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  • 301.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Anna-Stina Treumund in Drag2013In: Lambda Nordica: Tidskrift om homosexualitet, ISSN 1100-2573, Vol. 17, no 4, p. 189-195Article in journal (Other academic)
  • 302.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Determined disidentifications: reframing the limits of the field imaginary of feminist studies2015In: Happy Futures Between East and West?: Disturbing Differencesin European Gender Studies / [ed] Renata Ingbrant, Zhanna Kravchenko and Teresa Kulawik, London: Routledge, 2015Chapter in book (Refereed)
  • 303.
    Koobak, Redi
    Linköping University, Department of Thematic Studies, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Exposing Dreams: Imagining Social Change Through Photography2009Conference paper (Other academic)
  • 304.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Feministlik teooria Ida-Euroopa kontekstis: pinged ja paradoksid2013Conference paper (Refereed)
  • 305.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Hidden City Exposed: A Pre-Fieldwork Reflection2009Conference paper (Refereed)
  • 306.
    Koobak, Redi
    Linköping University, Department of Thematic Studies, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Hidden City, Hidden Subjectivities?: Imagining Social Change Through Photography2009Conference paper (Other academic)
  • 307.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Intersektsionaalsusest ehk lugusid feministliku mõtte rändamisest: [On Intersectionality or the Travels of Feminist Thought]2008In: Ariadne Lõng, ISSN 1406-6246, Vol. 1/2, p. 31-40Article in journal (Other academic)
  • 308.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    "Meie" Ida-Euroopa, visuaalne kunst ja feminism: ["Our" Eastern-Europe, visual arts and feminism]2011In: Ariadne's Clew: Estonian Journal for Gender Studies, no 1/2, p. 150-154Article, book review (Other academic)
  • 309.
    Koobak, Redi
    Linköping University, Department of Thematic Studies, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Narrating feminisms: what do we talk about when we talk about feminism in Estonia?2018In: Gender, Place and Culture: A Journal of Feminist Geography, ISSN 0966-369X, E-ISSN 1360-0524, Vol. 25, no 7, p. 1010-1024Article in journal (Refereed)
    Abstract [en]

    Drawing on interviews with women who identify as feminists in Estonia, this article explores how the stories we tell about feminism and its past influence the kind of theoretical and political work we are able to do. Zooming in on the story of the emergence of feminisms in postsocialist Estonia which has not been thoroughly researched yet, this article calls upon feminists in Estonia to reflect critically on how they conceptualize feminisms, while at the same time building a framework to think about local feminism within transnational feminist context. Starting from stories of how women became feminists in Estonia since the fall of the Soviet Union in the 1990s, I reflect on the gaps, chance encounters and tensions that my fieldwork revealed to narrate feminism differently, to bring forth new aspects of feminism in this context. In particular, I focus on two moments: the common imaginary of real feminism as Western mass movement and the tensions between the local context and Western feminism. I complicate the narrative in the article through including interludes in between the main text to highlight how the incidents that happened outside and around the interviews shape my story of feminism in Estonia.

  • 310.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Nähtavuse ja nähtamatuse poliitika: [The Politics of Visibility and Invisibility]2009In: Ariadne Lõng, ISSN 1406-6246, p. 120-124Article in journal (Other academic)
  • 311.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Reflections on Cyber- and Autoethnographic Methodologies2008Conference paper (Other academic)
  • 312.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Six impossible things before breakfast: How I came across my research topic and what happened next2014In: Writing Academic Texts Differently: Intersectional Feminist Methodologies and the Playful Art of Writing / [ed] Nina Lykke, New York: Routledge, 2014, 1, p. 95-110Chapter in book (Refereed)
    Abstract [en]

    This edited volume combines cutting-edge research on feminist and intersectional writing methodologies with explorations of links between academic and creative writing practices. Contributors discuss what it means for academic writing processes to explore intersectional in-between spaces between monolithic identity markers and power differentials such as gender, race, ethnicity, class, sexuality and nationality. How does such a frame change academic writing? How does it make it pertinent to explore new synergies between academic and creative writing? In answer to these questions, the book offers theories, methodologies, political and ethical considerations, as well as reflections on writing strategies. Suggestions for writing exercises, developed against the background of the contributors' individual and joint teaching practices, will inspire readers to engage in alternative writing practices themselves.

