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  • 1.
    Asplund, Stig-Börje
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Olin-Scheller, Christina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Tanner, Marie
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning (from 2013).
    Vargen kommer!: Om läsundervisning och texter som väcker känslor2016Inngår i: Läsa mellan raderna / [ed] Christina Olin-Scheller, Michael Tengberg, Malmö: Gleerups Utbildning AB, 2016, 1, s. 211-233Kapittel i bok, del av antologi (Fagfellevurdert)
  • 2. Forsemalm, Joakim
    et al.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Nya regler bygger klassbarriärer: återbetalningskraven för studiemedel missgynnar studieovana2003Inngår i: GöteborgsPostenArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 3.
    Hedlin, Maria
    et al.
    Institutionen för psykologi, pedagogik och idrottsvetenskap, Linneuniversitetet.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Challenging Gender in Teacher Education2012Inngår i: Gender and change: Power, politics and everyday practices / [ed] Maria Jansdotter Samuelsson, Clary Krekula and Magnus Åberg, Karlstad: Karlstad University Press, 2012, s. 113-126Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 4.
    Hedlin, Maria
    et al.
    Linnéuniversitetet.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Fallet med de störande manliga studenterna2012Konferansepaper (Fagfellevurdert)
  • 5.
    Hedlin, Maria
    et al.
    Linnaeus University.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Fallet med de störande manliga studenterna.: En situation tolkad utifrån fyra förklaringsmodeller2015Inngår i: Tidskriften Utbildning & Lärande, ISSN 2001-4554, nr 1, s. 116-133Artikkel i tidsskrift (Fagfellevurdert)
  • 6.
    Hedlin, Maria
    et al.
    Linnaeus University.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning (from 2013).
    Fussy girls and chattering women: The construct and subordination of femininity in preschool teacher training2018Inngår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 188, nr 2, s. 220-230Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In Sweden, as in Western countries generally, most preschool teachers are women. This fact sometimes leads to the assumption that preschools are “feminine”, and that this might be bad for boys. We challenge this assumption. Using a gender critical approach we have studied preschool student teachers. “Femininity” might be used as a rhetorical and demeaning stereotype by them. Women and femininity however, are not interchangeable concepts. Failure to acknowledge this can pave the way for subtle sexism against girls and women. Our argument is supported by ethnographic observations and interviews with student teachers. By means of a Foucauldian genealogical analysis we uncover the conditions of possibility for two long-lasting feminine stereotypes. One stereotype argues that young girls should never fuss. The other claims that women are chattering gossipers. Our study shows that these archaic notions persist in Swedish preschool teacher training, despite its long tradition of work for gender equality.

  • 7.
    Hedlin, Maria
    et al.
    Linnéuniversitetet, Institutionen för psykologi, pedagogik och idrottsvetenskap.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Lärarutbildningen, jämställdhet och genus2012Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 8.
    Hedlin, Maria
    et al.
    Institutionen för pedagogik, psykologi och idrottsvetenskap, Linnéuniversitetet.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Lärarutbildningen, jämställdhet och genus2011Rapport (Annet vitenskapelig)
  • 9.
    Hedlin, Maria
    et al.
    Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Lärarutbildningen, jämställdhet och genus: Ett etnografiskt projekt. Presentation vid Genusinkludering - hur gör vi? Nationellt nätverksmöte kring jämställdhet och genus i lärarutbildningar, Linköpings universitet 11 december 2012.2012Konferansepaper (Annet vitenskapelig)
  • 10.
    Hedlin, Maria
    et al.
    Linnaeus University.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Ner i glassvackan: en konsekvens av att återkommande vara den som inte lyfts fram2014Konferansepaper (Fagfellevurdert)
  • 11.
    Hedlin, Maria
    et al.
    Linnéuniversitetet.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Preschool teacher students talk about children: A story about femininities and masculinities2012Inngår i: GEA 2012 - Gender and democracy: Gender research in times of change, 2012Konferansepaper (Fagfellevurdert)
  • 12. Hedlin, Maria
    et al.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning (from 2013).
    Principle or dialogue: Preschool directors speak about how they handle parents’ suspicions towards men2019Inngår i: Power and Education, ISSN 1757-7438, E-ISSN 1757-7438, Vol. 11, nr 1, s. 85-95Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Caring for children and teaching the youngest students have a strong historical connection to women and femininity. The few men working within early childhood education and care occupy an ambivalent position. On the one hand, they often receive a positive reception in preschools; on the other, they are also met with mistrust and suspicion. The suspicion often comes from parents, and their views have come to bear increasing importance. Preschool directors who have men on their staff thus have a dilemma to manage: they must listen to parents’ views at the same time as they have a personnel responsibility towards all their employees. The purpose of the present study is to describe and analyse how preschool directors reason about the parental suspicion and concern that male educators can encounter because they are men. The empirical material consists of interviews with 10 preschool directors (five women and five men). The study shows that preschool directors experience that parents want male personnel to refrain from performing certain tasks in the preschool. Some of the directors take a principle-based approach and emphasise that men and women should carry out the same work duties. Other directors maintain a dialogue-based approach, focusing on conducting a dialogue with concerned parents.

