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  • 1.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Entrepreneurship and Gender2016Conference paper (Other academic)
  • 2.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The scientific reproduction of gender inequality: A discourse analysis of research texts on women's entrepreneurship2004Book (Other academic)
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  • 3.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    A theory of conditional social equality in learning groups2022Conference paper (Refereed)
    Abstract [en]

    This paper is inspired by an observation that challenges the theory of cumulative advantage/disadvantage (CAD). CAD says that not only are we born with unequal conditions, inequalities in any given characteristic, such as money, health, or status increase over time (Dannefer, 2003:327). People with educated parents tend to become well educated, and vice versa, and people with a higher level of education tend to engage in adult learning throughout their lives, while those with only compulsory school do not, which in turn effects their health, well-being and quality of life negatively. CAD is a somewhat deterministic theory, inviting ideas of what could be done to counteract such processes.

    Observations to this effect were made in studies of Men’s Sheds. Men’s sheds are community-based workshops offering men beyond paid work “somewhere to go, something to do and someone to talk to” (Golding 2015). Starting in Australia in the 1990s, it is a growing social movement with over 2000 Sheds worldwide (http://mensshed.org). The target group is largely retired working-class men; a group disadvantaged in terms of education, health, income and social status. However, Sheds attract men from all walks of life; also some well-educated and professional men.

    The Sheds have been found to benefit older men’s learning, health, well-being, and social integration. Traditional class divisions were erased, and participants were able to relinquish stereotypical “macho” male identities in favour of softer, caring identities (Cavanagh, Southcombe, & Bartram, 2014; Golding, Foley, & Brown, 2007; Golding, 2015; Haesler, 2015; Morgan, Hayes, Williamson, & Ford, 2007).

    The keys to their success are:(i) Sheds offer men practical, gender-stereotypical activities,(ii) they are self-organized, so service providers are kept at arm’s length, and(iii) women are not present (Ahl, Hedegaard, & Golding, 2017).

    A somewhat counter-intuitive conclusion is that when older men get to do gender stereotypical activities in gender segregated groups, they are able to relinquish class divisions and gender stereotypes. The research question is therefore: does learning in homogeneous groups challenge patterns of inequality, and if so, what patterns and how?

    Based on participant observations and interviews with “shedders” in three countries we found support for the afore-mentioned observations. Working class men possessed the necessary practical skills to became the teachers of other men – their competence was valued, which erased class divisions. When no women were around to fuss with their health concerns, or with tasks such as cooking, they started to do this for themselves and their mates. However, we also noted that heterosexuality was taken for granted and received conceptions of ethnicity/race were reinforced. Homosexuals and immigrants (or people of the native population) were not acknowledged – they became the new “others” of the group. A new-formed fellowship required an outgroup for its definition. Our conclusion is that learning in homogeneous groups allows the erasure of some inequalities, but reproduces others, and the former appears conditional on the latter. We use these observations to formulate a theory of conditional social equality (CSE) which may provide a partial antidote to cumulative disadvantage.

  • 4.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The theory of conditional social equality: Group homogeneity as a prerequisite for challenging (some) inequalities among older men2019Conference paper (Refereed)
  • 5.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Marlow, Susan
    Entrepreneurship and the postfeminist turn: Women’s final emancipation or the same old story?2016Conference paper (Refereed)
  • 6.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Nelson, Teresa
    Simmons College, USA.
    Moving forward: Institutional perspectives on gender and entrepreneurship2010In: International Journal of Gender and Entrepreneurship, ISSN 1756-6266, E-ISSN 1756-6274, Vol. 2, no 1, p. 5-9Article in journal (Refereed)
    Abstract [en]

    Purpose – The purpose of this paper is to propose a re‐directed and purposeful attention to the design of research on gender and entrepreneurship moving forward.

    Design/methodology/approach – The paper questions the value of more studies on the men v. women binary and encourages research on the institutions supporting the gendered construction.

    Findings – The paper suggests a re‐framing of gender (to include men, women, femininity, masculinity, etc.) both in topics investigated and in building the cadre of scholars engaged. It asks for discrimination of gender from biological sex in language use and believes that dialogue will be improved if the word “gender” is maintained as a socially constructed phenomenon directed at distinguishing the norms around “what women do” and “what men do”. Researchers, too, must necessarily confront personal pre‐existing ideas and language shaped by the norms and habits of one's upbringing and daily life in societies that are not acute observers of gender in action.

    Originality/value – The paper assesses trends in research on gender and entrepreneurship and recommends ideas regarding new directions to create better research and application in practice, teaching, and training.

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  • 7.
    Ahl, Helene
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Tillmar, Malin
    Linköping University.
    Swedish welfare state retrenchment and the call for women’s entrepreneurship to fill the void2015Conference paper (Refereed)
    Abstract [en]

    The last two decades have seen major welfare state retrenchment in Sweden. The public sector, which used to be a large and stable employer for women, was downsized. Public schools and public health and care services were privatized. Customer choice models were introduced. The rhetoric connected to privatization stressed the unique opportunities for women formerly employed by the state to start their own businesses in this sector, now open for competition and private initiatives. In this paper we ask what the results were. We discuss the results from a feminist perspective, i.e we ask if privatization and business ownership has improved women’s situation on the labor market, or not. The paper draws together the research findings from our own empirical research (about fifteen different studies) as well as from research done by other Nordic scholars in the field.

  • 8.
    Aktaş, Vezir
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Nilsson, Marco
    Jönköping University, School of Education and Communication, HLK, Sustainable Societies (SUS).
    Kindap Tepe, Yeliz
    Ondokuz Mayıs Üniversitesi.
    Gendered aspects of policies to fight the COVID-19 outbreak2023In: Humanitas, ISSN 2147-088X, Vol. 11, no 22, p. 42-64Article in journal (Refereed)
    Abstract [en]

    Countries have taken different measures to limit the spread of COVID-19. However, it is unclear how such measures affect the daily lives of people in different cultural contexts. Using a qualitative research method and the framework of gender roles, this study analyzes the potential effects of the Turkish government’s policies to fight the COVID-19 pandemic on married men and women in Turkey. The respondents answered the open-ended questions developed by the researchers on the Google platform. 20 men (aged 27-54) and 20 women (aged 22-55) participated in the study. The respondents’ experiences were grouped into three themes: gender-related problems; adaptation and new habits/hobbies; and balancing between positive and negative effects. While men stressed the economic effects, women focused on social relations or deeper values of life. The findings were discussed within the framework of Gender Schema Theory and Social Role Theory.

  • 9.
    Andersson, Catalina
    Jönköping University, School of Education and Communication.
    Bevaras verklighetens könsstereotyper i fiktion?: Hur könsroller porträtteras i den animerade serien Arcane, samt hur intersektionalitet har påverkat karaktärernas yrkesposition i serien.2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien undersöker hur fyra karaktärer ur den animerade serien Arcane (2021) porträtteras utifrån stereotyper och normer samt hur intersektionalitet påverkar deras möjligheter att få den yrkesroll karaktärerna har strävat efter. Intersektionalitet bidrar till en studie som inte endast utgår från ett genusperspektiv, utan även tar hänsyn till andra faktorer som ras och klass. Arcane (2021) är en animerad fantasyserie som utspelar sig i en fiktiv värld, där regissören och manusförfattaren har haft en ambition att gå mot könsstereotyper och rådande normer. Syftet med studien är därav att se om och hur serien följer existerande uppfattningar om män och kvinnor eller om karaktärerna bryter mot dessa genom att ha både manliga och kvinnliga attribut. Även frågan om klass diskuteras i samband med intersektionalitet. Metoden som har tillämpats för att uppnå syftet är en kvalitativ ansats med semiotisk vinkel. Karaktärerna valdes utifrån olikheter såsom kön, utseende och vilken stad de bor i för att få ett så brett omfång som möjligt.

