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  • 21951.
    Åberg, Jan-Olof
    Karlstad University, Faculty of Social and Life Sciences, Department of Social Studies.
    Sociologiska aspekter på barnlitteraturen: En litteraturgenomgång1979Report (Other academic)
  • 21952.
    Åberg, Jan-Olof
    Karlstad University, Faculty of Social and Life Sciences, Department of Social Studies.
    System för kvalitetsarbete inom Vård- och omsorgscollege Värmland2010Report (Other academic)
  • 21953.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Att bli forskare på vinst och förlust2004In: Ljusgården. Meddelanden från Etnologiska institutionen Göteborgs universitet, ISSN 1103-386X, Vol. 19Article in journal (Refereed)
  • 21954.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Att synliggöra olikheter - en strategi med blinda fläckar2008In: Uppdrag mångfald. Lärarutbildning i omvandling / [ed] Marie Carlson & Annika Rabo, Umeå: Boréa , 2008Chapter in book (Refereed)
  • 21955.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Change and diversity in Swedish teacher education - a discourse analytical approach to students views on becoming a teacher2004Conference paper (Other (popular science, discussion, etc.))
  • 21956.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Flexibel och självständig-: att utbildas till lärare i det livslånga lärandets samhälle2009In: Skolvardag och framtidsambitioner- etnologiska perspektiv på utbildning / [ed] Göran Nygren & Birgitta Meurling, Uppsala: Uppsala universitet , 2009, p. 85-104Chapter in book (Other academic)
  • 21957.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Genus som kunskapsområde i svensk lärarutbildning: forma individer eller kompetenser?2010Conference paper (Other (popular science, discussion, etc.))
  • 21958.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Jämställdhetsanalys av Krav- och kvalitetsboken: Rapport sammanställd inom ramen för Region Värmlands projekt Från ord till handling.2012Report (Other academic)
  • 21959.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Ledarskap för jämställd och hållbar högre utbildning: En projektrapport2012Report (Other academic)
  • 21960.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Lärardrömmar: Om makt, mångfald och konstruktioner av lärarsubjekt2008Doctoral thesis, monograph (Other academic)
    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.

  • 21961.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Making the diverse teacher - on difference as norm in Swedish teacher education2006Conference paper (Refereed)
  • 21962.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Om nyttiga sallader i högskolefältets mångfaldstal2002In: Ljusgården. Meddelanden från Etnologiska institutionen Göteborgs universitet, ISSN 1103-386X, Vol. 19Article in journal (Refereed)
  • 21963.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Rec. av Eddy Nehls: Vägval. Lastbilsförare i fjärrtrafik - perspektiv på yrkeskultur och genus2004In: Kvinnovetenskaplig tidskrift, ISSN 0348-8365, no 1-2, p. 154-157Article, book review (Other academic)
  • 21964.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Rec. av Lucas Gottzén och Richard Jonsson (red.) Andra män. Maskulinitet, normskapande och jämställdhet2012In: Norma, ISSN 1890-2138, E-ISSN 1890-2146, Vol. 7, no 2, p. 202-208Article, book review (Refereed)
  • 21965.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Recension av Marcus Herz & Thomas Johanssons Maskuliniteter: kritik, tendenser, trender.2011In: Norma, ISSN 1890-2138, E-ISSN 1890-2146, Vol. 6, no 2, p. 185-189Article, book review (Refereed)
  • 21966.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Education, 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 20122012Conference paper (Other academic)
  • 21967.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Stenstodens metamorfos - om att bli en föränderlig lärare i en föränderlig utbildning i en föränderlig tid, eller inte2006Conference paper (Refereed)
  • 21968.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Var vär vårt material?: Om behovet av kompromisser i interaktiv forskning2010Conference paper (Other (popular science, discussion, etc.))
  • 21969.
    Åberg, Magnus
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Vunna framsteg är inte alltid eviga2010In: Nya Wermlandstidningen, ISSN 1103-985XArticle in journal (Other (popular science, discussion, etc.))
  • 21970.
    Åberg, Magnus
    et al.
    Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies. Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Hedlin, Maria
    Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap.
    Förskolläraren - ett hot?2012In: Norsk pedagogisk tidsskrift, ISSN 0029-2052, E-ISSN 1504-2987, Vol. 96, no 6, p. 441-452Article in journal (Refereed)
    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.

  • 21971.
    Åberg, Magnus
    et al.
    Karlstad University, Faculty of Arts and Education, 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 2012.2012Conference paper (Refereed)
  • 21972.
    Åberg, Magnus
    et al.
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Hedlin, Maria
    Linnaeus University.
    Happy objects – happy men?: Affect and materiality in vocational training.2014Conference paper (Refereed)
  • 21973.
    Åberg, Magnus
    et al.
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Hedlin, Maria
    Linnaeus University.
    Happy objects, happy men?: Affect and materiality in vocational training2015In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 27, no 5, p. 523-538Article in journal (Refereed)
    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.

