hkr.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 13) Show all publications
Dahlstedt, M. & Lozic, V. (2017). Problematizing parents: representations of multi-ethnic areas, youth and urban unrest. In: Aleksandra Ålund, Carl-Ulrik Schierup, Anders Neergaard (Ed.), Reimagineering the nation: essays on twenty-first-century Sweden (pp. 209-233). Frankfurt am Main: Peter Lang Publishing Group
Open this publication in new window or tab >>Problematizing parents: representations of multi-ethnic areas, youth and urban unrest
2017 (English)In: Reimagineering the nation: essays on twenty-first-century Sweden / [ed] Aleksandra Ålund, Carl-Ulrik Schierup, Anders Neergaard, Frankfurt am Main: Peter Lang Publishing Group, 2017, p. 209-233Chapter in book (Other academic)
Abstract [en]

The causes of and solutions to juvenile delinquency and social unrest amongthe youth in so-called Swedish multi-ethnic urban areas are frequently represented inpublic-institutional discourse as related to migrant parents. These are, the authors argue,consequently exposed to policies for ‘activation’, ‘responsibilisation’ and ‘normalisation’.

Place, publisher, year, edition, pages
Frankfurt am Main: Peter Lang Publishing Group, 2017
Series
Political and Social Change, ISSN 2198-8595 ; 4
Keywords
Parents, fostering, governmentality, youth-problems, migration
National Category
International Migration and Ethnic Relations Social Sciences Interdisciplinary Social Work Learning Pedagogy
Identifiers
urn:nbn:se:hkr:diva-16577 (URN)10.3726/b10645 (DOI)9783631715185 (ISBN)9783631715208 (ISBN)3631715188 (ISBN)
Projects
VR-utbildningsvetenskap nr. 721-2013-885
Funder
Swedish Research Council, 721-2013-885
Available from: 2017-03-02 Created: 2017-03-02 Last updated: 2018-01-13Bibliographically approved
Dahlstedt, M., Lozic, V. & Petersson, K. (2016). Governing suburban youth: discourses on suburbs, parents and other subjects in multi-ethnic Sweden. In: : . Paper presented at Parenting and Personhood: Cross-cultural perspectives on family-life, expertise, and risk management Thursday 23 and Friday 24 June 2016, Canterbury, Kent, UK.
Open this publication in new window or tab >>Governing suburban youth: discourses on suburbs, parents and other subjects in multi-ethnic Sweden
2016 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The paper focuses on current debates on youth in deprived suburbs in Sweden. In the article, interviews withrepresentatives of different organisations involved in managing the situation of suburban youth are analysed. One recurring theme in the interviews is problem discourses representing the parent as a problem. Departing from Foucault´s understanding of governmentality, we analyse the construction of problems, problematization, and solutions, as depicted by the interviewees. The main problematizations are the deficiency of urban space, dysfunctional family relations and parents as passive and culturally different. On the basis of such problematizations the interviewees propose solutions in various ways fostering the parents to become responsible and active subjects, who have internalised current norms and values. In the article, these problematizations are set in genealogical perspective, through relating them to other historical discourses: namely the Philanthropic discourse of poor relief and the policing of families during the late 19th  century and the discourse of problematic suburban youth in the 1980s. These different historical situations illustrate both similarities and differences in the problematizations of the early 2000s. With adopting this genealogical approach we do not claim  that history repeats itself unchanged, but rather we wish to investigate how historical discourses are re-­‐activated and acquire new meanings in new historical epochs. An important conclusion in the article is that the way of developing solutions to the problems of suburban youth in the early 2000s tends to focus on the transformation of individual parents, while structural dimensions get out of focus. What appears is a desire to foster parents and thus to produce a certain kind of subject, namely an active, responsible and cooperative individual, involved in the local community. Such a desire isboth similar and different from the desire found in the late 19th Century and in the 1980s.

