Goran Basic | Linnaeus University (original) (raw)

Journal Articles by Goran Basic

Educational Research, 2024

Björkum, Klara and Basic, Goran (2024) “Conditions for higher education study: the perspectives o... more Björkum, Klara and Basic, Goran (2024) “Conditions for higher education study: the perspectives of prospective students from rural areas”. Educational Research, https://doi.org/10.1080/00131881.2024.2382111

Background: Access to higher education in rural areas has been
a recurring theme of debates and government inquiries in many
countries in recent decades. Previous research is relatively unequivocal
regarding the importance of higher education for regional or
national development, identifying the local presence of highly
educated individuals in a municipality as crucial for its prosperity
and development.

Purpose: This study aims to contribute to the development of
scientific knowledge regarding linguistic discursive representations
by rurally located prospective university students in Sweden, of the
conditions for further study at university level.

Method: A total of 23 qualitative interviews and/or discussion
groups were held with 34 prospective university students in three
rural municipalities in Sweden. Data were collected and analysed to
answer the research question: How do prospective university students
in rural areas describe the conditions for further study at the
university level?

Findings: Prospective university students created and reproduced
a series of linguistic representations in two discursive categories: (1)
proximity/distance to study; and (2) education offerings. In the first
category, narratives related to the physical distance to study; commuting
by public transport or private car; and moving to the home
city of a higher education institution. In the second category,
narratives focused around the importance of location; remote
learning; and doubts about pursuing higher education and/or making
the right choice.

Conclusion: Linguistic representations in both categories were
tense, balancing depictions of conflict and consensus. This balancing
act represents a linguistic means of creating and re-creating
cohesion, involvement, integration, participation, unity, and normality
in the discourse and can be interpreted as a form of social
pedagogical recognition that is important for the individual’s success
in the context that the narratives reflect.

International Journal of Social Pedagogy, 2024

Hammerin, Zofia and Basic, Goran (2024) “Health in everyday teaching practice in Sweden: a social... more Hammerin, Zofia and Basic, Goran (2024) “Health in everyday teaching practice in Sweden: a social pedagogical analysis of high school teachers’ descriptions”. International Journal of Social Pedagogy, 13(1): 7, DOI: https://doi.org/10.14324/111.444.ijsp.2024.v13.x.007 .

This article aims to contribute a social pedagogical perspective of high school teachers’ descriptions of working with student health in their teaching practice in Sweden. Ten high school teachers were interviewed. The teachers considered their student health work as consisting of two main aspects: creating a good relationship and helping the students to succeed. These aspects are implicitly and explicitly described as comprising the recognition of the actors’ social and pedagogical identities. This study shows that social pedagogical recognition is significant for common success in school practice in relation to student health work. Clarifying the teachers’ responsibility and competence in student health work and strengthening teachers in their identity as health promoters could improve student health practice.

Cogent Education, 2024

Previous research is unequivocal regarding higher education’s importance for regional or national development, and the local presence of highly educated individuals in a municipality is crucial for its prosperity and development. The study aim is to increase understanding of representational perceptions of future university students in rural areas regarding university studies. Qualitative interviews create and reproduce meaningful representational perceptions, rendering a private dimension in stories about family and friends and an academic dimension in stories about the academic environment and research. Representational perceptions in both dimensions are dramatized as an ethno-methodological balance between verbal conflicting interests and downplaying these interests, producing and reproducing involvement, community, fusion, consensus, and participation in the narrative, rather than a verbal split. This balance reflects social pedagogical recognition relevant to their interest and success in university studies.

Basic, Goran and Delić, Zlatan (2024) ”Ideology, war, anJournal of Contemporary Central and Eastern Europe, 2024

This article explores the connections among the discursive nature of ideology, identity politics, forced displacement, and symbolic and actual war violence leading to genocide. The general framework of the article is the Bosnian War (1992–1995), waged against the country and its civilians. The analytical basis is a literature review of various studies from the domains of sociology of knowledge, war sociology, and social epistemology. It is based on the perspective of the genocide in Bosnia as a process that began in northwest and east Bosnia in 1992 and terminated in Srebrenica in 1995 (in the municipality Prijedor in northwest Bosnia in 1992, more than 3000 civilians were killed). Mass crimes and the policy of fear mongering were intended to create and recreate the collective belief that coexistence in Bosnia was impossible and that establishing “ethnically pure cultures” and “ethnically pure territories” should be accepted as a deterministic historical necessity. The results of our research indicate that crimes against civilians can be “normalized” only after a “new social order” has been established as a war order with the help of media propaganda. Genocide can be committed only if the perpetrators (and its advocates acting in the name of specific identity politics) believe that committing violence can be justified by a “higher cause.”

Advances in Education Sciences, 2023

Basic, Goran and Delić, Zlatan (2023) ”Post-genocide Society and Pedagogy: Analysis of Bosnian–He... more Basic, Goran and Delić, Zlatan (2023) ”Post-genocide Society and Pedagogy: Analysis of Bosnian–Herzegovinian Post-war Society”. Advances in Education Sciences, 5(1): 4-49, https://doi.org/10.5281/zenodo.10560734 .

The purpose of this article is to analyse institutionalised paralogisms, social and economic inequalities, and frustrating consequences arising from decades of symbolic and real war and postwar violence against the population of Bosnia and Herzegovina. The historic background of this paper is the war in Bosnia and Herzegovina (1992-1995), as presented in the reports of the United Nations and documents produced during international and national trials concerning war crimes. The analytical basis is a literature review of various studies from the domains of social epistemology, war sociology, sociology of knowledge, criminology, and pedagogy of emancipation and lifelong learning. Immanent antinomies, contradictions, and political, legal, and criminal perpetually 5 institutionalise and reproduce the identitary references to war vocabulary. For this reason, creation of publicly responsible programs is necessary to evaluate the prescriptive impact of the domination of cultural and identity differences between peoples in Bosnia and Herzegovina. The genocide of Bosnian Bosniaks in the war against the Bosnian-Herzegovinian multicultural society urges the creation of a completely different description, prescription, logic of naming, and explanation strategy to achieve transitional change. The article criticized globalisation as a form of new colonisation and natural-science quantative emphasis. In the spirit of the analysed scientific literature, future scientific analyses should focus on the criminal, social, economic, ecological, anti-educational, sociopathological, and anomic consequences of the (catastrophic) impact of decades of symbolic and real war and postwar violence against the population of Bosnia and Herzegovina.

Cogent Social Sciences, 2024

Delić, Zlatan and Basic, Goran (2024) “Genocide, joint criminal enterprise, and reconciliation: i... more Delić, Zlatan and Basic, Goran (2024) “Genocide, joint criminal enterprise, and reconciliation: interactional analysis of a post-war society in the context of legitimizing transitional capitalism”.
The war in Bosnia and Herzegovina (1992–1995) is the historic background of this paper, as produced in the documents presented during international and national trials concerning war crimes committed during this period. A literature review forms the analytical basis and contains various empirical and theoretical studies from the fields of philosophy, war sociology, and social epistemology. The aim of this paper is to analyse the normative orientations and social values that affect (1) the feelings of moral and social understanding (or non-understanding) after the genocide and the joint criminal enterprise in Bosnia and Herzegovina in the context of legitimizing transitional capitalism, (2) the actions of individuals, organizations, and states as well as the entire social community in the post-war society, and (3) the process of reconciliation and trust in post-war society. The analysis makes evident the usual tendency in a post-war society to deify one’s own ethnic (religious) group, while the consequence of such false self-infatuation with “our” collective is that the “other” that is not ours becomes undesirable. It must be, as evidence of patriotism and unconditional emotional loyalty to “our holy issue”, wiped out for good. Ethnic cleansings, joint criminal enterprises, and genocides thus become a normal means of ethnopolitical—i.e. biopolitical—“management of differences”. At the same time, ethnocorruption and ethnobanditry can erroneously be qualified as the least transparent and, for social and criminological research, the most difficult phenomena (or manifestations) of social pathology. The difficulty lies in the fact that ethnocorruption and ethnobanditry are in many respects related and intertwined with the simultaneous institutional and organizational processes of regulating (or not regulating) the economic and political globalization and transfer of ownership during the transition from socialist self-management to a new type of economy.

Cogent Education, 2023

Hammerin; Zofia; Bergnehr, Disa and Basic, Goran (2023) ”A floating concept and blurred teacher r... more Hammerin; Zofia; Bergnehr, Disa and Basic, Goran (2023) ”A floating concept and blurred teacher responsibilities: Local interpretations of health promotion work in Swedish upper secondary schools”. Cogent Education, 10(2): 2287884, https://doi.org/10.1080/2331186X.2023.2287884 .
This study explores the discourse about health promotion and the role of the teacher in Swedish upper secondary schools. The material consists of student health plans from schools and local authorities that were analysed using discourse analysis. The results show that health promotion is largely an empty or floating signifier. The teacher is mainly in discursive shadow. When the teacher is in discursive light, their role in health promotion is connected to ordinary teacher tasks. Schools can set out what health promotion entails to a greater extent and clarify the role of the teacher.

European Journal of Social Work, 2013

The last decades have exhibited changes in societal responses to criminal justice, such as informal social control exerted beyond the justice system. This study explores the emotional labour experienced by Swedish high school staff members regarding their efforts with pupils who use alcohol or drugs. Drawing on 36 interviews we demonstrate how their work surpasses the demands associated with a traditional school environment, becoming more like the work of police officers than that of educators or counsellors. This study provides in-depth knowledge of role conflict and role ambiguity due to a lack of clear guidelines regarding blurred aspects of crime prevention, caring, and control, in addition to a high workload and emotionally challenging situations. The findings suggest that there are various conflicting demands regarding the work tasks and emotional commitment of the high school staff members; on the one hand to provide emotional support and ensure a good educational environment for all pupils, and on the other hand to act as informal police officers or supervisors of pupils with these problems.

Nilsson, Carina; Svensson, Anette and Basic, Goran (2023) “Pre-school teachers’ professional iden... more Nilsson, Carina; Svensson, Anette and Basic, Goran (2023) “Pre-school teachers’ professional identity and multilingual children: an interactionist analysis of pre-school teachers’ practical work with multilingual children’s language development”. Cogent Education, 10(1): 2194223, https://doi.org/10.1080/2331186X.2023.2194223 .

The purpose of this article was to re-examine the empirical research focused on the creation and recreation of pre-school teachers’ identity and their practices with multilingual children and language development. The analysis was based on empirical sequences from previously published qualitative analyses with the assistance of an interactionist perspective and earlier research revolving around the phenomenon of “social interaction and learning”. Pre-school teachers emphasised the significance of everyday practical interactions for language development and presented themselves as competent parties who build upon their knowledge via interaction with multilingual children. Thus, the interaction with multilingual children becomes a fundamental dimension of the pre-school teachers’ professional identity. The interactive dimension is important to the successful involvement and integration of multilingual children in the pre-school context and social pedagogical recognition of the identity of pre-school teachers who engage in practical work among these children.

Education Sciences, 2023

Olsson, Lina; Färdig, Belinda and Basic, Goran (submitted) “Interactions of Power and Social Peda... more Olsson, Lina; Färdig, Belinda and Basic, Goran (submitted) “Interactions of Power and Social Pedagogical Recognition: An Analysis of Narratives of Pupils Who Use Alcohol and Drugs in an Upper Secondary School Context in Sweden”. Education Sciences, 13(3): 318, https://doi.org/10.3390/educsci13030318 .

The aim of this study is to contribute new knowledge about interactions of power and social pedagogical recognition in narratives of students who use alcohol and drugs in an upper secondary school context. In this context, the student narratives create and re-create a series of images of varied treatment by professional actors (e.g., teachers, student coordinators, counsellors). The reproduced power interactions in narratives describing the practices of professional actors are significant for student learning, teaching, nurturing, inclusion, change, discipline, and identity creation. The social pedagogical recognition of the “other party” in the pupil–professional actor relationship is especially important for achieving the aims of including pupils who use alcohol and drugs in a learning context and enacting positive change through the creation and re-creation of social pedagogical identities (e.g., successful pupil identity) in the upper secondary school context.

Intercultural Education, 2023

Kesak, Hennie and Basic, Goran (2023) “Interculturalism, ethnicity, and multilingualism in upper ... more Kesak, Hennie and Basic, Goran (2023) “Interculturalism, ethnicity, and multilingualism in upper secondary school: an analysis of social pedagogical identities during pedagogical work with students newly arrived in Sweden”. Intercultural Education, https://doi.org/10.1080/14675986.2023.2177623 .

The aim of the present study is to attain new knowledge about interculturalism, ethnicity, and multilingualism in the upper secondary school context in conjunction with pedagogical work with students who are newly arrived in the country. The empirical material for the study was collected in the upper secondary context in Sweden and consists of documents, field notes, and qualitative interview. Analysis shows that a distance relationship is created and recreated in the interactive flow between the newly arrived students and the teachers' institution when ethnic social pedagogical monitoring and control are represented in writing by the institution (the upper secondary school) and verbally in the observed and recounted situations. Social pedagogical identities are produced and reproduced in the interactive dynamic, in which the newly arrived student is represented as a successful student, developing in the social pedagogical meaning. However, the newly arrived student also is represented as a humiliated, weary, excluded student who, through demonstration of moral dissolution, displays an ethnified victim student identity that is in opposition to the teachers and institution. This represented humiliation, weariness, and exclusion of the newly arrived student constructs and reconstructs the image of a disadvantaged student. The effect is likely a negative impact on the aims of the upper secondary school to include and integrate newly arrived students into the school community and society at large.

Advances in Education, 2021

This article aimed to provide new knowledge about ethical issues in doctoral supervision by analy... more This article aimed to provide new knowledge about ethical issues in doctoral supervision by analysing conflicts and roles that are assumed and acted out in supervision practice. This analysis was based on a literature review of various studies from the field of educational sciences, social pedagogy, doctoral supervision in theory and practice, and theories and practice of teaching and learning. The literature review identified several ethical issues relevant to doctoral supervision. These issues mostly arose from disappointed expectations, for instance, in the supervisor's or doctoral student's knowledge/competence, cultural viewpoint, roles, participation, language proficiency, and criticism/feedback. This analysis found that conflicts and the roles adopted and acted out during a supervision situation were not staticmultiple roles could be assumed simultaneously, and the roles frequently changed. These changes provided opportunities to prevent or remedy ethical issues and conflicts in 18 supervision. Changes could also lead to the creation and replication of a stable relationship between the doctoral student and supervisor. To prevent ethical issues and conflicts, the relationship between a doctoral student and a supervisor should be characterised by mutual respect, responsibility, integrity, and recognition. These components were needed to: (1) create the conditions for successful knowledge development in supervision, (2) complete a third-cycle education programme, (3) qualify the doctoral student to hold a doctoral degree, and (4) prevent ethical issues and conflicts connected with doctoral student supervision, through the constructive alignment of various elements in the thirdcycle programme.

Journal of Pedagogy, 2022

This study presents new knowledge arising from teachers' verbal accounts of successes and obstacl... more This study presents new knowledge arising from teachers' verbal accounts of successes and obstacles in the organizational and practical work of upper-secondary schools with newly arrived students. The analysis reveals several dimensions contributing to the construction and reconstruction of successes and obstacles in the teachers' accounts. Teachers are constructed as actors with a power advantage relative to the "newly arrived student." They set the agenda for student behavior, with an inclusive approach that is crucial to achieving success and counteracting obstacles. The approach imposes demands on how upper-secondary schools organize their work with newly arrived students and plays a role in determining supports and room for maneuvering that teachers have. Through the presented analysis, the study contributes to the development of knowledge in terms of four areas. First is the narrative processing of the combination of success and obstacles in the work with newly arrived students. Second is the importance of these stories for the representation of social pedagogical recognition and lack of recognition in the school context. The third area is identity creation and recreation of professional actors (teachers), and the fourth area of knowledge involves alternative approaches to analysis compared to the typically expected didactic perspective. The study also contributes to the development of knowledge regarding the question of how a school's morals function in relation to the previous and current experiences of teachers and newly arrived students.

Societies, 2022

This study concerns young people who have experienced war, taken shelter in Sweden, and been plac... more This study concerns young people who have experienced war, taken shelter in Sweden, and been placed in institutions. The purpose of the study is to identify and analyze power relations that contribute to the shaping of young people’s identities and repertoires of action via stigmatizations and social comparisons with different reference groups. The study’s empirical material includes qualitatively oriented interviews with six young people from Iraq, Syria, and Afghanistan who have experienced war, followed by placement in institutional care in Sweden. Analytical findings with the following themes are presented: (1) concrete—physical exercise of power, (2) blackmail as an exercise of power, and (3) anonymous—bureaucratized exercise of power. The study demonstrates that narratives about war, escaping war, and postwar life in Sweden, constructing and reconstructing an image of a series of interactive rituals that are both influenced by and influence the power dynamic between the actors. This relationship, in turn, creates and recreates an interplay among the stigmatizing experiences of the youths, their social comparisons, and definitions of inequality.

Policing & society, 2022

Basic, Goran and Yakhlef, Sophia (2022) “Anomie and collaboration in intelligence and operational... more Basic, Goran and Yakhlef, Sophia (2022) “Anomie and collaboration in intelligence and operational police and border guard work in the Baltic Sea area: In-group mentality and construction of the Other”. Policing and Society, https://doi.org/10.1080/10439463.2021.2023525

The purpose of this ethnographic study is to analyse the collaborative work among intelligence and operative personnel from different border authorities in Sweden, Finland, Estonia, Lithuania, and Latvia. The aim of this article is to illustrate and discuss how transnational/interorganisational police identities and trust come into being through officers sharing a construction of specific significant ‘other’ – in this case that of ‘Russian spies/crooks’. Cross border collaboration among police organisations is made difficult as police officers tend to be suspicious of outsiders and colleagues that they have not yet worked with. In this study, we explore how trust among a specific group of officers was however built by contrasting themselves against not (just) criminals but an enemy that could be found among them or have an influence over their colleagues, namely Russia or Russian spies. We refer to this category as ‘normdissolving Russian’. This category included concepts such as being a spy, a criminal and a potential military threat, and became a sort of ‘Other’ that reinforced their own in-group bonds. Intelligence and operative personnel present in the analysed collaborative sequences create their professional identities by contrasting themselves with these categories. Drawing on ritual theory as well as symbolic interactionism this article discusses how an in-group feeling and idea of a higher moral order was created and recreated during their collaborative work. Morality is thus created and recreated in the encounter with people that are associated with being the ‘enemy’, present in the situation both in physical and invisible form.

Pedagogical Sciences: Theory and Practice, 2021

Greve, Rikke; Andersson, Caroline and Basic, Goran (2021) “Interactive advantage, cementing of po... more Greve, Rikke; Andersson, Caroline and Basic, Goran (2021) “Interactive advantage, cementing of positions, and social pedagogical recognition: a narratively inspired analysis of professional actors’ oral representations of health promotion, prevention, and remediation efforts”. Pedagogical Sciences: Theory and Practice, 39(3): 91-102, https://doi.org/10.26661/2786-5622-2021-3-12 .

Abstract [en]
The purpose of this study is to present new knowledge about the oral representations of the health promotion, prevention, and remediation efforts of professional actors working with young people who use alcohol and narcotics. The narrative empirical material is based on 36 interviews with professionals working with this population of young people within the context of upper-secondary school activities and outpatient treatment units in Sweden. In their oral representations, professional actors depict themselves as having an interactive advantage in relation to the verbal category of “young people who use alcohol and narcotics”. These verbal patterns seem to cement the professional actor as a superior who sets the agenda for placing these young people within a prevailing normative order. The analysis indicates that an inclusive approach by professionals is crucial to achieving several important aims. An inclusive approach also imposes demands, however, on how upper-secondary schools and outpatient treatment units collaborate with each other in this work with young people. This approach also plays a role in determining the support and room for manoeuvring that professional actors have relative to normatively right and deviant actions and to laws and policies that to some extent govern this practical work. Good relationships between young people and professional actors constitute an important dimension in which the social pedagogical recognition is based on caring, trust, and mutual interactions. It is crucial for professionals to take an approach of inclusion of young people (students) in the school and treatment contexts, with attention to their ability to develop and change in a social pedagogical and educational sense.

Abstract [uk]
Метою дослідження є представлення нових знань про усні уявленнящодо промоції здоров’я, профілактики та реабілітаційної діяльностіпрофесійних акторів, які працюють із молодими людьми, котрі вживаютьалкоголь і наркотики. Емпіричне дослідження базується на 36 інтерв’юз фахівцями, які працюють із цією віковою групою в навчальних закладахта амбулаторних лікувальних відділеннях у Швеції. У своїх усних уявленнях професійні актори зображують себе як таких, хтомає інтерактивну перевагу щодо категорії «молодь, яка вживає алкогольта наркотики». Ці вербальні моделі «зміцнюють» професійного актораяк керівника, який встановлює процедуру для розміщення цих молодихлюдей у межах нормативного порядку. Аналіз показує, що інклюзивнийпідхід із боку професіоналів має вирішальне значення у процесідосягнення декількох важливих цілей. Інклюзивний підхід також висуваєвимоги до того, як старші школи та амбулаторні лікувальні відділенняспівпрацюють одне з одним під час зазначеної роботи з молоддю. Цейпідхід також відіграє певну роль у визначенні підтримки та опцій, яківиконують професійні актори щодо нормативно правильних і девіантнихдій, а також законів та політики, що регулюють цю практичну роботу.Гарні стосунки молодих людей і професійних акторів є важливим виміром,у якому соціально-педагогічне визнання ґрунтується на турботі, довіріта спільній взаємодії. Важливо, щоб професіонали використовувалипідхід до включення молоді (учнів) у шкільний і лікувальний контексти,звертали увагу на їхню здатність розвиватися та змінюватися в соціально-педагогічному й освітньому сенсі.

