Parental death as a vital conjuncture? Intergenerational care and responsibility following bereavement in Senegal

This article explores the ways that parental death represents a 'vital conjuncture' for Serer young people that reconfigures and potentially transforms intergenerational caring responsibilities in different spatial and temporal contexts. Drawing on semi-structured interviews with young people (aged 15-27), family members, religious and community leaders and professionals in rural and urban Senegal, I explore young people's responses to parental death. 'Continuing bonds' with the deceased were expressed through memories evoked in homespace, shared family practices and gendered responsibilities to 'take care of' bereaved family members, to cultivate inherited farmland and to fulfil the wishes of the deceased. Parental death could reconfigure intergenerational care and lead to shifts in power dynamics, as eldest sons asserted their position of authority. While care-giving roles were associated with agency, the low social status accorded to young women's paid and unpaid domestic work undermined their efforts. The research contributes to understandings of gendered nuances in the experience of bereavement and continuing bonds and provides insight into intra-household decision-making processes, ownership and control of assets. Analysis of the culturally specific meanings of relationships and a young person's social location within hierarchies of gender, age, sibling birth order and wider socio-cultural norms and practices is needed.

Artefacts between disciplines: the toothbrush and the axe

This paper takes the form of a dialogue between an archaeologist and a sociologist. In recent years, interdisciplinary working has become increasingly fashionable within academia. The aim of our exchange was to establish exactly what implications this way of working has for understandings of material culture. Our methodology was simple, involving the ‘archaeological’ and ‘sociological’ analysis of two different objects. In undertaking this work, we hoped to bring about new or different understandings of the objects under scrutiny. The process was indeed successful, but not necessarily in the ways we had expected. Ultimately, it revealed a complex set of questions about how the materials of culture are conceptualized and understood, and led us to a renewed appreciation of the theoretical and methodological qualities of what we do within our respective disciplines

English history teachers’ views on what substantive content young people should be taught

Public and policy discourse about the content of history curricula is frequently contested, but the voice of history teachers is often absent from such debate. Drawing on a large scale on-line survey of history teachers in England, this paper explores their responses to major curriculum reforms proposed by the Coalition government in February 2013. In particular it examines teachers' responses to government plans to prescribe a list of topics, events and individuals to be taught chronologically that all students would be expected to study. Nearly 550 teachers responded to the survey, and more than two-thirds of them provided additional written comments on the curriculum proposals. This paper examines these comments, with reference to a range of curriculum models. The study reveals a deep antagonism towards the proposals for various reasons, including concerns about the extent and nature of the substantive content proposed and the way in which it should be sequenced. Analysis of these reactions provides an illuminating insight into history teachers’ perspectives. While the rationales that underpin their thinking seem to have connections to a variety of different theoretical models, the analysis suggests that more attention could usefully be devoted to the idea of developing frameworks of reference.

Motivational trajectories for early language learning across the primary-secondary school transition

The transition from primary to secondary school is an area of concern across a range of curriculum subjects, and this is no less so for foreign language learning. Indeed problems with transition have been identified in England as an important barrier to the introduction of language learning to the primary school curriculum, with implications for learners’ longer-term motivation for the subject. This longitudinal study investigated, through a questionnaire, the development of 233 learners’ motivation for learning French in England, during the transition from primary to secondary schooling. It also explored whether levels and patterns of motivation differed according to the type of language teaching experienced, comparing a largely oracy-focused approach with one with greater emphasis on literacy activities. Learners showed high and increasing levels of motivation across transition, placing particular value on learning French for travel. Being taught through an oracy or a literacy-focused approach had less impact on learners’ motivation than broader classroom experiences, with the development of a sense of progress and feeling that instruction met their learning needs being especially important. A growing disjuncture emerged between valuing the learning of French for travel/communication and learners’ low levels of self-efficacy for communication with native speakers, together with a desire for more communication-based activities. By the end of the first year of secondary school less positive attitudes towards learning French and less optimism about the possibility of future progress were beginning to emerge. The paper concludes by outlining the implications of the study for classroom practice in language learning.