Keywords
Parents, youth, risk, partnership, fostering
National Category
Educational Sciences Social Work International Migration and Ethnic Relations
Identifiers
urn:nbn:se:hkr:diva-15758 (URN)
Conference
Parenting and Personhood: Cross-cultural perspectives on family-life, expertise, and risk management Thursday 23 and Friday 24 June 2016, Canterbury, Kent, UK
Funder
Swedish Research Council, 721– 2013–885
Note

"Samverkan, utbildning och inkludering i mångetniska förortsmiljöer”, finansierad av Vetenskapsrådet (721– 2013–885)

Available from: 2016-08-22 Created: 2016-08-22 Last updated: 2016-10-04Bibliographically approved
Lozic, V. (2016). Normalisering av ungdomar i problem genom styrning av föräldrar: från strukturella orsaksförklaringar till familjecentrerade lösningar. Sociologisk forskning, 53(2), 151-174
Open this publication in new window or tab >>Normalisering av ungdomar i problem genom styrning av föräldrar: från strukturella orsaksförklaringar till familjecentrerade lösningar
2016 (Swedish)In: Sociologisk forskning, ISSN 0038-0342, Vol. 53, no 2, p. 151-174Article in journal (Refereed) Published
Abstract [en]

Normalizing problematized youth by governing their parents: From structural explanations to family-centred solutions The current article explores the ways that organizational representatives outline the causes of and propose solutions to the problematic behaviour of youth living in, what is described as, an immigrant neighbourhood in a Swedish city. The empirical material, consisting of interviews with representatives from various organizations (such as the police, schools, social services and NGOs) as well as field observations, has been analyzed using the theory of governmentality. The causes of problematic youth behaviour are related to disadvantaged immigrant urban space, unemployment, unstable home situations and family relations, and parents’ deviant norms, knowledge and culture. In the discourses about causes and solutions, a recurring frame of reference is the issue of immigration in general and parent’s migrant background in particular. In spite of the complexity of the proposed causes, the pronounced solutions are directed towards the fostering of immigrant parents, the establishment of zones of communication and early prevention. Hence, the prevailing solutions are permeated by discourses of activation of parents.

Keywords
Förort, ungdomar, problem, föräldrar, mångkultur, fostran
National Category
Educational Sciences Sociology Social Work International Migration and Ethnic Relations
Identifiers
urn:nbn:se:hkr:diva-15531 (URN)
Projects
"Samverkan, utbildning och inkludering i mångetniska förortsmiljöer”, finansierad av Vetenskapsrådet (721– 2013–885)
Funder
Swedish Research Council, 721– 2013–885
Available from: 2016-06-17 Created: 2016-06-17 Last updated: 2017-06-14Bibliographically approved
Lozic, V. & Dahlstedt, M. (2015). Problematizing prents, governing troubled youth. In: : . Paper presented at ECER 2015 Education and Transition - Contributions from Educational Research: 7 to 11 September 2015, Budapest.
Open this publication in new window or tab >>Problematizing prents, governing troubled youth
2015 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The article focuses on current debate on troubled youth, living in socio-economically deprived suburbs in Sweden, and particularly discourses on problems of alienation, crime, arson and anti-social behaviour among youth. In the article, interviews with the representatives of different organisations involved in managing the youth problem are analysed. One recurring theme in the interviews is problem discourses representing the parent as a problem. Departing from Foucault´s understanding of governmentality and the formation of subjectivity, we analyse the construction of problems, problematization, and conceivable solutions, as depicted by the interviewees. The problematizations recurring in the interviews are the deficiency of urban space, dysfunctional family relations and parents as being passive and culturally different. On the basis of such problematizations the interviewees propose solutions in various ways fostering the parents to become responsible and active subjects, who have internalised current norms and values. Other central solutions emerging in the interviews are the development of various forms of communicative skills as well as a range of pre-emptive measures targeting the parents. An important conclusion in the article is that this way of developing possible solutions to the problems of suburban youth tends to focus on the transformation of individual parents, while structural dimensions get out of focus. What appears is a desire to foster parents and thus to produce a certain kind of subject, namely an active, responsible and cooperative individual, involved in the local community.