    Resultatet tydde på att alla valda karaktärer gick emot könsstereotyperna mer än en gång och att de kvinnliga karaktärerna uppvisade fler manliga attribut än de manliga karaktärerna uppvisade kvinnliga. Intersektionalitet var svårt att granska då samhället i den fiktiva världen var uppbyggt annorlunda än verkligheten och inte följde samma sociala normer och stereotyper som i realitet. Slutsatsen blev att karaktärerna ur serien Arcane inte porträtterades som de hade gjort om skaparna hade följt verklighetens stereotypiska genusattribut.

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  • 10.
    Andersson, Jenny
    et al.
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.
    West, Evelina
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.
    Matriarkatet i Barbie: Jämställd idyll eller överdriven dystopi?: En tematisk analys ämnad att studera unga kvinnors och mäns uppfattningar av omvända genusstrukturer i Barbie 2023.2024Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to research how young women and men aged 20-29 studying at Swedish universities, perceive the reversed gender structures in the film Barbie (Gerwig, 2023). This was done through semi-structured interviews which were then analysed with a thematic analysis. Afterwards, the perceptions of both genders were compared to each other to study what similarities and differences could be found. Many countries have a patriarchy, this contributes to inequality as the female gender is seen as subordinate while the male gender is seen as superior. When movies like Barbie gain traction, the patriarchy that society has normalized can be challenged. The media has power over the audience and can thus influence them on an individual level. If enough people are affected, it can create perceptions in entire societies.

     

    The study showed that in the women's analysis there were two primary themes: Oppressive patriarchy & equal matriarchy and The subordinate perspective. Furthermore, three secondary themes could be identified: Simplified understanding of the problem, Negative feelings, and Exaggerated portrayal. With the men, two primary themes could be seen: Extreme exaggeration and Contradictory views. The secondary themes that could be identified are: The hierarchical perspective and Historical connections. It is also possible to see several similarities and differences in the perceptions of both genders. For example, a similarity was how both genders did not relate to the characters that represent their gender, but they related to the characters that had the same position of power that they themselves have in reality. An example of a difference between the genders was how the men's opinions differed while the women's opinions were more similar to each other.

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  • 11.
    Angelakis, A.
    et al.
    Faculty of Business, Economics and Statistics, University of Vienna, Vienna, Austria.
    Inwinkl, P.
    Faculty of Business, Economics and Statistics, University of Vienna, Vienna, Austria.
    Berndt, Adele
    Jönköping University, Jönköping International Business School, JIBS, Business Administration. Jönköping University, Jönköping International Business School, JIBS, Centre for Family Entrepreneurship and Ownership (CeFEO). Jönköping University, Jönköping International Business School, JIBS, Media, Management and Transformation Centre (MMTC). Gordon Institute of Business Science, University of Pretoria, Johannesburg, South Africa.
    Ozturkcan, S.
    School of Business and Economics, Linnaeus University, Växjö, Sweden.
    Zelenajova, A.
    Faculty of Business, Economics and Statistics, University of Vienna, Vienna, Austria.
    Rozkopal, V.
    Faculty of Business, Economics and Statistics, University of Vienna, Vienna, Austria.
    Gender differences in leaders’ crisis communication: a sentiment-based analysis of German higher education leaderships’ online posts2023In: Studies in Higher Education, ISSN 0307-5079, E-ISSN 1470-174XArticle in journal (Refereed)
    Abstract [en]

    This study examined the communication styles of rectors and vice-rectors of German public universities during the COVID-19 pandemic to explore the influence of gender on leadership communication. We collected data from social media and university websites; and analysed the language used to identify transformational, transactional, and servant leadership styles. Our results showed that female leaders demonstrated more positive communication than men and a stronger preference for transformational leadership, while male leaders tended to use a transactional style. Additionally, we found that both male and female leaders exhibited a high degree of empathetic concern for their stakeholders, contributing to the overall positive tone of communication. These findings suggest that gender may play a role in how university leaders communicate during times of crisis, highlighting the importance of inclusive and compassionate leadership in higher education.

  • 12.
    Auregård, Alice
    Jönköping University, School of Engineering, JTH, Civil Engineering and Lighting Science.
    Färgtemperaturens påverkan på kvinnors upplevda trygghet utomhus2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose: More people in Sweden feel unsafe outdoors when it is dark, especially women who even in some cases choose not to go out. This insecurity limits women's freedom of movement outdoors. Previous studies on light and colour temperature have found a difference between women's and men's preference for outdoor lighting, however further studies in this area are required.

    The purpose of this study is to find out what effect colour temperature has on women's experience of outdoor safety and whether it is possible to see if a warm, neutral or cold light is preferred. The aim of this study is to further study the factors that affect women's experience of safety outdoors in the hope that it can lead to increased mobility for women outdoors.

    Method: The study was performed in two stages, in stage one an experiment was performed at Dunkehalla cemetery in Jönköping where three different colour temperatures were compared, 2700K, 3000K and 4000K. To optimize the placement of the luminaires for the experiment, two safety analyses were performed, one during the day and one in the evening when it was dark. Data were collected via questionnaires and semi-structured group interviews in which a total of 6 women participated.

    Stage two consisted of an online survey where images from the experiment were evaluated. In this survey, the interview questions were included as open answer questions where the participants could freely write their answers. A total of 20 women responded to the online survey. 

    Findings: The results of the study show that color temperature has a certain effect on women's perceived safety outdoors in the evening- and night-time. The results show that the color temperature affects the perceived atmosphere and light level and that this influences perceived safety. Regarding which color temperature is preferred, most of the study participants chose 3000K as it was perceived as brighter, warm, natural and comfortable.

    Implications: The results of the study indicate that further studies of color temperature with a gender perspective are required to gain a greater understanding of the subject. The results also show the importance of a gender perspective when exterior lighting is to be planned in the public space.

    Limitations: The study is limited to examining only women's experience of security outdoors and did not take men's experience into account, the result can therefore not be generalized for the entire population.

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  • 13.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    A common education-for-all and life-long learning? Reflections on inclusion, equity and integration2014In: Theory and methodology in international comparative classroom studies / [ed] Berit H. Johnsen, Kristiansand: Høyskoleforlaget , 2014, p. 225-243Chapter in book (Refereed)
    Abstract [en]

    Two important reasons are often presented to account for the significant organizational shift at the compulsory educational level and for ways in which continuing education is conceptualized in many parts of the world in the post-World War II period. These two encompass ideologies related to a “common education-for-all” and a “life-long learning” perspective. They have had far reaching consequences for both individuals and collectives. Even though access to schooling and learning opportunities over the life-span are unevenly distributed across the globe, a major transition has occurred during the last five-six decades: doors to formal education have become a feasibility (if not a reality) for all members of society. Formal education became a possibility for groups that were previously marginalized; for instance, girls, functionally disabled, economically disadvantaged, individuals in rural areas, immigrants, etc., and for the post-school and college going sections of the population.

    A common education-for-all young people including the life-long learning movement are, in different ways, understood as constituting fundamental principles that many democracies currently uphold. These conceptual traditions, based upon the notions of equity and human rights, have specific implications regarding (i) what is understood as legitimate in the conceptualization of human diversity and (ii) concomitantly how teaching and learning are organized for groups that previously stood outside the educational system/s. In other words, how human difference is conceptualized has a bearing upon how communities have historically organized education and/or provision for “different” groups. In addition and more significantly, as will be argued, what is meant by learning plays an important role in how education gets organized for some groups within the framework of a “common education-for-all”.

