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  • 1.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Education.
    Action research for gender equity in a late modern society2001In: International Journal of Inclusive Education, ISSN 1464-5173, Vol. 5, no 2-3, p. 281-292Article in journal (Refereed)
  • 2.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Education.
    Action Research for Social Justice in a late Modern Society2001In: The International conference New Directions in Research: Education, Teacher Education and Social Justice, Umeå, Sweden, 2001Conference paper (Other academic)
  • 3.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Education.
    Att forska för förändring: Några teoretiska och metodiska reflektioner2000In: Didaktisk tidskrift för praktiker och forskare, ISSN 1101-7686, Vol. 10, no 2-3, p. 201-214Article in journal (Refereed)
  • 4.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Department of Education.
    Gå i lära till lärare: En grupp kvinnors och en grupp mäns inskolning i slöjdläraryrket1992Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Craft education has been regarded as an important instrument in the efforts to achieve equality which, ever since the end of World War II, have permeated the reforms of Swedish education. In spite of all efforts to the contrary, class- and sex-typed educational programmes are still reconstructed within the reformed education. This study examines the role of craft teacher training in the social and cultural reproduction. Socialization into a profession is a continuous process throughout a person's life. The time spent in craft teacher training is regarded as a meeting between future craft teachers in the light of their life stories and the school subject craft as it is transmitted by teacher trainers. Thus, the data collection includes information on both the future teachers and on the school subject craft. Two groups, one of females and one of males (including one woman), were followed through their teacher training with the help of questionnaires, essays and evaluation documents written by the future teachers. The school subject craft was studied through classroom observations and through taped interviews with teacher trainers.

    Although these trainee teachers, as fully qualified craft teachers, will have to co­operate within the same subject, and although they will have the same qualifications and equal pay, these educations have different admission rules. Textile craft teachers also have a longer education than wood&metalwork teachers. Besides belonging to different sexes, these two groups turned out to be very different in other respects as well. The future female craft teachers in this study have a middle-class background with well- educated mothers and they also have positive experiences of school. In their future occupation they wish to develop the art of textile craft. The future male craft teachers in this study have a working-class background where studies were something out of the ordinary and they also have negative experiences of school. In their future occupation they want to work together with children within a practical subject.

    The gender and class patterns developed during the trainee teachers' childhood and adolescence are reinforced by these teacher trainings. Moreover, the trainee teachers seem to reconstruct these patterns in their teaching styles in their future occupations. Both groups want to transmit "preparedness for everyday life" and "creative ability" to the pupils. However, deeper analyses reveal that this agreement is only illusory. The females expect the pupils to be moulded into docile, economical and quality-conscious persons. The males expect the pupils to be moulded into active, ingenious and dexterous persons. Both groups agree that it is easier for girls to become docile, careful and aware of the teacher's demands and that it is easier for boys to become active and ingenious in compulsory school. The gender symbolism -the passive woman and the active man - is reconstructed.

    Besides uncovering the complex reconstruction of the gender system at the sym­bolic, structural and individual level, this study also illuminates the reconstruction of the asymmetric relations between theoretical and practical activities within craft teacher training. The study ends with a discussion of how teacher training can contribute to the work for equality by educating the trainee teachers to act as spearheads for an equal society.

