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  • 1.
    Dahl, Marianne
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Eek-Karlsson, LiselotteLinnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.Perselli, Ann-KatrinLinnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Att skapa en professionell identitet: om utvecklingsinriktade examensarbeten i lärarutbildningen2019Collection (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.

  • 2.
    Dahl, Marianne
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Eek-Karlsson, Liselotte
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Perselli, Ann-Katrin
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    En väg till professionell yrkesutövning2019In: Att skapa en professionell identitet: Om utvecklingsinriktade examensarbeten i lärarutbildningen / [ed] Marainne Dahl, Liselotte Eek-Karlsson, Ann-Katrin Perselli, Stockholm: Liber, 2019, 1, p. 201-210Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet behandlas delaktighet och samverkan, två aspekter som med vetenskaplig grund och beprövad erfarenhet är centrala i utbildningsinriktade arbeten. Vidare diskuteras kunskapsutveckling genom dokumentation som ett led i systematiskt kvalitetsarbete samt hur studenternas professionella identitet stärks genom reflektion. 

  • 3.
    Eek-Karlsson, Liselotte
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Between responsibility and positioning – a study about young people’s interactions in social media2019In: Young - Nordic Journal of Youth Research, ISSN 1103-3088, E-ISSN 1741-3222, Vol. 27, no 1, p. 1-17Article in journal (Refereed)
    Abstract [en]

    This article examines young people’s argumentation about their communication in social media. The purpose is to uncover what is taken for granted in their experiences and illuminate discursive patterns in their representation of everyday life online. 32 youths (14-15 years old) were interviewed. The result shows that there are three discourses involved that in different ways condition the youths’ acting space online. The discourses are called ‘taking responsibility’, ‘saving face’ and ‘social positioning’. There is a struggle between the discourses and they take on different power positions depending on the relation between three parameters: with whom the interaction takes place, the content that is to be published and the online characteristics. The discourse ‘taking responsibility’ is superior in interactions with close friends, unlike interactions with peripheral friends, where ‘social positioning’ is superior. The discourse ‘saving face’ is found in interactions with both close and peripheral friends.

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  • 4.
    Eek-Karlsson, Liselotte
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Den didaktiska relationen2022In: Didaktikens språk: Om skolundervisningens mål, innehåll och form / [ed] Nordin, Andreas;Uljens, Michael, Gleerups Utbildning AB, 2022, p. 151-160Chapter in book (Other academic)
  • 5.
    Eek-Karlsson, Liselotte
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Discursive patterns in young people’s argumentation about their interaction in social media2016In: Abstract book. Social Justice, Equality and Solidarity in Education. NERA 2016, 44th Congress of the Nordic Educational Research Association, Helsinki, 9-11 March, 2016, 2016Conference paper (Refereed)
    Abstract [en]

    The growing online communication that takes place between young people today causes concern. The purpose of this study, which is a part of my thesis, is to develop in – depth knowledge of the interaction that young people engage in online. The pedagogic interest is based on an investigation of conditions for social learning and social integration that exist in practice, which unfolds in virtual spaces created by social media. The theoretical point of departure is based on a pedagogic theory, which proposes that people develop their ability to cooperate, their social identity, and their understanding of the world through interaction with others. This study is conducted for the purpose of revealing discursive patterns in young people’s argumentation, based on a series of interviews of 32 respondents, aged 14-15 years old. The result shows that in young people’s online interaction, there are pendulum–like alternations between their desire for attention and their sense of vulnerability. The enjoyment ofa safe and secure social membership is of great importance and thesocial practice that develops in their interaction with their closest friends is characterized by certain qualities.Reciprocity andrespect are overarching values in these relationships. In interactions with friends who are not members ofa close inner circle, asymmetry and control are meaningful elements. Young people are sensitive to this, discern such differences, and act in goal–directed ways with the aimof benefiting their own interests. The result also shows that strong disciplinary forces also are present. Construction of gender is one aspect of this discipline, but it’s also conditioned by group membership and the status that it associated with that membership. The danger of reprisals increases if the norm system is violated. Young people are engaged in a balancing act between ideal behaviour and the risk of being offended. They act according to their social position and the expectations associated with sucha social position.

