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Arneback, Emma
Publications (10 of 39) Show all publications
Bergh, A., Arneback, E. & Tryggvason, Á. (2020). On teachers professional ambivalence´when colleagues express racism. In: : . Paper presented at AERA, American Educational Research Association, San Fransisco, USA, April 17-21, 2020.
Open this publication in new window or tab >>On teachers professional ambivalence´when colleagues express racism
2020 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper sheds light on how teachers act and reflect on their actions in response to expressions of racism among colleagues. The empirical data consists of qualitative interviews with 27 high school teachers in Sweden, but, in order to dig deeper into the experiences of teachers, this paper focuses on three teachers (Tove, Fatima and Hannah). The result points at a professional ambivalence on how to act, since there is no common ground among teachers for how to act when colleagues express racism. To act against racism comes at high costs and very much depends on each teacher’s previous experiences of life and work. Consequently, each teacher is provided a unique space and resource base for reflection and action.

Keywords
professionalism, teacher, anti-racist action, colleagues, Sweden
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-78476 (URN)
Conference
AERA, American Educational Research Association, San Fransisco, USA, April 17-21, 2020
Funder
Swedish Research Council
Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2019-12-06
Bergh, A. & Arneback, E. (2019). Juridification of Swedish education – changing conditions for teachers’ professional work. In: Johannes Lunneblad (Ed.), Policing Schools: School Violence and the Juridification of Youth (pp. 53-70). London: Springer
Open this publication in new window or tab >>Juridification of Swedish education – changing conditions for teachers’ professional work
2019 (English)In: Policing Schools: School Violence and the Juridification of Youth / [ed] Johannes Lunneblad, London: Springer , 2019, p. 53-70Chapter in book (Refereed)
Abstract [en]

In this chapter, we take interest in a specific part of the extensive changes that have been made in the governance of Swedish education during the last two decades: the increase of legal regulations. This increase is a sign of what in earlier research is called juridification, which may lead to a variety of tensions that we currently know too little about. More specifically, the aim of this chapter is to study how juridification of education conditions teachers’ work on the knowledge and values expressed in national policy documents. The empirical material consists of Swedish national education policy texts produced from the early 1990s and onwards. Methodologically, we make use of two theoretical concepts that position teachers’ assignments and possible actions in different ways: management of placement and management of expectation. The results demonstrate that the increase of a juridical language clearly condition teachers’ professional work. In the worst case, the legal concepts may result in more instrumental relationships where teachers focus on their role as assessors and monitors. At the same time, it depends on how the legal concepts are interpreted and enacted by school staff. Here, there is a need of further studies on how different emphasises and combinations of a juridical vocabulary and a pedagogical vocabulary condition the relationships that are formed in local school practices.

Place, publisher, year, edition, pages
London: Springer, 2019
Series
Young people and learning processes in school and everyday life, ISSN 2522-5650 ; 2
Keywords
juridification, education, knowledge, value, teacher, professional work
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-78483 (URN)10.1007/978-3-030-18605-0_4 (DOI)978-3-030-18604-3 (ISBN)978-3-030-18605-0 (ISBN)
Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2019-12-06Bibliographically approved
Bergh, A. & Arneback, E. (2019). The Juridification of Teachers’ Professional Work on Knowledge and Values in School. In: Nera 2019: Education in a Globalized World: Abstract Book. Paper presented at NERA (Nordic Education Research Association), Uppsala, Sweden, 6-8 March, 2019 (pp. 821-822).
Open this publication in new window or tab >>The Juridification of Teachers’ Professional Work on Knowledge and Values in School
2019 (English)In: Nera 2019: Education in a Globalized World: Abstract Book, 2019, p. 821-822Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

How does juridification condition the teaching profession’s work with educational knowledge and values? Over the last twenty years the governance of Swedish education has radically changed. As a specific part of this transformation, the aim of this article is to investigate how juridification conditions the teaching profession’s work with educational knowledge and values as formulated in the national curriculum. The article makes use of two governing logics – the management of placement and the management of expectation – that position teachers’ assignments and possible actions in different ways. The empirical material consists of national policy texts. The analysis points to different dilemmas that result from juridification, namely that teachers are expected to shoulder a decentralized moral responsibility and at the same time be controlled against nationally formulated rights and obligations.

Keywords
Juridification, teachers professionalism, knowledge, values, school
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74763 (URN)
Conference
NERA (Nordic Education Research Association), Uppsala, Sweden, 6-8 March, 2019
Available from: 2019-06-20 Created: 2019-06-20 Last updated: 2019-06-25Bibliographically approved
Bergh, A., Arneback, E. & Tryggvason, Á. (2018). Do Teachers have a Responsibility to act when Colleagues Express Racism?. In: : . Paper presented at AERA Annual Meeting (AERA 2018), New York, USA, April 13-17, 2018.
Open this publication in new window or tab >>Do Teachers have a Responsibility to act when Colleagues Express Racism?
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-66253 (URN)
Conference
AERA Annual Meeting (AERA 2018), New York, USA, April 13-17, 2018
Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2018-04-04Bibliographically approved
Bergh, A., Rosén, M. & Arneback, E. (2018). Enactment of Juridification in Education: a Theoretical Exploration. In: : . Paper presented at 46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018.
Open this publication in new window or tab >>Enactment of Juridification in Education: a Theoretical Exploration
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-66251 (URN)
Conference
46th Congress of the Nordic Educational Research Association (NERA 2018), Oslo, Norway, March 8-10, 2018
Note

