Elisabet Öhrn
Biographic Data
| ID | 4442910 |
|---|---|
| NAME | Elisabet Öhrn |
| GIVEN NAMES | Elisabet |
| FAMILY NAME | Öhrn |
| SIGNATURE | ÖHRN E |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0002-2502-3124 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Teaching for Community Sustainability: Opportunities and Limitations as Seen from a Cross-analysis of Teachers Teaching in Schools in Rural Areas in Spain and Sweden
Education policy is always at risk of working at cross-purposes toward education goals. Using a meta-ethnographic methodology and Massey’s geometry of space theory, the present article addresses this in relation to a particular policy realisation problem of teaching for sustainability in schools in depopulated rural areas with identified population challenges. Specific attention has gone to research addressing the enacted curriculum and teachers’…
Schooling for integration? Reception of refugees in discourse and practice in Swedish rural municipalities 2015–2022
This study explores the integration of migrants in education and the labour market from the perspectives of professionals working with young migrants in Swedish rural municipalities. It compares interview data referring to the situation during the refugee crisis in 2015 with data referring to the period 2019–2022. It addresses the organisation of teaching, how professionals talked about integration in relation to the local labour market and how i…
Educational stakeholders’ perspectives on educational transitions and future careers for young refugees in rural areas undergoing depopulation
There are high hopes that young refugees will help to counter population decline in Sweden’s rural areas. However, there is a need to better understand the factors and processes that facilitate or hinder their persistent integration and continued presence (including further education and work preparation). This article therefore explores the prevailing refugee reception practices and their consequences during and after the major refugee wave in S…
Adventures with Anxiety: Gender bias in using a digital game for teaching vocational English
Sense of place in providers’ perspectives of school placement policies in relation to refugee settlement in rural Sweden
What sexuality education teaches and what young girls want to learn: Voices from an Ethiopian primary school
This article reports on an ethnographic study to understand the practices of sexuality education (SE) in relation to what young girls want to learn in a primary school Ethiopia. This is done by means of school observations, FGD with female students and interviews with SE teachers. The study shows the observed SE focuses mainly on issues of HIV/AIDS and abstinence, which left the interviewed girl's questions unanswered. The latter were concerned w…
Educational and spatial justice in rural and urban areas in three Nordic countries: A meta-ethnographic analysis
This article is based on a meta-ethnographic analysis of educational research from rural and urban areas in Finland, Norway and Sweden following the reorganisation of educational supply there in line with market policies. Edward Soja’s concept of spatial justice shapes the analysis. Using meta-ethnography, we try to present a contextualising narrative account of spatial justice and injustice in the education systems in the three countries. Thirty…
To pass the test: The timing of boys’ parallel positioning
Boys' (under) achievement is frequently on the agenda in the Nordic countries, like in other parts of the Western world. Theoretical explanations for their lower achievement than girls typically emphasise the dissociation between hegemonic young masculinities and school work. In this paper, we focus on boys' strategies for managing schools conflicting demands, using data from a recently completed Swedish ethnographic study of the discourses of ge…
Teachers’ silences about racist attitudes and students’ desires to address these attitudes
In this article, we use ethnographic data to explore school-based perceptions of racism. We draw on the findings of a one-year study conducted in two upper secondary classes in a Swedish school. The starting point of the analysis was student discussions of racism in the school and the surrounding neighbourhood, which prompted an examination of teacher and student responses to racist and nationalist ideas. We concluded that the school seldom acted…
Class and ethnicity at work. Segregation and conflict in a Swedish secondary school
Drawing on a study of a Swedish secondary school with a heterogeneous intake, this article provides an analysis of the social relations and segregation within an individual school. As shown in the analysis, young people from different socio-economic backgrounds were largely separated in school, differently positioned and in conflict with each other. The pupils typically referred to the segregation and conflict as ethnic, although strongly underpi…
Slippage and/or symbolism: Gender, policy and educational governance in Scotland and Sweden
This article provides an overview and analysis of the relationship between gender, educational policy, and governance in Scotland and Sweden and the two countries’ response to European Union and global legislative and policy change. In Scotland, gender is mainly invisible in recent policies on inclusion, achievement beyond academic attainment, and the idealisation of the child. Gender is thus marginalised within a range of factors contributing to…
The sound of silence! Reflections on inclusion and exclusion in the field of gender and education
The aim of this article is to start a debate about the inclusiveness/exclusiveness of the field of gender and education, and what change might be possible. While we focus on the field of gender and education as a whole (including its journals and academic practices), our main sources of evidence are our own experiences as gender researchers on different sides of the Anglophone divide, and a small survey of articles in this journal, Gender and Edu…
Marginalization of democratic values: A gendered practice of schooling
Contemporary Swedish debate is much occupied with young men's attraction to anti-democratic ideals and the fact that they seem to learn less than girls about democratic values in school. Within politics, voices have been raised in favour of putting more effort into the schooling of young people's—especially boys'—social competence and democratic understanding. This paper analyses present school practice and discusses how schools go about handling…
Changing patterns? Reflections on contemporary Swedish research and debate on gender and education
