Emma Arneback
Biographic Data
| ID | 6329482 |
|---|---|
| NAME | Emma Arneback |
| GIVEN NAMES | Emma |
| FAMILY NAME | Arneback |
| SIGNATURE | ARNEBACK E |
| AFFILIATIONS | Örebro University |
| ORCID | 0000-0002-0481-1586 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 29 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Recontextualisation of children’s rights in local school contexts
This article examines how the Convention on the Rights of the Child (CRC), incorporated into Swedish law in 2020, is recontextualised in five socioeconomically and ethnically diverse school settings. Drawing on Bernstein's concepts of recontextualization, classification and voice, the study analyses interviews with teachers, principals and superintendents to explore how the CRC shapes pedagogical relations in terms of boundaries and power relatio…
Different forms of juridification – an analysis of two cases in Swedish education law
This article explores the phenomenon of juridification in education with a focus on Swedish education law. Two key legislative areas are analysed: regulations on the discrimination and degrading treatment of students (DDT) and the incorporation of the United Nations Convention on the Rights of the Child (CRC) into Swedish law. Using Blichner and Molander’s (2008) framework for the dimensions of juridification with an additional dimension by Rosén…
Becoming an anti-racist teacher
This article focuses on the who of anti-racism education by examining who the teachers are that are doing anti-racist work and what experiences influenced them to counter racism in their education practices. Taking a pragmatic approach, I use data on racism and anti-racism in schools from interviews with 27 upper secondary school teachers in Sweden to capture notions of becoming. To that end, I present five types of experiences: 1) personal exper…
How to counteract racism in education – A typology of teachers’ anti-racist actions
In this article we develop a typology of anti-racist action in education. Using teachers’ practices and experiences, we highlight six approaches on how teachers counter racism in their schools. Each approach entails a different set of actions and aims to address different manifestations of racism. They range from actions that seek to challenge structural racism (the emancipatory, norm-critical and intercultural perspectives), to approaches that e…
A conceptual framework for understanding juridification of and in education
The legal framing of national education systems has been subject to substantial change in the past decade, especially in Nordic countries. Earlier research has called for better understanding of the implications of these changes which, in turn, points to a need for conceptual development. With an emphasis on legal and education scholarly work, this article explores concepts for further research on juridification in relation to education. This is …
Doing interdisciplinarity in teacher education. Resources for learning through writing in two educational programmes
With a focus on resources for learning through writing, this paper compares the interdisciplinary framings of two teacher education programmes. What are the implications of these framings and resources for students’ possibilities when they write independent projects/bachelor theses? The paper presents a case study with data (interviews, texts, observations) from two different teacher education programmes. The conceptual framework stems from the A…
Student teachers’ experiences of academic writing in teacher education– on moving between different disciplines
This study focuses on a selection of student teachers’experiences of academic writing in different disciplines in teacher education. By studying two different learning and writing environments at a Swedish university – teacher education for preschool teachers and for secondary school teachers – we distinguish different forms of writing ideals resulting from disciplinary shifts during the first two years of teacher education. In the preschool grou…
Achieving a professional identity through writing
In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers’ conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. W…
Locations of racism in education
This article explores how racism is located in an educational policy chain and identifies how its interpretation changes throughout the chain. A basic assumption is that the policy formation process can be seen as a chain in which international, national and local policies are ‘links’ – separate entities yet joined. With Sweden as the national example, the article analyses how racism in education is framed at different policy levels and which ant…
How to counteract racism in education – A typology of teachers’ anti-racist actions
In this article we develop a typology of anti-racist action in education. Using teachers’ practices and experiences, we highlight six approaches on how teachers counter racism in their schools. Each approach entails a different set of actions and aims to address different manifestations of racism. They range from actions that seek to challenge structural racism (the emancipatory, norm-critical and intercultural perspectives), to approaches that e…
A conceptual framework for understanding juridification of and in education
The legal framing of national education systems has been subject to substantial change in the past decade, especially in Nordic countries. Earlier research has called for better understanding of the implications of these changes which, in turn, points to a need for conceptual development. With an emphasis on legal and education scholarly work, this article explores concepts for further research on juridification in relation to education. This is …
Locations of racism in education
This article explores how racism is located in an educational policy chain and identifies how its interpretation changes throughout the chain. A basic assumption is that the policy formation process can be seen as a chain in which international, national and local policies are ‘links’ – separate entities yet joined. With Sweden as the national example, the article analyses how racism in education is framed at different policy levels and which ant…
