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Larsson, Joakim
Publications (10 of 14) Show all publications
Larsson, J. (2014). A piece of resistance: Exploring behaviour assessment and political subjectification in a Swedish upper secondary school. QSE. International journal of qualitative studies in education, 27(5), 626-640
Open this publication in new window or tab >>A piece of resistance: Exploring behaviour assessment and political subjectification in a Swedish upper secondary school
2014 (English)In: QSE. International journal of qualitative studies in education, ISSN 0951-8398, E-ISSN 1366-5898, Vol. 27, no 5, p. 626-640Article in journal (Refereed) Published
Abstract [en]

In 2007, students at a Swedish Upper Secondary School engaged in a series of protests and demonstrations against the implementation of a written assessment of student conduct. This article explores the motivations and manifestations of this resistance, mainly by analysing debate articles and web material from the student union that organized the protests, but also by drawing on news articles, policy documents and interview material in order to grasp how this resistance was received by advocates of the conduct assessment. Making use of Mouffe’s and Rancière’s theories on political dissent, as well as Foucauldian power perspectives, the article discusses the students’ resistance in relation to political subjectification, concluding that it serves as an important manifestation of individual as well as collective engagement in school democracy, and personal student integrity.

Place, publisher, year, edition, pages
Routledge, 2014
Keywords
discipline; subjectification; dissent; resistance; student democracy
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-28684 (URN)10.1080/09518398.2013.805448 (DOI)
Available from: 2013-08-21 Created: 2013-08-21 Last updated: 2017-12-06Bibliographically approved
Larsson, J. (2013). Disciplin och motstånd: Pedagogisk-filosofiska perspektiv på samtida svensk skoldisciplin. (Doctoral dissertation). Karlstad: Karlstads universitet
Open this publication in new window or tab >>Disciplin och motstånd: Pedagogisk-filosofiska perspektiv på samtida svensk skoldisciplin
2013 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[en]
Discipline and Resistance : Educational-Philosophical Perspectives on Contemporary Swedish School Discipline
Abstract [en]

As Sweden approached its 2006 national election, issues on order and discipline in educational environments came to the forefront of educational interest, debate, and reform. This thesis aims at a critical discussion of the discourses in question, making use of educational, post-structural as well as political philosophy. In a series of articles, disciplinary policies are contextualized within current understandings of major trends in global educational politics; empirically investigated with a focus on resistance and political subjectivation; but also theoretically/ philosophically examined with the intention of bringing alternative conceptualizations of discipline to light.

As a result, it is concluded that the political platform supporting contemporary school discipline is highly ambiguous, especially in terms of the different subjectification ideals that it embodies. In consequence, substantial possibilities for resistance, political influence and creative subjectification emerge in the breaks and ruptures between neoliberal and neoconservative territory. As for the disciplinary policies themselves, this thesis highlights the possibility that they amount to little more than a powerful simulation; a mode of perceptual management rather than a hands-on engagement with the real demands of contemporary education.

An alternative route, the thesis suggests, would be to radically re-conceptualize the meaning and relevance of discipline – using, for instance, philosophers like Gilles Deleuze, Félix Guattari and Jacques Rancière – but also while taking notice of relevant discussions in the fields of complexity and chaos theory. Such a re-conceptualization would allow for an immanent form of discipline, one that affords a circular segmentation to emerge; contextualized and sensitized to the particular demands of each learning situation rather than pre-stratified, pre-territorialized according to the ideals of classical discipline.

Abstract [sv]

Syftet med den här avhandlingen är, att inom ett pedagogiskt-filosofiskt ramverk föra en kritisk diskussion av 2000-talets skolpolitiska diskurser om disciplin och ”ordning & reda”. Med hjälp av filosofer som Deleuze & Guattari, Foucault, Baudrillard och Rancière diskuteras den moderna disciplinens utmaning: att svara an på sin egen samtids behov av ordning och reda.

 

I sömmarna mellan de politiska krafter som den nya disciplinen hämtar sin kraft ur – neoliberalism och neokonservatism – identifierar avhandlingen också möjligheter till motstånd. Genom att påvisa de skillnader och komplexiteter som finns under ytan av politisk konsensus, utgör dessa former av motstånd nya potentialer till politiskt inflytande – samt nya möjligheter till kreativa subjektblivanden.

