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BETA
Berge, Britt-Marie
Alternative names
Publications (10 of 35) Show all publications
Berge, B.-M., Chounlamany, K., Khounphilaphanh, B. & Silfver, A.-L. (2017). Reforming Lao teacher education to include females and ethnic minorities: exploring possibilities and constraints. Asia Pacific Journal of Education, 37(1), 103-115
Open this publication in new window or tab >>Reforming Lao teacher education to include females and ethnic minorities: exploring possibilities and constraints
2017 (English)In: Asia Pacific Journal of Education, ISSN 1742-6855, Vol. 37, no 1, p. 103-115Article in journal (Refereed) Published
Abstract [en]

This article explores possibilities and constraints for the inclusion of femaleand ethnic minority students in Lao education in order to provide educationfor all. Females and ethnic minorities have traditionally been disadvantagedin Lao education and reforms for the inclusion of these groups are therefore welcome. The article provides rich information about how teachers and students in four teacher training institutions in Lao PDR experience inclusionary reform. The results show that inclusion strategies benefit both female and ethnic minority students, but in different ways. Female students from the majority ethnic group generally benefitted from the allowance for individual learning, since this provided space for them to act outside of gendered expectations. Ethnic minority students, however, benefitted more from the opportunity to work in smaller group settings, since they could receive support from other students, especially in language, which often proved to be a constraint for students with a different first language from the language of instruction. Although there are positive developments regarding the inclusion of females and ethnic minorities, there is still need to further develop and strengthen these efforts in order to support the continued inclusion of disadvantaged groups in Lao society.

Keywords
Educational reform, teacher education, inclusion, gender, ethnic minorities, student centred education, Lao PDR
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-118925 (URN)10.1080/02188791.2016.1169993 (DOI)000395404200008 ()
Available from: 2016-04-06 Created: 2016-04-06 Last updated: 2018-06-07Bibliographically approved
Silfver, A.-L. & Berge, B.-M. (2016). ‘We are like orphans’: exploring narratives of Lao doctoral alumni educated in Sweden. Higher Education Research and Development, 35(3), 575-588
Open this publication in new window or tab >>‘We are like orphans’: exploring narratives of Lao doctoral alumni educated in Sweden
2016 (English)In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 35, no 3, p. 575-588Article in journal (Refereed) Published
Abstract [en]

In this article, we explore the narratives of 10 doctoral alumni from Lao People's Democratic Republic (PDR) who underwent graduate training in Sweden. The narratives identify challenges encountered by the alumni but more importantly reveal the agency by which these challenges were overcome. The most important strategy was that of collaborative learning, actively enlisting the help of other doctoral students and supervisors, thus challenging the prevalent discourse about doctoral studies as an individual endeavour. Inspired by post-colonial perspectives, the article reveals juxtapositions between Lao colonial experiences and Swedish ignorance of their ramifications. The article argues that programmes in Sweden should work more actively towards a collaborative and inclusive learning process. This strategy becomes especially important when doctoral endeavours involve participants from both the global south and the global north, and it could be an important step in challenging the hegemonic position of the global north in processes of knowledge production.

Place, publisher, year, edition, pages
Routledge, 2016
Keywords
agency, collaborative learning, doctoral education, Lao PDR, post-colonial contexts, Sweden
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-112036 (URN)10.1080/07294360.2015.1107882 (DOI)000374781800012 ()2-s2.0-84947778570 (Scopus ID)
Available from: 2015-11-30 Created: 2015-11-30 Last updated: 2018-06-07Bibliographically approved
Widding, G. & Berge, B.-M. (2014). Teachers’ and Parents’ Experiences of Using Parents as Resources in Swedish Primary Education. In: Jesus Garcia Laborda, Fezile Ozdamli and Yasar Maasoglu (Ed.), Procedia - Social and Behavioral Sciences: 5th World Conference on Educational Sciences. Paper presented at 5th World Conference on Educational Sciences (pp. 1587-1593). Elsevier, 116
Open this publication in new window or tab >>Teachers’ and Parents’ Experiences of Using Parents as Resources in Swedish Primary Education
2014 (English)In: Procedia - Social and Behavioral Sciences: 5th World Conference on Educational Sciences / [ed] Jesus Garcia Laborda, Fezile Ozdamli and Yasar Maasoglu, Elsevier, 2014, Vol. 116, p. 1587-1593Conference paper, Published paper (Refereed)
Abstract [en]