  • 6.
    Eek-Karlsson, Liselotte
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Förgivettaganden och utmaningar2012In: Normkritiska perspektiv - i skolans likabehandlingsarbete / [ed] Elisabeth Elmeroth, Lund: Studentlitteratur AB, 2012, 1, p. 11-28Chapter in book (Other academic)
  • 7.
    Eek-Karlsson, Liselotte
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    "Man vill ju inte bara vara en hjälplärare"2019In: Att skapa en professionell identitet: Om utvecklingsinriktade examensarbeten i lärarutbildningen / [ed] Marainne Dahl, Liselotte Eek-Karlsson, Ann-Katrin Perselli, Stockholm: Liber, 2019, 1, p. 83-104Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet behandlas delaktighet och samverkan, två aspekter som med vetenskaplig grund och beprövad erfarenhet är centrala i utbildningsinriktade arbeten. Vidare diskuteras kunskapsutveckling genom dokumentation som ett led i systematiskt kvalitetsarbete samt hur studenternas professionella identitet stärks genom reflektion. 

  • 8.
    Eek-Karlsson, Liselotte
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Social media: A greenhouse for ethical and moral growth2012In: ECER 2012, The need for educational research to champion Freedom, Education and Developmen for all: Network: 27. Didactics - Learning and Teaching, 2012Conference paper (Refereed)
  • 9.
    Eek-Karlsson, Liselotte
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    The importance of belonging – a study of young people’s online communication in a Swedish context: -2018In: Presented at AERA 2018: -, 2018Conference paper (Refereed)
    Abstract [en]

    Purpose

    The aim of the study presented in this session is to deepen the knowledge about young peoples’ communication in social media by focusing on positioning processes in their online interactions. Online communication has become an important arena constituting everyday practice for young people. Smart phones and mobile Internet have been of great importance for the development of interactions in social media. For example, in a survey conducted by Swedish Media Council[1] 2017, 75 percent of 12-15 year old Swedish students are found to be daily users (ibid). An American survey from 2015 reports that 88 % of American teenagers have access to smartphones and 90 % of these exchange texts. A typical American teen sends and receives 30 texts per day (Pew Research Center[2], 2017). This technology gives young people many possibilities to interact beyond time and space. Online spaces can from this perspective be regarded as more equal than offline spaces. Irrespective of background, people can be brought together around mutual interests (boyd and Ellison, 2008).

    But, for many young people adolescence is a time of turbulence, in which establishing social affiliations is an important element. Struggles about power, about popularity and status are key aspects, which include both inclusive and exclusive processes. Context-bounded expectations to act according to social norms are developed both in the class and in school as a whole, which follow into online interactions. A lot of examples of both possibilities and restrictions for being a young person, a girl or a boy, become visible online (boyd, 2008; Davis, 2012; Vallor, 2012). Certain identities are placed in the center while others are marginalized and by the youths’ acts both normality and deviation are constructed (Kumashiro, 2002).

    The students in this study are not categorized as solely boys or girls. Behind the gender category there are other categories that affect their position in thepeer group and the power to act, both offline and online. The endeavor is to uncover the relation between the students’ multiple identities and their acting space online. From the students’ point of view, this study asks the question:

    -          In what ways are the students’ acting spaces online affected by their position in the peer group?

