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  • 1.
    Behtoui, Alireza
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Social Anthropology. Södertörn University, Sweden.
    Hertzberg, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    León Rosales, René
    Neergaard, Anders
    Sweden: The Otherization of the Descendants of Immigrants2019In: The Palgrave Handbook of Race and Ethnic Inequalities in Education / [ed] Peter A. J. Stevens, A. Gary Dworkin, Palgrave Macmillan, 2019, 2, no 0721474136, p. 999-1034Chapter in book (Refereed)
    Abstract [en]

    This chapter offers a systematic review of the literature on educational inequality and school attainments of immigrants’ offspring in Sweden. The review covers research conducted between 1990 and 2015 and critically examines how different research traditions explain this inequality. The chapter begins by mapping the key characteristics of the Swedish educational system together with Swedish immigration patterns. Thereafter, five major research traditions that explain educational inequality and ethnic background in Sweden are presented. These perspectives include (1) political arithmetic; (2) racism and discrimination; (3) language proficiency tradition; (4) school choice and school segregation; and (5) cultural and social capital and socio-historical contexts. The ‘political arithmetic’ tradition, which starts mainly from a positivistic approach and employs large-scale, quantitative research strategies, has focused on the individual and demographic characteristics of pupils. The main assumption of the other research clusters is that there are important contextual circumstances (beyond individual factors) which decisively affect the educational achievements of the descendants of immigrants. While often dominated by qualitative approaches, these types of research do sometimes include quantitatively designed studies. These research traditions take a more critical stance on government policies, which have produced an extremely segregated school system, and show the consequences of a concentration of children of families from vulnerable groups (economically disadvantaged and immigrant groups in marginalized neighborhoods) in schools with limited resources.

  • 2.
    Gottzén, Lucas
    et al.
    Linköpings universitet, Sverige.
    Jonsson, RickardStockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Andra män: Maskulinitet, jämställdhet och normskapande2012Collection (editor) (Other academic)
    Abstract [sv]

    Sverige är världens mest jämställda land, med världens mest jämställda män. Åtminstone framställs det ofta så, både i offentlig debatt och i vardagliga samtal. Denna bild av den normale svenska mannen upprätthålls dock genom att något annat - eller någon annan - skapas som avvikande, annorlunda, obegriplig eller sjuk.

    I den här antologin diskuteras hur det som uppfattas som goda handlingar används för att representera det gemensamma, medan våldsbrott, kvinnomisshandel och sexism förklaras som ett verk av Andra män. Är det därför som män som misshandlat kvinnor har så svårt att se sig själva som kvinnomisshandlare? Är det därför som fördomsfulla stereotyper av invandrarmän används som förklaring till brott eller sexism?

    Hur kommer det sig i så fall att även feministiska män skapas som avvikande? Och vilka föreställningar utmanas egentligen när äldre män beskriver sina växande bröst som sexuellt laddade och njutbara? Varför kan män med funktionsnedsättning inte debattera hjälp till sex utan att ses som kvinnoförtryckare? Eller varför är pedofilen så närvarande i samtal mellan unga män på ett behandlingshem, medan mäns sexuella våld mot barn är så frånvarande i svenska diskussioner om mäns föräldraskap och män i barnomsorg?

    I Andra män diskuterar forskare från antropologi, genusvetenskap, socialt arbete, sociologi och ungdomsvetenskap hur Andra män pekas ut som avvikande, men också hur dessa män hanterar utpekandet.

  • 3.
    Holmström, Ingela
    et al.
    Stockholm University, Faculty of Humanities, Department of Linguistics, Sign Language. Stockholm University, Faculty of Humanities, Department of Linguistics, Swedish as a Second Language for the Deaf.
    Bagga-Gupta, Sangeeta
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Communicating and hand(ling) technologies: everyday life in educational settings where pupils with cochlear implants are mainstreamed2015In: Journal of Linguistic Anthropology, ISSN 1055-1360, E-ISSN 1548-1395, Vol. 25, no 3, p. 256-284Article in journal (Refereed)
    Abstract [en]

    Different technologies are commonly used in mainstream classrooms to teach pupils who wear surgically implanted cochlear hearing aids. We focus on these technologies, their application, how pupils react to them, and how they affect mainstream classrooms in Sweden. Our findings indicate that language ideologies play out in specific ways in such technified environments. The hegemonic position wielded by adults with regard to the use of technology usage has specific implications for pupils with cochlear implants.

