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Lozic, Vanja, Associate professorORCID iD iconorcid.org/0000-0003-1555-6493
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Publications (10 of 39) Show all publications
Lozic, V. (2024). Recognising, naming, and resisting racialisation and ethnicisation in Swedish compulsory schools. , 13(1)
Open this publication in new window or tab >>Recognising, naming, and resisting racialisation and ethnicisation in Swedish compulsory schools
2024 (English)In: ISSN 2254-3139, Vol. 13, no 1Article in journal (Refereed) Accepted
Abstract [en]

Swedish schools and teachers are responsible for implementing measures that promote social justice. Based on qualitative data from observations, interviews, and student reflections and perspectives on intersectionality, the study critically analyses how students and school staff partake in ethnicised and racialised oppression of Swedish compulsory school students. The interplay between different bodies in school contexts and children’s responsive capacities to resisting oppression is of particular interest. The findings indicate that the oppression and control of body space based on ethnicity and race are often intertwined with various power structures, such as social and economic background, age, religion, and masculinity. Moreover, the majority’s silence plays a crucial role in perpetuating oppression. However, students who experience oppression have the ability to resist the coercive power of their peers and adults. The article proposes that students and school staff should enhance their ability to recognise and identify oppressive power dynamics within their local contexts. By developing these competencies, individuals can reflect on their role in perpetuating oppression, performatively open new possibilities, and learn how to take transformative action and enhance social justice.

Place, publisher, year, edition, pages
Madrid: , 2024
Keywords
social justice, anti-oppressive education, norm critical perspective, ethnicisation, racism
National Category
Educational Sciences Social Sciences Interdisciplinary Pedagogical Work
Research subject
Child and youth studies
Identifiers
urn:nbn:se:mau:diva-66161 (URN)
Available from: 2024-02-27 Created: 2024-02-27 Last updated: 2024-03-01Bibliographically approved
Lozic, V. (2023). Breaking the silence: Voicing teachers’ exposure to identity-based exclusionary processes at workplace. In: Sandra Jönsson (Ed.), The 1st work science meeting: Book of abstact. Paper presented at The 1st work science meeting, Malmö University, September 29, 2023 (pp. 4-5). Malmö universitet
Open this publication in new window or tab >>Breaking the silence: Voicing teachers’ exposure to identity-based exclusionary processes at workplace
2023 (English)In: The 1st work science meeting: Book of abstact / [ed] Sandra Jönsson, Malmö universitet, 2023, p. 4-5Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The study explores thirty compulsory schoolteachers’ experiences of exposure to exclusionary behaviour and comments by fellow colleagues, students, or their legal guardians at the workplace. Using analytic terms exclusionary processes and intersectionality, and by interviewing teachers who have experienced exclusion due to norms concerning gender, sexuality, ethnicity, race, and religion, I will answer following research questions: How do teachers experience exclusion and how does it affect them? What makes exclusion at workplace possible and how can one act on it? Of particular interest is subtle exclusion, as it is hard to detect and has been neglected be professionals and Swedish researchers, despite the evidence of high rate of occurrence and negative psychological, social, and professional consequences. Theoretical inspiration comes from research on intersectionality and microaggressions in the workplace. The study is based on interviews with teachers, who have volunteered to talk about their own experiences of exclusionary processes. The interviewees, working in different educational settings, define, describe, and are asked to problematize and contextualize exclusionary processes that affect them. The study shows that the interviewees are subjected to exclusionary processes because they do not occupy normative position in the local context. Gender-based exclusionary processes are often interdependent of several identity-based power differentials that may or may not operate simultaneously (for example age, gender, ethnicity and educational background or whiteness norms, religion, and gender may intersect each other, reinforcing or weakening different power axes). Additionally, the interviewed teachers express that there is a lack of institutional support for change, highlighting the importance of developing analytical tools to understand and eventually tackle subtle exercises of exclusionary power. Nowhere in the analyzed empirical material has there been talk of attempts at collective action where the teachers join or themselves organize social movements and act collectively, even though, according to Bonilla-Silva (2018), these forms of resistance make the largest impact in terms of changing social structures of exclusion. The lack of collective action and institutional support highlights the need for a paradigm shift.

