| 21. |
- Allard, Karin, 1972, et al.
(författare)
-
Family-Supportive Organizational Culture and Fathers' Experiences of Work-family Conflict in Sweden
- 2011
-
Ingår i: GENDER WORK AND ORGANIZATION. - 0968-6673. ; 18:2, s. 141-157
-
Tidskriftsartikel (refereegranskat)abstract
- This study explores fathers' experiences with work–family conflict and their perceptions of how supportive the organizational culture at work is regarding fathers' work–family needs, and whether a family-supportive organizational culture is associated with less work–family conflict. A total of 377 fathers working in private Swedish companies were surveyed. While a modest proportion of fathers experienced high levels of work-to-family conflict, less family-to-work conflict was reported. Further, fathers perceived little work–family support from top managers, supervisors, and co-workers. Our results indicate that the cultures in the examined companies have norms that separate work and family from each other. Fathers seem likely to experience work–family conflict as long as the family-supportive organizational culture, especially at the work group level, is not well-developed. When fathers experience their work organizations as family-supportive, they are likely to be better able to combine work and family and thus to help Swedes achieve a more gender-equal society.
|
|
| 22. |
- Allard, Karin, 1953-
(författare)
-
Flerspråkighet och teckenspråkiga miljöer
- 2017
-
Ingår i: Språklig mångfald i klassrummet. - Stockholm : Lärarförlaget. - 9789188149183 ; , s. 137-
-
Bokkapitel (populärvet., debatt m.m.)
|
|
| 23. |
|
|
| 24. |
- Allard, Karin, 1953-, et al.
(författare)
-
Greatest challenges to implementing translanguaging practices in Swedish and American deaf contexts
- 2018
-
Konferensbidrag (refereegranskat)abstract
- In Sweden, recent waves of immigration have dramatically altered the linguistic landscape of Swedish schools for the deaf and hard of hearing. Many newly arrived students come with no experience with any sign language, and/or rudimentary skills in one or more spoken languages. Educating such a linguistically diverse population poses vexing challenges. Translanguaging offers exciting potential as a framework to guide teachers in recognizing and utilizing the totality of students’ varied linguistic resources to promote learning, regardless of current proficiency in Swedish and Swedish Sign Language. However, the promises of translanguaging elicit mixed reactions among [Deaf educators]. On the one hand, it affirms that a multilingual repertoire naturally leads to language use that draws from multiple sources, a fact that should be recognized and supported by educational practices. Translanguaging offers a valuable framework for analyzing the dynamic blending of signed and spoken language that educators have long observed from all deaf children. On the other hand, Deaf signers are alarmed by translanguaging practitioners’ calls to abandon the concept of language separation and allow elements of signed and spoken language to mix freely. Such unrestricted mixing calls to mind the long struggle against “SimCom,” the simultaneous mixing of speech and degraded signing that has repeatedly proven inaccessible to deaf signers.How can Swedish Deaf schools employ translanguaging in a way that ensures equal access for all students, not just those with greater access to spoken language? The answer depends on teachers with strong competence in both Swedish and Swedish Sign Language, specifically trained to create visual learning environments where sign language skills are actively developed and used to facilitate access to spoken language content. Our talk highlights examples of such practices and identifies specific aspects of teachers’ ability to understand and leverage the multilingualism in their classrooms.