    This chapter takes the discourse of equity and rights as a point of departure in order to discuss how education for different groups of young people and adults in the post-World War II period has been organized, particularly in the contexts of the global North. Issues related to human difference, the meanings subscribed to different identity categories or constructs (for instance, immigrants, functional disability and gender) and the ways in which learning for different groups gets framed is of focal interest here. My aim here (and in current academic work) is to theorize what can be termed the “didactics of inclusion-equity-integration”. Thus for instance, an interest is to understand the basis on which education for different groups has been argued for and organized. Given that learning and instruction was organized differently for different groups in the pre-World War II era, an interest here is to try and tweeze out the ways in which exclusion and segregation currently get played out, particularly in the contexts of the global North. What kinds of knowledge about human diversity are seen as important, are privileged and are made relevant in educational contexts? What understandings of learning and instruction guide the organization of education and everyday practices in educational contexts? In other words, what are the didactics of inclusion, integration and equity? These constitute some of the issues that are explored here.

    Reflections on the themes attended to here arise from my previous and ongoing studies across different projects. The cumulative empirical work that the present chapter draws upon can be understood in terms of different long term ethnographically oriented projects that are framed within sociocultural and postcolonial perspectives and that furthermore invite intersectional analysis. In addition to these empirically driven research projects, the issues I raise here draw upon experiences from both large scale school developmental projects and national level work for Governmental and policy organisations since the mid-1990s.

  • 14.
    Barasinska, Nataliya
    et al.
    Deutsche Bundesbank, Frankfurt, Germany.
    Schäfer, Dorothea
    Jönköping University, Jönköping International Business School, JIBS, Economics. German Institute for Economic Research DIW Berlin, Berlin, Germany.
    Gender role asymmetry and stock market participation – evidence from four European household surveys2018In: European Journal of Finance, ISSN 1351-847X, E-ISSN 1466-4364, Vol. 24, no 12, p. 1026-1046Article in journal (Refereed)
    Abstract [en]

    This study investigates the importance of social norms for shaping women's and men's decision to participate in the stock market, aiming to disentangle the different channels playing a role in this decision. Gender role asymmetry is indicated by the country's rank in the gender equality index of the World Economic Forum. Using data from four national household surveys, we find that in Italy – the country with highly asymmetric gender role prescriptions – women's risk-taking behavior responds to this non-supportive environment. Consistent with the theory of social identity, Italian women refrain from stock market participation more than their self-reported risk tolerance levels would suggest. In contrast, in the three countries with a lower asymmetry in gender role prescriptions, no exaggerated female backing off from investing in stocks is observable. The result is robust to separately analyzing sub-samples of singles and couples. However, women who self-select into stock market participation invest the same portfolio share in stocks as do their male peers – independent of the society's degree of gender role divergence. 

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  • 15.
    Bardh, Sandra
    et al.
    Jönköping University, School of Education and Communication.
    Lindh, Caroline
    Jönköping University, School of Education and Communication.
    Pojkflicka - då är man en känslig person: En kvalitativ studie om förskollärares framställning av pojkar som subjekt i förskolan2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 16.
    Berglund, Karin
    et al.
    Stockholm Business School, Stockholm University, Stockholm, Sweden.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Pettersson, K.
    Tillmar, Karin
    Practicing ’intellectus’ in rural entrepreneurship2019Conference paper (Refereed)
    Abstract [en]

    In this paper we turn to recent philosophical investigations to analyse stories from entrepreneurial women in rural areas. They describe a variety of social activities they are engaged in to develop their companies, products and services, but also the local community, and society. These engagements are often described in passing, and not directly connected to the company according to conventional goal-oriented logic. Rather, they are seen as taken for granted– they are just done, and someone needs to do them. They concern care for others – for the children in the community, the elderly, the infrastructure, the sustainability of the industry etc. They are neither described as sacrifice, nor as benevolence, as is often emphasized in social entrepreneurship stories. Rather, these engagements signal something else. We argue that they illustrate a reflective practice of entrepreneurship, normally suppressed by an economic logic and described as play, passion and creativity in the sociologically inspired entrepreneurship literature.

    To better understand the role of reflexive practices in rural entrepreneurship, we turn to philosopher Jonna Bornemark who describes how humans in modern societies have become ‘prisoners’ of the measurable economic rationality (‘ratio’). With inspiration from the pre-renaissance philosopher, Nicholas Cusanus (1401-1464), she describes how the calculating ‘ratio’ has taken precedence over ‘intellectus’. Economic rationality (ratio) describes how we turn to rules of abstractions and generalization. Bornemark’s argument is that too much of ratio makes us loose contact with ourselves, others and the specific situation in a way that disables us to develop judgment. Instead we rely on external parameters to objectively guide our action. Practices built on intellectus, on the contrary, emphasize the subjective, emotional, temporary and our ability to ‘not know’, but to learn to cope with insecurity, instability, anxiety and find ways to act in such terrains. Bornemark’s point is that ratio and intellectus practices are interdependent – both are needed. But, in modern societies intellectus has been suppressed, overlooked and seen as state of lack of better knowledge.

    But, what if intellectus is a practice that is nurtured in rural contexts? A practice that not only makes it possible for rural areas to survive and thrive, but which we can learn from in the contemporary calls to change global society in a more thoughtful direction. By analyzing stories from 35 women pursuing different businesses and social activities, we set eyes at the question of if, and how, intellectus is practiced by rural entrepreneurial women.

  • 17.
    Berglund, Karin
    et al.
    Management and Organization Section, Stockholm University School of Business, Stockholm, Sweden.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Pettersson, Katarina
    Division of Rural Development, Department of Urban and Rural Development, Uppsala University, Uppsala, Sweden.
    Tillmar, Malin
    Department of Organisation and Entrepreneurship, Linnaeus University, Växjö, Sweden.
    Conceptualising feminist resistance in the postfeminist terrain2023In: Gender in Management, ISSN 1754-2413, E-ISSN 1754-2421, Vol. 38, no 2, p. 183-199Article in journal (Refereed)
    Abstract [en]

    Purpose

    In this paper, women entrepreneurs are seen as leaders and women leaders as entrepreneurial, making both groups an easy target of postfeminist expectations, governed by calls to embody the entrepreneurial self. Acknowledging that the entrepreneurial self has its roots in the universal, rational and autonomous subject, which was shaped in a male form during the Enlightenment, the purpose of this study is to conceptualise feminist resistance as a process through which the autonomous subject can be de-stabilised.

    Design/methodology/approach

    Empirically, this study draws on an extensive research project on women’s rural entrepreneurship that includes 32 in-depth interviews with women entrepreneurs in rural Sweden. This study interpreted expressions of resistance from the women by using an analytical framework the authors developed based on Jonna Bornemark’s philosophical treatise.

    Findings

    Feminist resistance unfolds as an interactive and iterative learning process where the subject recognises their voice, strengthens their voice and beliefs in a relational process and finally sees themselves as a fully fledged actor who finds ways to overcome obstacles that get in their way. Conceptualising resistance as a learning process stands in sharp contrast to the idea of resistance as enacted by the autonomous self.

    Research limitations/implications

    This study helps researchers to understand that what they may have seen as a sign of weakness among women, is instead a sign of strength: it is a first step in learning resistance that may help women create a life different from that prescribed by the postfeminist discourse. In this way, researchers can avoid reproducing women as “weak and inadequate”.

    Originality/value

    Through the re-writing of feminist resistance, the masculine entrepreneurship discourse including the notion of the autonomous self is challenged, and a counternarrative to the postfeminist entrepreneurial woman is developed. Theorising resistance as a learning practice enables a more transforming research agenda, making it possible to see women as resisting postfeminist expectations of endless competition with themselves and others.