Different forms of juridification – an analysis of two cases in Swedish education law
This article explores the phenomenon of juridification in education with a focus on Swedish education law. Two key legislative areas are analysed: regulations on the discrimination and degrading treatment of students (DDT) and the incorporation of the United Nations Convention on the Rights of the Child (CRC) into Swedish law. Using Blichner and Molander’s (2008) framework for the dimensions of juridification with an additional dimension by Rosén…
Student teachers’ experiences of academic writing in teacher education– on moving between different disciplines
This study focuses on a selection of student teachers’experiences of academic writing in different disciplines in teacher education. By studying two different learning and writing environments at a Swedish university – teacher education for preschool teachers and for secondary school teachers – we distinguish different forms of writing ideals resulting from disciplinary shifts during the first two years of teacher education. In the preschool grou…
Locations of racism in education
This article explores how racism is located in an educational policy chain and identifies how its interpretation changes throughout the chain. A basic assumption is that the policy formation process can be seen as a chain in which international, national and local policies are ‘links’ – separate entities yet joined. With Sweden as the national example, the article analyses how racism in education is framed at different policy levels and which ant…
Doing interdisciplinarity in teacher education. Resources for learning through writing in two educational programmes
With a focus on resources for learning through writing, this paper compares the interdisciplinary framings of two teacher education programmes. What are the implications of these framings and resources for students’ possibilities when they write independent projects/bachelor theses? The paper presents a case study with data (interviews, texts, observations) from two different teacher education programmes. The conceptual framework stems from the A…
Student teachers’ experiences of academic writing in teacher education– on moving between different disciplines
This study focuses on a selection of student teachers’experiences of academic writing in different disciplines in teacher education. By studying two different learning and writing environments at a Swedish university – teacher education for preschool teachers and for secondary school teachers – we distinguish different forms of writing ideals resulting from disciplinary shifts during the first two years of teacher education. In the preschool grou…
Achieving a professional identity through writing
In what way might writing of different kinds contribute to the development of a professional identity? By analytically distinguishing three discourses of communication, everyday, professional and academic, applied to three preschool student teachers’ conceptions of writing during their education and in their initial phase at work as preschool teachers, we attempt to understand the role of writing in their development of professional identities. W…
How to counteract racism in education – A typology of teachers’ anti-racist actions
In this article we develop a typology of anti-racist action in education. Using teachers’ practices and experiences, we highlight six approaches on how teachers counter racism in their schools. Each approach entails a different set of actions and aims to address different manifestations of racism. They range from actions that seek to challenge structural racism (the emancipatory, norm-critical and intercultural perspectives), to approaches that e…
A conceptual framework for understanding juridification of and in education
The legal framing of national education systems has been subject to substantial change in the past decade, especially in Nordic countries. Earlier research has called for better understanding of the implications of these changes which, in turn, points to a need for conceptual development. With an emphasis on legal and education scholarly work, this article explores concepts for further research on juridification in relation to education. This is …
Becoming an anti-racist teacher
This article focuses on the who of anti-racism education by examining who the teachers are that are doing anti-racist work and what experiences influenced them to counter racism in their education practices. Taking a pragmatic approach, I use data on racism and anti-racism in schools from interviews with 27 upper secondary school teachers in Sweden to capture notions of becoming. To that end, I present five types of experiences: 1) personal exper…
Different forms of juridification – an analysis of two cases in Swedish education law
This article explores the phenomenon of juridification in education with a focus on Swedish education law. Two key legislative areas are analysed: regulations on the discrimination and degrading treatment of students (DDT) and the incorporation of the United Nations Convention on the Rights of the Child (CRC) into Swedish law. Using Blichner and Molander’s (2008) framework for the dimensions of juridification with an additional dimension by Rosén…
Recontextualisation of children’s rights in local school contexts
This article examines how the Convention on the Rights of the Child (CRC), incorporated into Swedish law in 2020, is recontextualised in five socioeconomically and ethnically diverse school settings. Drawing on Bernstein's concepts of recontextualization, classification and voice, the study analyses interviews with teachers, principals and superintendents to explore how the CRC shapes pedagogical relations in terms of boundaries and power relatio…
Sociology (8 works) · Pedagogy (6 works) · Political science (5 works) · Psychology (4 works) · Critical Race Theory in Education (3 works) · Discourse Analysis in Language Studies (3 works) · Gender Studies (3 works) · Law (3 works) · Racism (3 works) · Anti-racism (2 works)