Citizenship discourses: production and curriculum

Olson, Maria; Fejes, Andreas; Dahlstedt, Magnus; Nicoll, Katherine

doi:10.1080/01425692.2014.883917

Cited by 34 publications

(24 citation statements)

References 26 publications

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“…In this article, we draw on a poststructural theorization inspired by the work of Michel Foucault (Foucault, 2007;Foucault & Miskowiec, 1986) and education scholars who have developed and mobilized such a perspective (e.g., Fejes, 2006Fejes, , 2010Nicoll, Fejes, Olson, Dahlstedt, & Biesta, 2013;Olson, Fejes, Dahlstedt, & Nicoll, 2014;Simons & Masschelein, 2008). We specifically draw on the concept of heterotopia inspired by Foucault (Foucault & Miskowiec, 1986).…”

Section: Theorization and Analysis Of Heterotopiasmentioning

confidence: 99%

“…In order to analyze how adult education is shaped as a heterotopia of deviation, this article draws on data within a larger project on citizenship education within and beyond adult education (Nicoll et al, 2013;Olson et al, 2014;Rahm & Fejes, 2015). Students, teachers, as well as policy documents are all part in shaping discourses on adult education.…”

Section: Theorization and Analysis Of Heterotopiasmentioning

confidence: 99%

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Adult Education as a Heterotopia of Deviation

Sandberg

Fejes

Dahlstedt

et al. 2015

Adult Education Quarterly

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We argue that municipal adult education (MAE) can be seen as a place for displaced and abnormal citizens to gain temporary stability, enabling their shaping into desirable subjects. Drawing on a poststructural discursive analysis, we analyze policy texts and interviews with teachers and students. Our analysis illustrates how two distinct but interrelated student subjectivities are shaped: the rootless, unmotivated, and irresponsible student; and the responsible, motivated, and goal-oriented student. The difference is that the latter of these subjectivities is positioned as desirable. MAE provides a temporary place in time, a heterotopia of deviation, allowing students to escape precarious employment. The heterotopia places the students in a positive utopian dream of the future. A utopia is not a real place, and what is to become of the students after finishing MAE is not determined; the students themselves should shape it. If they fail, in line with a neoliberal governmentality, it is their own fault.

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Section: Theorization and Analysis Of Heterotopiasmentioning

confidence: 99%

Section: Theorization and Analysis Of Heterotopiasmentioning

confidence: 99%

Adult Education as a Heterotopia of Deviation

Sandberg

Fejes

Dahlstedt

et al. 2015

Adult Education Quarterly

Self Cite

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“…Nicoll et al 2013;Olson et al 2015). This project engaged in the elicitation of student narratives about what it means to be a citizen and what they themselves say they do 'as citizens' within as well as beyond their studies, that is, 'the doings of citizenship'.…”

Section: Theoretical and Methodological Frameworkmentioning

confidence: 99%

Longing to Belong: <i>Stories of (non)belonging in multi-ethnic Sweden</i>

Dahlstedt¹,

Fejes²,

Olson³

et al. 2017

Nordic Journal of Migration Research

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The aim of this article is to contribute to an understanding of contemporary processes of negotiations concerning belonging and non-belonging to the Swedish social community. Taking on a theoretical approach on belonging inspired by Yuval-Davis and Jacobsen, the article analyses three individual stories of women who have migrated to Sweden. Out of this analysis, focusing on how these women claim their belonging to a Swedish social community at the same time as they in different ways are denied such belonging by others, we may conclude that although each of the stories told is unique and articulates an individual experience, there are striking similarities in how their claims of belonging, with its related implications for belonging, are not acknowledged by others. In a way, these individual stories tell us something about some of the crucial challenges regarding belonging in contemporary multi-ethnic Sweden, as well as Europe.

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“…Curricula are forms of representation and knowledge of a specific subject such as children's nature and schooling. Such knowledge and understanding affects social practices and has real consequences for the subjects involved (Olson et al, 2014). Hence, curricula are a vital part of educational policy, contributing to the welfare of the child.…”

Section: Introductionmentioning

confidence: 99%

The “competent child” in times of crisis: a synthesis of Foucauldian with critical discourse analysis in Greek pre-school curricula

Pechtelidis

Στάμου

2017

Palgrave Commun

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Late modern children usually have school experiences from a very young age. Therefore, official educational discourses have the potential to shape their everyday life and subjectivity. The objective of this article is to explore the forms of knowledge that were produced around early childhood and schooling by the two most recent curricula of the Greek pre-school educational system in an era of crisis. In this framework, a discourse analytical approach is proposed which combines Foucauldian with critical discourse analysis. From the analysis, it appears that both curricula actively engage in the discursive struggle for hegemony in society, producing a specific understanding of childhood and schooling. In particular, according to the analysis, both curricula echo a neo-liberal discourse, which could exert a specific ideological power upon young children's subjectivity. However, it was found that the most recent curriculum is even more focused on the neo-liberal ideological project. This conceptual shift could be understood in the current context of the hegemony of the neoliberal ideology in the social field. Moreover, it was found that both curricula contain several child-oriented elements, crafting the image of "the competent child". However, these elements could probably function as a subtle instrument for further achieving the aims of the neo-liberal hegemonic discourse for antagonism and entrepreneurship. As children do not passively receive the content addressed to them, future research on the relationship between representations and subjective experiences is deemed necessary.

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Citizenship discourses: production and curriculum

Cited by 34 publications

References 26 publications

Adult Education as a Heterotopia of Deviation

Adult Education as a Heterotopia of Deviation

Longing to Belong: <i>Stories of (non)belonging in multi-ethnic Sweden</i>

The “competent child” in times of crisis: a synthesis of Foucauldian with critical discourse analysis in Greek pre-school curricula

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