  • 18.
    Berglund, Karin
    et al.
    Department of Management and Organization Stockholm Business School at Stockholm University.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Pettersson, Katarina
    Department of Urban and Rural Development Swedish University of Agricultural Sciences.
    Tillmar, Malin
    School of Business and Economics Linnaeus University.
    Women's entrepreneurship, neoliberalism and economic justice in the postfeminist era: A discourse analysis of policy change in Sweden2018In: Gender, Work and Organization, ISSN 0968-6673, E-ISSN 1468-0432, Vol. 25, no 5, p. 531-556Article in journal (Refereed)
    Abstract [en]

    Since the early 1990s, there has been investment in women's entrepreneurship policy (WEP) in Sweden, which continued until 2015. During the same period, Sweden assumed neoliberal policies that profoundly ch7anged the position of women within the world of work and business. The goals for WEP changed as a result, from entrepreneurship as a way to create a more equal society, to the goal of unleashing women's entrepreneurial potential so they can contribute to economic growth. To better understand this shift we approach WEP as a neoliberal governmentality which offers women 'entrepreneurial' or 'postfeminist' subject positions. The analysis is inspired by political theorist Nancy Fraser who theorized the change as the displacement of socioeconomic redistribution in favour of cultural recognition, or identity politics. We use Fraser's concepts in a discourse analysis of Swedish WEP over two decades, identifying two distinct discourses and three discursive displacements. Whilst WEP initially gave precedence to a radical feminist discourse that called for women's collective action, this was replaced by a postfeminist neoliberal discourse that encouraged individual women to assume an entrepreneurial persona, start their own business, compete in the marketplace and contribute to economic growth. The result was the continued subordination of women business owners, but it also obscured or rendered structural problems/solutions, and collective feminist action, irrelevant.

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  • 19.
    Berglund, Karin
    et al.
    Företagsekonomiska institu­tionen, Stockholms Universitet.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Tillmar, Malin
    Ekonomihögskolan, Linnéuniversitetet.
    Pettersson, Katarina
    Institutionen för stad och land, Sveriges lantbruksuniversitet (SLU).
    Genusperspektiv på entreprenörskap: från kvinnors företagande till feministisk aktivism2023In: Organisation & Samhälle, ISSN 2001-9114, E-ISSN 2002-0287, no 1, p. 12-15Article in journal (Other academic)
    Abstract [sv]

    Från inledningen: Den internationella forskningen om kvinnors företagande tog fart i början av 1990-talet. Redan 1989 publicerade pionjärerna Elisabeth Sundin och Carin Holmquist den svenska studien Kvinnor som företagare: Osynlighet, mångfald, anpassning. Studien banade väg för en livaktig svensk forskning inom ämnet. I början handlade forskningen om att visa att kvinnor som företagare faktiskt finns. Trots att kvinnor sedan många år utgjort ungefär en tredjedel av alla företagare så ansågs och anses fortfarande företagare vara män. I ett senare skede fokuserade forskningen på villkoren för företag drivna av kvinnor. Många studier visade till exempel att kvinnor har svårare att få finansiering för sina verksamheter än män. Det kan bero på direkt diskriminering, men också på att kvinnor är verksamma i feminint kodade branscher som exempelvis detaljhandel eller personlig service. I dessa branscher har man sällan stora tillgångar som kan ställas som säkerhet för ett lån. Branscherna är också arbetskraftsintensiva, vilket gör det svårare att uppnå skalfördelar och hög lönsamhet.

  • 20.
    Bergman, Emelie
    et al.
    Jönköping University, School of Education and Communication.
    Wallin, Ellen
    Jönköping University, School of Education and Communication.
    Kompetensförsörjning som mål - jämställdhet som medel: Om upplevda hinder för att söka chefstjänster2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I dagens samhälle är kunskap och kompetens kritiska framgångsfaktorer för företag och organisationer. I och med detta är det av stor vikt att kompetens tillvaratas, särskilt när det kommer till rekrytering av chefer. För att göra detta anser vi att man behöver undanröja alla de irrationella faktorer som hindrar att kompetenta människor söker sig till chefstjänster. I ett könssegregerat Sverige behöver särskilt de hinder som gör att kvinnor inte når ledande positioner identifieras och undanröjas. Utifrån detta konstaterande formades syftet med denna studie; att få ökad förståelse och insikt i vad som kan upplevas som hinder för att söka chefstjänster på en statlig myndighet. Studien utgick från en fenomenologisk forskningsansats och genomfördes med kvalitativ metod. Datainsamlingen genomfördes med kvalitativa intervjuer vilka analyserades utifrån en metod, inspirerad av tematisk analys och meningskoncentrering. Resultatet visade att det finns upplevda hinder. De hinder som identifierades var bland annat; ett alltför stort fokus på manligt/kvinnligt och att kvinnor i hög grad vill vara säkra på sin förmåga innan de söker en chefstjänst. I resultatet konstaterar vi även att det till viss del finns hinder i organisationsstruktur, organisationskultur och livet utanför arbetet, men att dessa inte är lika stora som de övriga. 

    Studien ger en bild över vilka upplevda hinder för att söka en chefstjänst som kan finnas. Förhoppningen är att resultatet kan vara en hjälp i myndighetens fortsatta arbete med att få fler kvinnor till ledande positioner. En slutsats vi drar är att arbetet med att få jämn könsfördelning är komplext och att det finns risk att ett fokus på hinder i sig blir ett hinder.

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    Kompetensförsörjning som mål - jämställdhet som medel
  • 21.
    Bergnéhr, Disa
    et al.
    Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue). Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Department of Teacher Education, University of Borås, Borås, Sweden.
    Henriksson, H. W.
    Department of Gender Studies, Uppsala University, Uppsala, Sweden.
    Hardworking women: representations of lone mothers in the Swedish daily press2021In: Feminist Media Studies, ISSN 1468-0777, E-ISSN 1471-5902, Vol. 21, no 1, p. 132-146Article in journal (Refereed)
    Abstract [en]

    Lone mothers are a diverse group but it has been argued in the previous research that they tend to be homogenised. This article explores representations of single mothers in Swedish newspapers. Material from the two largest morning papers and the two largest tabloids was collected from the years 2015–2017. The results of the study suggest that although the newspaper representations do not fully reflect the diversity of social realities, there are indeed varying images of lone mothers in the sample. A recurring representation is as a comparatively poor and hardworking—even heroic—woman, who in political argumentation is referred to as someone in need of societal support and policy reforms. A less frequent representation, that often occurs in lengthy, in-depth pieces, is the affluent official person who despite her prosperity struggles with combining single (good) motherhood with her career, or the middle-class woman who becomes a lone mother via assisted reproductive technologies. Teenage motherhood (i.e., age), race/ethnicity, sexuality, and welfare dependence are seldom, if at all, alluded to. There is no vilification or condemnation of the lone mother, as has been found in research on other national contexts. 

  • 22.
    Bjursell, Cecilia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Melin, Leif
    Jönköping University, Jönköping International Business School, JIBS, Center for Family Enterprise and Ownership.
    Förebilder för kvinnor i familjeföretag: var finns de?2011In: Kvinnors företagande: mål eller medel? / [ed] Eva Blomberg, Gun Hedlund och Martin Wottle, Stockholm: SNS Förlag , 2011Chapter in book (Other academic)
  • 23.
    Caap, Mi
    et al.
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.
    Lewinson Skörd, Mathilda
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.
    Nakna män säljer - om Love Island tittarna väljer: En semiotisk bildanalys av maskulinitet i reality programmet Love Island2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study Naked men sell - if the Love Island viewers choose analyzes the reality show Love Island and how it portraits masculinity. Through a semiotic image analysis, the study examines visual content based on challenges performed during the episodes. The purpose of the thesis is to find masculine stereotypes and clarify the impact they might have on individuals but also society. The video sequences retrieved in 2019 and 2021 define how media portrays gender roles in one of today’s most popular reality shows. The frequent occurrence of gender-normative stereotypes is certainly a fact in today's media culture. The theoretical frameworks representation, gender theory, hegemonic masculinity, the male gaze and objectifying form the basis for the analysis which is based on the five selected sequences. As a result of the analysis, we were able to establish a problematic representation of masculinity in the show. Lastly the thesis illustrates a male dominated, objectifying and heteronormative context. The video sequences reproduce the participants based on stereotypical traits such as how they dress, their body language, props and focus etcetera. Gender is presented in a way that can be perceived as monotonous and unreal. The show creates a fictional picture of gender since representation is a construction of reality.