Inclusive Educational Spaces and Social Pedagogical Recognition: Interaction-and Social-Pedagogy-Inspired Analysis of Space Dynamics in Compulsory, Upper-Secondary and Post-Secondary Education, 2021

Basic, Goran; Lokareva, Vasylivna, Galina and Stadnichenko, Vasylivna, Nadiya (2021) ”Inclusive E... more Basic, Goran; Lokareva, Vasylivna, Galina and Stadnichenko, Vasylivna, Nadiya (2021) ”Inclusive Educational Spaces and Social Pedagogical Recognition: Interaction- and Social-Pedagogy-Inspired Analysis of Space Dynamics in Compulsory, Upper-Secondary and Post-Secondary Education”. Education Sciences, 11(11): 754, https://doi.org/10.3390/educsci11110754 .

The purpose of this article is to provide a new understanding of the essence of inclusive educational spaces as a pedagogical phenomenon that presents different scientific approaches to the concept of educational space, and the importance of interpersonal interactions in educational spaces, and also presents the authors’ interpretations of their essence. The analytical basis is a literature review of various studies from the domains of symbolic interactionism, social constructivism, ethnomethodology, the sociology of knowledge, education, pedagogy and social pedagogy. Empirical sequences in the reviewed literature that exemplify inclusive educational spaces are derived from the organisational and practical work of compulsory and upper-secondary schools related to newly arrived students and students who use alcohol and narcotics, and from the context of the organisational and practical work of universities related to the education of future actors. The importance of recognizing the role of creative educational spaces as a leading requirement for the preparation of students for future communicative interactions in professional communication is revealed, and the structural characteristics of these spaces’ content and functional load are provided. Inclusive educational spaces and professionals’ inclusive approach demand that schools practically and collaboratively organise work with students in the educational space, show support for them and give them room to manoeuvre to ensure that professional actors in the school and university thrive in their practical work with students, both in relation to the expected normative right and deviant acting in the educational space and in relation to laws and governing documents that, to a certain extent, govern practical work in these educational spaces. The study contributes to the development of knowledge regarding (1) dealing with social interaction and inclusive educational spaces combining (a) the experiences of students in educational space, (b) the experiences of professional actors in educational space, and (c) the development of integration and social pedagogical recognition in educational space; (2) the significance of these social interactions and inclusive educational spaces in the creation and recreation of students’ and professionals’ identities; and (3) alternative social pedagogical approaches to analysing inclusive educational spaces in compulsory, upper-secondary and post-secondary education.

Education, 2021

Johnsson, Anna; Blivik, Gerd and Basic, Goran (2021) ”Newly arrived parents and collaboration in ... more Johnsson, Anna; Blivik, Gerd and Basic, Goran (2021) ”Newly arrived parents and collaboration in Swedish school context: an interactionally and ethnomethodologically inspired analysis”. Education, 141(3): 127-144, https://www.ingentaconnect.com/contentone/prin/ed/2021/00000141/00000003/art00003 .

The purpose of this study is to analyse 1) newly arrived parents’ accounts of collaboration in Swedish school context and 2) depicted triads and alliance constellations presented during interviews with recently arrived parents regarding the collaboration in Swedish school context. The study’s analysis is based on secondary empirical material (empirical sequences from previously published qualitative analyses). Its analytical discoveries are presented as three themes: (1) collaboration identity through distancing, (2) invitation to collaboration alliance, and (3) home- and school-focused collaboration. Analysis shows that the parents dramatise the need for collaboration between teachers and parents and construct and reconstruct collaborative alliances and triads in their narratives. Members who appear in these interactions are parents, children, and teachers. In the parents’ narratives about the collaboration, a picture emerges of an invitation to teachers to form an alliance partnership. The alliance partnership seems to strengthen stability in the triad with the objective of creating a successful collaboration in the children’s best interests and to draw attention to the importance of parents’ participation in collaboration in the school context. Successful collaboration in the school context seems to be a basic prerequisite for the successful involvement and integration of parents from different ethnic backgrounds into general society.

Criminal Justice Issues, 2018

Basic, Goran and Delić, Zlatan (2018) ”Genocide in northwestern Bosnia and Herzegovina: a sociolo... more Basic, Goran and Delić, Zlatan (2018) ”Genocide in northwestern Bosnia and Herzegovina: a sociological and pedagogical analysis of crimes against humans and against humanity during and after the war”. Criminal Justice Issues, XVIII(5-6): 37-58, http://krimteme.fkn.unsa.ba/index.php/kt/article/download/232/pdf

The aim of this study is to reach a new understanding of genocide in northwestern Bosnia and Herzegovina during and after the Bosnian War (1992-1995). The analytical basis is a literature review of various studies from the domains of war sociology, social epistemology, and critical pedagogy. The analysis is based on the perspectives of the genocide in Bosnia as a process that began in northwestern and eastern Bosnia in 1992 and ended in Srebrenica in 1995 (in the Prijedor Municipality in northwestern Bosnia alone, more than 3000 civilians were killed in 1992). Even after mass crimes directed against the very idea of humanity-and after genocide-it is necessary to work on a pedagogy of notions focused on the politics of reconciliation and the politics of emancipation of the oppressed and disenfranchised. Therefore, it is important for the culture of peace and the politics of reconciliation to spread and promote the considerable theoretical experiences of critical pedagogy in education. We need a peaceful orientational knowledge that provides the basis for new identity politics to evolve, politics that respect the right to be different and the right to bravely distance ourselves from criminal identity politics.

Basic, Goran and Matsuda, Yaka (2020) ”Inclusion and obstacles in the Swedish social pedagogical ... more Basic, Goran and Matsuda, Yaka (2020) ”Inclusion and obstacles in the Swedish social pedagogical context: an analysis of narratives on working with unaccompanied refugee minors with wartime experiences in institutional care”. Croatian review of rehabilitation research, 56(1): 1-18, https://hrcak.srce.hr/240167?lang=en .

The general perspective on social pedagogy and research emphasises the importance of recognising the various identities that are actualised and re-actualised during interpersonal interactions in the various social contexts in which the individual acts or is expected to act. The purpose of the present study was to provide a new understanding of: (1) narratives by taken into care and placed in institutions; and (2) interactive patterns contributing to constructing and reconstructing the inclusion presented: (1) empathy, collaboration and inclusion; (2) stigma and inclusion; and (3) (in)competence of personnel and inclusion. This study demonstrates that recognition, or the lack thereof, of young peoples' various identities may affect their opportunities for inclusion in the new society. Both the recognition and loss of identity that occur in various contexts in which young people act or are expected to act contribute to the success of integration and can be an obstacle to it.

Educational Research, 2024

International Journal of Social Pedagogy, 2024

Cogent Education, 2024

Basic, Goran and Delić, Zlatan (2024) ”Ideology, war, anJournal of Contemporary Central and Eastern Europe, 2024

Advances in Education Sciences, 2023

Cogent Social Sciences, 2024

Cogent Education, 2023

European Journal of Social Work, 2013

Education Sciences, 2023

Intercultural Education, 2023

Advances in Education, 2021

Journal of Pedagogy, 2022

Societies, 2022

Policing & society, 2022

Pedagogical Sciences: Theory and Practice, 2021

Inclusive Educational Spaces and Social Pedagogical Recognition: Interaction-and Social-Pedagogy-Inspired Analysis of Space Dynamics in Compulsory, Upper-Secondary and Post-Secondary Education, 2021

Education, 2021

Criminal Justice Issues, 2018

Basic, Goran (2016) Krigets sociologi. Analyser av krigsvåld, koncentrationsläger, offerskap och ... more Basic, Goran (2016) Krigets sociologi. Analyser av krigsvåld, koncentrationsläger, offerskap och försoning (Sociology of War. Analysis of war violence, concentration camps, victimhood and reconciliation). Malmö: Bokbox Förlag.

In Swedish:
I tidigare forskning om krig presenteras ofta ensidiga bilder av fenomenen krigsvåld, offerskap och försoning. Denna bok utgår från berättelser av överlevande efter kriget i Bosnien under 1990-talet. Syftet är att analysera hur de intervjuade beskriver dessa fenomen samt vilka diskursiva mönster som framträder i konstruktionen av begreppen ”offer” och ”förövare”. Mina frågeställningar är: Hur beskriver intervjupersonerna krigsvåld, offerskap och försoning efter kriget? Vilka krigskategorier uppmärksammas i berättelserna? Hur beskriver intervjupersonerna tillvaron i koncentrationslägren? Konstruktionen av begreppet ”krigsvåld” synliggörs i det empiriska materialet när intervjupersonerna berättar om (1) en ny social ordning i samhället, (2) människolidande, (3) sexualiserat krigsvåld och (4) människoslakt. Alla intervjuade definierar krigsvåldet som moraliskt förkastligt. Våldsutövningen under kriget framställs som organiserad och ritualiserad, vilket skapar en bild av att våldsutövningen blev en norm i samhället snarare än ett undantag. Berättelser om våldsamma situationer, våldsverkare och våldsdrabbade existerar inte enbart som tankekonstruktioner. Berättelserna lever sitt eget liv efter kriget och har därmed verkliga konsekvenser för individer och samhället. Genom berättelser om förbrytelser och övergrepp i koncentrationslägren tar intervjupersonerna avstånd från vakternas agerande och från krigskategori koncentrationslägerplacerad. Återberättade kränknings- och maktritualer visar att utrymmet för individualitet i lägren var starkt begränsat men att motstånds- och statusritualer samt anpassning till livsvillkoren i lägren tycks ha frambringat ett visst utrymme för förhöjd individualisering. Att ha besuttit någorlunda kontroll och haft möjlighet att ge motstånd verkar bidragit till en känsla av heder och självaktning för lägerfångarna, en känsla som verkar vuxit sig stark även efter kriget. Deras berättelser idag utgör en form av fortsatt motstånd. Aktörernas anspråk på statusen ”offer” skapar en konkurrens om offerrollen efter kriget. Konkurrensen mellan kategorierna tycks utspela sig på en symbolisk nivå. Utvecklingen under och efter kriget har medfört att befolkningen kan beskrivas utifrån fyra kategorier. En kategori består av de ”kvarvarande”, det vill säga de individer som före, under och efter kriget varit bosatta i nordvästra Bosnien. En annan är de ”flyktingar” som fördrivits till nordvästra Bosnien från övriga delar av Bosnien och Kroatien. En tredje kategori är de ”återvändande”, det vill säga individer som fördrivits från nordvästra Bosnien under kriget och återvänt efter kriget. Den fjärde kategorin är ”diasporan”, det vill säga de individer som fördrivits från nordvästra Bosnien under kriget och stannat i det nya landet. Alla intervjuade vill framställa sig som ”ideala offer” men alla är på väg att förlora den statusen. De återvändande och diasporan förlorar den genom att de fått omgivningens erkännande och har högre ekonomisk status, de kvarvarande genom att de fortfarande lever i skuggan av kriget och flyktingarna genom att de framställs som främlingar och passar i rollen som ideala förövare. Reproducerandet av konkurrens om offerrollen tycks upprätthålla de gränsdragningar som spelades ut så tydligt under kriget. Den interaktiva dynamik som pågick under kriget gör att försoningen efter kriget binds till krigstiden. Berättelser om försoning blir en arena för olika utspel mellan ”vi” och ”de” – inte minst genom avståndstagande från de andras agerande under kriget. I de intervjuades berättelser är oförsonligheten det mest framträdande men försoning framställs kunna åstadkommas om vissa villkor uppfylls. Dessa villkor är till exempel rättvisa för krigets offer, förövarens erkännande av brott och förövarens känsloengagemang (exempelvis att visa ånger och skam).

In English:
This book analyzes verbally depicted experiences of survivors from the war in Bosnia and Herzegovina. One purpose to describe how the actors portray the social phenomenon of “war violence” “victimhood” and “reconciliation”, and the second aim is to analyze discursive patterns that emerges in the creation of the terms “victim” and “perpetrator”. My research questions are: (1) How do the interviewees describe war violence, victimhood and reconciliation after the war? (2) Which war-categories are highlighted in the stories?; (3) How do the interviewees describe life in the concentration camps? The construction of the category ”war violence” is made visible in the empirical material when the interviewees talk about (1) a new social order in the society, (2) human suffering, (3) sexual war violence, and (4) human slaughter. All interviewees define war violence as morally reprehensible. In narratives on the phenomena ”war violence” a picture emerges which shows a disruption of the social order existing in the pre-war society. The violence practiced during the war is portrayed as organized and ritualized and this creates a picture that the violence practice became a norm in the society, rather than the exception. Narratives retelling violent situations, perpetrators of violence and subjected to violence do not only exist as a mental construction. The stories live their lives after the war, and thus have real consequences for individuals and society. Throughout the narratives about crimes and encroachment in the camps the interviewed individual’s take distance from the actions of the guards and the category concentration camp-placed. Retelling violations and resistance rituals show that the space for individuality in the camps were toughly limited but a resistance and status rituals together with adaptation to the living conditions in the camps seems to have generated a space for enhanced individualization. To possess somewhat control and have the opportunity to provide resistance seems to give an emotion of honor and self-esteem to the camp prisoners, not only during but also after the time of war. Their narratives today represent a form of continued resistance. When, after the war, different actors claim this ”victim” status, it sparks a competition for victimhood. The competition between categories seems to take place on a symbolic level. Development taking place during and after the war has led to populations’ being described based on four categories. One consists of “remainders”, namely those who before, during, and after the war have lived in northwestern Bosnia. Another is “refugees”, those who were expelled from other parts of Bosnia and Croatia into northwestern Bosnia. The third is made up of “returnees”, those who were expelled from northwestern Bosnia during the war but have returned afterwards. The fourth is the “diaspora”, individuals who were expelled from the area during the war and stayed in the new country. All interviewees want to portray themselves as ”ideal victims”, but they are all about to lose that status. The returnees and the diaspora are losing status by receiving recognition from the surrounding community and because they have a higher economic status; the remainders are losing status since they are constantly being haunted by war events; and the refugees are losing status by being presented as strangers and thus fitting the role of ideal perpetrators. It seems that by reproducing this competition for the victim role, all demarcations, which were played out so skillfully during the war, are kept alive. The interactive dynamics, which occurred during the war, make the post-war reconciliation wartime associated. Narratives about reconciliation, implacability and terms for reconciliation, are not only formed in relation to the war as a whole but also in relation to one’s own and others’ wartime actions. The narratives about reconciliation become an arena in which ”we and them” are played against each other in different ways not least by rejecting the others’ acts during the war. In the interviewees stories implacability is predominant but reconciliation is presented as a possibility if certain conditions are met. These conditions are, for instance, justice for war victims, perpetrators’ recognition of crime and perpetrators’ emotional commitment (for example the display of remorse and shame).

Basic, Goran (2015) När samverkan får erkännande. Beskrivna och observerade erfarenheter från ung... more Basic, Goran (2015) När samverkan får erkännande. Beskrivna och observerade erfarenheter från ungdomsvården (”Successful collaboration. Described and Observed Experiences of Youth Care”). Malmö: Bokbox Förlag.

In Swedish:
Tidigare forskning om samverkan visar att samarbete innefattar problem och konflikter. Syftet med denna studie är att istället beskriva mer framgångsrik samverkan även om denna utspelas under kortare interaktionsfrekvenser. I boken diskuteras forskning som analyserat framgångsfaktorer men framförallt analyseras ett eget empiriskt material med fokus på hur och när aktörerna inom ungdomsvården framställer ”det lyckade samarbetet” samt vilka diskursiva och interaktiva mönster som medverkar i konstruktionen av detta fenomen. Dessutom analyseras hur och när ”det lyckade samarbetet” används av dessa i olika mönster samt hur den egna identiteten formas och upprätthålls genom sådana markeringar. Den empiriska grunden för denna studie är 147 inspelade samtalsintervjuer med institutionsplacerade ungdomar, deras föräldrar och olika yrkeskategorier inom socialtjänsten och Statens institutionsstyrelse, samt 119 fältobservationer av organiserade möten samt informella träffar före och efter intervjuer eller möten, vid besök på institutioner, socialtjänstkontor och Statens institutionsstyrelses huvudkontor. Materialet analyseras med analytiska utgångspunkter från Georg Simmel (1950/1964), Theodore Caplow (1968) och Erving Goffman (1959/2004). ”Det lyckade samarbetet” har i denna studie definieras via markörer i det empiriska materialet där aktörer som tillhör minst tre olika kategorier framträder (eller återges framträda). Den personliga interaktiva aspekten i samarbetet mellan aktörer i ungdomsvården är enligt såväl min egen undersökning som andras studier viktig för ett lyckat samarbete. Denna aspekt tycks också ha betydelse för producerande och reproducerande av gemensamma samverkansidentiteter. Gemensamma samverkansidentiteter och triadsamstämmigheten kan emellertid innebära att det som samarbetet skall kretsa kring i ungdomsvården: den unge (eller hans eller hennes föräldrar) lämnas utanför. De professionella aktörerna kan emellertid forma en samstämmig triad med ungdomar eller föräldrar som i fall när tidigare konflikter aktualiseras under interaktionen. Genom att vissa professionella tar avstånd från andra professionella samarbetsparter kan konflikter suddas bort så att man skapar nya förutsättningar för samstämmighet i triaden. Konstruktion och rekonstruktion av samverkansframgång är en ständigt pågående, narrativ och interaktiv process. Framgångsberättelser och uppvisande av den rätta samverkansmoralen skapas och återskapas i myriader av vardagsinteraktion. Det lyckade samarbetet verkar främjas om aktörer kompletterar varandra under interaktionen. På så sätt skapas och tydliggörs även gemensamma samverkansidentiteter som är fördelaktiga för ungdomen. Att ungdomen närvarar fysiskt i dessa situationer är särskilt viktigt för ”det lyckade samarbetet”.

In English:
Previous collaboration research shows that problems and conflicts sometimes arise as a part of collaboration. This book analyzes successful cooperation unfolding during shorter interaction sequences. In this study I endeavour to describe the contributing factors that are necessary to achieve the phenomenon of a successful collaboration. I do this partially with help from studies published in previous literature, but especially by analyzing my own empirical material: narratives from the interviewees and field notes. The aim is to analyze how and when the actors within youth care portray successful cooperation, and which discursive and interactive patterns are involved in the construction of this phenomenon. The empirical basis for this study is formed by 147 recorded interviews with institution-placed youths, their parents, and different occupational categories within the social services and the Swedish National Board of Institutional Care, and 119 field observations of organized meetings and informal meetings before and after organized meetings, during visits to youth care institutions in Sweden, social services offices, and the Swedish National Board of Institutional Care. The material is analyzed with the help of insights from Georg Simmel (1950/1964), Theodore Caplow (1968), and Erving Goffman (1959/2004). In this study, markers are used to define successful cooperation in the empirical material, so that actors who belong to at least three different categories will be identified. The personal interactive aspect of cooperation among actors in youth care is important to the success of collaboration. This aspect also appears to have significance for producing and reproducing joint collaboration identities. However, joint collaboration identities and the coherence triad can limit the sphere of cooperation to the youth care entities: the juvenile (or his/her parents) is left out. The professional actors can also shape a coherent triad with young people or parents in cases where past conflicts arise. When some professionals create a distance from other professional partners, conflicts can be erased generating new conditions for coherence of the triad. Construction and reconstruction of collaboration success is an ongoing, interactive process. Presentation of the proper interaction moral is created and re-created during interactions and appears in the myriad everyday interactions. Coherent triads and success points of interest that are beneficial for the juvenile in the situation also create the image of a positive development for the juvenile. In this way, common identities of interplay that are useful for the juvenile are being created and elucidated. The physical presence of the juvenile in these situations is especially important for the “successful collaboration.”

Yakhlef , Sophia; Basic, Goran and Åkerström, Malin (2015a) Project Turnstone: Successful Collabo... more Yakhlef , Sophia; Basic, Goran and Åkerström, Malin (2015a) Project Turnstone: Successful Collaboration and Collaboration Obstacles in Police, Border, and Coast Guard Cooperation. Lund: Lund University.

