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Reimers, E. & Plymoth, B. (2021). Förskollärare och barnskötare: en historia om skillnader, uppgifter, ansvar och status. In: Eva Reimers; Jenny Bengtsson; Anette Hellman (Ed.), Normer i förskolan: (pp. 29-48). Malmö: Gleerups
Open this publication in new window or tab >>Förskollärare och barnskötare: en historia om skillnader, uppgifter, ansvar och status
2021 (Swedish)In: Normer i förskolan / [ed] Eva Reimers; Jenny Bengtsson; Anette Hellman, Malmö: Gleerups , 2021, p. 29-48Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups, 2021
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-179517 (URN)9789151101569 (ISBN)
Available from: 2021-09-23 Created: 2021-09-23 Last updated: 2022-03-18Bibliographically approved
Reimers, E. & Puskás, T. (2020). Traditioner som ingår i det kulturarv som överförs i förskolan. In: Tünde Puskás, Anita Andersson (Ed.), Traditionernas didaktik: religion och kulturarv i förskolan (pp. 23-41). Malmö: Gleerups Utbildning AB, sidorna 23-41
Open this publication in new window or tab >>Traditioner som ingår i det kulturarv som överförs i förskolan
2020 (English)In: Traditionernas didaktik: religion och kulturarv i förskolan / [ed] Tünde Puskás, Anita Andersson, Malmö: Gleerups Utbildning AB, 2020, Vol. sidorna 23-41, p. 23-41Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2020
Keywords
Förskolan, Traditioner, Högtider
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-179231 (URN)9789151103082 (ISBN)
Available from: 2021-09-14 Created: 2021-09-14 Last updated: 2021-12-23Bibliographically approved
Stenliden, L., Bylund, A. & Reimers, E. (2018). Post-humanist Qualitative Data Production in Classroom Studies: A Research Machine put to Work.. Reconceptualizing Educational Research Methodology, 9(2), 22-37
Open this publication in new window or tab >>Post-humanist Qualitative Data Production in Classroom Studies: A Research Machine put to Work.
2018 (English)In: Reconceptualizing Educational Research Methodology, E-ISSN 1892-042X, Vol. 9, no 2, p. 22-37Article in journal (Refereed) Published
Abstract [en]

This paper describes a methodological inquiry that explores ways of performing classroom studies, where posthuman theory and data production are plugged in to each other from the very outset of this effort. Posthuman theory insists on research practices that demand attention to materialities, research practices that seek to detach the investigations from human concerns and positionality, research practices that consider how data and researcher(s) are entangled producing each other and by that try to operationalize the ‘unself’ of the researcher(s). Hence, a research machine was constructed and put to work in one Physics classroom in an upper secondary school. Five researchers focused on various multiparty interactions, whilst attempting to background the interpersonal interactions. Subsequently, the research machine was plugged into different concepts and turned into workshops where changes in configurations became significant for emergences in the classroom. In this process the concept affraction emerged as an effort to map how material-semiotic processes become observable in classrooms. The work of the research machine points to possible ways of avoiding commonly privileged perspectives in classroom observations. This attempt to deconstruct boundaries between human and non-human and the human as a bounded non-porous subject may affect possibilities to produce research that aids what otherwise might be shadowed actions in classrooms.

Place, publisher, year, edition, pages
Oslo, Norway: Oslo Metropolitan University - Storbyuniversitetet, 2018
Keywords
posthumanism, Deleuze & Guattari, qualitative data production, research machine, configuration, classroom studies
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-164283 (URN)
Available from: 2020-03-13 Created: 2020-03-13 Last updated: 2024-01-11Bibliographically approved
Reimers, E. (2016). The Productivity of Death: Post-human Perspectives on Death as a rupture in the everyday life. In: : . Paper presented at Death and Culture Conference, University of York, York, UK, September 1-3, 2016.
Open this publication in new window or tab >>The Productivity of Death: Post-human Perspectives on Death as a rupture in the everyday life
2016 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

According to many sociologist (cf. Baumann 1992, Berger 1969, Davies 1997, 2005), death reveals the precariousness of not only the individual human subject, but of all social worlds. Thus, the point of departure for sociological and cultural studies on death is often the notion of death as obliteration and the end of life as we know it. This notion serves as point of departure for studies on how individuals and collectives develop cultural practices in order to negotiate the irrevocability and finality of life that death implies. In this way, death serves as the target for the development of religion, of funeral practices, of memorials and memorialisation, of a plethora of artefacts, and of formations of societies and nations.