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  • 24.
    Colette, Henry
    et al.
    Department of Business Studies, Dundalk Institute of Technology, UiT The Arctic University of Norway, Tromsø, Norway.
    Foss, Lene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. School of Business and Economics, UiT The Arctic University of Norway, Tromsø, Norway.
    Lewis, Kate V.
    Manchester Metropolitan University, Manchester, UK and Department of People and Performance, Manchester Metropolitan University, Manchester, UK.
    Exploring the legacy of gender and entrepreneurship scholars2020In: International Journal of Gender and Entrepreneurship, ISSN 1756-6266, E-ISSN 1756-6274, Vol. 12, no 1, p. 1-6Article in journal (Other academic)
  • 25.
    Daag-Gustafsson, Wilma
    et al.
    Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research, Preschool Education Research.
    Longueville, Moalie
    Jönköping University, School of Education and Communication, HLK, Practice Based Educational Research, Preschool Education Research.
    Tänker alla förskollärare likadant om genus?: En kvalitativ studie om förskollärarnas synsätt kring genus på förskolan2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att bidra med kunskap till en ökad förståelse kring vilka synsätt förskollärare har till genus i förskolan och hur förskollärarna uppfattar att deras arbete med genus påverkar barnen. Studien har använt sig av en kvalitativ forskningsmetod. Det har utförts sex semistrukturerade intervjuer för att bilda kunskap om förskollärarnas erfarenheter och vilket synsätt de har till genus samt vilka arbetssätt de använder sig av ute på förskolorna. Resultatet har bearbetats utifrån en tematisk analys där feministisk teori är den teoretiska utgångspunkten, för att kunna besvara frågeställningarna som är följande: 

    Vad har förskollärare för synsätt kring genus på förskolan? 

    Hur uppfattar förskollärarna att deras synsätt och arbete kring genus påverkar barnen? 

    Resultatet visar att förskollärarna upplever att de har begränsad kunskap om genus som begrepp men att de har en medvetenhet om hur de påverkar barnen genom sitt arbetssätt. Förskollärarna beskriver att genuspedagogiken kan glömmas bort eftersom det finns mycket annat i deras arbete de behöver fokusera på.  Resultatet visar även att förskollärarnas fokus i genusarbetet ligger i hur de bemöter barn samt hur de använder miljön som hjälpmedel i arbetet med genus på förskolan. 

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  • 26.
    de Kervenoael, Ronan
    et al.
    Sabancı University, Istanbul, Turkey and Aston Business School .
    Özturkcan, Selcen
    Sabancı University, Istanbul, Turkey.
    ‘It’s in Her Eyes’ A ‘barometer’ for EU accession through female perceptions of role portrayals in advertising: a Crosscultural study of Ukraine and Turkey2007Conference paper (Refereed)
    Abstract [en]

    This article examines female response to gender role portrayals in advertising for Ukraine and Turkey. Being both new potential EU candidates, we argue that gender stereotype could also be used as a ‘barometer’ of progress and closure towards a more generally accepted EU behaviour against women. While their history remains different, both from a political and society values point of views, constraints are currently being faced that require convergence or justification of practices and understanding. Principal components analysis is employed over 290 questionnaires to identify the underlying dimensions. Results indicate overall similarities in perceptions, fragmentation within groups, but seem to provide divergence regarding thresholds.

  • 27.
    Dribe, Martin
    et al.
    Lund University, Sweden.
    Nystedt, Paul
    Jönköping University, Jönköping International Business School, JIBS, Economics. Jönköping University, School of Health and Welfare, The Jönköping Academy for Improvement of Health and Welfare.
    Age Homogamy, Gender, and Earnings: Sweden 1990-20092017In: Social Forces, ISSN 0037-7732, E-ISSN 1534-7605, Vol. 96, no 1, p. 239-263Article in journal (Refereed)
    Abstract [en]

    Previous research has shown considerable marriage premiums in earnings for men, but often penalties for women of being in a union. In this study we extend this research by analyzing how the age difference between spouses affects the earnings profiles by gender. As we follow people over time in advance as well as within their marriage, we can separate premarital from postmarital earnings movements. The data consist of information on annual earnings 1990-2009 for all Swedes born 1960-1974 (N = 926,219). The results indicate that age homogamy is related to higher earnings for both men and women, and that larger age differences are generally associated with lower union premiums, quite independently of which spouse is older. However, most of these results are explained by assortative mating, in which men and women with greater earnings potentials find partners of a similar age. Overall, the age difference between spouses seems to have a limited causal effect, if any, on individual earnings.

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  • 28.
    Eidevald, Christian
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Det finns inga tjejbestämmare: Att förstå kön som position i förskolans vardagsrutiner och lek2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Previous research studies have shown that in their address and behaviour towards girls and boys, pre-school staff apply stereotyped gender concepts, thus reinforcing rather than challenging stereotypes. The present thesis therefore focuses on which of children’s positions that are accepted or that face resistance from the staff. In this way, children’s gender-based "identity-formation" can be critically analyzed based on different possible descriptions of how it is to be a girl or a boy, and what unaware assumptions about gender representations that in this way may be made in different ways by both children and adults.

    The theoretical point of departure is feminist poststructuralism; and the analysis focuses on variations found between the groups of girls and boys, as well as within these groups, and within individuals. The empirical data consists of video-taped sessions from two teams working with children aged 3-5, and focus groups interviews with the adult. Then different "readings" of the empirical material have been conducted based on different assumptions (discourses); i.e. assuming that girls and boys "really" are different or equal, different behaviours will appear as more or less obvious and natural. By showing that several different discourses are present at the same time, gender-based "identity-formation" is described as a very complex process. The analyzed situations show that girls and boys in pre-school are defined and treated in stereotyped ways, however, there is a large hidden variation of how different girls and different boys positions themselves in different contexts. Pre-school teachers thus work actively to distinguish between girls and boys based on how they are being perceived as either girls or boys. Teachers’ expectations then become decisive of how different children are addressed and treated in different situations. To conclude, the pedagogical consequences of this are discussed with regard to gender equality work in which also alternative discourses are formulated.

     

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  • 29.
    Eklund, Elvira
    et al.
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.
    Glimsäter, Lovisa
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.
    Transpersoners utanförskap, nyhetsmedia och normer: En kritisk diskursanalys av transpersoners representation i Expressens nyhetsartiklar2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In line with the digitalisation, the Internet's webpages increase and so does the competition between news media channels. Since it is getting easier to access news articles, it is interesting whether they include people with different gender identities or not. Hbtq people have a higher risk of feeling mental health issues and there are also more transsexuals in Sweden who intend to commit suicide in recent years (Folkhälsomyndigheten, 2019). The study therefore examines whether Swedish news media choose to erect society's discourses about transgender people's exclusion in society. Another reason why the study examines Sweden is because they are considered an inclusive society (Svenska Institutet, 2019). For those reasons, it will be interesting to examine Sweden's news media and Expressen's articles on two selected cases. 

    The purpose of the study is to investigate how different gender identities are represented in the news media and how news selection takes place. This will be done through a critical discourse analysis and theoretical starting points such as news evaluation, the ideal victim and gender and norms. The empirical material that is negotiated in the study is four articles about the murder case of Emilia Lundberg and four articles from the murder case of Wilma Andersson. The articles are chosen after four moments in terms of a timeline.