Method

The study’s problem complexes are investigated using the qualitative methodological approach. In a large city of Sweden, individual and focus group interviews with representatives for local institutions (schools, social service and police), those active in organizations and civic initiatives. In total 19 interviews have been conducted and over thirty hours of interviews have been analysed. The area where the fieldwork has been conducted demonstrates low school results, high mobility amongst the population and in school-classes, large number of recipients of social welfare and inhabitants with immigrant background, high unemployment rates (40-90%) as well as proportionally large percentage of population under the age of 25.

Expected Outcomes

On the basis of such problematizations the interviewees propose solutions in various ways fostering the parents to become responsible and active subjects, who have internalised current norms and values. Other central solutions emerging in the interviews are the development of various forms of communicative skills as well as a range of pre-emptive measures targeting the parents. An important conclusion in the article is that this way of developing possible solutions to the problems of suburban youth tends to focus on the transformation of individual parents, while structural dimensions get out of focus. What appears is a desire to foster parents and thus to produce a certain kind of subject, namely an active, responsible and cooperative individual, involved in the local community.

National Category
Educational Sciences International Migration and Ethnic Relations Social and Economic Geography
Identifiers
urn:nbn:se:hkr:diva-15461 (URN)
Conference
ECER 2015 Education and Transition - Contributions from Educational Research: 7 to 11 September 2015, Budapest
Funder
Swedish Research Council, 721-2013-885
Available from: 2016-05-24 Created: 2016-05-24 Last updated: 2016-06-01Bibliographically approved
Lozic, V. (2015). (Re)shaping history in Bosnian and Herzegovinian museums. Culture Unbound. Journal of Current Cultural Research, 7, 307-329
Open this publication in new window or tab >>(Re)shaping history in Bosnian and Herzegovinian museums
2015 (English)In: Culture Unbound. Journal of Current Cultural Research, ISSN 2000-1525, E-ISSN 2000-1525, Vol. 7, p. 307-329Article in journal (Refereed) Published
Abstract [en]

The current article explores how political changes in the past 130 years have shaped and reshaped three major museums in Bosnia and Herzegovina (BiH). The overall aim is to describe structural processes of national museum building in BiH and the ways the museological representation of history is connected to state and nation making and to political transitions and crises. The analysed museums are the National Museum of BiH, the History Museum of BiH, and the Museum of the Republic of Srpska. The source material analysed consists of the directories and the titles of exhibitions; secondary material, which describes previous exhibitions; and virtual museum tours.

The article illustrates that during the Austrian-Hungarian Empire, which established the National Museum in 1888, the museum played an important part in the representation of Bosnian identity (bosnjastvo). After World War II, in the Socialist Federal Republic of Yugoslavia, all three analysed museums were summoned to interpret the past in accordance with the guidelines of the communist regime. Since the 1990s, a highly ethnicized process of identity building and of the musealization of heritage, and history permeates all three museums analysed here. When it comes to the central exhibition-themes following the 1990s war, one could conclude that whereas the National Museum and the History Museum highlight the recent creation of an independent BiH and ostracize BIH-Serbs, the Museum of the Republic of Srpska asserts the ostensible distinctiveness of the Republic of Srpska and excludes the narratives about BiH as a unified and independent nation-state. If an agreement about the future of BiH and its history is to be reached, a step towards multi-vocal historical narratives has to be made from both sides.

