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  • 1.
    Bergman, Bengt
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Karp, Staffan
    Umeå University, Faculty of Social Sciences, Department of Education.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Educating Police Officers in Sweden: All about Making Meaning2018In: European Journal of Policing Studies, ISSN 2034-760X, E-ISSN 2295-3523Article in journal (Refereed)
    Abstract [en]

    This article discusses the rarely investigated learning processes of Swedish intra-professional police educators: police teachers, police supervisors and police field training officers. Through the interpretation of three interview studies conducted from a theoretical perspective of experiential learning, reflection and meaning-making, a new understanding of professional development as viewed through the eyes of an educator emerges. The findings exemplify how the empowerment of positive, reflexive and creative intentions amongst intra-professional police educators can be seen as an important component of preparing new police officers as well as developing the Swedish police force. Moreover, it will be implied that this particular process is driven by both intrinsic (the internal drive of the educators) and extrinsic (the educational context of the Swedish police) forces.

  • 2.
    Olsson, Johanna
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Barnets rättigheter – Högskolans skyldighet: Barnkonventionen i olika utbildningskontexter2010In: Undervisning på tvären, Student- och lärarerfarenheter / [ed] Universitetspedagogiskt Centrum, Umeå universitet, Umeå: Universitetspedagogiskt Centrum, Umeå universitet , 2010, p. 129-146Conference paper (Refereed)
  • 3.
    Silfver, Ann-Louise
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Department of Education.
    Magnusson, Eva
    Umeå University, Faculty of Social Sciences, Department of Psychology.
    Wickman, Kim
    Umeå University, Faculty of Social Sciences, Department of Education.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Educating Parents: A critical encounter between Swedish government parent support and parent’s narratives2011In: Changing the Future Educating about Gender, Exeter: Exeter University , 2011Conference 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.

  • 4.
    Silfver, Eva
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Maritha, Jacobsson
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Arnell, Linda
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Bertilsdotter-Rosqvist, Hanna
    Umeå University, Faculty of Social Sciences, Department of Social Work.
    Härgestam, Maria
    Umeå University, Faculty of Medicine, Department of Nursing.
    Sjöberg, Magdalena
    Umeå University, Faculty of Social Sciences, Department of Sociology.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Classroom bodies: affect, body language, and discourse when schoolchildren encounter national tests in mathematics2018In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516Article in journal (Refereed)
    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.

  • 5.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Identitetsskapande i studentföreningen: Köns- och klasskonstruktioner i massuniversitetet2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis deals with the construction of identity going on in Swedish students' societies, which is analyzed as an intersection of gender and social class. Theoretically, I draw on discourse analysis. Foucault's genealogical method is applied in order to understand how discourses of the past are active today in students' identity construction. The study is based on interviews with members of the board of three different societies. In all, 28 interviews were made. Furthermore texts and pictures from each society's homepage were examined. Overall, the study shows that two main discourses are activated in students' identity construction. The members of the male-dominated society belonging to the Faculty of Natural Sciences and Technology represent a specific form of masculine identity in accordance with medieval ideas of student life. Being a student means to be without responsibility, to drink and have fun, and women are constructed as 'the others'. The members see them-selves as rather ordinary men in the future. Women and men are active in equal numbers in the society of students belonging to the Faculty of Social Sciences. They activate the meritocratic discourse dating back to the 18th and 19th centuries as they construct themselves as future men in power with the right to speak. Women can however also represent this identity. In the society of students belonging to the Faculty of Medicine, women constitute the vast majority. They also activate the meritocratic discourse. However, they attach new meanings in accordance with the female symbolic gender to what should be regarded as merits: responsibility, respectability, care, and nicety. Thus, they represent a feminine identity, but the few male members do not adhere to these female symbolic norms. The society is an arena for the members' resistance against hegemonic discourses of gender and class that would confine them to subordinate positions in their future working-life. Each society provides valuable symbolic capital that might be important. Key words: class, discourse, gender, genealogy, ideal identity, identity construction, ideological dilemma, intersectionality, mass university, students' society, symbolic capital, the other.