  • 313.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Soolise erinevuse tulevik: intervjuu Elizabeth Grosziga: [The Future of Sexual Difference: Interview with Elizabeth Grosz]2007In: Ariadne Lõng, ISSN 1406-6246, Vol. VII, no 1/2, p. 125-129Article in journal (Other academic)
  • 314.
    Koobak, Redi
    Linköping University, Department of Thematic Studies, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Stuck I, Stuck II, Stuck III2009Conference paper (Other academic)
  • 315.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    The Cartesian Legend Revisited: An Exercise in Thawing "Frozen" Categories2009In: Gender Delight: Science, Knowledge, Culture and Writing... for Nina Lykke / [ed] Cecilia Åsberg, Katherine Harrison, Björn Pernrud and Malena Gustavsson, Linköping: LiU , 2009, 1, p. 297-306Chapter in book (Other academic)
  • 316.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    The feeling of “having already been read”: the potentialities and limits of writing postsocialist feminist imaginaries2013Conference paper (Refereed)
  • 317.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    The feeling of “having been read”: reflections on writing postsocialist feminist imaginaries2013Conference paper (Refereed)
  • 318.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Touching across time: decolonizing feminist imaginaries2013Conference paper (Refereed)
  • 319.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Touching across time: The geopolitics of feminist knowledge and the visual arts2014In: ЛИЧНОСТЬ, КУЛЬТУРА, ОБЩЕСТВО [Lichnost', Kultura, Obshchestvo], ISSN 1606-951X, Vol. 81-82, no 1-2, p. 97-109Article in journal (Refereed)
    Abstract [en]

    In this paper, I explore the question of geopolitics of knowledge in feminist studies together with the notion that the visual arts are an important starting point for the decolonization of knowledge and imagination. In particular, I discuss a series of self-portrait photographs by AnnaStina Treumund, a feminist and lesbian identified artist from postsocialist Estonia, and see if and how her work helps to reconfigure the lag discourse often associated with the former Eastern Europe within feminist theorizing. I zoom in on the artwork entitled Woman in the Corner of Mutsu’s Drawings (2010), an homage to Estonian graphic artist Marju Mutsu’s three ink drawings from 1972, and its connections with the recent turn towards history and reconceptualizing normative models of time in queer theory. Through Elizabeth Freeman’s concept of “erotohistoriography”, I will argue that Treumund’s impulse to start “making connections across time” [5] reveals a resistance to “chrononormative” models of history [9; 10] and to a tendency to view the present of feminist thought and queer art in Eastern Europe as always already one step behind the West.

  • 320.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Vabaks autoriteetide ja kaitsejumaluste eestkostest?: [Free from the Custody of the Authorities and Patron Gods?]2009In: Ariadne Lõng, ISSN 1406-6246, Vol. IX, no 1/2, p. 155-159Article, book review (Other academic)
  • 321. Order onlineBuy this publication >>
    Koobak, Redi
    Linköping University, Department of Thematic Studies, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Whirling Stories: Postsocialist Feminist Imaginaries and the Visual Arts2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is about the geopolitics of feminist knowledge and the role of the visual arts in conceiving and reconfiguring postsocialist feminist imaginaries. Its central concern is to contest the fantasy, prevalent within Western feminist theorizing, of a “lag” between Western and former Eastern Europe. The thesis explores these imaginaries on a micro scale, zooming in on the deeply personal and political artwork of a contemporary feminist and lesbian-identified Estonian artist, Anna-Stina Treumund. This partial and limited focus on Treumund’s photographic self-portraiture enables us to look into the intensities and specificities of individual experience in postsocialist space. Throughout, the thesis evokes a whirling subject as a feminist figuration. This is simultaneously a reference to the embodied and the relational structure of knowledge-systems and world-making.