In Swedish:
Projekt Turnstone är ett samverkansprojekt delvis finansierat av Europeiska kommissionen. Projektet är ett initiativ av Stockholmspolisens gränsbevakningsenhet. Samverkanspartners i projektet är Svenska
Kustbevakningen, Region Nord öst; Helsingforspolisen; Gränsbevakningsväsendet, Finland; Polis och Gränsbevakningen i Estland; Statliga Gränsbevakningen, Lettiska republiken; och den Statliga Gränsservicen för inrikesministeriet Litauiska republiken. Syftet med Projekt Turnstone är att minska gränsöverskridande brottslighet och förbättra dagligt samarbete mellan gräns, polis och kustbevakare i Östersjöregionen. I denna studie analyserar vi detta samverkansprojekt och speciellt gemensamma underrättelse och operativa aktiviteter som genomfördes under Projekt Turnstone. Syftet är att analysera hur deltagande poliser, gränsbevakare och kustbevakare definierar framgångsrikt samarbete och samarbetshinder. Denna kvalitativa studie baseras på etnografiskt insamlat material som fältobservation och intervjuer. Sjuttiotre intervjuer genomfördes med gränspoliser, gränsbevakare och kustbevakare från de deltagande myndigheterna. Denna studie visar att deltagande polis, gräns och kustbevakare beskriver Projekt Turnstone som en möjlighet att utveckla ett nära och personligt samarbete där deltagarna kan bygga och starka bevakningsnätverk och därmed också behålla och förstärka gamla nätverkssamarbeten. Detta är möjligt på grund av samlokalisering och personliga möten där deltagarna kan lära sig mer om varandras organisationspraktiker, skapa förtroende och sträva mot att uppnå gemensamma mål. Arbetsmodellen som används i Turnstone framställs vara unik på grund av införandet av operativa veckor där deltagarna kan byta och dela information samt samarbeta med omedelbar verkan. Deltagarna arbetar på samma arbetsplats med tillgång till sina respektive informationskanaler och databaser. Denna studie visar även samverkansproblem, som till exempel språkhinder och andra kommunikationssvårigheter samt skillnader i mandat och nationella lagar. Deltagarna har även uppmärksammat en rädsla för att det samarbete som har utvecklats under de operativa veckorna inte kommer att
leva vidare när Projekt Turnstone har avslutats. Trots dessa hinder har intervjuade deltagare uppmärksammat att de strävar mot samma mål och har en stark motivation och att ett nära personligt arbete är det bästa sättet att skydda EU och Schengenområdet mot kriminalitet i Östersjöområdet.

In English:
Project Turnstone is a collaborative project funded in part by the European Commission. The project is an initiative by the Stockholm Police. Collaborating partners in the project are the Swedish Coast Guard, Region Northeast; the Helsinki Police; the Gulf of Finland Coast Guard District; the Police and Border Guard Board in Estonia; the State Border Guard of the Republic of Latvia; and the State Border Guard Service at the Ministry of the Interior of the Republic of Lithuania. The aim of this project is to decrease trans-boundary criminality and improve day-to-day cooperation between border officers in the Baltic Sea region. This study analyses this collaborative project, especially the intelligence and operative joint activities conducted during the implementation of Project Turnstone. What is unique about the Turnstone model is the implementation of the operative action week, during which officers have the chance to exchange, share, and cooperate with immediate action in the same office using their own information channels. The purpose of the study is to map and analyse how the staff of the different organizations experience, understand, and define successful cooperation and the collaboration obstacles encountered during cooperation with neighbouring organizations. The study is qualitative and based on ethnographically gathered material, including field observations at the different border agencies and qualitative interviews. A total of 73 interviews were conducted with border officers, police officers, border guards, and coast guard officers from the participating organizations. The interviewed officers view Project Turnstone as a rare opportunity for close, personal cooperation through which officers can build strong police, border, and coast guard networks and increase and strengthen previous cooperative practices. This cooperation is possible due to colocation and interpersonal interactions in which officers can learn about each other’s organizational practices, establish trust, and achieve the same goals. On the other hand, language and communication difficulties, differences in national legislation, and fear that the opportunities for joint action weeks and close cooperation will diminish after the termination of Project Turnstone were raised as obstacles to collaboration. Nonetheless, interviewed officers shared a common sense of purpose and motivation and viewed close interpersonal cooperation as the best way of protecting the EU and Schengen area from criminality in the Baltic Sea area.

Yakhlef , Sophia; Basic, Goran, and Åkerström, Malin (2015b) Project Turnstone: Freedom of Moveme... more Yakhlef , Sophia; Basic, Goran, and Åkerström, Malin (2015b) Project Turnstone: Freedom of Movement and Passenger Experiences with Safety and Border Control in the Baltic Sea Area. Lund: Lund University.

In Swedish:
Projekt Turnstone är ett samverkansprojekt delvis finansierat av Europeiska kommissionen. Projektet är ett initiativ av Stockholmspolisens gränsbevakningsenhet. Syftet med Projekt Turnstone är att minska gränsöverskridande brottslighet, förbättra dagligt samarbete mellan gräns, polis och kustbevakare i Östersjöregionen och förbättra säkerheten för passagerare i Östersjöregionen utan att göra avkall på fria rörligheten. Syftet med studien är att utifrån empiriska material kartlägga och analysera hur resenärer upplever, tolkar, och definierar fri rörlighet i regionen i norra Östersjöregionen. Studien baseras på fältintervjuer och fältobservationer på Arlanda flygplats i Stockholm, Sverige, en Tallink Silja Line färja mellan Stockholm och Riga i Lettland och en Tallink Silja Line färja mellan Stockholm och Tallinn. Denna studie visar att många passagerare är positivt inställda till fria rörligheten inom Europa, men rädda för hot utifrån Europa. Flera intervjupersoner ansåg att Sverige och norra Europa var säkert och många nämnde att hot ofta kommer utifrån Europa. Passagerare identifierade främst hot mot samhället, såsom terrorism och gränsöverskridande brottslighet istället för flyg och färjeolyckor. Fria rörligheten beskrivs som en eventuell samhällsrisk och placeras därför i en större social kontext av intervjupersonerna. Trots detta har alla passagerare utom tre svarat att de känner sig säkra på sina resor. Många har även nämnt att de skulle känna sig säkrare om det fanns konsekventa passkontroller. De intervjuade passagerarna konstruerar säkerhet genom att göra åtskillnad på Européer och utomeuropéer. Passagerna hävdar att fria rörligheten är positiv för deras personliga intressen eftersom det är lättare för Europeiska medborgare att resa inom Europa, men nämner också att det gör det lättare för Europeiska unionen att drabbas av hot.

In English:
Project Turnstone is a collaborative project funded in part by the European Commission. The project is an initiative by the Stockholm Police. The purpose of the project is to improve day-to-day cooperation between border officers in the Baltic Sea region, decrease trans-boundary criminality, and increase security for passengers in the Baltic Sea area without compromising freedom of movement. Within the framework of Project Turnstone, the purpose of this study is to map and analyse how travellers experience, interpret, and define freedom of movement in the northern part of the Baltic Sea region. This qualitative study is based on empirically gathered material, including field interviews and fieldwork observations at Stockholm’s Arlanda airport in Sweden, a Tallink Silja Line ferry between Stockholm and Riga in Latvia, and a Tallink Silja Line ferry between Stockholm and Tallinn in Estonia. The findings of this study suggest that many passengers are positive regarding the idea of freedom of movement in Europe but are scared of threats from outside of Europe. Several interviewees viewed Sweden and the northern parts of Europe as safe and mostly identified threats as coming from outside of Europe. Passengers generally identified political and collective threats, such as terrorism and cross-border criminality, but did not mention airplane or ferry accidents as possible risks. Freedom of movement is described as a potential risk for society and passengers, thereby placing risk in a larger societal context. Nevertheless, all but three of the interviewed passengers claimed that they felt safe during their travels, though many also added that they might feel safer if there were consistent passport controls regarding all travellers. The respondents in this study construct safety by distinguishing themselves from others outside of Europe. Passengers emphasized that freedom of movement is positive for personal gain because it is easier for EU citizens to travel in Europe, but at the same time it is regarded as facilitating the entry of potential threats into the EU.

Basic, Goran (2012) Samverkan blir kamp. En sociologisk analys av ett projekt i ungdomsvården (Wh... more Basic, Goran (2012) Samverkan blir kamp. En sociologisk analys av ett projekt i ungdomsvården (When collaboration becomes a struggle. A sociological analysis of a project in the Swedish juvenile care). Lund: Lund University, Dissertation in sociology.

In Swedish:
I denna avhandling analyseras ett samverkansprojekt i den så kallade ungdomsvården i Sverige. Projektet hade som mål att förbättra samordningen mellan socialtjänsten och Statens institutionsstyrelse för att kunna effektivisera insatserna för samhällsomhändertagna ungdomar och deras familjer. I projektet var också ett antal samordnare anställda.

Det övergripande syftet i avhandlingen är att analysera beskrivna och observerade konflikter, allianser och förklarande jämförelser som kan identifieras i intervjuer och observationer. Analytiska upptäckter sätts avslutningsvis i en mer övergripande ”samverkanskontext” som representeras av tidigare forskning om samhällsfenomenet ”samverkan”. På så vis försöker avhandlingen bidra till en sociologisk förståelse av ett samtida välspritt fenomen.

Studiens empiriska material är inspelade samtalsintervjuer med 147 projektdeltagare (institutionsplacerade ungdomar, deras föräldrar och olika yrkeskategorier inom socialtjänsten, Statens institutionsstyrelse och projektet) samt observationer av organiserade möten, informella träffar före och efter intervjuer eller möten, samt vid besök på institutioner, socialtjänstkontor, Statens institutionsstyrelses huvudkontor och samordnarnas kontor. Materialet analyserades vidare med analytiska utgångspunkter från Georg Simmel (1950/1964), Theodore Caplow (1968) och Erving Goffman (1959/2004).

Analysen visar att projektet manifesterade och medförde mellanorganisatoriska kamper mellan socialtjänsten, Statens institutionsstyrelse och projektet samt en rad interpersonella konflikter mellan representanter för olika professionella yrkeskategorier, ungdomar och föräldrar. Studien visar också att klienten i människovårdande organisationer löper en betydande risk att hamna utanför nya samarbeten. De myndighetspersoner som upplever ett bra samarbete drar ofta sina slutsatser utifrån interaktionen med andra professionella men det upplevda samarbetet behöver inte bli någon garanti för framgångsrik behandling av klienten.

Konflikter om samordnarnas sätt att agera (samordnarroller) och samordnarnas skriftliga dokument, ”överenskommelsen”, har aktualiserats med projektets tillkomst. Samordnarna och deras ”överenskommelse” kan ses som projektets synligaste representanter och symboler, som under projektets gång blir både ämnen för konflikter och aktualiserar redan etablerade konfliktmönster.

Ungdomarna och föräldrarna förkastar emellanåt myndighetspersonernas ageranden som moraliskt felaktiga, gestaltar sin offeridentitet samt försöker vända situationen till att bli fördelaktig för dem själva. Samordnarnas relation till ungdomar och föräldrar präglas mestadels av passivitet. Detta framträder tydligt i analysen av en administrativ och/eller passiv samordnarroll. I dessa framställningar är även olika allianskonstellationer synliga. När samordnarroller förändras i beskrivningen, förändras även allianskonstellationer.

Att klienten i människovårdande organisationer söker ingå allianser med myndighetspersoner är en vanlig strategi för att försöka vända situationen till sin fördel. Att dessa allianser söks ofta av klienten indikerar bland annat klientens vilja till fortsatt kamp – mot den situationen i vilken klienten befinner sig. Jag menar att detta kan ses som något produktivt snarare än problematiskt.

In English:
In this dissertation a collaboration project in Swedish youth care is analysed. The aim of the project was to enhance coordination between the Social Services and the Swedish National Board of Institutional Care in order to make the efforts more efficient. The project also employed a number of coordinators.

The overall purpose of this dissertation is to analyse conflicts, alliances and comparisons identifiable in interviews and observations. The analytic findings are put into an overall “collaboration context” represented by earlier research on the social phenomenon of “collaboration”. In this way the dissertation tries to contribute to a sociological understanding of a contemporary widespread phenomenon.

The empirical materials of the study consist of recorded conversational interviews with 147 project participants (youngsters, parents and various professional categories) as well as observations of meetings, informal get-togethers and visits to institutions, Social Services offices, the head office of the National Board of Institutional Care and coordinators. The material was analysed using the analytic perspectives of Georg Simmel (1950/1964), Theodore Caplow (1968) and Erving Goffman (1959/2004).

The analysis shows that the project manifested and led to struggles between organizations involving representatives from the Social Services, the National Board of Institutional Care and the project, as well as to several interpersonal conflicts between representatives from various categories of involved professionals, and the youngsters and their parents. The study also shows that the client, in such human service organizations, faces a significant risk of being marginalized. Professionals who appreciated the collaboration often drew their conclusions based on their interaction with other professionals, but the collaboration did not guarantee a successful treatment of the client.

Conflicts concerning the roles of the coordinators and their written documents (“the agreements”) emerged and were actualized through the creation of the project. The coordinators and their “agreements” can be seen as the project’s most visible representatives and symbols, which during the project become both themes for conflict and actualize already established conflict patterns.

The youngsters and their parents appreciated the projects’ coordinators who appeared as personally involved and able to make concrete changes. However, many of youngsters and their parents criticized the coordinators and even portrayed a victim identity in relation to the project. The coordinator’s relationship with the youngsters and their parents was mostly characterized by passivity. This is clearly apparent in the analysis of the administrative and/or passive coordinator. Different alliance constellations became visible in these presentations. When the coordinator roles were altered in the description, the alliance constellations change.

It is a common strategy for clients in human service organizations to try to enter into alliances with professionals involved in their cases and, in so doing, try to alter the situation to their own advantage. The fact that these alliances are often sought by the client indicates, among other things, the client’s will to fight against the situation in which he/she finds him/herself. I believe that this can be seen as something productive rather than problematic.

Mångfaldens möten: Interkulturalitet, utbildning och lärande (Meetings of diversity: Interculturality, education and learning), 2024

Kesak, Hennie and Basic, Goran (2024) Möjligheter och hinder med studiehandledning på modersmål f... more Kesak, Hennie and Basic, Goran (2024) Möjligheter och hinder med studiehandledning på modersmål för nyanlända (Opportunities and obstacles with native language study guidance for new arrivals). I Bergnehr, Disa; Nilsson, Henrik; Trulsson, Åsa och Silander, Charlotte (Ed.). Mångfaldens möten: Interkulturalitet, utbildning och lärande (Meetings of diversity: Interculturality, education and learning), (pp. 213-233). Växjö: Linnaeus University Press, Linnaeus University.

Students in Swedish primary and secondary school must be given study guidance in their mother tongue if they need it. The study guidance is intended to provide support and adjustments to newly arrived students who do not yet have sufficient command of the Swedish language to be able to benefit from the teaching. The present chapter analyzes the obstacles and opportunities of mother-tongue study guidance in primary and secondary schools, based on study supervisors' accounts of the conditions for conducting study guidance for new arrivals in their mother tongue. The analysis shows that study supervisors' competence is rarely utilized in the teams and that they can be described as a group of teachers in a vulnerable professional position. Study supervisors are not seen as equal peers by the teachers, which makes the practical work of supporting newly arrived students' learning difficult.

Femicide Targeting of Women in Conflict a Global Issue That Demands Action Volume Iii, 2015

Basic, Goran (2015) ”Stories of Sexualized War Violence after the Bosnian war”. In Filip, Andrada... more Basic, Goran (2015) ”Stories of Sexualized War Violence after the Bosnian war”. In Filip, Andrada and Platzer, Michael (Ed.). Femicide. Targeting of Women in Conflict. A Global Issue That Demands Action. Volume III (pp. 102-105). Vienna: The Academic Council on the United Nations System (ACUNS).

The aim of this article is to analyze verbally portrayed experiences of 27 survivors of the 1990’s war in northwestern Bosnia. The focus lies on evaluating interviewees’ description of wartime sexual violence and analyzing discursive patterns that contribute in constructing the phenomenon “sexualized war violence”. My analysis shows that the new social war order normalized the sexualized war violence in society. In many cases, these crimes are committed by neighbors and people known
by the victim. After the war, all interviewees described war sexual violence as something morally reprehensible. These narratives paint a picture of the perpetrator as someone who is dangerous, evil and the absolute enemy. This enemy is a real but
distant criminal who is seen as a clear threat to the existing social order from before the war.

Basic, Goran (2015) ”Reconciliation Narratives of Survivors from War in Bosnia and Herzegovina”. ... more Basic, Goran (2015) ”Reconciliation Narratives of Survivors from War in Bosnia and Herzegovina”. In Venkat, Pulla and Bharath, Bhushan, Mamidi (Ed.). Some Aspects of Community Empowerment and Resilience (pp. 189-205). New Delhi: Allied Publishers Pvt. Ltd.

The aim of this article was to analyze the retold experiences of 27 survivors from the 1990s war in Bosnia and Herzegovina. I have examined verbal markers of reconciliation and implacability and I have analyzed described terms for reconciliation that are being actualized in the narratives. In the narratives of those interviewed, implacability is the prominent them, but the possibility of reconciliation is mentioned, if some conditions are met. These conditions are for example justice for the victims of the war, a confession from the offender and his emotional involvement (for instance showing remorse and shame). The picture that emerges from the analyzed narratives is that it is easier to forgive someone imprisoned for his atrocities.

Basic, Goran (2015) ”Victimhood, Forgiveness and Reconciliation: in Stories of Bosnian War Surviv... more Basic, Goran (2015) ”Victimhood, Forgiveness and Reconciliation: in Stories of Bosnian War Survivors”. In Eugene L. Olsen (Ed.). Forgiveness: Social Significance, Health Impact and Psychological Effects (pp. 105-130). Hauppauge: Nova Science Publishers, Inc.

In this analysis of the retold experiences of 27 survivors of the war in northwestern Bosnia, the aim is to describe the informants' portrayal of " victimhood " , " forgiveness " and " reconciliation " as a social phenomenon as well as analyzing the discursive patterns that contribute to constructing the category " victim " and " perpetrator ". When, after the war, different categories claim a " victim " status, it sparks a competition for victimhood. All informants are eager to present themselves as victims while at the same time the other categories' victim status are downplayed. In this reproduction of competition for the victim role, all demarcations that were played out so successfully during the war live on. The stories of forgiveness and reconciliation are connected to the past; the interactive consequences of wartime violence are intimately linked to the narrator's war experiences. The interviewees distance themselves from some individuals or described situations. It is common that the portrayal of possible forgiveness and reconciliation is transformed into a depicted implacable attitude, thus the interviewees negotiate their stances: they articulate between reconciliation and implacability statements. In these stories, " the others " are presented as external actors in the context. Throughout their narrations, some individuals can make a confession or exert a certain self-esteem; others can take the chance to explain for themselves and the audience, to express regret over their actions and possibly restore their social status. Without this type of processing, war victims risk living an existence without confession, and the war perpetrators risk becoming permanently bound to their acts – clearly an unstable future foundation for a postwar society.

Basic, Goran (2013) ”Etnifierad övervakning och social kontroll på ungdomsvårdsinstitutioner” (Et... more Basic, Goran (2013) ”Etnifierad övervakning och social kontroll på ungdomsvårdsinstitutioner” (Ethnic monitoring and social control in juvenile care institutions). In Petersson, Abby and Åkerström, Malin (Ed.). Den sorterande ordningsmakten - Studier av etnicitet och polisiär kontroll (The sorting power - the study of ethnicity and police control) (pp. 177-200). Malmö: Bokbox Förlag.

In Swedish:
I detta kapitel analyserar jag redovisande förklaringar av aktörernas agerande och observerade sekvenser där övervakning och social kontroll på institutionen återges och synliggörs av ungdomar med en annan etnisk bakgrund än den svenska.

En utgångspunkt i analysen är Thomas Hylland Eriksens (1993/2000) syn på etnicitet som en pågående relationsprocess mellan aktörer. När etnifierad övervakning och social kontroll på institutionen synliggörs: (1) tar ungdomarna avstånd från personalens agerande, (2) gestaltar ungdomarna sin offeridentitet.

Etnifierad övervakning på institutionen är övervakning där ungdomar i observerade eller återberättade situationer aktualiserar sin eller andras etniska bakgrund. Den kan indelas i explicit och implicit etnifierad övervakning. Den explicita etnifierade övervakningen synliggörs i de fall då institutionspersonalen finns fysisk närvarande i de beskrivna eller observerade situationerna. Den implicita etnifierade övervakningen förekommer konstant även om institutionspersonalen inte finns närvarande, eller inte sägs finnas närvarande eftersom ungdomarna, som till stor del har en annan etnisk bakgrund än den svenska är placerade på en institution och konstant övervakade.

Etnifierad social kontroll på institutionen är social kontroll där ungdomar aktualiserar sin eller de andras etniska bakgrund. Mer specifikt handlar det om återgivningar och synliggörande av situationer där ungdomarna reglerats till att handla i enlighet med
institutionspersonalens (institutionens) regler, normer och värderingar och där deras etniska bakgrund eller de andras etniska bakgrund synliggörs. Analysen visar att när ungdomar synliggör etnifierad övervakning och social kontroll uppmärksammar de ofta personalens handlingar som de uppfattar som moraliskt förkastliga.

Dessa två fenomen: etnifierad övervakning och social kontroll går ofta inte att isolera i den dagliga interaktionen. Vanligtvis framträder dessa två sociala fenomen tillsammans fast det finns exempel där den explicita etnifierade övervakningen utövas utan den sociala ontrollen. Förutom detta är det inte bara ungdomar som övervakas och kontrolleras av personalen. Det finns nämligen tydliga exempel där ungdomarna övervakar och kontrollerar personalen. Ett exempel finns i fallet när en pojke sägs ha anmält att institutionspersonalen betecknat honom som ”blatte”. Kontrollen som han förmedlar i förhållande till personalen grundar sig på det han uppfattar som moraliskt riktigt - moralen där personalen inte bör placera honom i en för honom nedvärderande kategori.