Keywords
National museum, exhibitions, identity, Bosnia and Herzegovina, Republic of Srpska, history
National Category
History
Identifiers
urn:nbn:se:hkr:diva-14023 (URN)10.3384/cu.2000.1525.1572307 (DOI)
Projects
Eunamus
Funder
EU, FP7, Seventh Framework Programme
Available from: 2015-06-11 Created: 2015-06-11 Last updated: 2017-12-04Bibliographically approved
Lozic, V. (2014). Inclusion through exclusion: teachers' perspectives on teaching students with autism. Cypriot Journal of Educational Sciences, 9(1), 3-13
Open this publication in new window or tab >>Inclusion through exclusion: teachers' perspectives on teaching students with autism
2014 (English)In: Cypriot Journal of Educational Sciences, ISSN 1305-9076, E-ISSN 1305-905X, Vol. 9, no 1, p. 3-13Article in journal (Refereed) Published
Abstract [en]

Today the number of Swedish students attending schools for students in the need of special educational support, due to their difficulties to reach intended learning outcomes, has increased. The article describes some challenges teachers working with children with high functioning autism face. The study is based on interviews with six-form colleges teachers working in a Swedish school for students with high functioning autism. Questions that are raised in this study are: How do teachers interpret students’ needs and experiences? Which educational considerations dominate teachers’ reflections about educational practices? In which ways their school contributes to the implementation of ‘education for all’? The analysis shows that teachers advocate personalised teaching solutions, extra resources and methodological clarity. Teachers are expected to be highly adaptable and their work centres on students’ social skills, behavioural training and socialization of youth, rather than only helping students to achieve learning outcomes. Educational policies of inclusion are partly based on exclusionary processes.

Keywords
autism, teaching, inclusion, disabilities, special education, didactics
National Category
Learning Didactics Pedagogy
Identifiers
urn:nbn:se:hkr:diva-11907 (URN)
Available from: 2014-04-01 Created: 2014-04-01 Last updated: 2017-12-05Bibliographically approved
Lozic, V. (2014). “One is neither accepted as true Swedish nor real Iranian”: Hybrid identities and history teaching in a Swedish school context. In: Abstract book 17th Nordic Migration Research Conference: Flows, places and boundaries - migratory challenges and new agendas. Paper presented at 17th Nordic Migration Research Conference: "Flows, places and boundaries – migratory challenges and new agendas" (pp. 30-31). Copenhagen
Open this publication in new window or tab >>“One is neither accepted as true Swedish nor real Iranian”: Hybrid identities and history teaching in a Swedish school context
2014 (English)In: Abstract book 17th Nordic Migration Research Conference: Flows, places and boundaries - migratory challenges and new agendas, Copenhagen, 2014, p. 30-31Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In educational and other contexts Sweden has been described as a multicultural society. The concepts of universalism and the politics of recognition have served as interpretive frameworks for the understanding of educational contexts. Based on poststructuralist perspectives this article problematizes the notion of multiculturalism and identities in school context. Discourses of education in general and teaching of history in particular are deconstructed on the basis of upper secondary school students’ views on ethnic identity issues in schools. The paper is based on interviews with 36 students from Malmo (Sweden).

Many students experience stigma, because surrounding community (including teachers) repeatedly links their identities to their parents' place of birth (i.e. outside of Sweden). They are constantly labelled as immigrants, even though they have lived in Sweden all their lives. Through racialized and essentialist interpellations their Swedish identities are misrecognised. The dichotomy "Swedes"/"immigrants" reinforces segregating tendencies in school environments. These processes are problematic because youth identities in contemporary Sweden are characterized by "hybridity".

 

Furthermore, many students state that the misrecognition of Swedish identity/the reiteration of “immigrantness” does not mean that regions and countries outside of so-called western European hemisphere, where many students’ parents were born, are given an attention that they allegedly deserve. Additionally, narratives about Sweden, European states and the United States are considered to be an important part of all students' cultural and collective identity and their general education. Many students declare that teaching of history is Eurocentric, that other regions and countries should be acknowledged and that students’ diverse interests and experiences should be recognised. The analysis illustrates that schools are failing in fulfilling these goals and that one should be aware how one interprets individuals’ identities and interests.

