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Eek-Karlsson, Liselotte
Alternative names
Publications (10 of 29) Show all publications
Eek-Karlsson, L., Berggren, J. & Torpsten, A.-C. (2023). Beating Around the Bush – Swedish Schoolgirls’ Coping Strategies and Impact Processes of Sexual Harassment. Sexuality & Culture, 27, 415-434
Open this publication in new window or tab >>Beating Around the Bush – Swedish Schoolgirls’ Coping Strategies and Impact Processes of Sexual Harassment
2023 (English)In: Sexuality & Culture, ISSN 1095-5143, E-ISSN 1936-4822, Vol. 27, p. 415-434Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to contribute knowledge about Swedish school girls’ perspectives of sexual harassment and their relations to peers when exposed to violence in terms of sexual harassment, both online and offline. The empirical data was collected through pair interviews where 28 girls participated. The theoretical framework was based on coping strategies that people use when facing stressful situations. The transcribed empirical data was read and interpreted based on what appeared to be important and decisive related to the theoretical framework. The found strategies are divided into three main categories, namely, problem-focused behavioural strategies, emotion-focused cognitive strategies, and emotion-focused behavioural strategies. The results show that the girls use different strategies depending on if the harassment occurs online or offline and if the perpetrator is known or unknown. Problem-focused cognitive strategies are used due to the specific context. Emotion-focused cognitive strategies are foremost used if the perpetrator is a known friend.

Place, publisher, year, edition, pages
Springer, 2023
Keywords
Sexual harassment, secondary school, Sexuella trakasserier, gymnasieskolan, högstadiet
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences; Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-116504 (URN)10.1007/s12119-022-10019-1 (DOI)000855600100003 ()2-s2.0-85138331098 (Scopus ID)
Funder
Linnaeus University
Available from: 2022-09-22 Created: 2022-09-22 Last updated: 2023-05-10Bibliographically approved
Eek-Karlsson, L. & Emilson, A. (2023). Normalised diversity: educator's beliefs about children's belonging in Swedish early childhood education. Early years, 43(2), 317-331
Open this publication in new window or tab >>Normalised diversity: educator's beliefs about children's belonging in Swedish early childhood education
2023 (English)In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 43, no 2, p. 317-331Article in journal (Refereed) Published
Abstract [en]

The aim is to contribute knowledge about educators' beliefs about children's belonging in early childhood education. The study applies parts of Nira Yuval Davis's theory about the politics of belonging. Six group interviews were conducted with educators from four Swedish preschools. A content analysis is used as a first step, followed by a theoretical analysis. Two main beliefs were identified regarding the ECE 'community' and 'diversity'. The belief in the community included ideas related to both the collective and the individual child. Togetherness and safety appeared as collective oriented aspects while the emphasis on a caring and loving approach, and protecting the child's integrity were individual oriented. To balance between the collective and the individual oriented beliefs emerged as a challenge. The belief in diversity contained aspects related to learning from each other and that different cultures enrich practice. Culture clashes emerged regarding time, outdoor activity, sexuality and identity.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2023
Keywords
Belonging, politics of belonging, ECE, educators, beliefs
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-106042 (URN)10.1080/09575146.2021.1951677 (DOI)000673403700001 ()2-s2.0-85111678356 (Scopus ID)
Available from: 2021-07-30 Created: 2021-07-30 Last updated: 2023-05-10Bibliographically approved
Eek-Karlsson, L., Hedlin, M. & Olsson, R. (2022). Att förstå sexuella trakasserier – tre förklaringsmodeller och deras pedagogiska implikationer. Nordisk tidsskrift for utdanning og praksis, 16(1), 59-73
Open this publication in new window or tab >>Att förstå sexuella trakasserier – tre förklaringsmodeller och deras pedagogiska implikationer
2022 (Swedish)In: Nordisk tidsskrift for utdanning og praksis, E-ISSN 2535-7697, Vol. 16, no 1, p. 59-73Article in journal (Refereed) Published
Abstract [sv]