How do people perceive, understand, and anticipate responding to flash flood risks and warnings? Results from a public survey in Boulder, Colorado, USA

This study investigates flash flood forecast and warning communication, interpretation, and decision making, using data from a survey of 418 members of the public in Boulder, Colorado, USA. Respondents to the public survey varied in their perceptions and understandings of flash flood risks in Boulder, and some had misconceptions about flash flood risks, such as the safety of crossing fast-flowing water. About 6% of respondents indicated consistent reversals of US watch-warning alert terminology. However, more in-depth analysis illustrates the multi-dimensional, situationally dependent meanings of flash flood alerts, as well as the importance of evaluating interpretation and use of warning information along with alert terminology. Some public respondents estimated low likelihoods of flash flooding given a flash flood warning; these were associated with lower anticipated likelihood of taking protective action given a warning. Protective action intentions were also lower among respondents who had less trust in flash flood warnings, those who had not made prior preparations for flash flooding, and those who believed themselves to be safer from flash flooding. Additional analysis, using open-ended survey questions about responses to warnings, elucidates the complex, contextual nature of protective decision making during flash flood threats. These findings suggest that warnings can play an important role not only by notifying people that there is a threat and helping motivate people to take protective action, but also by helping people evaluate what actions to take given their situation.

Small states, great power? Gaining influence through intrinsic, derivative, and collective power

In recent years, scholars have devoted increased attention to the agency of small states in International Relations. However, the conventional wisdom remains that while not completely powerful, small states are unlikely to achieve much of significance when faced by great power opposition. This argument, however, implicitly rests on resource-based and compulsory understandings of power. This article explores the implicit connections between the concept of "small state" and diverse concepts of power, asking how we should understand these states' attempts to gain influence and achieve their international political objectives. By connecting the study of small states with additional understandings of power, the article elaborates the broader avenues for influence that are open to many states but are particularly relevant for small states. The article argues that small states' power can be best understood as originating in three categories: “derivative,” collective, and particular-intrinsic. Derivative power, coined by Michael Handel, relies upon the relationship with a great power. Collective power involves building coalitions of supportive states, often through institutions. Particular-intrinsic power relies on the assets of the small state trying to do the influencing. Small states specialize in the bases and means of these types of power, which may have unconventional compulsory, institutional, structural, and productive aspects.

Mellan frihet och kontroll : Om läroplanskonstruktioner i svensk skola

The aim of this thesis is to explore how different competing discourses in the historical context of the Swedish education development have qualified and disqualified different constructions of national curriculum. How and after what kind of principles is the curriculum constructed? What qualify who are going to be recognized as the author and addressee of the curriculum? These key ques-tions of the study are discussed in the first part of the thesis. My point of depar-ture is that the curriculum can be understood as a relation between freedom and control. In an educational system this relationship reflects the problematic ten-sion between the external demands from an authoritative center and the local need to independently reflect over educational issues. How these concepts are defined by the prevailing social discourses affect specific relations and construc-tions of curricula as a steering tool and a producer of specific teacher identities. In this sense, I claim that curriculum is constructed in different ways depending on which of the didactic questions are emphasized and answered and who is judged as the legitimate author. Based on this, three models of curriculum con-struction are formulated; the content based, the result based and the process based. These models are subsequently used as an analytical tool to examine the historical development of Swedish national curricula. The second part of the thesis investigates the Swedish education system and the production of the national curriculum as a product of rival discourses. The historical investigation begins 1842 when the first state curriculum was issued and the inquiry concludes in 2008. The findings indicate that no one single con-struction has been totally dominant and that there has been an on-going discur-sive struggle between different alternative and opinions about what teachers must do and be.