Place, publisher, year, edition, pages
Malmö universitet, 2023
Keywords
mikroaggressioner, arbete, uteslutning, lärare, akademi, skola
National Category
Other Social Sciences Gender Studies Social Sciences Interdisciplinary Educational Sciences
Identifiers
urn:nbn:se:mau:diva-63467 (URN)978-91-7877-430-2 (ISBN)
Conference
The 1st work science meeting, Malmö University, September 29, 2023
Available from: 2023-11-06 Created: 2023-11-06 Last updated: 2023-11-10Bibliographically approved
Gressgård, R. & Lozic, V. (2023). Shifting notions of vulnerability and learning in Swedish prevention policy. In: Heath-Kelly, Charlotte; Gruber, Barbara (Ed.), Vulnerability: Governing the Social through Security Politics (pp. 21-40). Manchester: Manchester University Press
Open this publication in new window or tab >>Shifting notions of vulnerability and learning in Swedish prevention policy
2023 (English)In: Vulnerability: Governing the Social through Security Politics / [ed] Heath-Kelly, Charlotte; Gruber, Barbara, Manchester: Manchester University Press, 2023, p. 21-40Chapter in book (Refereed)
Abstract [en]

Taking as our point of departure a prevention initiative involving Arabic-speaking mothers and local emergency services in a designated ‘vulnerable area’ in Sweden, the chapter aims to show how shifting notions of vulnerability and corresponding ideas of learning and responsibility work to entrench ethnic and gender divides and stereotypes, even as they promote an ethics of attentiveness and awareness. While a conventional understanding of vulnerability, in accordance with established in/equality metrics, conceives of minority-ethnic populations in deprived areas as amongst those most in need of empowerment and capacity building, a more affirming approach views vulnerability as a precondition for mutual learning, not limited to deprived or minoritized people, groups or spaces. As the term vulnerability has dispersed through contemporary prevention discourses, the ‘classical’ us/them or friend/enemy distinction is being increasingly displaced, amounting to a ‘flattening’ and ‘whitewashing’ of differentiations. The disavowal of the structural conditions of those involved in prevention measures is not simply a decoupling of vulnerability from power relations, but is itself a political strategy.

Place, publisher, year, edition, pages
Manchester: Manchester University Press, 2023
Keywords
resilience, security, governance, cooperation
National Category
International Migration and Ethnic Relations Social Sciences Interdisciplinary Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
Criminology; Urban studies
Identifiers
urn:nbn:se:mau:diva-62784 (URN)2-s2.0-85170197485 (Scopus ID)9781526169372 (ISBN)
Available from: 2023-09-22 Created: 2023-09-22 Last updated: 2023-12-12Bibliographically approved
Lozic, V. (2022). Intersektionalitet, förtryck och motstånd: Utbildares erfarenheter av mikroaggressioner i utbildningsinstitutioner. In: Elin Ennerberg; Peter Gladoic Håkansson (Ed.), Plats för vem?: Om arbetets inkludering och exkludering (pp. 197-221). Lund: Nordic Academic Press
Open this publication in new window or tab >>Intersektionalitet, förtryck och motstånd: Utbildares erfarenheter av mikroaggressioner i utbildningsinstitutioner
2022 (Swedish)In: Plats för vem?: Om arbetets inkludering och exkludering / [ed] Elin Ennerberg; Peter Gladoic Håkansson, Lund: Nordic Academic Press, 2022, p. 197-221Chapter in book (Other academic)
Abstract [sv]

Rapporter, utredningar och forskning vittnar om förekomsten av diskriminering, trakasserier och hatbrott, marginalisering och stereotypisering i det svenska arbetslivet. Med några få undantag finns det dock förvånansvärt lite forskning om erfarenheter av intersektionella, subtila och vardagliga förtryckande maktutövningar i utbildningsinstitutioner och på arbetsplatser, hur dessa exkluderande maktutövningar påverkar de utsatta och hur de uttrycker sitt motstånd för att förändra sin arbetssituation. I en tid när Sverige har lärarbrist och skolor behöver minska risker för att verksamma lärare byter yrkesbanan är det viktigt att synliggöra personliga erfarenheter av subtilt förtryck i dagligt arbete (t.ex. i möten med vårdnadshavare, kollegor eller elever) liksom strategier för motstånd. Med ökade kunskap blir det möjligt att förbättra förutsättningarna för utveckling av inkluderande arbetsmiljöer och preventionsarbete.