  • 13.
    Hedlin, Maria
    et al.
    Institutionen för pedagogik, psykologi och idrottsvetenskap, Linnéuniversitetet.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    The call for more male preschool teachers: Echoed and questioned by Swedish student teachers2013Inngår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 183, nr 1, s. 149-162Artikkel i tidsskrift (Fagfellevurdert)
  • 14.
    Hedlin, Maria
    et al.
    Linnéuniversitetet.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning.
    "Vara med i gänget?": Yrkessocialisation och genus i två gymnasieprogram2013Rapport (Fagfellevurdert)
  • 15.
    Hedlin, Maria
    et al.
    Linnaeus University.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning (from 2013).
    Johansson, Caroline
    Linnaeus University.
    Fun guy and possible perpetrator: An interview study of how men are positioned within early childhood education and care2019Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 10, nr 2, s. 95-115Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Many countries call for more men to be teachers in early child-hood education and care (ECEC). In Sweden, the issue has beendiscussed since the early 1970s, but despite these discussionsthere is little Swedish research that examines the notions andexpectations associated with male teachers. International researchhas found that perceptions of men in ECEC can be very ambivalentand that physical contact between the male educator and childrenis a sensitive issue. By focusing on the interaction between edu-cators and children, the purpose of this study is to investigategender-specific beliefs about male preschool teachers. The empiri-cal material consists of interviews with 50 informants. Of these, 17are men and 33 are women. The results show that“the fun guy”and“the possible perpetrator”are two gender-specific positionsthat male informants are subjected to. The article discusses howmen take up and resist the two positions, and argues for the needto further challenge gendered stereotypes in preschools

  • 16.
    Hedlin, Maria
    et al.
    Linnaeus University.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning (from 2013).
    Johansson, Caroline
    Linnaeus University.
    Too much, too little: Preschool teachers’ perceptions of the boundaries of adequate touching2018Inngår i: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 27, nr 3, s. 485-502Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the present study we focus on physical touch that is judged tobe just outside what is considered to be ‘normal’. We explore how preschool teachers describe and explain situations where educa-tors give children too much or too little touching. Semi-structured interviews have been conducted with 30 qualified preschool teachers working in Swedish preschools. When the informants talk about situations where educators give children too much touching, the descriptions involve a behaviour that does not lie within the preschool mission, teachers who do not set boundaries, and actions that have disadvantages for the children. On the other hand, situations where educators give children too little touching are described solely with reference to the teacher and that person’s fear or cold personality. The results have been interpreted inrelation to the discourse of preschool professionalisation and Hochschild’s theory of emotional labour

