IDENTITETSSKAPANDE I STUDENTFÖRENINGEN ULRIKA ... - DiVA

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I D E N T I T E T S S K A P A N D E I S T U D E N T F Ö R E N I N G E N how strongly the discourse can affect the subject’s way of understanding the world and herself/himself. The most obvious observation is that anyone who is included in the order of the discourse may also have a lot to gain in the bargain. The discourses at work in the three students’ societies are also in accord with conceptions of class and gender: For a very long time in the history of students, men from well-to-do social groups were regarded as synonymous with the concept of ‘student’. It is also evident that it is above all the MED society’s members, as representatives of a female-dominated and subordinate student group, who find it most difficult to be included in the order of the discourse. At the same time they also contribute actively to re-defining to some extent some of the conceptions associated with the genealogical student. Concluding Reflections By way of conclusion, I wish to express my hope that the present study can function as support for the work with gender equity and democracy that many students’ societies have already started. Gender discrimination has not ceased to exist but is still going on, for example in board meetings. It is also important for the students’ organizations to pay attention to issues concerning class and classbased discrimination. This might contribute to more and different kinds of students getting an opportunity to learn to make their voices heard. It should be pointed out, however, that the student is also constituted by other social categories that have not been studied in this work. One such category is sexuality, which is closely connected to various gender constructions. To what extent and in what way the students’ society functions as a place where heterosexuality is reconstructed as a norm or possibly challenged would be an important area of research. Another important social category is race or ethnicity, and research is needed about the interplay between this dimension and people’s opportunities to gain access to the meritocratic discourse and to be regarded as competent subjects with the right to be influential. A third and increasingly more noticeable category is age. In distance and net-based courses there are many older students who do not get access to traditional student life and who seldom are seen on campus. How could these students be able to take part in departmental board meetings or programme committee meetings, and what real chances do they have of being seen and heard? If, in a poststructuralist spirit, we do not regard the student as a generalised Student, a great number of interesting and important research questions can thus be asked. As I see it, discourse theory is a fruitful approach to studying pedagogical problems that in a broad sense are about how people are formed and form themselves in different social contexts. I have tried to understand how some young 174
S U M M A R Y people create their identities by reading a society’s more or less taken-for-granted maps, i.e. different discourses about the student. I have assumed that identity construction is based on distinction from others and that it is neither simple nor free of contradictions, but rather a constantly ongoing process in which people face different dilemmas. For this reason I think that discourse theory provides the educational science researcher with a fruitful and relevant perspective for studying how a human being becomes a human being. 175
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IDENTITETSSKAPANDE I STUDENTFÖRENI
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Widding, Ulrika. Identitetsskapande
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Sedan finns ju alla ni som hejat p
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IV. ’STUDENTEN’ SOM KÖNS- OCH
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IX. AVSLUTANDE REFLEKTIONER........
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I - B A K G R U N D O C H Ö V E R
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I - B A K G R U N D O C H Ö V E R
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I I - T E O R E T I S K A U T G Å
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I I I - M E T O D O L O G I S K A R
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I V - ’ S T U D E N T E N ’ S O
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på så sätt tycker jag. Det flest
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V I - S A M - S T U D E N T E R N A
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IDENTITETSSKAPANDE I STUDENTFÖRENINGEN ULRIKA ... - DiVA

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