    Drawing on postsocialist, postcolonial, queer and feminist visual culture studies, the author argues that Treumund’s art is always already embedded in the local context, as it builds on and problematizes the existing discussions of feminist generations, theorizing, activism and art practices. Combining close readings of Treumund’s artworks with contemporary theoretical debates in feminist studies, encounters with the artist and autobiographical narratives, this thesis asserts: there is no “lag”. More importantly, it is of utmost ethical and political importance to pay closer attention to geopolitical locatedness as an axis of difference that matters in contemporary feminist theorizing.

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    Whirling Stories: Postsocialist Feminist Imaginaries and the Visual Arts
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  • 322.
    Koobak, Redi
    Linköping University, Department of Thematic Studies, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Writing in stuck places2014In: Writing Academic Texts Differently: Intersectional Feminist Methodologies and the Playful Art of Writing / [ed] Nina Lykke, New York: Routledge, 2014, 1, p. 194-110Chapter in book (Refereed)
    Abstract [en]

    This edited volume combines cutting-edge research on feminist and intersectional writing methodologies with explorations of links between academic and creative writing practices. Contributors discuss what it means for academic writing processes to explore intersectional in-between spaces between monolithic identity markers and power differentials such as gender, race, ethnicity, class, sexuality and nationality. How does such a frame change academic writing? How does it make it pertinent to explore new synergies between academic and creative writing? In answer to these questions, the book offers theories, methodologies, political and ethical considerations, as well as reflections on writing strategies. Suggestions for writing exercises, developed against the background of the contributors' individual and joint teaching practices, will inspire readers to engage in alternative writing practices themselves.

  • 323.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Writing in Stuck Places2010Conference paper (Other academic)
  • 324.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    You, Me and Everyone We Don't Know2011Conference paper (Refereed)
  • 325.
    Koobak, Redi
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Zooming in On Photography Online: Three Hundred and Sixty Five Flickering Selves2009In: Teaching Visual Culture in Interdisciplinary Classrooms: Feminist (Re)interpretations of the Field / [ed] Dorota Golanska and Elzbieta Oleksy, Utrecht University and Stockholm University , 2009, 1, p. 49-57Chapter in book (Other academic)
    Abstract [en]

    Visual literacy is important for understanding the role of visual culture as a key factor in processes of globalization, technologization and multiculturalization, which are all part of our historicity. Certainly, the study of the visual is not limited to the study of images, but also of their effects, material practices they entail and creative potential they offer. Therefore, it is of critical importance to work out new approaches to study both epistemologies and ontologies of the visual. This book weaves together various critical paradigms, theories and methodologies within the common field of feminist visual culture. By doing so, it demonstrates the importance of the analysis of the visual for feminist studies as well as the need to increase visual literacy in general. The volume provides theoretical and methodological support and examples of possible analyses for researchers and students interested in the field of feminist visual culture or, more generally, women's studies, gender studies, visual studies, art studies and science studies. It presents feminist theories and methodologies, which were influential for the field of visual culture and encourages readers to think critically about the visual.

  • 326.
    Koobak, Redi
    et al.
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Agard-Jones, Vanessa
    Yale University, New Haven, USA.
    How to do things with queer time2012Conference paper (Refereed)
  • 327.
    Koobak, Redi
    et al.
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Marling, Raili
    University of Tartu, Estonia.
    Difference into distance: Roadblocks in the travel of feminist theory2013Conference paper (Refereed)
  • 328.
    Koobak, Redi
    et al.
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Marling, Raili
    University of Tartu, Estonia.
    The decolonial challenge: Framing post-socialist Central and Eastern Europe within transnational feminist studies2014In: The European Journal of Women's Studies, ISSN 1350-5068, E-ISSN 1461-7420, Vol. 21, no 4, p. 330-343Article in journal (Refereed)
    Abstract [en]