Education for all children has since the 1960s been a main goal in Swedish school politics. In spite of these efforts children's social and cultural backgrounds still affect their study progress. A growing body of international research is currently highlighting changes in society and education policy in which the importance of parentś democratic rights to influence primary education through home-school cooperation is emphasized. These cooperation practices may be harmonious and/or fraught with conflict. The purpose of this paper is to analyse how teachers and parents experience parents as resources in primary education with a special focus on what teachers expect from “ideal” mothers and fathers and what parents expect from “ideal” teachers. It is an explorative study using inductive qualitative analysis of 30 interviews with teachers and parents in a mainstream district in Sweden with an increasing immigrant population. The result indicates an overall agreement around what we label as a “mother responsibility” discourse in regard to home and school practices; a discourse, where mothers expect to become teachers’ servants on teachers’ demands. There are, however, discontents expressed in regard to these power relations. The article concludes discussing these discontents in relation to expressed goals in school politics on democracy, gender equality and parents influence on primary education. We recommend that teachers’ and parents‘experiences are taken serious in further strategies to include parents as resources; strategies that are in line with an inclusive and democratic pedagogy.

Place, publisher, year, edition, pages
Elsevier, 2014
Series
Procedia - Social and Behavioral Sciences, ISSN 1877-0428 ; 116
Keywords
Critical thinking, prospective science teachers, science education
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-82967 (URN)10.1016/j.sbspro.2014.01.439 (DOI)000335471201122 ()
Conference
5th World Conference on Educational Sciences
Available from: 2013-11-14 Created: 2013-11-14 Last updated: 2018-06-08Bibliographically approved
Berge, B.-M. (2013). "Schoolteachers cannot become 'Mädchen für alles' in our society": social justice and gender equality in the Swedish class teachers union post-1945 (1ed.). In: Åsa Gunnarsson (Ed.), Tracing the women-friendly welfare state: gendered politics of everyday life in Sweden (pp. 147-169). Göteborg: Makadam Förlag
Open this publication in new window or tab >>"Schoolteachers cannot become 'Mädchen für alles' in our society": social justice and gender equality in the Swedish class teachers union post-1945
2013 (English)In: Tracing the women-friendly welfare state: gendered politics of everyday life in Sweden / [ed] Åsa Gunnarsson, Göteborg: Makadam Förlag, 2013, 1, p. 147-169Chapter in book (Other academic)
Place, publisher, year, edition, pages
Göteborg: Makadam Förlag, 2013 Edition: 1
National Category
Educational Sciences Gender Studies
Identifiers
urn:nbn:se:umu:diva-87893 (URN)978-91-7061-137-7 (ISBN)
Available from: 2014-04-14 Created: 2014-04-14 Last updated: 2018-06-08Bibliographically approved
Wilhelmsson, A.-B. & Britt-Marie, B. (2013). Swedish state politics meets experiences among relatives of persons with mental disability. In: 3rd world conference on psychology, counseling and guidance, WCPCG-2012: . Paper presented at 3rd World Conference on Psychology, Counselling and Guidance (WCPCG), May 09-12, 2012, Efes, Turkey (pp. 711-718).
Open this publication in new window or tab >>Swedish state politics meets experiences among relatives of persons with mental disability
2013 (English)In: 3rd world conference on psychology, counseling and guidance, WCPCG-2012, 2013, p. 711-718Conference paper, Published paper (Refereed)
Abstract [en]

Mental disability is one of the most serious health problems facing Europe today. The reform of psychiatric care in Sweden has passed much of the rehabilitation and daily care of these people on to their families/relatives. The aim of this article is to analyze how the psychiatric reform in Sweden affects everyday life experiences among close relatives of persons with mental disabilities. It is an explorative, descriptive study using inductive qualitative content analysis of 18 individual interviews with close relatives. In order to deepen the understanding of the relatives' situation and the consequences of the psychiatry reform, the relatives' statements are put in a dialogue with how problems are represented in documents that form the basis of the psychiatry reform. The result indicates that the reform of psychiatric care in Sweden has put the solution of problems on the relatives, but for the relatives there is still no consensus among the different care providers, county council, municipal and national social services that are involved in treatment. The results further indicate that the relatives feel guilty about not providing enough support for the persons with mental disabilities, and they expressed a need for personal support; a need for better information, consistency throughout the caring process and professional therapy for themselves as well. Children of parents with mental disabilities though there are a lot of bad experiences, all relatives could also relate to positive experiences, i.e. open dialogues, relevant information and timely care and support given by some hospital staff. We recommend that relatives' experiences are taken seriously in further reforms of the psychiatric care and that relatives meet in different kinds of supportive networks.

