| 8441. |
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| 8442. |
- Lindblad, Michael, 1957-
(författare)
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"De förstod aldrig min historia" : unga vuxna med migrationsbakgrund om skolmisslyckande och övergångar mellan skola och arbete
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study aims to deepen knowledge of young people with a migration background in Sweden, particularly those with non-European backgrounds, and their transitions from school to work. The focus is on young people with uncompleted upper secondary education (USE), drawing on their life stories, and exploring their perceptions and experiences around school failure, entering the labour market, and/or not being in education, employment or training (NEET).Theoretically the study analyses individuals’ career decisions from an agency-structure perspective, drawing on careership theory, in particular the notions of pragmatic-rational choices, routines, turning-points and horizons of action (Hodkinson & Sparkes 1997), combined with theories on ‘otherness’ (Hall 1990; 1999, Anthias 2002, Balibar 2004, Trondman 2007), and the notion of socio-geographic space (Bourdieu 1986a; Bourdieu 1999, Bourdieu & Wacquant, 1996).Methodologically, the thesis is based on narrative research, and the empirical material comprise life stories of twenty young people (men and women) about their lives, school experiences and time after leaving school. The careers of the young people were developed in fields where they had subordinate positions, based on their family’s mostly limited social, economic and cultural capital, their own short education and limited experience, and the otherness they encountered. Against this background, their educational and labour market career choices are understood as pragmatic-rational, enabled and limited by the resulting horizons of action. However, the collected narratives suggest that their horizons of action developed from the time they left school when they made different pragmatic-rational choices that changed their positions. Nevertheless, career choices were often made within a bounded agency and reduced opportunities as a consequence of school failure and their own scarce resources. The learning and interaction taking place within the routine periods are both crucial for understanding processes that result in school failure and the subsequent extended period of establishment in working and adult life, and change of horizons of action and habitus.The narratives of the young people showed that school failures and dropout are complex and extended processes that are related to education and family, as well as access to power and capital. They also encountered difference-making through the predominant images and discourses of 'immigration' as a social problem and by being located in a specific socio-geographic space that limited their possibilities for action. The family was highly significant and, in most cases, represented security and continuity. The family’s present situation and future was crucial to the young adults, which affected their choices. Hence, their own horizon of action also included the family’s opportunities and horizon of action. The study indicates that there is sometimes reason to speak of a collective horizon of action rather than just an individual one. Institutional and informal support together with young people’s agency may enable positive career development in spite of a lack of resources provided to the young, particularly if schools and other institutions would provide more professional and timely support. The overall conclusion is that it would not have taken much investment of resources and effort to have prevented school failure for a large proportion of the twenty young adults in this study. That is the good news.
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| 8443. |
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| 8444. |
- Lindblad, Michael, 1957-
(författare)
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Unga vuxna med migrationsbakgrund om skolmisslyckande och övergångar mellan skola och arbete
- 2018
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Ingår i: Barn och migration. - Stockholm : Delegationen för migrationsstudier. - 9789188021328 ; , s. 61-73
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Kapitlet undersöker situationen för unga med utländsk bakgrund, specifikt unga med utomeuropeisk bakgrund som har misslyckats i skolan, och deras ansträngningar att etablera sig på arbetsmarknaden. Mot bakgrunden av att en fullbordad gymnasieutbildning kan ses som en nödvändig förutsättning för att ta sig in på den svenska arbetsmarknaden undersöks varför elever med migrationsbakgrund är överrepresenterade bland de som inte har behörighet att söka till gymnasieskolans nationella program. Studien bygger på ungas berättelser om skoltiden, deras beskrivningar av varför de inte lyckats slutföra sina studier och om deras planer för framtiden. Studien landar i att faktorer som engagemang från lärare och kvalitet på skolor samt stödjande nätverk, inkluderat föräldrar, får större betydelse för skolframgång för unga med migrationsbakgrund än för elever födda i Sverige. En annan aspekt som studien aktualiserar är ungas boendeplats för betydelsen för skolframgång eller skolmisslyckande. Koncentration av fattigdom, arbetslöshet och låg utbildningsnivå i bostadsområden ökar risken för klassbaserad och etnisk "ghettofiering", som i sin tur skapar skolsegregation och ökar risken för avhopp, medan en ökad andel av universitetsutbildade i området tydligt ökar andelen som fullföljer gymnasieutbildning. I de ungas beskrivningar av sina försök att etablera sig på arbetsmarknaden efter skolmisslyckandet framkommer vikten av flexibelt institutionellt stöd i form av vuxenutbildning, riktade arbetsmarknadsprojekt och anställningsstöd. De ungas erfarenheter av svårigheter att få ett arbete och/eller av arbeten i vad som riskerar bli karriärmässiga återvändsgränder ger dem motivation till förändring och att återvända till utbildning, både till yrkesutbildningar och behörighetsgivande studier för högre studier. Genomgående är ett erkännande av de unga som individer och att inte ses som "de andra" avgörande för både skolframgång och etablering på arbetsmarknaden.