    Theoretical framework

    In this study, focus is put on positioning processes highlighted in the students’ argumentation about their online interactions. The students actively use language to interpret the world, both offline and online, and depending on how language is used different discourses are developed in the social practice. (Foucault, 1972; Chouliaraki and Fairclough, 1999). There is a relation between discourses and power, and with the concept ‘regime of truth’ Foucault (1972) points out that power is created and embodied by discourses and in this way the discourses are allowed to rule the understanding of the world (ibid). It can also be verbalized as the world is interpreted through the discursive patterns the students are exposed to. In this way, discourses condition both the constitution of the subject and the structures in society as a whole. Structures exert power and contribute to keep the social practice in order (Foucault, 1972; Chouliaraki and Fairclough, 1999). By their acts ‘normality’ is constructed and according to Kumashiro (2002) otherness and deviation are known and maintained only by inference, often in contrast to the norm (ibid). This is a question of inclusion and exclusion, leading to both inequality and social stratification. Normalization processes concerns how certain identities become naturalized while others are unthinkable, for example on the basis of gender, sexual orientation or disability. Instead of looking at power relations as dichotomous and binary in which different groups appear as antagonistic, this study has an intersectional point of departure (Crenshaw, 1995; Foucault, 1972; Kumashiro, 2002).

    Data material and analysis process

    The empirical data is based on observations and interviews and are collected in two classes in two separated schools situated in a medium–sized city in Sweden. In one class 12 youths (4 boys and 8 girls) of 23 from Grade 8 (15 years) participated. In the other class 20 youths of 24 (9 boys and 11 girls) from Grade 7 participated. Altogether there were 13 boys and 19 girls taking part in the study. Before the interviews I attended each class as an observer for approximately 40 hours in order to get to know the students as individuals, but also to get an insight into their reciprocal friendships. The majority of interviews were designed in pairs, and the time for all interviews totaled 12 hours and 38 minutes. The interviews were semi-structured, which means that a list of questions and topics were constructed that had to be covered during the interviews (Bryman, 2016).  The endeavor was to give the students a voice by letting them, as freely as possible, describe their experiences of interacting in social media. My task, as a researcher, was to ask follow-up questions when needed to get a deeper understanding. All interviews were recorded and transcribed.

    A hermeneutic interpretation process formed the basis for the analysis process. The analysis began with a reading of the empirical data to get an overall understanding. Thereafter the data was thematized based on patterns found by reading through all the text several times. By connecting theoretical perspectives to the data, the understanding of themes and patterns deepened (Lindseth and Norberg, 2004).

    Results

    This study shed light on inequalities in students’ acting spaces online, contributing with perspectives of positioning processes in young people’s everyday lives. The results show that the online arena works as a leisure center for most of the students. There are social norms and rules connected to the online arena, irrespective who you are, which are important to be familiar with. But, there are also normative expectations, connected to different social categories in the peer group, which also affect the acting space online. Both aspects are central in order to be successful in the peer group.

    On one hand all students in this study are constructed as part of the same category. They are young people in Grade 7 or 8 interacting in social media, but on the other hand they also are constructed in different ways in the same category. The students belong to different peer groups in school and their social identities are constructed in relation to how they identify themselves as a member or not a member of these groups. There are normative expectations depending on group membership, for example what kinds of photos that can be published without risking being insulted online. ‘Horse girls’ publish photos when they jump with their horses and ‘skate boarders’ publish nice moves when they skate. These students do not publish photos exhibiting their body.  Some students are regarded as ‘geeks’ with weak social affiliations and they are closed out from social media. Being online is dangerous for them. No one will protect them if someone is mean.  

    Gender is another aspect that affects the students’ acting space online. To be an appropriate boy or girl that is accepted and respected by peers, it is important to act in accordance with the prevailing order in the specific context, but also according to the general expectations in society. It appears that successful boys are controlled, and they are acting online in accordance with appropriate masculinity. Mostly, the boys are ‘doers’; they publish photos where they act in contrast to girls who publish photos objectifying their body. Related to the hierarchical order between men and women boys and girls have different access to each other’s acting space. It is easier for girls to use the boys’ acting space, for example publishing photos when they are acting. The opposite condition prevails for most of the boys. There is a danger for boys publishing photos where they are exposing their body, since there is a great risk of being insulted.

