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Whose Criticism of What? : Ethical Reflection On Postcolonial and Decolonial Criticism of Human Rights
No full textPost- and decolonial approaches reveal colonial patterns in political practice, in thinking - and in norms. Also, Human rights are the subject of this criticism. The article traces and discusses three central lines of this criticism: the question of the holders of human rights, the problem of economic inequality and the accusation of individualism. The central thesis is that post- and decolonial criticism uncovers problems in human rights theory and practice and that this criticism should be taken seriously for the sake of human rights. This is because it can strengthen their credibility and assertiveness. A human rights claim framed and contextualized in this way is defended in the article
Wholes and Parts: Oblivious Legacies From the Photography of A. Carreira’s Angolan Missions for a Portuguese Colonial Metropolitan Museum Amid the Liberation War (1961-74)
No full textThis article recuperates an overlooked history of a photographic archive created in 1965 to document the cultural diversity of the Portuguese colonies for an ethnological museum in Lisbon during the concluding decades of the country’s last colonial regime (1933-74). Five decades after the country’s democratic transition and the decolonisation that accompanied it, I explore this stillborn archive, which has remained in its institutional successor, and historicise a systematic practice of field photography created as a resource for ethnographic research in a late-colonial setting. I investigate the development of this research-based ethnological museum by examining the case of António Carreira (1905-1988), who, as a metropolitan-based colonial field officer, colleague and subordinate, played a series of critical roles in its institutionalisation. Thinking through Carreira’s five annual missions to Angola (1965-69) conducted during the Portuguese colonial wars (1961-1974), in this article, I engage with images and archival devices rendered obsolete by a capricious political transition to demonstrate their potential to unravel some of the paradoxes of developing modern sociocultural anthropology in a late and contested colonial context
The role of learning and education in trade union efforts to organise young and precarious workers
No full textDue to increasing precarisation, trade unions face challenges of organising young and precarious workers. Although research informs of innovative union strategies in this regard, there is a gap in understanding the role of learning and education in trade union efforts to organise young and precarious workers. This paper addresses this gap by drawing on industrial relations and adult education scholarship to examine a case study of innovative strategies of the Trade Union Youth Plus (TUYP) that has since 2011 operated in Slovenia. Findings show that dialogical approaches to education played a crucial role in the establishment and development of TUYP and its innovative proactive fieldwork and communication tactics, which increased unions’ dialogical capacity to engage with, organise and unionise young and precarious workers, and ultimately also led to the transfer of knowledge from TUYP to the wider trade union movement. The article shows that dialogical approaches to education are a necessary prerequisite for organising and unionising young and precarious workers and for revitalising trade union organisations
Organising special education support in adult education
No full textIn municipal adult education (MAE), adults are offered a second chance to complete secondary or upper secondary studies. This article examines how special educational support was organised within MAE in a Swedish municipality, focusing on students’ needs, the learning environment, and the resources available to teachers. It highlights the diverse needs of adult learners and how the physical learning environment interacts with teachers’ interpretations of those needs. Actor-network theory (ANT) serves as the theoretical framework, with the concept of translation guiding the analysis. Semi-structured group interviews with teachers and special educational needs teachers were conducted repeatedly during the first year of a three-year project on special needs education. The findings identify three translations of support: pedagogic group-oriented collegial learning, special educational individual-oriented support, and health promotion in a student health team. The article discusses dilemmas related to who receives support, who provides it, and where it can occur
Meritokratin välsignar ojämlikheten
No full textEn sommar för över tio år sedan var jag semestervikarie på en tidningsredaktion. Jag hade vid det laget en examen från Journalisthögskolan och ytterligare fyra års universitetsstudier bakom mig. Jag hade varit chefredaktör för två studenttidningar, ledarskribent på en stor morgontidning, politisk redaktör på en veckotidning och arbetat 15 år som frilansande kulturjournalist.