  • 17.
    Jansdotter Samuelsson, Maria
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten.
    Krekula, Clary
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    From research to gender politics: On gender relations, identity politics and visionary dialogues2012Inngår i: Gender and change: Power, politics and everyday practices / [ed] Maria Jansdotter Samuelsson, Clary Krekula and Magnus Åberg, Karlstad: Karlstad University Press, 2012, s. 239-246Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 18.
    Jansdotter Samuelsson, Maria
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Krekula, ClaryKarlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för sociala studier.Åberg, MagnusKarlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Gender and Change: Power, Politics and Everyday Practices2012Collection/Antologi (Fagfellevurdert)
    Abstract [en]

    Research on gender aims to contribute towards a better society with the help of scientific tools. Change is therefore a key concept in gender studies. With a wide range of theoretical frameworks, methodological approaches and empirical materials from Sweden, Norway and Iceland, this book investigates how gender relations are shaped, reproduced, and challanged. Collectively, the papers in this volume point to where we are heading in terms of gender relations. Where are the seeds to change, and how does power make possible or impede on change?

  • 19.
    Jansdotter Samuelsson, Maria
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Krekula, Clary
    Karlstads universitet, Fakulteten för samhälls- och livsvetenskaper, Avdelningen för sociala studier.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Introduction2012Inngår i: Gender and change: Power, politics and everyday practices / [ed] Maria Jansdotter Samuelsson, Clary Krekula and Magnus Åberg, Karlstad: Karlstad University Press, 2012, s. 5-6Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 20.
    Jansson, Ulrika
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning. Karlstads universitet, Fakulteten för ekonomi, kommunikation och IT, Avdelningen för arbetsvetenskap. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Nahnfeldt, Cecilia
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap. Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Access as process: On the recession within the engineering industry and its effects on gender research and gender equality work2010Inngår i: Leadership through the gender lens. Women and men in organisations, Helsinki: Hanken School of Economics , 2010, s. 276-288Kapittel i bok, del av antologi (Fagfellevurdert)
  • 21.
    Johansson, Caroline
    et al.
    Linnaeus University.
    Hedlin, Maria
    Linnaeus University.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning (from 2013).
    A touch of touch: Preschool teacher education students' reflections about physical touch2018Inngår i: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 28, nr 4, s. 953-966Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    International research has shown that several countries have adopted a cautious attitude towards physical touch between educators and children. Physical touch in preschool is a sensitive and difficult issue that requires preschool teacher education to address the question in a considerate and thoughtful manner. Nevertheless, the question of how students are prepared for the touch that is part of an educational environment with children has only been investigated to a limited extent. The aim of the present study is therefore to study how students perceive that the question of touch is handled in Swedish preschool teacher education. Data was collected through surveys (N = 204) and through semi-structured interviews with students and graduates in preschool teacher education. The results show that the informants felt that their interests and needs were not met. Instead, they were forced to take their own responsibility for raising the issue. To the extent that discussions about physical contact were addressed in education, it was primarily negative aspects that were raised. The results are discussed, for instance from a gender perspective. The men in the program are more affected by the lack of a clear place for touch in the program.  

  • 22.
    Tanner, Marie
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Olin-Scheller, Christina
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Asplund, Stig-Börje
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier (from 2013).
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning (from 2013).
    Vargen kommer!: Elevers läsning av argumenterande texter i ämnet svenska2015Konferansepaper (Annet vitenskapelig)
  • 23.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Att bli forskare på vinst och förlust2004Inngår i: Ljusgården. Meddelanden från Etnologiska institutionen Göteborgs universitet, ISSN 1103-386X, Vol. 19Artikkel i tidsskrift (Fagfellevurdert)
  • 24.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Att synliggöra olikheter - en strategi med blinda fläckar2008Inngår i: Uppdrag mångfald. Lärarutbildning i omvandling / [ed] Marie Carlson & Annika Rabo, Umeå: Boréa , 2008Kapittel i bok, del av antologi (Fagfellevurdert)
  • 25.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Change and diversity in Swedish teacher education - a discourse analytical approach to students views on becoming a teacher2004Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 26.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Flexibel och självständig-: att utbildas till lärare i det livslånga lärandets samhälle2009Inngår i: Skolvardag och framtidsambitioner- etnologiska perspektiv på utbildning / [ed] Göran Nygren & Birgitta Meurling, Uppsala: Uppsala universitet , 2009, s. 85-104Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 27.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Genus som kunskapsområde i svensk lärarutbildning: forma individer eller kompetenser?2010Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 28.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Jämställdhetsanalys av Krav- och kvalitetsboken: Rapport sammanställd inom ramen för Region Värmlands projekt Från ord till handling.2012Rapport (Annet vitenskapelig)
  • 29.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Ledarskap för jämställd och hållbar högre utbildning: En projektrapport2012Rapport (Annet vitenskapelig)
  • 30.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Lärardrömmar: Om makt, mångfald och konstruktioner av lärarsubjekt2008Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [sv]

