| 31. |
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| 32. |
- Gleichmann, Lee, 1956-
(författare)
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Föräldraskap mellan styrning och samhällsomvandling : En studie av syn på föräldrar och relation mellan familj och samhälle under perioden 1957-1997
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study sought to illustrate how the way parents were viewed was expressed, and how it developed between 1957 and 1997, as seen from child-health-care recordcard material, a professional journal and public reports on instruction for parents. The study also describes and analyses the relationship between family and society during the same period. The starting point is the state´s intention to strengthen the social standing of children and support their parents in their task of upbringing. The material reveals a line of development in which during the first twenty years, parents were viewed with a certain distrust. The family was portrayed as a partly dangerous isolate while parents were described in long paragraphs as less than fully knowledgeable and aware, and in need of expert guidance. Hence attempts were made to usher the parents and their child onto the lighted stage of public concern. A generally directed parental training scheme run by the community was considered necessary and was, moreover, expected to be able to fashion the parents into more social-politically committed citizens. The goal was ultimately to promote democracy and equality. Hope lay in the inherent development potential parents are nevertheless considered to possess, and in the collective upbringing provided by public child care in pedagogically stimulating surroundings. From the end of the 1970s till the last year of the 1990s the perspective shifted toward greater reliance on parental competence. At the same time national control changed towards more decentralisation, which also affected the relation between family and society. Towards the end of the period under study parents were being viewed as adult and competent. Respect for parental autonomy and freedom of choice were now at the focal point of the state view. Parents had become customers in a market much reflecting the urge towards globalisation then making itself felt. The responsibility for support to parents shifted out to the local community which, through local mobilisation, was expected to be available with support and resources when parents themselves so wished. Instead of being governed by the state, parents, through selfgovernance, were to be responsible for choise of life-style, pre-school and school alike. Their task was, in harmony with the local community surrounding them and with the UN children´s convention, to act in their child´s best interests.
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| 33. |
- Gougoulakis, Petros, 1958-
(författare)
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Studiecirkeln: Livslångt lärande - på svenska! : En icke-formell mötesplats för samtal och bildning för alla
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present thesis is a study of a pedagogical phenomenon; an account of one of the flagships of Swedish popular education; an attempt to understand the study circle as a learning environment.Study circle work has a special place in the country’s adult education, and assumes the dimensions of a mass-phenomenon in present-daySweden. An estimated 1.2 to 1.6 million people every day take part in one of the approximately 330,000 study circles arranged by the country’s 11 study associations, where they can study any imaginable subjects and practice different skills.The present research approach is qualitative and based on the fundamental concept of discourse. The concept is used as an analytical instrument for delimiting, structuring and creating meaning in the phenomena studied. The phenomenon popular education in general and the study circle in particular are elucidated from three central perspectives:the development of modern civil society during the twentieth century,national (popular) educational policy during the same period, andthat of contemporary study-circle members.Insights gained from the first two perspectives – the ”ideal” and the ”political” – have formed an important backdrop of understanding against which it has been possible to render the third perspective - the ”experienced” – comprehensible. The study-circle-member perspective is examined using a qualitative interview survey with circle members and circle leaders from nine socially-oriented study circles. The results indicate that the language of popular education has remained basically unchanged since the beginning of the twentieth century. It has enjoyed a relative autonomy vis-à-vis both the organisations of civil society and the state, despite a very intimate relation with these. At the same time the state and civil society have been able to make use of popular education to fulfil their respective purposes; civil society to achieve political influence and the state to implement its educational-policy goals. The most obvious change in the discourse of popular education appears to have occurred during the latter part of the twentieth century with the focus on the private individual’s educational projects. In virtue of its time-honoured pedagogical concept there is much to indicate that popular education is establishing itself as a competitive actor on the open educational market. At the same time the popular educational institutions constitute a societal opportunity structure for the education of all, adapted to the challenges and the demands for life-long learning of the new era – the Information Age.The study circle can also function as a network of individuals in civil society, representing an environment for collaborative learning and democratic education for citizenship.