    The study shows that transgender people are not seen as newsworthy as cis people, transsexuals get less attention in the news, and they are seen as non-ideal victims. Transsexuals do not receive the same attention, empathy or get represented in an equivalent way as cispersons in the news. 

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  • 30.
    Elms, Jonathan
    et al.
    Lancaster University Management School, UK.
    Dunphy, Claire
    Lancaster University Management School, UK.
    de Kervenoae, Ronan
    Sabanci University, Istanbul, Turkey & Aston Business School, UK .
    Özturkcan, Selcen
    Sabanci University, Istanbul, Turkey.
    “It’s in His Eyes”: The Negotiation and Interpretation of Masculinity using the Dolce et Gabbana’s 2005 Print Advertising Campaign2007Conference paper (Refereed)
    Abstract [en]

    The concept of 'masculinity' has over more years received increased attention within consumer research discourse suggesting the potential of a 'crisis of masculinity', symptomatic of a growing feminisation, or 'queering' of visual imagery and consumption (e.g. Patterson & Elliott, 2002). Although this corpus of research has served to enrich the broader gender identity debate, it is, arguably, still relatively underdeveloped and therefore warrants further insight and elaboration. The aim of this paper is, therefore, to explore how masculinity is represented and interpreted by men using the Dolce et Gabbana men's 2005 print advertising campaign. The rationale for using this particular campaign is that it is one of the most homoerotic, provocative, and well publicised campaigns to cross over from the 'gay' media to more mainstream UK men's magazines. Masculinity, and what it means to be 'masculine', manifests itself within particular ideological, moral, cultural and hegemonic discourses. Masculinity is not a homogenous term which can be simply reduced, and ascribed, to those born as 'male' rather than 'female'. One may exhibit different degrees of masculinity or femininity, depending on social-cultural situation regardless of biological sex (Eagly 1987; Putreve, 2001). Fischer and Arnold (1994) suggest, for example, that masculine and feminine identities are 'orthogonal' rather than 'bi-polar' concepts, entangled and enmeshed together in a dialectical relationship. Therefore, it is more appropriate to consider multiple masculinities, which are plural, transient and ephemeral. As Askegaard (1991) maintains socio-cultural identity concerns' questions such as "who are we and who are the others?" and "how are we related to each other?". Advertising images, and imagery, attempt to answer some of these questions, through the continual negotiation of both individually and culturally accepted masculinities. Masculinity is not merely a 'visual' concept but advertisers have begun to represent 'visions of masculinity' to entice male consumers (e.g. Schroeder & Borgerson, 1998; Schroeder & Zwick, 2004). The portrayal of masculinity through the representation of male body has emerged from that of the muscle bound, rugged, 'cowboy', the stereotypical 'heterosexual masculinity' of the 1960s, to the 'New Man' of the 1980s: a more sensitive man who is in touch with his 'feminine' emotional side (Patterson & Elliott, 2002). The 'New Man' has been recently reinvented, taking the form of the 'metrosexual male' - the 'straight' man who dresses 'gay' - which is increasingly been used as a marketing ploy to target products, particularly clothes and cosmetics, at younger men (Simpson, 2002). This, in turn, has led to increased men's participation in the wider cultural arenas of consumption as well as encouraging visual consumption where 'men gaze at men' (e.g. Patterson & Elliott, 2002). A convenience sample of sixteen in-depth interviews was conducted with self-identified 'straight' men, between the ages of 18 and 24. Within the interview context, each respondent was asked to construct of collage of their masculine self ideals using images from men's magazines. Following the logic of 'photo-elicitation' and 'auto-driving' (Heisley & Levy, 1991), respondents were then given a copy of the Dolce et Gabanna print ads, which they were asked to describe in detail. Our findings would suggest that, for these men the visual images contained within the ads were largely rejected as representative of a singular, hegemonic, notion of 'masculinity'. The men voiced varying degree of distaste of the use and representation of the male models displaying interest and intrigue in each other in various state of undress with little, or no, reference to women within the ads. These models were not axiomatically considered as not being 'masculine' but were defended as "definitely not being 'gay'". A further concurrent theme was the continuous need for the men to demonstrate and reinforce their own masculinity by discursively 'proving' themselves as heterosexual men. Our tentative conclusions argue that masculinity manifests itself in not only what is included in the ads, and what is not, but also, more importantly, in the intangible spirit or character of the visual imagery. This masculine spirit is expressed visually via physical body image, but more insightful interpretation of masculinity is embodied within body language and gaze, as illustrated in Figure 1.

  • 31.
    Enghel, Florencia
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.
    Does having access to information imply being well informed? Considerations based on a study of women’s everyday communication practices in Argentina2023Conference paper (Refereed)
    Abstract [en]

    How do ordinary citizens get informed today? Based on qualitative interviews conducted with women in Argentina in 2021-2022, I analyze which forms of information they have access to, which types of media they tend to adopt or reject and why, and what are their strategies to stay on top of those gendered issues that particularly affect them. The analysis shows how and why they find the daily task of informing themselves problematic in various ways. The analysis moreover illuminates how, to stay on top of issues that affect them, they resort to distinct practices: they relate to each other, choose collaborative media with a feminist focus, and follow female journalists recognized for their attention to gender issues. The work-in-progress article on which this presentation is based will contribute to rethinking how to study everyday information practices with a gender perspective, and to imagining how information diets aimed at advancing women’s rights may look like.

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    Abstract
  • 32.
    Enghel, Florencia
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.
    Informarse es problemático: consideraciones a partir de las prácticas cotidianas de las mujeres en tiempos de precariedad [It’s problematic: Considerations on being informed base don women’s everyday practices in precarious times]2023In: Revista de la Asociación Española de Investigación de la Comunicación, ISSN 2341-2690, Vol. 10, no 19, p. 22-41Article in journal (Refereed)
    Abstract [en]

    Collaborative media can potentially contribute to civic resiliency. But do their target audiences resort to them at present? And if they do, what does said recourse tell us about what it means to get informed today? Based on qualitative interviews conducted with women in Argentina in 2021-2022, I investigate which forms of information they have access to, which media they adopt or reject, and how they stay on top of those issues that particularly affect them. The analysis shows that they find the daily task of informing themselves problematic in various ways. To stay on top of issues that affect them, they resort to distinct practices: they relate to each other, choose collaborative media with a feminist focus, and follow female journalists recognized for their attention to gender issues. The article contributes to rethinking everyday information practices with a gender perspective and the role of collaborative media in information diets aimed at nurturing civic resilience.

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  • 33.
    Enghel, Florencia
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.
    Rethinking the communicative dimensions of everyday activism from the South: how do Argentinian women struggle for gender justice in precarious digital times?2023Conference paper (Refereed)
    Abstract [en]

    In this presentation I share work in progress aimed at rethinking the communicative dimensions of everyday activism. My considerations are based on a qualitative, exploratory study of women’s everyday communication practices in Argentina. My conceptual starting point for this rethinking is work published by political scientists Jane Mansbridge and Katherine Flaster fifteen years ago. The notion of ‘everyday activism’ was formulated by Jane Mansbridge and Katherine Flaster starting from in-depth interviews with women in the US conducted in the early nineties, through which they discovered and studied the use of the phrase “male chauvinist”. Based on this discovery, Mansbridge and Flaster (2007, 627) proposed that "everyday activists may not interact with the world of formal politics, but they take actions in their own lives to redress injustices that a contemporary social movement has made salient". Their focus on women’s everyday talk as a tool for persuasive “micronegotiations with their bosses, husbands and friends” (ibid, 628) implied that there is a communicative dimension to this form of activism (see Mansbridge 2013 for a refined conceptualization that did away with the gender dimension). The notion of ‘everyday activism’ has also been used and conceptualized by other scholars in more recent academic literature published in English, with communicative actions as a distinct element (Abbetz, 2012; Vivienne, 2015). Based on a non-probability/convenience online qualitative survey (N=158) conducted with Argentinean women in 2021, in this presentation I focus on those practices and make two analytical moves. First, I investigate whether respondents consider themselves activists for women’s rights (and to which extent) or not, and why. Then, I examine how they communicate about the problems affecting women that matter to them in their daily lives (preferred avenues and ways of doing), what they communicate (core themes and types of content), what difference they think their everyday activism makes (reflexivity about presumed impact), and what they would want to change about how they communicate (improvement of strategy). The approach serves to clarify current forms of everyday communicative agency for gender justice among women, and to unpack how that agency speaks to what Kay (2020) has defined as communicative injustice.