När etnifierad övervakning och social kontroll på institutionen synliggörs av ungdomarna tar de i regel avstånd från personalens agerande och gestaltar sin offeridentitet. Under identitetsskapandet tycks dessa ungdomar använda sin etniska bakgrund retoriskt när de förklarar situationer i vardagen på institutionen. Dessa ungdomar presenterar sitt förödmjukade själv genom avståndstaganden från institutionspersonalen och i kontrast till beskrivningar av hur svenska ungdomarna blir behandlade. Ungdomarnas förödmjukade själv tar tydligt gestalt i situationsförklaringar och denna identitet förstärks än mer när de uppmärksammar att personalen och de svenska ungdomarna kan kalla dem ”jävla svartskalle”, ”din blattefitta” eller ”jävla kanakas”.

In English:
In an evaluation of a juvenile-care project sponsored by the Swedish National Board of Institutional Care, ethnicity was identified as an important factor in treatment, staff practices, and relationships between juveniles. This study examined ethnic monitoring and social control in 15 Swedish juvenile institutions. I analysed notes from interviews and field observations. Discriminatory behaviours and practices were described or made evident by juveniles with non-Swedish ethnicities. In specific examples, a juvenile’s ethnicity was highlighted by drawing attention to the staff’s monitoring and control practices. These examples elucidated the victimhood that non-Swedish juveniles experienced in relation to the staff and/or Swedish juveniles.

Thomas Hylland Eriksen (1993) described ethnicity as an ongoing relationship-building process between participants. The present study showed that the ’establishment’ of ethnicity was intimately associated with juvenile descriptions of discrimination and their moral criticism of juvenile care practices.

When juveniles of non-Swedish ethnicity described institutional ethnic monitoring and social control, they generally distanced themselves from staff behaviour and portrayed a victim identity. In constructing their identity, juveniles sometimes used their ethnic background rhetorically when describing everyday situations in the institution. The juveniles portrayed a humiliated self through dissociation from the staff and through the perception that they were treated differently than Swedish juveniles.

Basic, Goran and Åkerström, Malin (2009) ”Röster från socialtjänsten” (Voices from Social Service... more Basic, Goran and Åkerström, Malin (2009) ”Röster från socialtjänsten” (Voices from Social Service Staff in a Collaboration Project concerning Juvenile Care in Sweden). In Basic, Goran; Thelander, Joakim and Åkerström, Malin (Ed.). Vårdkedja för ungdomar eller professionella? En processutvärdering av projektet ”Motverka våld och gäng” (A “Treatment Chain” for Young People or the Professionals? A Process Evaluation of the “Counteract Violence and Gangs” – Project in Sweden), (pp. 193-223). Stockholm: Swedish National Board of Institutional Care, Research Report 2009:5.

In Swedish:
Syftet med denna studie är att analysera hur personal inom socialtjänsten tolkar, definierar och upplever ett behandlingsprojekt, som involverade olika myndigheter, benämnt Motverka Våld och Gäng. Dessutom uppmärksammas hur den intervjuade och observerade personalen uppfattar och kategoriserar de inom projektet anställda samordnarna.

De anställda inom socialtjänsten upplever att projektet kommit ”uppifrån”, från staten, och som en konsekvens av att socialtjänsten utpekats som inkompetent att hantera ungdomsvården. Satsningen framställs som felaktig på grund av att den främjar ”tvångsvård”, en verksamhet som ska undvikas.

Berättelserna om projektet genomsyras av en tudelning i vi och dom där vi (socialtjänsten) framställs som kompetenta, men ändå underlägsna dom (”Staten och Statens institutionsstyrelse”). Att konstruera sin verklighet i vi och dom-termer kan vara ett tecken på samverkansbrister, där varje myndighet är upptagen med sin egen verksamhet och varken har tid till eller intresse för utökad interaktion med dom andra. En socialsekreterare beskriver ironiskt ungdomsvårdkedjan som ”Före vård, vård och eftervård” vilket ger oss bilden av en samling förpackningar som kännetecknas av slutenhet, brist på samordning och isolering av aktörer.

Subventionen för de placerade ungdomarna, som skulle användas till eftervård, framställs som en svårgenomförbar projekttanke. Socialtjänstens anställda berättar dels om stadsnämndspolitikers åberopande av ekonomiskt underskott i kommunen, dels om svårigheterna att binda subventionen till en viss individ. Diskursen präglas av dessa konfliktmarkörer: kommunbudget kontra individuella behov.

De nya aktörerna i ungdomsvårdskedjan, samordnarna, beskrivs av de socialtjänstanställda med en variation av kritik och uppskattning. Motsättningar i beskrivningen frammanar bilden av samordnarna som störande, stresskapande, obetydliga och kontrollerande. Kontrollfunktionen relateras bland annat till farhågor om att samordnarna skulle uppträda som ungdomarnas företrädare.

De socialsekreterare som uppskattar samordnarnas insatser berättar om samordnarna som kunniga i fråga om eftervårdsinsatser eller som en hjälp i kontakten med ungdomarna och föräldrarna. Den gestaltade samordnarkompetensen konstruerar samordnaren som en strukturbärare, idégivare, möteshållare och medlare.

In English:
The aim of this study is to analyze how the Social Services personnel interpret, define and perceive, on the one hand, the project “Motverka Våld och Gäng” meaning “Counteract Violence and Gangs”, and on the other hand the role of the Coordinators employed in this project. Heads of units and Social Secretarys were interviewed, as well as observed and recorded at meetings.

The personnel of the Social Service often state that the project came “from above”, from the state, and they construct the project as pointing out the Social Service as incompetent of handling juvenile care.

Both appreciative as well as criticizing voices were heard about the Coordinators and their role. The criticism deals with the Coordinator portrayed as a controller and competitor when representing the young ones. Positive comments deal with the mediating role of the Coordinator, in contacts with the young one and the parents, as well as their administrative contributions.

Basic, Goran (2009f) ”Mödrars röster om samordnare i ungdomsvården” (Mothers` Voices on the Juven... more Basic, Goran (2009f) ”Mödrars röster om samordnare i ungdomsvården” (Mothers` Voices on the Juvenile Care Coordinator in Sweden). In Basic, Goran; Thelander, Joakim and Åkerström, Malin (Ed.). Vårdkedja för ungdomar eller professionella? En processutvärdering av projektet ”Motverka våld och gäng” (A “Treatment Chain” for Young People or the Professionals? A Process Evaluation of the “Counteract Violence and Gangs” – Project in Sweden), (pp. 119-153). Stockholm: Swedish National Board of Institutional Care, Research Report 2009:5.

In Swedish:
Syftet med denna studie är att utifrån mitt empiriska material kartlägga och beskriva hur föräldrar till barn intagna på särskilda ungdomshemmen tolkar, definierar och upplever ett behandlingsprojekt, som involverade olika myndigheter, benämnt Motverka Våld och Gäng. Dessutom uppmärksammas hur de anställda samordnarna uppfattades och kategoriserades av föräldrarna.

”Föräldrar” blir i undersökningen i stort liktydigt med mödrar, eftersom alla föräldrar som intervjuats i denna studie är kvinnor dvs. mammor. Under ett möte som ägnades ett analysavsnitt, är emellertid en styvpappa närvarande.

De mammor som berättar om samordnarna målar upp olika bilder av uppskattade samordnare. Det kan handla om samordnare som har makt att exempelvis ”kolla upp socialen” men även om samordnare utan makt som ändå uppskattas. Samordnare som beskrivs på ett positivt sätt ses även som aktörer som är engagerade och tog en aktiv roll. Denne ringer ofta till mammorna, kämpar för deras barn och är framgångsrik i att engagera frånvarande pappor. Den positiva samordnaren ses som en ”trygghet” som trots sina begränsningar får ett erkännande i sin roll. De anses framtidsinriktade till skillnad från socialtjänsten, de ”bryr sig” och detta visar de genom sin omsorg för detaljer och i själva interaktionen.

De mammor vars berättelser om samordnaren innehar en kritisk ton är ofta även kritiska till de andra inblandade aktörerna. Kritiken i sig fokuserar inte bara på samordnaren utan även på en viss kontext där samordnaren ingår. I de fall samordnaren kritiseras explicit ger beskrivningen dels bilden av samordnaren som frånvarande från vårdkedjan, dels bilden av allianser som skapats som motpol till samordnaren. I några fall ligger mammornas ouppfyllda förväntningar till grund för kritiska berättelser om samordnarna. Det kan handla om bristande service från samordnarens sida eller som i en mammas fall upplevelsen att samordnaren ”bara pratar”, ”sitter med”, ”men sen blir det inte mer”. Det kan också handla om att känna sig utestängd som förälder.

Ett möte kan betraktas som ett forum där problem diskuteras, beslut fattas och frågor behandlas. Detta sätt att beskåda ett möte har jag delvis kringgått. Genom analys av fältanteckningar har jag istället fokuserat på de sociala fenomen som aktualiserats under mötet. Kön, etnicitet och maktförhållande mellan de inblandade aktörerna framställs som särskild viktiga av de olika mötesaktörerna.

In English:
The aim of this study is to analyze how mothers with children placed in Swedish juvenile homes interpret, define and perceive, on the one hand, the project “Motverka Våld och Gäng” meaning “Counteract Violence and Gangs”, and on the other hand the role of the Coordinators employed in this project.

The mothers who were interviewed spoke about some Coordinators that they appreciated. They then paint different pictures of appreciated Coordinators. These includes Coordinators who possess the power to, for example, “check out the Social Service” and Coordinators without power who never-the-less are appreciated. The Coordinators who are described in a positive way are also seen as actors that are dedicated. They often call the mothers, they fight for their children and succeed in making absent fathers more committed.

The mothers whose stories contain criticism towards the Coordinators often criticize the other involved actors. The criticism itself isn’t only focused on the Coordinator but rather on the context in which the Coordinator is a part. When the Coordinator is criticized explicitly, the description partly projects the picture of the Coordinator as absent from the care-giving chain.

Vardkedja For Ungdomar Eller Professionella En Processutvardering Av Projektet Motverka Vald Och Gang, 2009

Basic, Goran (2009g) ”Projektet utifrån institutionspersonalens perspektiv” (Voices from Employee... more Basic, Goran (2009g) ”Projektet utifrån institutionspersonalens perspektiv” (Voices from Employees in Swedish Juvenile Homes about a Swedish Care Project). In Basic, Goran; Thelander, Joakim and Åkerström, Malin (Ed.). Vårdkedja för ungdomar eller professionella? En processutvärdering av projektet ”Motverka våld och gäng” (A “Treatment Chain” for Young People or the Professionals? A Process Evaluation of the “Counteract Violence and Gangs” – Project in Sweden), (pp. 155-191). Stockholm: Swedish National Board of Institutional Care, Research Report 2009:5.

In Swedish:
Syftet med denna studie är att utifrån mitt empiriska material kartlägga och beskriva hur de anställda på de särskilda ungdomshemmen tolkar, definierar, och upplever ett behandlingsprojekt, som involverade olika myndigheter, benämnt Motverka Våld och Gäng. Dessutom uppmärksammas hur de anställda samordnarna uppfattades och kategoriserades.

I institutionspersonalens framställning är samordnarens roll tydlig på papperet. I direktiven från projektledningen framgår vad samordnarna bör göra (och inte göra) som att de ska tillämpa frågans makt och vara ett språkrör för eleven. I materialet för denna undersökning är dock otydlighet utgångspunkten. De institutionsanställda känner inte till eller är osäkra på samordnarens roll och projektets syfte. De ifrågasatte exempelvis projektets namn och menade att det inte inkluderade den problematik som många av ungdomarna som var knutna till projekt hade.

Samordnarens utformning av arbetet växer fram under projektets gång. Definitionerna och uppgifterna formuleras inte i projektets dokument eller av projektledningen utan är en produkt av samspelet med konkreta samordnare som då visar vad de gör och kan göra. Projektets praktiska betydelse skapas i själva den sociala processen. De involverade formulerar en tydligare samordnarroll när de talar om sina vardagliga erfarenheter. Genom dessa erfarenheter skapas en bild av en önskad respektive en oönskad samordnare. Den önskade samordnaren ger praktisk hjälp, är insatt, strukturerar möten och kan vinnas över i koalitioner. Den oönskade samordnaren är alltför engagerad, okunnig, forcerad, stresskapande, kontrollerande eller socialt klumpig.

Beskrivningen av samordnarrollen formas gärna av institutionspersonalen genom jämförelser där man balanserar mellan det positiva och negativa. I den tidsmässiga jämförelsen finner vi exempel från dåtid, nutid och framtid i utvärderingen av samordnarna. En negativ beskrivning av dåtiden neutraliseras ofta genom en positiv beskrivning av nutid och framtid. De olika beskrivningarna av samordnare jämförs och på så sätt återställs balansen i berättelsen.

Samordnaren beskrivs som en social skapelse och inte som en produkt av projektets idé. Idéen uppfattas som diskursivt otydlig (när den uppfattas som vagt formulerad) och organisatoriskt otydlig (när man undrar vem som gör vad i vårdkedjan). De institutionsanställda formulerar (”ritar upp”) en tydligare samordnarroll när de talar om sina ”vanliga” akuta problem, som exempelvis socialtjänstens tröghet.

In English:
The aim of this study is to map out and describe the way employees in Swedish juvenile homes interpret, define and perceive, on the one hand, the project “Motverka Våld och Gäng” meaning “Counteract Violence and Gangs”, and on the other hand the role of the Coordinators employed in this project.

The role of the Coordinator is formally clear and unproblematic. The project management directives state what the Coordinators should (and should not) do. In the interviews for this survey the starting point is in fact the ambiguousness. The staff at the juvenile homes do not know or feel unsure about the role of the Coordinator and the purpose of the project. For example, they contested the projects name and meant that it did not include the type of problems that many of the projects youths suffered from.

When describing the Coordinator and his role he or she is portrayed as discoursively unclear (when it’s percieved as vaguely stated) and organizationally unclear (when they wonder who does what in the care-giving chain). The staff formulate (“draw”) a clearer role for the Coordinators when talking about their own “ordinary” pressing problems, for example the inertia of the Social Service.

Basic, Goran (2009e) ”Ungdomarnas beskrivningar – uppskattning, kritik och förväntningar” (Youngs... more Basic, Goran (2009e) ”Ungdomarnas beskrivningar – uppskattning, kritik och förväntningar” (Youngsters’ Stories about a Swedish Care Project in Juvenile Care). In Basic, Goran; Thelander, Joakim and Åkerström, Malin (Ed.). Vårdkedja för ungdomar eller professionella? En processutvärdering av projektet ”Motverka våld och gäng” (A “Treatment Chain” for Young People or the Professionals? A Process Evaluation of the “Counteract Violence and Gangs” – Project in Sweden), (pp. 49-118). Stockholm: Swedish National Board of Institutional Care, Research Report 2009:5.

In Swedish:
Syftet med denna studie är att analysera hur ungdomar som varit placerade på särskilda ungdomshem upplever, definierar och tolkar ett behandlingsprojekt, som involverade olika myndigheter, benämnt Motverka Våld och Gäng. Dessutom uppmärksammas hur de tolkade de i projektet anställda samordnarna.

Den personliga aspekten i relationen mellan ungdomar och samordnare framställs som viktig och det verkar som om den aspekten fyller en viktig funktion i vårdkedjan. Ett gott samspel mellan samordnare och ungdom kan stärka att samordnarens förutsättningar att påverka vårdkedjan under förutsättning att samordnaren accepteras av socialsekreteraren i fallet. Om samarbetet mellan samordnare och socialsekreterare är bristfälligt kan socialsekreteraren komma att uppleva ungdomens uppskattning av samordnaren som en allians mellan ungdom – samordnare mot socialsekreteraren. Detta kan ge negativa effekter på ungdomens vårdkedja.

Samordnarna uppskattas av ungdomarna om de är trovärdiga och förtroendeingivande, och detta tycks enbart inträffa om de är personliga. En samordnare som intar rollen som – ytterligare en – distanserad och formell myndighetsperson blir endast ännu en av de många vuxna, som omger dessa ungdomar. Samtidigt måste samordnaren behärska myndighetsperspektiven. En omtyckt samordnare är en samordnare som kan kontrollera och inspektera vad övriga myndighetsaktörer gör, och som inte enbart intar en kompisroll.

Samordnarna uppskattas inte av de unga när de inte gör någon skillnad. En samordnare som inte ringer eller på andra sätt tar kontakt, som förblir okänd och anonym och som förefaller ha ett otydligt eller ”dimmigt” uppdrag får ingen respekt. Samordnare uppfattas som obetydliga och oanvändbara om de inte framträder som tydliga personer i de ungas värld.

Om samordnaren enbart tar på sig rollen av ytterligare en person ”på mötet”, en person som ”sitter med” utan att det märks, då löper samordnaren stor risk att bli föremål för kritik från de unga. Samordnaren måste, utifrån deras perspektiv, ta plats och aktivt tala för de ungas sak. Om detta inte sker väljer de unga en annan aktör i det persongalleri som omger honom eller henne och samordnaren blir perifer och betydelselös. Det spelar då ingen roll om samordnaren bedöms som ”trevlig”. De unga eftersträvar personlig kontakt men det innebär inte att de har överseende med att ”ingenting händer” genom denna kontakt; tvärtom tycks de då bli extra besvikna och misstänksamma.

Sammanfattningsvis finns det en stor variation i hur samordnare uppfattas. Uppdraget som samordnare och det sammanhang i vilket samordnaren agerar förefaller tillräckligt tänjbart för att en enskild individ ska kunna spela rollen på vitt skilda sätt. Det är först när den enskilde samordnaren väljer en aktiv, pådrivande, självständig, personlig och relativt stark rollframställning som han eller hon kan få betydelse.

In English:
The purpose of this study is to analyse the way young people who were institutionalised in so called special youth-homes experienced, defined and iterpreted on the one hand the project “Motverka Våld och Gäng” (meaning: “Counteract Violence and Gangs”), and on the other hand the Coordinators employed in this project.

There is a big variation in the perception of the coordinators. One common denominator is that the commission of Coordinator and the context in wich the Coordinator acts seems to be flexible enough for one individual to play the role in many different ways. It is only when the specific Coordinator selects an activ, prompt, independent, personal and relatively strong characterization of the role that he or she obtain a chance to have an impact. The personal aspect of the relationship between the young and the Coordinator is depicted as important and it seems as if it plays an important role in the care-giving chain.

2021 Social Pedagogy and Social Education International Online Conference: Hope in Dystopia, Soci... more 2021 Social Pedagogy and Social Education International Online Conference: Hope in Dystopia, Social Pedagogy Association; ThemPra Social Pedagogy, Mount Pleasant, UK; University of Central Lancashire, Preston, UK; Arizona State University, Tempe, USA (20210622-20210624). ”Interactive advantage, cementing of positions, and social pedagogical recognition – a narratively inspired analysis of professional actors’ oral representations of health promotion, prevention, and remediation efforts targeting young people who use alcohol and narcotics”. Rikke Greve, Caroline Andersson & Goran Basic.

The purpose of this study is to present new knowledge about the oral representations of the health promotion, prevention, and remediation efforts of professional actors working with young people who use alcohol and narcotics. The narrative empirical material is based on 23 interviews with professionals working with this population of young people within the context of upper-secondary school activities and outpatient treatment units in Sweden. In their oral representations, professional actors depict themselves as having an interactive advantage in relation to the verbal category of “young people who use alcohol and narcotics”. These verbal patterns seem to cement the professional actor as a superior who sets the agenda for placing these young people within a prevailing normative order. The analysis indicates that an inclusive approach by professionals is crucial to achieving several important aims. An inclusive approach also imposes demands, however, on how upper-secondary schools and outpatient treatment units collaborate with each other in this work with young people. This approach also plays a role in determining the support and room for manoeuvring that professional actors have relative to normatively right and deviant actions and to laws and policies that to some extent govern this practical work.

2020 Social Pedagogy International Conference. Social Pedagogy and Social Education: Here and Now... more 2020 Social Pedagogy International Conference. Social Pedagogy and Social Education: Here and Now, Social Pedagogy Association; University of Central Lancashire, Preston, UK; Arizona State University, Tempe, USA (20200616-20200618). ”Social pedagogy, ethnography, and theoretical sources of inspiration: Analysis of empirical sequences from the social pedagogical context in Sweden”. Goran Basic & Sophia Yakhlef.