    Swedish teacher education was reformed at a national level in 2001. This thesis takes as its point of departure one of the many sites where new teachers are educated in Sweden, the Teacher Training Programme at Göteborg University. The purpose of the thesis is to analyse how norms for new teachers are sustained within teacher training, and what teacher subjectivities emerge from them. The main theoretical influences are poststructuralist discourse theory and postcolonialism. Important concepts used in the thesis are power, normalisation, and decentered subjects. A discourse analytical approach is used to analyse the ethnographic material, interviews, policy and regulation documents, and media material forming the empirical base of the study. Field work was conducted for three semesters in the Teacher Training Programme between the years 2002-2005. The courses attended were all part of the common field of education (AUO), a novelty of the reformed education where student teachers aiming for different age groups, take courses together. Individual and group interviews were made with eleven student teachers. Some shorter interviews with teacher educators and organisers of courses were also conducted. Four different regulating norms about new teachers are interrogated in the thesis. These are norms about: the personal teacher, the flexible and independent teacher, the teacher as an individual, and finally the norm about the diverse teacher.

    The interrogation of these norms show that there exists a constant power struggle within the Teacher Training Programme. The norms are not hegemonic, but they nevertheless set a standard through which teacher subjectivities emerge. The main argument in the thesis is that the norms are formulated through a discourse of use-value, which demands of new teachers that they are personal, flexible, independent and diverse in a manner that coincides with the logic of use-value. As a consequence, important questions of power were rarely addressed, remaining norms of swedishness, heterosexuality, and middle-class values unchallenged. This meant that a privileged subject position was construed, suited for those new teachers who pass as Swedish, heterosexual and middle-class.

  • 31.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Making the diverse teacher - on difference as norm in Swedish teacher education2006Konferansepaper (Fagfellevurdert)
  • 32.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Om nyttiga sallader i högskolefältets mångfaldstal2002Inngår i: Ljusgården. Meddelanden från Etnologiska institutionen Göteborgs universitet, ISSN 1103-386X, Vol. 19Artikkel i tidsskrift (Fagfellevurdert)
  • 33.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Rec. av Eddy Nehls: Vägval. Lastbilsförare i fjärrtrafik - perspektiv på yrkeskultur och genus2004Inngår i: Kvinnovetenskaplig tidskrift, ISSN 0348-8365, nr 1-2, s. 154-157Artikkel, omtale (Annet vitenskapelig)
  • 34.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Rec. av Lucas Gottzén och Richard Jonsson (red.) Andra män. Maskulinitet, normskapande och jämställdhet2012Inngår i: Norma, ISSN 1890-2138, E-ISSN 1890-2146, Vol. 7, nr 2, s. 202-208Artikkel, omtale (Fagfellevurdert)
  • 35.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Recension av Marcus Herz & Thomas Johanssons Maskuliniteter: kritik, tendenser, trender.2011Inngår i: Norma, ISSN 1890-2138, E-ISSN 1890-2146, Vol. 6, nr 2, s. 185-189Artikkel, omtale (Fagfellevurdert)
  • 36.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Risky touching in preschools – dangers for children and men as danger: Paper presented at Internationale Konferenz "Männer in der Elementarpädagogik", Berlin 27-28 september 20122012Konferansepaper (Annet vitenskapelig)
  • 37.
    Åberg, Magnus
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Stenstodens metamorfos - om att bli en föränderlig lärare i en föränderlig utbildning i en föränderlig tid, eller inte2006Konferansepaper (Fagfellevurdert)
  • 38.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Var vär vårt material?: Om behovet av kompromisser i interaktiv forskning2010Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 39.
    Åberg, Magnus
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Vunna framsteg är inte alltid eviga2010Inngår i: Nya Wermlandstidningen, ISSN 1103-985XArtikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 40.
    Åberg, Magnus
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap. Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Hedlin, Maria
    Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap.
    Förskolläraren - ett hot?2012Inngår i: Norsk pedagogisk tidsskrift, ISSN 0029-2052, E-ISSN 1504-2987, Vol. 96, nr 6, s. 441-452Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Få män arbetar som pedagoger i förskolan. En anledning till detta sägs ibland vara att män skrämts bort av debatten kring sexuella övergrepp i förskolan. Frågan är dock hur debatten påverkar de män och kvinnor som faktiskt vill arbeta som förskollärare. I den här artikeln undersöks denna fråga med utgångspunkt i en intervjuundersökning med tjugo förskollärarstudenter i slutet av sin utbildning. Resultaten visar att både kvinnor och män tvingas förhålla sig till diskursen om sexuella övergrepp. Detta sker på sätt som inte alltid följer dominerande föreställningar om kön.

