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AbstractThis article argues that a perpetrator‐based definition of sexual harassment that highlights corrupt aspects of sexual harassment may contribute to a shift in focus from the experience of the harassed, to the actions of the harasser. This argument is based on an analysis of testimonies of sexual harassment from the #metoo call by the Swedish police in 2017, which reference abuse of power and quid pro quo elements. By introducing the recently developed analytical framework of 'sexual corruption', we show how a perpetrator‐based definition of sexual harassment may contribute to attributing responsibility to harassers. Identifying sexual harassment that includes the abuse of power and quid pro quo elements as corruption centers on the role of the abuse of power and, thus, the responsibility of the person abusing their position of power. Moreover, this shift bypasses discussions of whether or not the situation was experienced as 'unwelcome' by the harassed, the severity of the act, and questions of coercion and consent. Identifying instances of sexual harassment that include the abuse of power and quid pro quo elements as corruption also closes off attempts to portray it in terms of 'jokes' or banter, which is common in the police context. The article contributes with analytical tools that enable a shift from tracing the experience of the harassed to centering on the actions and responsibility of the harasser.

Abstract
Sworn police officers have a duty to report any legal offence that comes to their attention, and refraining from reporting constitutes misconduct. This article discusses the implications of the duty to report for handling sexual harassment within the Swedish police force. The discussion is based on interviews with police officers and on testimonies from the 2017 #metoo call from Swedish police. We show that the duty to report contributes to silence about experiences of sexual harassment, since reporting might initiate a legal process and break 'the blue code of silence'. The duty to report implies an approach to sexual harassment along a criminal logic, focusing on legal classification, documentation of proof, and witness tampering. This criminal logic individualizes sexual harassment, raises the bar for what is interpreted as harassment, and closes off alternative approaches to prevent organizational factors that enable harassment.

AbstractThis article focuses on how the concept of "turning points" can be used in narrative research when studying people's (professional) identities and identity formation. By examining various understandings of turning points, we aim to show how they can be identified and used as analytical tools in different ways when conducting narrative analyses of (professional) identity formation. A case study from a research project on police identity is used to illustrate the application of various perspectives on turning points. The article offers guidance for researchers on choosing a context and focus for analysing turning points, as well as on the theoretical perspectives that come with these choices, and thereby suggests directions for analytical attention. The article shows how different perspectives on turning points have consequences for the understanding of professional identities.

This article compares collegiality between two professional groups—teachers and police officers. The purpose is to add an open, "cross-professional dimension" to the discussion about collegiality in the teaching and police professions. By investigating collegial relations within the two professions, we provide a unique comparison. Using positioning theory, we analysed variations in stories about colleagues and found that the functions of collegiality share similar norms of trust, loyalty and professionalism. Moreover, what seems to be a case of collegial resource can paradoxically be a challenge to clients when different practices of and responses to professional behaviour are outlined. We suggest that the reason for this paradox might be found in the exposure of individualised responsibility and accountability within the two professions, which drives a perceived need for collegial community-building processes.