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  • 1.
    Axelsson, Thom
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Balldin, JuttaMalmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).Qvarsebo, JonasMalmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Styrningskonst på utbildningsarenan: upphöjda begrepp i svensk utbildningdiskurs2014Collection (editor) (Other academic)
  • 2.
    Axelsson, Thom
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Qvarsebo, Jonas
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Barndomens historiska framväxt2017In: Utbildningsvetenskap för förskolan [Andra utgåvan] / [ed] Bim Riddersporre, Sven Persson, Natur & Kultur , 2017, p. 43-63Chapter in book (Other academic)
  • 3.
    Axelsson, Thom
    et al.
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Qvarsebo, Jonas
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Barndomens historiska framväxt2010In: Utbildningsvetenskap för förskolan / [ed] Bim Riddersporre, Sven Persson, Natur & Kultur , 2010, p. 39-60Chapter in book (Other academic)
  • 4.
    Axelsson, Thom
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Qvarsebo, Jonas
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Maktens skepnader och effekter: Maktanalys i Foucaults anda2017Book (Other academic)
  • 5.
    Axelsson, Thom
    et al.
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Qvarsebo, Jonas
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Perspektiv på skola och barndom2011In: Utbildningsvetenskap för grundskolans tidiga år / [ed] Sven Persson, Bim Riddersporre, Natur & Kultur , 2011, p. 25-43Chapter in book (Other academic)
  • 6.
    Axelsson, Thom
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Qvarsebo, Jonas
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Skola och medborgarfostran: mellan pedagogik, vetenskap och moral2022 (ed. 1)Book (Other academic)
  • 7.
    Axelsson, Thom
    et al.
    Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL). Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    Qvarsebo, Jonas
    Telling a scientific story and governing the population: The Kallikak story and the historical mutations of the eugenic discourse.2024In: History of Psychology, ISSN 1093-4510, E-ISSN 1939-0610Article in journal (Refereed)
    Abstract [en]

    In this article, we follow the trails of 20th-century psychologist Henry Herbert Goddard’s influential study of the Kallikak family. Goddard’s study is treated as a scientific story with two interlocking dimensions: One is the actual story of the Kallikak family, with literary elements such as setting, plot, and characters. The other dimension is the broader eugenic discourse, a powerful scientific narrative that calls for action in relation to society and the population. The purpose of the article is twofold. Firstly, to analyze the forming and articulations of this story and to explore some of the consequences for governing the population that it has made possible. Secondly, to explore some aspects of what a Foucauldian analytics of government can contribute with in relation to Goddard’s work and the eugenic discourse from the early 20th century to today.

  • 8.
    Axelsson, Thom
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Qvarsebo, Jonas
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Värdegrund och livskunskap som styrningsteknologier2014In: Styrningskonst på utbildningsarenan: upphöjda begrepp i svensk utbildningsdiskurs / [ed] Thom Axelsson, Jutta Balldin, Jonas Qvarsebo, Studentlitteratur AB, 2014Chapter in book (Other academic)
  • 9.
    Lalander, Philip
    et al.
    Malmö högskola, Faculty of Health and Society (HS), Department of Social Work (SA).
    Qvarsebo, Jonas
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Punk i Peking: motstånd, attityd och mening2014Book (Other academic)
    Abstract [sv]

    Boken handlar om den levande punkkultur som uppstod i Norrköping åren 1977-83. Genom intervjuer, fotografi- och dokumentstudier försöker författarna förstå vilka punkarna var och vad som drev dem att anamma den subversiva stilen.

  • 10.
    Lalander, Philip
    et al.
    Malmö högskola, Faculty of Health and Society (HS).
    Qvarsebo, Jonas
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    The performance and meaning of punk in a local Swedish context2016In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 2, p. 26-49Article in journal (Refereed)
    Abstract [en]

    When punk culture travelled from The US and England to Sweden in the late 1970s and early 1980s, the result was a mix of symbols, emotions and attitudes from all three national contexts. One Swedish town where punk made an impact was Norrköping, a middle-sized working class town south of Stockholm. The foucus of this article is the transformation of punk as it entered a new national and local context. We are interested in what happened to punk as it travelled from centre – London, Detroit and New York – to periphery – Sweden and Norrköping and what kind of meaningmaing practices that became possible in the new context. The empirical material consists of interviews with 24 informants who were part of the punk scene in Norrköping during the period. Besides the interviews we have made use of photographs, song lyrics and newspaper material. Our methodological approach is interactive memory work in which we together with the informants reflect on the performance and meaning of punk in Norrköping.