    At the same time as there is a struggle about power related to gender and group membership, processes are also taking place, that derive from other positioning processes, in this case sexuality. It appears that it is very shameful for the boys to be looked upon as a faggot. ‘Doing’ masculinity does not relate to being homosexual. This means that boys who actively use markers to show their hetero-normativity and masculinity are more likely to be marked as real men/boys. It can also be expressed as this kind of intertwining between sexuality and gender gains hegemony in the peer group (and in society), which comes with less risk of being insulted online. Thus, this intertwining is loaded with sufficient power to guard normality in the peer group. In contrast to boys, girls in general do not need to prove their hetero-normativity in their online interactions. Instead, they need to be aware of the prevailing view upon girls’/women’s sexuality. This opinion is common in the girls’ statements in this study. They use the word ‘slut’ when they describe some girls in school and what kind of photos they publish (photos where they exhibit their body). These girls risk to get negative comments.  

    But, the analysis also shows that some positions in the peer group are loaded with adequate power and possibility to challenge the intertwining between gender and sexuality. The more status the more power to challenge normative boundaries. Some girls in school are popular, especially among boys, and they have the power to act in a norm-breaching way without risking being insulted online. If a girl publishes provocative photos without being abused, the power to act online is reinforced. On the contrary, these girls get positive comments and even higher status. Some peer groups’ positions among boys are also loaded with power and can challenge the prevailing order of how to be a proper boy/man without risking being called a faggot. These boys can publish female-coded photos, such as objectifying their bodies, without being abused.

    To conclude, the processes of belonging are complex, dynamic, and power-loaded phenomena. The students act from their social position, in terms of expectation based on their position in their peer group and fear of reprisals. The intersection between gender, sexuality, group membership and status between groups give the students different positions to act online. There is an ongoing and constant negotiation in which the students have lots of reference points to take into account in order to be an appropriate and accepted young person.

    References

    boyd, danah. (2008). Why Student Heart Social Network Sites: The Role of Networked Publics in Teenage Social Life. In David Buckingham (Ed.) Student, Identity, and Digital Media. Cambridge, Mass,: MIT Press.

    boyd, danah m. and Ellison, B. Nicole. (2008). Social Network Sites: Definition, History and Scholarship. Journal of Computer–Mediated Communication, 13: 210–230.

    Bryman, Alan. (2016). Social Research Methods. Oxford: Oxford University Press.

    Chouliaraki, Lilie and Fairclough, Norman. (1999). Discourse in Late Modernity. Rethinking Critical Discourse Analysis. Edinburgh: Edinburgh University Press.

    Crenshaw, Kimberlé. (1995). Critical race theory. The key writings that formed the movement. New York: New York Press. 

    Davis, Katie. (2012). Friendship 2.0: Adolescents’ experiences of belonging and self-disclosure online. Journal of Adolescence. 35: 1527–1536.

    Foucault, Michel. (1972). The archaeology of knowledge. London: Penguin.

    Kumashiro, Kevin. (2002). Troubling Education. Queer Activism and Antioppressive Pedagogy. New York: RoutledgeFalmer.

    Lindseth, Anders and Norberg, Astrid. (2004). A phenomenological hermeneutical method for researching lived experience. Scandinavian Journal of Caring Sciences, 18(2): 145-153.

    Pew Research Center. (2017). Teens, Social Media and Technology Overview 2015.

    http://www.pewinternet.org/2015/04/09/teens-social-media-technology-2015/ [2017-11-02].

    Statens Medieråd. (2017). Ungar and Medier 2017. Stockholm: Kulturdepartementet. [Swedish Media Council. Children and Media 2017. Stockholm: Ministry of Culture].

    Vallor, Shannon. (2012). Flourishing on Facebook: virtue friendship and new social media. Ethics and Information Technology, 14(3): 185–199.

     

     

     

    [1] Swedish Media Council is a knowledge center that investigates the media habits of children and youth. They conduct yearly studies on youths’ experiences and attitudes toward the use of different media (Statens Medieråd, 2017).

    [2] Pew Research Center is a nonpartisan fact tank based in Washington (Pew Research Center , 2017)

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  • 10.
    Eek-Karlsson, Liselotte
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    The Importance of Belonging: A Study About Positioning Processes in Youths’ Online Communication2021In: SAGE Open, E-ISSN 2158-2440, Vol. 11, no 1, p. 1-9Article in journal (Refereed)
    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.