  • 4.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Centre for Research in International Migration and Ethnic Relations (CEIFO).
    "Boken ska heta Nya Testamentet, och jag ska vara huvudpersonen!": hur killar med invandrarbakgrund blir "invandrarkillar" i skolans korridorer2005In: Kvalitet och mångfald i högskoleutbildning: erfarenheter från interkulturell lärarutbildning = Quality and diversity in higher education: experiences from intercultural teacher education / [ed] Annick Sjögren, Ingrid Ramberg, Botkyrka: Mångkulturellt centrum , 2005Chapter in book (Other academic)
  • 5.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Boys' Anti-School Culture?: Narratives and School Practices2014In: Anthropology & Education Quarterly, ISSN 0161-7761, E-ISSN 1548-1492, Vol. 45, no 3, p. 276-292Article in journal (Refereed)
    Abstract [en]

    Boys' underachievement and oppositional behavior in school has for a long time been the target of various public debates. Drawing on ethnographic data from fieldwork in two Swedish secondary schools, this article explores how the influential theory of boys' anti-school culture can be interpreted as a master narrative that is reproduced, but also contradicted and subverted, by students and teachers in social interaction within local school contexts.

  • 6.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Centre for Research in International Migration and Ethnic Relations (CEIFO).
    Framgång och motgång2008In: Invandrare och minoriteter, no 2-3Article in journal (Other (popular science, discussion, etc.))
  • 7.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Förbjudet språk: Nedsättande ord i språkdebatt och klassrumssamtal2010In: Flerspråkighet, identitet och lärande / [ed] Musk, Nigel & Wedin, Åsa, Lund: Studentlitteratur , 2010, 1:1, p. 149-170Chapter in book (Other academic)
  • 8.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Handling the Other in Anti-racist Talk: Linguistic ethnography in a prestigious Stockholm upper secondary school2018In: Explorations in Ethnography, Language and Communication: Capturing linguistic and cultural diversities / [ed] Stina Hållsten, Zoe Nikolaidou, Huddinge: Södertörn University , 2018, p. 15-39Chapter in book (Refereed)
  • 9.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Centre for Research in International Migration and Ethnic Relations (CEIFO).
    Hiphopperne ligger jo heller ikke højt oppe!: Om skole, maskulinepositioner og frygten for at havne længst nede i hierarkiet2009In: Social kritik tidsskrift for social analyse og debat, ISSN 0904-3535, no 118, p. 24-37Article in journal (Other academic)
  • 10.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Centre for Research in International Migration and Ethnic Relations (CEIFO).
    Hon tror på mig, hon säger jag är bra: Om kön och måluppfyllelse i en multietnisk skola2009Report (Other academic)
  • 11.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Inget tjafs och inget bråk - om skötsam svenskhet och ordningsstörande förortsslang2013In: Svenska som andraspråk: i forskning, undervisning och samhälle / [ed] Kenneth Hyltenstam, Inger Lindberg, Lund: Studentlitteratur AB, 2013, 2, p. 397-414Chapter in book (Other academic)
  • 12.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Centre for Research in International Migration and Ethnic Relations (CEIFO).
    ’Jag bryr mig inte!’ Om stereotyp maskulinitet och andra kommunikativa verktyg bland killar på ett högstadium2008In: Maskulinitet på schemat., 2008Chapter in book (Other academic)
  • 13.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Centre for Research in International Migration and Ethnic Relations (CEIFO).
    Killar som kallas invandrare2008In: Maskulinitet på schemat, Liber, Stockholm , 2008Chapter in book (Other academic)
  • 14.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Maskulinitetens kris i skolan?: Dominerande och lokala diskurser om skolans protesterande pojkar2010In: Locus, ISSN 1100-3197, no 2-3, p. 4-22Article in journal (Other academic)
  • 15.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Centre for Research in International Migration and Ethnic Relations (CEIFO).
    När skolan längtar efter män. Genusperspektiv på rekrytering av fler män till lärarutbildningen2008In: Uppdrag nångfald: Lärarutbildning i omvandling, Borea, Umeå , 2008Chapter in book (Other academic)
  • 16.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Centre for Research in International Migration and Ethnic Relations (CEIFO).
    Prohibited Language: Masculinities and Language in a Swedish Educational Context2008Conference paper (Refereed)
  • 17.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Swedes Can’t Swear: Making Fun at a Multiethnic Secondary School2018In: Journal of Language, Identity & Education, ISSN 1534-8458, E-ISSN 1532-7701, Vol. 17, no 5, p. 320-335Article in journal (Refereed)
    Abstract [en]

    During the last decade, Sweden has witnessed a significant increase in public attention concerning the following interrelated linguistic phenomena: (a) a linguistic style labelled “Rinkeby Swedish,” (b) specific “Rinkeby Swedish words” that have been perceived as disparaging in Swedish public debate, and (c) a specific young male immigrant identity indexed by this linguistic style. Drawing on ethnographically collected data and naturally occurring talk in a multi-ethnic Swedish upper secondary school, this article examines a possible shift in language ideology, whereby tabooed words and urban youth styles are not dismissed by the school institution but are incorporated in teaching activities. Furthermore, it is argued that there are reasons to look for other interactional accomplishments than solely identity in the use of urban youth styles. The article shows how identity may be used as a resource in the construction of social hierarchies as well as interactional enjoyment among some male students.

