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Publications (10 of 45) Show all publications
Karlsson, M. & Ljung Egeland, B. (2018). På resande fot med rävar och hundar: livsberättelser, uppväxtvillkor och identitet. In: Annica Löfdahl Hultman, Marie Tanner & Christina Olin-Scheller (Ed.), Berättelser: Vänbok till Héctor Pérez Prieto: (pp. 87-97). Karlstad: Karlstad University Press
Open this publication in new window or tab >>På resande fot med rävar och hundar: livsberättelser, uppväxtvillkor och identitet
2018 (Swedish)In: Berättelser: Vänbok till Héctor Pérez Prieto / [ed] Annica Löfdahl Hultman, Marie Tanner & Christina Olin-Scheller, Karlstad: Karlstad University Press, 2018, p. 87-97Chapter in book (Refereed)
Place, publisher, year, edition, pages
Karlstad: Karlstad University Press, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:kau:diva-69621 (URN)
Available from: 2018-10-12 Created: 2018-10-12 Last updated: 2019-06-03Bibliographically approved
Karlsson, M., Perälä-Littunen, S., Böök, M. L. & Löfdahl (Hultman), A. (2016). Making Sense of After-School CareDilemmas in Mothers' Stories of After-School Care in Finland and Sweden. Children & society, 30(2), 146-158
Open this publication in new window or tab >>Making Sense of After-School CareDilemmas in Mothers' Stories of After-School Care in Finland and Sweden
2016 (English)In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 30, no 2, p. 146-158Article in journal (Refereed) Published
Abstract [en]

The study focuses on dilemmas in storied experiences of everyday after-school care arrangements amongSwedish and Finnish mothers. Finland and Sweden, which share a history of strong labour marketattachment among women, arrange institutional after-school care in similar ways. The data consist ofinterviews with three Swedish and six Finnish mothers. A positioning analysis of four stories showshow decisions related to children's after-school hours were allocated among different actors. Two reoccurringdilemmas, Competent-dependent child stories and Unburdened-deficient mother stories, emergedfrom the data analysis as related to prevailing moral discourses on childhood and motherhood.

Place, publisher, year, edition, pages
Hoboken, USA: Wiley-Blackwell, 2016
Keywords
after-school care, childhood, motherhood, life story, moral discourse
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-35147 (URN)10.1111/chso.12110 (DOI)000369947000006 ()
Available from: 2015-02-04 Created: 2015-02-04 Last updated: 2017-11-02Bibliographically approved
Klausen, R. K., Karlsson, M., Haugsgjerd, S. & Lorem, G. F. (2016). Motherhood and mental distress: Personal stories of mothers who have been admitted for mental health treatment. Qualitative Social Work, 15(1), 103-117
Open this publication in new window or tab >>Motherhood and mental distress: Personal stories of mothers who have been admitted for mental health treatment
2016 (English)In: Qualitative Social Work, ISSN 1473-3250, E-ISSN 1741-3117, Vol. 15, no 1, p. 103-117Article in journal (Refereed) Published
Abstract [en]

There is a need for qualitative studies on motherhood and mental distress. Many mothers have a diagnosis of mental illness, and their motherhood exists in constant tension with their distress. This paper focuses on 10 mothers' stories about motherhood in relation to being admitted as mental health service users in three different Norwegian community mental health centers. The study has a narrative approach, and through a thematic analysis of personal stories, we emphasize how the 10 women make sense of their experiences of admittance to mental health services in relation to dominant Discourses of good motherhood. Themes identified were: (1) being able to put oneself in the child's shoes; (2) the emotional impact of being admitted; (3) being open with the children about the admission; and (4) being an emotionally available and present mother. Based on the results of our analysis, we suggest the mothers experienced their distress as a natural reaction to life strains over time, and that they relate to the admissions as interruptions. This underlines the necessity of a more holistic approach, with a support system that focuses on both personal and social aspects of motherhood and mental distress.

