| 51. |
- Lidström, Lena, 1967-
(författare)
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En resa med osäkra mål : Unga vuxnas övergångar från skola till arbete i ett biografiskt perspektiv
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- School-to-work (STW) transitions have become more protracted over recent decades, with increased risks of unemployment and social exclusion for young people. Moreover, young people are expected to plan their own career and enhance their employability, although gender and social and cultural background still significantly influence employment prospects. Policies have been developed in an attempt to facilitate young people’s pathways into work. However, STW-transitions are one of the weakest points in Swedish welfare system; in addition the quality of career guidance has been questioned. This dissertation aims to describe and analyse young adults STW-transitions from a biographical perspective. It is based around life story interviews with 52 unemployed young adults’, 25-29 years old, including men and women with varying educational backgrounds, living in three different Swedish local contexts. Four research questions are examined: How do the young adults’ describe their STW-transitions in retrospect? What characterized their horizons of actions at the time of the interview? What is the impact of public career guidance? How did ethnicity, gender and locality affect answers to the above questions - and how may such differences be interpreted? The analysis of the young adults’ narratives was based on the careership theory developed by Hodkinson and Sparkes. In retrospect the young adults described their STW-transitions as an attempt to find and achieve personal goals. They emphasized turning points, i.e. when education or a job begins or ends, but also highlighted experiences when studying or working that make them realize what they wanted or what they would not accept. Four transition patterns, partly connected to gender and locality, were identified among the respondents: yo-yoing between workplaces, education and unemployment; mainly working; mainly in education; or mainly excluded from work and education. These patterns involved varying experiences, current situations and future expectations. At the time of the interview the young adults’ horizon of action involved interrelated aspects of life, but getting a stable job and settling down was pivotal to most of them. The strategies of the interviewees for navigating between dreams and reality diverged. However, they shared an ambition “to put one’s talents to good use” and feared not being able to do so. Experiences of career guidance were generally reported to have been sporadic and meaningless. However, in some cases, interventions are influential for example, when choosing an upper secondary school or during times of unemployment. The young adults’ employed various strategies when interventions adversely affected their goals; of these “to managing by one’s self” was the most common. In addition, guidance varied according to ethnicity and local structures. It is concluded that STW-transitions are challenging journeys, mainly undertaken without professional support, which the young adults perceived as uncertain.
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| 52. |
- 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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| 53. |
- Lindblad, Michael, 1957-, et al.
(författare)
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Winding Paths through School and After : Young Swedes of Migrant Origin Who Failed in Upper Secondary School
- 2020
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Ingår i: Youth on the Move. - Helsinki : Helsinki University Press. - 9789523690103 - 9789523690097 - 9789523690110 - 9789523690080 ; , s. 79-99
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Bokkapitel (refereegranskat)abstract
- Departing from careership theory, this chapter aims to add to knowledge about school careers and school-to-work transitions of young people with a migrant background, here referring to individuals born outside or in Sweden whose parents are first-generation immigrants. More specifically, we want to increase the understanding of the processes resulting in a school failure, and the subsequent process when the young person tries to enter the labour market and/or strengthen his/her educational qualifications. The analysis is based on life-history interviews with 27 Swedish young adults (21–23 years old), most of them from refugee families of non-European origins. All of the respondents left school without completing upper secondary education. Few previous studies have focused on both the school years ending in dropout and subsequent careers of early school leavers, as reported by the young adults themselves (for exceptions, see e.g. Henderson et al., 2007). As discussed in the following section, political discourses, official statistics and research often portray gloomy prospects for young early school leavers generally, and those of migrant origin particularly. However, our research provides more nuanced indications, as the young adults interviewed described not only difficulties in school and later life but also factors that could facilitate their careers, particularly if schools and other institutions provided more professional and timely support.
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| 54. |
- Lindblad, Sverker, et al.
(författare)
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Educating for the New Sweden?
- 2002
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 46:3, s. 283-303
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Tidskriftsartikel (refereegranskat)abstract
- Here we focus on Sweden as an advanced welfare state with a centralised educational system stressing modernisation and democratisation that was rapidly restructured into a deregulated, decentralised system based on vouchers and parental choice. The design was based on the collection of different kinds of data: policy texts, public statistics, in depth interviews with policy makers and administrators at different levels (n = 12) and teachers and headteachers (n = 42), surveys of students in Grade 9 in comprehensive schools (n = 413) in different contexts. In the interviews we found different recurrent themes in the narratives dealing with changes in education governance and on the subjects, students and teachers, in the system. By means of this we could portray a field of different conceptions of relations between education governance and social inclusion and exclusion among actors in different positions in Swedish education. The study showed large differences in the context of schools in terms of social and cultural backgrounds among students. We also found distinct differences between students in different cultural contexts. Those in contexts dominated by students of 'foreign background' were more loyal to traditional schooling cultures compared to more sceptical students from other contexts. In sum, our studies show a transition in the education culture in Sweden. This was conceptualised as a change in hegemony in the former welfare state where no alternatives are present in the current discourse on restructuring. [ABSTRACT FROM AUTHOR]
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| 55. |
- Lindblad, Sverker, et al.