Ethnographic studies are characterised by the researchers’ active pursuit to create a variation in the empirical material, which is necessary to discern and subsequently analyse social phenomena. For example, the researcher poses open questions that cannot be answered with a Yes or No answer during interviews and/or communicates with informants during fieldwork in order to stimulate narratives. Another way of creating variation in the empirical material is the collection and analysis of different types of qualitative empirical data, such as interviews, observations, documents, photos, videos, media reports, and blog communications. This study considers the analytical connections between social pedagogy, ethnographic methods, and interactionism with regards to human interaction through language, action, gesticulations, and documents influenced by a ethnomethodological perspective on human oral narratives. The analysis mainly relates to the discursive traditions within sociology and social pedagogy in which descriptions are regarded as both experience-based and narrative. The analysis is aided by empirical elements focused on the context of practical social and pedagogical work. Accounts of unaccompanied young refugees and young persons with drug- and crime-related problems are viewed as meaning-creating activities to be used in the development and improvement of social pedagogical activities important for including the individual in the community. The text accounts for the general analytical basis of ethnographic studies, with an emphasis on the various symbols used in interpersonal interactions, how individuals present themselves, and how individuals create and maintain their identities in the analysed contexts.

2020 Social Pedagogy International Conference. Social Pedagogy and Social Education: Here and Now... more 2020 Social Pedagogy International Conference. Social Pedagogy and Social Education: Here and Now, Social Pedagogy Association; University of Central Lancashire, Preston, UK; Arizona State University, Tempe, USA (20200616-20200618). ”Inclusion and obstacles: a social pedagogical analysis of narratives concerning work with unaccompanied young refugees with experiences of war in institutional care in Sweden”. Goran Basic & Yaka Matsuda.

In the Swedish debate on social pedagogy, immigration issues have got a lot of attention, and social pedagogy has been seen a relevant theoretical framework for educational programs promoting social integration of immigrants. The practical function of social pedagogy is seen to deal with all kinds of social and psychosocial needs in all phases of life span in all kinds of educational and care institutions. It is about social-pedagogical know-how seeing to be relevant for working with people in different, sometimes very difficult life situations. This study purpose was to provide new understanding about: 1) institution personnel narratives about the day-to-day work of taking care of young people who experienced a war, fled to Sweden and were cared for and placed in institutions; and 2) interactive patterns contributing to constructing the category ‘social pedagogue’. The material was gathered through interviews with personnel who work with these young people at residential or care homes. Analytical findings with the following themes are presented: (1) “Empathy, collaboration and inclusion”, (2) “Stigma and inclusion”, and (3) “(In)competence of personnel and inclusion”. Analysis of the study’s empirical material reveals major variations in what is expected of a social pedagogue working in institutional care in Sweden with unaccompanied young refugees who have experiences of war. A common denominator is that the mission of and context in which the social pedagogue operates appear flexible enough to enable an individual to play the role in a variety of ways. Only when the individual social pedagogue adopts an active, assertive, independent, personal and relatively strong posture will there be a chance of being important to other professional categories and for the client. In practice, therefore, only when the individual social pedagogue transcends the expectations of the conventional role will there be a chance to be appreciated by other collaborators.

Anomie and collaboration in intelligence and operational police and border guard work in the Baltic Sea area: In-group mentality and construction of the Other, 2021

Police Education: Altius – Fortius – Diutius, 8th Nordic Police Research Conference, Police Unive... more Police Education: Altius – Fortius – Diutius, 8th Nordic Police Research Conference, Police University College, Tampere, Finland (20210614-202106116). ”Anomie and collaboration in intelligence and operational police and border guard work in the Baltic Sea area: In-group mentality and construction of the Other”. Goran Basic & Sophia Yakhlef.

The risks and insecurities emphasised in contemporary societies have given rise to diverse forms of policing, such as transnational, intelligence- and operative-based police collaborations. The purpose of this ethnographic study is to analyse the collaborative work among intelligence and operative personnel from different border authorities in Sweden, Finland, Estonia, Lithuania, and Latvia. The focus of this study is how the collaboration activities created an in-group mentality among the participating officers which was contrasted with another category, that of the “norm-dissolving Russian”. This category included concepts such as being a spy, a criminal and a potential military threat, and became a sort of "Other" that reinforced their own in-group bonds. Intelligence and operative personnel present in the analysed collaborative sequences create their professional identities by contrasting themselves with these categories. They build up a kind of group feeling and present a particular moral order that is created and re-created during their collaborative work. The norm-stable and the threatening norm-dissolving moralities are created within the interaction – especially when meeting work groups that differ from their own normative code. Morality is thus created and re-created in the encounter with people that are associated with being the “enemy”, present in the situation both in physical and invisible form.

hallenges of the 21st Century: Democracy, Environment, Inequalities, Intersectionality, 2021

Challenges of the 21st Century: Democracy, Environment, Inequalities, Intersectionality, the 4th ... more Challenges of the 21st Century: Democracy, Environment, Inequalities, Intersectionality, the 4th ISA Forum of Sociology, International Sociological Association and Brazilian Society of Sociology, Porto Alegre, Brazil, (20210223-20210227). ”Inequalities, discrimination and inclusion: expectations and variations in social pedagogical work with unaccompanied young refugees in institutional care in Sweden”, with Yaka Matsuda, Kochi University, Japan. (Session: "Racismand Xenophobia in Our Public Primary Education System: Different National Experiences".)

Abstract:
The study purpose was to provide new understanding about: 1) institution personnel narratives about the day-to-day work of taking care of young people who experienced a war, fled to Sweden and were cared for and placed in institutions; and 2) interactive patterns contributing to constructing the category ‘social pedagogue’. The material was gathered through interviews with personnel who work with these young people at residential or care homes. The social pedagogic perspective in social sciences stresses including the individual in the community, which gives the individual confirmation of an identity through community participation. Successful interaction between individuals is fundamental for achieving community integration of unaccompanied children and young people in Sweden. Analysis of the study’s empirical material reveals major variations in what is expected of a social pedagogue working in institutional care in Sweden with unaccompanied young refugees who have experiences of war. A common denominator is that the mission of and context in which the social pedagogue operates appear flexible enough to enable an individual to play the role in a variety of ways. Only when the individual social pedagogue adopts an active, assertive, independent, personal and relatively strong posture will there be a chance of being important to other professional categories and for the client. From a Swedish perspective, it is easy to imagine that the war’s consequences are taking place ‘over there’, in a different country or another part of the world, at another time in place. It therefore becomes especially important to allow people with war experiences who are in Sweden to share and relate how the experiences are significant here and now. By allowing this sharing, knowledge is also created about how preconceptions, inequalities and discrimination can be faced and discouraged.

Challenges of the 21st Century: Democracy, Environment, Inequalities, Intersectionality, 2021

Challenges of the 21st Century: Democracy, Environment, Inequalities, Intersectionality, the 4th ... more Challenges of the 21st Century: Democracy, Environment, Inequalities, Intersectionality, the 4th ISA Forum of Sociology, International Sociological Association and Brazilian Society of Sociology, Porto Alegre, Brazil, (20210223-20210227). ”War Violence, Conflict of Values, and Populism. Socio-Cultural Analysis of Bosnian–Herzegovinian Post-genocide Society”, with Zlatan Delić, University of Tuzla, Bosnia and Herzegovina. (Session: "The Conflict of Values in the Socio-Cultural Space".)

Abstract:
The purpose of this article is to analyse institutionalised paralogisms, social and economic inequalities, and frustrating consequences arising from decades of symbolic and real war and post-war violence against the population of Bosnia and Herzegovina. The historic background of this paper is the war in Bosnia and Herzegovina (1992–1995), as presented in the reports of the United Nations and documents produced during international and national trials concerning war crimes. The analytical basis is a literature review of various studies from the domains of social epistemology, war sociology, and sociology of knowledge. Immanent antinomies, contradictions, and political, legal, and criminal perpetually institutionalise and reproduce the identitary references to war vocabulary. For this reason, creation of publicly responsible programs is necessary to evaluate the prescriptive impact of the domination of cultural and identity differences between peoples in Bosnia and Herzegovina. The genocide of Bosnian Bosniaks in the war against the Bosnian–Herzegovinian multicultural society urges the creation of a completely different description, prescription, logic of naming, and explanation strategy to achieve transitional change. The article criticized globalisation as a form of new colonisation and natural-science quantative emphasis. In the spirit of the analysed scientific literature, future scientific analyses should focus on the criminal, social, economic, ecological, anti-educational, sociopathological, and anomic consequences of the (catastrophic) impact of decades of symbolic and real war and post-war violence against the population of Bosnia and Herzegovina.

The third International Victimology Conference in Bosnia and Herzegovina ”Education for a Culture of Peace and Non-Violence”, 2020

The third International Victimology Conference in Bosnia and Herzegovina ”Education for a Culture... more The third International Victimology Conference in Bosnia and Herzegovina ”Education for a Culture of Peace and Non-Violence” / "Obrazovanje za kulturu mira i nenasilja" - [ed] Prof.dr. Azra Adžajlić-Dedović, Sarajevo, Bosnia and Herzegovina, 2020, pp. 9-10 & 39-40.

Abstract [en]
QUESTIONS: 1. WHY DO WE NEED education for a culture of peace and non-violence? 2. WHAT NEW KNOWLEDGE do we gain? 3. Is a culture of peace possible in a violent (unjust) world? 4. WHAT DOES the term “culture of remembrance” MEAN, which is a controversial phrase based on a vague mixing of individual and collective memory? 5. WHY ARE culture, multiculturalism, cultural policy, identity policy, preservation of national, ethnic, religious or cultural identity IMPORTANT? EXPLANATION OF THE TOPIC: Building of peace in today's conflicts requires a long-term commitment to establishing connections and relationships across all social levels: relationships that strengthen the resources of reconciliation within society and make effective use of contributions outside it. Peacebuilding is not just work to prevent a return to the conflict of once conflicting parties, but it focuses on the real causes not only of the just-ended war, but of all potential conflicts. In this sense, we can distinguish between a negative peace, that is, the absence of armed conflict and a positive peace that includes justice, equality and other fundamental social and political goods. In a narrower sense, peacebuilding is a process that facilitates the establishment of long-term peace and that seeks to prevent a recurrence of violence by focusing on the causes and consequences of conflict through reconciliation, institution building, political and economic transformation. (Catherine Morris; John Paul Lederach; Barnett et al., 2007; Maiese, 2003; HKO “Kruh sv. Ante”- Trauma centar)

Abstract [bs]
PITANJA: 1. ZAŠTO NAM JE NEOPHODNO obrazovanje za kulturu mira i nenasilja? 2. KOJA NOVA ZNANJA dobijamo? 3. Da li je moguća kultura mira u nasilnom (nepravednom) svijetu? 4. ŠTA ZNAČI izraz „kultura sjećanja“ koji predstavlja spornu sintagmu koja se zasniva na nejasnom miješanju individualne i kolektivne memorije? 5. ZAŠTO SU ZA VAŽNI kultura, multikulturalizam, kulturna politika, politika identiteta, očuvanje nacionalnog, etničkog, religijskog ili kulturnog identiteta? OBRAZLOŽENJE TEME: Izgradnja mira u današnjim sukobima traži dugotrajnu predanost uspostavljanja veza i odnosa peko svih društvenih razina: odnosa koji osnažuju resurse pomirenja unutar društva i učinkovito iskorištavaju doprinose izvan njega. Izgradnja mira nije samo rad na sprečavanju povratka u sukob nekad sukobljenih strana, već se usmjerava na prave uzroke ne samo netom završenog rata, već svih potencijalnih sukoba. U tom smislu, možemo razlikovati negativan mir, odnosno, izostanak oružanog sukoba te pozitivan mir koji uključuje pravdu, jednakosti i ostala temeljna socijalna i politička dobra. U užem značenju, izgradnja mira je proces koji olakšava uspostavu dugoročnog mira te koji pokušava prevenirati ponavljanje nasilja time što se usmjerava na uzroke i posljedice sukoba kroz pomirenje, izgradnju institucija, političku te ekonomsku transformaciju. (Catherine Morris; John Paul Lederach; Barnett et al., 2007; Maiese, 2003; HKO “Kruh sv. Ante”- Trauma centar)

Tredje nationella konferensen om Barnavårdsforskning (”Third national conference on child care re... more Tredje nationella konferensen om Barnavårdsforskning (”Third national conference on child care research”), Stockholm University, University of Gothenburg, Lund University, Linnaeus University and Swedish National Association of Social Work, Stockholm, Sweden (20201201-20201202). ”Accounts of unaccompanied young refugees, young persons with drug- and crime-related problems and members of staff at the institutions working with these young people. Analysis of the various symbols used in interpersonal interactions”, with Sophia, Yakhlef.

In this study, we focus on the experiences and stories told by: 1) young people who have experienced war, fled to Sweden, and been taken into care and placed in special youth homes, and 2) young people who have experienced drug- and crime-related problems. In addition, we focus on the accounts of members of staff at the institutions working with these young people. Employees at special youth homes in Sweden who work daily with youths who have undergone war, drug, and crime-related problems are engaged in several different identifications alternately or at the same time, such as their work-related identity, gender identity, or ethnic identity. The current article underlines how these intersecting and corresponding identifications operate through a range of interactions in which the individual claims or is appointed identity categories in various ways. Therefore, the study shows when, how, and by whom identities are portrayed and how it occurs in relation to institutional care placement. When analysig these ethnographic exmaples, we integrate the social pedagical perspective with interactionism by focusing on the accounts, language, action, and gesticulations of the narrator. The purpose of this study is thus to expand on previous theory regarding ethnomethodlogy and interactions by integrating a social pedagogical perspective to the exmaples.

SCIENTIFIC CONFERENCE WITH INTERNATIONAL PARTICIPATION - SOCIETY AND POLITICS Book of abstracts, 2020

Society and politics. Power, politics, and social sciences (100 years after Max Weber), Faculty o... more Society and politics. Power, politics, and social sciences (100 years after Max Weber), Faculty of Political Science, University of Banja Luka, Banja Luka, Bosnia and Herzegovina (20200918-20200919). ”Unaccompanied young refugees with war experiences in institutional care in Sweden. A Weberian-inspired analysis of power relations in the narratives of young persons”. (Plenary session).

The fact that people are being forced to flee from war and disastersis a very current issue. This study concerns young peoplewho have experienced war, taken shelter in Sweden, and havebeen placed in institutions. The purpose of the study is to identifyand analyse power relations that contribute to the shaping ofyoung people’s identities and repertoires of action via stigmatisationsand social comparisons with different reference groups.Max Weber (1922/1968) analyses power as a direct action by anactor X that forces an actor Y to act according to X’s will, even ifthe action is contrary to Y’s interests or will. Weber draws attentionto two dimensions of power relations. The first dimension ismaintained through the practical implementation of pressure(s)or the threat thereof. The second dimension is maintained whenthose who are vulnerable give up or yield and accept the powerof the executor of the said pressure. The power of the executorof pressure often includes an order with content that is expectedto be followed by particular individuals or groups (Weber1922/1968). Randall Collins’ (2004, 2008) analysis of power, conflict,solidarity, resistance, and status is inspired by Weber’s perspective. Collins believes that in all social arenas, the exercise ofpower is always met with resistance from other people, thus generatingnew conflicts. For Collins, ‘conflict and solidarity are twosides of the same coin’. Mobilisation against an enemy often leadsto solidarity among individuals and groups, and vice versa. Thestudy’s empirical material includes qualitatively oriented interviews with six young people in institutional care from Afghanistan, Iraq and Syria who have experienced war followed by aplacement in institutional care in Sweden. During the interviewswith the young people, the following themes are discussed: 1) lifebefore the war began; 2) the atmosphere in the home town whenthe war began; 3) experiences during the war; 4) an ordinary dayduring the war; 5) fleeing to Sweden; 6) the efforts made by institutionalcare workers, social services, the Swedish MigrationAgency, legal representatives, school; 7) life at the institution; 8)help after arriving to Sweden and after; 9) processing trauma;10) differences among the young people; 11) explicit and implicitidentifications (refugee, immigrant, war victim, etc.); 12) futureprospects; 13) future help from various public authority staff. The preliminary analysis of power relations in young people’sstories reveals the following themes: a) power relations in war asa permanent state of society; b) power relations in schooling asan arena for war stories; c) power relations and the learning ofan existence characterised by war; d) power relations, normalisation,and neutralisation of states of war; e) power relations whenfleeing war as part of the war; f) power relations in Sweden (includingthe fight for the recognition of numerous identities, suchas a student, worker, husband, breadwinner, and homosexual).

6th International Conference on Humanities and Social Science Research (ICHSSR 2020), 2020

6th International Conference on Humanities and Social Science Research (ICHSSR 2020), Academic Ex... more 6th International Conference on Humanities and Social Science Research (ICHSSR 2020), Academic Exchange Information Center (AEIC), Hangzhou, China (20200410). ”Expectations and variations in social pedagogical work: an analysis of narratives concerning work with unaccompanied young refugees with experiences of war in institutional care in Sweden” (Keynote Speaker).

In this study, the stories told by the adolescents and the personnel in institutional care in Sweden are about everyday interactions that occur while the adolescents stay at the institution and how the personnel work with that category of clients. The analysis pays attention to details about war and post-war interactions and how a community’s moralisations can affect social pedagogical work with inclusion and integration into the community. From a Swedish perspective, it is easy to imagine that the war’s consequences are taking place ‘over there’, in a different country or another part of the world, at another time in place. It therefore becomes especially important to allow people with war experiences who are in Sweden to share and relate how the experiences are significant here and now. By allowing this sharing, knowledge is also created about how preconceptions, inequalities and discrimination can be faced and discouraged. This study shows how overlapping or parallel identifications of adolescents and personnel operate through a number of interactions where the individual claims or is assigned identity categories in various ways. Categories such as victim of war, student, homosexual, empathetic personnel, competent personnel and incompetent personnel are actualised in relation to the adolescents’ war experiences and institution placement. The interactive dynamic in the situation helps to create and re-create these categories. The study’s analysis observes individuals in a vulnerable and strenuous situation with the aim of highlighting their opinions, stories and terms. Adolescents with war experiences are at risk of being affected by stigmatisation and singled out in the community and for discrimination and unequal relationships because of their background and how it is treated in Sweden. Personnel who have been interviewed in the study note that the social climate impairs their work with inclusion and integration of that client category.

Nationell specialpedagogisk konferens. Samverkan för inkludering - som möjlighet och utmaning (”N... more Nationell specialpedagogisk konferens. Samverkan för inkludering - som möjlighet och utmaning (”National special education conference in Sweden. Collaboration for inclusion - as opportunity and challenge”), Örebro University, Örebro, Sweden (20191113-20191114). ”Newly arrived parents and collaboration in Swedish school – an interactionally and ethnomethodologically inspired analysis of proposed collaborative alliances and triads”. Anna Johnsson, Gerd Blivik and Goran Basic.

Abstract
The purpose of this study is to analyse 1) newly arrived parents' accounts of collaboration in Swedish school and 2) depicted triads and alliance constellations presented during interviews with recently arrived parents regarding the collaboration in Swedish schools. The study's analysis is based on secondary empirical material (empirical sequences from previously published qualitative analyses). Its analytical discoveries are presented as three themes: (1) collaboration identity through distancing, (2) invitation to collaboration alliance, and (3) home-and school-focused collaboration. Analysis shows that the parents dramatise the need for collaboration between teachers and parents and construct and reconstruct collaborative alliances and triads in their narratives. Members who appear in these interactions are parents, children, and teachers. In the parents' narratives about the collaboration, a picture emerges of an invitation to teachers to form an alliance partnership. The alliance partnership seems to strengthen stability in the triad with the objective of creating a successful collaboration in the children's best interests and to draw attention to the importance of parents' participation in collaboration in the school context. Successful collaboration in the school context seems to be a basic prerequisite for the successful involvement and integration of parents from different ethnic backgrounds into general society. Special pedagogy and educational sciences are two of the perspectives within social sciences that emphasise the importance of including newly arrived parents and their children in the community. Both parents and children receive affirmation of their identities through participation in the community, with successful interaction between individuals in the school context being a prerequisite for the successful involvement and integration of newly arrived parents and their children.

Convergent roads, bridges and new pathways in criminology. 19th Annual Conference of the European... more Convergent roads, bridges and new pathways in criminology. 19th Annual Conference of the European Society of Criminology, European Society of Criminology and Ghent University, Ghent, Belgium (20190918-20190921). ”Post-genocide Society, Criminology, and Pedagogy of Lifelong Learning: An Analysis of the Empirical Example of Bosnia and Herzegovina”, with Zlatan Delić.

The war in Bosnia and Herzegovina (1992–1995) is the historic background of this paper, as produced inthe reports of the United Nations and documents presented during international and national trialsconcerning war crimes committed during period. A literature review forms the analytical basis andcontains various studies from the domains of war sociology, social epistemology, pedagogy ofemancipation and lifelong learning, and sociology of knowledge. The aim of the paper is to analyse: 1)the negative/dark sides of social capital in the Bosnian–Herzegovinian post-genocide society thatemerged because of decades of symbolic and real war and post-war violence against the people in Bosniaand Herzegovina; and 2) the possibility of social development in the direction of a positive/lighter side ofsocial capital, in the sense of legitimising progressive politics of social development based on thefollowing foundations: a) learning peace, coexistence, and reconciliation; b) acknowledgment thatgenocide was carried out during the war and actively denied after the war; c) condemnation of genocide(both during the war and the post-war period); and d) active work to recognise the status of and obtaincompensation for the victims of the genocide (at the social, organisational/institutional, and individuallevels).