    The article explores the location of Central and Eastern Europe in transnational feminist studies. Despite the acknowledgement of the situatedness of knowledge, feminist theorising nevertheless seems to continue to be organised around a limited number of central axes and internalised progress narratives. The authors argue that there is a pressing need for theories which can approach the near absence of Central and Eastern European perspectives from transnational feminist theorising, and challenge the limited number of discursive tropes associated with post-socialist Central and Eastern Europe – especially that of a ‘lag’, where difference is translated into a temporal distance. Instead, the authors suggest that a more inclusive vision of transnational feminist studies can be achieved by applying the decolonial framework to the post-socialist context, as explicated in the work of Madina Tlostanova.

  • 329.
    Koobak, Redi
    et al.
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Marling, Raili
    University of Tartu, Estonia.
    Why transnational feminism needs to engage with postsocialism: Intersections of feminisms and neoliberalism in postsocialist EstoniaIn: FrontiersArticle in journal (Refereed)
  • 330.
    Koobak, Redi
    et al.
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Obreja, Monica
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Harrison, Katherine
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Olofsson, Jennie
    Gender and Technology Luleå University of Technology, Sweden.
    The Politics of Pictures: Corporeal Cartographies of Self-Portrait Photography2008Conference paper (Other academic)
    Abstract [en]

    Part of panel "Gendered bodies online: representation in text, photography and animation", together with Monica Obreja and Katherine Harrison from Linköping University and Jennie Olofsson from Luleå University of Technology.

  • 331.
    Koobak, Redi
    et al.
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Põldsaar, RailiDepartment of English Language and Literature University of Tartu, Finland.
    Ihakeha ja lihakeha: [Selected essays on the body]2008Collection (editor) (Other (popular science, discussion, etc.))
  • 332.
    Koobak, Redi
    et al.
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Thapar-Björkert, Suruchi
    Department of Government, Uppsala University, Sweden.
    Becoming non-Swedish: locating the paradoxes of in/visible identities2012In: Feminist review (Print), ISSN 0141-7789, E-ISSN 1466-4380, no 102, p. 125-134Article in journal (Refereed)
  • 333.
    Koobak, Redi
    et al.
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Thapar-Björkert, Suruchi
    Department of Government, Uppsala University, Sweden.
    Postcolonial and postsocialist feminist analytics: imagining transnational solidarities through collaborative praxis2013Conference paper (Refereed)
  • 334.
    Koobak, Redi
    et al.
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Thapar-Björkert, Suruchi
    Department of Government, Uppsala University, Sweden.
    Transversal dialogue: intersections of postcolonial and postsocialist analytics in transnational feminist studies2015Conference paper (Other academic)
  • 335.
    Koobak, Redi
    et al.
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Thapar-Björkert, Suruchi
    Department of Government, Uppsala University, Sweden.
    Transversal dialogues on intersectionality2014Conference paper (Other academic)
  • 336.
    Koobak, Redi
    et al.
    Linköping University, Department of Thematic Studies, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Thapar-Björkert, Suruchi
    University of Uppsala.
    Writing the place from which one speaks2014In: Writing Academic Texts Differently: Intersectional Feminist Methodologies and the Playful Art of Writin / [ed] Nina Lykke, New York: Routledge, 2014, p. 47-61Chapter in book (Refereed)
    Abstract [en]

    This edited volume combines cutting-edge research on feminist and intersectional writing methodologies with explorations of links between academic and creative writing practices. Contributors discuss what it means for academic writing processes to explore intersectional in-between spaces between monolithic identity markers and power differentials such as gender, race, ethnicity, class, sexuality and nationality. How does such a frame change academic writing? How does it make it pertinent to explore new synergies between academic and creative writing? In answer to these questions, the book offers theories, methodologies, political and ethical considerations, as well as reflections on writing strategies. Suggestions for writing exercises, developed against the background of the contributors' individual and joint teaching practices, will inspire readers to engage in alternative writing practices themselves.

