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Fanny Perez Aronsson

About me

Fanny Pérez-Aronsson defended her doctoral dissertation in January 2021 and has worked the department of Child and Youth Studies since 2016. Her doctoral dissertation studies identity making in online safe spaces, focusing on story-telling practices and interaction in safe spaces for racialized youth/youth of colour. She is particularly interested in boundary work and negotiations of identity and belonging, doing community and discussions of activism.

Teaching

Fanny Pérez-Aronsson has taught several courses at the department, primarily within the scope of the teacher education programmes, as well as on a masters and doctoral level. She has also supervised several student degree projects.

Research

Doctoral project

Research project: Youth identity work in online safe spaces for racialized youth

Supervisors: Rickard Jonsson and Tommaso Milani

Research area: Child and Youth Studies

Publications

Pérez Aronsson, F. (2020). Do I look white? Creating community in online safe spaces for racialized youth. Dissertation. Stockholm: Stockholms universitet. Full text in DiVA.  

Pérez Aronsson, F. (2019). ”Åh vad kul, nu börjar det invandrare på skolan! Ungas upplevelser av rasism och överlevnadsstrategier i svenska skolan.” Educare, nr 4, p. 71-95. Full text in DiVA. 

Pérez Aronsson, F. (2018). "Främmande överallt - berättelser om hemland och tillhörighet i samtal på separatistiska nätforum." In Berättelser - vänbok till Héctor Pérez Prieto / [ed] Annica Löfdahl Hultman, Christina Olin-Scheller, Marie Tanner, Karlstad: Karlstads universitet, 2018, s. 159-167.

Publications

A selection from Stockholm University publication database

  • ”Åh vad kul, nu börjar det invandrare på skolan!”

    2019. Fanny Perez-Aronsson. Educare - Vetenskapliga skrifter (4), 71-95

    Article

    This article criticizes the idea of schools as institutions of anti-racist knowledge and values, as well as schools as institutions of equal opportunity for all students, by examining how youths retell experiences of racism within the Swedish education systemin online discussion fora. The study focuses on youths’ experiences of racism in meetings with teachers, in particular, as teachers are positioned as representatives of schools and often regarded as carriers of anti-racistknowledge and values to be taught to their pupils. Using a phenomenological approach, the study focuses how pupils attempt to reproduce institutional lifelines promoting school success and upwards social mobility and how such attempts are interrupted by teachers, all the while forcing the pupils to embody a “happy diversity”. The article uses netnographic data from two online forums for racialized youth to highlight their experiences as shared online in a “safe space”, created specifically for them, and how such spaces constitute an alternative educational space beyond the limitations and regulations of their everyday school environments.

    Read more about ”Åh vad kul, nu börjar det invandrare på skolan!”

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