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  • 11.
    Eek-Karlsson, Liselotte
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Ungas samspel i sociala medier: Att balansera mellan ansvar och positionering2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The growing communication that takes place between young people today causes concern. The purpose of this study is to develop in – depth knowledge of the interaction that young people engage in online. The pedagogic interest is based on an investigation of conditions for social learning and social integration that exist in practice, which unfolds in virtual spaces created by social media. The technology referred to in this thesis is considered to be a social construction, which entails that values circulate between people, technology, and society. The theoretical point of departure is based on a pedagogic theory, which proposes that people develop their ability to cooperate, their social identity, and their understanding of the world through interaction with others. This dissertation includes three studies. The first study investigates support and harassment online (for example, insults). The second study is conducted for the purpose of revealing the discursive patterns in young people’s argumentation, based on a series of interviews. Finally, a text analysis of Facebook’s policy document was performed, with focus on the democratic values that are mediated via this document. The overall result is that considerably more young people feel that they are supported in social media, than those who are harassed. Both a supportive culture and a harassing culture can be defined however. The more often young people support their friends, the more often they find themselves to be the recipient of support. The same relationship pertains for harassing communication. Reciprocity, respect, and being responsible are dominant themes in a close circle of friends. In interaction with friends who are not members of the close circle of friends, communication is characterised by asymmetry and control. The imposition of discipline takes place as a function of both gender and status. The risk of being subject to reprisals is great, if the prevailing system of norms is violated. Young people’s social interaction in virtual spaces tends to be dominated by marketization where strategic behaviour, which primarily is a function of the individual’s social position and profit interest, is observed.

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  • 12.
    Eek-Karlsson, Liselotte
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Ungas samspel online2016Other (Other (popular science, discussion, etc.))
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    UNgas samspel online
  • 13.
    Eek-Karlsson, Liselotte
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Berggren, Jan
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Beating Around the Bush – Swedish Schoolgirls’ Coping Strategies and Impact Processes of Sexual Harassment2023In: Sexuality & Culture, ISSN 1095-5143, E-ISSN 1936-4822, Vol. 27, p. 415-434Article in journal (Refereed)
    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.

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  • 14.
    Eek-Karlsson, Liselotte
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Elmeroth, Elisabeth
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Ett normkritiskt perspektiv2012In: Normkritiska perspektiv: i skolans likabehandlingsarbete / [ed] Elisabeth Elmeroth, Lund: Studentlitteratur AB, 2012, 1, p. 121-135Chapter in book (Other academic)
  • 15.
    Eek-Karlsson, Liselotte
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Emilson, Anette
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Normalised diversity: educator's beliefs about children's belonging in Swedish early childhood education2023In: Early years, ISSN 0957-5146, E-ISSN 1472-4421, Vol. 43, no 2, p. 317-331Article in journal (Refereed)
    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.

  • 16.
    Eek-Karlsson, Liselotte
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Hedlin, Maria
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Olsson, Ragnar
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Att förstå sexuella trakasserier – tre förklaringsmodeller och deras pedagogiska implikationer2022In: Nordisk tidsskrift for utdanning og praksis, E-ISSN 2535-7697, Vol. 16, no 1, p. 59-73Article in journal (Refereed)
    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.

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  • 17.
    Eek-Karlsson, Liselotte
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Lundin, Mattias
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Torpsten, Ann-Christin
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Likabehandlingsarbete — en reproduktion av rådande maktordning?2020In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 49-73Article in journal (Refereed)
    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. 

