Sociologisk Forskning 53:4 (2016)
Numret finns tillgängligt via Digitala vetenskapliga arkivet:
|Redaktören har ordet||s 343|||Fulltext| |||DiVA||
|Att bekämpa det onda eller främja det goda: Fyra verksamhetsperspektiv på individer i våldsbejakande miljöer samt preventionsarbete runt dessa ||s 345 |||Fulltext|
To fight evil or promote good: Four organizational perspectives on individuals inviolent environments and prevention work around them.
The purpose of this article is to examine organizational understandings and perceptions that can affect the current work with defectors from and members in violent and extremist environments. The empirical material consists primarily of answers to open questions in a survey, where professionals from four organizations are represented: social services, school, police and politics. The material is analyzed with direct qualitative content analysis and shows two contradict approaches to the problem - one that argues for ”fighting the evil” and another that argues for ”promoting the good”. The theoretical framework presented is Erving Goffmans’ frame analysis, Howard S. Beckers’ labelling process and Ingrid Sahlins’ discussion about different kinds of prevention strategies. The results show how organizational understandings and perceptions are far from uniform but rather disparate, and also that assumptions made by professionals have wide implications – often related to morally based approaches grounded on notions of good and evil.
Key Words: ideological extremism, framing, labelling, organizations, prevention
|Om kategorisering og symbolsk magtudøvelse i det sociale arbejde: Myten om de ressourcestærke forældre til børn med neuropsykiatriske diagnoser ||s 371 |||Fulltext|
|Cecilie K. Moesby-Jensen
On categorization and symbolic power in social work: The myth of the resourceful parents to children with neuro-psychiatric diagnoses
Social workers often use the term resourceful about a certain group of parents to children with neuro-psychiatric diagnoses, e.g. autism spectrum disorder and ADHD. This paper discusses the consequences of this sort of stereotyping/categorization with particular regard to the collaboration between these parents and the social workers as they meet in the social services system, when the parents apply for help for their children. Drawing upon Pierre Bourdieu, it is suggested that the categorization resourceful is not only overly simplistic and a myth, but is straight out misguiding and complicates the interaction – in fact it represents an act of symbolic power. Based upon a six months long sociological field-work study it is shown, that even though social workers seem to acknowledge the difficult and grueling life-situation of the parents, they are first and foremost perceived as resourceful and knowledgeable but hence also as annoying, insufferable, demanding and basically unjustified, even though they have obvious legal rights. Parents and social workers alike described the collaboration as being conflictual and a struggle and the complex power-relations are discussed in the light of Bourdieu.
Key Words: social work, categorization, conflictual collaboration, neuropsychiatric diagnoses
|Leva som man lär? En studie av spänningsfältet mellan genusvetande och genusgörande ||s 397 |||Fulltext|
Practice as you preach? Gender scholars’ reflections on practising gender theory
Being a gender scholar – to what extent is it possible to practice as you preach? This study investigates how gender scholars relate to using and practicing theoretical knowledge on gender.Ten in-depth interviews are conducted with gender scholars at Swedish universities. A semi-structured interview guide, based on ambitions, possibilities and obstacles regarding using theoretical knowledge in practice, is used. The results indicate that being a gender scholar is a highly reflective project, since it involves turning your gender theoretical gaze towards yourself. Practicing as you preach seems to be interpreted as undoing gender. Attempts to undo gender are said to be hindered by gender normative structures rendering gender scholar women and gender scholar men different possibilities to practice the undoing of gender. The analysis show that gender scholars perform a balancing act by adding some expressions for the opposite gender to their everyday doings and their physical appearance, thus combining a doing with an undoing of gender. The pace and force of change in these doings and undoings are rather small. Nevertheless, small as they may be, these steps are interpreted as part of a strategy to change gender normative structures, making possible yet other and freer gender performances.
Key Words: gender knowledge, gender scholar, doing gender, undoing gender, reflexivity
|Anförande: Sociala kartor över utbildningslandskapet||s 421 |||Fulltext|
|Minnesord: Thomas Brante 1947–2016||s 437 |||Fulltext|
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