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"Vi skrattar med, men det känns ändå i hjärtat": En kvalitativ studie om rasifieringsprocesser i gymnasieelevers subjektivitet

Mohammadi, Sara LU (2012) PSPT02 20121
Department of Psychology
Abstract (Swedish)
Utifrån psykodynamiska teorier om subjektivitet och postkoloniala teorier om rasifiering undersöktes i denna studie hur elever som inte ovillkorat räknades in i den föreställda svenska nationella gemenskapen gav mening åt erfaren-heter av rasifiering och hur de förstod sig själva i ett rasifierat landskap. Am-bitionen har varit att generera en situerad kunskap som bidrar till ökad med-vetenhet och reflektionsförmåga kring frågor om rasifiering, särskilt hos skolpsykologer. Genom att belysa hur internaliseringar och projektiva identi-fikationer tar form i relation till rasifierande strukturer har ambitionen även varit att bidra till förståelsen för intrapsykiska aspekter av rasism.
Fyra semistrukturerade intervjuer med fem gymnasieelever... (More)
Utifrån psykodynamiska teorier om subjektivitet och postkoloniala teorier om rasifiering undersöktes i denna studie hur elever som inte ovillkorat räknades in i den föreställda svenska nationella gemenskapen gav mening åt erfaren-heter av rasifiering och hur de förstod sig själva i ett rasifierat landskap. Am-bitionen har varit att generera en situerad kunskap som bidrar till ökad med-vetenhet och reflektionsförmåga kring frågor om rasifiering, särskilt hos skolpsykologer. Genom att belysa hur internaliseringar och projektiva identi-fikationer tar form i relation till rasifierande strukturer har ambitionen även varit att bidra till förståelsen för intrapsykiska aspekter av rasism.
Fyra semistrukturerade intervjuer med fem gymnasieelever i sam-hällsvetenskapliga programmet genomfördes. Intervjuerna transkriberades och teman genererades genom en kombination av induktivt respektive teore-tiskt förhållningssätt.
Genomgången av intervjuerna visade att rasifierande strukturer och maktrelationer påverkat intervjupersonernas självuppfattning, sättet de givit mening åt sina erfarenheter samt deras upplevelser av interaktioner inom sko-lan. I deras förståelse för sina upplevelser i skolan har jag bland annat sett rasifierande klyvningar och internaliseringar av dessa, förnekande av erfaren-heter av rasism samt definition av sig själva som en avvikelse från svenskhet. Samtidigt har jag sett att intervjupersonerna fört en kamp om innebörden av kategorier som de tillskrivit sig själva och tillskrivits dem av andra. (Less)
Abstract
Coupling psychodynamic theories of subjectivity with post-colonial theories of racialization this study examined how students not unconditionally includ-ed in the imagined Swedish national community gave meaning to their expe-riences of racialization and understood themselves in a racialized context. The ambition was to generate a situated knowledge that contributed to awareness and ability to reflect on issues of racialization, especially among school psy-chologists. By illuminating how internalizations and projective identifications take shape in relation to racialized structures the ambition was also to con-tribute to the understanding of intrapsychic aspects of racism.
Interviews with five gymnasium students were carried out. The... (More)
Coupling psychodynamic theories of subjectivity with post-colonial theories of racialization this study examined how students not unconditionally includ-ed in the imagined Swedish national community gave meaning to their expe-riences of racialization and understood themselves in a racialized context. The ambition was to generate a situated knowledge that contributed to awareness and ability to reflect on issues of racialization, especially among school psy-chologists. By illuminating how internalizations and projective identifications take shape in relation to racialized structures the ambition was also to con-tribute to the understanding of intrapsychic aspects of racism.
Interviews with five gymnasium students were carried out. The interviews were transcribed and themes were generated by combining inductive and the-oretical approaches.
The interviews showed that racializing structures as well as power relations affected the interviewees’ self-perception, the way they gave meaning to their experiences and their perceptions of interactions within school. In their un-derstanding of experiences in school they showed racialized splittings and in-ternalization of the same, denial of experiences of racism, and a definition of themselves as a deviation from Swedishness. At the same time the interview-ees struggled for the signification of categories that was attributed to them by others and which they also attributed to them selves. (Less)
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author
Mohammadi, Sara LU
supervisor
organization
course
PSPT02 20121
year
type
H3 - Professional qualifications (4 Years - )
subject
keywords
projektiv identifikation, internalisering, subjektivitet, rasifiering, etnicitet, integration, rasism, skola, skolpsykologi
language
Swedish
id
2594854
date added to LUP
2012-06-01 11:39:48
date last changed
2012-06-01 11:39:48
@misc{2594854,
  abstract     = {Coupling psychodynamic theories of subjectivity with post-colonial theories of racialization this study examined how students not unconditionally includ-ed in the imagined Swedish national community gave meaning to their expe-riences of racialization and understood themselves in a racialized context. The ambition was to generate a situated knowledge that contributed to awareness and ability to reflect on issues of racialization, especially among school psy-chologists. By illuminating how internalizations and projective identifications take shape in relation to racialized structures the ambition was also to con-tribute to the understanding of intrapsychic aspects of racism. 
	Interviews with five gymnasium students were carried out. The interviews were transcribed and themes were generated by combining inductive and the-oretical approaches. 
	The interviews showed that racializing structures as well as power relations affected the interviewees’ self-perception, the way they gave meaning to their experiences and their perceptions of interactions within school. In their un-derstanding of experiences in school they showed racialized splittings and in-ternalization of the same, denial of experiences of racism, and a definition of themselves as a deviation from Swedishness. At the same time the interview-ees struggled for the signification of categories that was attributed to them by others and which they also attributed to them selves.},
  author       = {Mohammadi, Sara},
  keyword      = {projektiv identifikation,internalisering,subjektivitet,rasifiering,etnicitet,integration,rasism,skola,skolpsykologi},
  language     = {swe},
  note         = {Student Paper},
  title        = {"Vi skrattar med, men det känns ändå i hjärtat": En kvalitativ studie om rasifieringsprocesser i gymnasieelevers subjektivitet},
  year         = {2012},
}