I föreliggande studie är syftet att presentera ett pedagogiskt verktyg för att sortera könsrelaterade resonemang relevanta för diskussioner om sexuella trakasserier, samt att lyfta fram och tydliggöra de pedagogiska implikationer som ett visst grundantagande för med sig. Detta pedagogiska verktyg appliceras på två kvinnliga gymnasieelevers berättelser om erfarenheter av sexuella trakasserier under sin tid i grund- och gymnasieskolan. Tre olika förklaringsmodeller används i analysen. Dessa är ’med könsskillnader i fokus’, ’med den könsneutrala individen i fokus’ samt ’med könsnormer i fokus’. När könsskillnader framhålls som förklaringsmodell, blir slutsatsen att pojkarna styrs av sin biologi och att de därför inte kan hållas ansvariga för sina handlingar. Om könsneutralitet betonas, blir konsekvensen att sexuella trakasserier inte kan knytas till ett specifikt kön. Istället är det den specifika situationen eller individen som är den avgörande faktorn. När könsnormer är i fokus kan sexuella trakasserier förstås som något unga män i grupp använder sig av som ett sätt att stärka och bekräfta maskulinitet i en heteronormativ ordning. Vissa förklaringsmodeller kan underlätta och andra kan försvåra arbetet för att motverka sexuella trakasserier.

Abstract [en]

In the present study, the purpose is to present a pedagogical tool for sorting gender-related reasoning relevant to discussions about sexual harassment, as well as to highlight and clarify the pedagogical implications that a certain basic assumption entail. This pedagogical tool is applied to two female high school students’ stories of experiences of sexual harassment during their time in primary and secondary school. Three different explanation models are used in the analysis. These are named ‘with gender differences in focus’, ‘with the genderneutral individual in focus’ and ‘with gender norms in focus’. When gender differences are emphasized, the implication is that boys are ruled by their biology and therefore they cannot be responsible for their actions. If gender neutrality is stressed, the consequence is that sexual harassment cannot be linked to a specific gender. Instead, it is the specific situation or the individual that is the triggering factor. When gender norms are in focus, sexual harassment can be understood as something that young men in groups use to strengthens and affirm masculinity in a heteronormative order. Some of the explanation models may facilitate and others may complicate the work of counteracting sexual harassment.

Place, publisher, year, edition, pages
Cappelen Damm Akademisk, 2022
National Category
Gender Studies
Research subject
Social Sciences, Gender Studies; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-113682 (URN)10.23865/up.v16.3121 (DOI)2-s2.0-85129309312 (Scopus ID)
Available from: 2022-06-08 Created: 2022-06-08 Last updated: 2023-06-15Bibliographically approved
Eek-Karlsson, L., Olsson, R. & Gunnarsson, G. (2022). Att motverka sexuella trakasserier - en didaktisk fråga. Nordisk Tidskrift för Allmän Didaktik, 8(1), 3-19
Open this publication in new window or tab >>Att motverka sexuella trakasserier - en didaktisk fråga
2022 (Swedish)In: Nordisk Tidskrift för Allmän Didaktik, ISSN 2002-2832, Vol. 8, no 1, p. 3-19Article in journal (Refereed) Published
Abstract [en]

The aim of the present study is to contribute with knowledge about pupils’ views upon teachers’ teaching regarding the work of counteracting sexual harassment. 28 girls and 22 boys in secondary and upper secondary school were interviewed. The theoretical framework is based on an educational perspective and directed towards teachers’ work against oppression. More specifically it deals with the relationships between teacher and pupil, teacher and the knowledge content as well as the teaching process. The concept ‘teaching’ is understood as ‘teaching acts’ that are carried out both in formal teaching situations within specific lessons as well as in informal teaching situations in between the lessons. According to the pupils, a trusting climate between teachers and pupils is an essential condition for counteracting sexual harassment successfully. The result also shows that the knowledge content usually is mediated, as in traditional school practice, from the teacher to the pupils in specific lessons. The pupils find these fact-based lessons both relevant and irrelevant. Some lessons are based on the pupils’ own experiences and on limiting gender norms in society and in school. These lessons have a dialogical approach, where the teachers and pupils learn together based on a good relationship.