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| 34. |
- Gustavsson, Hans-Olof, 1952-
(författare)
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"Utan bok är det ingen riktig undervisning" : En studie av skolkulturella referensramar i sfi
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Experiences of teachers in SFI, Swedish for (adult) Immigrants, indicate that during their schooling earlier in life, SFI students have developed skills, abilities, values, ideas and expectations about teaching and learning that differ somewhat from the prevailing communicative oriented theory of second language teaching which is emphasized in SFI. In the thesis these aspects are referred to as different school cultural frames of reference.The aim of the thesis is to generate knowledge about SFI-students’ school cultural frames of reference of relevance for SFI teaching. The considerable number of immigrants from Iraqi Kurdistan during the 1990s has led to an empirical focus related to this geographical area.From a critical perspective, in some respects a research interest of this kind can be seen as contributing to a division between ‘us’ and ‘them’, in a wider sense a part of exclusion and a maintenance of the segregated Swedish society. In a special section is given an account of this research ethic question, together with arguments from intercultural pedagogy that support a focus on school cultural frames of reference.The theoretical platform for the thesis is sociocultural theory. The concepts of social representations, pedagogical code, classification, framing, power distance, diaspora and distinctions of knowledge also are used.The thesis is based on two data materials. The first consists of data from interviews and talks with students and teachers in SFI, all from Iraqi Kurdistan. The second consists of data gathered through observations, classroom observations, interviews and talks during two visits in the KDP-administrated region of Iraqi Kurdistan, each visit being for a period of about one month. This data material also includes text materials, mainly textbooks in EFL for grade five and six, and course books about EFL teaching used in teacher education.The thesis illuminates several aspects that provide an understanding as to why SFI students from Iraqi Kurdistan can have certain abilities, values, ideas and expectations about teaching, learning materials, learning, teacher and student roles that differ from the communicative oriented second language teaching emphasized in SFI. However, results from the study also underline the importance of a ‘weak’ use of this understanding in a SFI teaching context.
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| 35. |
- Göransson, Kerstin, 1955-
(författare)
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De liknade varandra men inte mer än andra : begåvningshandikapp och interpersonellt samspel
- 1995
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this thesis is to develop a model for analysing interpersonal interaction. Thereafter, based on the foundation of this model, construct an analysis of research as well as a content and methodological analysis. This model is then to be replicated in an empirical study within the framework of self contained special educational classes consisting of pupils with mental retardation.The model of interaction is developed from a structuralistic perspective. It is based on the work of Kylén and theorists such as Piaget and Bronfenbrenner. Interpersonal interaction between two or more persons is seen as the function of their relationship and their interpersonal behaviour, personal characteristics of the individuals and properties of the environment in which the interaction occurs. The analysis of research includes 155 articles published in international research journals between 1970 and 1989. The content and methodological analysis is based on Kuhn. The empirical study which focused on interpersonal interaction is based on observational data collected from 24 special educational classes under natural class-room conditions.One of the results from the analysis of research was that mental retardation with high probability leads to deviating interpersonal interaction. This however can not be explained by the individuals intellectual disability, as supported by studies of the relationship between intelligence and interaction. Results from the methodological and content analysis showed that selection of methods as well as subject matter cannot be explained solely by scientifically based statements of a methodological and theoretical nature. Implications for the validity of the scientifically based knowledge of the area are discussed. Results from the empirical study illustrated that within the majority of the classes interpersonal interaction was scarce and often no interaction occurred at all. It also showed that a majority of the interaction sequences were <15 seconds. Implications for the development of students interpersonal skills are discussed. Results also showed that the utilized pedagogical strategies were not optimal for stimulating interpersonal interaction or the development of interpersonal skills. The findings are discussed in relation to traditionally and historically based concepts regarding the role of school, which has primarily been to assist students in accomplishing academic achievements. In the final chapter the results from the different sections of the study are discussed from the perspective of normalization and integration. The results are also discussed from the perspective of their implications for future research on interpersonal interaction.