Keywords
Women, mental health, thematic analysis, storytelling, patients' experiences, treatment
National Category
Health Sciences Educational Sciences
Research subject
Nursing Science; Education
Identifiers
urn:nbn:se:kau:diva-41000 (URN)10.1177/1473325015584981 (DOI)000368029500007 ()
Available from: 2016-03-09 Created: 2016-03-09 Last updated: 2019-07-11Bibliographically approved
Olin-Scheller, C. & Karlsson, M. (2015). ”Let´s Party!”: Harry Potter fan fiction sites as social settings for narrative gender constructions. Gender and Language, 9(2), 167-188
Open this publication in new window or tab >>”Let´s Party!”: Harry Potter fan fiction sites as social settings for narrative gender constructions
2015 (English)In: Gender and Language, ISSN 1747-6321, E-ISSN 1747-633X, Vol. 9, no 2, p. 167-188Article in journal (Refereed) Published
Abstract [en]

Online communication is often presented in research as offering ways for young people to explore various forms of masculinity and femininity, which, in turn, could extend the notions of gendered identity. This paper explores how a Harry Potter fan fiction website can function as an online setting for gender identity construction among young fans. A positioning analysis of a small story told in an Internet Relay Chat (IRC) shows that although traditional gendered subject positions are explored and troubled in the story and its telling, heteronormativity prevails through the interpretative repertoires made available by the textual universe of Harry Potter. On the other hand, the positioning analysis of the small story activates an understanding of the interplay between the relational order among story characters and among the storytellers that can be seen as opening up a space between what is the told and the telling that allows the fans to experiment with aspects of gender identities that are related to power and control within an interpretative repertoire of heteronormativity.

Place, publisher, year, edition, pages
Equinox Publishing, 2015
Keywords
fan fiction, gender construction, narrative, subject position
National Category
Gender Studies
Research subject
Gender Studies
Identifiers
urn:nbn:se:kau:diva-27408 (URN)10.1558/genl.v9i2.17330 (DOI)000360247000002 ()
Available from: 2013-05-28 Created: 2013-05-28 Last updated: 2017-09-11Bibliographically approved
Löfgren, H., Karlsson, M. & Pérez Prieto, H. (Eds.). (2015). Med livsberättelser som forskningsansats: en rapport från den 6:e livsberätteleskonferensen i Karlstad. Paper presented at 6:e konferensen om livsberättelseforskning, Karlstad, 2013. Karlstad: Karlstads universitet
Open this publication in new window or tab >>Med livsberättelser som forskningsansats: en rapport från den 6:e livsberätteleskonferensen i Karlstad
2015 (Swedish)Conference proceedings (editor) (Other academic)
Abstract [sv]

Den här rapporten är den första gemensamma publikation som vi gett ut inom ramen för konferensen om livsberättelseforskning som årligen hålls vid Karlstads universitet. De texter vi samlat här är skrivna av de författare som hörsammade vår uppmaning att bidra med färdiga artiklar till den sjätte livsberättelsekonferensen. De olika forskningsartiklarna är produkter av de enskilda författarnas arbete och de representerar deras särskilda intressen, men de har även påverkats av våra gemensamma diskussioner under och efter konferensen. Gemensamt för de olika bidragen i denna rapport är att livsberättelseansatsen är central för deras analyser och att de förhåller sig på olika sätt till relationen människa, erfarenhet och berättelse. Vi har placerat in artiklarna i tre temaområden, Livsberättelser - identitet och kontext, Livsberättelser - tillhörighet och språk samt Livsberättelser - livsvärld och lärande vilka illustrerar de centrala dragen avseende artiklarnas innehåll.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2015. p. 150
Series
Karlstad University Studies, ISSN 1403-8099 ; 2015:8
Keywords
livsberättelser, narrativ forskning, identitet, kontext
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-34944 (URN)978-91-7063-619-6 (ISBN)
Conference
6:e konferensen om livsberättelseforskning, Karlstad, 2013
Available from: 2015-02-19 Created: 2015-01-20 Last updated: 2019-07-11Bibliographically approved
Karlsson, M. (2014). Perspektiv på förskolan i examensarbeten (1ed.). In: Annica Löfdahl, Karin Franzén, Maria Hjalmarsson (Ed.), Förskollärarens metod- och vetenskapsteori: (pp. 12-21). Liber
Open this publication in new window or tab >>Perspektiv på förskolan i examensarbeten
2014 (Swedish)In: Förskollärarens metod- och vetenskapsteori / [ed] Annica Löfdahl, Karin Franzén, Maria Hjalmarsson, Liber, 2014, 1, p. 12-21Chapter in book (Refereed)
Place, publisher, year, edition, pages
Liber, 2014 Edition: 1
Keywords
förskollärare, examensarbete, perspektiv
National Category
Pedagogical Work Pedagogy
Research subject
Educational Work; Education
Identifiers
urn:nbn:se:kau:diva-30234 (URN)9789147106585 (ISBN)
Available from: 2013-11-26 Created: 2013-11-26 Last updated: 2019-07-11Bibliographically approved
Karlsson, M. & Robinson, C. (2013). Developing professional knowledge through doctoral study and its enactment in practice: Studies of doctoral graduates in Sweden and England. In: : . Paper presented at ECER Istanbul 9-13 sep. (European conference on educational research).
Open this publication in new window or tab >>Developing professional knowledge through doctoral study and its enactment in practice: Studies of doctoral graduates in Sweden and England
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
Doctoral Study, Professional Development, Doctoral learning, Doctoral graduate reflections
National Category
Pedagogy Pedagogical Work
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-30237 (URN)
Conference
ECER Istanbul 9-13 sep. (European conference on educational research)
Available from: 2013-11-26 Created: 2013-11-26 Last updated: 2019-07-11Bibliographically approved
Karlsson, M. (2013). Emotional identification with teacher identities in student teachers’ narrative interaction. European Journal of Teacher Education, 36(2), 133-146
Open this publication in new window or tab >>Emotional identification with teacher identities in student teachers’ narrative interaction
2013 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 36, no 2, p. 133-146Article in journal (Refereed) Published
Abstract [en]