(C) 2013 The Authors. Published by Elsevier Ltd.

Series
Procedia Social and Behavioral Sciences, ISSN 1877-0428 ; 84
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-82638 (URN)10.1016/j.sbspro.2013.06.632 (DOI)000323984200134 ()
Conference
3rd World Conference on Psychology, Counselling and Guidance (WCPCG), May 09-12, 2012, Efes, Turkey
Available from: 2013-11-07 Created: 2013-11-05 Last updated: 2018-06-08Bibliographically approved
Wilhelmsson, A.-B. & Berge, B.-M. (2012). Everyday life experiences among relatives of persons with mental disabilities represented in basic documents governing the Swedish psychiatric reform. US-China Education Review B, 2(10), 849-857
Open this publication in new window or tab >>Everyday life experiences among relatives of persons with mental disabilities represented in basic documents governing the Swedish psychiatric reform
2012 (English)In: US-China Education Review B, ISSN 2161-6248, Vol. 2, no 10, p. 849-857Article in journal (Refereed) Published
Abstract [en]

Mental disability is one of the most serious health problems facing Europe today. The reform of psychiatric care inSweden has passed much of the rehabilitation and daily care of these people on to their families/relatives. The aim of this article is to analyze how the psychiatric reform in Sweden has affected everyday life experiences among close relatives of persons with mental disabilities. It is an explorative and descriptive study using inductive qualitative content analysis of 18 individual interviews with close relatives. In order to deepen the understanding of the relatives’ situation and the consequences of the psychiatry reform, the relatives’ statements are put in a dialogue with how problems are represented in documents that form the basis of the psychiatry reform. The results indicate that the reform of psychiatric care in Sweden has put the solution of problems on the relatives, but for the relatives, there is still no consensus among the different care providers, county council, and municipal and national social services that are involved in treatment. The results further indicate that the relatives feel guilty about not providing enough support for the persons with mental disabilities, and they expressed a need for personal support and a need for better information, consistency throughout the caring process and professional therapy for themselves as well. Children of parents with mental disabilities express a need for assistance, opportunities for participation in care, and information about their parents’ illness. Even though there are a lot of bad experiences, all relatives could also relate to positive experiences, i.e., open dialogues, relevant information, timely care, and support given by some hospital staff. We recommend that relatives’ experiences should be taken seriously in further reforms of the psychiatric care and that relatives meet in different kinds of supportive networks.

Place, publisher, year, edition, pages
CA, USA: David Publishing Company, 2012
Keywords
mental disability; psychiatric care; qualitative content analysis; family involvement in care; relatives’ experiences
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-62823 (URN)
Available from: 2012-12-19 Created: 2012-12-18 Last updated: 2018-06-08Bibliographically approved
Silfver, A.-L., Berge, B.-M., Magnusson, E., Wickman, K. & Widding, U. (2011). Educating Parents: A critical encounter between Swedish government parent support and parent’s narratives. In: Changing the Future Educating about Gender. Paper presented at 8th International Gender and Education Conference, Exeter University, 27-30 April, 2011.. Exeter: Exeter University
Open this publication in new window or tab >>Educating Parents: A critical encounter between Swedish government parent support and parent’s narratives
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2011 (English)In: Changing the Future Educating about Gender, Exeter: Exeter University , 2011Conference paper, Published paper (Refereed)
Abstract [en]