Place, publisher, year, edition, pages
Copenhagen: , 2014
Keywords
ethnicity, hybridity, school, migration, didactics
National Category
Educational Sciences Sociology
Identifiers
urn:nbn:se:hkr:diva-12587 (URN)
Conference
17th Nordic Migration Research Conference: "Flows, places and boundaries – migratory challenges and new agendas"
Projects
Cooperation, education and inclusion in multiethnic urban settings
Funder
Swedish Research Council, 320144
Available from: 2014-08-18 Created: 2014-08-18 Last updated: 2014-10-28Bibliographically approved
Lozic, V. (2014). Styrdokumenten då och nu: konstruktion av sjuksköterskesubjektet på HKR sedan 1977. In: Lärarlärdom: Högskolepedagogisk konferens 2014. Paper presented at Lärarlärdom 2014, Blekinge tekniska högskola, 20 augusti 2014 (pp. 65-78). Karlskrona
Open this publication in new window or tab >>Styrdokumenten då och nu: konstruktion av sjuksköterskesubjektet på HKR sedan 1977
2014 (Swedish)In: Lärarlärdom: Högskolepedagogisk konferens 2014, Karlskrona, 2014, p. 65-78Conference paper, Published paper (Other academic)
Abstract [sv]

I studien belyses de sätt utbildnings- och kursplaner för sjuksköterskeutbildningar vid Högskolan Kristianstad reglerar utbildningen. Studien syftar till att beskriva socialisering- sprocesser, förändringar i kunskapssynen och de sätt styrdokumenten definierat det normerande sjuksköterskesubjektet under perioden 1977-2012. Utgångspunkten är att en viktig del i högskolepedagogisk forskning är analysen av dokumentstyrningsprocesser. Genom att sätta styrdokumenten i ett historiskt sammanhang visar jag på de sätt styrdokumenten reglerar högskoleutbildningar och de sätt olika samhällsförändringar påverkar sjuksköterskeutbildningar. Analysen visar att sjuksköterskeutbildningarnas längd, struktur och antagningskrav har varierat under den analyserade perioden. Utbildningen har sedan Sveriges inträde i EU påverkats av internationella strömningar i allmänhet och EU-direktiv och lagar i synnerhet. Forskningsanknytningen har fått en allt mer framträdande plats i utbildningen och arbetsintegrerat lärande har allt sedan 1980-talets början inbegripit inte- grering av forskning, vetenskapligt förankrat arbetssätt, utbildningens teoretiska och praktiska delar och arbetslivserfarenheter.

Det normerande sjuksköterskesubjektet har i ökad utsträckning fyllts med diskursiva krav på självreflektion, självbedömning, självutveckling, livslångt lärande, självständighet, serviceinriktat beteende, analytisk förmåga och ekonomisk resursmedvetenhet liksom kunskaper om så kallat helhetsperspektiv.

Place, publisher, year, edition, pages
Karlskrona: , 2014
Keywords
sjuksköterska, sjuksköterskeutbildning, högre utbildning, arbetsintegrerat lärande, utbildningshistoria
National Category
Educational Sciences Learning History
Identifiers
urn:nbn:se:hkr:diva-13304 (URN)10.13140/2.1.4677.6647 (DOI)978-91-7295-968-2 (ISBN)
Conference
Lärarlärdom 2014, Blekinge tekniska högskola, 20 augusti 2014
Available from: 2014-12-16 Created: 2014-12-16 Last updated: 2015-01-29Bibliographically approved
Lozic, V. (2013). Didactic Challenges in Teaching Students with Autism. In: : . Paper presented at CiCe Annual Conference. Identities and citizenship education: Controversy, crisis and challenges. University of Lisbon, Portugal 13-15 June 2013.
Open this publication in new window or tab >>Didactic Challenges in Teaching Students with Autism
2013 (English)Conference paper, Published paper (Other academic)
Abstract [en]

In Swedish educational context the term "education for all" has a relatively long tradition but the interpretation and implementation of these educational policies has varied during the past six decades. The issues of class, gender, ethnicity and disability as well as discourses of inclusion, integration and exclusion have permeated the debates about and the implementation of “education for all”. Today the number of students attending schools for students in the need of special educational support, due to their difficulties to reach intended learning outcomes, has increased. In this paper, I examine the specific didactic challenges teachers working with children with autism face. Additionally, the teachers' preunderstanding of students' identities and problems are being analysed. The study is based on interviews with upper secondary school teachers working in a school for students with high functioning autism in general and Asperger syndrome in particular. The interviews with teachers and school counsellors were conducted in a Swedish city and the questions discussed in the paper are:

Which didactic challenges face educators in their everyday work? What is characteristic for the pedagogic work at the analysed school and in which ways educators prepare students for their future life? In which ways the analysed educational institution contributes to inclusion/exclusion of students and implementation of “education for all” policy?