(författare)
-
Educating for the New Sweden?
- 2002
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Ingår i: Scandinavian Journal of Educational Research. ; 46:3, s. 283-303
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 56. |
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| 57. |
- Lindblad, Sverker, 1946, et al.
(författare)
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Revisiting the Education Policy Agora: On Politics of Knowledge and Evidence 1998 - 2018 in Sweden
- 2019
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Ingår i: Program Book Nordic Educational Research Association Meeting in Uppsala, 6-8 March.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this paper is to identify and analyze changes at the education policy agora (Nowotny et al, 2003). In focus are discursive positions and arguments in educational governance during two periods; 1998 - 2001 and 2016 - 2019, particularly in Sweden as a welfare state under restructuring. We build on research on educational governance and social inclusion/exclusion that we have carried out during these two periods. For the first period , see e.g. Lindblad, Lundahl, Lindgren & Zackari (2002) on the case of Sweden and Lindblad & Popkewitz, (2001) on a ten - country study, including the Swedish case. The empirical data consist of case studies, interviews with teachers and school leaders as well as leading policy - makers and top administrators. Our research interest concerned policy reasoning and know-ledge problematics, which also made us study categorizations and taxonomies in statistics (Popkewitz & Lindblad, 2001). The study of the second period departs from the first one, but it is at present focusing on Sweden in in international contexts. Here we have a similar design of interviews with policy -makers and top administrators, and we conduct discourse analyses, but we have a special interest in comparative education research and international large - scale assessments (Lindblad, Pettersson & Popkewitz, 2018) and their impact at the education agora. From our analyses of policy documents and interviews we conclude that in both the first and the second period, statistics played a vital part in policy discourses ; population categorization and taxonomies matter in education policy reasoning and problem representations (Bacchi 1999), e.g. in terms of student dropout. However, we have found distinct differences in what statistics are referring to. In 1999, Resources for and in education had a focus on the education input, e.g. enrolment, expendi-tures and resources for education, while in 2018 a main focus concerned outcomes, such as school results and positioning in international comparisons. We present and discuss such differences as changes in educational preconditions as well as in educational reasoning at the education policy arena-
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| 58. |
- Lindblad, Sverker, 1946, et al.
(författare)
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Revisiting the education policy agora: Politics of knowledge and evidence 1998 – 2018 in Europe and Sweden. : Paper presented at the panel session "International large-scale assessments meeting educational policy-making in a restructuring Nordic welfare state" at the CIES 2019 meeting in San Francisco, USA.
- 2019
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Ingår i: Proceeding from the CIES 2019 meeting in San Francisco, USA.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this paper is to identify and analyze changes at the education policy agora (Nowotny et al, 2001). In focus are discursive positions and arguments in educational governance during two periods; 1998-2001 and 2016 -2019. The place is (mostly) Sweden as a welfare state under restructuring. We have materials from research that we have carried out during these two periods, For the first period, see e.g. Lindblad & Popkewitz, (1999; 2001 a,b,c) and Lindblad & Lundahl (2002) presenting a ten-country study on educational governance and social inclusion/exclusion, dealing with case studies, interviews with teachers and school leaders as well as policy-makers and top administrators. A special interest was here policy reasoning and knowledge problematics, which made us study categorizations and taxonomies in statistics (Popkewitz & Lindblad, 2001) . The study of the last period is in a way a continuation of the first one, but it is at present focusing on Sweden in in international contexts. Here we have a similar design of interviews with policy-makers and top administrators plus discourse analyses, but we have a special interest in comparative education research and international large scale assessments (Lindblad, Pettersson & Popkewitz, 2018) and their impact at the education agora. From our analyses of policy documents and interviews we conclude that in both the first and the second period statistics played a vital part and that population taxonomies matter in education policy reasoning and problematization, e.g. in terms of student dropout. But we found distinct differences in what statistics is referring to. In 1999 resources for and in education had a focus on the input for education, e.g. expenditures and resources for education, while in 2018 a main focus concerned outcomes, such as school results and international comparisons. We present and discuss such differences and discuss them as changes in educational preconditions as well as in educational reasoning at the education policy arena. To analyze and understand such changes is vital for grasping the changing social meaning of educational research and for examining preconditions for researching education.
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| 59. |
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| 60. |
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