  • 337.
    Kozuchova, Paulina
    Linköping University, Department of Thematic Studies, The Department of Gender Studies.
    Non-normative Family on Children's Television: Queering Kinship, Temporality and Reproduction on Steven Universe2018Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of this Master’s thesis is to examine queer aspects of the animated television show Steven Universe (2013-present), created by Rebecca Sugar and produced by Cartoon Network. Situating Steven Universe in the context of Cartoon Network and children’s animation in general, and drawing on queer theory, as well as feminist cultural studies and kinship studies, the thesis aims to contribute to understanding of non-normative family representation in children’s entertainment. Through a close reading of the material, the thesis explores how Steven Universe queers the notion of family. It focuses on the show’s depiction of kinship, temporality and reproduction, and examines how each of these aspects subverts reproduces different modes of normativity. In Steven Universe, the family of the main character, Steven, is depicted as socially unintelligible, and as a mixture of biological and chosen kinship, highlighting the importance of both. It places great emphasis on being accepted by one’s family and community, and I discuss how this message can be both empowering and undermining. Steven’s family mostly inhabits queer time and does not give in to chrononormative structures. However, I also explore and critically evaluate parts of the series in which queer temporality is provisionally replaced by chrononormativity and striving for maturity. Finally, Steven Universe queers reproduction, by defamiliarizing the notion of (hetero)sexual reproduction and providing other alternatives for reproduction and motherhood. In general, the depiction of family on Steven Universe is characterized by transgressing multiple dichotomies and by having a complex relationship to different modes of normativity, by both resisting them and engaging in them.

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    fulltext
  • 338.
    Kregert Blomstrand, Hanna
    Linköping University, Department of Social and Welfare Studies.
    ”Jag ville ju bli omtyckt av fröken, liksom” – en empirisk studie av ”duktiga flickors” upplevelse av skoltiden2008Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Min empiriska studie grundar sig på intervjuer av 9 kvinnor mellan 17 och 46 år som själva sett sig som ”duktiga flickor”. Syftet har varit att öka kunskapen om duktiga flickors upplevelse av sin skoltid. Jag har använt mig av enskilda kvalitativa intervjuer som har bandats, transkriberats och kodats för att sedan kategoriserats. Litteraturen jag läst kring ämnet visar att det i första hand är läraren som ställer höga krav på enskilda elever och frambringar rollen som duktig flicka. Resultatet av min studie visar dock att det finns många orsaker till varför vissa elever blir duktiga flickor eller hjälpfröknar. Lärarens krav är emellertid inte en av de mest framträdande orsakerna. Informanterna har också beskrivit på vilket sätt deras beteende yttrade sig i klassrummet. Dessa beteenden går att dela in i två kategorier; för lärarens skull och för klasskamraternas skull. En majoritet av kvinnorna angav att de hade ändrat sitt beteende på grund av att de börjat ifrågasätta meningen med att vara en duktig flicka.

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    FULLTEXT01
  • 339.
    Kreitz-Sandberg, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Gender diversity and equity in teacher education: Stakeholders' perspectives on practical approaches2010In: Abstracts: Active Citizenship: Nordisk förening för pedagogisk forskning (NFPF/NERA), Malmö: Malmö högskola , 2010, p. 356-Conference paper (Refereed)
    Abstract [en]

    This study investigates how stakeholders in teacher education reflect on gender equity in teacher education. The aim is to describe a variation of perspectives on needs and possible limits of gender integration in higher education. A gender diversity approach is applied with inspiration from feminist poststructural thought. The background of the study is the ongoing reconstruction of teacher education in Sweden, which embodies a variety of contradictions and dilemmas according to gender. In order to catch the spirit of the time the author conducted qualitative interviews with representatives of various subjects, thematic skill bases and areasof competence. How do stakeholders in teacher education reflect on practical approaches according to gender integration and diversity strategies? One of the expected results is that the positions of representatives for different subjects vary in relation to “gender as form” and “gender as a content” of instruction. By presenting at the NERA- conference I would like to discuss the results of my study and their relevance at an early stage with other actors in teacher education. Understanding actors’ perspectives is a necessity in order to develop adequate strategies for gender diversity and equity in teacher education.