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| 36. |
- Hammarberg, Lena, 1943-
(författare)
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En sund själ i en sund kropp : hälsopolitik i Stockholms folkskolor 1880-1930
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- A sound mind in a sound body is a study of the health policy in Stockholm's elementary schools. One of the city's schools is used as a representative focus: the Maria Elementary School. The efforts of the school's leadership, medical staff and corps of teachers to create clean and healthy children, are broadly described. Not only the children should become influenced by summer holiday camps, regular bathing and medical checkups, even the homes should become influenced by the cleanliness and wholesome living. Hygiene was a new inword, defined as the key to reach and keep health, both mentally and bodily. The period covered by this dissertation begins just when the great "Folkhem" (welfare state) was taking off. Many of the institutions described then still exist and function today. Inasmuch as the concept hygiene is so farreaching, the study focuses on around fifteen separate social areas: from the moral panic early film-viewing was creating, to schoolbuildings and care of schoolgardens.The book gives a picture of a school where the discourse of hygiene had a leading role. The local board of education was the key to 10 000-30 000 children and their families, offering its message. The low level of knowledge of hygiene and childrearing in the families of the time was seen as a major threat to the school's efforts. There was a deep conviction of society's right and duty to take direct action, where the home was considered deficient. The dissertation also gives a description of the school's close cooperation with the philanthropic work and of the cooperation between teachers and doctors.The interpretations are inspired by Michel Foucault's analyses of power and knowledge. Discourse, bio-politics and governmentality are concepts that are examined. The findings in the dissertation can be seen as good examples of bio-politics. Foucault presents two regulating principles: disciplinary measures and population regulation. He describes the disciplining measures as an anatomical policy for the human body, which expresses itself in different forms of drill. This is expressed in the material by the positions the children are demanded to use when they sit and write, when they do gymnastics, are marching in and out of classrooms, and in the discipline within the play. The other form is very obvious in the material, for example in the different techniques used to change the children's lifestyles: the height and weight measurements, schoolbaths and summercamps' in-built pronouncements.
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| 37. |
- Hedlund, Erik, 1958-
(författare)
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Yrkesofficersutbildning, yrkeskunnande och legitimitet : En studie av yrkesofficersprogrammet i spänningsfältet mellan förändring och tradition
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The new Swedish Armed Forces will be radically different from the previous invasion-oriented defence and the Armed Forces will be a smaller and more flexible organization, better adapted to the international sphere. With the aim of meeting up with the demands of the transformed Armed Forces posture for professional competence, the Regular Officer Programme (YOP) was introduced in the autumn of 1999.This dissertation aims at attempting to illustrate, address the problems and investigate to what degree the basic officer training of the Regular Officer Programme (Swedish: YOP) and the professional competence of newlygraduated Second Lieutenants can be seen as being legitimate within the scope of professional practices of the Swedish Armed Forces, and how this legitimacy can be described and understood.The theoretical framework of the dissertation is comprised of a sociocultural perspective and institutional theory. The five central concepts of the dissertation are: professional practice, institutional rules, professional competence, learning and legitimacy. The empirical elements of the dissertation were collected during 2001 and 2002 and comprise data from six part-studies. The informants were officer cadets after their first year of the Basic Officer Training Programme (YOP) and officers up to the rank of general. The methods for collecting data have been in the form of a questionnaire study, focus group conversations at thirteen military units, three document studies and a study with questions via e-mail. The questionnaire study was processed by using the computer programme SAS. The focus group conversations, the document studies and the answers via e-mail to questions were analyzed and put into categories contents wise according to the sentence category principle in positive and negative statements, respectively, in relation to YOP and the professional competence of the newly-graduated Second Lieutenants. Results show that both YOP as well as the professional competence of the newly-graduated Second Lieutenants cannot be regarded as being fully legitimate among the informants or within the all the professional practices of the Armed Forces.
