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  • 1.
    Basic, Goran
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Från krig till byråkrati – ungdomars erfarenhet av flykt2023In: Den empiriska glädjen. En vänbok till Malin Åkerström / [ed] Andersson Cederholm, Erika; Jacobsson, Katarina; Wästerfors, David, Lund: Lunds universitet, Sociologiska institutionen. , 2023, p. 161-171Chapter in book (Refereed)
    Abstract [sv]

    Att människor tvingas fly från krig och katastrofer är högst aktuellt idag. Det här kapitlet uppmärksammar ungdomar som har upplevt ett krig, tagit sin tillflykt till Sverige samt omhändertagits och placerats på institutioner. Syftet är att utveckla kunskap om interaktioner som bidrar till formande av ungdomarnas identiteter under och efter krig. Det empiriska materialet som analyserats är: 1) kvalitativt orienterade intervjuer med sex omhändertagna pojkar (från Afghanistan, Irak och Syrien) – som upplevt ett krig och senare blivit placerade på HVB-hem i Sverige; 2) renskrivna fältanteckningar från observation vid HVB-hem; samt 3) dokument i form av medierapportering från Internet som berör den aktuella ungdomskategorin. I kapitlet presenteras följande tre analytiska upptäcker: a) Kriget som skräckfilm; b) Flykten som utpressning och c) Interaktioner efter krig – anonymt och byråkratiserat.   

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    Goran Basic: Från krig till byråkrati
  • 2.
    Basic, Goran
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy.
    Symbolic Interaction, Power, and War: Narratives of Unaccompanied Young Refugees with War Experiences in Institutional Care in Sweden2022In: Societies, E-ISSN 2075-4698, Vol. 12, no 3, article id 90Article in journal (Refereed)
    Abstract [en]

    This study concerns young people who have experienced war, taken shelter in Sweden, and been placed in institutions. The purpose of the study is to identify and analyze power relations that contribute to the shaping of young people’s identities and repertoires of action via stigmatizations and social comparisons with different reference groups. The study’s empirical material includes qualitatively oriented interviews with six young people from Iraq, Syria, and Afghanistan who have experienced war, followed by placement in institutional care in Sweden. Analytical findings with the following themes are presented: (1) concrete—physical exercise of power, (2) blackmail as an exercise of power, and (3) anonymous—bureaucratized exercise of power. The study demonstrates that narratives about war, escaping war, and postwar life in Sweden, constructing and reconstructing an image of a series of interactive rituals that are both influenced by and influence the power dynamic between the actors. This relationship, in turn, creates and recreates an interplay among the stigmatizing experiences of the youths, their social comparisons, and definitions of inequality. 

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  • 3.
    Basic, Goran
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy.
    Matsuda, Yaka
    Kochi University, Japan.
    Inclusion and obstacles in the Swedish social pedagogical context: an analysis of narratives on working with unaccompanied refugee minors with wartime experiences in institutional care2020In: Croatian review of rehabilitation research, ISSN 1848-7734, Vol. 56, no 1, p. 1-18Article in journal (Refereed)
    Abstract [en]

    The general perspective on social pedagogy and research emphasises the importance of recognising the various identities that are actualised and re-actualised during interpersonal interactions in the various social contexts in which the individual acts or is expected to act. The purpose of the present study was to provide a new understanding of: (1) narratives by staff at institutions regarding the day-to-day work of caring for youths who, having experienced war, fled to Sweden and were taken into care and placed in institutions; and (2) interactive patterns contributing to constructing and reconstructing the inclusion of the clients and the obstacles to inclusion during practical social pedagogy. Analytical findings with the following themes are presented: (1) empathy, collaboration and inclusion; (2) stigma and inclusion; and (3) (in)competence of personnel and inclusion. This study demonstrates that recognition, or the lack thereof, of young peoples’ various identities may affect their opportunities for inclusion in the new society. Both the recognition and loss of identity that occur in various contexts in which young people act or are expected to act contribute to the success of integration and can be an obstacle to it.

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  • 4.
    Basic, Goran
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Social pedagogical work with unaccompanied young refugees with experiences of war in institutional care in Sweden: an ethnography-inspired analysis of the narratives of young persons and institution personnel2018In: Social Sciences and Education Research Review, ISSN 2392-9863, Vol. 5, no 2, p. 6-29Article in journal (Refereed)
    Abstract [en]

    The study purpose was to analyse 1) narratives of young people who experienced a war, fled to Sweden and were cared for and placed in institutions; 2) institution personnel narratives about the day-to-day work of taking care of young people who have experienced war; and 3) interactive patterns contributing to constructing the category ‘social pedagogue’. The material was gathered through interviews with young people in care with experiences of war and with personnel who work with these young people at residential or care homes. The social pedagogic perspective in social sciences stresses including the individual in the community, which gives the individual confirmation of an identity through community participation. Successful interaction between individuals is fundamental for achieving community integration of unaccompanied children and young people in Sweden. Analysis of the study’s empirical material reveals major variations in what is expected of a social pedagogue working in institutional care in Sweden with unaccompanied young refugees who have experiences of war. A common denominator is that the mission of and context in which the social pedagogue operates appear flexible enough to enable an individual to play the role in a variety of ways. Only when the individual social pedagogue adopts an active, assertive, independent, personal and relatively strong posture will there be a chance of being important to other professional categories and for the client. In practice, therefore, only when the individual social pedagogue transcends the expectations of the conventional role will there be a chance to be appreciated by other collaborators. 

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