  • 41.
    Åberg, Magnus
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Hedlin, Maria
    Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap.
    Getting ready for work. Constructions of gender in the vocational training of two upper secondary school programs: Paper presented at Interaction in Educational Research, FERA Conference on Education, Helsinki 22-23 november 2012.2012Konferansepaper (Fagfellevurdert)
  • 42.
    Åberg, Magnus
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Hedlin, Maria
    Linnaeus University.
    Happy objects – happy men?: Affect and materiality in vocational training.2014Konferansepaper (Fagfellevurdert)
  • 43.
    Åberg, Magnus
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Hedlin, Maria
    Linnaeus University.
    Happy objects, happy men?: Affect and materiality in vocational training2015Inngår i: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 27, nr 5, s. 523-538Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article investigates the prevailing social inertia of vocational training. Previous research indicates that gendered social norms contribute to sustaining gendersegregation. Few studies, however, have paid attention to how the interplay of emotional and material factors impact on gender norms in vocational training.The article builds on an ethnographic study in a Swedish upper-secondaryeducational programme traditionally dominated by masculinity norms, namelythe Building and Construction programme. Employing Sara Ahmed’s notion ofhappy objects, the article centres on vocational students’ expressed joy in thepractical work and shows how joy contributes to sustaining and challenging dominant masculinity patterns. Though students enjoyed practical work, thestudy indicates that a particular version of happiness was normalised which ruledout non-heterosexual and female students. The article suggests that furtherstudies of social inertia in vocational training need to account for theinterconnectedness of the emotional, material, and corporeal dimensions of gender.

  • 44.
    Åberg, Magnus
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Hedlin, Maria
    Teacher education challenges gender: Mapping and changing gender patterns in ten months2011Konferansepaper (Fagfellevurdert)
  • 45.
    Åberg, Magnus
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Hedlin, Maria
    Linnéuniversitetet.
    Teaching gender in teacher education: Challenging common sense2012Konferansepaper (Fagfellevurdert)
  • 46.
    Åberg, Magnus
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Hedlin, Maria
    The preschool teacher - a threat?2011Konferansepaper (Fagfellevurdert)
  • 47.
    Åberg, Magnus
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning.
    Hedlin, Maria
    Linnéuniversitetet.
    The preschool teacher – a threat?: On touch and gender in teacher-student interaction in preschools.2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Proposal Information

    In this paper we discuss the physical interaction between teachers and students in Early Childhood Education from a sociological perspective.