Att den svenska forskningen om vuxna individers subjektiva reflektioner över erfarenheter av maktutövning som på olika sätt skapar exkludering och marginalisering på arbetsplatser är begränsad kan troligen förklara varför det teoretiska och analytiska redskapet mikroaggression inte används mer i Sverige, trots perspektivets ökade internationella genomslag. Eftersom studier av individers erfarenheter av mikroaggressioner och liknande maktutövningar ofta har undersökt en maktordning i taget är detta kapitels syfte att introducera hur teorier om mikroaggressioner och intersektionalitet kan berika varandra för att möjliggöra analyser av erfarenheter av subtila exkluderande maktutövningar i svenska utbildningsinstitutioner (högskola, vuxenutbildning, och grundskola), och för att visa på individernas motstånd. Genom att synliggöra de intervjuade utbildarnas (ett samlingsbegrepp för grundskolelärare, lärare inom vuxenutbildning och universitet och utbildningsutvecklare) erfarenheter av motstånd öppnar studien för en diskussion om möjliga vägar till mer inkluderande arbetsplatser. 

Place, publisher, year, edition, pages
Lund: Nordic Academic Press, 2022
Keywords
förtryck, normkritik, etnifiering, normer, skola, lärare, mikroaggresioner, skola
National Category
Gender Studies Work Sciences Educational Sciences
Research subject
Arbete och organisation; Organisational studies
Identifiers
urn:nbn:se:mau:diva-54531 (URN)978-91-89361-31-7 (ISBN)
Available from: 2022-08-24 Created: 2022-08-24 Last updated: 2024-01-12Bibliographically approved
Lozic, V. (2020). Resistance and negotiation: The intersection of constraining norms in educational settings. In: B. Krzywosz-Rynkiewicz; V. Zorbas (Ed.), Citizenship at a Crossroads: Rights, Identity,and Education (pp. 382-396). Prague: Charles University; Children’s Identity and Citizenship European Association
Open this publication in new window or tab >>Resistance and negotiation: The intersection of constraining norms in educational settings
2020 (English)In: Citizenship at a Crossroads: Rights, Identity,and Education / [ed] B. Krzywosz-Rynkiewicz; V. Zorbas, Prague: Charles University; Children’s Identity and Citizenship European Association , 2020, p. 382-396Chapter in book (Other academic)
Abstract [en]

The aim of the paper is to illustrate students’ own experiences and educators’observations of constrain power structures that lead to an unequal treatment of children based on gender, ethnicity, race, socioeconomic and other intersecting powers. The composite empirical data, consisting of fieldnotes, interviews and students’ notes, was collected in a large city in Sweden. The analysis, based onintersectional analytic framework, demonstrates that children and adolescents are aware that those who, for instance, are racialized, do not speak normative Swedish, have migration background or lack economic resources are marginalised andinterpellated as being in the ‘basement’ of social hierarchies. A consequence of constraining power structures that many children experience is stereotyping, and marginalisation based on racialisation, ethnicization, oppressive gender norms, adults hegemonic position etc. Based on these critical observations, the paper proposes norm-critical perspective to transform these constraining power structure.The shift towards norm-critical perspectives, is not about the rejection of all norms, but rather a possibility to explore, analyse, learn and engage in the ways exclusionaryand constraining discourses and practices are created, maintained and contribute to the marginalisation and oppression, while other groups are cited as ‘normal’ and given privileged positions.