The paper suggests that narrative interaction in student teacher peer groups is an important context for emotional identification with culturally available teacher identities. It addresses issues pointed out as problematic in research on teacher identity formation: focus on the individual and the underestimation of context. A positioning analysis of narrative interaction in a conversation between two student teachers depicts the ways in which they express and negotiate feelings related to out loud reading. The results show that this approach can be a complement to the extensive body of knowledge on the place of emotions in teacher identity formation as it shows how emotions are negotiated among student teachers in a way that challenges the predominant focus on individual students’ expressions of emotions.

Place, publisher, year, edition, pages
Taylor & Francis, 2013
Keywords
student teachers, discourse analysis, pre-service teacher education
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-9501 (URN)10.1080/02619768.2012.686994 (DOI)000318590900002 ()
Available from: 2012-02-01 Created: 2012-02-01 Last updated: 2019-07-11Bibliographically approved
Karlsson, M., Löfdahl, A. & Pérez Prieto, H. (2013). Morality in Parents' Stories of Preschool Choice: Narrating Identity Positions of Good Parenting. British Journal of Sociology of Education, 34(2), 208-224
Open this publication in new window or tab >>Morality in Parents' Stories of Preschool Choice: Narrating Identity Positions of Good Parenting
2013 (English)In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 34, no 2, p. 208-224Article in journal (Refereed) Published
Abstract [en]

This article aims to contribute to our understanding of how moral aspects of parents’ choices of preschool play a part in the processes of marketisation and privatisation of childcare in Sweden. The paper explores parents’ narratives of preschool choice as moral claims of parental identities. The analysed data are based on a study of how parents make sense of their preschool choice during life-story interviews. Our results point out good parenting as having to do with making distinctions between what is ‘good and bad’ and ‘right and wrong’ regardless of whether the choices concern preschools or the behaviour of preschool teachers and parents. Culturally available discourses become visible through the making of these distinctions in ways that ultimately point to the subject position of parents as particular choosers as related to a prevailing discourse of parental responsibility.

Place, publisher, year, edition, pages
Routledge, 2013
Keywords
Preschool choice, parental identity, narrative, morality, marketisation
National Category
Pedagogical Work Pedagogy
Research subject
Educational Work; Education
Identifiers
urn:nbn:se:kau:diva-27178 (URN)10.1080/01425692.2012.714248 (DOI)000315345000004 ()
Available from: 2013-05-06 Created: 2013-05-06 Last updated: 2019-07-11Bibliographically approved
Karlsson, M., Löfdahl, A., Böök, M.-L. & Perälä-Littunen, S. (2012). Before- and after-school care in Finland and Sweden: Parents' stories of children's everyday lives between home and school. In: : . Paper presented at The Annual ECER Congress in Cadiz, Spain. September 18-21, 2012.
Open this publication in new window or tab >>Before- and after-school care in Finland and Sweden: Parents' stories of children's everyday lives between home and school
2012 (English)Conference paper, Published paper (Refereed)
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-27112 (URN)
Conference
The Annual ECER Congress in Cadiz, Spain. September 18-21, 2012
Available from: 2013-04-29 Created: 2013-04-29 Last updated: 2019-07-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6830-7488

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