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  • 51.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Lund, Anna
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Mast L., Jason
    Introduction: Towards an Understanding of Cultural Sociology2010In: Kulturell sociologi: Teori, metod och praktik / [ed] Mats Trondman, Anna Lund & Jason L. Mast, Gothenburg: Daidalos, 2010Chapter in book (Other academic)
  • 52.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Taha, Rehan
    Department of Learning and Society, Malmö University College.
    Lund, Anna
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    For Aïsha: On Identity as Potentiality2012In: Identities: Global Studies in Culture and Power, ISSN 1070-289X, E-ISSN 1547-3384, Vol. 19, no 4, p. 533-543Article in journal (Refereed)
    Abstract [en]

    The focal point of this article is identity as potentiality: how a narrated form of self-understanding can be mobilized, enacted and shared with others within unequal distributed multifaceted conditions of existence, with other outcomes than surrender to disowned and self-confirming actions of reproduced exclusion, subordination and enclosure. Concretely, this distribution demonstrates how and why identity as potentiality might come into being within the play of forces in the life of a young Muslim woman trying to incorporate herself into Swedish multicultural society.  In addition, the reader will meet reflections on respectability, multicultural incorporation and the possibility of a non-injurious criticism. 

  • 53.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences. Stockholm University.
    Willis, Paul
    Lund, Anna
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Lived Forms of Schooling: Bringing the Eleemantary Forms of Ethnography to the Science of Education2018In: Wiley Handbook of Ethnography of Education / [ed] Dennis Beach, Carl Bagley, Sofia Marques da Silva, London: Wiley-Blackwell, 2018Chapter in book (Refereed)
    Abstract [en]

    This chapter discusses the “elementary forms of ethnography” and an ethnographic imagination that can illuminate lived forms of schooling. These elementary forms include lived experience, cultural understanding, theory, or rather theorization, and social criticism. The chapter shows what a particular understanding of ethnography can do for a science of education understood as schooling. Ethnography is as old as the modern formation of sociology and science of education more than a hundred years ago. Ethnography is a vital tool to be used in the interrogation of schooling thus understood as a cultural fact involving or aiming at the willing consent of pupils to achieve its purposes. At the heart of education as schooling as a cultural fact pure and simple is teaching and learning. Moreover, teaching and learning as schooling need to be grasped in their indispensible relationship.

12 51 - 53 of 53
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