Place, publisher, year, edition, pages
Prague: Charles University; Children’s Identity and Citizenship European Association, 2020
Keywords
Norms, Oppression, Children, Exclusion, Education, Intersectionality, Norm-critical Perspective
National Category
Educational Sciences Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
Child and youth studies
Identifiers
urn:nbn:se:mau:diva-39102 (URN)978-80-7603-104-3 (ISBN)
Available from: 2021-01-13 Created: 2021-01-13 Last updated: 2021-01-19Bibliographically approved
Gressgård, R. & Lozic, V. (2020). The shifting status of failure and possibility: Resilience and the ‘shift’ in partnership-organized prevention in Sweden (ed.). Politics, 40(3), 332-347
Open this publication in new window or tab >>The shifting status of failure and possibility: Resilience and the ‘shift’ in partnership-organized prevention in Sweden
2020 (English)In: Politics, ISSN 0263-3957, E-ISSN 1467-9256, Vol. 40, no 3, p. 332-347Article in journal (Refereed) Published
Abstract [en]

Based on a study of prevention politics in Sweden, this article probes the turn to resilience in its institutionalized form: cross-sectorial partnerships. It interrogates how resilience proponents strategically deploy the semantics of the shift in policymaking, arguing that they perform the ‘shift’ (in mind-set) to criticize a long-established welfare-state governmentality, associated with professional ‘silos’, to create new possibilities for partnership-organized intervention. Part I draws attention to how resilience policy mobilizes partnerships around the indeterminate problem of ‘problem setting’. Based on the idea of limited knowledge and governance in an indeterminate world, failure is considered inevitable and potentially productive, if handled appropriately – which is an issue of problem design or framing. It is considered particularly important to handle problems of coordination and communication internal to partnerships, since failures here risk jeopardizing collaboration and hence the whole enterprise. Part II demonstrates how partnership-organized resilience initiatives bracket-off risky failure by strategically reframing problems and bringing new visions of the future into being – through the semantics of the shift. In characteristically epochal terms, the ‘shift’ casts partnership formation as an improvement of the future, although the strategists’ belief in future visions is apparently shot through with cynicism.