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  • 18.
    Eek-Karlsson, Liselotte
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Olsson, Ragnar
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Ethics and Morality in the digital arena2010Conference paper (Refereed)
  • 19.
    Eek-Karlsson, Liselotte
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Olsson, Ragnar
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Relations go Web 2.0. 2011Conference paper (Refereed)
  • 20.
    Eek-Karlsson, Liselotte
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Olsson, Ragnar
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Gunnarsson, Gunilla
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Att motverka sexuella trakasserier - en didaktisk fråga2022In: Nordisk Tidskrift för Allmän Didaktik, ISSN 2002-2832, Vol. 8, no 1, p. 3-19Article in journal (Refereed)
    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.

  • 21.
    Elmeroth, Elisabeth
    et al.
    University of Kalmar, School of Human Sciences.
    Bjarkå, Sonny
    University of Kalmar, School of Human Sciences.
    Eek-Karlsson, Lotta
    University of Kalmar, School of Human Sciences.
    Olsson, Ragnar
    University of Kalmar, School of Human Sciences.
    Valve, Lars-Olof
    University of Kalmar, School of Human Sciences.
    Tid för fostran: delutvärdering av kvalitetsarbete i försöksverksamhet med utbildning utan timplan i grundskolan2003Report (Other academic)
    Abstract [sv]

    Syftet med denna utvärdering är att beskriva, analysera och värdera skolornas kvalitetsarbete i förhållande till de övergripande nationella strävansmålen om Normer och värden, Kunskaper samt Ansvar och inflytande. Resultaten i denna delrapport bygger på data från elva skolors dokumentation samt enkäter till de lärare som undervisar på de aktuella skolorna. Sammanfattningsvis kan vi konstatera att de skolor som deltar i försöksverksamheten utan timplan dokumenterar sitt kvalitetsarbete kvantitativt i något högre grad och kvalitativt något bättre än de studerade referensskolorna. Ett konstaterande i samma riktning kan göras beträffande lärarnas upplevelse av kvalitet. Försöksverksamheten har för de deltagande skolorna medfört att förutsättningarna för att nå målen förbättrats genom att föreskrifterna om antalet timmar för ämnen och ämnesgrupper inte behöver tillämpas. Referensskolornas lärare upplever inte i lika hög grad samma positiva utveckling.

    Utvärderingen visar tydligt att lärarna på försöksskolorna inte upplevt att försöket med utbildning utan timplanen medfört någon kvalitetsförsämring med avseende på måluppfyllelse. Snarare lyfter lärarna i allmänhet fram många positiva effekter. Det är emellertid viktigt att fortsättningsvis närmare utvärdera bakomliggande faktorers betydelse för olika lärargruppers inställningar till att arbeta utan timplan.

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  • 22.
    Elmeroth, Elisabeth
    et al.
    University of Kalmar, School of Human Sciences.
    Eek-Karlsson, Liselotte
    University of Kalmar, School of Human Sciences.
    Olsson, Ragnar
    University of Kalmar, School of Human Sciences.
    Valve, Lars-Olof
    University of Kalmar, School of Human Sciences.
    Från Kronos till Kairos - mot en målstyrd skola2006Book (Other academic)
  • 23.
    Elmeroth, Elisabeth
    et al.
    University of Kalmar, School of Human Sciences.
    Eek-Karlsson, Liselotte
    University of Kalmar, School of Human Sciences.
    Olsson, Ragnar
    University of Kalmar, School of Human Sciences.
    Valve, Lars-Olof
    University of Kalmar, School of Human Sciences.
    Tid för kunskap: delutvärdering av kvalitetsarbete i försöksverksamhet med utbildning utan timplan i grundskolan2004Report (Other academic)
    Abstract [sv]

    Syftet med denna utvärdering är att beskriva, analysera och värdera skolornas kvalitetsarbete, med avseende på elevernas kunskaper i olika ämnen. Resultaten bygger dels på skriftliga berättelser från elever och lärare på åtta försöksskolor, dels på fokusdiskussioner med elever från en försöksskola och lärare från såväl försöks- som referensskolor. I utvärderingen ingår också data från den nationella utvärderingen från 2003.

    Utvärderingen visar att försöket inte har påverkat kunskaperna generellt sett. Däremot tycks försöket ha lett till att elevgrupper, som ofta anses ha sämre förutsättningar för skolframgång gynnas. Förklaringar till detta skulle kunna vara de stödstrukturer som har utvecklats på försöksskolorna.