  • 6.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Education.
    Identitetsskapande och symboliskt kapital i studentföreningen2006In: Det civila samhället som forskningsfält: Nya avhandlingar i ett nytt sekel, Riksbankens Jubileumsfond, Gidlunds Förlag, Stockholm , 2006Chapter in book (Other academic)
  • 7.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Education.
    Identity constructions in the Student’s Society: Formations of gender and class in a mass university2007In: Past-Present-Future: From Women’s Studies to Post-Gender Research, Umeå universitet, 14-17 juni 2007, 2007Conference paper (Other academic)
  • 8.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Education.
    Kvinnliga röster i manliga traditioner: Studentföreningen som ett medel att erövra rätten att tala2006In: 3:e nordiska konferensen Kultur, makt och utbildning, Pedagogik-historisk forskning, Lärarhögskolan i Stockholm, 2006Conference paper (Other academic)
  • 9.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Parental determinism in the Swedish strategy for parenting support2018In: Social Policy and Society, ISSN 1474-7464, E-ISSN 1475-3073, Vol. 17, no 3, p. 481-490Article in journal (Refereed)
    Abstract [en]

    This article analyses and problematises central assumptions in Sweden's National Strategy for Developing Parenting Support, a document that addresses children's deteriorating psychological health. The analysis was performed with Bacchi's (2009) approach to policy analysis. The results show how parental determinism is expressed; psychological ill health among school-aged children is described as an individualised problem caused by insecure parents, who are represented as the most important persons in a child's life and, therefore, are considered to be risk factors that require continuous support. Evidence-based parenting support programmes in particular are described as a central tool for improving parents' sense of responsibility and parenting skills. While the strategy aims to offer all Swedish parents support, it underlines ideals that have been related to gendered, middle-class notions of parenting. The issue concerning children's psychological health is problematised and discussed in relation to parental determinism, the risk society, equality, equity and psychological health.

  • 10.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Parenting ideals and (un-)troubled parent positions2015In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 23, no 1, p. 45-64Article in journal (Refereed)
    Abstract [en]

    This paper examines how some Swedish parents constructed meanings of parenthood. The parents had completed a state-sponsored parenting programme and were interviewed about their experiences of the programme, their everyday lives, their need for support, ideas about the societal context, and their understandings of ‘good’ and ‘bad’ parents. The study was grounded in a discourse-analytical tradition and concepts from discursive psychology guided the analysis. When the interviewees described good parents as responsible and engaged, they related to dominant discourses where middle-class values of involvement and ideals of intensive motherhood intersect. The descriptions of bad parenting were also classed and gendered, representing bad parents as irresponsible and uncaring, as not setting limits, and as not spending enough time with their children. The parents represented themselves in various ways as responsible parents, i.e. an untroubled subject position, but also handled troubled parent positions related to notions of gender and social class.

  • 11.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Parents’ narratives of their everyday life and need of support: a study of parents who participate in a parent education program2012In: Gender and democracy: gender research in times of change, Göteborg: University of Gothenburg , 2012Conference paper (Refereed)
    Abstract [en]

    In present times, there is a dominating discourse that describes parents as insecure and in need of support to be able to fulfill their parenting satisfactory. This discourse is expressed in the media in TV-shows like the Super-Nanny but it is also articulated in national policies. In Sweden are for example ‘insecure’ parents associated to the increasing mental illness among children. As a response to this problem the government 2009 declared the National Strategy for Developed Parent Support. This strategy includes a campaign to offer all parents educational activities but also to provide meeting places where parents can exchange experiences of parenting (Socialdepartementet, 2009). However, previous research has problematized this kind of parent support initiatives as state interventions in the family that promotes ideals on parenting that are deeply rooted in white, middle class values on mothering. This study is part of the evaluation of the Swedish campaign for parent support and the aim of the study is to describe and analyze how a number of parents that have been taking part of a parent education program narrate their everyday family-life and their need of support. The study is guided by a discourse theoretical perspective by focusing on what discourses the parents activate and how they position themselves in relation to these discourses. The data consists of interviews with five of the six parents that completed the parenting program. These interviews indicate that the parents refer to the dominating discourse and position themselves as responsible and engaged parents. But their narratives also work to problematize parent support in relation to the difficulties that affect their family-life. These difficulties are however not addressed in the national strategy or the parent education program. The parents’ stories also seem to re-construct parenting in relation to categories like gender and social class.