|
|
| 25. |
- Allard, Karin, 1972
(författare)
-
Könsdiskriminering, sexuella trakasserier och ohälsa i arbetslivet (2021:6)
- 2021
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Sverige har ett rykte om sig att vara ett jämställt land. Internationella jämförande skattningar verifierar det ryktet och indikerar att Sverige har kommit långt i sitt jämställdhetsarbete. Ett exempel är Europeiska jämställdhetsinstitutets (EIGE) mätning som år 2019 visade att Sverige är det mest jämställda landet av alla EU-länder. Bilden som framträder utifrån bland annat EIGE-rapporten är att kvinnor och män i Sverige har lika möjligheter i livet oberoende av kön. Det finns också en annan bild av Sverige. En bild som trots de internationella skattningarna av hög grad av jämställdhet i Sverige visar att kvinnor och män inte har samma förutsättningar. Ett exempel som stärker den bilden är en intervjuundersökning av Europeiska Unionens byrå för grundläggande rättigheter (FRA). FRA intervjuade 42 000 kvinnor, i åldern 18–74 år i 28 länder i EU. Resultaten visade att kvinnor i Sverige, Danmark och Finland rapporterade högst förekomst av sexuella trakasserier (Lachteva, 2017). Det innebär att det relativt sett finns många individer i Sverige som inte känner sig trygga och säkra i sin vardag, utan snarare diskriminerade och trakasserade. 2017 visade #metoo att kvinnor i olika sektorer i arbetslivet upplevde sig diskriminerade och sexuellt trakasserade. Även forskning visar att könsdiskriminering och sexuella trakasserier är ett tvärsektoriellt problem i arbetslivet i Sverige och internationellt (Svensson, 2020; McDonald, 2012). Det finns en bred förståelse för att psykologiska, sociala och strukturella element i arbetsmiljön kan påverka individers hälsa (Arbetsmiljöverket 2016). Den här forskningsöversikten fokuserar på tre begrepp som alla tyvärr ingår i många människors arbetsmiljö: Könsdiskriminering, sexuella trakasserier och trakasserier på grund av kön. Dessa begrepp är relaterade till varandra. I forskning studeras de ibland var för sig och ibland studeras och diskuteras de överlappande. Organisationsforskare har visat att organisationsklimat/organisationskultur har stor betydelse för förekomsten av sexuella trakasserier i arbetslivet. Efter genomgången litteratur framstår det dock som att den mesta forskningen om organisationsklimat och organisationskultur nästan ensidigt har fokuserat på organisationens toleransnivå för sexuella trakasserier samt tystnadskultur. Det finns viss forskning som visar att det finns ytterligare facetter av organisationsklimat som kan vara avgörande för förekomsten av sexuella trakasserier i arbetslivet, till exempel psykosocialt säkerhetsklimat (Dollard & Bakker, 2010) och jämställdhetsklimat (Kim et al, 2020). Dock är den forskningen mycket begränsad. Arbetsgivare är skyldiga att förebygga och motverka könsdiskriminering och sexuella trakasserier. För att kunna ta det organisatoriska ansvaret, behövs framför allt mer kunskap om förebyggande arbete. Den här forskningsöversikten syftar till att presentera forskningsläget gällande: 1. Könsdiskriminering och sexuella trakasserier i arbetslivet 2. Sambandet mellan könsdiskriminering, trakasserier på grund av kön, sexuella trakasserier och psykisk ohälsa 3. Förebyggande arbete och jämställdhetsklimat
|
|
| 26. |
- Allard, Karin, 1953-, et al.
(författare)
-
Multi-modal visually-oriented translanguaging among Deaf signers
- 2018
-
Ingår i: Translation and Translanguaging in Multilingual Contexts. - Amsterdam, Netherlands : John Benjamins Publishing Company. - 2352-1805 .- 2352-1813. ; 4:3, s. 384-404
-
Tidskriftsartikel (refereegranskat)abstract
- Translanguaging is often regarded with great skepticism in the context of Deaf education, as an approach that has already been tried, with disastrous results. Already in the 1960’s educators understood the critical importance of allowing deaf children to exploit their full linguistic repertoire for learning: not only listening, lip-reading and reading/writing, but also sign language, fingerspelling, gesture, and other strategies that render language visually accessible. The resulting teaching philosophy, Total Communication (TC), quickly became the dominant approach employed in Deaf education. Yet despite its progressive stance on multilingualism and multimodality, TC ultimately failed to provide deaf students with full access to a natural language. This chapter contrasts the ineffective multilingual practices under TC with characteristically “Deaf ways” of multilingual meaning-making observed among skilled Deaf signers. Excerpts from life story interviews illustrate the impact these practices have for scaffolding learning among Deaf students newly arrived in Sweden. We conclude that prioritizing visually-oriented practices and supporting both students and teachers to become skilled signers offer the best assurance for successful translanguaging in Deaf education without engendering the problems that caused TC to fail.