För Sverige i framtiden : Bio-objektifiering av ny medicinsk teknologi

Taking Sweden into the future – Bio-objectification of new medical technology In this article, we analyze how contemporary discursive silences around new biotechnologies such as cybrids and induced pluripotent stem cells (iPSC), have been enabled by earlier policy processes in the area, e.g. boundary work around what is human and non-human, living and non-living, subject and object. The analysis of policy processes around xenotransplantations and the use of human embryonic stem cells, shows that the stem cells’ and xenografts’ “bio-identities” become stabilized through high expectations for the future, a lack of therapeutic possibilities and struggles over definitions of life. The policy processes around human embryonic stem cells and organs from other animals, are characterized by a normalization of certain understandings of ”life”, trust in scientific progress and it’s national financial potentials and a categorization of criticism as irrational. Through these “bio-objectification processes”, debate and decision making has been moved from a political and public context into ethical committees and research funding bodies. The article concludes by discussing consequences of this political non-handling of biomedical technologies and how these bioobjects could be re-politicized.

I skuggan av kulturella stereotypier : perspektiv på forskning om genus, jämställdhet och etniska relationer i Sverige

In the shadow of ethno-cultural stereotypes: gender, equity and ethnic relations in Sweden Scientific debates about cultural differences between ”Swedes” and migrants/ethnic minorities in Sweden have fuelled stereotypical categorizations and a socio-cultural demarcation between ”us” and ”them”. The authors argue that this development has underpinned constructions of foreignness. In the light of a critical review of the current debate on honour related violence, the authors discuss – inspired by Georg Simmel’s and Erving Goffman’s classic texts on the stranger, the stigma and the construction of foreignness – alternative understandings of culture and politics of belonging with a focus on gender, agency and identity formation. Formation of cultural and ethnic identity should be related, the authors conclude, to a dynamic interplay between the past and the present. Moreover, the social dimension should be highlighted, in order to avoid a stigmatizing culturalism.

Underkuvade kunskaper och genealogins möjligheter

Subjugated knowledges and the possibilities of genealogy The article explores the possibilities of “voicing” marginalized subjects by analyzing letters written by female mental patients in the beginning of the twentieth century. Following Michel Foucault, genealogy is here used as a means to explore and reclaim subjugated knowledges, i.e. knowledges that have been dismissed, distorted, disqualified and put aside by more powerful and ultimately victorious knowledge claims, in this case the psychiatric discourse. Historically oriented research on madness has often explored medical and cultural discourses and representations, as these correspond to sources that can be easily found in archives. This also means that mental patients’ own narratives and texts have been more difficult to trace, partly due to the paucity of available documentation. Herein lies a challenge: how can we represent these subjects, whose stories are inevitably always already captured and filtered by authorities, without portraying them either as passive victims or reducing them to effects of power networks? The article thus ponders research ethics, the question of Otherness and the power of representations. The difficulties in representing female patients’ “own”voices are discussed, yet the article points to the necessity of taking voices that are simultaneously in the margins and in the centre of more powerful discourses, seriously as objects of knowledge. The article argues that “the insurrection of subjugated knowledges”, i.e. bringing back such knowledges as represented here by mental patients’ narratives, opens us otherpossibilities of knowledge. Hence, mental patients’ letters are seen as important “fractures” in the official and legitimized knowledge of madness, offering alternative understandings of both committed individuals and the psychiatric discourse itself.

Initiation into engineering : stability and change in gender orders

This article examines processes of doing gender during the initiation of students into engineering programs at university level in Sweden. The article draws on interviews with students, focusing on their understandings of gender. The aim is to explore difficulties with and challenges to traditional gender roles in an academic male dominated arena, by using theories of doing and undoing gender. The empirical material reveals the initiation period or ‘reception’ as a phenomenon both reinforcing and challenging traditional orders. The attempts to challenge norms meet resistance, revealing two paradoxes and one dilemma. In the first paradox the formal purpose of the reception (inclusion) is partly at odds with its informal consequence (exclusion of deviations). The second paradox concerns the contradictory effects of the reception. Even though the reception ensures participation of women, it reinforces existing hierarchies including gender inequality. This results in a dilemma, since in order to protect individual safety, there is a taboo on harassing women which then reproduces stable gender stereotypes. So while harassment taints the respect senior students must earn during the reception, the fact that female students exist in the engineering field challenges the established order and opens the way for change.