  • 5.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Education.
    Jämställdhetspedagogik på Storsjöskolan i Holmsund: Ett aktionsforskningsprojekt1996Report (Other academic)
  • 6.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Education.
    Kunskap bryter könsmönster - Aktionsforskning är verktyget: Rapport från projektet Vidgade Vyer i Jämtlands län 1999-20012001Report (Other academic)
  • 7.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Education.
    Recension av Karin Rönnerman (red). (2004) "Aktionsforskning i praktiken - Erfarenheter och och reflektioner"2005In: Pedagogiska magasinet, ISSN 1401-3320, no 3, p. 94-Article, book review (Other (popular science, discussion, etc.))
  • 8.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Department of Education.
    "Schoolteachers cannot become 'Mädchen für alles' in our society": social justice and gender equality in the Swedish class teachers union post-19452013In: 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)
  • 9.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Department of Education.
    Slöjdlärarna som spjutspetsar för ett jämlikt samhälle?: 1, Vem är slöjdläraren?1990Report (Other academic)
  • 10.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Department of Education.
    Stories of resistance: contextual gender choreography analysis in local educational settings2011In: '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 (Refereed)
  • 11.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Education.
    The teacher profession in a state of crisis – a question of gender? – “good” primary school teachers as stat constructions (1945-2000)2003In: NERA’s 31 th Congress, March 6-9, Copenhagen, Denmark, 2003Conference paper (Other academic)
  • 12.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Education.
    Whatever happened to the male teacher?: Gendered discourses and progressive education in Sweden 1945-20002004In: History of education review, ISSN 0819-8691, Vol. 33, no 2, p. 15-29Article in journal (Refereed)
  • 13.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Education.
    Whatever happened to the male teacher?: Recruitment to teaching in Sweden 1945-20002003In: ECER Annual Meeting, September 17-20, Hamburg, Germany, 2003Conference paper (Other academic)
  • 14.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Education.
    Whatever happened to the male teacher?: Recruitment to teaching in Sweden 1945-20002003In: Pedagog historiska forskningskonferensen, September 2003, Stockholm, Sweden, 2003Conference paper (Other academic)
  • 15.
    Berge, Britt-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Bohlin, Maj-Lise
    Wall, Ulla
    Pedagogikläraren på u-sektorn: Ett diskussionsunderlag om förutsättningar, ämnesprofilering och forskningsanknytning1988Report (Other academic)
  • 16.
    Berge, Britt-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Bounyasone, Keophothong
    Umeå University, Faculty of Social Sciences, Department of Education.
    Chounlamany, Kongsy
    Umeå University, Faculty of Social Sciences, Department of Education.
    Keosada, Ngouay
    Umeå University, Faculty of Social Sciences, Department of Education.
    Khounphilaphanh, Bounchanch
    Umeå University, Faculty of Social Sciences, Department of Education.
    Embracing East and West: Cross-cultural action research for change in Laos: A contextual analysis on gender, ethnicity, education and social status2005In: The 9th Women’s Worlds International Interdisciplinary Congress, Seoul, Korea, 2005Conference paper (Other academic)
  • 17.
    Berge, Britt-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Chounlamany, Kongsy
    National University of Laos, Faculty of Education .
    Khounphilaphanh, Bounchanch
    National University of Laos, Faculty of Education.
    Silfver, Ann-Louise
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Reforming Lao teacher education to include females and ethnic minorities: exploring possibilities and constraints2017In: Asia Pacific Journal of Education, ISSN 1742-6855, Vol. 37, no 1, p. 103-115Article in journal (Refereed)
    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.

