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Tholander, Michael
Publications (10 of 39) Show all publications
Tholander, M., Lindberg, A. & Svensson, D. (2019). “A freak that no one can love”: Difficult knowledge in testimonials on school bullying. Research Papers in Education, 1-19
Open this publication in new window or tab >>“A freak that no one can love”: Difficult knowledge in testimonials on school bullying
2019 (English)In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, p. 1-19Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study adopts a testimonial approach to bullying victimisation,and aims to create a deeper understanding of the experiences andeffects of being a bullying target. Four written narratives about beingsubjected to school bullying were analysed according to interpretativephenomenological analysis. From the analysis, four themes wereconstructed, which represented different elements of victimhood: (1)Self-blame in which victims view themselves as the cause of thebullying, (2) Abandonment in which victims describe feelings ofstanding alone in their exposed situation, (3) Turning points inwhich the victims recount a variety of restorative events, and (4)Continued victimhood in which the victims relate how the feeling ofvictimhood and vulnerability continues even though the bullying hasended. In conclusion, school bullying is something that continues toaffect the individual adversely long after it has stopped, althoughstable friendship relations might have a mitigating influence.Through such relations, victimhood can be neutralised and a morepositive self-image develop. Moreover, as numerous other kinds ofvictims emphasise, an essential part of the rehabilitation process is tofinally be able to tell one’s story, to lay bare one’s difficult knowledgeto a wider audience.

Place, publisher, year, edition, pages
Taylor & Francis, 2019
Keywords
School bullying; self-blame; abandonment; turning point; testimony; phenomenology
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-154155 (URN)10.1080/02671522.2019.1568534 (DOI)
Available from: 2019-01-29 Created: 2019-01-29 Last updated: 2019-04-08Bibliographically approved
Tholander, M. & Čekaitė, A. (2019). Konversationsanalys (3ed.). In: Andreas Fejes, Robert Thornberg (Ed.), Handbok i kvalitativ analys: (pp. 211-234). Stockholm: Liber, Sidorna 211-234
Open this publication in new window or tab >>Konversationsanalys
2019 (Swedish)In: Handbok i kvalitativ analys / [ed] Andreas Fejes, Robert Thornberg, Stockholm: Liber, 2019, 3, Vol. Sidorna 211-234, p. 211-234Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2019 Edition: 3
Keywords
Samtalsanalys
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-162282 (URN)9789147129706 (ISBN)
Available from: 2019-11-26 Created: 2019-11-26 Last updated: 2019-11-26Bibliographically approved
Tholander, M. & Tour, N. (2019). Lessons in casual sex: Narratives of young Swedish women. Sexuality & Culture, 1-21
Open this publication in new window or tab >>Lessons in casual sex: Narratives of young Swedish women
2019 (English)In: Sexuality & Culture, ISSN 1095-5143, E-ISSN 1936-4822, p. 1-21Article in journal (Refereed) Epub ahead of print
Abstract [en]

This study focuses on the narratives of four young Swedish women who were interviewed about their experiences of heterosexual casual sex. The analyses are based on a phenomenological approach and provide insight into a highly complex sexual practice, which the participants often portray as having lacked transparent communication, balance of power, and satisfying sex – three key dimensions of an everyday “sexual democracy.” However, the participants also claim to have dealt with these problematic issues, hence pointing to the socializing role that early sexual experiences have for young women. Thus, if the participants’ own perspectives of events are accepted, sexual empowerment might best be understood as individually colored, experience-based, developmental processes rather than as something that is brought about primarily through collective, formal sex education.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
Casual sex, phenomenology, sexual democracy, sexual empowerment, sexual socialization
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:liu:diva-162905 (URN)10.1007/s12119-019-09690-8 (DOI)2-s2.0-85077152057 (Scopus ID)
Available from: 2020-01-01 Created: 2020-01-01 Last updated: 2020-01-17Bibliographically approved
Tholander, M. (2019). The making and unmaking of a bullying victim. Interchange, 50(1), 1-23
Open this publication in new window or tab >>The making and unmaking of a bullying victim
2019 (English)In: Interchange, ISSN 0826-4805, E-ISSN 1573-1790, Vol. 50, no 1, p. 1-23Article in journal (Refereed) Submitted
Abstract [en]