In this presentation I want to turn things around. Instead of seeing death as the object and target for social and cultural practices, my point of departure is the agency and productivity of death. Drawing on post-humanist theory (Deleuze and Guattari (1988, Latour 2005), I want make trouble with the common dichotomous notion of death and life. Moving away from a conception of death and life as each other’s opposites, I want to explore death as an assemblage, produced by multiple elements and phenomena, as well as producing multiple elements and phenomena. Specifically, I want to shed light on the productivity of death. Using examples from my different studies on death, bereavement, and memorialisation (Reimers 1999, 2003, 2007, 2011, 2012), my argument is that assemblages of death produces new relations, new becomings, and therefore should not be seen as neither the end or the opposite of life. Death is becoming.

Keywords
death, death practices, posthumanism, död, dödspraktiker, posthumanism
National Category
Peace and Conflict Studies Other Social Sciences not elsewhere specified
Identifiers
urn:nbn:se:liu:diva-131055 (URN)
Conference
Death and Culture Conference, University of York, York, UK, September 1-3, 2016
Projects
Cemetery Architecture - Meaning making Intentions, Needs and Experiences (Camine)
Funder
Swedish Research Council Formas
Available from: 2016-09-06 Created: 2016-09-06 Last updated: 2025-02-20Bibliographically approved
Plymoth, B. & Reimers, E. (2015). A Historical Overview: Care and Education Intersecting with Status and Class in Swedish Childminder Education 1975-2011. Nordisk Barnehageforskning, 9(3), 1-16
Open this publication in new window or tab >>A Historical Overview: Care and Education Intersecting with Status and Class in Swedish Childminder Education 1975-2011
2015 (English)In: Nordisk Barnehageforskning, E-ISSN 1890-9167, Vol. 9, no 3, p. 1-16Article in journal (Refereed) Published
Abstract [en]

From a perspective of status and class, this paper delineates changes in Swedish childminder education. The data are policy documents, documents from childminder training, and interviews with educators. The analysis is informed by post-structural theory. The study shows that the status of the childminder program has shifted between high and low status, and led toward differently classed life trajectories at different times. One reason for these variations is that the emphasis in childcare has shifted from care to teaching. This has at times increased the status of the education and the vocation, but also subverted the demand for childminders.

Keywords
Childminder education; Care and education; Status and class
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-116650 (URN)10.7577/nbf.641 (DOI)
Projects
Childminders and preschool teachers. A comparative study focused on education, care, gender, class, and ethnicity in education of personell who work with small children
Funder
Swedish Research Council, 2010-5826
Available from: 2015-03-30 Created: 2015-03-30 Last updated: 2024-07-04Bibliographically approved
Reimers, E. (2014). Discourses of education and constitutions of class: public discourses on education in Swedish PBS television. Discourse. Studies in the Cultural Politics of Education, 35(4), 540-553
Open this publication in new window or tab >>Discourses of education and constitutions of class: public discourses on education in Swedish PBS television
2014 (English)In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 35, no 4, p. 540-553Article in journal (Refereed) Published
Abstract [en]

Drawing on post-structural perspectives and analysis of television programs on education, the article investigates the public educational discourse in Sweden. It shows how a dominant neoliberal educational discourse is articulated together with a discourse of equal education, where the two discourses influence and subvert each other so that neither becomes totally hegemonic. Taking point of departure in the neoliberal emphasis on the individual, not the least concerning school choice and in relation to the significance of class for educational success, the analysis focus on the constitution of classed positions. The study reveals constitutions of class in which race, place, gender, economy, and agency are intertwined, such that the schools and the students are attributed both different status and differing subject positions in terms of future economic trajectories. The conclusions drawn are that in the public conversation about the organization and goal of compulsory education it is important to be aware of the discursive and political contexts in which the discussions take place, and that class matter in the educational assemblage in the form of economic subjectivities constituted in a web of intersecting notions about differing preconditions and outcomes of education.