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  • 11.
    Qvarsebo, Jonas
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Corporal Punishment, Disciplinary Regimes and the Irony of History2007Conference paper (Other academic)
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  • 12.
    Qvarsebo, Jonas
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Det önskvärda skolbarnet: Diskurser om barn och fostran i Svensk Lärartidning 1946-19622006In: Normalitetens förhandling och förvandling: en antologi om barn, skola och föräldraskap; / [ed] Judith Lind, Östlings bokförlag Symposion , 2006, p. 131-164Chapter in book (Other academic)
  • 13.
    Qvarsebo, Jonas
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Educare 2016:2: Conference issue: politics of identity, activism and pedagogy in punk of hip-hop studies2016Collection (editor) (Other academic)
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  • 14.
    Qvarsebo, Jonas
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Educare 2017:2: Artiklar2017Collection (editor) (Other academic)
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  • 15.
    Qvarsebo, Jonas
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Educare 2018:1: Artiklar2018Collection (editor) (Other academic)
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  • 16.
    Qvarsebo, Jonas
    Malmö University, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Fabricating and Governing the Swedish School Pupil: The Swedish Post-War School Reform and Changing Discourses of Discipline and Behaviour2018In: Nordic Journal of Educational History, ISSN 2001-7766, E-ISSN 2001-9076, Vol. 5, no 2, p. 111-130Article in journal (Refereed)
    Abstract [en]

    This article examines the dominant discourses of behaviour and discipline in the debate on schooling and the conduct of school pupils in Swedish professional teacher journals between 1946 and 1962, the formative years of the Swedish comprehensive school. Drawing from the theoretical framework of discourse, governmentality and the fabrication of the subject developed by Michel Foucault, the fabrication and governing of the school pupil is highlighted and analysed. The findings of the study are related to historical research of the period as well as Foucauldian studies where a historical shift of perspectives on discipline and behaviour in the school have been proposed. The result is a detailed analysis of the fabrication and governing of the subject within the dominant discourses of behaviour and discipline during the period, as well as a critical nuancing of the idea of this historical shift.

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  • 17.
    Qvarsebo, Jonas
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Grundskolereformen och talet om differentieringen: differentieringsfrågan och konstruktionen av barns och ungdomars olikheter2009In: Historien, barnen och barndomarna: vad är problemet?: en vänbok till Bengt Sandin / [ed] Judith Lind, Cecilia Lindgren, Mats Sjöberg, Karin Zetterqvist Nelson, Linköpings universitet , 2009, p. 281-311Chapter in book (Other academic)
  • 18.
    Qvarsebo, Jonas
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Hemmafruns sista suck2006In: Populär Historia, ISSN 1102-0822, no 3Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Under 1960-talet pågick en livlig jämställdhetsdebatt i Sverige, en debatt som i förlängningen fick dramatiska konsekvenser för den rådande familjestrukt

  • 19.
    Qvarsebo, Jonas
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Konfessionella friskolor, religion och toleransens gränser2013In: Civilsamhället klämt mellan stat och kapital: välfärd, mångfald, framtid; / [ed] Lars Trägårdh, Hanna Hallin, Lars Skov Henriksen, Per Selle, SNS förlag, 2013, p. 160-175Chapter in book (Other academic)
  • 20.
    Qvarsebo, Jonas
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Progressive School Politics and the Disciplinary Regimes of the Classroom: a Genealogical perspective2007Conference paper (Refereed)
  • 21.
    Qvarsebo, Jonas
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Skolaga, disciplin och historiens ironi: Vad hände med den progressiva visionen?2007In: Locus, ISSN 1100-3197, no 1-2Article in journal (Other academic)
    Abstract [sv]

    Hur man skulle fostra barnen till goda samhällsmedborgare utan att använda aga, var en central skolfråga under efterkrigstiden. Debatten började när 1946 års skolkommission i sitt principbetänkande hävdade att skolan halkat efter samhällsutvecklingen. Man menade att äldre auktoritära sätt att fostra barnen måste ge vika för en modern och progressiv fostran med demokrati som mål och medel. Författaren Jonas Qvarsebo visar att det äldre tänkandet kring disciplin satt djupare än många hade trott.