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| 38. |
- Heimdahl Mattson, Eva, 1945-
(författare)
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The School Situation of Students with Motor Disabilities : Interaction of individual prerequisites and environmental demands
- 1998
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis consists of five scientific articles as well as a framework and is to a great extent based on interviews with students with motor disabilities, their parents and school personnel.The aim of the thesis is to study phenomena such as self-reliance, independence and autonomy, focusing on students of various ages and types of motor disabilities, in varying kinds of segregated and integrated school environments. The work is based on an interactional approach, and analyses how students' individual prerequisites interact with organizational and educational influences.It was found that the more segregated school system often gave priority to therapy goals, in order to develop the student's independence, i.e. the ability to manage the practical side of life. The student's development of autonomy, defined as the ability to make one's own decisions and control one's own life, was thereby subordinated, since it required knowledge of reading, writing, information-seeking, critical examination, e.g. typical educational goals.Students with less severe or less visible disabilities in integrated school systems, i. e. regular classes, were often treated in a way similar to their non-disabled peers. It was obvious that if the disability was ignored, it might lead to a minor disability developing into a significant handicap in the interaction with the surrounding school environment. The student's possibilities of influencing his/her situation were slight, and the autonomous development wa s limited. On the contrary, students with more severe disabilities in regular classes appeared to have better access to physical and educational adaptations. Their handicap thus decreased, and their opportunities of influencing their lives and developing autonomous attitudes increased.A conclusion is that the student's possibilities of developing either independence or autonomy are not necessarily decided by whether or not the system is integrated or segregated, but rather by how the organization and the methods of co-operation are realized within each system.
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| 39. |
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| 40. |
- Hultqvist, Elisabeth, 1952-
(författare)
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Segregerande integrering : en studie av gymnasieskolans individuella program
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of the study was to analyse the encounter between a group of "less able" pupils and the upper-secondary school individual programme. This encounter results from the educational-policy ambition to give all young people a three-year upper-secondary school education. To meet the needs of even the "weaker" pupils an alternative curriculum has been created, termed the individual programme (IV). The pedagogical configuration of this encounter was analysed from the perspective of educational sociology. The analysis is based on observations of and interviews with pupils and teachers from three different IV classes and a comparison class from a national programme. The result gives a composite picture of the teaching approach used in the IV classes. This rests on the notion of individualised teaching, i.e. the teaching should be adapted to the needs and interests of individual pupils. The starting point is also that such a goal is best furthered in fairly small groups.The pupils' perspective emerging in the enquiry complicated the assumptions of individualised teaching. The teaching is seen by many pupils as "slack" and the advantage expected from individualising the teaching approach is seen not infrequently as the expression of negative special treatment, i.e. not being in an "ordinary class". The pupils' encounter with the individual programme is analysed using Basil Bernstein's, the British educational sociologist's, concepts of "classification" and "framing".The individual programme can be viewed as yet one more in a series of attempts to find a political and pedagogical solution to the problems of integration and differentiation. In a special section, the study analyses the change in recruitment to the grammar/upper-secondary school. The analysis reveals tension between the struggles for integration and for differentiation. In the extension of the educational system above comprehensive level, the crucial question was how to effect differentiation in the new upper-secondary-school system. Formerly disparate secondary-school streams were integrated in the 1965 secondary school, at the same time as a differentiated school form was created - the vocational training school. With the 1970 secondary-school reform the all-embracing upper-secondary school was built. Secondary school, vocational training school and trade school were gathered in a common school. A form of integration had taken place, but the streams remained differentiated. Shortly after the 1970 secondary-school reform an enquiry was started with the chief task of achieving a more even social and sexually equitable recruitment to various upper-secondary paths. With the design of the 1991 upper-secondary school, with a block of theoretical subjects common for all national programmes, the conflict between theoretical and practical streams was bridged over. And for the pupils who did not manage the subject requirements, a study path of their own was created - the individual programme.
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