    Physical interaction between teachers and students is an integral component of teachers’ work in preschools, and numerous psychological and neuro-psychological studies have shown that touch benefits children’s well-being (see e.g. Montagu 1986; Field 2003). Research has however also shown that while most teachers are confident that touch is beneficial for children, fewer of them actually use touch in their professional work. According to the teachers this is in part due to fears of being accused of ‘inappropriate’ touching (Owen and Gillentine 2011; cf. Stamatis 2011).

    Jones (2001) and King (2004) have shown that male preschool teachers are more likely than female teachers to be suspected of inappropriate touching of children (cf. Berill & Martino 2002; Foster & Newman 2005; Sargent 2005; Gilbert & Williams 2008). But this phenomenon also affects women (Andrzejewski & Davis 2007; Åberg & Hedlin 2012a).

    In an on-going project we are investigating how norms for gender are established, maintained and challenged through physical interaction between teachers and students in preschools. In this paper we will report preliminary results from the project.

    The study is inspired by Piper and Stronach’s (2007) concept ‘relational touch’. This concept does not presuppose the meaning of touch in teacher-student interactions. Rather, it opens for a dynamic analysis which search for social, cultural, organizational and material factors impacting on how touch is used and interpreted by teachers in relation to the pedagogical practice. The concept of ‘relational touch’ is in alignment with how we use the concept of gender in the study. The concept of gender deals with how verbal, bodily and material aspects of social relations create a dynamic pattern in gender relations, what Connell has called a gender order (cf. Connell 2009). Thus, we understand touch and gender as norms which are created by and create social, cultural and material practices (Butler 2004).

    Many European and Western societies have seen an expansion of the means to protect children. This has put focus on teachers’ subjectivities. A safe environment for the child demands a ‘safe’ teacher (cf. Johnson 2001; Jones 2004; McWilliam & Jones 2005). Although it has been claimed that the Scandinavian countries has escaped the negative discourse of the ‘safe teacher’ (cf. Cameron 2001) we have indications that this discourse is impacting also on the supposedly gender equal Utopia of Scandinavia. For example, some preschools have regulated physical interaction by prohibiting children’s nudity, and new legislation has been enacted to prevent sexual offenders to work with children (Åberg & Hedlin 2012). To understand touch in preschools it is important to grasp the globalization of this discourse, and in the paper we will relate the developments in Sweden and Scandinavia to the broader European context. We will explore the impact of external and internal governance, i.e. how media reports and changes in educational policies are connected to teachers’ means of reflexivity and self-governance in relation to touch (cf. Alison 2004).

    Methodology or Methods/ Research Instruments or Sources Used

    The reserch questions which we investigate in on ongoing project are the following: A) How has physical interaction between teachers and students been discussed in Swedish newspapers and preschool teachers’ professional journals in the last 30 years? B) How have the local policies of Swedish day care centers and preschools in relation to physical interaction between teachers and students changed over time? C) How do Swedish male and female preschool teachers with varying amounts of work experience reflect on touch as part of their work?We answer questions A) and B) through discourse analysis (Howarth 2000) of some 30 years of publications of nationally distributed newspapers and preschool teachers’ professional journals. For question C) we conduct reflexive interviews (Thomsson 2002) with female and male preschool teachers with varying amounts of work experience.

    Conclusions, Expected Outcomes or Findings

    Most of the data for this study will be gathered during the spring of 2013. Therefore we cannot yet say that much about the results of the study. However, results from a previous interview study (Åberg & Hedlin 2012; Hedlin & Åberg 2013) with student teachers currently training to be teachers have relevance for this paper. In that study we discovered three different discursively constructed subject positions which students enacted in relation to the risks of ‘inappropriate touching’. The first was a self-disciplining position which men and women entered who felt anxieties that e.g. parents could use ‘inappropriate touch’ as a rhetorical power tool against teachers they didn’t approve of. A second position was individualistic, where students – both men and women – refused to acknowledge that the teacher’s gender had an impact on teachers’ and students’ physical interaction. The third position was a body-reflexive masculine position, entered by male students who had experienced that they had been limited or refused to perform certain ‘sensitive’ work tasks, due to their male bodies (Åberg & Hedlin 2012). In the present paper, we will further develop this analysis.