Place, publisher, year, edition, pages
Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, 2022
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-126882 (URN)10.57126/noad.v8i1.6622 (DOI)
Available from: 2024-01-17 Created: 2024-01-17 Last updated: 2024-02-15Bibliographically approved
Piskur, B., Takala, M., Berge, A., Eek-Karlsson, L., Olafsdottir, S. M. & Meuser, S. (2022). Belonging and participation as portrayed in the curriculum guidelines of five European countries. Journal of Curriculum Studies, 54(3), 351-366
Open this publication in new window or tab >>Belonging and participation as portrayed in the curriculum guidelines of five European countries
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2022 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 54, no 3, p. 351-366Article in journal (Refereed) Published
Abstract [en]

This study seeks to explore how the belonging and participation, as well as its related concepts, are framed in the national curriculum guidelines of the Netherlands, Finland, Iceland, Norway, and Sweden. We employed a scoping study with concept-mapping methodology. The results reveal macro level principles related to human rights and values, multiliteracy and language, policy measures and ideologies. Meso level principles stressed that education is supposed to guarantee a child's overall development and skills acquisition, participation involvement in the activities related to a child's environment and cultural heritage. The micro level principles were indicative of the need for inclusive and accessible physical and social environments, along with teaching methods which foster positive attitudes about diversity and teachers' expertise levels to address diversity. We also found the importance of designing opportunities that encourage socializing, building relationships, and belongingness. Additionally, the results show how frequently the chosen key concepts are represented in the guidelines. Based on our study we can conclude that curriculum guidelines do not provide sufficent frameworks for promoting children's belonging and participation. Further exploration on those concepts is needed, along with increased scholarly attention within the spheres of ECEC and compulsory education practice to enable inclusion for all children.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2022
Keywords
Belonging, participation, ECEC, compulsory curriculum guidelines analysis, Europe
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-108240 (URN)10.1080/00220272.2021.1986746 (DOI)000712691700001 ()2-s2.0-85120560947 (Scopus ID)2021 (Local ID)2021 (Archive number)2021 (OAI)
Available from: 2021-11-26 Created: 2021-11-26 Last updated: 2022-07-15Bibliographically approved
Eek-Karlsson, L. (2022). Den didaktiska relationen. In: Nordin, Andreas;Uljens, Michael (Ed.), Didaktikens språk: Om skolundervisningens mål, innehåll och form (pp. 151-160). Gleerups Utbildning AB
Open this publication in new window or tab >>Den didaktiska relationen
2022 (Swedish)In: Didaktikens språk: Om skolundervisningens mål, innehåll och form / [ed] Nordin, Andreas;Uljens, Michael, Gleerups Utbildning AB, 2022, p. 151-160Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gleerups Utbildning AB, 2022
National Category
Didactics
Research subject
Education, Didactics
Identifiers
urn:nbn:se:lnu:diva-110510 (URN)9789151105482 (ISBN)
Available from: 2022-02-18 Created: 2022-02-18 Last updated: 2022-05-17Bibliographically approved
Emilson, A. & Eek-Karlsson, L. (2022). Doing belonging in early childhood settings in Sweden. Early Child Development and Care, 192(14), 2234-2245
Open this publication in new window or tab >>Doing belonging in early childhood settings in Sweden
2022 (English)In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 192, no 14, p. 2234-2245Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to contribute knowledge about the politics of belonging that is embedded in the educational practice of early childhood institutions in Sweden, with the focus on children's doing of belonging. The research questions are: What appears as important aspects for belonging in everyday children's interactions in the ECE practice? How are positions and borders for belonging negotiated, produced, and reproduced among the children? Yuval-Davis's [(2011). The politics of belonging: Intersectional contestations. London: Sage] theory about the politics of belonging is used as a framework. Data consists of 13 h of video-film of interactions among children at two Swedish ECE institutions. The findings show how the doing of belonging involves an ongoing positioning process among the children, and how the borders for being inside or outside the community are continually constructed and reconstructed. One suggestion is to talk about a glimpse or moments of a sense of belonging.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2022
Keywords
Belonging, early childhood, categories, identifications, values, positions
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-108309 (URN)10.1080/03004430.2021.1998021 (DOI)000713883500001 ()2-s2.0-85118463558 (Scopus ID)
Available from: 2021-12-01 Created: 2021-12-01 Last updated: 2023-05-10Bibliographically approved
Eek-Karlsson, L. (2021). The Importance of Belonging: A Study About Positioning Processes in Youths’ Online Communication. SAGE Open, 11(1), 1-9
Open this publication in new window or tab >>The Importance of Belonging: A Study About Positioning Processes in Youths’ Online Communication
2021 (English)In: SAGE Open, E-ISSN 2158-2440, Vol. 11, no 1, p. 1-9Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to contribute with knowledge of young peoples’ communication in social media. A total of 32 boys and girls aged 14 to 15 years old, from two schools in Sweden, participated in this study. A hermeneutic interpretation process formed the basis of the analysis process. The data were thematized based on patterns found throughout the material. Theoretical perspectives concerning normalization processes related to the use of language were connected to the data to deepen the understanding of themes and patterns. The result shows that there is an ongoing negotiation with reciprocal processes in which both boys and girls have lots of reference points to consider, when they interact online. There are social norms and rules related to the online arena itself, as well as normative expectations connected to gender orders. The gender category is intertwined with sexuality and group hierarchies, which give the youth different power positions to act online.