The analysis shows that teachers advocate individualised didactic solutions and help, extra resources, methodological clarity and step-by-step instructions. Teachers are expected to be highly adaptable and their work often centres on students social skills, behavioural training and socialization of youth, rather than only helping students to achieve expected learning outcomes. Thus, the “hidden curriculum” is in this learning environment highly visible. The school is described as integrative because it gives students opportunity to practice their social skills but excludes them from general social contexts.

National Category
Educational Sciences Didactics
Identifiers
urn:nbn:se:hkr:diva-11433 (URN)
Conference
CiCe Annual Conference. Identities and citizenship education: Controversy, crisis and challenges. University of Lisbon, Portugal 13-15 June 2013
Available from: 2013-12-13 Created: 2013-12-13 Last updated: 2014-03-24Bibliographically approved
Lozic, V. (2013). Förändringar i synen på arbetsintegrerat lärande 1977–2012: inom sjuksköterskeutbildningar och utbildningar mot Lean Production på Högskolan Kristianstad. Kristianstad: Kristianstad University Press
Open this publication in new window or tab >>Förändringar i synen på arbetsintegrerat lärande 1977–2012: inom sjuksköterskeutbildningar och utbildningar mot Lean Production på Högskolan Kristianstad
2013 (Swedish)Report (Other academic)
Abstract [sv]

I rapporten analyseras styrdokument för sjuksköterskeprogrammet vid Högskolan Kristianstad som har gällt sedan 1977. Därtill analyseras styrdokument för utbildningar mot Lean Production, som startade sedan 2006. Rapporten baseras på kvalitativ textanalys och har som syfte att belysa hur synen på utbildningarna i allmänhet och arbetsintegrerat lärande i synnerhet har förändrats genom åren. I rapporten används begreppet arbetsintegrerat lärande (AIL) som ett samlingsbegrepp för ”VFU” och ”praktik”. När sjuksköterskeutbildningen integrerades i högskoleväsendet 1977 bestod 60 procent av utbildningen av AIL. Andelen AIL inom sjuksköterskeutbildningen minskade under 1980-talet för att nå sin lägsta nivå (38 procent) i och med 1993 års utbildnings- och högskolereform. Utbildningens längd och struktur har sedan Sveriges inträde i EU påverkats av internationella strömningar i allmänhet och EU-direktiv och lagar i synnerhet. Till följd av harmoniseringar av europeiska utbildningar består dagens utbildning av drygt 50 procent AIL. Gemensamt för samtliga utbildningsprogram mot Lean Production är att AIL är en integrerad del av utbildningen men att AIL inte anges som ett separat moment, med tydligt avgränsade förväntade läranderesultat och detaljerade beskrivningar av AIL:s omfattning i kursplanerna (t.ex. i form av antalet högskolepoäng). Däremot sker integrationen av AIL å ena sidan och utbildningens andra delar å andra sidan genom projektarbeten. Kursplanerna betecknar oftast inte projektarbeten som explicita AIL-delar, emellertid finns i utbildningsplanerna antydningar att projektarbeten är en form av AIL.

Place, publisher, year, edition, pages
Kristianstad: Kristianstad University Press, 2013. p. 26
Keywords
VFU
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hkr:diva-11432 (URN)978-91-981337-0-7 (ISBN)
Available from: 2013-12-13 Created: 2013-12-13 Last updated: 2014-01-09Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1555-6493

Search in DiVA

Show all publications