597
Views
0
CrossRef citations to date
0
Altmetric
Articles

Schooling in the racist badlands: health team professionals’ understanding of the problem of racist opinions and practices among students

ORCID Icon, ORCID Icon & ORCID Icon
Pages 447-460 | Received 31 Jan 2022, Accepted 28 Oct 2022, Published online: 21 Nov 2022

References

  • Arneback, E., & Jämte, J. (2021). How to counteract racism in education-A typology of teachers’ anti-racist actions. Race Ethnicity and Education, 1–20. https://doi.org/10.1080/13613324.2021.1890566
  • Bacchi, C. (2004). Policy and discourse: Challenging the construction of affirmative action as preferential treatment. Journal of European Public Policy, 11(1), 128–146. https://doi.org/10.1080/1350176042000164334
  • Bacchi, C. (2008). The politics of research management: Reflections on the gap between what we “know” (about SDH) and what we do. Health Sociology Review, 17(2), 165–176. https://doi.org/10.5172/hesr.451.17.2.165
  • Bacchi, C. (2015). Problematizations in alcohol policy: WHO’s “alcohol problems”. Contemporary Drug Problems, 42(2), 130–147. https://doi.org/10.1177/0091450915576116
  • Bacchi, C. (2017). Policies as gendering practices: Re-viewing categorical distinctions. Journal of Women, Politics and Policy, 38(1), 20–41. https://doi.org/10.1080/1554477X.2016.1198207
  • Blombäck, S. (2017). Intoleranta platser? Rasideologisk Aktivitet i Svenska Kommuner (pp. 2008–2015). (Report no. 3 Segerstedt Institute). Göteborg: University of Gothenburg.
  • Carlsson, Y., & Fangen, K. (2012). Right-wing extremism in Norway: Prevention and intervention. In R. Melzer, & S. Serafin (Eds.), Right-wing extremism in Europe, country analyses, counter-strategies and labour-market orientated exit-strategies (pp. 342–375). Friedrich-Ebert-Stiftung.
  • Davies, L. (2010). The different faces of education in conflict. Development, 53(4), 491–497. https://doi.org/10.1057/dev.2010.69
  • Davies, L. (2016a). Wicked problems: How complexity science helps direct education responses to preventing violent extremism. Journal of Strategic Security, 9(4), 32–52. https://doi.org/10.5038/1944-0472.9.4.1551
  • Davies, L. (2016b). Security, extremism and education: Safeguarding or surveillance? British Journal of Educational Studies, 64(1), 1–19. https://doi.org/10.1080/00071005.2015.1107022
  • Demker, M. (2014). Sverige åt svenskarna. Atlas Akademi.
  • Eliasoph, N. (1999). Everyday racism” in a culture of political avoidance: Civil society, speech, and taboo. Social Problems, 46(4), 479–502. https://doi.org/10.2307/3097072
  • Essed, P. (1991). Understanding everyday racism. An interdisciplinary theory. Sage Publications.
  • Ezekiel, R. S. (1995). The racist mind. Portraits of American national socialism and klansmen. Viking Books.
  • Ezekiel, R. S. (2002). An ethnographer looks at neo-Nazi and Klan groups: The racist mind revisited. American Behavioral Scientist, 46(1), 51–71. https://doi.org/10.1177/0002764202046001005
  • Fangen, K. (1998). Right-wing skinheads—Nostalgia and binary oppositions. Young, 6(3), 33–49. https://doi.org/10.1177/110330889800600304
  • Foucault, M. (1978). Discipline and punish. The birth of the prison. Vintage Books.
  • Gaudio, R. P., & Bialostok, S. (2005). The trouble with culture: Everyday racism in white middle-class discourse. Critical Discourse Studies, 2(1), 51–69. https://doi.org/10.1080/17405900500052119
  • Kimmel, M. (2007). Racism as an adolescent male rite of passage. Journal of Contemporary Ethnography, 36(2), 202–218. https://doi.org/10.1177/0891241606298825
  • Kinloch, V., & Dixon, K. (2017). Equity and justice for all. The politics of cultivating anti-racist practices in urban teacher education. English Teaching: Practice and Critique, 16(3), 331–346. https://doi.org/10.1108/ETPC-05-2017-0074
  • Lööw, H. (2004). Nazismen i sverige 1924–1979 [National Socialism in Sweden 1924–1979]. Ordfront.
  • Lööw, H. (2015). Nazismen i sverige 2000–2014 [National Socialism in Sweden 2000–2014]. Ordfront.
  • Mattsson, C. (2018). Extremisten i klassrummet – perspektiv på skolans förväntade ansvar att förhindra framtida terrorism. Doctoral thesis, University of Gothenburg.
  • Oser, F., Riegel, C., & Tanner, S. (2006). Ergebnisse des NFP 40 + Projekts Prävention von Rechtsextremismus und ethnisierter Gewalt an Schulen. Retrieved March 2020 from www.nfp40plus.ch/m/mandanten/174/download/Newsletter_dt.pdf.
  • Pearson, G., & Hobbs, D. (2003). Kingpin? A case study of a middle-market drug broker. Howard Journal of Criminal Justice, 42(4), 335–347. doi:10.1111/1468-2311.00290
  • Pedersen, A., Walker, I., Rapley, M., & Wise, M. (2003). Anti-Racism—What works? An evaluation of the effectiveness of anti-racism strategies. Murdoch University, School of Psychology.
  • Perho, S. (2000). The racist youth subculture: The case of the “little skinheads” of Joensuu. Young, 8(3), 17–36. https://doi.org/10.1177/110330880000800302
  • Sela-Shayovitz, R. (2011). Neo-Nazis and moral panic: The emergence of neo-Nazi youth gangs in Israel. Crime, Media, Culture, 7(1), 67–82. https://doi.org/10.1177/1741659010393937
  • Sivenbring, J., & Andersson Malmros, R. (2019). Mixing logics. Multiagency approches for countering violent extremism. Göteborgs Universitet. Segerstedtinstitutet.
  • SOU 1948:27. (1948). 1946 års skolkommissions betänkande med förslag till riktlinjer för den svenska skolväsendes utveckling. Stockholm.
  • The Swedish Migration Agency. (2021). Statistik—Asyl [statistics-asylum]. [Migrationsverket].
  • Walton, J., Priest, N., & Paradies, Y. (2013). It depends How you’re saying It”: The complexities of everyday racism. IJCV, 7(1), 74–90.
  • Yin, R. (2014). Case study research: Design and methods. Sage.