  • 12.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Problematic parents and the community parent education: representations of social class, ethnicity, and gender2011In: Journal of Feminist Family Therapy, ISSN 0895-2833, E-ISSN 1540-4099, Vol. 23, no 1, p. 19-38Article in journal (Refereed)
    Abstract [en]

    The author presents an analysis of the Swedish version of the Community Parent Education. The analysis was done by using Bacchi's (2009) policy analysis approach combined with an investigation of how social categories intersect in the material. The material consisted of the course leader manual and a DVD with 22 film sequences illustrating poor parenting. The author shows that in relation to the history of child-care, popular education, and enlightenment in Sweden, the ideals on parenting presented in the Community Parent Education portray working class parents and immigrant parents as being problematic. The educational material also tends to reinforce traditional complementary gender stereotypes.

  • 13.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    Rational and professional, or emotional and 'good enough': Parents negotiating the meaning of parenthood within a parent education programme2014In: Studies in the Education of Adults, ISSN 0266-0830, E-ISSN 1478-9833, Vol. 46, no 1, p. 42-57Article in journal (Refereed)
    Abstract [en]

    This article is based on participant observation of adult education and explores how a group of parents, engaged in a parent education programme, responded to the parenting strategies that were provided for them. The aim was to investigate how the 'good parent' was represented in the programme and how the parents related to this ideal. An additional aim was to explore how parenting was related to gender. Overall, the parents appeared to accept the image of the ideal parent, but also challenged notions of a rational and professional parent – which can be associated with masculinity – by referring to parenting as related to emotionality and femininity.

  • 14.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Education.
    Student associations – old means of constructing new identities2007In: European Conference on Educational Research, Dublin, Irland 7-10 september 2007, 2007Conference paper (Other academic)
  • 15.
    Widding, Ulrika
    Umeå University, Faculty of Social Sciences, Department of Education.
    'Transform Your Child’s Behaviour Now': parent education as self-help culture and lifelong learning2011In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 12, no 3, p. 252-261Article in journal (Refereed)
    Abstract [en]

    Parents in the Western world today are often said to feel unsure and inadequate and as a consequence there are a plethora of self-help products on the market as well as parent education programmes. This article explores the kinds of research questions that are raised by this state of affairs. The discussion is mainly based on existing studies of self-help culture as well as other studies of parents and families. One argument is that parent education, which is aimed at supporting parents to improve their parenting skills, is part of a governing strategy in a learning society. The Swedish government has an ongoing investment in parent education. This community support for parents is used as a reference point to study the ways in which parents are governed and how discourses on what constitutes a good parent or child at a government level are transformed into parent education advice and programmes. Other issues consider the importance of studies regarding how parents interpret these discourses and focus on the processes of inclusion and exclusion and the ways that some parents and children become problematic and hard to reach with regard to, for example, issues around gender, social class and ethnicity.

  • 16.
    Widding, Ulrika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Farooqi, Aijaz
    Umeå University Hospital, Sweden.
    “I thought he was ugly”: mothers of extremely premature children narrate their experiences as troubled subjects2016In: Feminism and Psychology, ISSN 0959-3535, E-ISSN 1461-7161, Vol. 26, no 2, p. 153-169Article in journal (Refereed)
    Abstract [en]