This study focuses on a video-recorded meeting in which a 13-year old female student, in front of her teacher and parents, discloses that she is being bullied. Through a combination of a conversation analytic approach and a victimological perspective, the analyses center on how the student frames her own victimhood narrative as well as on how the other participants, mainly the teacher, respond. While the student in observable ways strives to portray herself as a genuine bullying victim, she nevertheless, after encountering a series of discursive practices, ends up as a rejected victim. This could potentially lead to a form of secondary victimization, in which the original suffering of the victim is exacerbated through inadequate responses by third parties. Three implications for teachers in similar positions are highlighted: (1) Thoroughly scrutinize your own discursive environment, (2) take every victimhood narrative seriously, and (3) solve the problem without delay.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
Bullying, conversation analysis, discursive repertoires, secondary victimization, victimology, victim status
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-154486 (URN)10.1007/s10780-019-09349-1 (DOI)
Available from: 2019-02-15 Created: 2019-02-15 Last updated: 2019-04-02Bibliographically approved
Waller, R., Tholander, M. & Nilsson, D. (2017). "You will have these ones!": Six women's experiences of being pressured to make a contraceptive choice that did not feel right. Social Sciences, 6(4), Article ID 114.
Open this publication in new window or tab >>"You will have these ones!": Six women's experiences of being pressured to make a contraceptive choice that did not feel right
2017 (English)In: Social Sciences, ISSN 2076-0760, E-ISSN 2076-0760, Vol. 6, no 4, article id 114Article in journal (Refereed) Published
Abstract [en]

This study aims to contribute to an understanding of women’s experiences of contraceptive counselling, and of being pressured to make a contraceptive choice that did not feel right. Six women in Sweden participated insemi-structured interviews, which were analysed through interpretative phenomenological analysis. The results were organised into three themes: (1)The normalisation process, i.e., the ways in which the women experienced using the contraceptive were being promoted as a natural part of womanhood; (2)Drawing the shortest straw, i.e., the women’s experiences of encountering insensitive caregivers; and (3) Feeling like a guinea pig,i.e., the women’s sense of not being allowed to control the situation and make their own choices. In conclusion, the experience of not being respected in the healthcare system could lead to consequences not only for women’s sense ofself-efficacy with regard to contraceptives, but also for their willingness to engage in renewed counselling. The caregivers’ communicative skills are, therefore, of prime importance.

Place, publisher, year, edition, pages
Basel, Switzerland: M D P I AG, 2017
Keywords
contraceptive choice; contraceptive counselling; communicative skills; self-efficacy; interpretative phenomenological analysis
National Category
Social Work
Identifiers
urn:nbn:se:liu:diva-141219 (URN)10.3390/socsci6040114 (DOI)
Available from: 2017-09-27 Created: 2017-09-27 Last updated: 2017-11-07Bibliographically approved
Tholander, M. & Cekaite Thunqvist, A. (2015). Konversationsanalys (2ed.). In: Andreas Fejes & Robert Thornberg (Ed.), Handbok i kvalitativ analys: (pp. 194-217). Liber
Open this publication in new window or tab >>Konversationsanalys
2015 (English)In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Liber, 2015, 2, p. 194-217Chapter in book (Other academic)
Abstract [sv]

Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja

Place, publisher, year, edition, pages
Liber, 2015 Edition: 2
Keywords
konversationsanalys, kvalitativ metod, klassrums samspel, samtalsanalys
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-113800 (URN)978-91-47-11165-7 (ISBN)
Available from: 2015-01-30 Created: 2015-01-30 Last updated: 2018-01-11Bibliographically approved
Tholander, M. (2014). Harold Garfinkel. In: Lucas Gottzén, Ulrik Lögdlund (Ed.), Sociologins teoretiker: (pp. 153-171). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Harold Garfinkel
2014 (Swedish)In: Sociologins teoretiker / [ed] Lucas Gottzén, Ulrik Lögdlund, Malmö: Gleerups Utbildning AB, 2014, p. 153-171Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2014
Keywords
Garfinkel, Harold
National Category
Sociology
Identifiers
urn:nbn:se:liu:diva-116497 (URN)9789140678638 (ISBN)
Available from: 2015-03-27 Created: 2015-03-27 Last updated: 2015-03-27Bibliographically approved
Cromdal, J. & Tholander, M. (2014). Morality in professional practice. Journal of Applied Linguistics and Professional Practice, 9(2), 155-164
Open this publication in new window or tab >>Morality in professional practice
2014 (English)In: Journal of Applied Linguistics and Professional Practice, ISSN 2040-3658, E-ISSN 2040-3666, Vol. 9, no 2, p. 155-164Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Equinox Publishing, 2014
National Category
Sociology Psychology Social Sciences Interdisciplinary Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-116647 (URN)10.1558/japl.v9i2.25734 (DOI)
Available from: 2015-03-30 Created: 2015-03-30 Last updated: 2018-01-11Bibliographically approved
Tholander, M. (2011). "How long was your poem?": Social comparison among junior high school students. QSE. International journal of qualitative studies in education, 24(1), 31-54
Open this publication in new window or tab >>"How long was your poem?": Social comparison among junior high school students
2011 (English)In: QSE. International journal of qualitative studies in education, ISSN 0951-8398, E-ISSN 1366-5898, Vol. 24, no 1, p. 31-54Article in journal (Refereed) Published
Abstract [en]

The present article focuses on in situ social comparison among junior high school students. Rather than studying social comparison as an individual phenomenon in experimental situations, which has been common in previous research, the study analyzes social comparison as a real-life social practice. The results show that the practice of social comparison among students reconnects to central elements of the formal assessment system. For instance, in staging comparison sequences, the students often circulated prior teacher assessments or engaged in various counting practices. Moreover, the results show that students partake in social comparison in order to establish, protect, or recapture an image as successful students. In so doing, they are socialized into a range of useful social-comparison practices. Despite this, some students necessarily turn out to be positioned lower than others. Thus, social comparison among students can be seen as an informal stratification process in the school system.

Place, publisher, year, edition, pages
London: Routledge, 2011
Keywords
Social comparison, assessment, informal stratification
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-65411 (URN)10.1080/09518390903397785 (DOI)
Funder
Swedish Research Council, 721-2005-3506
Available from: 2011-02-07 Created: 2011-02-07 Last updated: 2017-12-11
Tholander, M. (2011). Mundane whistleblowing: Social drama in assessment talk. Discourse Studies, 13(1), 69-92
Open this publication in new window or tab >>Mundane whistleblowing: Social drama in assessment talk
2011 (English)In: Discourse Studies, ISSN 1461-4456, E-ISSN 1461-7080, Vol. 13, no 1, p. 69-92Article in journal (Refereed) Published
Abstract [en]

Based on recordings of naturalistic interaction, this study explores how a case of mundane whistleblowing unfolds in real time. In the analyzed recordings, a teacher instructs five students to engage in self- and peer-assessment. A few minutes into the session, one of the students indirectly accuses his peers of staging a cover-up. This whistleblowing action is analyzed in detail, but the main analytical focus is on the conversational strategies employed in response to it. These strategies – e.g., emotional displays, the undermining of credibility, fabricated accusatory detailing, covert silencing, puzzle work, and threats – were used both to repair the potential damage of the whistleblowing and to punish the whistleblower. More overt and hostile strategies were used after the formal assessment was over and the teacher had left the students to themselves. Students’ participation in the studied type of activites can be seen to develop their capacity to transform social relationships, to broaden their notions of peer loyalty, and to enhance their sense of social structure.

Place, publisher, year, edition, pages
London: Sage, 2011
Keywords
Whistleblowing, conversational strategies, moral profiles, peer loyalty, self- and peer-assessment
National Category
Sociology
Identifiers
urn:nbn:se:liu:diva-65408 (URN)10.1177/1461445610387737 (DOI)000286878600004 ()
Funder
Swedish Research Council, 721-2005-3506
Available from: 2011-02-07 Created: 2011-02-07 Last updated: 2017-12-11
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