education: Book of Abstracts, 2016, p. 98-98Conference paper (Refereed)
    Abstract [en]

    The school takes part in reproducing societal norms and values, something that is seen as a natural part of its culture-transferring mission. Some of these norms and values ​​can be explained by the queer theoretical concept of heteronormativity, which aims to elucidate the norms and structures that emphasize heterosexuality as normal, making other sexual orientations deviant. Discrimination of non-heterosexual people in school as a place has slowly decreased in recent years (Brottsförebyggande rådet, 2014). However, that does not mean that the discrimination has been reduced in school as an environment, yet instead it has found expression through new ways such as through the Internet and through telephone/texting. This study aims to elucidate the experiences of students who commit norm violations of heteronormativity and thus exposed to the risk of discrimination due to non-heterosexuality, this is to increase the understanding of students’ experiences of a heteronormative school environment.

    The study was conducted through a narrative approach and narratives as method (Johansson, 2006). Three interviews were conducted with males identifying as non-heterosexuals. The theoretical framework that built the analysis consisted of the queer theoretical concept of heteronormativity as part of the environment and as an influencing factor in students ' socialization (Ambjörnsson, 2006). The students’ produces and reproduces norms about gender identity through socialization, making certain kinds of masculinity normal thus leads other masculinities to become deviant. The narratives have also been analyzed through Connell's (2008) concept of hegemonic masculinity, which intends to describe the power structures nature and function within and between different masculinities.

    The result shows that discrimination does not need to depend on actual homosexuality but also even suspected, or materialized, homosexuality. The results also indicates something that I have chosen to call homo-hatred, where hatred is displayed by non- heterosexuals towards others who identify as or are suspected of being non-heterosexual, despite the own sexual orientation.It has been interpreted as them kicking sideways instead of kicking upwards within the power structures of masculinities, which may be a natural reaction for the students ‘survival’. Sports seem to function as a marker of heterosexuality, where the distinctions between masculinities are made visible and the violations of heteronormativity becomes tense. Conclusions drawn from these interpretations were that the consequences or meaning of norm violations may shift over time and doesn’t necessarily need to be negative for the student, even if they were perceived as negative when they occurred.

  • 2.
    Johansson, Urban-Andreas
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education.
    Queer/ed or Questioning Refugee Youth’s Negotiations of Safe Spaces and Places in the Nordics.2019In: NERA 2019 - 47th Congress: Education in a Globalized World, 2019Conference paper (Refereed)
    Abstract [en]

    Research topicDuring the last couple of years, Sweden, the other Nordics countries as well as many others have welcomed refugees due to a global refugee crisis (The UN Refugee Agency, 2018). Many of these refugees flee due to war but some of them flee due to e.g. persecution, oppression and violence. This pilot study is a part of an international project which focuses on how to better understand queer/ed or questioning refugee youth and how they negotiate their communities. It is a community-oriented examination of the spaces and places that these youth value and feel as though they are valued. The purpose of the pilot study is to more deeply understand how marginalized youth positively negotiate everyday oppressions and vulnerabilities in their communities in Sweden.

    Theoretical frameworkThe theoretical framework stems from scholars on space and place, where these concepts are understood not only as physical characteristics and markers but also the inherently messy sets of ideas, ideals, histories, peoples, practices, and contexts that combine to characterize their particularities (Cresswell, 2004; Massey, 1995). The framework also includes queer geography theory which is the theorization on of how space and sexuality has been studied with reference to what sexualities and what activities are accepted in which places (e.g. Brown, 2000). This theorization also includes concepts of heteronormativity, homonormativity, queer spaces and queering places.

    Methodological designThe multimodal approach of this pilot study consists of both focus group interviews and visual ethnographies. Interviews offer an insight on participants’ perceptions, experiences, narratives or interpretations on the issues stressed in this paper. Visual ethnography draws upon audiovisual media’s unique ability to share insights about people and places on multiple registers –discursive, embodied, spatial etc. (e.g. Pink, 2013). The visual ethnographies where the participants will use available technologies (mobile devices) to create video recordings of the spaces and places they value in their communities. These recordings together with the interviews will thus help us in how to better understand refugee youth and queer/ed or questioning refugee youth and how they negotiate their communities within Nordic contexts.

    Expected findingsAnalyses are still in the initial phase, but some preliminary findings point to the significance that the 262informants assign to visual markers such as rainbow-colored flags. Another finding made were complexities of “being out” in Sweden versus in their native country, where although they faced more discrimination there they experience themselves as more closeted in their new communities compared to their former ones.

    ReferencesBrown, M.P. (2000). Closet Space: Geographies of Metaphor from the Body to the Globe. London: Routledge.

    Cresswell, T. (2004). Place: A Short Introduction. Malden, MA: Blackwell.Massey, D. (1995). Imagining the World. In: Allen, J. & Massey, D. (ed.), The Shape of the Worl: Explorations in Human Geography. Vol. 1, Geographical Worlds. Oxford: Oxford University Press.

    Pink, S. (2013). Doing Visual Ethnography. Washington DC: SAGE Publication.