  • 21974.
    Åberg, Magnus
    et al.
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Hedlin, Maria
    Teacher education challenges gender: Mapping and changing gender patterns in ten months2011Conference paper (Refereed)
  • 21975.
    Åberg, Magnus
    et al.
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Hedlin, Maria
    Linnéuniversitetet.
    Teaching gender in teacher education: Challenging common sense2012Conference paper (Refereed)
  • 21976.
    Åberg, Magnus
    et al.
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Hedlin, Maria
    The preschool teacher - a threat?2011Conference paper (Refereed)
  • 21977.
    Åberg, Magnus
    et al.
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centrum för genusforskning.
    Hedlin, Maria
    Linnéuniversitetet.
    The preschool teacher – a threat?: On touch and gender in teacher-student interaction in preschools.2013Conference paper (Refereed)
    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.

  • 21978.
    Åberg, Magnus
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 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 children2018In: Journal of Early Childhood Research, ISSN 1476-718X, E-ISSN 1741-2927, Vol. 17, no 2, p. 104-115Article in journal (Refereed)
    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.

  • 21979.
    Åberg, Magnus
    et al.
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Mc Ewen, Birgitta
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning.
    Walan, Susanne
    Karlstad University, Faculty of Technology and Science.
    Boys, girls and the world of engineering: Gender issues in technology and technology education2010Conference paper (Other (popular science, discussion, etc.))
  • 21980.
    Åberg, Magnus
    et al.
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Nahnfeldt, Cecilia
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Collaboration University and Industry - A track towards equal gender relations at the work place or a cross country challenge?2009Conference paper (Refereed)
  • 21981.
    Åberg, Magnus
    et al.
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Nahnfeldt, Cecilia
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Jansson, Ulrika
    Karlstad University, Faculty of Arts and Education, Centrum för genusforskning. Karlstad University, Faculty of Economic Sciences, Communication and IT, Department of Working Life Science. Karlstad University, Faculty of Arts and Education, Department of Culture and Gender studies.
    Openings for innovation and change?: Issues of masculinity in the world of engineering2011Conference paper (Refereed)
  • 21982.
    Åberg, Magnus
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centrum för genusforskning (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Wolf cries: On Power, Emotions and Critical Literacy in First-Language Teaching in Sweden2017In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 30, no 7, p. 882-898Article in journal (Refereed)
    Abstract [en]

    Adopting a critical literacy perspective in teaching is about howexperiences, social contexts, languages, learning and powerrelations interact in language development. In this article, weexplore how students’ critical literacies are enhanced and hinderedby emotional power relations in the classroom. We investigatewhat happens when emotionally charged texts – here texts aboutwolves in Sweden – are used in lower secondary schools. Drawingon two examples we illustrate different ways of enhancingstudents’ critical approach to the argumentative text type. Thearticle highlights the affective aspects of teaching, and thusthe unforeseeable aspects of classroom interaction. Emotionally,the wolf issue became very different objects for the personsoccupying the classrooms. It invoked, e.g. homosocial relations,racist accounts and nationalistic outbursts. The article stresses thesignificance of teacher intervention but argues that to facilitatecritical literacy in emotionally charged classrooms, the circulationof emotions, including teachers’ emotions must be brought to light.

  • 21983.
    Åberg, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    A looking-glass of modernity: Satire and postwar politics in Sweden2015Conference paper (Other academic)
  • 21984.
    Åberg, Martin
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    City Twinning and Inter-Urban Cooperation: A Regime Theory Perspective2010Conference paper (Other (popular science, discussion, etc.))
  • 21985.
    Åberg, Martin
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Det långsinta minnet Plats, politik och identitet. Spelar makten över minnet en politisk roll..?2011Conference paper (Other (popular science, discussion, etc.))
    Abstract

    konferensbidrag - övriga konferensbidrag

  • 21986.
    Åberg, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Elusive alliance: The German occupation of Poland in World War I2018In: Nationalities Papers, ISSN 0090-5992, E-ISSN 1465-3923, Vol. 46, no 3, p. 526-527Article in journal (Refereed)
  • 21987.
    Åberg, Martin
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Frisinne, väckelse och nykterhet2009In: I eldsjälars spår: speglingar av värmländskt föreningsliv / [ed] red. Berith Sande, Karlstad: Folkrörelsernas arkiv för Värmland , 2009Chapter in book (Other academic)
  • 21988.
    Åberg, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Liberalism and Revivalism: A Comparative Case Study of Liberal Ideology, Individualism, and Revivalism in Schleswig-Holstein and Värmland, ca 1860-19202013In: Scandinavian Journal of History, ISSN 0346-8755, E-ISSN 1502-7716, Vol. 38, no 2, p. 154-179Article in journal (Refereed)
    Abstract [en]