Place, publisher, year, edition, pages
Sage Publications, 2020
Keywords
failure and possibility, partnership strategy, resilience and designerly critique, security and prevention
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-2868 (URN)10.1177/0263395719880707 (DOI)000490665700001 ()2-s2.0-85074355976 (Scopus ID)30380 (Local ID)30380 (Archive number)30380 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2024-02-05Bibliographically approved
Lozic, V. (2020). Tystnad och motstånd: Kollegialt utforskande av vuxnas makt och normer i utbildningsinstitutioner. In: Nyzell, Stefan; Lindholm, Susan (Ed.), Människor, mening och motstånd: En vänbok till professor Mats Greiff (pp. 251-276). Malmö: Malmö universitet
Open this publication in new window or tab >>Tystnad och motstånd: Kollegialt utforskande av vuxnas makt och normer i utbildningsinstitutioner
2020 (Swedish)In: Människor, mening och motstånd: En vänbok till professor Mats Greiff / [ed] Nyzell, Stefan; Lindholm, Susan, Malmö: Malmö universitet, 2020, p. 251-276Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Malmö universitet, 2020
Series
Skrifter med historiska perspektiv, ISSN 1652-2761 ; 24
Keywords
makt: normkritik, vuxna, barn, etnicitet, makt, skola, förskola
National Category
Humanities and the Arts
Research subject
Science education
Identifiers
urn:nbn:se:mau:diva-36888 (URN)978-91-7877-113-4 (ISBN)
Available from: 2020-11-19 Created: 2020-11-19 Last updated: 2021-09-21Bibliographically approved
Lozic, V. (2019). Mot ett perspektivskifte: gymnasieelevers problematiseringar av historieundervisning och syn på identiteter. In: Katarina Brennow, Pål Brunnströn, David Örbring (Ed.), Katarina Brennow, Pål Brunnströn, David Örbring (Ed.), En historiker korsar sitt spår: En vänbok till Roger Johansson om att lära sig av historien och lära ut historia (pp. 43-62). Malmö universitet
Open this publication in new window or tab >>Mot ett perspektivskifte: gymnasieelevers problematiseringar av historieundervisning och syn på identiteter
2019 (Swedish)In: En historiker korsar sitt spår: En vänbok till Roger Johansson om att lära sig av historien och lära ut historia / [ed] Katarina Brennow, Pål Brunnströn, David Örbring, Malmö universitet, 2019, p. 43-62Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö universitet, 2019
Series
Skrifter med historiska perspektiv, ISSN 1652-2761 ; 22
Keywords
historieundervisning, didaktik, elevperspektiv, etnicitet, identitet, hybriditet, intersektionalitet, komplexitetsperspektiv, mångkultur
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-9979 (URN)30545 (Local ID)978-91-7877-033-5 (ISBN)978-91-7877-045-8 (ISBN)30545 (Archive number)30545 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2021-09-21Bibliographically approved
Lozic, V. (2019). Ungdomsproblem i ’utsatta områden’: Komplexa orsaksförklaringar och reduktionistiska lösningar. In: Anne Harju; Jonas Sjölander (Ed.), Anne Harju, Jonas Sjölander (Ed.), Drömmar och röster: en antologi om barns och ungas livsvillkor i Malmö (pp. 29-59). Malmö universitet
Open this publication in new window or tab >>Ungdomsproblem i ’utsatta områden’: Komplexa orsaksförklaringar och reduktionistiska lösningar
2019 (Swedish)In: Drömmar och röster: en antologi om barns och ungas livsvillkor i Malmö / [ed] Anne Harju; Jonas Sjölander, Malmö universitet, 2019, p. 29-59Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö universitet, 2019
Series
MAPIUS, ISSN 1654-6881 ; 24
Keywords
ungdomar, brottsprevention, föräldrar, responsibilisering, brott, orsaker, lösningar
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-10318 (URN)30544 (Local ID)978-91-87997-14-3 (ISBN)978-91-87997-15-0 (ISBN)30544 (Archive number)30544 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2021-09-16Bibliographically approved
Lozic, V. (2018). Att lära av det lokala och experimentera: Resilienstänkande i brottsförebyggande arbete (ed.). ARKIV. Tidskrift för samhällsanalys (9), 129-157
Open this publication in new window or tab >>Att lära av det lokala och experimentera: Resilienstänkande i brottsförebyggande arbete
2018 (Swedish)In: ARKIV. Tidskrift för samhällsanalys, ISSN 2000-6225, E-ISSN 2000-6217, no 9, p. 129-157Article in journal (Refereed)
Abstract [sv]

Samtida samhällsutmaningar beskrivs alltmer som komplexa och oförutsägbara samtidigt som risker för människors och samhällets trygghet och säkerhet anses ha ökat under det senaste decenniet. Problembilderna har lett till ett skifte i synen på brottsprevention där resiliens som begrepp och styrsystem fått stort genomslag inom brottsförebyggande arbete. Mot bakgrund av resilienstänkandets ökade inflytande analyserar Vanja Lozic hur representanter för blåljusmyndigheter, kommun och frivilligorganisationer framställer och legitimerar resiliensinspirerat förebyggande trygghets- och säkerhetsarbete. Artikeln visar att det finns en kritik mot tidigare organisering av förebyggande arbete som anklagas för stuprörstänkande, kortsiktighet och bristande förankring i lokalsamhället. Intervjuerna och fältobservationerna synliggör att man i stället efterfrågar helhetstänkande, anpassning till det lokala, samverkan, experimentering och transformativt och relationellt lärande. Det nya arbetssättet med informellt och nätverksbaserat samarbete liksom ett närmande till och inkludering av lokalbefolkningen ses av de medverkande som en demokratisering av brottspreventionen.

Place, publisher, year, edition, pages
Arkiv förlag & tidskrift, 2018
Keywords
resiliens, brottsprevention, samverkan, lärande, lokalsamhälle, utsatta områden
National Category
Social Sciences
Identifiers
urn:nbn:se:mau:diva-3171 (URN)10.13068/2000-6217.9.5 (DOI)25189 (Local ID)25189 (Archive number)25189 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2021-01-19Bibliographically approved
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ORCID iD: ORCID iD iconorcid.org/0000-0003-1555-6493

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