  • 340.
    Kreitz-Sandberg, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Gender inclusion and horizontal gender segregation: stakeholders' strategies and dilemmas in Swedish teachers' education2013In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 25, no 4, p. 444-465Article in journal (Refereed)
    Abstract [en]

    This paper contributes to our knowledge of teacher educators' strategies for, and dilemmas with, working with gender inclusion in teachers' education. It illustrates how gender is constructed and reconstructed in teachers' education. The study revealed that teachers' education is not only – as earlier described – a highly feminised field, it is also a discipline that is permeated by horizontal and vertical segregation typical of higher education. The study analyses how university teacher educators experience and handle consequences of this horizontal segregation, building on interviews with subject representatives at a Swedish university. The results exemplify how university teachers reflect on gender policies and their own roles when working with teacher students. Heteronormative patterns also become visible in strategies meant to facilitate gender equality and desegregation. The author argues for the need to include university teachers' perspectives in future strategies for developing gender inclusion in university education.

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    fulltext
  • 341.
    Kreitz-Sandberg, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Gendersensitive Pädagogik in Schweden: Vorbereitung für Geschlechtergerechtigkeit bereits im Kindergarten?2010In: Betrifft Mädchen, ISSN 1438-5295, Vol. 23, no 1, p. 31-34Article in journal (Other academic)
    Abstract [de]

    Schweden gilt gemeinsam mit anderen nordischen Nationen als ein Land, in dem die Gleichstellung der Geschlechter weit vorangeschritten ist. Nach Angaben der Vereinten Nationen belegte Schweden 2005 den vierten Platz hinsichtlich der erfolgreichen Umsetzung von Gender Mainstreaming. Schweden wird in Deutschland sowohl in Hinblick auf Gleichstellung als auch auf Bildungsideale gerne als positives Exempel präsentiert.Gleichstellung und gleiche Möglichkeiten für Mädchen und Jungen im Bildungsbereicht wurden bereits in den 60er Jahren auch in den Lehrplänen verankert. Der Lehrplan für den vorschulischen Bereich (Lpfö 98) hebt hervor, dass die Kinder ein Verständnis für Egalität aller Menschen unabhängig von sozialer Herkunft, Geschlecht, ethnischer Zugehörigkeit, Religion oder Glaubensgemeinschaft, sexueller Orientierung oder Behinderung entwickeln sollen.

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    Gendersensitive Pädagogik in Schweden: Vorbereitung für Geschlechtergerechtigkeit bereits im Kindergarten?
  • 342.
    Kreitz-Sandberg, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Jämställdhet i välfärdsstaten: En utvärdering av genusintegrering i universitetet2009In: Nordiska Sommaruniversitetet (NSU), 19-26 july 2009, Tyrifjord, Norway: Circle 1: From Welfare systems to Welfare Societies - changing perspectives of Nordic Welfare Models in times of globalization”, 2009Conference paper (Other academic)
  • 343.
    Kreitz-Sandberg, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    School Projects on Gender Sensitive Education in Japan and the Philippines: Questions of Relevance for Nordic Educational Science?2009In: Nordic Educational Research Association: Abstract book: NERA’s 37th Congress Trondhem 5-7 march 2009, Trondheim: NERA , 2009, p. 93-Conference paper (Refereed)
    Abstract [en]

    Background

    Gender and education is a global topic and questions about equality in school are vital in school systems all over the world. The study on gender and especially gender sensitive education in other countries can contribute to an informed understanding about specifics, similarities and common claims. Expectedly different cultural contexts can contribute an excellent research ground for the study of patterns, mechanism and norms according to gender in education.