Place, publisher, year, edition, pages
Routledge, 2014
Keywords
education in the media; educational discourses; education and class, utbildning i medier; utbildningsdiskurser; utbildning och klass
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-107636 (URN)10.1080/01596306.2013.871228 (DOI)000340130900006 ()
Projects
Klass i marknadsliberala utbildningsdiskurser
Funder
Swedish Research Council, 2009-11247-66620-28
Available from: 2014-06-17 Created: 2014-06-17 Last updated: 2017-12-05Bibliographically approved
Reimers, E. (2014). Pågående tillblivelse av ämnet pedagogiskt arbete: reflektioner utifrån en forskarutbildningskurs (1ed.). In: Monika Vinterek, Anders Arnqvist (Ed.), Pedagogiskt arbete: enhet och mångfald (pp. 188-208). Falun: Högskolan Dalarna
Open this publication in new window or tab >>Pågående tillblivelse av ämnet pedagogiskt arbete: reflektioner utifrån en forskarutbildningskurs
2014 (Swedish)In: Pedagogiskt arbete: enhet och mångfald / [ed] Monika Vinterek, Anders Arnqvist, Falun: Högskolan Dalarna, 2014, 1, p. 188-208Chapter in book (Other academic)
Place, publisher, year, edition, pages
Falun: Högskolan Dalarna, 2014 Edition: 1
Series
Pedagogiskt arbete i Sverige ; 1
Keywords
Pedagogiskt arbete, Forskarutbildning, undervisning, Didaktik
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-112944 (URN)9789189020986 (ISBN)
Available from: 2014-12-30 Created: 2014-12-30 Last updated: 2015-03-06Bibliographically approved
Martinsson, L. & Reimers, E. (Eds.). (2014). Skola i normer (2ed.). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Skola i normer
2014 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

Skola i normer granskar hur normer för hur man ska vara och bete sig upprepas och utmanas av elever och lärare i skolan, på lärarutbildningen och i skolans värdegrundsarbete. Genom föreställningar om normalitet skapas också det Andra, det som inte ryms innanför normens gränser och som därför stängs ute. Samtidigt uppstår alltid motsägelser som ger möjligheter till motstånd.

I denna nya upplaga har perspektiven vidgats och normbegreppet används för att belysa fler aspekter av hur normer verkar. Förutom normer om genus, ålder och sexualitet, diskuterar författarna på ett tydligare sätt också rasifiering och klass. Under senare år har betydelsen av dessa normativa processer blivit allt mer påtaglig, både i skolans värld och i samhället i stort. Ytterligare en skillnad är att förskolan, fritids, grundskolan, gymnasiet och högskolan diskuteras som delar i och konsekvenser av globala och nationella normstrider.

Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2014. p. 223 Edition: 2
Keywords
normer, skola, genus, sexualitet, rasifiering, nyliberala reformer
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-109613 (URN)978-91-40-68599-5 (ISBN)
Projects
Klass i marknadsliberala utbildningsdiskurserDen självklara heteronormativiteten - skolan som plats för sexualitets- och könskonstruktion
Funder
Swedish Research Council, 2009-6173Swedish Research Council, 2003-4442
Available from: 2014-08-21 Created: 2014-08-21 Last updated: 2016-09-05Bibliographically approved
Martinsson, L. & Reimers, E. (2014). Skola i normer, från ett annat håll (2ed.). In: Martinsson, Lena; Reimers, Eva (Ed.), Skola i normer: (pp. 189-207). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Skola i normer, från ett annat håll
2014 (Swedish)In: Skola i normer / [ed] Martinsson, Lena; Reimers, Eva, Malmö: Gleerups Utbildning AB, 2014, 2, p. 189-207Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2014 Edition: 2
Keywords
normer, skola, nyliberala skolreformer, klass
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-109620 (URN)978-91-40-68599-5 (ISBN)
Projects
Klass i marknadsliberala utbildningsdiskurser
Funder
Swedish Research Council, 2009-6173
Available from: 2014-08-21 Created: 2014-08-21 Last updated: 2016-09-05
Reimers, E. (2013). Economic and Political Subjectivities in Public Discourses on Education. In: : . Paper presented at AERA 2013 Annual Meeting, 27 April - 1 May 2013, San Francisco, California, USA.
Open this publication in new window or tab >>Economic and Political Subjectivities in Public Discourses on Education
2013 (English)Conference paper, Oral presentation only (Other academic)
Abstract [en]

Purposes

The present paper employs public discourses, in the form of policy documents from the OECD, EU and the UN, news and popular media, to explore how economic and political subjectivities simultaneously emerge and are obfuscated in the ubiquitous discourses on education that are dominated by neoliberal ideas (Ball, 2006; Buras & Apple, 2005).

 Perspectives and theoretical framework

One point of departure are the notions of “interdiscursivity” and “medialization of politics,” which point to how discourses are rearticulated in different contexts, drawing on each other, and thereby both affirming and displacing each other, and to how politics is made intelligible in public media (Fairclough, 1995; 2000). Another point of departure is the notions of assemblages and flight lines (Deleuze & Guattari, 2004). These concepts enable us to understand the neoliberal education discourse as an open, ambiguous and undecided assemblage, and to explore how this assemblage makes possible differing educational aims and subject positions.

 Methods

The argument is based on discourse analysis of transnational policy documents and news and popular media from different nations. The aim of the analysis is to explore what economic and political subject positions are made possible in these different data sets.

 Results and Arguments

Although the tenants of neoliberalism are dominant, they are not totally hegemonic. In both the policy documents and the public media data, there are simultaneous articulations of a neoliberal educational discourse and a discourse of education as a tool to enhance democracy and create social justice. Furthermore, these discourses inform and are often intertwined with each other. 

 The transnational policy documents predominantly articulate education as possibilities.

There are, however, salient differences between the OECD and EU documents, and the UN documents. Although all emphasize what education can do for the nations, the former stress education as a prerequisite for economic progress, whereas the latter stress eliminating poverty, fostering democracy, and empowering individuals and subordinated groups. In this way, the OECD and EU documents constitute subjectivities in relation to a market focused on how learners can contribute to a growing economy, whereas the UN documents constitute political subjects who can contribute to society through political interventions.

 News and public media are dominated by articulations of an education system in a state of “crisis”. The arguments for these representations and the solutions brought forward are drawn from a neoliberal discourse focused on competition, marketization, free choice, and private initiatives, but there is also a parallel and intersecting discourse of education as a means to give subordinated subjects opportunities for a better life. However, these discourses mainly point to economic rather than to political subjectivities, who hold their future in their own hands by making the right choices and working hard. This is not completely unambiguous, as media representations, especially in the popular media, also depict resistance and constitute subjectivities who subvert the neoliberal hegemony and who insist on the political (Mouffe, 2005). These subversions open the door to notions of education as practices that not only stabilize, but also destabilize and change society.

Keywords
Neoliberal education discourse, multilateral documents, educational practice
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-93316 (URN)
Conference
AERA 2013 Annual Meeting, 27 April - 1 May 2013, San Francisco, California, USA
Projects
Class in neoliberal education discourses
Funder
Swedish Research Council, VR 2009-6173
Available from: 2013-05-30 Created: 2013-05-30 Last updated: 2015-04-01
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5296-6275

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