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    Abstract
  • 34.
    Enghel, Florencia
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.
    To do no harm: from scientific ambition and extractivist designs to taking research participants into account2023Conference paper (Refereed)
    Abstract [en]

    Large research funders based in the North increasingly require that scholars conduct transnational studies, but what does this mean in practice? (Griffin & Leibetseder, 2019). Drawing on a qualitative multi-method research project undertaken in the Global North with funding from a Horizon 2020 Marie Sklodowska-Curie Action, I document the challenges raised by funding models that equate excellence with ambition and rewards scholars in the North at the expense of extractivist approaches to studying the South; I analyze the impact of said biases on project design; and I reflect on lessons learnt from fieldwork and the research situation’s specificity (Markham, 2018). Doing reflexivity (Dean, 2017) about this process contributes to illuminating the methodological and ethical tensions, contradictions and risks that face scholars tied to Western funding, and to resetting prestigious grants as opportunities to exercise academic freedom by actively choosing to do no harm at the stage of data collection.

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    Abstract
  • 35.
    Engstrand, Klara
    et al.
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.
    Palm, Axel
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.
    "Likt Homer Simpson kväver Bart": En kvalitativ studie om maktutövning och maskulinitet i Morgonpasset i P32019Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to identify and investigate different behaviors in the conversations between men and women in Morgonpasset i P3. This to determine how the male and female hosts and the guests are speaking to each other in the perspective of masculinity and power. Primarily, behaviors are investigated consisting of power exercises, in the form of master suppression techniques, and masculinity. The analysis is done through a critical discourse analysis, CDA, using lexical choices as an analytical tool. To place the analysis in a theoretical context, relevant research on gender equality, power and radio are presented. The theoretical framework consists of, among others, theories concerning CDA, master suppression techniques, masculinity, media influence and gender. The material for the analysis consists of parts from five selected sections of the Morgonpasset i P3. This material is received from the Swedish Radio website and was broadcasted week 44 in 2018.

    The result of the analysis shows that, from a perspective of power, there are differences in how men and women speak to each other in Morgonpasset i P3, but the difference mainly depends on the individual's personality and not on gender. From a masculinity perspective, the study shows that it is primarily the men who showcase masculine sides or do masculine manifestations i Morgonpasset i P3.

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    "Likt Homer Simpson kväver Bart"
  • 36. Eriksson, Henrik
    et al.
    Sandberg, Jonas
    Jönköping University, School of Health Science, HHJ, Dep. of Nursing Science.
    Röster från sidlinje: Form och norm i anhörigspelet2010In: Genusperspektiv på vård och omvårdnad / [ed] H. Strömberg & H. Eriksson, Stockholm: Liber, 2010Chapter in book (Other academic)
  • 37.
    Fabbre, Vanessa
    et al.
    Washington University, St Louis, MO, USA.
    Siverskog, Anna
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Social Work. Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue).
    Transgender ageing: community resistance and well-being in the life course2019In: Intersections of ageing, gender and sexualities: Multidisciplinary international perspectives / [ed] Andrew King, Kathryn Almack, Rebecca L Jones, Bristol: Policy Press, 2019Chapter in book (Other academic)
  • 38.
    Falk, Max
    et al.
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work.
    Jakobsson, Kristin
    Jönköping University, School of Health and Welfare, HHJ, Dep. of Behavioural Science and Social Work.
    Hur många kön finns det i världen?: En kritisk diskursanalys av Socialstyrelsens handböcker för socialtjänsten och upprätthållandet av tvåkönsnormen2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates The Swedish Board of Health and Welfare handbooks and the upholding of the binary gender system using critical discourse analysis. The purpose of this study is to examine how the handbooks construct, produce and reproduce gender and examines the binary gender system prominence and dominance using Faircloughs critical discourse analysis. The study also makes use of a social constructivist perspective and queer theory. The results revealed how the handbooks both produce and reproduce the binary gender system by using a language, which exclude people who identify outside of the system. In this kind of study, it is only possible to speculate about the consequences from the order of discourse, by making the binary order of discourse visible and to reflect on the possible consequences for people who do not identify themselves as a woman or a man.

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  • 39.
    Gillberg, Claudia
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Becoming visible in Iran: Women in contemporary Iranian society, by Mehri Honarbin-Holliday2010In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 22, no 6, p. 703-704Article, book review (Other academic)
  • 40.
    Gillberg, Claudia
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Feminist Pedagogy: Looking Back to Move Forward2010In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 22, no 3, p. 348-349Article, book review (Other academic)
  • 41.
    Gillberg, Claudia
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Transformativa kunskapsprocesser för verksamhetsutveckling: En feministisk aktionsforskningsstudie i förskolan2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This doctoral thesis had two purposes. 1. To study some preschool teachers’ possibilities to develop a gender aware pedagogy by applying theories of organisation, profession and collaboration. 2. To do qualitative research by drawing on principles of research for social justice, as a contribution to the development of methodology in feminist educational action research. The following research questions helped elucidate these purposes: How do preschool teachers create space for reflection and knowledge processes over time? What individual and collective actions do preschool teachers take over time? How can this study contribute to organisational development? Feminist pragmatism served as the philosophical underpinning for feminist action research (FAR) as a methodology and method. The preschool teachers were regarded as agents for change in their own pedagogic and organisational practices. Over a three-year period meetings were conducted on a regular basis. One-on-one interviews, group interviews, numerous emails, telephone calls and some observations completed the data collection. The analytical research narrative emerged by linking the preschool teachers’ actions to their ambiguous professional status. Actions were interpreted by applying the principles inherent in FAR, what, who and critical incidents over time. The absence of professional recognition from the municipal employer and parents for the preschool teachers was evident. Since the preschool teachers needed professional recognition, they experienced the collaborative nature of this study of great value as it conferred legitimacy for their professional development. There emerged meaningful pedagogic change over time, which emphasised the temporal aspect of organisational change from the bottom up. Collective actions began to take root in a shared value system. The design of the project – to collaborate with an outside ally – was decisive in regard to creating space for reflection and collective actions. Collective actions were possible due to the courage of individual participants who dared break silences surrounding organisational injustices. In conclusion, it can be stated that organisational change over time is indeed possible by practising radical openness for agency. Transformative knowledge processes can be achieved provided that genuine offers of participation are issued and well received. By elaborating on terms such as action, participation, emancipation, social justice and knowledge, a methodological contribution could be made to feminist action research.