    Aim of the study and research questions

    The aim of this presentation is to discuss how international studies on gender in education can contribute to Nordic discourses on gender and education and the development of studies on equality in education. For this I shall introduce a study on school projects in Japan and the Philippines and discuss the following questions.

    - How do gender studies in different Asian nations introduce possibilities and hindrances of gender sensitive education at school?

    - How do teachers address gender matters at school according to these sources?

    - In which way are schools being described as gendered institutions?

    Theoretical perspective and conceptual framework

    The study on Gender in the two Asia countries was rooted within social science Japanese studies, the area in which I did my research for about a decade. The theoretical background were studies on gender within Japanese sociology of education. By including findings on the Philippines I aimed at opening the perspective on Japan by contributing information on another Asian reality.

    Method

    The study builds on a secondary analysis of field and evaluation studies on gender sensitive school projects. Interest in other parts of the world does not necessarily mean that we have to conduct own field studies in foreign countries. Much information is available if we have access to local studies.

    Findings

    The results show that gender is a relevant issue of study in Japanese and Philippinian primary education. The projects are concerned about gender consciousness of teachers and students. Gender stereotypes for example in study materials are analysed. Possibilities of crossing gender roles are to some extent encouraged. Teachers discuss even their responsibility in relation to the students’ family context. In Japan standardisation of gender roles is one of the problems being tackled. The results from the Philippines show that more attention must be paid to the intersection of gender and class.

    Relevance for Nordic Educational research

    The discussion I want to initiate is if and in which way international studies on gender and education can stimulate discussions on a gender perspective and equality in education in Nordic countries.

  • 344.
    Kreitz-Sandberg, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Teacher Educators' Strategies and Dilemmas ConcerningGender Segregation and Inclusion2013In: Disruptions and eruptions as opportunities for transforming education: Abstract book, 2013, p. 82-82Conference paper (Refereed)
    Abstract [en]

    This paper contributes to our knowledge of teacher educators’ strategies for, anddilemmas with, working with gender inclusion in teachers’ education. It illustrateshow gender is constructed and reconstructed in teachers’ education. The studyrevealed that teachers’ education is not only – as earlier described – a highlyfeminised field, it is also a discipline that is permeated by horizontal and verticalsegregation typical of higher education. The study analyses how university teachereducators experience and handle consequences of this horizontal segregation,building on interviews with subject representatives at a Swedish university. Theresults exemplify how university teachers reflect on gender policies and their ownroles when working with teacher students. Heteronormative patterns also becomevisible in strategies meant to facilitate gender equality and desegregation. Theauthor argues for the need to include university teachers’ perspectives in futurestrategies for developing gender inclusion in university education.

  • 345.
    Kreitz-Sandberg, Susanne
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Derichs, ClaudiaHildesheim University, Germany, Department of Political Science.
    Gender Dynamics and Globalization: Perspectives on Japan within Asia2007Collection (editor) (Other academic)
    Abstract [en]

    This volume applies a gender-sensitive perspective on Japan, discussing issues such as national identity, the changing appeal of role models, legacies of a misogynous past, gendered education policies, female imaging in the media, or working women’s networks. The transnational dimension of this perspective is highlighted by comparisons drawn between Japan and other countries of the region such as Philippines and South Korea. Authors attend to concepts of gender and gendered identities as well as to actors within gendered spaces of society.