The main purpose of this study is to explore constructions of family and parenthood in Swedish contemporary parent support initiatives. We focus on government policy; municipal support initiatives; media representations of parenthood; parents’ narratives, and online activities. A discourse analytical perspective will guide the study. We draw on notions of how discourses form actions and boundaries in government’s parent support initiatives and in narratives of parents. The governmentality concept will be used to analyse processes of governance at state and individual levels (Foucault 1991). For policy analysis a “What’s the problem represented to be” approach (2009) will be used addressing how problems are constructed in policy, and how representations of problems bring about effects. Since issues of parenthood are saturated by ideas of e.g. gender, sexual orientation and dis-/ability, the study will be informed by theories of social categorizations (Butler 1990/1999; Connell 2009; Young 1997) and how these categories intersect (Crenshaw 1994; Yuval-Davies 2006). Research states Swedish parent support mainly addresses women/mothers (Bremberg,  004). There also seems to be a bias where “parents” are mainly represented by ethnic Swedish, well educated, urban, heterosexual nuclear families (Sarkadi 2009). Since parent education primarily has been studied from a medical perspective, there certainly is a need for educational researchers to study these programs and those involved, from a pedagogical and psychological perspective.

Place, publisher, year, edition, pages
Exeter: Exeter University, 2011
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-59377 (URN)
Conference
8th International Gender and Education Conference, Exeter University, 27-30 April, 2011.
Available from: 2012-11-01 Created: 2012-09-12 Last updated: 2018-06-08Bibliographically approved
Berge, B.-M. (2011). Stories of resistance: contextual gender choreography analysis in local educational settings. In: Ruth Balogh (Ed.), Ruth Balogh (Ed.), 'It is difficult to work without it': Action research at work in countering hegemonic education policies. Paper presented at CARN Autumn 2008 - The Collaborative Action Research Network (pp. 52-60). Didsbury: Manchester Metropolitan University
Open this publication in new window or tab >>Stories of resistance: contextual gender choreography analysis in local educational settings
2011 (English)In: 'It is difficult to work without it': Action research at work in countering hegemonic education policies / [ed] Ruth Balogh, Didsbury: Manchester Metropolitan University , 2011, p. 52-60Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Didsbury: Manchester Metropolitan University, 2011
Series
CARN Bulletin ; 14
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-50447 (URN)978-1-905476-60-2 (ISBN)
Conference
CARN Autumn 2008 - The Collaborative Action Research Network
Available from: 2011-12-09 Created: 2011-12-09 Last updated: 2018-06-08Bibliographically approved
Wilhelmsson, A.-B., Hällgren Graneheim, U., Berge, B.-M., Johansson, S. & Åström, S. (2010). Everyday life experiences among relatives of persons with mental disabilities. Procedia - Social and Behavioral Sciences, 2(2), 4896-4900
Open this publication in new window or tab >>Everyday life experiences among relatives of persons with mental disabilities
Show others...
2010 (English)In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 2, no 2, p. 4896-4900Article in journal (Refereed) Published
Abstract [en]

Mental disability is one of the most significant health problems facing Europe today. For example Statistics reveal that between 20 and 40 percent of the Swedish population suffer from some forms of mental disease, ranging from grave psychoses to less serious anxiety and fear. This study has aimed to illuminate the experiences of relativeś in terms of contacts with persons with mental disabilities. Eighteen tape-recorded interviews were conducted with close relatives of persons suffering from mental disabilities within the health care district of Umeå, Sweden. The results indicate that the daily lives guilt about not providing enough support for their relatives. In addition to feeling physically exhausted and worn out they felt as though they carried a large responsibility and lacked support and back-up in their daily life.

Keywords
Mental disability, Relatives, Psychiatric care
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-40636 (URN)10.1016/j.sbspro.2010.03.791 (DOI)000282002804149 ()
Available from: 2011-03-03 Created: 2011-03-03 Last updated: 2018-06-08Bibliographically approved
Maguire, P. & Berge, B.-M. (2008). Elbows out, arms linked:: Claiming spaces for feminisms and gender equity in educational action research. In: Susan Noffke, Bridget Somekh (Ed.), The SAGE handbook of educational action research (pp. 311-319). London: Sage Publication
Open this publication in new window or tab >>Elbows out, arms linked:: Claiming spaces for feminisms and gender equity in educational action research
2008 (English)In: The SAGE handbook of educational action research / [ed] Susan Noffke, Bridget Somekh, London: Sage Publication , 2008, p. 311-319Chapter in book (Other academic)
Place, publisher, year, edition, pages
London: Sage Publication, 2008
Identifiers
urn:nbn:se:umu:diva-22723 (URN)978-1-4129-4708-4 (ISBN)
Available from: 2009-05-15 Created: 2009-05-15 Last updated: 2018-06-08
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