  • 18.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Centre for Research in International Migration and Ethnic Relations (CEIFO).
    The Sexist Language of the Other?: Mediarepresentations and classroompractices2010In: XVII ISA World congress of sociology: Sociology on the move : Book of abstracts, 2010, p. 225-Conference paper (Refereed)
  • 19.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Värst i klassen: berättelser om stökiga pojkar från innerstad och förort2015 (ed. 1)Book (Other academic)
  • 20.
    Jonsson, Rickard
    et al.
    Stockholm University, Faculty of Social Sciences, Centre for Research in International Migration and Ethnic Relations (CEIFO).
    Gustafson, Kristina
    Lunds universitet.
    Vad betyder IMER? tankar om ambivalens och återupprättande2009In: Vem älskar imerforskning? en jubileumsskrift för CEIFO 2009. / [ed] Erik Olsson & Annika Rabo, Stockholm: Stockholms universitet (CEIFO) , 2009, 1, p. 64-71Chapter in book (Other academic)
  • 21.
    Jonsson, Rickard
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Milani, Tommaso M
    Department of Linguistics, University of Witwatersrand, Johannesburg.
    Här är alla lika!: Jämlikhetsideologi och konstruktionen av den "Andre" i media och skola2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 2, p. 67-86Article in journal (Refereed)
  • 22.
    Jonsson, Rickard
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Milani, Tommaso M.
    Vad är det för fel på Rinkeby?: offentliga och lokala föreställningar om standardspråk och förortsslang2012In: Locus, ISSN 1100-3197, Vol. 24, no 4, p. 59--75Article in journal (Other academic)
  • 23.
    Jonsson, Rickard
    et al.
    Stockholm University, Faculty of Social Sciences, Centre for Research in International Migration and Ethnic Relations (CEIFO).
    Milani, Tommaso M.
    University of Witwatersrand, Johannesburg.
    Youth Styles in Sweden: Representations and practices2010In: Copenhagen studies in bilingualism, ISSN 0901-9731, Vol. 55, no 1, p. 10-51Article in journal (Refereed)
    Abstract [en]

    In Sweden, the linguistic practices of many young people who are perceived as ‘non Swedish’ have lately become a Foucauldian conundrum: a problem to be scrutinized, a category to be defined, a disorder to be regulated. This general concern has materialized in a raft of public debates in which academics, cultural figures and a few members of the general public have engaged in a struggle for defining the name, meaning and value of these allegedly ‘new’ linguistic phenomena (Jonsson 2007, Milani, in press). That said, current research has shown that youth styles are not simply discursive constructs but constitute linguistic resources through which young people accomplish important identity work. Against this backdrop, this paper will take a multi-pronged approach which focuses on both the reality and representation of youth styles. For this purpose, we will investigate what a variety of

    social actors say about these linguistic practices in a range of public domains (media texts, publicdebates, etc.); we will also explore how a group of adolescents uses different styles in their daily interactions in a school outside Stockholm. On the one hand, the focus on public discourse will allow us to tease out the broader indexical processes through which youth styles are becoming stereotypically associated to a particular group of people – ‘non Swedish young men’. On the other hand, classroom ethnography will enable us to show local examples of the ways in which adolescents use youth styles thereby reproducing, resisting or contesting dominant discourses.

  • 24.
    Karlander, David
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Milani, Tommaso M.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Gränsdragningar som språkideologisk praktik2017In: Varför språkvetenskap? kunskapsintressen, studieobjekt och drivkrafter / [ed] David Håkansson, Anna-Malin Karlsson, Lund: Studentlitteratur AB, 2017, p. 237-253Chapter in book (Refereed)
  • 25.
    Kilger, Magnus
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Talent Production in Interaction: Performance Appraisal Interviews in Talent Selection Camps2017In: Communication & Sport, ISSN 2167-4795, E-ISSN 2167-4809, Vol. 5, no 1, p. 110-129Article in journal (Refereed)
    Abstract [en]

    In sports, there is an extensive interest in identifying and selecting talented children in order to develop elite adult athletes. The process of selecting and screening talents involves not only physical and technical skills but also efforts to find adequate personality traits. Therefore, different types of performance appraisal interviews (PAIs) are becoming increasingly common within the field. Departing from fieldwork in two selection camps for Swedish youth national teams in soccer and hockey, we will take a closer look at the PAIs employed during these camps. This article takes on a narrative approach, emphasizing PAI as a narrative genre and a framework for a specific form of interaction. Our findings show how eligibility is performed in interaction through following three practices: (i) showcasing gratitude without tipping into flattery, (ii) using temporality as a way of displaying developmental potential, and (iii) adopting the role of the self-reflecting subject. This genre of interviews not only produces certain practices but also preferred subject positions and narratives. The PAI is thus a narrative genre where the players are encouraged to perform talent in order to appear selectable.