  • 346.
    Kudrnacova, Michaela
    Linköping University, Department of Thematic Studies, The Department of Gender Studies.
    Comparative Study: Environmental Attitudes and Beliefs Among Men and Women in Czechia and Sweden2018Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Within this thesis, the diversity of environmental attitudes and their predictors among men and women in Czechia and Sweden is elaborated on based on ISSP 2010 Environment III data. Measuring the level of environmental attitudes and beliefs is quite complex, however the New Ecological Paradigm was used as a well-established measuring tool indicating the relationship and opinions of people concerning environment. Gender, or sex in this case, is one of the predictors that are often being mentioned impacting environmental attitudes. This thesis compares two similarly sized countries, Czechia and Sweden, and explores the character of the relationship subsisting between their environmental attitudes and gender in/equality with the use of statistical tools and gender lenses application. The thesis was inspired by the lack of studies connecting both mentioned countries being analysed in an intersectional manner. In the analysis, significant differences were found between both Czechia and Sweden, and men and women in what influences predictors for environmental attitude. The hypothesis assuming there would be notably lesser differences within Swedish men and women than Czech men and women was not confirmed. This study combining statistical methods and gender lenses illustrates that in understanding complex phenomena like environmental attitudes and beliefs, it is important to look at the issue from an intersectional perspective, and therefore, it should be emphasized gender (or sex in this case) explains only an infinitesimal proportion of environmental attitudes and beliefs, other variables such as country affiliation, age, education, religious affiliation, environmental knowledge, household income and in some instances also environmental behaviour seem to influence environmental attitudes and beliefs to a higher extent than gender and sex.

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  • 347.
    Källvik, Emma
    Linköping University, Department of Thematic Studies, The Department of Gender Studies.
    A Critical Discourse Analysis of Sexual Violence and Power: #metoo in Swedish media2018Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    During the fall of 2017, a campaign named #metoo went viral on Twitter. The purpose of #metoo was to highlight how many that had experiences of sexual harassments and assaults. The campaign did also gain a lot of attention in traditional Swedish media. By looking at #metoo in Swedish printed media during the month of November in 2017, I have examined how the concept of sexual violence have been articulated, negotiated and represented. Sexual violence is a matter that has been important for both feminist scholars and activists for a long time, both from a theoretical and material perspective. Guided by a critical discourse analysis and a feminist poststructural approach, I have looked at sexual violence as a phenomenon that is discursively made and therefore, also non-stable and always up for negotiation depending on the specific time, place and context it is produced in. In my material, I have found three themes, boundaries, institutionalisation and tensions. They all, in different ways, support that by providing a picture of sexual violence as a fluid concept without clear boundaries, a tendency to turn all the issues of sexual harassments into a failure of the employer liability and the working environment. Also, by providing a picture of a colliding word view of sexual violence as both a brand new phenomenon in Sweden (especially related to immigration) and something that has always been a reality in many people’s life.

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    fulltext
  • 348.
    Lange, Maria
    Linköping University, Department of Behavioural Sciences and Learning.
    Bemötande i skolan utifrån ett genusperspektiv2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Min studie om bemötande sett ur genusperspektiv i undervisningen har som syfte att undersöka hur eleverna känner och uppfattar sin situation ur detta perspektiv. Jag kommer även att tolka elevernas bemötande mot de olika könen.

    Undersökningen består av strukturerade och ostrukturerade observationer, samtal och elevenkäter. Jag belyser genusbegreppet och redogör för vad tidigare forskare och författare har skrivit om ämnet.

    Mycket kortfattat visar mitt resultat att flickor och pojkar bemöts på olika sätt i skolan. Det är samtidigt mycket möjligt att bemötandet mot pojkar och flickor vid olika situationer blir olika på grund av omedvetenhet hos pedagogerna.

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  • 349.
    Lee, Francis
    Linköping University, The Tema Institute, Technology and Social Change.
    Gender in Correspondence Education2005Conference paper (Other academic)
  • 350.
    Lindblom, Erica
    Linköping University, Department of Thematic Studies, The Department of Gender Studies.
    Reporting on Gender Equality and Diversity: A Discourse Analysis of the GRI Framework for Sustainability Reporting2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Organizations around the world increasingly publish voluntary sustainability reports. Stakeholders want more information than financial statements, and environmental and social concerns have grown in the past two decades. The Global Reporting Initiative (GRI) framework for sustainability reporting is used by most organizations today.

    This is an analysis of the indicators in the GRI framework used to report on gender equality and diversity. I have used Carol Bacchi's method "What Is the "Problem" Represented to Be?" to discover how the "problems" of gender equality and diversity are presented in the framework and what effects those constructions of the problem might have.

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