The nationalised and gendered citizen in a global world – examples from textbooks, policy and steering documents in Turkey and Sweden

Carlson, Marie; Kancı, Tuba

doi:10.1080/09540253.2016.1143917

Cited by 23 publications

(27 citation statements)

References 28 publications

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“…In real life, these relations intersect. Several Nordic contributions acknowledge this through intersectional analysis (Carlson & Kanci, 2017;Chinga-Ramirez, 2017;Gudmundsson et al, 2013).…”

Section: Discursive Discontinuity and Continuitymentioning

confidence: 99%

“…Equally important are methodological innovations (Holm, 2015;Pihl, Van Der Kooij, & Carlsten, 2017). An epistemological break with methodological nationalism facilitates deconstruction of ruling discourses that repeatedly categorise immigrant students, their families and descendants as strangers, educational problems and potential threats to the national welfare state (Carlson & Kanci, 2017;Padovan-Özdemir, 2016).…”

Section: De-and Reconstruction Of Knowledge From Within a Eurocentricmentioning

confidence: 99%

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Nordic discourses on marginalisation through education

et al. 2018

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The purpose of this article is analysis of discursive marginalisation through education in Nordic welfare states. What knowledge do Nordic research discourses produce about marginalisation through education in Nordic welfare states? What are the Nordic contributions to research discourses on marginalisation through education? We apply a discourse theoretical approach and analyse 109 peer-reviewed publications on marginalisation by the Nordic Centre of Excellence "Justice through education in the Nordic countries" (NCoE JustEd) between 2013 and 2017. The publications are from Finland, Sweden, Norway and Iceland. Four critical Nordic research discourses reconceptualise marginalisation in relation to dominant educational discourses on marketisation, Eurocentrism, gender equity and ableism. These Nordic research discourses document discursive effects of the dominant, normalising discourses in terms of stigma, segregation and exclusion of poor, working-class students, non-white and immigrant students and descendants of immigrants, as well as sexual minorities and disabled students. Based on ethical, epistemological and methodological considerations, the critical Nordic research discourses produce knowledge about marginalisation as a relational, intersectional and interdiscursive phenomenon. The critical Nordic research discourses de-and reconstruct knowledge about marginalisation in Nordic welfare states.

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Section: Discursive Discontinuity and Continuitymentioning

confidence: 99%

Section: De-and Reconstruction Of Knowledge From Within a Eurocentricmentioning

confidence: 99%

Nordic discourses on marginalisation through education

et al. 2018

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“…Det forskningssammanhang som den här artikeln i första hand hör hemma i är den forskning om internationell migration och etniska relationer (IMER) som fokuserat utbildningskontexter generellt och samhällsorientering specifikt. Marie Carlson har i flera texter analyserat läromedel och läromedlens kontext, särskilt med fokus på sfi (Carlson 2002(Carlson , 2013(Carlson , 2017Carlson & Kanci 2017). Carlson har bland annat visat på förändringar över tid för sfi, som till exempel lett till ett ökat fokus på att nyanlända snabbt ska komma i arbete och en större tonvikt på eget ansvar.…”

Section: Teoretisk Och Metodologisk Ramunclassified

“…Ett centralt och genomgående tema i materialet är demokrati, och detta är något som särskilt adresseras i avsnittet "Skolan och demokrati". Här finns flera exempel där skolan beskrivs som en arena för att fostra nya medborgare i demokratiska värderingar (jfr Elmeroth 2008;Carlson & Kanci 2017;Osman 2006).…”

Section: Demokrati Som Svensk Normunclassified

Om Sverige, svenskhet och de Andra i samhällsorientering för nyanlända

Kallenberg

Sigvardsdotter

2019

ARKIV

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Samhällsorienteringskurser erbjuds nyanlända flyktingar för att ge dem grundläggande kunskap om Sverige och det svenska samhället. Syftet med Kim Silow Kallenberg och Erika Sigvardsdotters artikel är att analysera de bilder av Sverige, svenskhet och de Andra som framträder i kursernas undervisningsmaterial. Utifrån en narrativ ansats undersöks både berättelser och tystnader i materialet, där det som inte är uttalat förstås som en aspekt av berättelsen om Sverige och svenskheten. Materialet är både informativt och normerande, det beskriver både vad som är vanligt och vad som är önskvärt. Skrivningar om omständigheter där utrikesfödda kan bli förfördelade saknas i hög grad, samtidigt som sammanhang där utrikesfödda skulle kunna diskriminera eller skada någon annan beskrivs utförligt. Materialet kan därför tolkas som att det i första hand utgår från majoritetsbefolkningens perspektiv och behov, trots att det riktar sig till nyanlända.

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“…There are signals suggesting that the concepts of multicultural and intercultural education, and perhaps particularly the culture part, have decreased in value in the sense that they have more negative connotations than previously. In their study of school textbooks, Carlson and Kanci (2017) noted that multiculturalism is still a word with positive connotations in the rhetorical arena in Sweden, but in the arena of political praxis the situation is different and full of tension. In Europe the backlash against the multiculturalism concept has become stronger since the early 2000s, with politicians from different parties disassociating themselves from multiculturalism, despite the fact that there is no empirical evidence of multiculturalism having "failed" (Lentin & Titley, 2012;Vertovec & Wessendorf, 2010).…”

Section: The Pitfalls Of Cultural Essentialism and Relativism In Intementioning

confidence: 99%

Intercultural education in transition: Nordic perspectives

2018

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Over the last several decades intercultural education has played a key role in many educational policies and practices, both across the Nordic countries and internationally. In this article we examine current conceptual discourses on intercultural education with an emphasis on developments in the Nordic research context. The analysis shows how the concept of intercultural education and its focus on "culture" has been criticised in the Nordic countries and internationally for the pitfalls of essentialism and relativism. This criticism is linked to a perceived lack of focus on power issues in education, which undermines the development of a social justiceorientated intercultural education. However, the analysis within the Nordic research context shows signs of re-conceptualisations, which includes a widening of the field and the emergence of new and more critically-orientated approaches.

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The nationalised and gendered citizen in a global world – examples from textbooks, policy and steering documents in Turkey and Sweden

Cited by 23 publications

References 28 publications

Nordic discourses on marginalisation through education

Nordic discourses on marginalisation through education

Om Sverige, svenskhet och de Andra i samhällsorientering för nyanlända

Intercultural education in transition: Nordic perspectives

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