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- Aronsson, Karin, 1946-, et al.
(författare)
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Förhandlingar mellan föräldrar och barn
- 2009. - 1
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Ingår i: Barn, barndom och föräldraskap. - Stockholm : Carlssons. - 9789173312875 ; , s. 136-154
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Aronsson, Karin, 1946-, et al.
(författare)
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Spel, familjeliv och virtuella rum.
- 2007
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Ingår i: Virtuella lekar och digitala berättelser - Perspektiv på datorspel. - Lund : Studentlitteratur. ; , s. 85-103
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Assarsson, Liselott, 1969-, et al.
(författare)
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Iscensättande av identiteter i vuxenstudier
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The focus of this thesis is how identities are construed in adult education. According to the theoretical framework inspiring the study, identities are viewed as discursive constructions that are negotiated in social arenas. Hence, identities are considered versatile, plural and contradictory. The study has an ethnographic case study design and the field work was conducted 1998–2001. Various sources of data collection, such as interviews and participant observations were utilised. Every day practice at three different institutions of adult education in the case study municipality ”Nystad” were studied: Folk high school, Komvux and Liber Hermods flexgymnasium. Participants (27) were studied extensively, and a follow-up containing biographical interviews with the participants was also done 18 months after the main study.The result will show how the discourse of life long learning produce different technologies applying to different institutions of adult education defining what counts as knowledge, the relationships between actors and the demands participants will be posed with. Although the institutions of education are different, there are also similarities. The differences, however, are important in the recruitment of participants. The requirements of the education as to who you are supposed to be as a participant in adult education show a similar pattern, irrespective of the institution of education; the student with an interest in studying, prone to change, independent and well-behaved.Different strategies are detected when focusing the staging of participants’ identities, adaptive and defiant. An adaptive strategy means the adults meet the requirements of the education and a defiant strategy that they resist. The strategies may be applied by one and the same participant depending on the situation. Biographies show how different interpretative repertoires are used to stage different identities. The participants use four repertoires relevant to the subject: that of making a living, learning, earning credits and self realization. The repertoires applicable to the forms of teaching are teacher oriented, selfdirected and conversational. The repertoires used in relation to the teachers in adult education are expert, person, supervisor and administrator. The repertoires used by the adults in order to describe other participants are adult student, study mate and friend. The result of the study inspires the discussion of adult education in terms of social inclusion and exclusion.
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| 8. |
- Gustafsson, Sofia, 1975-
(författare)
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Svenska städer i medeltidens Europa : En komparativ studie av stadsorganisation och politisk kultur
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- How did the Swedish towns compare to the surrounding world during the late Middle Ages concerning town organization and political culture? Previous research has claimed a strong German influence on the Swedish town life, but in this dissertation the Europeanization is being put forward as the explanatory factor for the extensive international similarities that can be identified during the Middle Ages. The towns were part of an international town culture that was highly integrated. Differences between towns are foremost analysed as a result of different local conditions such as population size, social structure and relationship to the town lord. Since preserved sources from all towns of medieval Sweden (including Finland) have been examined in a joint study and been placed in a wider context, the dissertation presents renewed and deepened knowledge about the Swedish towns. The study includes Danish, English and German towns and thus compares regions with each other that rarely have been compared before, and thereby presents new perspectives on each respective area. The aspects of the organization that are being systematically compared are the creation of councils, the number of aldermen and mayors, the rotation of offices and functions of the town lords, bailiffs, councils, mayors and chamberlains. Regarding political culture, it is investigated how the councils expressed their group cohesiveness and power in the town and how they defined the border between themselves and the town population. Furthermore, the expectations the town populations placed on the officials and their perception of their own part in the rule of the town is being examined. Finally, the political interaction between council and town population in different towns is compared and analysed.
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| 9. |
- Hofvendahl, Johan, 1970-
(författare)
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Riskabla samtal : en analys av potentiella faror i skolans kvarts- och utvecklingssamtal
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis, conversation analysis (CA) is applied to study “risk strategies” in parent-teacher-student conferences in the Swedish nine-year compulsory school. The material consists of 80 conferences collected at two different points in time: 45 from the period 1992–93 (at that time called kvartssamtal, lit. “quarter of an hour conference”) and another 35 collected in 2004 (at the present time, and since the latest curriculum from 1994, called utvecklingssamtal, lit. “development conference”). All conferences in the material concern students in the 5th grade, i.e. when students are 11–12 years old.Each year, approximately 2.6 million student conferences in total are held in the Swedish compulsory school and upper-secondary school, involving about 5.5 million participants. Yet, we have virtually no knowledge of what actually happens in these conferences, i.e. how they are conducted. Hence, this study contributes to “filling the gap” and to meeting this want, the how of the student conference as a practical achievement.The aim of the study is to analyze conversational strategies in use to handle “risk”, i.e. a moment whose outcome is uncertain and that could possibly lead to a problem. Here, strategy refers to recurrent line of action and does not necessarily comprise speaker awareness. Strategies are part (and the materialization) of everyday cultural norms, rules of social behavior and habitualized “ways of practice”. They are used “for self”, “for someone else” or “for all” and should be considered in the light of Goffman’s notion of “face-work”, i.e. what the speaker does in order to counteract possibly face-threatening acts. The study is aimed at three particular situations of considerable analytic value: (i) the opening of the conference, (ii) the initiation of talk about trouble (problem), and (iii) the closing of the conference, or more immediately, the possibility for students and parents to raise their own issues.The results show that the conference opening is a coordinated achievement and to a great extent oriented to meet the possibility of the student being nervous. The conference is an “ordinary conference” and the opening questions are “what I ask any student”. When a speaker initiates talk about possible trouble, the pace decreases and utterances very often comprise “perturbations of delivery”, i.e. filled and unfilled pauses, mitigating expressions, abandoned turn beginnings and restarts, “repairs”, etc. These and other circumstances make it possible to forecast the action as (possibly) a trouble-initiating action. At the closing of the conference, students and parents are commonly offered the opportunity to raise their own issues. However, when analyzing the different ways of offering a prolongation of the conference, the study shows that the opportunity is strongly restricted, e.g. due to the design of the question.
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