  • 22.
    Qvarsebo, Jonas
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Skolbarnets fostran: enhetsskolan, agan och politiken om barnet 1946-19622006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation analyses the controversy on corporal punishment that arose in conjunction with the Swedish comprehensive school reform. The time period covered is 1946-1962. The overarching aim has been to explore and analyse the origins, development and consequences of this debate in relation to the school’s task of character formation and changed notions of childhood. The school politics in which the comprehensive school reform took shape has been examined and a number of central documents that were produced in this process have been analysed. Theoretically and methodologically a discourse-analytical approach has been used where issues of power and governance have been central. In the discussion on character formation in school different discourses were operating, which at certain points stood in sharp disagreement with each other. This became especially clear in the debate on corporal punishment. A closer analysis of these discourses has revealed their different conditions of possibilities, in the sense of their historical and societal circumstances and their internal logics, and the keywords, concepts and metaphors that constituted the central elements of these discourses have been highlighted and described. The two theoretical concepts governmentality and hegemony have been used as the primary analytical tools for the study. With the concept of governmentality the goals, attitudes and problems that have been tied to the training of the schoolchild during the period have been made visible. The different presuppositions about the child’s being and development on which the character-forming practices have been built, the knowledge and science that have been referred to, the techniques that have been viewed as necessary and the subject that has been the goal for various character-forming actions have been analysed and discussed. With the concept of hegemony the power struggle connected to the discussion of character formation during the period has been examined and the various guidelines for the school’s task of character formation that were formulated and expressed in the formative documents of the comprehensive school have been made visible.

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  • 23.
    Qvarsebo, Jonas
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Swedish progressive school politics and the disciplinary regime of the school 1946-1962: a genealogical perspective2012In: Paedagogica historica, ISSN 0030-9230, E-ISSN 1477-674X, Vol. 49, no 2, p. 217-235Article in journal (Refereed)
    Abstract [en]

    This article examines the vision of the Swedish comprehensive school reform between 1946–1962 as it pertains to the ever-troubling questions of discipline and order in school. Inspired primarily by the work of Michel Foucault and his genealogical perspective, the article problematises the notion that character formation and school discipline during this period underwent a radical democratic transformation, and that this was the successful result of a progressive political agenda. This account of school discipline is shown to be problematic since it conceals a complex and even ironic historical process, where a disciplinarian discourse in school lingered and even widened and deepened disciplinary practice during the period.

  • 24.
    Qvarsebo, Jonas
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    The Historical Emergence of Modern Childhood2021In: The Sage Handbook of Global Childhoods: Volume 1 / [ed] Nikki Fairchild; Lacey Peters; Michelle Salazar Perez; Marek Tesar & Nicola Yelland, London: Sage Publications, 2021, p. 130-141Chapter in book (Refereed)
    Abstract [en]

    In just a little over 100 years, children's living conditions together with the very notion of childhood have changed dramatically in the Western world. Child labor has been banned and institutions for care and schooling have become the primary life world of children rather than the farm and the household. Children are today perceived as individuals in their own right, as maturing through various developmental stages, and as having certain undeniable social and legal rights in relation to both parents and society. This development can of course be thought of in terms of humanitarian progress. But alongside this development we can also observe an increase in the monitoring and governing of children's lives, to the point that childhood can be thought of as ‘the most intensely governed sector of personal existence’ (Rose, 1999: 123). Against the backdrop of humanistic development on the one hand and an increasing governing of childhood on the other, this chapter explores the historical transformations of childhood through the lens of a few overarching themes: industrialization and urbanization, children's path into public life and citizenship, changed notions of the child's nature and being, and the scientification of the child.

  • 25.
    Qvarsebo, Jonas
    Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).
    The moral regime of norm critical pedagogics: new ways of governing the Swedish pre-school child2021In: Critical Studies in Education, ISSN 1750-8487, E-ISSN 1750-8495, Vol. 62, no 2, p. 164-178Article in journal (Refereed)
    Abstract [en]

    In recent years, many programs and manuals for ‘norm criticism´ have been produced for schools in Sweden. In this article, I situate norm criticism and norm critical pedagogics within discourses of values and norms, legal rights and policies through a close reading of the material produced for the Swedish pre-school. I explore the targets, modes, and techniques of governing the child through norm critical programs and practices. I give special attention to the moral regime inscribed in the norm critical project and how the desirable and undesirable subject is constructed. By problematizing norm critical pedagogics, the article propositions them (contrary to its advocates’ claims) as doing much more than widening social norms, creating tolerance for diversity, or furthering freedom and authenticity. Norm criticism attempts to reshape power-relations, assert the moral authority of professionals, and produce a state-approved social subject.

