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‘I cannot allow myself to focus on a single form of intolerance’: Student health professionals’ encounters with antisemitism in schools
Author(s): Karlsson, Jennie; Sivenbring, Jennie
Date: 2025
Topics: Antisemitism, Schools: Seconday / High Schools, Main Topic: Antisemitism, Antisemitism: Education against
Abstract: Swedish society faces a concern regarding growing and multifaceted antisemitism. This is evident in schools, with indications of antisemitic views and expressions among students. However, little is known about how school professionals handle antisemitism. This study explores antisemitism from the perspective of professionals in student health teams. It focuses on the encounters with antisemitism in their daily practice and their interpretative repertoires for positioning themselves as professionals counteracting antisemitism. To accomplish this, 12 representatives of student health teams in two upper secondary schools in Sweden were interviewed. Analysis of the data gathered describe these professionals’ encounters with antisemitism in school settings and how they account for their not being involved in preventative or interventional work because of their professional role and conceptualisation of the problem. Furthermore, antisemitism is recognised only when there are potential Jewish victims or potential Muslim perpetrators.
Teaching at Holocaust memorial sites: Swedish teachers’ understanding of the educational values of visiting Holocaust memorial sites
Author(s): Flennegård, Ola; Mattsson, Christer
Date: 2021
Topics: Holocaust Education, Holocaust Memorials, Educational Tours, Main Topic: Holocaust and Memorial, Teachers, Teenagers, Schools: Seconday / High Schools
Abstract: The present article focuses on teaching and learning about the Holocaust in Sweden, conducted as study trips to Holocaust memorial sites. Although about a quarter of Swedish teenagers visit the Auschwitz-Birkenau State Museum each year, this study is the first to examine these Swedish study trips. Since there are no centralised systems for arranging these study trips, this study regards dedicated teachers as the main stakeholders. By deploying critical discourse analysis of transcripts of nine in-depth interviews with teachers, the study terms the discursive order of the teachers’ talk about the study trips ritual democratic catharsis. The teachers’ two main purposes are the use of the study trips as a vehicle for the social dynamics in the group to evolve in order to promote personal growth among the students, and the students’ learning about democracy and human rights. Their overarching didactic strategy of focusing on the suffering of the victims is meant to evoke empathy among the students, but lacks an explanatory aim. The study critically points out the teachers’ unreflected relationship to historiographic Holocaust content as a subject, making their teaching vulnerable to contemporary political influences, jeopardising the democratic purpose of these trips.