  • 18.
    Berge, Britt-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Forsberg, Ulla
    Maskuliniteter på spel: Är konstruktion av kön kontraproduktivt i relation till statens skolpolitiska mål?2006Report (Other academic)
  • 19.
    Berge, Britt-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Hult, Agneta
    Umeå University, Faculty of Social Sciences, Education.
    Ett vetenskapligt förhållningssätt i uppsatser och examensarbeten1999Report (Other academic)
  • 20.
    Berge, Britt-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Johansson, Ulla
    Umeå University, Faculty of Social Sciences, Education.
    I framtidens tjänst: Den Goda läraren i statliga utredningstexter2002In: Framtider, no 3, p. 16-20Article in journal (Other academic)
  • 21.
    Berge, Britt-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Johansson, Ulla
    Umeå University, Faculty of Social Sciences, Education.
    Olofsson, Eva
    Umeå University, Faculty of Social Sciences, Education.
    Student’s Construction of Swedish Model Teachers of Today2006In: The 2006 AERA Annual Meeting, San Francisco,USA, 2006Conference paper (Other academic)
  • 22.
    Berge, Britt-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Johansson, Ulla
    Umeå University, Faculty of Social Sciences, Education.
    Olofsson, Eva
    Umeå University, Faculty of Social Sciences, Education.
    The teacher in the transformation of society 1940-2003: The discursive construction of the “good teacher” on different arenas2001In: Genusperspektiv i forskning och undervisning, Umeå, Sweden, 2001Conference paper (Other academic)
  • 23.
    Berge, Britt-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Ve, Hildur
    Action Research for Gender Equity2000Book (Other academic)
  • 24.
    Berge, Britt-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Widding, Göran
    Umeå University, Faculty of Social Sciences, Education.
    En granskning av hur kön framställs i ett urval av läroböcker: Underlagsrapport till Skolverkets rapport "I enlighet med skolans värdegrund?"2006Report (Other academic)
  • 25.
    Berge, Britt-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Widding, Göran
    Umeå University, Faculty of Social Sciences, Education.
    I enlighet med skolans värdegrund?2006Report (Other academic)
  • 26.
    Berge, Britt-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Widding, Göran
    Umeå University, Faculty of Social Sciences, Education.
    Resultat av forskarnas läroboksgranskning / Kön2006In: I enlighet med skolans värdegrund?: En granskning av hur etnisk tillhörighet, funktionshinder, kön, religion och sexuell läggning framställs i ett urval av läroböcker, Skolverket, Stockholm, Fritzes kundservice. Tryck Edita, Västerås , 2006, p. 28-33Chapter in book (Other academic)
  • 27. Maguire, Patricia
    et al.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Department of Education.
    Elbows out, arms linked:: Claiming spaces for feminisms and gender equity in educational action research2008In: The SAGE handbook of educational action research / [ed] Susan Noffke, Bridget Somekh, London: Sage Publication , 2008, p. 311-319Chapter in book (Other academic)
  • 28.
    Silfver, Ann-Louise
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Department of Education.
    ‘We are like orphans’: exploring narratives of Lao doctoral alumni educated in Sweden2016In: Higher Education Research and Development, ISSN 0729-4360, E-ISSN 1469-8366, Vol. 35, no 3, p. 575-588Article in journal (Refereed)
    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.

  • 29.
    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.

  • 30. Weiner, Gaby
    et al.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Education.
    Kön och kunskap2001Book (Other academic)
  • 31. Weiner, Gaby
    et al.
    Nilsson, Ingrid
    Umeå University, Faculty of Social Sciences, Education.
    Andersson, Inger
    Umeå University, Faculty of Social Sciences, Education.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Education.
    Johansson, Ulla
    Umeå University, Faculty of Social Sciences, Education.
    New directions in research: Education, teacher education and social justice2001In: International Journal of Inclusive Education, ISSN 1464-5173, Vol. 5, no 2/3, p. 93-95Article in journal (Refereed)
  • 32.
    Widding, Göran
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Department of Education.
    Teachers’ and Parents’ Experiences of Using Parents as Resources in Swedish Primary Education2014In: 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 (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.

  • 33.
    Wilhelmsson, Anna-Britta
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Department of Education.
    Everyday life experiences among relatives of persons with mental disabilities represented in basic documents governing the Swedish psychiatric reform2012In: US-China Education Review B, ISSN 2161-6248, Vol. 2, no 10, p. 849-857Article in journal (Refereed)
    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.

  • 34.
    Wilhelmsson, Anna-Britta
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Britt-Marie, Berge
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Swedish state politics meets experiences among relatives of persons with mental disability2013In: 3rd world conference on psychology, counseling and guidance, WCPCG-2012, 2013, p. 711-718Conference 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.

  • 35.
    Wilhelmsson, Anna-Britta
    et al.
    Umeå University, Faculty of Social Sciences, Department of Education.
    Hällgren Graneheim, Ulla
    Umeå University, Faculty of Medicine, Department of Nursing.
    Berge, Britt-Marie
    Umeå University, Faculty of Social Sciences, Department of Education.
    Johansson, Sigurd
    Umeå University, Faculty of Social Sciences, Department of Education.
    Åström, Sture
    Umeå University, Faculty of Medicine, Department of Nursing.
    Everyday life experiences among relatives of persons with mental disabilities2010In: Procedia - Social and Behavioral Sciences, ISSN 1877-0428, E-ISSN 1877-0428, Vol. 2, no 2, p. 4896-4900Article in journal (Refereed)
    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.

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