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von Brömssen, KerstinORCID iD iconorcid.org/0000-0003-4008-0749
Publications (10 of 79) Show all publications
Bukhori, A., Surian, A. & von Brömssen, K. (2024). An Analysis of Curricula and Discourses of Religious Literacy in Three National Contexts. In: Daniel Enstedt, Karin K. Flensner, Wilhelm Kardemark (Ed.), Religious Literacy in Secular Religious Education: Nordic Perspectives and Beyond (pp. 215-236). Münster: Waxmann Verlag
Open this publication in new window or tab >>An Analysis of Curricula and Discourses of Religious Literacy in Three National Contexts
2024 (English)In: Religious Literacy in Secular Religious Education: Nordic Perspectives and Beyond / [ed] Daniel Enstedt, Karin K. Flensner, Wilhelm Kardemark, Münster: Waxmann Verlag, 2024, p. 215-236Chapter in book (Other academic)
Abstract [en]

Book abstract:

In this volume, questions are addressed revolving around religious literacy and education. The term religious literacy is explored as the ability to discern and analyze intersections of religion with social, political, and cultural life in pluralistic societies. Questions about what types of religious literacies are possible in a non-confessional, and even secular, educational context are in focus. It delves into the intricate relationship between religious literacy, religious education in the Nordic countries, and the development of subject knowledge and generic abilities. The Nordic countries, as modern secular welfare states with shared characteristics, provide an intriguing framework for comparison. The exploration of variations in the organization, content, and goals of religious education in Finland, Denmark, Norway, and Sweden sheds light on the process of shaping educational content within specific historical and societal contexts and the anthology broadens its scope by incorporating global perspectives from the Indian, Italian, and Indonesian contexts.

The volume features contributions from 18 researchers who explore empirical, methodological, and theoretical aspects of religious literacy and education. The concept of religious literacy, encompassing both knowledge and generic skills, proves to be indispensable for navigating the diverse religious and non-religious worldviews present in pluralistic societies.

Tailored for students, educators, education researchers, and policymakers, this anthology contributes to the ongoing discourse on religious literacy. It not only provides valuable insights into the Nordic educational landscape but also fosters a global dialogue on the crucial role of education in understanding diverse worldviews.

Place, publisher, year, edition, pages
Münster: Waxmann Verlag, 2024
Series
Religious Diversity and Education in Europe ; 46
Keywords
religious literacy
National Category
Religious Studies Didactics
Identifiers
urn:nbn:se:hv:diva-21384 (URN)9783830947523 (ISBN)9783830997528 (ISBN)
Available from: 2024-03-12 Created: 2024-03-12 Last updated: 2025-01-28Bibliographically approved
Lindholm, M.-L., Risenfors, S. & von Brömssen, K. (2024). Bilingual fiction reading in Swedish for immigrants. Paper presented at LESLLA 2023 19th Symposium Proceedings, Virtual & Barcelona, Spain, September 6-8, 2023 (Literacy Education and Second Language Learning for Adults). , 19(1), 1-19
Open this publication in new window or tab >>Bilingual fiction reading in Swedish for immigrants
2024 (English)In: ISSN 2837-6684, Vol. 19, no 1, p. 1-19Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this qualitative study was to explore the experiences of migrant adult learners in Swedish for Immigrants (SFI) with bilingual fiction reading, and to understand how their teachers perceived its impact on the learners' literacy and language development. Bilingual fiction reading in this study involved reading fiction in both the mother tongue and in Swedish as a Second Language.

The study applies a theoretical framework using translanguaging-based pedagogy (cf. García, 2009) combined with Langer’s (2017 [1995]) theories about learning through transformative fiction reading, Paran’s (2008) model for literature and language integrated didactics and Cummin’s (2011, 2017) concept of literacy engagement.

Based on semi-structured interviews with adult migrant learners and their teachers, and an analysis of reading journals written by the learners, this research was conducted by means of semi-structured interviews with learners and teachers, and reading journals written by the learners. Findings suggest that bilingual fiction reading is seen as supporting learning through translanguaging and an experience-based, collaborative pedagogy. However, to some learners, the reading task was too challenging, which might be due to the literature choice and a low literacy level. A general observation is that there is a shortage of translated fiction for adult learners in Sweden.

