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Arnell, Linda
Publications (5 of 5) Show all publications
Arnell, L. (2019). Tjejers våld. Våldets tjejer.: en diskursanalytisk studie om våld, kön och femininitet. (Doctoral dissertation). Umeå: Umeå Universitet
Open this publication in new window or tab >>Tjejers våld. Våldets tjejer.: en diskursanalytisk studie om våld, kön och femininitet
2019 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

How is girls’ violence constructed and given meaning? In what ways are girls who use violence positioned? This thesis explores how girls’ violence is given meaning within different contexts, with a specific focus on the significance given to notions of gender and femininity. It is based on two studies. The first is based on interviews and creative word-based methods with seven girls/young women aged between 18 and 23. These girls all have personal experiences of acting out and/or using violence. The second study is based on focus group interviews with eleven professionals, three men and eight women. These professionals have various experiences of meeting and working with girls and/or violence. The data from both studies is analysed from a discourse psychological perspective, that is based on interwoven ideas from discourse analysis and social psychology.

When the girls and the professionals are talking about girls’ violence the results show that girls’ violence concern more than the issue of violence as a problematic social action. It also concern notions of gender, femininity and girlhood. In most cases girls’ violence is constructed as deviant and different, as an anomaly, which needs to be explained in ways that make it possible to include within understandings of femininity and girlhood. The results also show how notions of gender and femininity are interwoven with class, ethnicity, functionality and ideas about being human. Although a position as a violent girl sometimes appears to be useful or desirable, the girls’ and the professionals’ talk shows that there is a risk that girls who use violence are constructed not only as different and deviant but as so incomprehensible that they will be constructed as “crazy”, or in other words less human, and therefore not possible to help or save. For this reason, it is important to reconsider and deconstruct the current discourses of violence. A wider perspective on girls’ violence would make it possible to understand girls who use violence, those who are exposed to girls’ violence and the help and support that is available from the welfare system in new ways.

Place, publisher, year, edition, pages
Umeå: Umeå Universitet, 2019. p. 221
Series
Studier i socialt arbete vid Umeå universitet : avhandlings- och skriftserie, ISSN 0283-300X ; 93
Keywords
Anger, discursive psychology, emancipation, emotional expression, equality, functionality, gender, girls, humanity, psychiatric diagnoses, social work, subjectivity, victimization, vulnerability, Sweden, violence, young women
National Category
Gender Studies Social Work
Identifiers
urn:nbn:se:umu:diva-158518 (URN)978-91-7855-062-3 (ISBN)
Public defence
2019-05-24, Hörsal A, Samhällsvetarhuset, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2019-05-03 Created: 2019-04-30 Last updated: 2019-05-02Bibliographically approved
Bertilsdotter Rosqvist, H. & Arnell, L. (2018). Being a Responsible Violent Girl?: Exploring Female Violence, Self-management, and ADHD. Girlhood Studies, 11(2), 111-126
Open this publication in new window or tab >>Being a Responsible Violent Girl?: Exploring Female Violence, Self-management, and ADHD
2018 (English)In: Girlhood Studies, ISSN 1938-8209, E-ISSN 1938-8322, Vol. 11, no 2, p. 111-126Article in journal (Refereed) Published
Abstract [en]

In this article, we explore how young women in Sweden negotiate their gendered subject positions in relation to psychiatric diagnoses, particularly Attention Deficit Hyperactivity Disorder (ADHD), and the meanings of their own violent acts. The data consists of transcripts of face-to-face interviews with young women who have experienced using aggressive and violent acts. Given that the analysis is informed by ideas developed in discursive psychology, we identified the centrality of the concepts of responsibility and self-management. In this study responsibility is connected to gendered notions of passivity and activity. What we call the ordinary girl is neither too active nor too passive, and the extraordinary girl is either too active or too passive in the managing of herself. Similar to those of a troublesome past, the narratives of ADHD enable the understanding of an intelligible violent self, and therefore make female externalized violence what we describe as narrative-able.