In this article I discuss some themes concerning gender and education in Sweden by focussing in particular on the supposedly changing gender patterns as put forward by contemporary research and debate. Positions seem to have changed, as girls are no longer described in terms of a fairly uncontested subordination. While the analysis of girls' schooling now emphasizes their active positioning, there is an increased focus on the constraints faced by…
Gender and power in school: On girls' open resistance
Gender, Influence and Resistance in School
Taking as a point of departure the prominent position of boys in the classroom as demonstrated in previous research, this paper discusses girls’ ways for gaining influence and control in school. Drawing upon an empirical study of gender patterns in student‐teacher interactions in Swedish schools, various scripts to counter powerkssness are illustrated and discussed. It is argued that the features of these scripts, i.e. these ways of attempting to…
The sound of silence! Reflections on inclusion and exclusion in the field of gender and education
The aim of this article is to start a debate about the inclusiveness/exclusiveness of the field of gender and education, and what change might be possible. While we focus on the field of gender and education as a whole (including its journals and academic practices), our main sources of evidence are our own experiences as gender researchers on different sides of the Anglophone divide, and a small survey of articles in this journal, Gender and Edu…
Changing patterns? Reflections on contemporary Swedish research and debate on gender and education
In this article I discuss some themes concerning gender and education in Sweden by focussing in particular on the supposedly changing gender patterns as put forward by contemporary research and debate. Positions seem to have changed, as girls are no longer described in terms of a fairly uncontested subordination. While the analysis of girls' schooling now emphasizes their active positioning, there is an increased focus on the constraints faced by…
Gender, Influence and Resistance in School
Taking as a point of departure the prominent position of boys in the classroom as demonstrated in previous research, this paper discusses girls’ ways for gaining influence and control in school. Drawing upon an empirical study of gender patterns in student‐teacher interactions in Swedish schools, various scripts to counter powerkssness are illustrated and discussed. It is argued that the features of these scripts, i.e. these ways of attempting to…
Educational and spatial justice in rural and urban areas in three Nordic countries: A meta-ethnographic analysis
This article is based on a meta-ethnographic analysis of educational research from rural and urban areas in Finland, Norway and Sweden following the reorganisation of educational supply there in line with market policies. Edward Soja’s concept of spatial justice shapes the analysis. Using meta-ethnography, we try to present a contextualising narrative account of spatial justice and injustice in the education systems in the three countries. Thirty…
Teachers’ silences about racist attitudes and students’ desires to address these attitudes
In this article, we use ethnographic data to explore school-based perceptions of racism. We draw on the findings of a one-year study conducted in two upper secondary classes in a Swedish school. The starting point of the analysis was student discussions of racism in the school and the surrounding neighbourhood, which prompted an examination of teacher and student responses to racist and nationalist ideas. We concluded that the school seldom acted…
Slippage and/or symbolism: Gender, policy and educational governance in Scotland and Sweden
This article provides an overview and analysis of the relationship between gender, educational policy, and governance in Scotland and Sweden and the two countries’ response to European Union and global legislative and policy change. In Scotland, gender is mainly invisible in recent policies on inclusion, achievement beyond academic attainment, and the idealisation of the child. Gender is thus marginalised within a range of factors contributing to…
Marginalization of democratic values: A gendered practice of schooling
Contemporary Swedish debate is much occupied with young men's attraction to anti-democratic ideals and the fact that they seem to learn less than girls about democratic values in school. Within politics, voices have been raised in favour of putting more effort into the schooling of young people's—especially boys'—social competence and democratic understanding. This paper analyses present school practice and discusses how schools go about handling…
Class and ethnicity at work. Segregation and conflict in a Swedish secondary school
Drawing on a study of a Swedish secondary school with a heterogeneous intake, this article provides an analysis of the social relations and segregation within an individual school. As shown in the analysis, young people from different socio-economic backgrounds were largely separated in school, differently positioned and in conflict with each other. The pupils typically referred to the segregation and conflict as ethnic, although strongly underpi…
Sense of place in providers’ perspectives of school placement policies in relation to refugee settlement in rural Sweden
To pass the test: The timing of boys’ parallel positioning
Boys' (under) achievement is frequently on the agenda in the Nordic countries, like in other parts of the Western world. Theoretical explanations for their lower achievement than girls typically emphasise the dissociation between hegemonic young masculinities and school work. In this paper, we focus on boys' strategies for managing schools conflicting demands, using data from a recently completed Swedish ethnographic study of the discourses of ge…
Gender, Influence and Resistance in School
Taking as a point of departure the prominent position of boys in the classroom as demonstrated in previous research, this paper discusses girls’ ways for gaining influence and control in school. Drawing upon an empirical study of gender patterns in student‐teacher interactions in Swedish schools, various scripts to counter powerkssness are illustrated and discussed. It is argued that the features of these scripts, i.e. these ways of attempting to…
Gender and power in school: On girls' open resistance
Changing patterns? Reflections on contemporary Swedish research and debate on gender and education
In this article I discuss some themes concerning gender and education in Sweden by focussing in particular on the supposedly changing gender patterns as put forward by contemporary research and debate. Positions seem to have changed, as girls are no longer described in terms of a fairly uncontested subordination. While the analysis of girls' schooling now emphasizes their active positioning, there is an increased focus on the constraints faced by…