    The UN Refugee Agency (2018). Overview Northern Europe. From: https://data2.unhcr.org/en/documents/download/

  • 3.
    Johansson, Urban-Andreas
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education. Pedagogik .
    The risk of nonperformativity of LGBT-certifications of Swedish schools2016In: NERA 2016 Social Justice, Equality and Solidarity in Education: Book of Abstracts, 2016, p. 99-100Conference paper (Refereed)
    Abstract [en]

    There are several different regulating documents that are supposed to control Swedish schools in an anti-discriminating way, such as the Discrimination Act and policies for Equal Opportunities and Fair treatment, but discrimination of LGBTQ-students is still a part of school environments (Brottsförebyggande rådet, 2015). There has been a lot of research done that has tried to draw upon the daily struggles of these students within school environments in Sweden, my master thesis included (Johansson, 2015). In the middle of November 2015, Sweden obtained its first LGTBQ-certified upper secondary school, a kind of certification that has become more and more popular during the last decade in other types of organizations. It’s a 16 hour education spread throughout 1 year to withhold the certification, where the entire school staff is educated in anti-oppressive methods both through the organization of the school and the interaction with students (RFSL, 2015). Since this certification is a relatively new part of the discourse of anti-discrimination within school, I find it interesting to examine. I ask myself why we need this. Shouldn’t the current regulating documents be enough? Why do the schools feel the need to do it? What may the motif behind the certification be? Why now? The issue has been a school issue for a long time, the certification of other organizations has been done the last decade. The aim of this study is to elucidate and analyze the speech of LBGTQ-certifications of Swedish schools and also investigate its possible consequences. To attempt in straightening my question marks, I want to try to answer another set of questions, namely; i) How is the LGBTQ-certification expressed? ii) What meaning is given these certifications? and iii) What may the consequences be?

    The approach to these questions will be a critical discourse analysis. Critical discourse analysis is an interdisciplinary approach to the study of discourse that views language as a form of social practice. Linguistic practice and social practice constitute one another and focus on investigating how societal power relations are established and reinforced through language use. The study object will be the anti-discriminating discourse with a focus on the speech of the LGBTQ-certifications, both the documents from the certifiers and the speech of the certified schools. Using Faircloughs (1992) model of critical discourse analysis, I want to elucidate and analyze the texts creating the certifications, the anti-discriminating discourse practices used through the certification and also try to problematize and discuss their possible consequences in the social practices within Swedish schools. The analysis will be conducted through concepts of performativity and nonperformativity which is aimed to show how repetition and a practice within discourses do or do not produce what they’re actually speaking of. When speech of for example anti-discrimination circulates within an institution it can create an illusion that the speech follows or is followed by action. Sometimes these speech acts may hide the fact that the speech, in this case “we are LGBT-certified”, doesn’t necessarily result in any action what so ever.

    The discourse of LGBT-certification, as a part of the anti-discriminating discourse, is written and expressed through the framework of social justice and equality and equity for all. To be LGBT-certified is something that schools of Sweden is supposed to be proud over. The institutional speech act of “We’re LGBT-certified” though is something that could be suspected becoming a non-performative, expressed but not followed by action and therefore not handling the issues constituting the very existence of these certifications. However, it is fair to say that the certification will lead to some sort of action, since its’ supposed to give the staff of the school a new approach. If so, the action due to the certification is also interesting to explore. What possible consequences could this new approach lead to?

  • 4.
    Johansson, Urban-Andreas
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education.
    Elde Mølstad, Christina
    Inland University, Elverum, Norway.
    School certification: marketing schools by appearance2019In: New Practices of Comparison, Quantification and Expertise in Education: Conducting Empirically Based Research / [ed] Elde Mølstad, C. & Pettersson, D., London & New York: Routledge, 2019Chapter in book (Refereed)
    Abstract [en]

    This chapter explains an activity that can be classed as a technology of appearance in Sweden – namely different kinds of certification. It demonstrates that the activity of certification has been established as a way for schools to become visible in a competitive field of free school choice. The chapter describes the process of LGBTQ certification and examines how it is used in the larger Swedish educational discourse. Acquiring LGBTQ certification is a one-year process that is divided into different steps and has two parallel parts: education in LGBTQ issues and anti-oppressive education and change management. The purpose of certification often seems to be to visualise the school as modern and keeping up with what is perceived as the most important social areas of development. The process of obtaining certification is followed by means of data obtained from websites, social media accounts and interviews with school actors published in local and national newspapers.