Keywords
aggression, discursive psychology, emotional regulation, gendered subjectivities, psychiatric diagnoses, Sweden
National Category
Social Work
Research subject
gender studies
Identifiers
urn:nbn:se:umu:diva-159043 (URN)10.3167/ghs.2018.110209 (DOI)000438990700009 ()
Available from: 2019-05-17 Created: 2019-05-17 Last updated: 2019-05-20Bibliographically approved
Silfver, E., Maritha, J., Arnell, L., Bertilsdotter-Rosqvist, H., Härgestam, M., Sjöberg, M. & Widding, U. (2018). Classroom bodies: affect, body language, and discourse when schoolchildren encounter national tests in mathematics. Gender and Education
Open this publication in new window or tab >>Classroom bodies: affect, body language, and discourse when schoolchildren encounter national tests in mathematics
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2018 (English)In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this paper is to analyse how Swedish grade three children are discursively positioned as pupils when they are taking national tests in mathematics and when they reflect on the testing situation afterwards. With support from theories about affective-discursive assemblages, we explore children's body language, emotions, and talk in light of the two overarching discourses that we believe frame the classroom: the 'testing discourse' and the 'development discourse'. Through the disciplinary power of these main discourses children struggle to conduct themselves in order to become recognized as intelligible subjects and 'ideal pupils'. The analysis, when taking into account how affects and discourses intertwine, shows that children can be in 'untroubled', 'troubled', or ambivalent subject positions.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
affective-discursive assemblages, grade three children, ‘ideal’ pupils, mathematics tests, power
National Category
Pedagogy Nursing
Identifiers
urn:nbn:se:umu:diva-147753 (URN)10.1080/09540253.2018.1473557 (DOI)
Available from: 2018-05-17 Created: 2018-05-17 Last updated: 2019-07-08
Arnell, L. (2017). Narrating family: talk about a troublesome girlhood in the Swedish context. In: Bodil Formark, Heta Mulari, Myry Voipio (Ed.), Nordic girlhoods: new perspectives and outlooks (pp. 161-178). Palgrave Macmillan
Open this publication in new window or tab >>Narrating family: talk about a troublesome girlhood in the Swedish context
2017 (English)In: Nordic girlhoods: new perspectives and outlooks / [ed] Bodil Formark, Heta Mulari, Myry Voipio, Palgrave Macmillan, 2017, p. 161-178Chapter in book (Refereed)
Abstract [en]

In this chapter Linda Arnell examines how conceptions and norms regarding families and family patterns influence girls' lives and the constructions of their subjectivity. Arnell focuses on 18-year-old Amanda's narrative about her families and her troublesome upbringing. The narrative is understood as a continuous creation in relation to a broader societal narrative that occurs in intra-action with the researcher, and in relation to discursive possibilities and constraints. Through this one narrative the chapter examines how normative ideas about family can be understood as regulatory power structures that are ever-present in a complex and troubled narrative about family, girlhood, and a girl with experience of acting out.

Place, publisher, year, edition, pages
Palgrave Macmillan, 2017
Keywords
Acting out, Family, Narrative, Sweden, Troublesome girlhood
National Category
Gender Studies Cultural Studies Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:umu:diva-141320 (URN)10.1007/978-3-319-65118-7_9 (DOI)978-3-319-65118-7 (ISBN)978-3-319-65117-0 (ISBN)
Available from: 2017-10-29 Created: 2017-10-29 Last updated: 2018-06-09Bibliographically approved
Arnell, L. (2017). The (Dys)Functionality of Girls' and Young Women's Violence. Affilia, 32(4), 543-556
Open this publication in new window or tab >>The (Dys)Functionality of Girls' and Young Women's Violence
2017 (English)In: Affilia, ISSN 0886-1099, E-ISSN 1552-3020, Vol. 32, no 4, p. 543-556Article in journal (Refereed) Published
Abstract [en]

This article explores how professionals talk about girls' and young women's use of violence; more specifically, how violence is constructed and conceptualized and its effects on social work practice. The data analyzed consist of focus group sessions with 11 professionals within social and youth work. The findings revealed that violence is conceptualized through interpretative repertoires as social functionality, psychological functionality, or dysfunctionality, which affect the professionals' conceptualizations of violence and social work practice. Accordingly, a multifaceted understanding of violence is needed, otherwise girls' and young women's violent acts risk being diminished and made into an individual problem to solved.

Place, publisher, year, edition, pages
Sage Publications, 2017
Keywords
gender, girls' violence, interpretative repertoires, social work practice, Sweden
National Category
Social Work Gender Studies
Identifiers
urn:nbn:se:umu:diva-141319 (URN)10.1177/0886109917712585 (DOI)000413496300010 ()
Available from: 2017-10-29 Created: 2017-10-29 Last updated: 2018-06-09Bibliographically approved
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