Place, publisher, year, edition, pages
SAGE Open, 2021
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-100781 (URN)10.1177/2158244020988860 (DOI)000617163400001 ()2-s2.0-85100479367 (Scopus ID)2021 (Local ID)2021 (Archive number)2021 (OAI)
Available from: 2021-02-01 Created: 2021-02-01 Last updated: 2024-01-17Bibliographically approved
Eek-Karlsson, L., Lundin, M. & Torpsten, A.-C. (2020). Likabehandlingsarbete — en reproduktion av rådande maktordning?. Educare (2), 49-73
Open this publication in new window or tab >>Likabehandlingsarbete — en reproduktion av rådande maktordning?
2020 (Swedish)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 49-73Article in journal (Refereed) Published
Abstract [en]

 This project sets out to examine how schools identify their assignment to make school to a place of equality. The research questions address how efforts to counteract discrimination regarding sexual orientation, gender and ethnicity are expressed as well as what power structures that can be identified in this respect. In total, 134 documents from compulsory school in municipalities in southern, mid and northern Sweden are collected. The documents are analyzed using Kumashiro´s (2002) four perspectives to conceptualize and work against oppression. The analysis shows different ways that schools address this assignment. Differences regarding what is identified as problems seems to build different approaches in how the work against oppression becomes visible. Double strategies are described in order to both strengthen and challenge the power structure that is prevalent between the norm carrying group and the group the schools identify as marginalized. 

Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2020
Keywords
Social justice, Equality, Kumashiro, Educational perspectives, Sexual identity, Gender, Ethnicity.
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-93230 (URN)10.24834/educare.2020.2.3 (DOI)
Available from: 2020-04-01 Created: 2020-04-01 Last updated: 2023-03-28Bibliographically approved
Dahl, M., Eek-Karlsson, L. & Perselli, A.-K. (Eds.). (2019). Att skapa en professionell identitet: om utvecklingsinriktade examensarbeten i lärarutbildningen. Stockholm: Liber
Open this publication in new window or tab >>Att skapa en professionell identitet: om utvecklingsinriktade examensarbeten i lärarutbildningen
2019 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Det självständiga arbetet har en lång tradition inom svensk lärarutbildning. I boken Att skapa en professionell identitet ges exempel på praktiknära utvecklingsarbeten som både kan komplettera och utmana en rådande uppsatstradition på landets lärosäten.

Utbildningsverksamheten står inför nya utmaningar och lärare måste få inflytande över vad den egna kunskapsbildningen ska omfatta samt kunskap om utvecklings- och förändringsarbete. Att inom ramen för de självständiga arbetena utveckla detta kunnande, främst bland studerande men även yrkesverksamma, i ett praktiknära samarbete kan vara en framgångsrik väg till ökad kvalitet.

Bokens första del återger dels en historisk tillbakablick av den praktiknära forskningens framväxt, dels en diskussion om det ökade intresset för praktiknära frågor. Även aktionsforskning som metod och inspiration i utvecklingsinriktade arbeten behandlas.

Del två skildrar ett försöksprojekt som bedrivits på Linnéuniversitet där studenter som går sista terminen på lärarutbildningen skriver utvecklingsinriktade självständiga arbeten och tillägnar sig redskap för processtänkande som ett led i systematiskt kvalitetsarbete.

Den tredje delen låter studenternas röster komma till tals. Denna del innehåller exempel på ett utvecklingsinriktat arbete samt reflektioner från studenter som genomfört sådana arbeten.

Boken vänder sig både till lärarstudenter och verksamma lärare samt till rektorer inom utbildningssektorn.

Place, publisher, year, edition, pages
Stockholm: Liber, 2019. p. 210
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-90383 (URN)978-91-47-13062-7 (ISBN)
Available from: 2019-12-05 Created: 2019-12-05 Last updated: 2023-02-24Bibliographically approved
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