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| 8445. |
- Lindblom, Cecilia, Universitetslektor, 1979-
(författare)
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Grupparbete i hem- och konsumentkunskap
- 2019. - 1
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Ingår i: Didaktik för hem- och konsumentkunskap. - Malmö : Gleerups Utbildning AB. - 9789151100463 ; , s. 83-94
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8446. |
- Lindblom, Cecilia, 1979-
(författare)
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Skolämnet Hem- och konsumentkunskap på 2000-talet : förutsättningar för elevers möjlighet till måluppfyllelse
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Background People are faced with a variety of consumer choices every day. If they do not have adequate and appropriate knowledge their choices create a greater risk of negative effects for the environment and the economy, and also for the individual's personal health and economic circumstances. Home and Consumer Studies (HC-studies) provides school pupils with educational opportunities on which to base their choice decisions.Aim The overall aim of this thesis is to describe and analyze the impact of frame factors such as, for example, teachers’ qualifications, classrooms, lesson time, interdisciplinary work and group work on the educational experience, focusing on pupils' opportunities for goal achievement in an HC-studies context.Methods Two different methods were used to obtain data, 1) surveys and 2) classroom observations. One nationwide survey were sent out in 2010 to people working with HC-studies (N=385) and two surveys were sent out in 2014, one to people working with the five subjects HC-studies, Physical Education and Health, Chemistry, Physics and Biology (n=388), and one to head teachers (N=216). All three surveys involved municipal and independent schools. The observations were carried out in four different schools in grades 5, 8 and 9, when pupils worked in the kitchen units and were made using video and audio recording. In total, 44 pupils participated.Results The surveys showed that the HC-studies teacher qualifications were higher in municipality schools compared to independent schools (86% vs 39%). Classrooms with 4 – 10 kitchen units were more common in the municipality schools than independent schools (94% vs 71%). Among teachers in the five subjects HC-studies, Physical Education and Health, Chemistry, Physics and Biology, as well as Head teachers, about half stated that the school they worked in, or had the responsibility for, used interdisciplinary teaching in the area of nutrition and health. Regarding barriers to interdisciplinary teaching, teachers and head teachers both considered a lack of planning time and scheduling to be the biggest problems.Video and audio recordings showed that lesson time, in combination with the amount of content to be delivered during the lesson, led to stressed and insecure pupils, and both teachers and pupils seemed to have a strong focus on the end result; the meal. Some pupils used a variety of strategies to change the cooking in order to have more chance of completing the process on time. Four different ways in which pupils worked together in the kitchen units emerged: 1) integrated, 2) expert, 3) divided, and 4) parallel group work. Integrated group work seemed to provide opportunities for learning because pupils communicated with each other, discussed how they would divide the cooking within the group, who should do what and how they would work so that everyone could take part in the cooking. The other three types of groups did not seem conductive to learning. Many pupils in these groups did not communicate and were not able to show their skills and creativity. It also emerged that, if they got the chance, pupils chose tasks about which they already had some knowledge.Conclusions This thesis highlights various conditions shaping pupil opportunity to reach goals in the subject. The study raises many questions about the extent to which pupils around the country have the same opportunity to reach goals in the HC-studies syllabus.
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| 8447. |
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| 8448. |
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| 8449. |
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| 8450. |
- Lindblom, Ina, 1984-
(författare)
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Känslans patriark : sensibilitet och känslopraktiker i Carl Christoffer Gjörwells familj och vänskapskrets, ca 1790-1810
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation is a study of how the culture of sensibility was expressed in the everyday practices and social relations of the Gjörwell family. Headed by publicist, publisher and royal librarian Carl Christoffer Gjörwell (1731-1811), the Gjörwell family served as the centre of a wide circle of friends in late 18th-century Stockholm. Gjörwell has been regarded as one of the first Swedish representatives of 18th-century sensibility as well as an archetype of the Swedish cult of friendship. Due to his effusive emotional expressiveness and passionate friendships with other men, Gjörwell has largely been derided as effeminate by researchers from the 19th century onwards.Using theoretical perspectives from the field of the history of emotions (more concretely the perspectives of William Reddy, Barbara Rosenwein and Monique Scheer) this study centres on the emotional practices of the Gjörwell family, especially taking aspects of gender, class, sexuality and power into account. Gjörwell’s vast collection of family and friendship correspondence forms the empirical basis of this study.This study shows that the Gjörwell family and circle of friends in many ways could be regarded as an emotional community in which primarily emotions of happiness and joy are expressed. Furthermore, this study shows how the exercise of power could form part in the creation of an emotional community, as Gjörwell makes constant attempts to influence the way family members and friends manage their emotions, strongly dissuading them from the expression of melancholy.Although he has been viewed as effeminate by posterity, Gjörwell in fact regards himself as manly. This is due to his ability to remain joyful through adversities which testifies to his strong, and therefore manly, nervous organisation. This study thus further illustrates how a marked shift in masculine gender norms took place between the 18th and 19th centuries.This study also shows how expression of tender emotion could be a way of reinforcing personal status. This was due to the close association made between sensibility and virtue, in itself a central concept during this era. As Gjörwell is denied recognition in his professional life, the expression of tender emotion – and thus of virtue – becomes an important aspect of his personal life.
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