Presenterades på symposiet Juridification of Education – Challenges for School Professionals in the Enactment of Curriculum and Policy

Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2018-04-04Bibliographically approved
Arneback, E. & Englund, T. (2018). On Teachers' Professional Deliberation and Communicative Potential in Classrooms When Encountering Racism. In: : . Paper presented at American Educational Research Association (AERA 2018), New York, USA, April 13-17, 2018.
Open this publication in new window or tab >>On Teachers' Professional Deliberation and Communicative Potential in Classrooms When Encountering Racism
2018 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This contribution is about situations in classrooms when students express racism, leaving teachers feeling uncertain about how to act. The study is mainly a theoretical contribution inspired by John Dewey’s (1908/1978, 1916/1985, 1922/1983) work on, if, and how deliberation can be used in such situations. It also uses recently carried out interviews with teachers on how to respond to racism in education, to illustrate situations related to the theoretical argumentation in the text. In this presentation “expressions of racism” refers to interpersonal racism where racism is expressed between people, based on race-biological and/or cultural divisions. The aspects highlighted are: 1) the student’s (expected) potential for growth, 2) the class composition and classroom climate, 3) the teacher's own knowledge and experiences.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-71446 (URN)
Conference
American Educational Research Association (AERA 2018), New York, USA, April 13-17, 2018
Funder
Swedish Research Council
Available from: 2019-01-13 Created: 2019-01-13 Last updated: 2019-05-22Bibliographically approved
Arneback, E., Englund, T. & Solbrekke, T. D. (2017). Achieving a professional identity through writing. Education Inquiry, 8(4), 284-298
Open this publication in new window or tab >>Achieving a professional identity through writing
2017 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, no 4, p. 284-298Article in journal (Refereed) Published
Abstract [en]

In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers’ conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. What we have found is that the professional discourse which all three have achieved is something each of them creates and develops in very different forms. Their independent final projects show that all three have a mastery of academic discourse, but only in exceptional cases do they make use of that discourse in contexts other than this specific piece of work and to some extent earlier papers written as part of their teacher education. However, judging from our interviews and their responses to our questions, it seems as if they have acquired modes of expression quite close to an academic discourse, but have primarily developed and use different variants of a professional discourse. This professional discourse also seems to be an important element in their development of a professional identity.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
preschool teacher education, professional identity, academic writing, longitudinal study
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-63526 (URN)10.1080/20004508.2017.1380489 (DOI)
Projects
Kampen om texten (VR)
Available from: 2017-12-21 Created: 2017-12-21 Last updated: 2017-12-22Bibliographically approved
Arneback, E., Englund, T. & Solbrekke, T. D. (2017). Achieving a professional identity through writing. In: : . Paper presented at 45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017. Universitetsforlaget
Open this publication in new window or tab >>Achieving a professional identity through writing
2017 (English)Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Universitetsforlaget, 2017
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-64497 (URN)
Conference
45th Congress of the Nordic Educational Research Association (NERA), Copenhagen, Denmark, March 23-25, 2017
Note

UPublishing of papers are planned for 2018-04 in Nordic Studies in Education, Vol 38

Available from: 2018-01-24 Created: 2018-01-24 Last updated: 2018-03-12Bibliographically approved
Arneback, E. & Jämte, J. (2017). Att motverka rasism i förskolan och skolan (1ed.). Stockholm: Natur och kultur
Open this publication in new window or tab >>Att motverka rasism i förskolan och skolan
2017 (Swedish)Book (Other academic)
Abstract [sv]

Förskolan och skolan har ett tydligt uppdrag att motverka rasism. Samtidigt visar studier att rasism tar sig en rad olika uttryck, på olika nivåer och får allvarliga konsekvenser för de barn och elever som utsätts. Rasistiska föreställningar, handlingar och strukturer gör att vissa löper högre risk än andra att utsättas för kränkningar och diskriminering. Därmed motverkar rasism barns och elevers likvärdiga möjligheter att lära och utvecklas.

Behoven av insatser för att motverka rasism är stora. I denna bok beskrivs förskolans och skolans uppdrag att motverka rasism. Här behandlas olika sätt att förstå och analysera rasism och hur rasism kan komma till uttryck i pedagogisk verksamhet. Boken redogör också för en bred palett av arbetssätt som kan användas för att motverka olika former av rasism i förskola och skola – från normkritik, interkulturell och frigörande pedagogik till kunskapsutvecklande, demokratiska och relationella arbetssätt.

Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2017. p. 255 Edition: 1
Keywords
Rasism, Antirasism, Diskriminering, Utbildning, Skola, Förskola
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-59429 (URN)978-91-27-81989-4 (ISBN)
Available from: 2017-08-30 Created: 2017-08-30 Last updated: 2018-03-02Bibliographically approved
Arneback, E., Englund, T. & Solbrekke, T. D. (2017). Att skriva sig till professionell identitet - tre förskollärarstudenter (1ed.). In: Per-Olof Erixson & Olle Josephson (Ed.), Kampen om texten: examensarbetet i lärarutbildningen (pp. 55-79). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Att skriva sig till professionell identitet - tre förskollärarstudenter
2017 (Swedish)In: Kampen om texten: examensarbetet i lärarutbildningen / [ed] Per-Olof Erixson & Olle Josephson, Lund: Studentlitteratur AB, 2017, 1, p. 55-79Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017 Edition: 1
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-61915 (URN)978-91-44-11930-4 (ISBN)
Projects
Kampen om texten (VR)
Available from: 2017-10-23 Created: 2017-10-23 Last updated: 2017-12-22Bibliographically approved
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