    Only rarely have the non-secular roots of modern political individualism been subject to study. In this article I forward the hypothesis that modern political individualism, as expressed by 19th-century liberalism, was a result of individualistic, low Church and nonconformist revivals to the same extent that it was a product of secular rationalism. The hypothesis is probed in a comparative case study of rural liberalism in two north European regions, Schleswig-Holstein (Germany) and Värmland (Sweden). I address three key requirements of the hypothesis: that the nonconformist revival movements in 18th and 19th-century northern Europe promoted an individualistic outlook among their followers; that individuality rooted in religious awakenings was congenial to liberal ideology; and that traits of non-secular individualism were incorporated with everyday liberal political discourse and practice.

  • 21989.
    Åberg, Martin
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Liberalism and revivalism: a comparative case study of liberal ideology, individualism, and revivalism in nineteenth-century Schleswig-Holstein and Värmland.2012Conference paper (Refereed)
  • 21990.
    Åberg, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Liberalismen som historiskt problem2010In: Parti eller rörelse?: Perspektiv på liberala organisationsstrategier 1880-1940 / [ed] Tomas Nilson, Martin Åberg, Lund: Sekel Bokförlag , 2010, p. 9-15Chapter in book (Other academic)
  • 21991.
    Åberg, Martin
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Politikern i svensk satir 1950-2000: Från folkhemspamp till välfärdsmanager2006Book (Refereed)
  • 21992.
    Åberg, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Putnam's Social Capital Theory Goes East: A Case Study of Western Ukraine and L'viv2014In: Civil Society and Social Capital in Post-Communist Eastern Europe / [ed] Terry Cox, London: Routledge, 2014, p. 14-36Chapter in book (Refereed)
  • 21993.
    Åberg, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Recension av Ägare och kapital.: Klass och genus hos svenska kapitalägare i Sverige 1918-1939, Pål Brunnström.2016In: Scandia, ISSN 0036-5483, Vol. 82, no 1, p. 149-150Article, book review (Other academic)
  • 21994.
    Åberg, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Russia, Sweden, and the Comparative Method: Some Reflections on Research Design2015In: Iron Links: Essays about Swedish Migrants to the Urals from the Beginning of the 1700s to the Late 1800s / [ed] Mikhail Abramzon, Natalya Frolova, Ann-Kristin Högman, Peter Olausson, Magnitogorsk: Magnitogorsk Publishing House , 2015, p. 205-220Chapter in book (Other academic)
  • 21995.
    Åberg, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Sverige och liberalismerna - en jämförande utblick2010In: Parti eller rörelse?: Perspektiv på liberala organisationsstrategier 1880-1940 / [ed] Martin Åberg, Tomas Nilson, Lund: Sekel Bokförlag , 2010, p. 149-176Chapter in book (Other academic)
  • 21996.
    Åberg, Martin
    Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History.
    Swedish and German Liberalism: From Factions to Parties 1860-19202011Book (Refereed)
  • 21997.
    Åberg, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Tuppskallar, kvinnokamp och stridsbandsromantik2013In: Historisk Tidskrift (S), ISSN 0345-469X, Vol. 133, no 2, p. 226-231Article in journal (Refereed)
  • 21998.
    Åberg, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Åselepartiet och Åsele kommunlista2014In: Makt och missnöje: Sockenidentitet och lokalpolitik 1970-2010 / [ed] Christer Ahlberger & Martin Åberg, Lund: Nordic Academic Press, 2014, p. 137-159Chapter in book (Other academic)
  • 21999.
    Åberg, Martin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Ahlberger, Christer
    De kommunala partiernas ideologiska bas: sockenidentiteternas återkomst2014In: Makt och missnöje: sockenidentitet och lokalpolitik 1970-2010. / [ed] Christer Ahlberger & Martin Åberg, Lund: Nordic Academic Press , 2014, p. 9-25Chapter in book (Other academic)
  • 22000.
    Åberg, Martin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Ahlberger, Christer
    Department of Historical Studies, Gothenburg University.
    Local candidate lists: Historical artefacts or a novel phenomenon? A research note2015In: Party Politics, ISSN 1354-0688, E-ISSN 1460-3683, Vol. 21, no 5, p. 813-820Article in journal (Refereed)
    Abstract [en]

    Using Sweden as an example, we propose the hypothesis that local candidate lists rest on a different rationale compared to national party lists, more specifically a rationality that has developed as a result of an altered relationship between the local and national levels and is expressed in terms of localism. The emergence of new local lists is most likely an effect of the challenges to the welfare state posed in the past 40 years. However, although local lists are essentially a recent phenomenon, our examples suggest that their existence can also be explained in terms of historical patterns of dissent from and resistance to state intervention at the local level.

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