Ett litet ord betyder så mycket : Alliansregeringen, Handlingsplanen och betydelseförskjutningarav begreppet mäns våld mot kvinnor

A little word may mean so much: Changed meanings of the concept men’s violence against women This article concerns the process of policymaking in the Swedish political system with a focus on the concept of men’s violence against women. The material analyzed is based on interviews with key civil servants and the Minister of Equality responsible for the ”Action Plan for Combating Men’s Violence Against Women” launched by the right wing government in 2007. The article shows how a shift in the concept of men’s violence against women is achieved through complex negotiations involving the administration staff as well as the political representatives.The outcome is a change from an understanding of the issue as a structural gender power relation problem, to explaining it as related to individual deviations. This change has been made by re-wording and editing out earlier understandings of men’s violence against women as a structural gender power concern in policies and guidelines, so that the concept is framed as something pertaining to groups of vulnerable women with specific individual obstacles. The political goals are then expressed along the lines of providing support for each group’s designated problems, but the connection to gendered power structures is made invisible.

Beroende eller oberoende? : En kvalitativ studie av hur äldre hjälptagare ser på att ha hjälp och stöd

Dependency or independence? A qualitative study of how elderly home-help recipients regard having help and support Knowledge on elderly people’s understandings of dependence and independence is relatively scarce even though there is plenty of gerontological research on related topics. Although we know how to define and measure different types of dependency, we know, in fact, very little about how elderly home-help recipients themselves regard their situation in terms of dependency, independence and autonomy. This article aims to shed light on home-help recipients’ understandings of these constructs and on how they make sense of their situation. The analysis is based on 29 semi-structured interviews with people between the ages of 77 and 93. The findings show how these home help recipients differentiate between having help and support and being dependent on other people. Through the separation of aspects of these understandings, such as the reason why they accept help and support and how they regard the situation of being helped and assisted, three ways of regarding the situation have been identified, which stress the variability of the social construction of dependency and independence that these elders uphold. Some home-help recipients construct themselves as independent, others as autonomous and able selves, while a third group construct themselves as powerless.

Kritisk diskursanalys av Gy2011 med fokus på kulturkontexten : Politiska diskursers relation till svensk läroplansutveckling

This research aims to relate the modern Swedish curriculum development to the political discourses liberalization and European integration through a critical discourse analysis of the Swedish curriculum Gy2011. These political discourses constitute the cultural context of Gy2011, which according to critical discourse theory is synonymous with the terms social sphere or praxis. The term cultural context includes the environment in which the text has been created as well as its intertextuality – in this case its relations to earlier curricula. The analysis of Gy2011 exhumes scientific research done in the field of curriculum studies, which enables future research. The Gy2011 analysis shows that the political discourses liberalization and European integration stands out within the texts cultural context, and have done so for more than 70 years, a fact that is illustrated by an overview of Swedish curricula history. This research also illuminates how the liberalization discourse accelerated during the 1980’s, by both social democrats and the political right, and that the European integration process has gained momentum in recent years.

Gestão pública compartilhada: o caso do programa de melhoria do ensino de ciências e matemática - Pró-ciências

This paper is a follow up of the study of the evolution of the public policies for education, especially in the areas of improvement in the science and mathematics program, whose main purpose is to qualify teachers is these disciplines. The evaluation of strategies adopted by the Department of education for the implementation and development of the program in the states, which, on a decentralized bases and through its administrative structure is responsible for contracting higher Education Institutions in charge of preparatory courses. It discusses the enforcement of such a strategy and analyses the combined efforts between the federal sphere, represented by the coordination of preparatory courses for Higher Education Personnel (CAPES) and the Departments of Education, Science and Technology of the states, Research Spowsoring Foundations and the Federal Universities, breaking with some governmental traditions. It analyses the greater degree of interaction between the curriculum for public schools and the developments achieved in the many fields of knowledge. It is based on parameters in the proposals disposed by the law of the methods and fundamentals education, methods of curriculum, and national teaching standards, as well as studies carried out in the states that demand the biggest quantity of qualifying projects, trough analyses that are focused on the problems regarding science teaching in the Brazil and the format adopted in the implementation of the program.