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  • 42.
    Gillberg, Claudia
    et al.
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Hartman, Thérèse
    Uppsala Universitet, Institutionen för Pedagogik.
    Gender Equality in Higher Education: Democracy and Student Access2005Conference paper (Refereed)
  • 43.
    Gillberg, Claudia
    et al.
    Växjö universitet.
    Lund, Stefan
    Växjö universitet.
    Kampen om utrymme för lärande på en arbetsplats som förskolan2009In: En bok om genus: nyfikenhet, nytänkande, nytta / [ed] Christina Angelfors & Eva Schörner, Växjö: Växjö University Press , 2009, p. 143-157Chapter in book (Other academic)
  • 44.
    Gomér, Maria
    et al.
    Jönköping University, School of Education and Communication.
    Kermani Magham, Shima
    Jönköping University, School of Education and Communication.
    Genuskonstruktioner i vardagen och arbetslivet: En studie om könsroller och chefskap2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien undersökte faktorer som kan förklara bristen på kvinnliga chefer och frågeställningarna berörde vilka egenskaper kvinnor och män tillskrev sig, om en önskvärd chef tillskrevs feminina eller maskulina egenskaper samt även könsskillnader angående balansen mellan familjeliv/arbetsliv. Ett bekvämlighetsurval gjordes på ett privat företag (n=82) och instrument som användes i undersökningen var BSRI-SE (Bem, 1974; Persson, 1999) (α=0.85) samt en omarbetad version av Work/family pressure scale (Marongiu & Ekehammar, 1999) (α=0.71). Resultatet av en One-Way ANOVA analys visade signifikanta skillnader mellan respondenterna angående femininitet (p=0,001) men inte gällande maskulinitet (p=0,103). Maskulina och feminina egenskaper var önskvärda hos en chef dock skattades maskulina egenskaper något högre än feminina egenskaper. Undersökningen visade också att männen hade lättare för att balansera familjeliv med arbetsliv. Slutsatsen blev att chefsrollen fortfarande överensstämmer något mer med den manliga normen samt att männen hade lättare för att balansera familjeliv/arbetsliv.

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    Uppsats
  • 45.
    Gynne, Annaliina
    et al.
    Mälardalen University.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Young people’s languaging and social positioning: Chaining in “bilingual” educational settings in Sweden2013In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 24, no 4, p. 479-496Article in journal (Refereed)
    Abstract [en]

    The study presented in this paper examines languaging in a "bilingual" school setting. Theoverall aim here is to explore young people’s doing of multilingualism as well as social posi-tioning in and through the everyday social practices where literacy is salient. Anchored inperspectives that highlight the social construction of reality, and located in the geopoliticalspace of Sweden, this study investigates an educational setting where Swedish and Finnishare used as the primary languages of instruction but where other linguistic varieties arepresent. In the paper, the analytically relevant concept of chaining is empirically illustratedthrough the analysis of ethnographically created data. These data include video recordingsof classroom interaction and materials framed within the school diary literacy practice. Thechained flow of various oral, written and multimodal varieties in human meaning-makingis presented as an analytical finding.

  • 46.
    Hallberg, Jennny
    Jönköping University, School of Education and Communication.
    Hem- och konsumentkunskap i grundskolan: En studie om ämnets värde och status bland lärare och elever2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med detta arbete är att undersöka hur lärare och elever värderar ämnet hem- och konsumentkunskap (HK) jämfört med idrott och hälsa (IDH) i grundskolan. Undersök-ningen görs ur ett genusperspektiv och resultatet kommer även att jämföras med politikers värdering av ämnet. De frågeställningar jag utgått ifrån är följande:

     Hur värderarlärare och elever HK i förhållande till IDH?

     Finns det några skillnader mellan kvinnliga och manliga lärares syn på HK och IDH, och vilka är dessa i sådana fall?

     Finns det några skillnader mellan flickors och pojkars syn på HK och IDH, och vilka är dessa i sådana fall?

    För att få fram elevers och lärares värderingar kring skolämnena har en kvantitativ under-sökningsmetod använts. Resultatet visar att HK varken har hög eller låg status bland lärare och elever då ämnet i genomsnitt placerar sig i mitten bland alla ämnen. Värt att notera är att IDH, som är den manliga motsvarigheten till det kvinnliga HK-ämnet, får hög status i skolan då det ses som ett viktigt hälsoämne. Hälsoaspekten, som har en framträdande roll även i HK-ämnet, uppmärksammas dock inte av deltagarna i studien.

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  • 47.
    Halvardsson, Åsa
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Östlund, Linda
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Jämställdhet är en kunskapsfråga: En studie om jämställdhet, genus och sexualitet inom samhällskunskapsämnet för årskurs 4–62014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Samhällskunskapsämnet är under ständig förändring, precis som samhället. I kursplanen för samhällskunskap har flera centrala innehåll tillkommit i och med läroplansreformen 2011. Det är inte längre ett ämne som enbart berör demokratisk fostran och kunskap. I undervisningen för årskurs 4–6 ska ”Hur könsroller och sexualitet framställs i medier och populärkultur” och ”Familjen och olika samlevnadsformer. Sexualitet, könsroller och jämställdhet” (Skolverket, 2011b, s. 201) behandlas. Denna studie utreder vad könsroller, sexualitet och jämställdhet innebär samt vikten av ett normkritiskt förhållningssätt i samhällskunskapslärarens undervisning. Det redogörs även för hur kön och sexualitet gestaltas i medier. Syftet med studien är att redogöra för hur synen på sexualitet och könsroller framställs och förstås i olika sammanhang. Metoden som har använts är en kvalitativ litteraturstudie där vi analyserat tidigare forskning. Resultatet av studien visar att alla människor är medskapare och återskapare av normer, vilket inte behöver vara dåligt i sig, men de bör inte föras vidare utan reflektion. Det är alla lärares uppdrag att ifrågasätta normer som kan vara av kränkande eller diskriminerande karaktär. Det är därför viktigt att samhällskunskapslärare utmanar och ifrågasätter stereotypa gestaltningar av kön och sexualitet i sin undervisning. I studien framgår även att många lärare undervisar om jämställdhet och genus utan att ha gedigen kunskap i ämnet. Undervisningen baseras då på lärarens åsikter i ämnet, när det istället bör baseras på kunskap och vetenskap.

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  • 48.
    Hansson, Carolina
    et al.
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.
    Bothe, Vinona
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies.
    Främja eller hämma jämställdhet?: En kritisk diskursanalys om hur Aftonbladet rapporterar om manliga respektive kvinnliga offer för dödligt våld i nära relation2024Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Using a discourse analysis approach, this thesis aims to study how news media report on male and female victims of fatal domestic violence. The purpose of the study is to investigate whether the news media Aftonbladet in its news reporting contributes to the stigmatisation of female and male victims of fatal domestic violence. And how Aftonbladet chooses to assign blame in the crimes, to see how they view masculinity and femininity. The study aims to contribute to understand whether Aftonbladet promotes or inhibits gender equality in society, stigmatisation around the genders and whether they contribute to patriarchal ideas. 

    In order to answer the research questions, eleven articles between 2016 and 2023 were analysed. The results show that male victims are referred to in an impersonal way where the female offender is the focus of the articles. The male victims are also assigned guilt in the crime through the attributes they are assigned and how they are represented before and during the murders where they abused the woman, which is used as justification for the assignment of guilt. Thus, Aftonbladet does not contribute to the stigmatisation of male victims and promotes gender equality in society. The result of the female victims shows that they are assigned attributes that are personal, thus giving the reader a "we" feeling. Because of this, female victims do not receive an attribution of guilt in crime. However, this means that Aftonbladet contributes to stigmatisation as the female victims are also given attributes such as weak and afraid and do not promote gender equality. However, Aftonbladet promotes gender equality because the female victims are given more room in the articles and the gender power structure is broken.

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  • 49.
    Hedegaard, Joel
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Men’s Sheds (Mænds Mødesteder) in Denmark2021In: Shoulder to Shoulder: Broadening the Men’s Shed Movement / [ed] B. G. Golding, Champaign, IL: Common Ground Research Networks , 2021, p. 293-309Chapter in book (Other academic)
  • 50.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Ahl, Helene
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Catching glimpses of youth: Women’s experiences of their husbands visiting Men’s Shed2018Conference paper (Refereed)
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