Marginalization of democratic values: A gendered practice of schooling
Contemporary Swedish debate is much occupied with young men's attraction to anti-democratic ideals and the fact that they seem to learn less than girls about democratic values in school. Within politics, voices have been raised in favour of putting more effort into the schooling of young people's—especially boys'—social competence and democratic understanding. This paper analyses present school practice and discusses how schools go about handling…
The sound of silence! Reflections on inclusion and exclusion in the field of gender and education
The aim of this article is to start a debate about the inclusiveness/exclusiveness of the field of gender and education, and what change might be possible. While we focus on the field of gender and education as a whole (including its journals and academic practices), our main sources of evidence are our own experiences as gender researchers on different sides of the Anglophone divide, and a small survey of articles in this journal, Gender and Edu…
Class and ethnicity at work. Segregation and conflict in a Swedish secondary school
Drawing on a study of a Swedish secondary school with a heterogeneous intake, this article provides an analysis of the social relations and segregation within an individual school. As shown in the analysis, young people from different socio-economic backgrounds were largely separated in school, differently positioned and in conflict with each other. The pupils typically referred to the segregation and conflict as ethnic, although strongly underpi…
Slippage and/or symbolism: Gender, policy and educational governance in Scotland and Sweden
This article provides an overview and analysis of the relationship between gender, educational policy, and governance in Scotland and Sweden and the two countries’ response to European Union and global legislative and policy change. In Scotland, gender is mainly invisible in recent policies on inclusion, achievement beyond academic attainment, and the idealisation of the child. Gender is thus marginalised within a range of factors contributing to…
Teachers’ silences about racist attitudes and students’ desires to address these attitudes
In this article, we use ethnographic data to explore school-based perceptions of racism. We draw on the findings of a one-year study conducted in two upper secondary classes in a Swedish school. The starting point of the analysis was student discussions of racism in the school and the surrounding neighbourhood, which prompted an examination of teacher and student responses to racist and nationalist ideas. We concluded that the school seldom acted…
To pass the test: The timing of boys’ parallel positioning
Boys' (under) achievement is frequently on the agenda in the Nordic countries, like in other parts of the Western world. Theoretical explanations for their lower achievement than girls typically emphasise the dissociation between hegemonic young masculinities and school work. In this paper, we focus on boys' strategies for managing schools conflicting demands, using data from a recently completed Swedish ethnographic study of the discourses of ge…
Educational and spatial justice in rural and urban areas in three Nordic countries: A meta-ethnographic analysis
This article is based on a meta-ethnographic analysis of educational research from rural and urban areas in Finland, Norway and Sweden following the reorganisation of educational supply there in line with market policies. Edward Soja’s concept of spatial justice shapes the analysis. Using meta-ethnography, we try to present a contextualising narrative account of spatial justice and injustice in the education systems in the three countries. Thirty…
What sexuality education teaches and what young girls want to learn: Voices from an Ethiopian primary school
This article reports on an ethnographic study to understand the practices of sexuality education (SE) in relation to what young girls want to learn in a primary school Ethiopia. This is done by means of school observations, FGD with female students and interviews with SE teachers. The study shows the observed SE focuses mainly on issues of HIV/AIDS and abstinence, which left the interviewed girl's questions unanswered. The latter were concerned w…
Adventures with Anxiety: Gender bias in using a digital game for teaching vocational English
Sense of place in providers’ perspectives of school placement policies in relation to refugee settlement in rural Sweden
Schooling for integration? Reception of refugees in discourse and practice in Swedish rural municipalities 2015–2022
This study explores the integration of migrants in education and the labour market from the perspectives of professionals working with young migrants in Swedish rural municipalities. It compares interview data referring to the situation during the refugee crisis in 2015 with data referring to the period 2019–2022. It addresses the organisation of teaching, how professionals talked about integration in relation to the local labour market and how i…
Educational stakeholders’ perspectives on educational transitions and future careers for young refugees in rural areas undergoing depopulation
There are high hopes that young refugees will help to counter population decline in Sweden’s rural areas. However, there is a need to better understand the factors and processes that facilitate or hinder their persistent integration and continued presence (including further education and work preparation). This article therefore explores the prevailing refugee reception practices and their consequences during and after the major refugee wave in S…
Teaching for Community Sustainability: Opportunities and Limitations as Seen from a Cross-analysis of Teachers Teaching in Schools in Rural Areas in Spain and Sweden
Education policy is always at risk of working at cross-purposes toward education goals. Using a meta-ethnographic methodology and Massey’s geometry of space theory, the present article addresses this in relation to a particular policy realisation problem of teaching for sustainability in schools in depopulated rural areas with identified population challenges. Specific attention has gone to research addressing the enacted curriculum and teachers’…
Sociology (14 works) · Gender Studies (10 works) · Political science (10 works) · Gender Studies (9 works) · Psychology (8 works) · Gender Roles and Identity Studies (7 works) · Law (6 works) · Law (6 works) · Pedagogy (6 works) · Social Psychology (5 works)