  • 26. Milani, Tommaso
    et al.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Who's afraid of Rinkeby Swedish? Stylization, Complicity, Resistance2012In: Journal of Linguistic Anthropology, ISSN 1055-1360, E-ISSN 1548-1395, Vol. 22, no 1, p. 44-63Article in journal (Refereed)
    Abstract [en]

    Over the last 30 years, linguistic practices of young people in highly dense urban environments in Sweden (also called Rinkeby Swedish) have become something of a Foucauldian conundrum: a phenomenon to be investigated, a problem to be regulated. The present article will explore the dynamic interplay between the ideologies and practices with regard to Rinkeby Swedish. The article will focus on (1) a panel debate that took place in the context of the annual School Forum (Skolforum) in Stockholm in 2009, and (2) a few school interactions among those adolescents whose linguistic practices have generated so much public concern. The main argument of the article is that both the public debate and the school practices are examples of stylized performances in which the participants simultaneously reproduce and complexify or resist dominant language ideologies, together with the (local) cultural meanings and stereotypes associated with them.

  • 27. Milani, Tommaso M
    et al.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Mhlambi, Innocentia Jabulisile
    Shooting the subversive: when “Rinkebysvenska” and “Tsotsitaal” go mainstream in the media2015In: Language, Youth and Identity in the 21st century: linguistic practices across urban spaces / [ed] Jacomine Nortier and Bente A. Svendsen, Cambridge: Cambridge University Press, 2015Chapter in book (Refereed)
  • 28.
    Milanin, Tommaso
    et al.
    University of the Witwatersrand, Johannesburg.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Incomprehensible language?: Language, ethnicity and heterosexual masculinity in a Swedish school2011In: Gender and Language, ISSN 1747-6321, E-ISSN 1747-633X, Vol. 5, no 2, p. 241-269Article in journal (Refereed)
    Abstract [en]

    In the Swedish context, the discursive regime about linguistic phenomena is characterized by a 'matrix of intelligibility' (Butler 1999) that promotes images of linguistic practices among adolescents in the suburbs not only as deviant and incomprehensible, but also as essentialized traits of ethnic Otherness, social and educational problems and, more rcently, of an agressive masculinity embodied in sexist and homophobic behaviour. Unlike dominant media representations which depict such linguistic practices as unintelligible as well as inherently sexist and homophobic, the aim of present article is to take a queer stance and illustrate how ethnic insults, gay innuendos and mysoginist talk are meaningful in the sense that they constitute a rich pool of interactional resources that allow the young men in our study to actively partake in the negotiation of a 'local masculine order' (Evaldsson 2005) in which positions of power, authority and solidarity are enacted and/or contested.

  • 29.
    Åhlund, Anna
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Constructing the Other in the "inclusive school": Paradoxical practices and identification in SSL educationManuscript (preprint) (Other academic)
  • 30.
    Åhlund, Anna
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Jonsson, Rickard
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Peruvian meatballs? Constructing the Other in the performance of an inclusive school2016In: Nordic Journal of Migration Research, ISSN 1799-649X, E-ISSN 1799-649X, Vol. 6, no 3, p. 166-174Article in journal (Refereed)
    Abstract [en]

    In Swedish schools, newly arrived refugee and immigrant students are provided with a language introductory programme, designed for integration into the mainstream school system. Drawing upon ethnographic fieldwork on classroom conversations in one such introductory programme, this study analyses how Swedish as second language (SSL) students are positioned and position themselves in everyday discursive practices. The participants strive to qualify for mainstream programmes through performing a ‘regular’ student identity. Although educational aim and the students’ investments coincide, in doing the inclusive school, the institution calls for the students to perform ethnicity. The student identities thus emerge in and through a cluster of performative effects of how they are addressed by the school as ‘ethnic’ students, and how they manage those very positionings. Paradoxically, an institutional construction of an inclusive school draws on a discourse of Otherness in which the student’s voices are invited but seem to be ignored.

1 - 30 of 30
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