|
|
| 27. |
- Allard, Karin, 1953-
(författare)
-
Multilingual Education in a sign language school environment – To analyse language education from human right perspective
- 2015
-
Konferensbidrag (refereegranskat)abstract
- Students´ language education in Sweden has become important for many reasons. First for it´s particular value for future studies as for the global labor market but also in time of our increasing globalisation. Therefore has multilingual skills become an important access to be able to develop and master in order to be competitive and employable in the global market. At the same time it can be enriching to know other languages. Related to this development pupils in Swedish primary schools are now opting for modern languages as the language may count merit points for the studies to upper secondary school and for higher education. With this shift, questions of language education for all has therefore become important. Along with this issue there is a strong demand to develop language education both for teaching, education as it is for the Swedish School system in general. The Swedish National Agency has therefore in according to The Common European Framework for Languages present guidelines based on the Council of Europe´s work which consist of teaching, learning and assessment of language skills. More specifically it present six reference levels of language proficiency in order to make it possible to compare skills in different languges, regardless of the school system or degree.As mentioned here language education has become an important issue to develop in conjunction with our globalisation and in education in general. And for this reason it is interesting to discuss how the opportunity for student to learn foreign language at school is organised. Indeed it is both a pedagogical question as it is for the individual its own right to have an adequate language education. And from a human perspective this question is for this particular reason highlighted in this paper. Moreover in this paper it is discussed which language training is being offered in school not only for hearing student but specifically for students that is deaf, hard-of-hearing and have CI.Purpose and aims: The pupils in special school for deaf and hard-of- hearing and with CI follow the same curricula as the National Agency of Education provides. But if looking at the difference special schools give special consideration to students' linguistic and cultural backgrounds. More specifically, it means that the school environment is built upon bilingualism as a pedagogical framework , which means that Swedish and Swedish Sign Language is the language instruction. How is then the language training organised when Swedish Sign is the language instruction while foreign langue is the language subject? This paper examine this particular Because students in special schools do not reach the course objectives in modern language, this issue of language training received, be a central concern for this study about students' language training in English and Spanish as modern languages in a sign language school environment. The study highlights the way in which teaching is organized and how teachers and students both use and learn the language topic that is the focus of the lesson. In order to examine the frameworks surrounding language teaching in a sign language school environment, this study on the basis of Ethnography as method and Conversational Analysis as conversation tools, studied the communicative practices in different classrooms. In order to clarify what teachers and students do with the different languages as they interact , the key issues in the study is thus : What distinguishes a multilingual interaction in a sign language environment? And what are the opportunities and limitations features when Swedish and Swedish sign language has a function as a mediating tools in the teaching process?
|
|
| 28. |
|
|
| 29. |
- Allard, Karin, 1953-, et al.
(författare)
-
Skrift i teckenspråkiga skolmiljöer
- 2013. - 1
-
Ingår i: Flerspråkighet, litteracitet och multimodalitet. - Lund : Studentlitteratur AB. - 9789144080529 ; , s. 209-231
-
Bokkapitel (populärvet., debatt m.m.)
|
|
| 30. |
- Allard, Karin, 1953-, et al.
(författare)
-
Team of profession working with student health - a possibility room for collaboration and competence exchange
- 2019
-
Konferensbidrag (refereegranskat)abstract
- Background: The Swedish school is based on an inclusive principle where teachers’ ability to meet and teach all children and student groups with different social backgrounds and disabilities, other ethnic backgrounds, low and high performance is central. This means, for example, that students in need of additional adaptations, special support or challenges of different kinds receive the support they have statutory rights to (Skollagen 2010: 800, chapter 3), which often involves collaboration with student health skills such as SENCO, school social worker and also psychologist ( SOU 2017: 35). Hjörne and Säljö (2014) point to the difficulties encountered in collaborating on student health issues and students in need of adaptations and support. That is an area that addresses key questions for the school, health care and social services. Different social institutions thus work with student health issues but from different perspectives. It also creates different approaches to student health issues, which can complicate the understanding of different professionals’ skills and knowledge (Hjörne & Säljö, 2014). We therefore see the importance of courses where the students have the possibility to meet, understand and discuss with each other, as a way to create bridges between different professions.Research question: The purpose of this study is to investigate what kind of knowledge and skills of co-operation future teachers, SENCO and school social workers need in order to qualitatively achieve good results across the professional boundaries with a focus on student health issues?Method: University students who have participated in cross-disciplinary learning activities and with active schoolteachers; SENCO and school social workers in professional teams of student health, will be interviewed. Experience and knowledge of difficulties and opportunities for collaboration, as a basis for what kind of knowledge about collaboration and action skills the students need as newly educated teachers, SENCO and school social workers. The empirical collection will start in early 2019 and last throughoutthe year.Results and discussion: The intended outcome addresses questions about what is important to develop in terms of professionalism within the multidimensional field. It is also important to get an overall picture of the students’ experiences and reflections of the academic learning activities found in the education and professional experience and knowledge. This applies to knowledge and action competence both in terms of content and collaboration in student health issues. Experience in working in different types of profession-wide teams such as student health, as well as meeting parents.We see this as aspects of how to develop collegial interaction and exchange of ideas about the educational activity in the context of students in need of special support. With these educational efforts in the programs, both students and teachers take an active role in the development of students’ career in the context of the multidimensional field, special education and school social work. It identify and problematize ”the gap” and develop opportunities, arenas, for this kind of issues in school’s student health work.
|
|