    This article explores the ways in which mothers of extremely premature children make sense of their negative feelings towards their newborn child and their strategies for performing ‘‘proper motherhood’’. The analysis was guided by discursive psychology and the feminist debate on attachment, mother–infant bonding, and ‘‘good mother-hood’’. The empirical material was created within a sub-study that set out to explore mothers’ and fathers’ experiences of having a premature child and was part of a project investigating the need for support for premature children and their families. Parents were interviewed about the pregnancy, their experiences of the birth and hospital period, the process of going home, the experiences of pre-school and school, and thoughts about the future. The stories of four mothers, which dealt with negative feelings towards their child and the guilt and distress related to this, were selected for analysis. The mothers handled their troubled positions as subjects unable to feel ‘‘motherly love’’ by referring to notions of attachment and bonding, and good mother-hood as being loving and caring. Yet, the mothers also talked about motherhood as being socially constructed, as duties that can be performed without the ‘‘right motherly feelings’’, and as something that men could also perform.

  • 17.
    Widding, Ulrika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hägglöf, Bruno
    Umeå University, Faculty of Medicine, Department of Clinical Sciences, Child and Adolescent Psychiatry.
    Farooqi, Aijaz
    Umeå University, Faculty of Medicine, Department of Clinical Sciences, Paediatrics.
    Parents of preterm children narrate constructive aspects of their experiences2019In: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 28, no 21-22, p. 4110-4119Article in journal (Refereed)
    Abstract [en]

    Aims and objectives: To explore how parents of preterm infants express the constructive aspects of their experiences. Using the notion of post‐traumatic growth as a back‐drop, this study supplements the research on parents' difficulties by providing a more nuanced understanding of what it is like to have a preterm child.

    Background: Researchers have reported that parents feel afraid, worried, helpless, powerless, guilty and stressed, as well as that preterm birth can be associated with physical and psychological ill health among parents; however, a few researchers have found indications of post‐traumatic growth among parents.

    Design: This study includes qualitative interviews and relates to COREQ guidelines for reporting qualitative research.

    Methods: A total of 13 mothers and 10 fathers of extremely preterm children, as well as 11 mothers and 7 fathers of moderately preterm children, were interviewed. The data analysis was based on thematic analysis.

    Results: The analysis resulted in six themes that describe various constructive aspects of having a preterm child: acceptance of the fact that events do not always occur as planned; gratitude and reconsideration of the situation; reappraisal of close relationships; reliance on one's own ability to deal with events; thankfulness for what one has; and openness to being exposed to various kinds of people and their experiences.

    Conclusions: The parents recounted constructive aspects of their experiences such as an altered understanding of themselves, others and life itself. These themes provide a more nuanced way of understanding how parents can relate to having preterm children.

    Relevance to clinical practice: This knowledge can help professionals to enable parents to activate their social network and to acknowledge their care for each other, as well as to help parents see beyond cultural ideals regarding childbirth and family life and to find their own solutions to everyday life.

  • 18.
    Widding, Ulrika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olsson, Johanna
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ett föräldrastöd grundat i barnkonventionen?: En analys av hur föräldrastödsmaterial förhåller sig till olika dimensioner av barnkonventionen2014In: Barn, ISSN 0800-1669, no 1, p. 41-56Article in journal (Refereed)
    Abstract [en]

    The Swedish strategy for parent support aims at offering all parents supporting activities that should be based on the values expressed in the Convention on the Rights of the Child (UNCRC). A specific subtarget of the strategy is to make parenting programs more available to parents. The aim of this study was to examine if, and how, the books and booklets parents use in six different parenting programs describe the UNCRC and how the texts present societal notions of the child and the parent-child relationship. The texts were examined using a qualitative text analysis and a model describing different dimensions of the UNCRC. The results show that some texts do not describe the UNCRC at all, while some present it but without problematizing and concretizing it. Further, some texts relate family life toa societal context, while some more narrowly focus on the family interaction.

  • 19.
    Widding, Ulrika
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Olsson, JohannaUmeå University, Faculty of Social Sciences, Department of Education.
    Familjepeppen: en familjestödssatsning i Umeåregionen : forskningsrapport : maj 20132013Collection (editor) (Other academic)
1 - 19 of 19
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