Andrea Spehar – författare

This book examines the integration experiences of refugees to Sweden from Bosnia and Herzegovina (1992-1995), and more recently from Syria (2014-2018) - two of the largest-scale refugee movements in Europe for the last thirty years.It focuses on refugees’ interactions with key institutions of integration including language training, civic orientation, validation of previous educational experience, organizations and multiple labour market initiatives targeting refugees. Drawing on interviews with the refugees themselves, it offers a nuanced analysis of how the institutions of integration operate on a daily basis, and the effects they have on the lives of those who take part in them. The authors’ comparative approach highlights the particularities of each refugee movement while also revealing developments and persistent issues within institutions of integration in the intervening years between the Bosnian-Herzegovinian and Syrian conflicts.Its conclusion, which situates the Swedish case within the broader European context, demonstrates the wider significance of this timely study. It will provide a valuable resource for policymakers in addition to students and scholars of migration studies, social policy, and public policy and business administration.

This book presents ideas on education, gender and intersectionality through a transdisciplinary frame by crossing disciplinary and methodological borders. Exploring the diversity of educational settings ranging from early childhood to adult education, it brings together scholars from various disciplines to discuss, deconstruct and problematize gender and education in relation to several themes in a comparative, intersectional, local, national, regional and international perspective. Each chapter approaches the topic in an intersectional and/or transnational manner and creates powerful gendered educational knowledge. Questions addressed in the book include: What are the challenges or barriers to gender-equal education? How can we understand the gaps between formal policies and educational practices?The chapters in the book illustrate how gender and education are relevant and needed concepts within the field of transdisciplinary research. The authors hail from a range of countries, such as Croatia, Indonesia, Turkey, UK, as well as the Nordic region, and they critically examine gender and education at all levels and in diverse sectors, and with varied lenses, such as neoliberalism in education, and the inclusion of newcomers and refugees.The work also critically investigates programs and pedagogical approaches, culture and values, knowledge and identity in teacher education. The book further addresses criticisms of Western and Anglophone bias around “white feminism” and the norm of white, male and heterosexual privilege.

This book presents ideas on education, gender and intersectionality through a transdisciplinary frame by crossing disciplinary and methodological borders. Exploring the diversity of educational settings ranging from early childhood to adult education, it brings together scholars from various disciplines to discuss, deconstruct and problematize gender and education in relation to several themes in a comparative, intersectional, local, national, regional and international perspective. Each chapter approaches the topic in an intersectional and/or transnational manner and creates powerful gendered educational knowledge. Questions addressed in the book include: What are the challenges or barriers to gender-equal education? How can we understand the gaps between formal policies and educational practices?The chapters in the book illustrate how gender and education are relevant and needed concepts within the field of transdisciplinary research. The authors hail from a range of countries, such as Croatia, Indonesia, Turkey, UK, as well as the Nordic region, and they critically examine gender and education at all levels and in diverse sectors, and with varied lenses, such as neoliberalism in education, and the inclusion of newcomers and refugees.The work also critically investigates programs and pedagogical approaches, culture and values, knowledge and identity in teacher education. The book further addresses criticisms of Western and Anglophone bias around “white feminism” and the norm of white, male and heterosexual privilege.

Att ge plats för att bearbeta motsättningar och konflikter är en viktig del av skolans uppdrag. Skolan är en av de viktigaste arenorna för byggandet av framtidens samhälle, och därför behöver ungdomar få resurser och verktyg för hur de ska hantera och förhålla sig till den mångfald och de åsiktsskillnader som präglar dagens samhälle och som de möter i medier och andra vardagliga sammanhang.I antologin Känsliga frågor, nödvändiga samtal diskuteras hur lärare kan bemöta känsliga frågor samt hur dessa frågor förstås i aktuell forskning och relaterar till skolans styrdokument. I både skola och samhälle kan frågor som berör yttrandefrihet, klimatförändringar, genus, rasism, migration, populism och religion, men också civil olydnad, artificiell intelligens, mänskliga rättigheter och resursfördelning skapa häftiga reaktioner och ibland konflikter. Oavsett vad vi tycker i dessa laddade frågor är det nödvändigt att vi lär oss bygga våra resonemang på vetenskapligt belagd kunskap och att vi kan skapa ytor där olika åsikter kan diskuteras i skolan. Bokens målgrupp är främst lärare och lärarstudenter inriktade på grundskolans senare år och gymnasiet.