Crimes Against Humans and Crimes against Humanity. Implications for Modern Criminology. 18th Annu... more Crimes Against Humans and Crimes against Humanity. Implications for Modern Criminology. 18th Annual Conference of the European Society of Criminology, European Society of Criminology and University of Sarajevo, Sarajevo, Bosnia and Herzegovina (20180829-20180901). ”Crimes Against Humans and Crimes Against Humanity: Analysis of Documents Produced During Trials at Tribunals After the War in North-West Bosnia and Herzegovina”, with Zlatan Delić.

The aim of the study is to analyse documents produced during trials at the International Criminal Tribunal for the former Yugoslavia and the Section for War Crimes of the Court of Bosnia and Herzegovina concerning the 1992 war in north-west Bosnia and Herzegovina. The documents construct and reconstruct the categories of victim and perpetrator at a symbolic level. Punishing the offenders for war crimes is a means by which local and international courts attempt to eliminate the ideology on which the atrocities were based. The study interprets the documents as rhetorical warnings to future belligerents. Warfare that targets civilians and lack of respect for human rights are construed as unacceptable. In revealing the scope of war crimes committed during the period, the documents represent an attempt to influence the local and international community. They implicitly define the categories of victim and perpetrator, highlighting the individual and visible punishment to which the latter are subject while implying that their ideology has thereby been eliminated. The documents emphasize the role of individual responsibility in future wars. The presumption is that peer pressure is no excuse for war crimes and that civilians are never to be targeted.

The International Conference of Humanities and Social Sciences Creativity, Imaginary, Language 20... more The International Conference of Humanities and Social Sciences Creativity, Imaginary, Language 2018 – Fifth edition, University of Craiova, Craiova, Romania (20180524-20180525). ”Language and creativity. Unaccompanied young refugees with experiences of war in institutional care in Sweden” (Keynote Speaker).

The purpose of the study is: 1) to analyse the narratives of young people who have experienced a war, fled to Sweden and been taken care of and placed in institutions, 2) to analyse the narratives of institution personnel about the day-to-day work of taking care of young people who have experienced war. The material used in the study has been gathered by means of interviews with young people in care with experiences of war, and interviews with personnel at HVB homes (residential or care homes) who work with these young people. The previous research shows that the social pedagogic perspective is one of the perspectives in social sciences that stresses the importance of including the individual in the community. The individual is given confirmation of his or her identity by participating in the community, and successful interaction between individuals is a fundamental prerequisite for the successful integration of unaccompanied children and young people in Sweden. Analysis of the study’s empirical material shows that there are major variations in what is expected of a social pedagogue in the work with unaccompanied young refugees with experiences of war in institutional care in Sweden. A common denominator is that the mission of a social pedagogue and the context in which the social pedagogue operates appears to be sufficiently flexible to enable an individual to play the role in a wide variety of ways. It is only when the individual social pedagogue adopts an active, assertive, independent, personal and relatively strong posture that he or she has a chance to be of importance to other professional categories and for the client. This means in practice that it is only when the individual social pedagogue transcends the expectations of the role presented above that he or she has a chance to be appreciated by other collaborators.

Sociologi i en polariserad värld (”Sociology in a polarized world”), Lund University and Swedish ... more Sociologi i en polariserad värld (”Sociology in a polarized world”), Lund University and Swedish Sociological Association, Lund, Sweden (20180307-20180309). ”Nyanlända föräldrar och samverkan i svensk grundskola. En interaktionistiskt och etnometodologiskt inspirerad analys av framställda samverkansallianser och triader” (Newly arrived parents and collaboration in Swedish elementary school. An interactionally and ethnomethodologically inspired analysis of proposed collaborative alliances and triads), Goran Basic, Anna Johnsson and Gerd Blivik.
Abstract [en]
The purpose of this study is to analyse newly arrived parents’ narratives about collaboration in Swedish elementary school. The study's analysis is based on secondary empirical material (empirical sequences from previously published qualitative analyses). Preliminary analysis shows that the parents’ narratives paint a picture of the teachers focusing on collaboration in the form of a distanced participation on the part of the parents rather than face-to-face interaction. The parents dramatise the need for collaboration between teachers and parents and construct and reconstruct collaborative alliances and triads in their narratives. Members who appear in these interactions are parents, children and teachers. In the parents’ narratives about the collaboration a picture emerges of an invitation to teachers to form an alliance partnership. The alliance partnership sought seems to both strengthen stability in the triad with the objective of creating a successful collaboration in the children’s best interests and draw attention to the importance of parents’ participation in collaboration in the school context. From a methodological aspect, the need to collect and analyse primary ethnographic empirical material in the form of interviews, field notes and documents from elementary school practice is discussed.

Abstract [sv]
Syftet med studien är att analysera nyanlända föräldrars berättelser om samverkan i svensk grundskola. Studiens analys utgår från sekundärempiriskt material (empiriska sekvenser från redan publicerade kvalitativa analyser). Preliminär analys visar att föräldrarnas berättelser skapar en bild av att lärarna fokuserar på samverkan i form av distanserad delaktighet från föräldrarnas sida, snarare än face-to-face interaktion. Föräldrarna dramatiserar behovet av samarbete mellan lärare och föräldrar samt konstruerar och rekonstruerar samverkansallianser och triader i sina berättelser. De som figurerar i dessa interaktioner är föräldrar, barn och lärare. I föräldrarnas berättelser om samarbete skönjer man en önskan om allianspartnerskap mellan föräldrar och lärare. Det önskade allianspartnerskapet verkar dels förstärka stabiliteten i triaden med målet att skapa en framgångsrik samverkan i barnens intresse, dels uppmärksamma vikten av föräldrarnas delaktighet i samverkan i skolkontexten. Metodologiskt diskuteras behov av insamling och analys av primäretnografiskt empiriskt material i form av intervjuer, fältanteckningar och dokument från grundskolepraktiken.

Sociologi i en polariserad värld (”Sociology in a polarized world”), Lund University and Swedish ... more Sociologi i en polariserad värld (”Sociology in a polarized world”), Lund University and Swedish Sociological Association, Lund, Sweden (20180307-20180309). ”Förskollärarnas yrkesidentitet och deras praktiska arbete med flerspråkiga barns språkutveckling” (Pre-school teachers’ professional identity and their practical work with multilingual children’s language development), Goran Basic, Carina Nilsson and Anette Svensson.
Abstract [en]
The purpose of this study is to analyse pre-school teachers’ narratives about their practical work with multilingual children’s language development. The study's analysis is based on secondary empirical material (empirical sequences from previously published qualitative analyses). Preliminary analysis shows that pre-school teachers in their narratives emphasise the importance of everyday practical interactions for multilingual children's language development. Interactions that are described in the narratives refer to playing, food intake, putting on and taking off clothes, pictures and books. In these narratives the pre-school teachers present themselves as competent actors based on their expertise, among other things through interaction with multilingual children. This makes interaction with multilingual children a fundamental dimension for creating and re-creating pre-school teachers’ professional identity. From a methodological aspect, the need to collect and analyse primary ethnographic empirical material in the form of interviews, field notes and documents from pre-school practice is discussed.

Abstract [sv]
Syftet med studien är att analysera förskollärares berättelser om sitt praktiska arbete med flerspråkiga barns språkutveckling. Studiens analys utgår från sekundärempiriskt material (empiriska sekvenser från redan publicerade kvalitativa analyser). Preliminär analys visar att förskollärare i sina berättelser betonar betydelsen av vardagliga praktiska interaktioner för flerspråkiga barns språkutveckling. De interaktioner som återges i berättelserna gäller lek, matintag, av- och påklädning, bilder och böcker. I dessa berättelser presenterar sig förskollärarna som kompetenta aktörer som bygger på sin kompetens, bland annat genom interaktion med flerspråkiga barn. På så sätt blir interaktionen med flerspråkiga barn en grundläggande dimension för skapande och återskapande av förskollärarnas yrkesidentitet. Metodologiskt diskuteras behov av insamling och analys av primäretnografiskt empiriskt material i form av intervjuer, fältanteckningar och dokument från förskolepraktiken.

Social Pedagogy and Social Education: Bridging Traditions and Innovations, Social Pedagogy Association; Universidad Autónoma de Puebla, Puebla, Mexico; Arizona State University, Tempe, USA (20180222-20180224)., 2018

Social Pedagogy and Social Education: Bridging Traditions and Innovations, Social Pedagogy Associ... more Social Pedagogy and Social Education: Bridging Traditions and Innovations, Social Pedagogy Association; Universidad Autónoma de Puebla, Puebla, Mexico; Arizona State University, Tempe, USA (20180222-20180224). ”Unaccompanied young refugees with experiences of war in institutional care in Sweden. A social pedagogical analysis of the narratives of young persons and institution personnel”.

The previous research shows that the social pedagogic perspective is one of the perspectives in social sciences that stresses the importance of including the individual in the community. The individual is given confirmation of his or her identity by participating in the community, and successful interaction between individuals is a fundamental prerequisite for the successful integration of unaccompanied children and young people in Sweden. The researchers highlight the importance of interaction between those already established in the community and the individual who is on its margin. One of the most important dimensions from a social pedagogical perspective is to analytically investigate relationships between individuals needing help and the professional participants tasked with helping these individuals as part of their professional role.

A social pedagogue works in a variety of social contexts in which individuals need professional help with integration and success in those contexts. This can involve students in school; inmates at youth institutions and prisons; children, young people and adults who are the subjects of intervention by social services; patients undergoing psychiatric treatment; and other individual categories where people find themselves in critical life situations and need professional help to overcome them.

The writings of for example Lisbeth Eriksson, Juha Hämäläinen and Xavier Ucar provide insights into some expectations that come into play in the various social contexts of the role of a “social pedagogue.” A social pedagogue is portrayed as an expert who works with a specific and defined goal. The goal is to help/guide the client to overcome obstacles that hamper integration and success in the context. In order to do this, social pedagogues are expected to possess specific professional qualifications in order to support and motivate their clients in overcoming obstacles and meeting their goals. A social pedagogue works in a socially oriented way and plays an educational fostering role. It is anticipated that this will help the client develop an understanding of how to act in accordance with desired expectations, norms and values and to resist peer pressure and involvement in anti-social activities. A social pedagogue is also expected to supervise other professional categories in the context of the various issues related to the client’s living conditions. In addition, the social pedagogue is expected to act as a link between different professions with the goal of facilitating collaboration that supports the client’s social and educational development (when the client is a child or young person, the social pedagogue is expected to also collaborate with parents). The social pedagogue sometimes has a limited scope for action; the role has low status and standing in relation to other professional categories involved. The role of the social pedagogue is portrayed as diffuse, unspoken and full of contradictions in relation to other professional categories in the organizational hierarchy. The role of social pedagogue tends to assume a controlling and repressive function as support for other professional categories in the context.

In conclusion, there are major variations in what is expected of a social pedagogue. A common denominator is that the mission of a social pedagogue and the context in which the social pedagogue operates appears to be sufficiently flexible to enable an individual to play the role in a wide variety of ways. It is only when the individual social pedagogue adopts an active, assertive, independent, personal and relatively strong posture that he or she has a chance to be of importance to other professional categories and for the client. This means in practice that it is only when the individual social pedagogue transcends the expectations of the role presented above that he or she has a chance to be appreciated by other collaborators.

Analysis of the study’s empirical material shows that the lives of young people in Sweden are characterised by uncertainty; they do not know if they will be allowed to stay in Sweden, whether they will have the opportunity to keep attending school or whether they will ever get to see their parents again. The material provides a picture of a waiting period that involves a considerable adjustment for these young people, regardless of whether or not they are given leave to remain in Sweden.

The time after first arriving in Sweden can seem like a prelude to starting a new life, a prelude which is sometimes characterised by a continuing flight. The war goes on and is present in stories. Interviews with personnel at HVB homes and young people in this study are sometimes extremely emotionally charged. There may be painful stories about, for example, someone’s entire family and everyone living in the village fleeing from a Taliban attack, about how their best friend was killed in a suicide attack, about how Russian and government forces in Syria harass women (“sisters”). The stories are also about friends and relatives who are taken away and never return, a father who was executed, a difficult journey to Sweden, as well as about personnel at HVB homes who are empathic, who understand and try to help young people, but also about others who belittle and abuse young people and even contribute to the risk of worse mental health in young people.

Analysis of empirical material has crystallised out the following themes in interviews with young people: a) war as a permanent social condition; b) school in the home country becomes demonstration, demonstration becomes school; c) learning war (war as pedagogical practice); d) normalising/ neutralising the condition of war (“playing football”, “as normal”); e) flight from war is also war – or part of the war (deprivation of liberty/abduction, slave labour); f) the future in Sweden (struggle for social recognition/recognition of identity – for example as student, employee, person, breadwinner and homosexual).

In interviews with institution personnel, the following themes have crystallised out: a) previous chaos in reception centres in Sweden, now more orderly; b) young people singled out and stigmatised by society; c) importance of empathic attitudes and humanity; d) no treatment is offered or given in the institution; e) main task: to help young people to integrate in society; f) there is collaboration with other professional categories, but it is limited (no more than what is essential); g) young people’s age as a problem; h) young people are described as greedy (reason for coming to Sweden); i) maltreatment in institutions; j) (in)competence of personnel.

The Second International Scientific Victimology Conference ”Ambassadors of Peace in Bosnia and He... more The Second International Scientific Victimology Conference ”Ambassadors of Peace in Bosnia and Herzegovina” (20171122), Sarajevo, Bosnia and Herzegovina, 2017, Vol. 3, 10-10 p.

Abstract [bs]
Cilj ovog rada je kritički analizirati intelektualne uslove za obrazovanje empirijskih i normativnih dimenzija znanja koje se mogu suprotstaviti ideologijama neofašizma, i na teorijsko-diskurzivnom, i na praktičnom planu. U viktimologiji nastaje problem onda kada obrazovne politike i prakse označavaju (1) zajedničke prošlosti, (2) politike etničkih identiteta i (3) politike sjećanja koje su ispunjene nesavladanim viskom ratnog nasilja iz prošlosti. Rad se bavi kritičkom analizom klerikalizacije obrazovnih politika, kritičkom analizom klerikalizacije politika etničkih identiteta i kritičkom analizom klerikalizacije politika sjećanja. U analitičkoj pozadini ovog rada nalazi se stav da društvena i kulturalna značenja nastaju kao posljedica društvenih diskursa i diskurzivnih praksi kojima značenjski »stvaramo«, odnosno konstruiramo obrazovanje kao društveni fenomen. Analitička osnova rada se zasniva na pregledu različitih studija iz domena sociologije ideologije, sociologije vojske i rata, socijalne epistemologije i kritičke viktimologije. Rad traga za obuhvatnom kritičkom perspektivom iz koje bi bilo moguće obrazovati novu, dinamičnu terminologiju za preciznu diskurzivnu analizu političkog, diskurzivnog i identitarnog infantilizma i kritiku neofašističkih politika etničkih identiteta u kontekstu šire kritike negativnih društvenih učinaka na prvi pogled različitih, ali, u biti međusobno nadopunjavajućih ideologija neofašizma i neopopulizma. U radu se obrazlaže društvena potreba za kvalitetnijim javnim obrazovanjem značenja političke, medijske i religijske upotrebe i zloupotrebe »identitarnih pojmova« i »identitarne terminologije«. Rad se zasniva na kvalitativnoj metodologiji istraživanja značenja (i političke zloupotrebe) osnovnih pojmova u viktimologiji kao sto su recimo: »globalizacija nasilja« »država«, »državne granice« »kleronacionalizam«, »sekularizam« »politika predstavljanja«, »kultura«, »kulturni identitet«, »kultura sjećanja«, »kultura mira«, »kultura smrti«, »religija«, »povratak religije«, »tradicija«, »vitalni nacionalni interes« itd. Insistira se na odvaganoj kritičkoj analizi povlaštenih strategija političkog apliciranja označiteljskih sistema i mehanizama 'razlikovanja' koji služe kao epistemička osnova za obrazovanja pojmova, terminologije, taksonomija i klasifikacija prema kojima se ljudi dijele na »naše« i »njihove«. Zaključak je da bi se u normativnoj osnovi obrazovanja koje nam je potrebno u 21. stoljeću trebalo pozvati na odgovornost svih društvenih aktera prema budućim naraštajima u kontekstu sve uočljivija medijske, ideološke i biopolitičke konkurencija za »status povijesne žrtve« davnih (i sasvim nedavnih) stvarnih i ideoloških ratova koji su se vodili ili se još uvijek vode, zapliću ili raspliću na Balkanu.

Abstract [en]
The purpose of this paper is to critically analyse intellectual conditions for education pertaining to the empirical and normative knowledge dimensions that can oppose the ideologies of neo-fascism, both on the theoretical-discursive and the practical plan. A problem occurs in victimology when educational policies and practices mark (1) common pasts, (2) ethnical identity policies and (3) remembrance policies filled with reigning excess of war violence from the past. The paper deals with the critical analysis of clericalization of educational policies, critical analysis of clericalization of ethnical identity policies and critical analysis of clericalization of remembrance policies. The analytical background of this paper carries the sentiment that social and cultural meanings are created as a consequence of social discourses and discursive practices that we »create« semantically, that is, we construe education as a social phenomenon. The analytical basis of the paper is founded on a review of various studies from the domains of ideology sociology, army and war sociology, social epistemology and critical victimology. The paper seeks an all-encompassing critical perspective that would make it possible to teach a new, dynamic terminology for a precise discursive analysis of the political, discursive and identitarian infantilism and a criticism of neo-fascist policies of ethnical identity in the context of a broader criticism of negative social impacts on ideologies of neo-fascism and neo-populism that appear different at first glance but that actually mutually complete each other. The paper explains the social need for a public education of a better quality pertaining to the meaning of political, media and religious use and misuse of »identitarian concepts« and »identitarian terminology«. The paper is based on the quality methodology of the research of meaning (and political misuse) and basic concepts of victimology, such as: »globalisation of violence«, »state«, »state borders«, »clero-nationalism«, »secularism« »representation policy«, »culture«, »cultural identity«, »culture of remembrance«, »culture of peace«, »culture of death«, »religion«, »return of religion«, »tradition«, »vital national interest« etc. There is an insistence on a scrutinized critical analysis of privileged strategies of the political application of referential systems and mechanisms of 'differentiating' that serve as the epistemic foundation to teach the concepts, terminology, taxonomies and classifications used to separate people into »ours« and »theirs«. The conclusion is that, in the normative foundation of education we need in the 21st century, we should call upon the responsibility of all social players for the future generations in the context of more noticeable media, ideological and bio-political competitors for the »historical victim status« of the ancient (and recent) actual and ideological wars fought in the past or those that are ongoing, intensifying or in the process of being resolved in the Balkans.

The Second International Scientific Victimology Conference ”Ambassadors of Peace in Bosnia and He... more The Second International Scientific Victimology Conference ”Ambassadors of Peace in Bosnia and Herzegovina”, Sarajevo, Bosnia and Herzegovina (20171122), Vol. 3, 9-9 p.

Abstract [bs]
Ovaj članak prezentira teoretski i metodološki model za analizu prepričanih iskustava bivših logoraša koji su kao civili odvedeni u koncentracione logore početkom rata u Bosni i Hercegovini 1990-tih godina. Cilj je analizirati prepričane rituale ratnog nasilja u koncentracionim logorima kao i identifikovati kako se počinioci ratnog nasilja i žrtve simbolično definiraju u pričama. Priče o nasilju u logoru definiraju počinitelja nasilja kao nekoga ko je opasan, zao, idealan neprijatelja, kao pravi, ali udaljeni zločinac. Kada intervjuisani u studiji naglašavaju istrebljivanje i sistematiziranje ratnog nasilja u logorima tokom rata, oni produciraju i reproduciraju sliku ratnog nasilja koje je organizovano i koje se sprovodi svakodnevno. Čini se da je cilj ovog verbalnog naglašavanja, da opisana djela ratnog nasilja u logorima, poslije rata dobiju status organiziranog i ritualiziranog ratnog nasilja. Definiranjem počinitelja ratnog nasilja, intervjuisani u studiji implicitno ističu komplementarnu suprotnost počinitelja - žrtvu nasilja. Žrtva je predstavljena kao prijeratni poznanik, prijatelji i komšija od izvršitelja nasilja. Žrtva nasilja je definisana kao umorna, posustala u agoniji, kao inferiorna, de-humanizirana, žigovana i kao bespomoćna ostavljena na milost i nemilost počiniteljima ratnog nasilja.

Abstract [en]
This article presents a theoretical and methodological model for analyzing the experiences retold by former concentration camp detainees who were placed in concentration camps as civilians at the beginning of the Bosnian war in the 1990s. The aim is to analyze the recounted rituals of war violence in concentration camp as well as identifying how the perpetrators of war violence and victims are symbolically defined in stories. In these descriptions, the perpetrator is defined as a dangerous, evil, and ideal enemy. He is portrayed as a real and powerful yet alien criminal. When informants emphasize extermination and the systematization of war violence in the camps during the war, they produce and reproduce the image of war violence that is organized and conducted on a daily basis. The aim of this verbal emphasis seems to be that the described acts of war violence in the camps, after the war obtain the status of an organized and ritualized war violence. By defining the perpetrators of war violence, the interviewed in the study implicitly point out the complementary opposition of the perpetrator - a victim of violence. The victim is presented as pre-war acquaintances, friends and neighbors of the perpetrators of violence. Victim of violence is defined as tired, dying in agony, inferior, de-humanized, stamped and helplessly left to the mercy of the perpetrators of war violence.

