Konversationsanalys är en metod för detaljerade studier av talad interaktion. Att tillägna sig kunskap om denna metod är av stor vikt för alla som vill försöka förstå det talade språket i skolan. Konversationsanalys som metodansats är lämplig att använda när det empiriska materialet består av ljud- eller videoinspelningar från olika typer av interaktiva verksamheter. Det analytiska intresset riktas ofta mot de handlingar som de studerade deltagarna åstadkommer med sitt språkande.

Den 15 oktober 2017 riktade skådespelerskan Alyssa Milano en uppmaning till alla på Twitter: ”Om du har blivit sexuellt trakasserad eller angripen, skriv då ’jag också’ som svar på denna tweet” (översatt från engelska). Detta blev starten på den mäktiga #metoo-rörelsen, som snabbt spred sig över världen. Vad visade denna rörelse och varför är den relevant för lärare att känna till? Ett första svar på denna dubbla fråga är att rörelsen uppenbarade att det i vår omgivning finns oändligt många offer, vilka ofta haft svårt att bli hörsammade eller hållit tyst om sina negativa erfarenheter. Ett andra svar är att alla lärare bör känna till vilken potential det finns i att, som Alyssa och #metoo-rörelsen, våga ifrågasätta invanda sätt att tänka, känna och handla i relation till olika former av övergrepp. Det är sådana insikter ett diskursmedvetet lärarskap, temat för den aktuella texten, bland annat kan bidra till. I framställningen avhandlas det diskursmedvetna lärarskapet utifrån fenomenet skolmobbning, som varje år, precis som sexuella övergrepp, skapar otaliga delvis osynliga offer. Observera dock att det inte finns någonting som begränsar det här perspektivet på lärares ledarskap till just denna typ av problem. Ett diskursmedvetet lärarskap kan tillämpas i en mängd olika sammanhang i skolan, exempelvis i kritiska samtal om rasism i vardagen, om innehållet i läromedel eller om kunskapsbedömningens gissel och dilemman. 

Den här texten presenterar de grundläggande teserna i Harold Garfinkels etnometodologi, en relativt perifer sociologisk skola som uppstod i USA i mitten på 1950-talet. Fokus ligger framför allt på hur social ordning anses uppstå, hur aktörer ses som ständigt redovisningsskyldiga för sitt handlande samt hur språket, genom sin indexikalitet och reflexivitet, betraktas som ett mycket slagkraftigt verklighetsskapande verktyg. Etnometodologins styrka ligger i att undersöka och beskriva själva ”görandet” av världen. Traditionella sociologiska förklaringsvariabler – kön, identitet, regler – kan i detta ljus inte längre tas för givna av forskare, utan måste i stället förstås och analyseras just i sitt görande. Etnometodologin kan därmed kortfattat beskrivas som ”görandets sociologi”. Etnometodologin har varit betydelsefull för en rad vetenskapliga områden och har exempelvis i hög grad bidragit till utvecklingen av konversationsanalysen, vetenskapssociologin och genusteorin.

This study is based on the narratives of four young Swedish women, who were interviewed about their experiences of heterosexual casual sex. The analyses are based on phenomenological sociology and focus on sequences in which the participants orient towards shame in connection with casual sexual encounters. The results show that the participants struggle with shame before, during, and after casual sex, that they do so in relation to a great variety of people, places, and situations, and that they through their experiences encounter a complex set of socializing forces. Hence, despite coming of age in a very liberal sexual environment, the social conditions of the young women’s casual sexual encounters appear as highly challenging. Different audiences, selves, and voices, which do not always blend well together, create a crossfire of conflicting ideals, expectations, and feelings. To alleviate the sexual shame that often seems to beset young women, methods of sex education need to focus on scrutinizing cultural practices rather than the individual.

The purpose of this study was to explore young women's experiences of pornography and how they believe pornography has affected both themselves and other adolescents in terms of sexuality and sexual experiences. Seven young women aged 17-18 years were interviewed and their narratives were analyzed through thematic analysis. The results show that the participants' pornography consumption has at times evoked feelings of shame in relation to their official feminist stance. Moreover, they all report experiences of being pressured to adopt a "supporting role" in sex and to perform in line with a narrow pornographic script, thus compromising their wish to enjoy sex and enact sexual agency. It is also evident how the participants have struggled to navigate through the conflicting positions that are available within a postfeminist culture, for instance in relation to feminism, heterosexual gender norms, and the strong ideal of being an "agent" in sex. In the pursuit of young women's healthy sexual development, the results highlight the need for safe female venues, a relational understanding of agency, cultural change rather than individualized responsibility, porn literacy training, and the advancement of broader sexual scripts.

During recent decades, evidence-based treatment programs have become a given part of the youth justice system. Typically, such programs are evaluated through quantitative effect studies, in which a variety of outcome measures play a significant role. This case study offers an alternative, interactional evaluation of a treatment program. More specifically, the analysis focuses on an Aggression Replacement Training (ART) session that was held at a youth detention home in Sweden. In this session, two trainers and three detained adolescent boys perform an exercise that serves to teach the latter various apology practices. A detailed, conversation analytic examination of the interaction in the session shows that the trainers repeatedly problematize the boys’ contributions in a kind of deviant-making enterprise. Thus, rather than recognizing competencies that do become visible through closer inspection, the trainers one-sidedly highlight lack and deficiency. It is argued that the interpretative frame of ART, with its focus on pathologization, individualization, and responsibilization, amplifies the incarcerated boys’ deviancy, hence symbolically locking them up in a second, nonmaterial or discursive, sense.

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.

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.

Konversationsanalys är en metod för detaljerade studier av talad interaktion. Att tillägna sig kunskap om denna metod är av stor vikt för alla som vill försöka förstå det talade språket i skolan eller andra institutionella miljöer. Konversationsanalys passar bra att använda när det empiriska materialet består av ljud- eller videoinspelningar från olika typer av interaktiva verksamheter. Det analytiska intresset riktas mot de handlingar som de studerade deltagarna åstadkommer med sitt språkande. Mer specifikt är målet ofta att klargöra hur olika händelser, relationer och identiteter produceras och förstås genom det talade språket. Genom konversationsanalyser av vardagliga skolsamtal kan vi exempelvis nå ny kunskap om hur lärande går till, hur olika värdegrundsfrågor avhandlas eller hur olika lärar- och elevroller förhandlas. Kapitlet inleds med en förklaring av grundläggande principer, begrepp och metodregler hos konversationsanalysen. Därefter demonstreras hur två inspelade samtal från skolans värld kan analyseras med hjälp av metoden. Kapitlet avslutas med några konkreta analytiska råd, en uppräkning av vanliga analytiska misstag samt förslag till vidare läsning.

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.