 

Slutligen hävdar studien, att vägen till en gräsrotsförankrad skoldisciplin för 2000-talet knappast kan ligga i återuppväckandet av forna tiders maktutövning, utan i en radikal omtolkning av disciplinbegreppet – en som tillvaratar den moderna människans förutsättningar till självdisciplin och självorganisering. En förutsättning är att vi, som en kontrast till neoliberalismens självtillräckliga subjektivitetsideal, börjar utforska subjektivitetens kollektiva och territoriella karaktärer.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2013. p. 84
Series
Karlstad University Studies, ISSN 1403-8099 ; 2013:36
Keywords
Discipline, Resistance, Power, Subject, Subjectivation, Subjectification, Order, Chaos, Complexity, Deleuze, Guattari, Foucault, Rancière, Baudrillard, Neoliberalism, Neoconservatism, Disciplin, motstånd, makt, subjekt, subjektivering, subjektifiering, ordning, kaos, komplexitet, Deleuze, Guattari, Foucault, Rancière, Baudrillard, nyliberalism, nykonservatism
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-28647 (URN)978-91-7063-514-4 (ISBN)
Public defence
2013-10-04, 9C203, Karlstads universitet, Karlstad, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2013-09-16 Created: 2013-08-15 Last updated: 2013-09-18Bibliographically approved
Larsson, J. (2013). Mellan Deleuze och Rancière: Om mikroperception, differens och lärandets immanenta disciplin..
Open this publication in new window or tab >>Mellan Deleuze och Rancière: Om mikroperception, differens och lärandets immanenta disciplin.
2013 (Swedish)Manuscript (preprint) (Other academic)
Abstract [en]

Contemporary research shows that the methods and mechanisms of classical discipline still offer their services as regulators and indicators of educational progress. But is our conceptualization of discipline really adequate enough for handling the educational problems of today? This article makes urgent the need for a reconceptualization, using the immanence philosophy of Deleuze and Guattari together with the educational philosophy of Jacques Rancière. As a result, the article advances the concept of discipline as a circular segmentarity in contrast to the more linear power grid that we normally attribute to Foucauldian traditions. Strictly territorialized, but open-ended in terms of stratification, this segmentarity enables us to experience molecular levels of difference in life as well as in learning, while at the same time offering a hands-on experience of the equality of intelligence.

Keywords
Deleuze, Guattari, Rancière, Foucault, Discipline, Difference.
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-28685 (URN)
Note

Disciplin och motstånd: Pedagogisk-filosofiska perspektiv på samtida svensk skoldisciplin;

Available from: 2013-08-21 Created: 2013-08-21 Last updated: 2015-12-29Bibliographically approved
Larsson, J. (2013). Shades of Discipline: On Power, Resistance, and the Faustian Response in Education. Kapet (avslutad tryckt version), 9(1), 88-98
Open this publication in new window or tab >>Shades of Discipline: On Power, Resistance, and the Faustian Response in Education
2013 (English)In: Kapet (avslutad tryckt version), ISSN 1653-4743, Vol. 9, no 1, p. 88-98Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Karlstads universitet, 2013
Keywords
Goethe, Faust, resistance, power, Foucault
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-30381 (URN)
Available from: 2013-11-28 Created: 2013-11-28 Last updated: 2018-11-27Bibliographically approved
Larsson, J. & Dahlin, B. (2012). Educating far from Equilibrium: Chaos Philosophy and the Quest for Complexity in Education. Complicity : An International Journal of Complexity and Education, 9(2), 1-14
Open this publication in new window or tab >>Educating far from Equilibrium: Chaos Philosophy and the Quest for Complexity in Education
2012 (English)In: Complicity : An International Journal of Complexity and Education, ISSN 1710-5668, E-ISSN 1710-5668, Vol. 9, no 2, p. 1-14Article in journal (Refereed) Published
Abstract [en]

It would be futile, John Dewey argued in 1902, to think that we have to choose between child-centered, progressive education and traditional, subject-matter-oriented approaches. Calling for adaptivity, he stressed that we need the act of balancing the one with the other. The tendency in current educational policy to lean in favor of traditional, disciplinary modes of control appears to lose sight of this need. The aim of this paper is to reconnect to the task of maintaining a balance between educational freedom and structure, using a variety of theoretical resources such as complexity science, and the philosophies of Deleuze and Guattari, Schiller, and Nietzsche. Based on these resources, the authors also discuss Steiner Waldorf education as an example of how educational practice may approach, and integrate the significance of chaos in the form of a “virtual pedagogy”.

Place, publisher, year, edition, pages
Alberta: , 2012
Keywords
Complexity Theory, Chaos Theory, Deleuze & Guattari, Schiller, Nietzsche
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-14850 (URN)
Available from: 2012-09-19 Created: 2012-09-19 Last updated: 2017-12-07Bibliographically approved
Larsson, J. (2012). Traditions in Transition. Reflections on Teacher Authority in Late Modernity. KAPET Karlstads Pedagogiska Tidskrift, 8(1), 91-99
Open this publication in new window or tab >>Traditions in Transition. Reflections on Teacher Authority in Late Modernity
2012 (English)In: KAPET Karlstads Pedagogiska Tidskrift, ISSN 1653-4743, Vol. 8, no 1, p. 91-99Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [en]

In the last decade of educational policy reform,Sweden has taken firm steps towards strengthening teacher’s authority – forinstance by implementing new tools for maintaining school discipline, and byinitiating a whole new system of teacher certification. But what kind ofauthority are we thus strengthening? Sociologist Max Weber showed us thatauthority has many facets, and that it is a concept always in need of furtherdifferentiation. Making the issue even more complex, modern sociologists likeZygmunt Bauman and Manuel Castells tell us that the very foundations ofauthority are trembling in the tremors of postmodern thought and technology.The purpose of this article is to make use of sociologists like Weber, Baumanand Castells in order to shed light on Sweden’s recent attempts atstrengthening teacher authority. As a result, the article finds that thepolicies in question rely heavily on formal/legal authority, arguing for thefuture need to address other facets as well, if the demands of late modernsociety are to be met.

Place, publisher, year, edition, pages
Karstad: Karlstads Universitet, 2012
National Category
Pedagogy
Identifiers
urn:nbn:se:kau:diva-16410 (URN)
Available from: 2013-01-17 Created: 2013-01-17 Last updated: 2016-08-12Bibliographically approved
Larsson, J. (2011). False consciousness revisited: On Rousseau, Marx and the positive side of negative education. KAPET. Karlstads universitets Pedagogiska Tidskrift, 1(1), 131-139
Open this publication in new window or tab >>False consciousness revisited: On Rousseau, Marx and the positive side of negative education
2011 (English)In: KAPET. Karlstads universitets Pedagogiska Tidskrift, ISSN 1653-4743, Vol. 1, no 1, p. 131-139Article in journal (Other academic) Published
Abstract [en]

In some key aspects, Marxist approaches to ‘false consciousness’ share a common ground with Rousseau’s ideal of a ‘negative education’ – both want to rid man of illusions originating in reified abstractions and speculations. In the following article, this common ground serves as a platform for discussing ‘false consciousness’ as a viable concept for a 21st century ideology critique, arguing for the need to ground such critique in subjective, life world experience, while avoiding the outer regions of materialism as well as idealism.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2011
National Category
Pedagogy
Identifiers
urn:nbn:se:kau:diva-9576 (URN)
Available from: 2012-02-06 Created: 2012-02-06 Last updated: 2015-12-14Bibliographically approved
Larsson, J. (2011). Shades of Discipline. Regarding Power, Resistance, and the Delicate art of Destratification. Paper presented at ECER-conference, Berlin, september 2011. Paper presented at ECER-conference, Berlin, september 2011.
Open this publication in new window or tab >>Shades of Discipline. Regarding Power, Resistance, and the Delicate art of Destratification
2011 (English)Conference paper, Published paper (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-11548 (URN)
Conference
ECER-conference, Berlin, september 2011
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2013-06-12Bibliographically approved
Larsson, J. & Dahlin, B. (2010). Far from Equilibrium. Wholeness, Boldness, and the Quest for Complexity in Education. Paper presented at INPE Conference, 28-31 July, 2010, in Bogotá, Colombia. Paper presented at INPE Conference, 28-31 July, 2010, in Bogotá, Colombia.
Open this publication in new window or tab >>Far from Equilibrium. Wholeness, Boldness, and the Quest for Complexity in Education
2010 (English)Conference paper, Published paper (Refereed)
Keywords
Pedagogy
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-10042 (URN)
Conference
INPE Conference, 28-31 July, 2010, in Bogotá, Colombia
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2013-06-12Bibliographically approved
Larsson, J., Löfdahl, A. & Pérez Prieto, H. (2010). Rerouting: Discipline, Assessment and Performativity in Contemporary Swedish Educational Discourse. Education Inquiry, 1(3), 177-195
Open this publication in new window or tab >>Rerouting: Discipline, Assessment and Performativity in Contemporary Swedish Educational Discourse
2010 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 1, no 3, p. 177-195Article in journal (Refereed) Published
Abstract [en]

As Sweden drew nearer to the 2006 national election, two themes emerged in the educational debate: a concern for order and discipline in schools, and the ambition to raise educational levels of achievement. The objective of this article is to locate these two themes within a broader framework of understanding by: 1) discussing examples of how the reinforcement of disciplinary power in schools was introduced, justified and deployed by right-wing constellations during this time; and 2) to relate these policy changes to both a Foucauldian theory of power and to current discussions on performativity, assessment and governmentality. Considered as attempts to locate students, teachers and schools within networks of performativity, thereby strengthening the image of Sweden as a "performing knowledge nation", we argue that these policy changes have a much closer relationship with the art of "perception management" than with any genuine interest in education for human proficiency.

Place, publisher, year, edition, pages
Umeå: Umeå School of Education, Umeå University, Sweden, 2010
Keywords
discipline, assessment, governmentality, PISA
National Category
Pedagogical Work Pedagogy
Research subject
Educational Work; Education
Identifiers
urn:nbn:se:kau:diva-9880 (URN)
Available from: 2012-02-08 Created: 2012-02-08 Last updated: 2019-07-10Bibliographically approved
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