    References

    Andrzejewski, Carey E. & Davis, Heather A. (2007). Human contact in the classroom.Exploring how teachers talk about and negotiate touching students. Teaching and TeacherEducation. No. 24, pp. 779-794.Berill, Deborah, P., & Martino, Wayne (2002). ”Pedophiles and Deviats”: Exploring Issues ofSexuality, Masculinity and Normalization in the Lives of Male Teacher Candidates. In RitaM. Kissen (Ed.) Getting ready for Benjamin: Preparing teachers for sexual diversity in theclassroom. Lanham: Rowman & Littlefield.Butler, Judith (2004). Undoing gender. New York: Routledge. Foster, Tor & Newman, Elizabeth (2005). Just a knock back? Identity bruising on the route tobecoming a male primary school teacher. Teachers and Teaching: theory and practice.Vol. 11, no. 4. pp 341-358.Johnson, Richard (2001). Rethinking risk and the child body in the era of ‘no touch’. In.Alison Jones (ed.) Touchy subject. Teachers touching children. Dunedin: University ofOntago Press.Jones, Alison (2004). Social anxiety, sex, surveillance, and the ‘safe’ teacher. British Journalof Sociology of Education, Vol. 25, no. 1, pp. 53-66.King, James. R. (2004). The (im)possibility of gay teachers for young children. Theory IntoPractice, Vol. 43, no. 2, pp. 122-127.McWilliam, Erica & Jones, Alison (2005). An unprotected species? On teachers as riskysubjects. British Educational Research Journal, Vol. 31, no. 1, pp. 109-120.Owen, Pamela M. & Gillentine, Jonathan (2011) Please touch the children. Appropriate touch in the primary classroom. Early Child Development and Care. Vol. 181, no. 6, pp. 857-868. Piper, Heather & Stronach, Ian (2007) Don’t touch! The educational story of a panic. London: Routledge. Åberg, Magnus & Hedlin, Maria (2012a). Förskolläraren – ett hot? (The preschool teacher – a threat?). Norsk pedagogisk tidskrift. Vol. 96, no. 6, pp 441-452.

  • 48.
    Åberg, Magnus
    et al.
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Centrum för genusforskning (from 2013).
    Hedlin, Maria
    Linnaeus University.
    Johansson, Caroline
    Linnaeus University.
    Preschool anxieties: Constructions of risk and gender in preschool teachers’ talk on physical interaction with children2018Inngår i: Journal of Early Childhood Research, ISSN 1476-718X, E-ISSN 1741-2927, Vol. 17, nr 2, s. 104-115Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Previous research shows that inexperienced preschool teachers experience anxiety in physical interaction with children. Against this backdrop, this article investigates how student-teachers and newly graduated preschool teachers talk about the risk of being accused of inappropriately touching children. This article is based on interviews with 20 women and men who recently started working in preschools, or who are soon to graduate as preschool teachers. Building on the notion of relational touch, the article shows that concerns over touch involve much more than the physical act itself. Relations among teachers, parents, children, management and policies are actualised in the informants’ narratives, narratives that are also tied to notions of gender and gender equality. The article shows that anxiety over touch is not gender-specific. The concept of relational touch is suggested as a tool to gain a nuanced understanding of the worries that especially newly educated preschool teachers can experience in relation to touch.

  • 49.
    Åberg, Magnus
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Mc Ewen, Birgitta
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning.
    Walan, Susanne
    Karlstads universitet, Fakulteten för teknik- och naturvetenskap.
    Boys, girls and the world of engineering: Gender issues in technology and technology education2010Konferansepaper (Annet (populærvitenskap, debatt, mm))
  • 50.
    Åberg, Magnus
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Nahnfeldt, Cecilia
    Karlstads universitet, Estetisk-filosofiska fakulteten, Centrum för genusforskning. Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för humaniora och genusvetenskap.
    Collaboration University and Industry - A track towards equal gender relations at the work place or a cross country challenge?2009Konferansepaper (Fagfellevurdert)
12 1 - 50 of 52
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