Keywords
translanguaging, Swedish for Immigrants, bilingual reading, Swedish as a Second Language, migrant adult learners
National Category
Learning Pedagogical Work
Identifiers
urn:nbn:se:hv:diva-22659 (URN)
Conference
LESLLA 2023 19th Symposium Proceedings, Virtual & Barcelona, Spain, September 6-8, 2023 (Literacy Education and Second Language Learning for Adults)
Note

Open Access

Available from: 2024-11-20 Created: 2024-11-20 Last updated: 2024-11-20
von Brömssen, K., Arvemo, T. & Beckman, A. (2024). Inclusion and Exclusion: a Case-Study in Academia. In: : . Paper presented at European Conference in Educational Research (ECER), Nicosia, Cypern, 27-30/9, 2024. Berlin: European Educational Research Association, EERA
Open this publication in new window or tab >>Inclusion and Exclusion: a Case-Study in Academia
2024 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

The aim of this study was to investigate the experiences of inclusion and exclusion in academia, with a primary focus on ethnicization/racialization within a local University in Sweden. The discussion about structural discrimination in the Swedish labour market has been going on in the public discourse for several decades. The main focus has been on the inequality between women and men in working life (see, for example, SOU 1993:7; SOU, 1998:6; SOU, 2014:81, but discrimination against non-Swedes and/or non-whites has also been noted, albeit to a somewhat lesser degree (see e.g. Mählck, 2013; Osman, 2021; de los Reyes, 2008; SOU 2005:56; SOU 2006:59). The question of how gender interacts with other categorisations, such as ethnicity and/or ‘race’ have been shown even less interest. Nor has discrimination in higher education attracted much attention, and Swedish as well as European academia is relatively little researched from critical perspectives on power, inclusion, and exclusion. However, the fact that academia, like other educational institutions, always includes aspects of power is nothing new (Ahmed, 2012; Bethoui & Leivestad, 2019; Hübinette & Mählck, 2016). To investigate these issues, the following four questions were in focus: 

1) To what extent do employees perceive themselves included or excluded in relation to ethnicity/’race, class, gender/gender identity, religion, age, sexuality and disability.  

2) What experiences and understandings of inclusion and exclusion processes do employees express?

3) In what contexts do employees perceive that inclusion/exclusion occurs? 

4) How is ethnification/racialization perceived to interact with other social categorizations in relation to inclusion/exclusion? 

Although ethnicity/’race’ has been the focus of the study, we also asked how these categorizations were perceived to interact with gender, age, class, religion and to some extent sexuality and disability. The employees we interviewed have also spontaneously highlighted the importance of how gender, age and class are perceived to affect such things as collegial treatment and career conditions.

As research has pointed out, these are complex processes of demarcation and exclusion that rarely allow themselves to be understood with the help of a social category belonging alone (see, for example, de los Reyes, 2007). Although there are experiences of exclusion that are perceived to have a clear basis in the person's ethnic origin or skin color, such orders cannot be said to be stable and unambiguous (cf. Lundström, 2017).Since norms and notions of ethnicity/'race' are mutually constituted by other power relations, and since social positioning is always context-dependent, we saw it as an analytical necessity to apply an intersectional perspective on the processes of ethnicization and racialization that we investigated. (cf. Mählck, 2012 p. 31). The concept of intersectionality can be traced to the work by black feminist researchers concerned with how oppressive power is embedded in societal structures and systems The intersectional theory concerns primarily how the exercise of power, through intersecting domination and oppression, affects individuals who face multiple social inequities, with consequent multiple marginalisations (Collins, 2019). This criticl social theory gave a lens to analyse understand inclusion and exclusion within a local university context. 

[. . .]

Place, publisher, year, edition, pages
Berlin: European Educational Research Association, EERA, 2024
Keywords
intercultural education, higher education
National Category
Pedagogical Work
Identifiers
urn:nbn:se:hv:diva-22547 (URN)
Conference
European Conference in Educational Research (ECER), Nicosia, Cypern, 27-30/9, 2024
Available from: 2024-11-07 Created: 2024-11-07 Last updated: 2024-11-07
Arvemo, T., Beckman, A., von Brömssen, K. & Kullgren, C. (2024). Jag trivs, men ...: Inkludering och exkludering vid Högskolan Väst. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>Jag trivs, men ...: Inkludering och exkludering vid Högskolan Väst
2024 (Swedish)Report (Other academic)
Abstract [en]

The academy, like any other workplace, is characterized by social, difference-creating processes that, seemly inevitably, results in unequal working conditions among employees. Subtile, informal structures of power, as opposed to the formal once, are both complex and difficult to detect, but research show that patterns of inequality based primarily on gender, ethnicity, religion and language create difficult obstacles to inclusion and equal treatment in academia. So, how about University West? How inclusive are we as an organization? What do the employees themselves have to say, if asked? The overall aim of our research project was, in accordance with the above-mentioned questions, to seek knowledge about employees’ thoughts on, and experiences of, inclusion in everyday working life at University West, with a particular focus on ethnicity.

Both qualitative and quantitative research methods were used for collecting and processing of data. In order to gain an overview of employees’ perceptions of inclusion at University West, a questionnaire, primarily linked to the seven grounds of discrimination, was distributed to all employees. In total 101 responses were received. In parallel with the survey, thirteen in-depth interviews were conducted with employees at the university’s various work units. A comprehensive interview guide with relatively open questions about work and career opportunities was used. The majority of the interviewees are teachers and researchers, and most of them have a migrant background.

The survey shows that experiences of differential treatment are mainly related to gender, age, academic position and social class. Respondents with a migrant background feel that they receive less respect from colleagues than those with a Swedish background, and the same applies to those who consider it difficult to communicate in Swedish. Disparaging comments in everyday work life are mainly linked to factors such as not being able to speak Swedish, nationality, age and ethnicity. The prevalence of derogatory speech about both women and men shows relatively high figures.

During the interviews, it emerged that most of the informants enjoy their work, but that some problematic patterns and behaviours make it difficult to feel welcomed and completely “at home” within the organization. “Us - and - them” categorizations, not least based on ethnic background, but also based on gender, age and religion, are highlighted. A lack of curiosity about experiences and competencies of “others”, alongside with a mono-lingual norm where a perceived demand for “correct” Swedish reinforces the presence of a non-inclusive mono-culture and a feeling of constantly being positioned as “the Other” in everyday working life. Language, not unexpectedly, emerges as a key factor in the demarcation between “us” and “them”, as do restrictive behaviour codes and other local norms. There are several perceived obstacles to work and career opportunities, but the one that most often is mentioned is a lack of personal connections and informal networks within which inquiries and recruitment are perceived to take place on a personal basis rather than on documented experience, merits and skills. Allying oneself with the “right” people, making friends with persons who has power and influence, is seen as a fundamental prerequisite for moving upwards within the organization. The interviewees also pointed to a culture of silence in which it is perceived as difficult, or futile, to raise problems relating to discrimination, racist jargon or sexual harassments. A lack of transparency when it comes to internal funding and recruitment, and a clear discrepancy between organisation’s articulated values and what it really looks like in reality, are further examples of problems raised.

In summary, the empirical data shows us that employees have various experiences of exclusionary behaviors, mechanisms and patterns in everyday working life at Högskolan Väst, and that a greater sensitivity among colleagues and management to unequal working conditions and issues concerning inclusion, is requested. Our hope is that this study will contribute to a more open discussion about these types of sensitive issues, issues that more often need to be addressed as a common problem for the entire organization, rather than a problem for just a few.

Abstract [sv]

Akademin, precis som alla andra arbetsplatser, kännetecknas av sociala, skillnadsskapande processer som till synes oundvikligen resulterar i ojämlika arbetsvillkor bland de anställda. Subtila, informella maktstrukturer, till skillnad från de formella, är både komplexa och svåra att upptäcka, men forskning visar att mönster av ojämlikhet baserade på främst kön, etnicitet, religion och språk skapar svåra hinder för inkludering och likabehandling inom akademin. Så, vad sägs om Högskolan Väst? Hur inkluderande är Högskolan Väst som organisation? Vad har de anställda själva att säga om de tillfrågas? Det övergripande syftet med vårt forskningsprojekt var att, i enlighet med ovan nämnda frågeställningar, söka kunskap om anställdas tankar om, och erfarenheter av, inkludering i det dagliga arbetslivet på Högskolan Väst, med särskilt fokus på etnicitet.

Både kvalitativa och kvantitativa forskningsmetoder användes för insamling och bearbetning av data. För att få en överblick över medarbetarnas uppfattningar om inkludering på Högskolan Väst skickades en enkät, främst kopplad till de sju diskrimineringsgrunderna, ut till samtliga medarbetare. Sammanlagt inkom 101 svar. Parallellt med kartläggningen genomfördes tretton djupintervjuer med medarbetare på högskolans olika arbetsenheter. En omfattande intervjuguide med relativt öppna frågor om arbete och karriärmöjligheter användes. Största delen av de intervjuade är lärare och forskare, och de flesta av dem har invandrarbakgrund.

Undersökningen visar att upplevelser av särbehandling främst är relaterade till kön, ålder, akademisk position och social klass. Respondenter med invandrarbakgrund upplever att de får mindre respekt från kollegor än de med svensk bakgrund, och detsamma gäller de som anser att det är svårt att kommunicera på svenska. Nedsättande kommentarer i vardagen är främst kopplade till faktorer som att inte kunna svenska, nationalitet, ålder och etnicitet. Förekomsten av nedsättande uttalanden om både kvinnor och män är relativt hög.

Under intervjuerna framkom att de flesta av informanterna trivs med sitt arbete, men att vissa problematiska mönster och beteenden gör det svårt att känna sig välkommen och helt ”hemma” inom organisationen. ”Vi-och-dom”-kategoriseringar, inte minst utifrån etnisk bakgrund, men även utifrån kön, ålder och religion, lyfts fram. En brist på nyfikenhet på ”de andras” erfarenheter och kompetenser, tillsammans med en enspråkig norm där ett upplevt krav på ”korrekt” svenska förstärker närvaron av en icke-inkluderande monokultur och en känsla av att ständigt positioneras som ”den Andre” i det dagliga arbetslivet. Språket framstår inte oväntat som en nyckelfaktor i gränsdragningen mellan ”vi” och ”dem”, liksom restriktiva beteenderegler och andra lokala normer. Det finns flera upplevda hinder för arbets- och karriärmöjligheter, men det som oftast nämns är brist på personliga kontakter och informella nätverk där förfrågningar och rekryteringar upplevs ske på personliga grunder snarare än på dokumenterad erfarenhet, meriter och kompetens. Att alliera sig med ”rätt” personer, att bli vän med personer som har makt och inflytande, ses som en grundläggande förutsättning för att komma uppåt inom organisationen. De intervjuade pekade också på en tystnadskultur där det upplevs som svårt, eller meningslöst, att ta upp problem som rör diskriminering, rasistisk jargong eller sexuella trakasserier. Bristande transparens när det gäller intern finansiering och rekrytering, och en tydlig diskrepans mellan offentliga värderingar och hur det verkligen ser ut i verkligheten, är ytterligare exempel på problem som framkommer.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2024. p. 49
Keywords
inclusion, exclusion, academia, ethnicity, monocultural norm, inkludering, exkludering, akademi, etnicitet, monokulturell norm
National Category
Work Sciences
Identifiers
urn:nbn:se:hv:diva-22576 (URN)978-91-89325-93-7 (ISBN)
Available from: 2024-10-31 Created: 2024-10-31 Last updated: 2024-10-31
von Brömssen, K., Klintborg, C. & Flensner, K. K. (2024). Religious Education for Sustainable Social Development: Exploring, experiencing and engaging South African and Swedish stakeholder voice. In: : . Paper presented at NCRE2024 - Nordic Conference in Religious Education, Karlstad universitet, 17-19/6, 2024.
Open this publication in new window or tab >>Religious Education for Sustainable Social Development: Exploring, experiencing and engaging South African and Swedish stakeholder voice
2024 (English)Conference paper, Oral presentation only (Other academic)
Keywords
Social sustainability, religion education
National Category
Learning Philosophy, Ethics and Religion
Identifiers
urn:nbn:se:hv:diva-22608 (URN)
Conference
NCRE2024 - Nordic Conference in Religious Education, Karlstad universitet, 17-19/6, 2024
Available from: 2024-11-07 Created: 2024-11-07 Last updated: 2024-12-02Bibliographically approved
von Brömssen, K., Roxberg, Å. & Werkander Harstäde, C. (2024). Space and place for health and care: Nationalist discourses in Swedish daily press during the first year of COVID-19. Heliyon, 10(7), Article ID e27858.
Open this publication in new window or tab >>Space and place for health and care: Nationalist discourses in Swedish daily press during the first year of COVID-19
2024 (English)In: Heliyon, E-ISSN 2405-8440, Vol. 10, no 7, article id e27858Article in journal (Refereed) Epub ahead of print
Abstract [en]

Sweden’s strategy during COVID-19 with restrictions but no firm closure of the society surprised the rest of the world and was questioned, not least by neighbouring countries. This article analyses public discourses on space and place for health and care in the Swedish daily press during the first year of the pandemic, 2020. Critical discourse analysis was conducted on daily press newspaper articles to approach issues of space, place, health and care during the COVID-10 pandemic.

The findings suggest three main discourses. First, a powerful discourse on unity against the threat is articulated, urging citizens in Sweden to be loyal in the national space. Secondly, an affirming national reconstructing discourse is manifested, related to constructions of borders of national space but also in relation to places of family life and social contacts to ‘flatten the curve’ and stay healthy. Thirdly, later in the period the overarching discourse of the nation and its loyal citizens was torn apart and increasing tensions were articulated due to, as it appeared, the uncertain actions from the government.

This study adds to the literature on a theoretical and practical level. Raising awareness on nationalist discourses in relation to place, space, health, and care could prove important in combating inequalities in the local society as well as when cooperating on an international level.

Keywords
COVID-19, Critical discourse analysis, Health Nationalism, Place, Space, Sweden
National Category
Other Health Sciences Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:hv:diva-21438 (URN)10.1016/j.heliyon.2024.e27858 (DOI)001224615000001 ()2-s2.0-85188707881 (Scopus ID)
Note

CC BY 4.0

Available from: 2024-03-28 Created: 2024-03-28 Last updated: 2024-11-28
Lindholm, M.-L., Risenfors, S. & von Brömssen, K. (2024). Språkutvecklande tvåspråkig läsning av skönlitteratur på SFI. In: Abstraktsamling: Sextonde konferensen i svenska med didaktisk inriktning. Paper presented at Sextonde nationella konferensen i Svenska med didaktisk inriktning Framtidens svenskämne – tradition och förnyelse, SMDI16, LULEÅ 2024 (pp. 43-44). Luleå: Luleå tekniska universitet
Open this publication in new window or tab >>Språkutvecklande tvåspråkig läsning av skönlitteratur på SFI
2024 (Swedish)In: Abstraktsamling: Sextonde konferensen i svenska med didaktisk inriktning, Luleå: Luleå tekniska universitet , 2024, p. 43-44Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Vikten av effektiv språkundervisning för vuxna utrikesfödda är högaktuell via regeringens förslag om tidsbegränsning av SFI och Skolinspektionens (2024) rapport om undervisningens brister. Forskning med transspråkande ansats visar hur förstaspråket kan gynna andraspråksutveckling (Mörnerud, 2010 m fl), men studier inom vuxenutbildning pekar mot en monolingvistisk norm (Norlund Shaswar, 2020; Rosén & Lundgren, 2021).Detta tvåspråkiga läsprojekt belyser problematik kring studievillkor och brist på översatt vuxenlitteratur. Samtidigt prövas ny metodik baserad på såväl litteracitet (Luke & Freebody, 1999; Skerrett, 2015), flerspråkighetsforskning (Garcia, 2011, m fl) och litteraturdidaktisk teori (Langer, 1995/2017; Paran, 2008). I litterariseringsprogram för andraspråksinlärare har tvåspråkig läsning använts länge inom genrepedagogik nationellt och internationellt (Wedin et al, 2018; Ramirez, 2020), men beträffande läsning av skönlitteratur har lättläst dominerat inom vuxenutbildning nationellt. Dock riskerar textformen i lättläst att fördröja språk- och läsutveckling (Lundberg & Reichenberg, 2008; Reichenberg, 2014). Läsprojektets syfte är att undersöka huruvida tvåspråkig läsning av skönlitteratur blir språkutvecklande för andraspråksinlärare med olika studiebakgrund. Forskningsfrågor rör hur vuxna andraspråksinlärare erfar tvåspråksläsning av skönlitteratur, hur lärare på vuxenutbildning erfar att tvåspråksläsning påverkar språk- och litteracitetsutveckling samt hur lärare anpassar sin undervisning utifrån målgrupp. Tidigare forskning visar att vuxnaslitteracitetspraktiker bortses från i undervisningen (Wilinger, 2021), trots att litteraturläsninggynnar ordförrådet (Duncan & Webb, 2019), språkutveckling (Yang, 2001) samt ger betydelseskapande litteracitetspraktiker (Walldén, 2020).Vår studiedesign baseras på fokusgruppsintervjuer av andraspråksinlärare, individuella intervjuer av lärare samt läsjournaler. Resultaten tyder på språk- och litteracitetsutveckling, ökat läsintresse, utvecklad metalingvistisk medvetenhet, ökat talflytmen också hur låg litteracitet på modersmålet innebär stora utmaningar. 

Place, publisher, year, edition, pages
Luleå: Luleå tekniska universitet, 2024
Keywords
: vuxenutbildning# andraspråksutveckling, tvåspråksläsning, skönlitteratur, litteracitetspraktiker, litteraturdidaktik
National Category
Learning
Identifiers
urn:nbn:se:hv:diva-22862 (URN)
Conference
Sextonde nationella konferensen i Svenska med didaktisk inriktning Framtidens svenskämne – tradition och förnyelse, SMDI16, LULEÅ 2024
Available from: 2025-01-03 Created: 2025-01-03 Last updated: 2025-01-03
Lindholm, M.-L., Risenfors, S. & von Brömssen, K. (2024). Transspråkande tvåspråksläsning av skönlitteratur på SFI. In: Abstraktsamling NordAnd16: 12-14 juni 2024. Paper presented at NordAnd16 Södertörns Högskola, Flemingsberg, 12-14 juni, 2024 (pp. 68-69). Stockholm: Södertörns Högskola
Open this publication in new window or tab >>Transspråkande tvåspråksläsning av skönlitteratur på SFI
2024 (Swedish)In: Abstraktsamling NordAnd16: 12-14 juni 2024, Stockholm: Södertörns Högskola , 2024, p. 68-69Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Syftet med denna kvalitativa studie är att undersöka hur vuxna immigranter erfar tvåspråksläsning av skönlitteratur på både modersmålet och svenska och hur lärare uppfattar att immigranternas andraspråksutveckling påverkas. Transspråkande och/eller tvåspråkig läsning av olika slags texter för vuxna har länge använts inom litterariseringsprogram (se exv. Wedin et al, 2018; Ramirez, 2020), även om studier i Sverige pekar mot en dominant monolingvistisk norm inom vuxenutbildning (Norlund Shaswar, 2020; Rosén & Lundgren, 2021). [. . .]

Place, publisher, year, edition, pages
Stockholm: Södertörns Högskola, 2024
Keywords
svenska, immigranter, lärare
National Category
Learning
Identifiers
urn:nbn:se:hv:diva-22861 (URN)
Conference
NordAnd16 Södertörns Högskola, Flemingsberg, 12-14 juni, 2024
Available from: 2025-01-03 Created: 2025-01-03 Last updated: 2025-01-03
von Brömssen, K., Milani, T., Spehar, A. & Bauer, S. (2023). Civic Orientation Courses for Newly Arrived Adult Migrants: Becoming the Other in a (Neo)-nationalistic Sweden?. In: : . Paper presented at The European Conference on Educational Research ECER, Glasgow, 22 - 25 August 2023 (pp. 1-1).
Open this publication in new window or tab >>Civic Orientation Courses for Newly Arrived Adult Migrants: Becoming the Other in a (Neo)-nationalistic Sweden?
2023 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