    Försöket har inneburit en rad förändringar, framför allt i de senare grundskoleåren. Arbetet med att styra mot målen har inletts. Ett medel för detta arbete är den nya organisationen av skoldagen, som indelats i ämnestid, gemensam och individuell tid. Den individuella tiden ger nya möjligheter till individualisering och elevinflytande, men skapar också osäkerhet om elevens respektive lärarens roller. Det frirum som har skapats genom försöket utnyttjas emellertid endast delvis av skolorna.

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  • 24.
    Elmeroth, Elisabeth
    et al.
    University of Kalmar, School of Human Sciences.
    Eek-Karlsson, Liselotte
    University of Kalmar, School of Human Sciences.
    Olsson, Ragnar
    University of Kalmar, School of Human Sciences.
    Valve, Lars-Olof
    University of Kalmar, School of Human Sciences.
    Tid för målstyrning: utvärdering av kvalitetsarbete i försöksverksamheten med utbildning utan timplan i grundskolan2005Report (Other academic)
    Abstract [sv]

    I rapporten diskuteras och värderas resultaten från två tidigare utvärderingar av försöket med utbildning utan timplan, "Tid för fostran" och "Tid för kunskap". Båda utvärderingarna genomfördes på uppdrag av Timplanedelegationen i syfte att studera skolornas kvalitetsarbete i förhållande till de nationella målen.

    Utvärderingarna visar att försöksskolorna har genomfört förändringar som syftar till att öka måluppfyllelsen. Försöket har haft positiv inverkan på arbetet mot läroplanens fostransmål och för vissa grupper har måluppfyllelsen med avseende på kunskaper ökat. Stödstrukurer i form av ökad kommunikation och uppföljningssystem har skapats runt eleverna och deras arbete mot målen.

    Det återstår mycket utvecklingsarbete med avseende på dokumentationsprocessen. På försöksskolorna pågår intensiva diskussioner om målstyrningens olika möjligheter och problem. Det finns emellertid fortfarande en stor utvecklingspotential.

    Såväl elever som lärare har fått nya roller och behoven av genomtänkt stöd för fortsatta diskussioner, kompetensutveckling och tid till reflektion är stora.

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  • 25.
    Elmeroth, Elisabeth
    et al.
    University of Kalmar, School of Human Sciences.
    Eek-Karlsson, Liselotte
    University of Kalmar, School of Human Sciences.
    Olsson, Ragnar
    University of Kalmar, School of Human Sciences.
    Valve, Lars-Olof
    University of Kalmar, School of Human Sciences.
    Utvärdering av försöksskolornas kvalitetsarbete2005In: Utan timplan – forskning och utvärdering, Stockholm: Fritzes, 2005, p. 197-212Chapter in book (Other academic)
  • 26.
    Emilson, Anette
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Eek-Karlsson, Liselotte
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Doing belonging in early childhood settings in Sweden2022In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 192, no 14, p. 2234-2245Article in journal (Refereed)
    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.

  • 27.
    Piskur, Barbara
    et al.
    Faculty of Health Care Heerlen, Netherlands.
    Takala, Marjatta
    Univ Oulu, Finland.
    Berge, Anita
    Univ Stavanger, Norway.
    Eek-Karlsson, Liselotte
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Olafsdottir, Sara M.
    Univ Iceland, Iceland.
    Meuser, Sarah
    Faculty of Health Care Heerlen, Netherlands.
    Belonging and participation as portrayed in the curriculum guidelines of five European countries2022In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 54, no 3, p. 351-366Article in journal (Refereed)
    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.

  • 28. Timplanedelegationen, Timplanedelegationen
    Utan timplan - med målen i sikte2004Report (Other academic)
  • 29. Timplanedelegationen, Timplanedelegationen
    Utan timplan : för målinriktat lärande: slutbetänkande2005Report (Other academic)
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