  • 5.
    Johansson, Urban-Andreas
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education.
    Mølstad, Christina Elde
    Inland Norway University of Applied Sciences - INN University, Norway.
    School Certification: Marketing Schools by their Appearance2018In: NERA 2018 - 46th Congress : Educational Research: Boundaries, Breaches and Bridges: Abstracts, 2018, p. 110-Conference paper (Refereed)
    Abstract [en]

    Since the mid-1990’s the Swedish School system, as well as others, has developed a closer connection between education, economy and the market as a consequence of neoliberal reforms (Fernández, 2012; Dahlstedt, 2007). Coming with neoliberal reforms is a movement of decentralisation of school systems making marketing and concurrence a natural part of the educational landscape which can be seen in most OECD countries. However, Sweden as a case makes an especially interesting example because of the intensity of this development. Today in Sweden, this can even be seen in discussing education in terms of a ‘local school market’ (Lundahl, 2002; 2010). In this new educational logic students’ have been given the role of customers enabling them to choose between schools, at the same time forcing schools to compete against each other to attract students’ (Lund, 2006; Norén, 2003). To do so, schools has developed different marketing technologies to illuminate themselves as the best option on the market or to ‘sell themselves by appearance’. These technologies are manifold such as websites, specific bonuses if choosing a school e.g. computers or summer camps, promises of a successful future due to grade rate at the schools, but also a practice of selling the schools by various certifications has appeared. Certifications are constructed in different ways and highlight different aspects with an outspoken purpose of attracting the youths of today. ‘Green certifications’ have been around for a while and the latest observed are certifications saying that the school and all the personnel are certified for knowing e.g. gender- and gay-rights. The purpose of certifications is often marketed as a way for illustrating that the school is modern and keeping up with societal developments. In order to analyse the new technology of certification as part of a new educational logic the paper historicise on institutional speech acts and different ‘styles of reasoning’ (Hacking, 1992) evident in the school contexts of today. Even though the case is Sweden with its specific characteristics, the analysis show that a lot of the trajectories have importance on a global scale. What is especially elaborated on is how appearance as a market logic with its specific technologies is directed towards individuals and as such come to play a part of educational governance. By elaborating on the phenomenon of appearance, in terms of certifications, some changes in the educational landscape can be highlighted, where marketing for individuals is more emphasized than marketing for groups and by that changes traditional historical reasoning on schooling.

  • 6.
    Liljestrand, Johan
    et al.
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education.
    Elm, Annika
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Curriculum studies.
    Johansson, Urban-Andreas
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education.
    Mårtensson, Kristina
    University of Gävle, Faculty of Education and Business Studies, Department of Educational sciences, Educational science, Education.
    Introducing and exploring student teachers use of digital tools – preliminary results from a development project2019Conference paper (Refereed)
    Abstract [en]

    In Sweden, as well as in other countries, the digital revolution has impacted society profoundly (Brynjolfsson & MacAffe, 2015). The digital evolution, or revolution, has created a need of new digital competences for both teachers in preschools, elementary school, secondary school, upper secondary school and higher education (Ministry of Enterprise and Innovation, 2017). These digital competences both include technological and pedagogical knowledge in order to teach successfully in the digital society (e.g. Davies et al 1997; Granberg 2010; Instefjord & Munthe 2016).

    There is a need to develop TE in order to meet this challenge. The aim of our development project, running during one semester (autumn 2018) was to contribute to innovation in teacher education through a conscious use of digital technology. The concept of TPACK is employed as a tool to explore the ways in which technology impacts on what is learned in TE. The following research questions are formulated: In what ways does the use of ICT contribute to student teachers planning and reflecting regarding their teaching in school? What added pedagogical values in teacher education practice can be discerned from the perspective of the student teachers in this project?   

    Our theoretical framework is based on Koehler & Mishra’s (2009) concept of technological content knowledge, TPACK. The notion of TPACK is bringing together 1) content knowledge and 2) pedagogical content knowledge with the impact of technology on these two dimensions. Furthermore, TPACK-analysis involves consideration about the contextual conditions contributing to how these three key dimensions interacts.

    The students were introduced to the project. Research ethical considerations were made in accordance with The Swedish Research Council’s guidelines. Data comprises anonymized course materials without any information about the students; course evaluations and course assignments, the former anonymized by origin and the latter anonymized in retrospect. In the surveys, data is collected through open-question, individual surveys distributed to student teachers in three different courses at different levels in the TE-program for primary school. The open questions are highlighting possible new experiences of using digital resources as a resource in teacher education and for teaching in school. We have also analysed TE-students course assignments in which students describe their lesson plans, including the digital design, involved in their teaching design. Both the course assignments and the course evaluations has been coded according to qualitative content analysis focussing on the dimension of TPACK. The written documents was read several times in order to discern recurrent themes. After this stage of qualitative analysis, overall patterns of frequencies will be taking into account in order to relate to earlier comparable studies.

    Our preliminary results (further results will be presented in August 2019) shows that student teachers tend to focus on the tools themselves and their inherent qualities. However, there are also indications of how the digital technology enables representations that highlight spatial dimensions of teaching content such as the movement of animal bodies, or three-dimensional representations of planets. One contextual setting shaping these student approaches is related to the structure and progression of the TE-program, with both possibilities and limitations for digital learning.

    Our results are pointing to the need of focussing on critical aspects, i.e. the framing of teaching content and added pedagogical values, through introducing the work with digital tools and their implications for teaching content, systematically and early in the TE-programme.  The TPACK-concept involves challenges but also provides an important resource for this purpose. Our exploration intend to shed light on how this could be done in TE as earlier research also seem to confirm this challenge (Voogt & McKenney 2017).   

1 - 6 of 6
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard-cite-them-right
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • sv-SE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • de-DE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf