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  • 1.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Exempel 3: Lärarens relation till barn med "problembild" och med deras föräldrar2019In: Samverkansforskning: att främja barns och ungas välfärd / [ed] Lena Nilsson & Emma Sorbring (red.), Stockholm: Liber, 2019, p. 50-56Chapter in book (Other academic)
  • 2.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Feta män: Maskulinitet, makt och motstånd2017Book (Other academic)
  • 3.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    ”Har man inte föräldrarna med sig så kommer man ingenstans”: ‐om lärares relationer till föräldrar med barn som har ”problem”2015Report (Other academic)
    Abstract [en]

    The study is part of a project of cooperation between University West and the elementary schools of the Municipal of Uddevalla. Since the project has an interactive approach the purpose/research questions and the choice of methods have been developed in dialogue between researcher and practitioners. The overall purpose has primarily been to make visible both the good examples as well as the difficult situations in teacher´s relationships with children defined as “having problems”, as well as with their parents. Further it is to develop and strengthen the professional competence of the teachers. The specific aim of this part of the project is to explore how teachers perceive theirrelationships with the parents of children defined as ”having problems”? What are the possibilities and which are the obstacles? The empirical material consist of ten qualitative interviews with female teacher´s teaching in 1-3 grade. The theoretical point of departure is a relational approach and a perspective of power. Relational work, relational competence and relational practices are understood as being entangled with practices of power. The analysis shows that the informants emphasize the role of the parents in supporting their children and that they see it being of vital importance to create a trusting relationship with the parents. To create and sustain this relationship the informants use a multitude of relational practices; such as giving positive feed- back, making the child responsible, listen, show empathy, be personal as well as setting boundaries. The ideal for cooperation is a partnership in which the teacher and parent/s work together as a team, however with the teacherdefining “the problem” and leading the work. The mail obstacle to co-operation is defined by the informants is the lack of insight or understanding of the parents, them not willing to acknowledge of the “problems” of their child.

  • 4.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    "Har man inte föräldrarna med sig så kommer man ingenstans": om lärares relationer till föräldrar med barn som har "problem"2017Report (Other academic)
  • 5.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    ISIS-chan: the meanings of the Manga girl in image warfare against the Islamic State2018In: Critical Studies on Terrorism, ISSN 1753-9153, E-ISSN 1753-9161, Vol. 11, no 1, p. 1-25-Article in journal (Refereed)
    Abstract [en]

    This article explores gendered meanings of ISIS-chan, an Internet meme in the form of a manga girl, produced and used to disrupt the messages from the Islamic State. Moreover, it investigates the performative power of ISIS-chan, and how it is used/interpreted as it circulates on the Internet. The ISIS-chan campaign is seen as an example of how the girl figure is mobilised in the political context of the War on Terror. Characterised by girlish playfulness, humour and creativity, I suggest that ISIS-chan challenges the stereotypical representations of femininity in the War on Terror, and may be perceived as a trickster.

  • 6.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Summering av sex års samverkansforskning för främjande av barns och ungas välfärd: Teman och utmaningar2019Report (Other academic)
  • 7.
    Johansson, Anna
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Halvarsson, Christina
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Man lär jättemycket av varandra": En studie av kollegialt lärande bland lärare i grundskolan2019Report (Other academic)
  • 8.
    Johansson, Anna
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Halvarsson, Christina
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Struktur, relation och kommunikation: Om lärares ledarskap i klassrummet2019Report (Other academic)
    Abstract [en]

    The study is part of a project of cooperation between University West and the elementary schools of the Municipal of Grästorp. Since the project has an interactive approach the purpose/research questions and the choice of methods have been developed in dialogue between researcher and practitioners. The overall purpose has been to explore, make visible and problematize the teacher´s leadership in the classroom. Moreover to follow up and make visible learning processes in learning conversations, as wells as develop and strengthen the professional competence of the teachers. The research questions explored in this study are: What is the meaning of the teacher's leadership in the classroom? How do the teachers understand their leadership in the classroom? The informants participating in the studies are teachers. The empirical material consist mainly of focus group interviews as well as observations of collegial learning sessions among the teachers. The theoretical points of departure for the investigation is a relational perspective as well as a sociocultural perspective. The analysis is organized around four themes: leadership as structure and order, leadership as relationship, non-verbal communication in the shaping and conducting of leadership and finally, authority and legitimacy as negotiated and deserved. Leadership is not perceived as "given" based in the formal role and position but the leadership is seen as created in relation to, and in interaction with the pupils. The main obstacle identified for practicing a good leadership is lack of time and stress.

  • 9.
    Johansson, Anna
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Theodorsson, Annika
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Teaching, Power and Social Difference: Practicing Anti-Oppressive Education in the University Classroom2013In: Inside the New University: Prerequisites for a Contemporary Knowledge Production / [ed] Kristina Johansson, Göran Lassbo and Eddy Nehls, Bentham , 2013, p. 112-146Chapter in book (Other academic)
  • 10.
    Johansson, Anna
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Vinthagen, Stellan
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Dimensions of everyday resistance: the Palestinian Sumud2015In: Journal of Political Power, ISSN 2158-379X, E-ISSN 2158-3803, Vol. 8, no 1, p. 109-139Article in journal (Refereed)
    Abstract [en]

    This article applies our earlier proposed theoretical framework on everyday resistance in the case of Palestinian Sumūd (steadfastness) in relation to the Israeli-occupied Palestinian territories and the Palestinian refugee camps in Lebanon. Our original framework rests on the dimensions of: (I) repertoires of everyday resistance; (II) relationships of agents; as well as the (III) spatialization and (IV) temporalization of everyday resistance. The already existing complex theoretical debates as well as the rich body of empirical work regarding the Israel/Palestine conflict give us an opportunity to illustrate and explore the possibilities as well as the limits of the proposed framework. Our hope is that in this way, we encourage more systematic research on and a more nuanced understanding of everyday resistance.

  • 11.
    Laskar, Pia
    et al.
    The Royal Armoury Museum and the Swedish History Museum, Stockholm, Sweden.
    Johansson, Anna
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Mulinari, Diana
    University of Lund, Gender Studies, Sweden.
    Decolonising the Rainbow Flag2016In: Culture Unbound. Journal of Current Cultural Research, ISSN 2000-1525, E-ISSN 2000-1525, Vol. 8, no 3, p. 192-217Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to explore the location and the meaning given to the rainbow flag in places outside the hegemonic centre. Through three case studies in the global North and South, held together by a multi-ethnographic approach, as well as a certain theoretical tension between the rainbow flag as a boundary object and/or a floating signifier, we seek to study where the flag belongs, to whom it belongs, with particular focus on how. The three case studies, which are situated in a city in the Global South (Buenos Aires), in a conflict war zone in the Middle East (the West Bank) and in a racialised neighbourhood in the Global North (Sweden), share despite their diversity a peripheral location to hegemonic forms of knowledge production regimes. Central to our analysis is how the rainbow flag is given a multitude of original and radical different meanings that may challenge the colonial/Eurocentric notions which up to a certain extent are embedded in the rainbow flag. © 2009-2017 Culture Unbound: Journal of Current Cultural Research. All rights reserved.

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