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  • 26.
    Qvarsebo, Jonas
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Axelsson, Thom
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Are we constructing Lutherans, people with values or US citizens?2015In: Foucault and a Politics of Confession in Education / [ed] Andreas Fejes, Katherine Nicoll, Routledge, 2015, p. 146-158Chapter in book (Other academic)
    Abstract [en]

    In liberal, democratic and capitalist societies today, we are increasingly invited to disclose our innermost thoughts to others. We are asked to turn our gaze inwards, scrutinizing ourselves, our behaviours and beliefs, while talking and writing about ourselves in these terms. This form of disclosure of the self resonates with older forms of church confession, and is now widely seen in practices of education in new ways in nurseries, schools, colleges, universities, workplaces and the wider policy arena. This book brings together international scholars and researchers inspired by the work of Michel Foucault, to explore in detail what happens when these practices of confession become part of our lives and ways of being in education. The authors argue that they are not neutral, but political and powerful in their effects in shaping and governing people; they examine confession as discursive and contemporary practice so as to provoke critical thought.International in scope and pioneering in the detail of its scrutiny of such practices, this book extends contemporary understanding of the exercise of power and politics of confessional practices in education and learning, and offers an alternative way of thinking of them. The book will be of value to educational practitioners, scholars, researchers and students, interested in the politics of their own practices.

  • 27.
    Qvarsebo, Jonas
    et al.
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Axelsson, Thom
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Balldin, Jutta
    Malmö högskola, Faculty of Education and Society (LS), Department of Children, Youth and Society (BUS).
    Upphöjda begrepp i svensk utbildningsdiskurs2014In: Styrningskonst på utbildningsarenan: upphöjda begrepp i svensk utbildningsdiskurs / [ed] Thom Axelsson, Jutta Balldin, Jonas Qvarsebo, Studentlitteratur AB, 2014, p. 1-20Chapter in book (Other academic)
  • 28.
    Qvarsebo, Jonas
    et al.
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Tallberg Broman, Ingegerd
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Från storslagna visioner till professionell bedömning: Inledning2010In: Från storslagna visioner till professionell bedömning: om barndom, utbildning och styrning, Malmö högskola, Lärarutbildningen , 2010, p. 9-13Chapter in book (Other academic)
    Abstract [sv]

    I denna antologi presenteras ett axplock av pågående forskning vid enheten Barn-Unga-Samhälle (BUS) inom Lärarutbildningen vid Malmö högskola. Antologin belyser en utbildningshistorisk förskjutning från visionärt arbete och tilltro om en bättre framtid via uppfostran och utbildning, till en ökad oro för framtiden i en global konkurrens. Styrning och kontroll av barndom och utbildning, via exempelvis dokumentation, bedömning och utvärdering, blir allt mer framträdande, både nationellt och internationellt.

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  • 29.
    Qvarsebo, Jonas
    et al.
    Malmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Tallberg Broman, IngegerdMalmö högskola, School of Teacher Education (LUT), Children-Youth-Society (BUS).
    Från storslagna visioner till professionell bedömning: Om barndom, utbildning och styrning2010Collection (editor) (Other academic)
    Abstract [sv]

    I denna antologi presenteras ett axplock av pågående forskning vid enheten Barn-Unga-Samhälle (BUS) inom Lärarutbildningen vid Malmö högskola. Antologin belyser en utbildningshistorisk förskjutning från visionärt arbete och tilltro om en bättre framtid via uppfostran och utbildning, till en ökad oro för framtiden i en global konkurrens. Styrning och kontroll av barndom och utbildning, via exempelvis dokumentation, bedömning och utvärdering, blir allt mer framträdande, både nationellt och internationellt. Antologin vänder sig till alla som är intresserade av frågor om barndom och utbildning ur ett samhällsperspektiv.

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