Health promotion viewed as processes of subjectification in the education of Danish Social and Healthcare Workers

Lehn-Christiansen, Sine

doi:10.1080/02650533.2011.597178

Cited by 8 publications

(5 citation statements)

References 3 publications

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“…This is seen as part of being a credible and ambitious professional who is able to push citizens forward. Lehn‐Christiansen () and Dahlager () have made similar observations in analyses of, respectively, trainee care workers and health promotion professionals.…”

Section: Inverting the Gaze: Embodying Rehabilitation And Professionamentioning

confidence: 55%

“…Moreover, care workers as a group are often problematized as an unhealthy ‘high risk population’ with a ‘high prevalence of overweight and low physical capacities’ (Christensen et al , , p. 2) — attributes linked with high rates of sickness absence, deterioration and early retirement (Borg et al , ; Christensen et al , ). Such problematizations have led to a variety of health promotion initiatives targeting this group (see, e.g., Lehn‐Christiansen, ). However, although the focus on healthy bodies, and the particular problematization of care workers' bodies and health, reach beyond the studied unit, it seems that the work practices and the specialized environment of the rehabilitative care unit accentuated and actualized such reflections and work on the home trainers' bodies — it ‘rubbed off’ as Sofie also stated in our interview.…”

Section: Inverting the Gaze: Embodying Rehabilitation And Professionamentioning

confidence: 99%

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From Carers to Trainers: Professional Identity and Body Work in Rehabilitative Eldercare

Hansen¹,

Kamp²

2016

Gender Work & Organization

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This article explores how a nationwide reform initiative, calling for a rehabilitative, activating and 'training' approach to elderly people in Danish homecare services, may transform gendered and embodied conceptions of 'the professional care worker'. Care work for the elderly is a low-paid and low-status occupation, affected by the stigma connected with elderly bodies. Drawing on an ethnographic case study of a homecare unit, this article shows how the adoption of a new distanced, goal-oriented approach to elderly bodies attempts to transform professional identities, and how care work is constructed as reflexive and change oriented, in contrast to emotional and relational approaches. This transformation potentially leads to a more advantageous position for care workers in gendered professional hierarchies. Simultaneously this process seems to render care workers' own bodies more visible, problematizing what are perceived as uncontrolled and unhealthy care worker bodies. The article thus argues that rehabilitative eldercare leads to an intertwining of two forms of bodywork, where work on the care worker's own body and the elderly body mutually constitute each other in a novel body-body articulation.

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Section: Inverting the Gaze: Embodying Rehabilitation And Professionamentioning

confidence: 55%

Section: Inverting the Gaze: Embodying Rehabilitation And Professionamentioning

confidence: 99%

From Carers to Trainers: Professional Identity and Body Work in Rehabilitative Eldercare

Hansen¹,

Kamp²

2016

Gender Work & Organization

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“…This relates to Raaper’s (2019) point that universities not only provide educational experiences to students, but also “shape students’ subjectivities including their identities, values, and sense of what it means to become citizens of the world” (Raaper, 2019: 2). This subjectification process occurs continuously as students’ identities are negotiated, accepted, and transformed (Lehn-Christiansen, 2011), for which reason the absence of grades as an available metric in the subjectification process leads students to feel a simultaneous sense of loss and relief.…”

Section: Resultsmentioning

confidence: 99%

The gradeless paradox: Emancipatory promises but ambivalent effects of gradeless learning in business and management education

Kjærgaard

Mikkelsen

Buhl-Wiggers

2022

Management Learning

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The negative impacts of grades on students’ approach to learning and well-being have renewed the interest in gradeless learning in higher education, with the current literature focusing on the positive outcomes for students, including the advancement of student learning, reduced stress, increased motivation, and enhanced performance. While the idea of freeing students from the weight of grades sounds promising, grades are so integral to the educational system that the effects of learning without grades may not provide the relief intended. In this article, we present a qualitative case study of how business and management students experienced having gradeless learning in their first year of an undergraduate program. Our data show that students felt true ambivalence about learning without grades. Although gradeless learning was associated with less pressure, higher motivation, and a more collaborative approach to learning, it also engendered feelings of identity loss and uncertainty among students about their own performance and future opportunities. Our study contributes to previous studies on the impact of grades by revealing the ambivalence experienced by students when learning without the well-known metric of grades in a performance culture. Moreover, it provides new empirical insights into how business and management students experience gradeless learning.

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“…19 Lehn-Christiansen explains subjectification as a process through which subject positions are created, negotiated, accepted, both in and through everyday discursive practices. 20 From a Foucauldian perspective, the individual subject is in a constant process of being produced 21 , and there are a variety of technologies through which the subject formation takes place 22 . For example, Foucault suggests that subjects are shaped by others through control and dependence, but they can also inform their own subjectivity "by a conscience or self-knowledge" 23 .…”

Section: Foucauldian Theoretical and Methodological Approachmentioning

confidence: 99%

Assessment Policy and “Pockets of Freedom” in a Neoliberal University: A Foucauldian Perspective

Raaper

2018

Palgrave Critical University Studies

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Guided by a Foucauldian theorisation, this chapter conducts a discourse analysis of assessment policy documents in one neoliberalised UK university. Furthermore, it traces the ways in which academics and graduate teaching assistants (GTAs) as assessors negotiate this policy space. The findings demonstrate that the assessment policy has become increasingly restrictive but also ambiguous in the university. It includes a high number of policy documents, a wide range of assessment stakeholders and increasingly abstract language of instruction. However, the findings also suggest that this policy ambiguity is not utterly negative but can be exploited by academics and GTAs, allowing them to have some ownership over assessment processes and their own subjectivities as assessors.

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Health promotion viewed as processes of subjectification in the education of Danish Social and Healthcare Workers

Cited by 8 publications

References 3 publications

From Carers to Trainers: Professional Identity and Body Work in Rehabilitative Eldercare

From Carers to Trainers: Professional Identity and Body Work in Rehabilitative Eldercare

The gradeless paradox: Emancipatory promises but ambivalent effects of gradeless learning in business and management education

Assessment Policy and “Pockets of Freedom” in a Neoliberal University: A Foucauldian Perspective

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