Vid min sida fick jag denna sommar en ung nyrekryterad nepo baby, ett barn till en kompis till chefen. Hens föräldrar var båda framgångsrika i branschen. Själv hade vederbörande så vitt jag visste inga egna journalistiska meriter.
Jag hade visserligen sett liknande förfaranden på andra håll, så jag var inte naiv, men jag gnisslade ändå tänder över denna vederstyggliga korruption som jag kände innebar att redaktörerna pissade på mina egna yrkeskunskaper och mitt hårda arbete. Nu var jag satt att dadda ett kulturbarn som glidit in i gräddfilen. Jag hatade det.
Hen gjorde jobbet mycket bättre och snabbare än den ordinarie redaktören, kunde skriva, var kreativ, rolig och arbetsam och lätt att tycka om. Det gjorde nästan saken värre
Om viljan att veta (eller inte) : – en essä om fattigdom, moderskap och motstånd
No full textUnder flera års tid besökte jag regelbundet de platser som de mest utsatta människorna i det svenska samhället förpassas till när de inte lyckas ta sig in på en alltmer svåråtkomlig, segmenterad och segregerad bostadsmarknad. Det var campingplatser, härbärgen, vandrarhem, hotell, mögliga villor med en familj i varje rum, inneboende i slitna lägenheter i miljonprogramsområden som hyrs ut svart till ockerhyror. I industriområden, gamla serviceboenden, ombyggda kontorslokaler och baracker lever människor under förhållanden som de flesta etablerade svenskar inte ens kan föreställa sig. Människor med svår missbruksproblematik, psykiska sjukdomar, föräldrar, ofta ensamstående mammor, och barn delar ibland samma korridorer, kök och badrum
Ulrike Herrman, (2023): Kapitalismens slut, myten om grön tillväxt, förlaget Fri tanke,
No full textI Kapitalismens slut, myten om grön tillväxt kritiserar den tyska ekonomijournalisten och författaren Ulrike Herrman kapitalismen som ekonomiskt system ur ett nationalekonomiskt perspektiv. Steg för steg går hon igenom dess tillkomst, uppgång och fall. Samtidigt korrigerar hon några av de allvarligaste missförstånden
Avoiding tracking? Vocational students who take the supplementary programme for university admission
No full textIn Norway, upper secondary education was fundamentally transformed with the reform
of 1994, with a division into three-year academic programmes and vocational programmes (VET) consisting of two years at school followed by two years of apprenticeship. Moreover, an opportunity for VET students to change from vocational to academic after two years was introduced, called the supplementary programme for university admission. This article discusses the policy arguments used for implementing this programme, and how these arguments developed over time. In addition, the article uses statistics for the period 1994–2019 to display how the programme is used, and by whom. Thus, the article combines a document analysis with statistical analyses. We used a theoretical framework building on institutional change as our frame of reference for interpreting potential policy changes over time. The supplementary programme serves several functions, and these functions have evolved over time. The proportion using the programme grew during the first decade but has been stable at about one in five students since 2008. The policy arguments have primarily been individual, and institutional drift can be observed, as the programme took on purposes other than those originally intended. The programme also contributes to giving students from less-advantaged socio-economic background access to higher education
Two waves of academisation of VET in Switzerland: Threat or way forward?
No full textIn the development of the Swiss vocational education and training (VET) system we can observe a trend towards ‘academisation’, based on two movements: on the one hand, an expansion of general knowledge and non-vocational content, and on the other hand, a structural rapprochement of VET streams with higher education. In the 1960s and 1970s, a stronger orientation towards more academic knowledge was seen as necessary to keep VET attractive to intelligent learners. In addition, the opening of pathways to more technical expertise and career paths in higher education was promoted and strengthened in the 1990s in order to cope with technological and economic changes.
The article reconstructs two waves of this academisation, first in the 1970s in terms of content, and then in the 1990s in terms of structures. These two waves led to a successful positioning of VET by creating an institutional transition from VET to higher education. However, academisation as a process remains ambiguous, as it could be seen as a way forward, but also as a threat to the extent that VET weakens its core profile