II International Scientific Conference. “Social Deviations”, Centar modernih znanja, Banja Luka, ... more II International Scientific Conference. “Social Deviations”, Centar modernih znanja, Banja Luka, Bosnia and Herzegovina (20171013-20171014). Plenary session, pp. 31-40.

Abstract [bs]
Raširenost vladajućih normi u društvu u kontekstu rata, okupacije, anarhije i preuzimanja vlasti od strane kriminalnih snaga uništava stare, ali postavlja nove norme, koje takođe mogu biti odbačene. Anomija se može opisati kao nukleus društva, kao vrsta „pulsirajuće moralne destrukcije” koju niko ne kontroliše, ali koja paradoksalno proizvodi socijalni red. Anomija se ne rađa iz ništavila, iz praznine; ona je produkt interaktivne dinamike koja nastaje kada se pojedinci udruže, djelujući kao pogonsko gorivo koje potiče pojedince da se sretnu. Émile Durkheim se fokusira na to kako međuljudska interakcija stvara promjene u društvu, pri čemu često pokazuje različite patološke karakteristike koje dovode do frustracije i konflikta. Individualna potraga za sopstvenim oslobađanjem od zajednice dovodi do gubitka osjećaja pripadnosti, a time i otuđenja. Kada se stare društvene mreže pokidaju, postaje nemoguće održati stare norme i vrijednosti. Pojedinac više nije ograničen moralnim načelima i autoritetom. Umjesto toga, može da razvije obrazac po kojem konstantno prevazilazi sve granice jer se kolaps prijašnje socijalne kontrole poklapa sa razvojem sistema koji zahtijeva konstantan porast individualnih potreba. Produkt takve interakcije je stanje društva u kojem postoji nesigurnost po pitanju vrijednosti, ciljeva i normi. Durkheim ovakvo stanje naziva „anomijom”. Durkheim analizira devijacije normi (kao i individualni i društveni odgovor/reakciju na devijacije normi, kao što je kazna) kao sastavni dio problema solidarnosti i socijalne kohezije. Moralni red u društvu prema Durkheimu ima fundamentalnu vrijednost zato što su pojedinci integrisani u zajednicu koja ih kontroliše. Durkheim vidi integraciju kao način da se pojedinac veže za zajednicu kroz zajednički stav, solidarnost i rituale. On vidi kontrolu kao silu koja opčinjava i veže pojedinca za norme kroz pravni sistem, zakone i sankcije. Durkheim definiše odstupanje od norme kao čin koji vrijeđa jaku i jasnu kolektivnu svijest. Zbog toga su djela antisocijalna ako krše norme i vrijednosti koje su inače važan segment društvenog jedinstva. Rad obavještajnih i operativnih policijskih i graničnih snaga u oblasti Baltičkog mora (Švedskoj, Finskoj, Estoniji, Litvaniji i Letoniji) karakterističan je po ritualima konstantnog stvaranja normi od samog početka dana: od jutarnje kafe i prve razmjene informacija sa obavještajnom službom do operativnih radnji kao što su nadzor ili kontrola pojedinaca ili automobila. Ove interakcije se odlikuju jakom željom da se očuva postojeći društveni red. Što se tiče prijetnje postojećim normama postoje i normativni rituali. Na primjer, u ovakvim interakcijama, konstruišu se „Rusi koji odbacuju norme”, oni nisu fizički prisutni u određenoj situaciji, ali su važni u tim vezama kao neki nevidljivi sveti objekti. Stvaranje kategorije „Rus koji odbacuje norme” u kojoj su Rusija/Rusi iskorišteni za dramatizaciju „drugih” je vidljivo u empirijskom materijalu kada akteri u studiji opisuju (1) Ruse kriminalce, (2) ruske špijune i (3) rusku vojnu okupaciju.

Abstract [en]
Resolution of the prevailing norms in a society in the context of war, occupation, anarchy,and takeover by criminal forces dispels the old norms but also sets new norms, which in turn can bequickly dispelled. Anomie can be understood as the core of society, as a kind of “pulsating moral destructiveness” that no one really can control but that paradoxically produces social order. Anomie does not arise from nothing, from the void; it is the product of the interactive dynamics that arise when individuals come together, acting as a propellant to lead individuals to meet. Émile Durkheim’s attention goes to how interpersonal interaction is creating changes in society, often showing thevarious pathological features that can lead to frustration and conflict. The individual’s quest toliberate himself from the collective as a result has a rootlessness and isolation. When the old network dissolves, it becomes impossible to maintain the old norms and values. The individual is no longer limited by the rules of morality and authority. Instead, the individual may develop a pattern of constantly exceeding all limits because the collapse of the former social control coincides with the development of the system that requires constant growth of individual needs. The product of such interactions is a state of society where there is uncertainty about the values, goals, and norms. Durkheim refers to this state as “anomie”. Durkheim analyzes deviation from the norm (as well as individual and societal response/reaction to the norm deviation, such as punishment) as an integral part of the issue of solidarity and social cohesion. The moral order in a society has a fundamental value according to Durkheim because individuals are both integrated with and controlled by the community. Durkheim saw integration as a way to tie the individual to the community through shared attitude, solidarity, and rituals. He saw control as a compelling force that binds the individual to the norms through the judicial system, laws, and sanctions. Durkheim defines a deviation from the normas an act that offends a strong and definite collective consciousness. Thus, the acts are antisocial inthat they violate norms and values that are important to the social unity. The work of intelligence and operational police and border guards in the Baltic Sea area (Sweden, Finland, Estonia, Lithuania, and Latvia) is characterized by the norm-creating and re-creating rituals from the first moments of theday: from the morning coffee and the first information exchange with an intelligence partner to operational actions in the form of surveillance or control of individuals and/or cars. These interactions are characterized by a strong desire to preserve the prevailing social order. In relation tothe threat to the prevailing norms, there also are normative rituals. For example, in these interactions,“norm-dissolving Russians” are constructed who are not physically present in the situation but whoare important in the relationship as invisible sacred objects. The making of the category “norm-dissolving Russian” in which Russia/Russians are used to dramatize the "other" is made visible in the empirical material when actors in the study describe (1) criminal Russians, (2) Russian espionage, and (3) Russian military invasion.

Trygga barnet - tidiga samordnade insatser för barn som kan hamna i kriminalitet, 2023

Mallén, Agneta; Basic, Goran and Burcar, Alm, Veronika (2023) Trygga barnet - tidiga samordnade ... more Mallén, Agneta; Basic, Goran and Burcar, Alm, Veronika (2023) Trygga barnet - tidiga samordnade insatser för barn som kan hamna i kriminalitet (Trygga barnet - early coordinated interventions for children who may end up in crime). Slutrapport av BRÅS ekonomiska stöd till projekt dnr. 5.1–0334/21 (Final report of BRÅS financial support for projects registration number: 5.1–0334/21). Lund: Lund University, Department of Sociology.
"Trygga barnet", a collaborative model in the city of Malmö in Sweden, is an early coordinated effort based on the Scottish GIRFEC (Getting It Right For Every Child) model. Collaborative partners include the Labour Market and Social Services Administration, the Primary School Administration, and the Preschool Administration in the city of Malmö, as well as Child Health Care and BUP First Line in Region Skåne. In a pilot project, "Trygga barnet" has focused on children aged 0–15 with early signs of being at risk of social vulnerability and involvement in criminal activities.

The purpose of the evaluation is to discuss and analyse collaboration processes in the pilot project "Trygga barnet". The focus is on how collaboration functions in relation to the best interests of the child, but the evaluation also provides more general knowledge about collaboration processes.

The empirical analysis material of the evaluation has been collected through participation in 15 project meetings and qualitative interviews with seven employees within the pilot activities of "Trygga barnet" during the years 2022–2023.

The results indicate that the success factors for collaboration are administrative leadership, competence development, and co-creation. Interaction at meetings, as well as knowledge and understanding of each other in the activities, promote collaboration. A new working method, "The Five Questions" is perceived very positively. "Trygga barnet" is seen as a meaningful model by the informants. Challenges for collaboration include the following: The children targeted by the pilot project are not significantly involved in the work of the pilot project. Boys seem to have greater opportunities to be engaged by "Trygga barnet" than girls. The structure of the pilot project is perceived as unclear by the pilot activities. The co-creation process appears to create contradictions between the pilot activities and the project group. Cultural differences and organisational gaps challenge collaboration between the pilot activities.

Sis Foljer Upp Och Utvecklar, 2010

Basic, Goran (2010) Etnicitet i ungdomsvården – yrkesverksammas och ungdomarnas muntliga framstäl... more Basic, Goran (2010) Etnicitet i ungdomsvården – yrkesverksammas och ungdomarnas muntliga framställningar (Ethnicity in the Juvenile Care – Professionals’ and Youngsters’ Verbal Presentations). Stockholm: Swedish National Board of Institutional Care, SiS Following Up and Develop 2010:1.

In Swedish
I denna studie analyseras muntliga etnicitetsgestaltningar hos olika aktörer i ungdomsvården. Undersökningen uppmärksammar etniciteten när den uttrycks verbalt och icke-verbalt, hur den uttrycks samt i vilka situationer kategoriseringar synliggörs implicit eller explicit.

Studiens syfte är: att analysera när och hur etnicitet aktualiseras genom kategoriseringar i ungdomsvården, att uppmärksamma hur dessa kategoriseringar markeras samt påvisa hur berättarens egna etniska identitet formas och upprätthålls genom olika markeringar.

Rapporten bygger på 109 intervjuer som genomförts med olika aktörer i ungdomsvården samt de fältanteckningar jag fört i anslutning till de olika mötena, spontana samtal före och efter intervjuerna, och i anslutning till besöken på de olika institutionerna, arbetsplatserna, mm.

Etnicitet används explicit såväl som implicit, såväl av ungdomarna själva som av de professionella, och i inbördes relationer inom respektive kollektiv samt mellan kollektiven. Vanligast används etniciteten som en förklaring och som ett verktyg i samspelet, d v s det används för att uppnå olika saker eller att betona eller framhäva en önskad bild.

De professionella använder etniciteten när de förklarar ungdomars agerande, de jämför sig även med kollegor i termer av vem som visar störst etnisk hänsyn eller vem som kan mest om etnicitet. Etniciteten bildar här en arena för självpresentation: man framställer sig som ”kulturellt kompetent” i relation till andra.

Ungdomarna använder också etnicitet när de skall berätta om: placeringar, den sociala kontrollen på institutionen, diskriminering, kärleksrelationer, mm. Institutionslivet blir på så sätt etniskt laddat men denna definition delas inte alltid av andra aktörer. Det bemötande som ungdomar tolkar som etnisk diskriminering kan personalen anse vara självförvållat, t ex på grund av påstådd misskötsamhet. Etnicitet är en omstridd markör i detta sammanhang och därmed ett potentiellt vapen i samspelet. Detta tydliggörs särskilt genom etniskt färgade svordomar och tilltal vilka ungdomarna upplever som ett instrument för nedvärdering.

Ibland framställs etnicitet som en resurs, en tillgång för aktörer i ungdomsvården för att begripliggöra och genomföra olika situationer och projekt. Det som görs begripligt och genomförs (eller sägs ha genomförts) blir inte sällan problematiskt ur aktörernas synvinkel. Att detta sker behöver inte ses som något problematiskt i sig, snarare tydliggör det hur aktörer använder etnicitet för att synliggöra problem.

In English
The aim of this study is to analyze when and how ethnicity is actualised through categorisations in Swedish youth-care, to attract attention to how these categorisations are indicated and point out how the narrators own ethnic identity is shaped and upheld through different markings. The report is based on 109 interviews conducted with different actors in the youth-care and my field-notes made in connection with the different meetings, spontaneous conversations before and after the interviews, and when visiting different institutions, work-places, etc.

Ethnicity is used explicitly as well as implicitly, by the youths themselves and the professionals, in peer relations within each collective and between the collectives. Usually ethnicity is used as an explanation and as an instrument in the interaction, i.e. it is used to achieve different things or to emphasize or highlight a desirable image of people or problems at hand.

The professionals use ethnicity to explain the youths actions, they also compare themselves to colleagues regarding who displays the greatest ethnic consideration or who knows most about ethnicity. Ethnicity then becomes a resource in presenting one-self: you present yourself as, for instance, “culturally competent” in relation to others.

The youths also use ethnicity when they talk about the placing at various institutions, the social control at the institution, discrimination, love relations, etc. The life in the institution becomes ethnically charged in interviews with youngsters, but this perspective is not always shared by other actors. Treatments interpreted as ethnic discrimination by the youths are sometimes seen as self-inflicted by the staff, e.g. as a result of alleged inappropriate behaviour. Ethnicity is a contested marker in this context and thus a potential weapon in the interplay. This is specially highlighted through ethnically coloured profanity and name-calling which the youths experience as an instrument of humiliation.

Sometimes ethnicity is portrayed as a resource, as an asset for the actors in the youth-care, providing tools for comprehending and implementing situations and projects. Things that are made comprehensible and are implemented (or said to have been implemented) often become problematic from the actors perspective. This happening doesn’t have to be a problem in itself, it rather clarifies how actors use ethnicity to demonstrate problems.

Forskningsrapport, 2009

En processutvärdering av projektet "Motverka våld och gäng" Goran Basic Joakim Thelander Malin Åk... more En processutvärdering av projektet "Motverka våld och gäng" Goran Basic Joakim Thelander Malin Åkerström Innehållsförteckning Förord 3 Inledning 7 1 Samordnarnas erfarenheter av MVG-projektet Av Joakim Thelander 17 2 Ungdomarnas beskrivningar -uppskattning, kritik och förväntningar Av Goran Basic 49 3 Mödrars röster om samordnare i ungdomsvården Av Goran Basic 119 4 Projektet utifrån institutionspersonalens perspektiv Av Goran Basic 155 5 Röster från socialtjänsten Av Goran Basic och Malin Åkerström 193 6 Den administrativa hållningen Av Malin Åkerström 225 7 Säkras vårdkedjan? Noteringar om samspel, planering och uppföljning under möten Av Malin Åkerström 267 Sammanfattande slutdiskussion 295 Referenser 309 6 kanske gör det, förstår du? Men när jag hade Evi då höll de det de sa. Då kan de inte säga annorlunda, hon skriver upp allting (…), allt skulle hållas. Goran: Ok. Krle: Så det var det som var bra. Krle ser hjälpen han fick av samordnaren som en möjlig anledning till att institutionspersonalen ogillade samordnaren i fråga. Krle uppmärksammade även andra konflikter under själva mötet: Goran: Mmm. Har Evi (samordnaren) nån gång hamnat i diskussion med socialtjänsten? Krle: Ja alltså, det har hänt många gånger faktiskt. De har sagt till Evi "varför alltså, är det du som håller i mötet", du vet MVG ska hålla i mötet. Goran: Mmm. Krle: De (samordnarna) skickar blanketter och sånt, sen, min soc, hon sa till Evi "är det du som ska hålla i mötet" och "vem har gett dig klartecken att du får göra det" och sånt. Så du vet, det blev lite tumult där. (…) Goran: Mmm, ok, så kan du komma på någonting annat som Evi och socialen diskuterade förutom detta, om vem som ska hålla mötet? Typ permissionsfrågor eller någonting sånt? Krle: Inte vad jag kommer på så. Inte riktigt. (…) När hon (samordnare Evi) kom på mitt första möte ---min soc blev så "vem är du och varför är du här" och så där, och hon visste inte ens vad MVG var för nåt. Så fick hon berätta för henne och sånt, såna grejer. Du vet, min soc sa till Evi "du bestämmer inte nånting eller så, du är bara med eller?", Evi sa "ja, för det mesta är jag bara med, jag skriver upp och sånt" sen så sa hon "du fattar inga beslut" så det blev lite så, du vet. De, de ville att de ska bestämma. Goran: Socialtjänsten? Krle: Aaa, det är lite så. (…) När Evi har varit här har hon skrivit mycket och såna grejer, du vet, alltså, det har mest varit för att de inte skulle kunna lura mig och såna grejor. Att de till exempel … hon skickade blanketter hem och så, allting gick rätt till på mötena alltså.

Basic, Goran; Thelander, Joakim and Åkerström, Malin (Ed.) (2009) Vårdkedja för ungdomar eller pr... more Basic, Goran; Thelander, Joakim and Åkerström, Malin (Ed.) (2009) Vårdkedja för ungdomar eller professionella? En processutvärdering av projektet ”Motverka våld och gäng” (A “Treatment Chain” for Young People or the Professionals? A Process Evaluation of the “Counteract Violence and Gangs” – Project in Sweden). Stockholm: Swedish National Board of Institutional Care, Research Report 2009:5.

In Swedish
Syftet med denna studie är att analysera hur de involverade aktörerna upplever, definierar och tolkar ett behandlingsprojekt, som involverade samhällsomhändertagna ungdomar. Projektet involverade olika myndigheter vars representanter skulle innefatta en vårdkedja och benämndes Motverka Våld och Gäng (MVG-projektet). I projektet var också ett antal samordnare anställda. Utöver redovisningen av våra resultat från ett drygt hundratal intervjuer och ett intensivt fältarbete har vi också haft ambitionen att i viss mån placera våra fynd i ett större socialt och kulturellt sammanhang.

Analysen har sitt ursprung i vårt empiriska material och inte i ett på förhand konstruerat perspektiv; samordnarnas administrativa fokus som diskuteras i rapporten, är exempelvis något vi upptäckt genom intervjuer och observationer, inte något vi på förhand letade efter eller ens förväntade oss att upptäcka. Samtidigt är ingen analys renodlat sprungen ur ett empiriskt material. Att vi exempelvis använder begrepp som kamprekvisita beträffande de involverades diskussioner kring olika dokument, har sitt ursprung i läsning av sociologer som klassikern Georg Simmel och den moderne socialpsykologen Ervin Goffman, som använde dramaturgin som metafor för socialt samspel.

Det bestående intrycket av detta projekt är den administrativa hållningen hos de involverade tjänstemännen. De engagerade sig starkt i möten och dokument, recenserade och bedömde varandra samt använde sig av ett byråkratiskt språkbruk, snarare än att engagerat diskutera de enskilda ungdomarna. Dessa befann sig snarare i en diskursiv skugga då man läser intervjuer och fältobservationer.

Det finns således en risk i att möten, i projekt av denna typ med samverkande tjänstemän, med kringgärdande byråkratiarbete blir målet snarare än medlet.

En mer pragmatisk hållning beträffande möten hade snarare inneburit att de var ett medel där handfasta beslut och resultat förde ungdomarna framåt i en riktning gruppen, föräldrarna och ungdomarna (de senare kategorierna skulle enligt direktiven vara integrerade) hade enats kring. Vid de möten vi följde var snarare trögheten i händelseförloppen uppseendeväckande. Saker som borde ha kunnat klaras av mellan möten var inte avklarade. Brister i åtgärderna följdes inte upp av en ansvarstillskrivning.

In English
This report concerns a large evaluation of a project concerning Swedish juvenile care. We analyse how professionals, youngsters and parents perceived and interpreted the three-year project which involved different authorities whose representatives should form a care-giving chain. The project also employed a number of coordinators. Beyond accounting for the results from just over one houndred interviews and an intense field work our ambition was also to place our findings in a greater social and cultural context.

The origin of our analysis is based upon the empirical material, not from a before hand constructed perspective; the example of the coordinators’ focus on administrative issues was therefore discovered through interviews and observations and not something that we were looking for or even expecting to find. At the same time no analysis can arise solely from an empirical material. When we, for example, use terms like ‘dispute props’, when talking about the involved actors discussions on different documents, it origins from reading the work of the classic sociologist Georg Simmel and modern social psychologist Ervin Goffman, both using dramaturgy as a metaphor for social interaction.

The lasting impression from this project is the administrative position of the involved officials. They were strongly committed to meetings and documents, they reviewed and assessed each other using a bureaucratic language rather than discussing the individual youth with commitment. In fact the youths rather fell into a discursive shaddow when reading the interviews and field observations.

In projects like this one, where officials should cooperate, the danger is that the meeting with its attached bureaucracy becomes the goal instead of the means.

A more pragmatic stance regarding the meeting would rather see them being means through which distinct decisions and results carried the youth forth in a direction which the group, the parents and the youth had agreed on (the latter categories should, according to directives, be integrated). The meetings we attended rather displayed a startling inertia, issues that could have been resolved between meetings were not. The shortcomings in the measures were not followed up with attribution of responsibility.

Basic, Goran (2009a) Vi är fortfarande kompetenta! Röster från socialtjänsten om ett samarbetspro... more Basic, Goran (2009a) Vi är fortfarande kompetenta! Röster från socialtjänsten om ett samarbetsprojekt i ungdomsvården (We’re still Competent! Voices from Social Service Staff in a Collaboration Project concerning Juvenile Care in Sweden). Lund: Network for Research in Criminology and Deviant Behavior 2009:1.