International migration is, as argued by de Haas, Castles and Miller (2020) one of the most emotive issues of our times, raising intense feelings in relation to national identity and belonging, as well as security issues. Since long back, integration of newly arrived migrants has been a debated issue and courses for newly arrived adult migrants have been offered, most building on learning the language of the new country. However, since the beginning of the 21st century, courses with the aim of strengthening and transmitting the new countries’ norms and values have been increasingly introduced and has become one of the dominant migrant integration policies in Western Europe (Heinemann, 2017; Joppke, 2007). This paper aims to bring empirically based knowledge in this educational field, building on participant observations in civic orientation classes for newly arrived adult migrants in Sweden (see von Brömssen et al., 2022; Milani et al., 2021). This case study explores the overarching constructed discourse about the Other through language, pronoun patterns and the attribution of positive and negative judgements about society and ways of living and being (Statham, 2022).

The overarching discourse constructs Sweden as a “success story” where most things are arranged and regulated (Hirdman, 2000) by the Swedish state and its welfare systems. We will present this overall structured nationalist discourse by drawing on examples from interactions about nature, religion and education in the civic orientation classes. This research is particularly relevant at this historical juncture because such educational initiatives have become tied to citizenship requirements (Borevi, Jensen & Mouritsen, 2017; Larin, 2020). This is also the case in Sweden where the neo-nationalist “Tidö-agreement” signed by the newly elected government states that civic orientation and knowledge of Swedish will become legal requirements for permanent residence and Swedish citizenship. We argue in this paper that civic orientation courses for newly arrived migrants reproduce an overarching discourse about the Other, which is embedded in nationalist and neo-nationalist sentiments and hardly can contribute to integration into the Swedish society. 

Keywords
Adult migrants, Sweden
National Category
Social Work
Identifiers
urn:nbn:se:hv:diva-20896 (URN)
Conference
The European Conference on Educational Research ECER, Glasgow, 22 - 25 August 2023
Available from: 2023-11-02 Created: 2023-11-02 Last updated: 2024-01-11Bibliographically approved
Bauer, S., Milani, T. M., von Brömssen, K. & Spehar, A. (2023). Constructing the “Good Citizen”: Discourses of Social Inclusion in Swedish Civic Orientation. Social Inclusion, 11(4), 121-131
Open this publication in new window or tab >>Constructing the “Good Citizen”: Discourses of Social Inclusion in Swedish Civic Orientation
2023 (English)In: Social Inclusion, E-ISSN 2183-2803, Vol. 11, no 4, p. 121-131Article in journal (Refereed) Published
Abstract [en]

Sweden has long been described as a beacon of multiculturalism and generous access to citizenship, with integration policies that seek to offer free and equal access to the welfare state. In this article, we use the policy of Civic Orientation for Newly Arrived Migrants as a case with which to understand how migrants’ inclusion is discursively articulated and constructed by the different constituencies involved in interpreting the policy and organising and teaching the course. We do this by employing Foucault’s closely interrelated concepts of technology of self, political technology of individuals, and governmentality. With the help of critical discourse analysis, we illustrate how migrants’ inclusion is framed around an opposition between an idealised “good citizen” and a “target population” (Schneider & Ingram, 1993). In our analysis, we draw on individual interviews with 14 people involved in organising civic orientation and on classroom observations of six civic orientation courses. Firstly, we show how migrants are constructed as unknowing and in need of being fostered by the state. Secondly, we illustrate how social inclusion is presented as being dependent upon labour market participation, both in terms of finding work and in terms of behaving correctly in the workplace. Lastly, we show how migrant women are constructed as being problematically chained to the home and therefore needing to subject themselves to a specific political technology of self to be included.

Keywords
citizenship; civic orientation; critical discourse analysis; Foucault; migration
National Category
International Migration and Ethnic Relations
Identifiers
urn:nbn:se:hv:diva-20803 (URN)10.17645/si.v11i4.7060 (DOI)001089851100013 ()2-s2.0-85175197896 (Scopus ID)
Funder
Swedish Research Council, 2018–04091
Note

This article is part of the issue “Adult Migrants’ Language Learning, Labour Market, and Social Inclusion” edited by Andreas Fejes (Linköping University) and Magnus Dahlstedt (Linköping University). 

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Available from: 2023-09-20 Created: 2023-09-20 Last updated: 2024-07-04
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4008-0749

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