In Swedish
Syftet med denna studie är att analysera hur personal inom socialtjänsten tolkar, definierar och upplever ett behandlingsprojekt, som involverade olika myndigheter, benämnt Motverka Våld och Gäng. Dessutom uppmärksammas hur den intervjuade och observerade personalen uppfattar och kategoriserar de inom projektet anställda samordnarna.

In English
The aim of this study is to analyze how the Social Services personnel interpret, define and perceive, on the one hand, the project “Motverka Våld och Gäng” meaning “Counteract Violence and Gangs”, and on the other hand the role of the Coordinators employed in this project. Heads of units and Social Secretarys were interviewed, as well as observed and recorded at meetings.

Basic, Goran (2009b) Uppskattning, kritik och förväntan - i ungdomars berättelser om ett samarbet... more Basic, Goran (2009b) Uppskattning, kritik och förväntan - i ungdomars berättelser om ett samarbetsprojekt i ungdomsvården (Appreciation, Criticism and Expectations – Youngsters’ Stories about a Swedish Care Project in Juvenile Care). Lund: Network for Research in Criminology and Deviant Behavior 2009:2.

In Swedish
Syftet med denna studie är att analysera hur ungdomar som varit placerade på särskilda ungdomshem upplever, definierar och tolkar ett behandlingsprojekt, som involverade olika myndigheter, benämnt Motverka Våld och Gäng. Dessutom uppmärksammas hur de tolkade de i projektet anställda samordnarna.

In English
The purpose of this study is to analyse the way young people who were institutionalised in so called special youth-homes experienced, defined and iterpreted on the one hand the project “Motverka Våld och Gäng” (meaning: “Counteract Violence and Gangs”), and on the other hand the Coordinators employed in this project.

Basic, Goran (2009c) Uppskattning, kritik och jämförelse - Projektet utifrån institutionspersonal... more Basic, Goran (2009c) Uppskattning, kritik och jämförelse - Projektet utifrån institutionspersonalens perspektiv (Appreciation, Criticism and Comparison – Voices from Employees in Swedish Juvenile Homes about a Swedish Care Project). Lund: Network for Research in Criminology and Deviant Behavior 2009:3.

In Swedish
Syftet med denna studie är att utifrån mitt empiriska material kartlägga och beskriva hur de anställda på de särskilda ungdomshemmen tolkar, definierar, och upplever ett behandlingsprojekt, som involverade olika myndigheter, benämnt Motverka Våld och Gäng. Dessutom uppmärksammas hur de anställda samordnarna uppfattades och kategoriserades.

In English
The aim of this study is to map out and describe the way employees in Swedish juvenile homes interpret, define and perceive, on the one hand, the project “Motverka Våld och Gäng” meaning “Counteract Violence and Gangs”, and on the other hand the role of the Coordinators employed in this project.

Basic, Goran (2009d) Engagerad fixare eller ytterligare en person som ”bara pratar”? Mödrars röst... more Basic, Goran (2009d) Engagerad fixare eller ytterligare en person som ”bara pratar”? Mödrars röster om samordnare i ungdomsvården (Committed Fixer or Yet Another Person who "only talks"? Mothers` Voices on the Juvenile Care Coordinator in Sweden). Lund: Network for Research in Criminology and Deviant Behavior 2009:4.

In Swedish
Syftet med denna studie är att utifrån mitt empiriska material kartlägga och beskriva hur föräldrar till barn intagna på särskilda ungdomshemmen tolkar, definierar och upplever ett behandlingsprojekt, som involverade olika myndigheter, benämnt Motverka Våld och Gäng. Dessutom uppmärksammas hur de anställda samordnarna uppfattades och kategoriserades av föräldrarna.

In English
The aim of this study is to analyze how mothers with children placed in Swedish juvenile homes interpret, define and perceive, on the one hand, the project “Motverka Våld och Gäng” meaning “Counteract Violence and Gangs”, and on the other hand the role of the Coordinators employed in this project.

Basic, Goran (2007) Skulle jag grilla lamm med dig? Försoning och oförsonlighet i före detta läge... more Basic, Goran (2007) Skulle jag grilla lamm med dig? Försoning och oförsonlighet i före detta lägerfångars berättelser (Would I Grill Lamb with You? Reconciliation and Implacability in Stories of Former Prison-Camp Detainees). Lund: Network for Research in Criminology and Deviant Behavior 2007:2.

In Swedish
Kan civila som blivit måltavla för krigshandlingar försonas med sina före detta fiender? Denna studie analyserar muntligt gestaltade erfarenheter hos före detta lägerfångar som frihetsberövades i början av kriget i Bosnien-Hercegovina under 1990-talet och placerades i koncentrationslägerna Omarska, Keraterm och Manjaca. Efter kriget har fångarna tagit sin tillflykt till de nordiska länderna.

Studien syftar till att dels analysera markeringar för försoning och oförsonlighet, dels upptäcka och beskriva de interaktionsritualer och konflikter som uppstod under kriget och som bearbetas och omtolkas efter kriget.

Rapporten bygger på 13 intervjuer med före detta lägerfångar och nära anhöriga som numera bor i Sverige, Danmark och Norge. Till det kommer en dokumentanalys av domar från Haag-tribunalen samt FN-rapporter.

Istället för att ensidigt utgå från bilden av före detta lägerfångar som traumatiserade framkommer en aktörsorienterad bild. Lägerfångars berättelser fungerar som nyansrika arenor i vilken berättaren fördelar skuld och ansvar, försonlighet och oförsonlighet, hjälte- och offerroller.

Studien visar att den etniska rensningen i nordvästra Bosnien inte bara medförde en serie illgärningar utan också dramatiska förändringar av symbolers betydelse och människors livsberättelser. Lägren i nordvästra Bosnien utmärktes av förbrytelser och övergrepp. Utrymmet för individualitet var starkt begränsat på grund av olika maktritualer och kränkningsprocesser.

Den interaktiva dynamiken under den etniska rensningen konstruerar försoningsprocessen efter kriget som förbunden med denna krigstid. Berättelser om försoning, oförsonlighet och offerskap utformas här inte enbart i relation till kriget i sin helhet utan också i relation till egna och andras personliga handlingar under kriget.

De intervjuade tycks försöka lägga sina upplevelser bakom sig för att slippa plågas av det förflutna. I deras berättelser är oförsonligheten det mest framträdande men förlåtelse och försoning verkar kunna åstadkommas om vissa villkor uppfylls, till exempel uppvisning av skam.

In English
Is it possible for civilians, who have been targets of war action, to reconcile with their former enemies? In this study I am analyzing the stories told by former camp-prisoners who were imprisoned at the beginning of the Bosnia-Herzegovina war in the early 1990’s. These prisoners were detained in the concentration-camps of Omarska, Keraterm and Manjača. The former prisoners took refuge in the Nordic countries after the war.

The aim of the study is partly to analyze traces of reconciliation and implacability, and partly to detect and describe the rituals of interaction that emerged during the war, which have been revised and reinterpreted after the war.

The report is based on 13 interviews with former camp-prisoners and their close relatives who now live in Sweden, Denmark and Norway. Added to the study is a document analysis of verdicts by the Hague-tribunal and UN reports.

Rather than the one-sided view of the former camp-prisoners, as traumatised, an action-oriented picture emerged. The stories of the camp-prisoners are nuanced fields where the narrator divides guilt and responsibility, reconciliation and implacability, the roles of heroes and victims.

The study shows that the ethnic cleansing, in the Bosnian Northwest, caused not only series of atrocities but also dramatic changes in terms of different symbols and life-stories. The camps in the Bosnian Northwest were characterized by crimes and excesses against people. Individuality was heavily restricted by different power-rituals and abuse-processes.

The interactive dynamics that evolved during the ethnic cleansing have a strong impact on the process of reconciliation after the war. The stories of reconciliation, implacability and victimization are constructed not only in relation to the war as a whole but also in relation to the narrators own actions and others personal actions during the war.

It seems like the interviewees are trying to put their experiences behind them to escape being tormented by the past. The most outstanding in their stories is implacability, but forgiveness and reconciliation seem to be achievable if certain conditions are met, for example the display of shame.

Research Reports Network For Research in Criminology and Deviant Behaviour at Lund University, 2005

Basic, Goran (2005) Krig och brott - definitioner av kriminalitet i ett bosniskt efterkrigssamhäl... more Basic, Goran (2005) Krig och brott - definitioner av kriminalitet i ett bosniskt efterkrigssamhället (War and Crime. Definitions of Crime in a Bosnian Post-War Society). Lund: Network for Research in Criminology and Deviant Behavior 2005:2.

In Swedish
Syftet med rapporten är identifiera och analysera uppfattningar om brott i Bosnien under och efter kriget samt beskriva i vilken mån inblandande parter i en konflikt kan förlåta varandra eller försonas. Den empiriska delen av uppsatsen bygger på observationer i Ljubija, tidningsartiklar från området samt fjorton intervjuer. I analysdelen diskuteras det empiriska materialet med utgångspunkt från Durkheims syn på kriminaliteten i samhället, ett vi-och-de-tänkande (såsom Zygmunt Bauman beskriver det) samt med hjälp av Nils Christies begrepp ”det idealiska offret” och Georg Simmels syn på försoning. Känslor under fältarbetet diskuteras.
Studien visar att det som uppfattas som brott kan variera beroende på krig, fred, segrare och offer. Den normupplösning som framträdde i Ljubija under kriget verkar bilda nya grupperingar och mellan dessa har konflikter och fiendskap uppstått även efter kriget. Konkurrensen om offerrollen efter kriget framträdde mellan olika grupperingar. Gamla förbrytelser sätter sin prägel på de intervjuades berättelser och krigets normupplösning är nästan alltid framträdande.

In English
What is percieved as a crime in war time varies depending on the war at issue, the eventual peace, the victors and the victims. This study focuses on the resolution of rules that occured in Ljubija, a town in the north-western part of Bosnia-Herzegovina, during the the war 1992-1995, and how it created new conflicts and group formations that live on after the war. After the war a competition for the victim-role took place between different communities. The empirical part of the study is based upon observations in Ljubija, newspaper articles from the area and conversational interviews. The material was analysed using Emile Durkheim’s view on criminality in the society, Georg Simmel’s analysis on reconciliation and Nils Christie’s term “the ideal victim”. I also discuss my own emotions and thoughts as a fieldworker during the study.

Pravni vjesnik (Journal of Law), 2022

Knjiga Kritička pravna teorija: izvori, značajke i dosezi, dr. sc. Barbare Pisker nudi... more Knjiga Kritička pravna teorija: izvori, značajke i dosezi, dr. sc. Barbare Pisker nudi pregled osnovnih teoretskih ideja koje stoje iza koncepta kritičke pravne teorije. Kroz prizmu sociološ-kog pristupa autorica predstavlja i analizira tradiciju i sintezu kritičke pravne teorije s nagla-skom na bitnost u stvaranju integralne i kritičke teorije prava. Monografija jasno ukazuje na opći značaj koji je povijesno prisutan u kritičkoj teoriji te je u uskoj vezi s temeljnom premisom sociološkog pristupa, tj. kritičkoj refleksiji društva.

Restorativna Pravda, 2014

Knjiga dr.sc. Azre Adžajlić-Dedović predstavlja vrijedno intelektualno svjedočanstvo centralninh ... more Knjiga dr.sc. Azre Adžajlić-Dedović predstavlja vrijedno intelektualno svjedočanstvo centralninh tema fenomena "restorativna pravda". Knjiga je isto tako kvalitetan doprinos budućim teorijsko-empirijskim istraživanjima i znanstvenim raspravama o viktimologiji i restorativnoj pravdi kako na međuljudskom tako i na društvenom i međudržavnom nivou. Poseban doprinos knjige se očitava u otkriću da se fenomen "restorativna pravda" producira i reproducira u razgranatoj mreži svakodnevnih interakcija u društvu. Spisateljka nam razotkriva da su politika i pravni postupci interaktivno isprepleteni sa stvaranjem individualnog identiteta žrtve, sve to dok se žrtva istovremeno bori sa pitanjima: Trebam li oprostiti zločincu(ima), i u tom slučaju kako? Hoću li se pomiriti? Kako da nastavim dalje nakon zločina? Knjiga dr.sc. Azre Adžajlić-Dedović prezentira dio aparata izraza koji je neophodan za analizu ovih pitanja. Bez analize ovakvih procesa u jednom društvu postoji rizik da će žrtve živjeti u društvu bez priznanja a zločinci rizikuju permanentnu povezanost sa svojim (ne)djelima. Zato je ova knjiga, po mom mišljenju, nezaobilazno štivo kako za studente sociologije, kriminologije, kriminalistike, sigurnosnih studija, prava, socialnog rada, socijalne psikologije i pedagogije, tako i za svakoga ko želi učestvovati u diskusiji o viktimologiji i restorativnoj pravdi poslije zločina ili serije zločina u jednom društvu. Lund, dana 15 oktobra 2014, Phone: +46 (0)46 222 36 81 E-mail: goran.basic@soc.lu.se Personal page: http://www3.soc.lu.se/index.php?id=261 http://www.lunduniversity.lu.se/lucat/user/a7a136c42de541915c7f34a733557b17

American Journal of Sociology, 125(1): 314-316, 2019

Syftet med detta utkast ar att analysera uppfattningar om brott i Bosnien under och efter kriget ... more Syftet med detta utkast ar att analysera uppfattningar om brott i Bosnien under och efter kriget samt beskriva i vilken man inblandande parter i en konflikt kan forlata varandra eller forsonas. Den ...

Syftet med detta utkast ar att analysera hur ungdomar som varit placerade pa sarskilda ungdomshem... more Syftet med detta utkast ar att analysera hur ungdomar som varit placerade pa sarskilda ungdomshem upplever, definierar och tolkar ett behandlingsprojekt, som involverade olika myndigheter, benamnt ...

Researchers of crime prevention and control have in the last decades noticed significant changes ... more Researchers of crime prevention and control have in the last decades noticed significant changes in societal responses to criminal justice, such as privatisation of security governance and informal social control exerted by organisations and communities beyond the justice system. Previous studies have also suggested that a growing number of school staff experience their work as reaching far beyond the school environment resembling that of police officers. This ethnographic study is based on observations and field interviews with school staff with experience of working with pupils who have issues of alcohol or drug abuse, drug trafficking or other criminal behaviour. Drawing on experiences of teachers, school nurses, school police officers, and school hosts this study focuses on crime prevention efforts that are enforced by some Swedish upper secondary schools. The accounts reveal that several crime prevention measures are taken by the school staff such as for example surveillance an...

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Page 1. Basic, Thelander, Åkerström: Vårdkedja för ungdomar eller professionella? RAPPOR T NR 5 2... more Page 1. Basic, Thelander, Åkerström: Vårdkedja för ungdomar eller professionella? RAPPOR T NR 5 2009 Forskningsrapport nr 5 2009 Vårdkedja för ungdomar eller professionella? En processutvärdering av projektet ”Motverka våld och gäng” Goran Basic Joakim Thelander ...

Children and youth with war experiences in institutional care. A sociological study of young immi... more Children and youth with war experiences in institutional care. A sociological study of young immigrants' stigma and social comparisons Namn Lärosäte Institution E-post

Cogent education, May 14, 2024

Björkum, Klara and Basic, Goran (accepted for publication) “Future students’ stories about higher... more Björkum, Klara and Basic, Goran (accepted for publication) “Future students’ stories about higher education: an ethnomethodologically inspired analysis of described interests”. Cogent Education, 11:1, 2351272, https://doi.org/10.1080/2331186X.2024.2351272 Previous research is unequivocal regarding higher education’s importance for regional or national development, and the local presence of highly educated individuals in a municipality is crucial for its prosperity and development. The study aim is to increase understanding of representational perceptions of future university students in rural areas regarding university studies. Qualitative interviews create and reproduce meaningful representational perceptions, rendering a private dimension in stories about family and friends and an academic dimension in stories about the academic environment and research. Representational perceptions in both dimensions are dramatized as an ethno-methodological balance between verbal conflicting interests and downplaying these interests, producing and reproducing involvement, community, fusion, consensus, and participation in the narrative, rather than a verbal split. This balance reflects social pedagogical recognition relevant to their interest and success in university studies.

Journal of contemporary Central and Eastern Europe, Jan 2, 2024

Basic, Goran and Delić, Zlatan (2024) ”Ideology, war, and genocide – the empirical case of Bosnia... more Basic, Goran and Delić, Zlatan (2024) ”Ideology, war, and genocide – the empirical case of Bosnia and Herzegovina”. Journal of Contemporary Central and Eastern Europe, https://doi.org/10.1080/25739638.2024.2320474 . This article explores the connections among the discursive nature of ideology, identity politics, forced displacement, and symbolic and actual war violence leading to genocide. The general framework of the article is the Bosnian War (1992–1995), waged against the country and its civilians. The analytical basis is a literature review of various studies from the domains of sociology of knowledge, war sociology, and social epistemology. It is based on the perspective of the genocide in Bosnia as a process that began in northwest and east Bosnia in 1992 and terminated in Srebrenica in 1995 (in the municipality Prijedor in northwest Bosnia in 1992, more than 3000 civilians were killed). Mass crimes and the policy of fear mongering were intended to create and recreate the collective belief that coexistence in Bosnia was impossible and that establishing “ethnically pure cultures” and “ethnically pure territories” should be accepted as a deterministic historical necessity. The results of our research indicate that crimes against civilians can be “normalized” only after a “new social order” has been established as a war order with the help of media propaganda. Genocide can be committed only if the perpetrators (and its advocates acting in the name of specific identity politics) believe that committing violence can be justified by a “higher cause.”

Cogent Social Sciences, Dec 3, 2023

Cogent Education, Dec 2, 2023

European Journal of Social Work

Yakhlef, Sophia and Basic, Goran (2023) “Working with pupils who use alcohol and drugs: emotional... more Yakhlef, Sophia and Basic, Goran (2023) “Working with pupils who use alcohol and drugs: emotional labour and crime prevention of Swedish high school staff members”. European Journal of Social Work, https://doi.org/10.1080/13691457.2023.2276655 . The last decades have exhibited changes in societal responses to criminal justice, such as informal social control exerted beyond the justice system. This study explores the emotional labour experienced by Swedish high school staff members regarding their efforts with pupils who use alcohol or drugs. Drawing on 36 interviews we demonstrate how their work surpasses the demands associated with a traditional school environment, becoming more like the work of police officers than that of educators or counsellors. This study provides in-depth knowledge of role conflict and role ambiguity due to a lack of clear guidelines regarding blurred aspects of crime prevention, caring, and control, in addition to a high workload and emotionally challenging situations. The findings suggest that there are various conflicting demands regarding the work tasks and emotional commitment of the high school staff members; on the one hand to provide emotional support and ensure a good educational environment for all pupils, and on the other hand to act as informal police officers or supervisors of pupils with these problems.

Pedagogìčnì nauki: teorìâ ta praktika, Jan 10, 2022

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Humanity & Society, Jul 25, 2016

Zenodo (CERN European Organization for Nuclear Research), Dec 31, 2021

In the Swedish debate on social pedagogy, immigration issues have got a lot of attention, and soc... more In the Swedish debate on social pedagogy, immigration issues have got a lot of attention, and social pedagogy has been seen a relevant theoretical framework for educational programs promoting social integration of immigrants. The practical function of social pedagogy is seen to deal with all kinds of social and psychosocial needs in all phases of life span in all kinds of educational and care institutions. It is about social-pedagogical know-how seeing to be relevant for working with people in different, sometimes very difficult life situations. This study purpose was to provide new understanding about: 1) institution personnel narratives about the day-to-day work of taking care of young people who experienced a war, fled to Sweden and were cared for and placed in institutions; and 2) interactive patterns contributing to constructing the category ‘social pedagogue’. The material was gathered through interviews with personnel who work with these young people at residential or care ho...

The purpose of this article is to analyse institutionalised paralogisms, social and economic ineq... more The purpose of this article is to analyse institutionalised paralogisms, social and economic inequalities, and frustrating consequences arising from decades of symbolic and real war and post-war violence against the population of Bosnia and Herzegovina. The historic background of this paper is the war in Bosnia and Herzegovina (1992–1995), as presented in the reports of the United Nations and documents produced during international and national trials concerning war crimes. The analytical basis is a literature review of various studies from the domains of social epistemology, war sociology, and sociology of knowledge. Immanent antinomies, contradictions, and political, legal, and criminal perpetually institutionalise and reproduce the identitary references to war vocabulary. For this reason, creation of publicly responsible programs is necessary to evaluate the prescriptive impact of the domination of cultural and identity differences between peoples in Bosnia and Herzegovina. The g...

The study purpose was to provide new understanding about: 1) institution personnel narratives abo... more The study purpose was to provide new understanding about: 1) institution personnel narratives about the day-to-day work of taking care of young people who experienced a war, fled to Sweden and were cared for and placed in institutions; and 2) interactive patterns contributing to constructing the category ‘social pedagogue’. The material was gathered through interviews with personnel who work with these young people at residential or care homes. The social pedagogic perspective in social sciences stresses including the individual in the community, which gives the individual confirmation of an identity through community participation. Successful interaction between individuals is fundamental for achieving community integration of unaccompanied children and young people in Sweden. Analysis of the study’s empirical material reveals major variations in what is expected of a social pedagogue working in institutional care in Sweden with unaccompanied young refugees who have experiences of ...