| 1. |
- Larsson, Bengt, 1953-
(författare)
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Ungdomarna och idrotten : tonåringars idrottande i fyra skilda miljöer
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main aim of the study is to generate increased knowledge about young people’s leisure time sporting habits in a contextual perspective. The intention is to highlight the circumstances in which young people pursue and participate in different activities, with a particular focus on sport in terms of one’s own life circumstances. An essential point of departure of the study is regarding sport as an important pedagogic environment of norms and values.The perspective of the study is mainly cultural-sociological. In the analyses, Pierre Bourdieu’s key concepts habitus and capital have been used as research tools together with gender. The data on which the thesis is based is collected from young people from school year 9 living in four different milieus and comes from three different collections, conducted in 1996, 2002 and 2007. In each data collection about 1200-1500 pupils replied to a questionnaire.Sport occupies a central position in young people’s life on the recreational field. The results show that sport culture can best be understood in the local perspective. Young people’s sporting habit development can be said to be a result of a complex interplay between personal preferences, the home environment, local traditions, what is on offer, living conditions and the prevailing laws of gender and status.For the group of teenagers as a whole the proportion of members, as well as those who pursue personal sports, increases with higher educational capital and higher economic capital. When it comes to organised sport outside the sports club milieu no such connection can be determined.The thesis has shown that sport is not accessible for all and opportunities for participation are curtailed for large groups of young people in our society. This is especially true for sport organised in sport clubs, i.e. sport mainly supported by public funds.
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| 2. |
- Fleischer, Håkan, 1974-
(författare)
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En elev - en dator : kunskapsbildningens kvalitet och villkor i den datoriserade skolan
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingen behandlar införande av varsin dator till elever och lärare, här kallat en-till-en. Syftet är att bidra med kunskap om hur en-till-en påverkar lärande. Särskilt fokus ligger på kunskapsproduktionens karaktär och kvalitet och på förhållanden i den svenska skolan. En ytterligare ambition är att väcka reflektioner kring och bilda kunskap om hur en-till-en, som en produkt av kunskapssamhället, påverkar såväl kunskapssynen som kunskapsbildningens kvalitet och villkor. Därtill är också ambitionen också att, mot bakgrund av kunskapssamhällets särskilda villkor, bidra till nya insikter kring kunskapsbegreppets utvecklingsmöjligheter i relation till en-till-en.Utgångspunkten tas i kunskapssamhället och villkoren för kunskapsproduktion och i hur Sverige har valt att fokusera på behovet av att ge eleverna digital kompetens. Den teoretiska ansatsen ligger i fenomenologi som ontologiskt ställningstagande och i fenomenografi gällande perspektiv på lärande. Avhandlingen bygger på fyra studier: en narrativ forskningsöversikt med fokus på vad forskning berättar om elever respektive lärare i en-till-en projekt. Vidare ingår en teoretisk artikel med fokus på att utveckla en alternativ förståelse för villkoren för kunskapsbildning på den sociala webben med utgångspunkt från Martin Heideggers fenomenologi. En intervjustudie kring elevers upplevelser av sitt lärande i en-till en ingår också samt en fenomenografisk analys av inlämnade kunskapsuppgifter med fokus på kritiska dimensioner och kunskapsdjup. Resultaten diskuterar huruvida det starka färdighetsfokus som uppstår vid kunskapsbildning i en-till-en är samstämmigt med den performativa kunskap som i kunskapssamhället antas vara av vikt och hur det påverkar kvalitet och karaktär på bildad kunskap. Avhandlingen diskuterar också hur en-till-en påverkar elevers sätt att uppleva sitt lärande i en situation som präglas av flexibilitet och ständigt nya förutsättningar för lärande. Slutligen diskuteras också ett möjligt sätt att utveckla kunskapsbegreppet mot bakgrund av de resultat som framträtt i avhandlingens fyra studier genom att formulera begreppet 'stretchad kunskap'.
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| 3. |
- Berkhuizen, Carina
(författare)
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Barns samspel bortom förskolans väggar : Om yngre barns samspel och platsskapande på förskolegården och i en mobil förskola
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general aim of this thesis is to explore the relations between children’s interaction and places within preschool activities. How children’s interaction opportunities are conditioned by the physical and social environment in the preschool yard (study I), as well as place-making processes in various contexts in mobile preschool activities (studies II and III), are examined within the framework of this purpose. As these three sub-studies have different research focuses, they use different theoretical perspectives. In study I, special attention is given to how the physical environment and teachers emerge in the contexts of children’s (aged 1–3 years) interaction in the preschool yard. Study II focuses on how children (aged 3–4 years) use the spatiality of a mobile preschool to create places in a recurring fantasy play. In study III, the focus is directed on both children’s place-making within fantasy play and how children and teachers create “place” together in a mobile preschool. Destination choices can be part of place-making processes of a mobile preschool; therefore, which aspects considered as important, in choosing a destination, are investigated. The first study starts from sociocultural perspectives on children’s interaction (e.g. Vygotsky, 1930/ 1995). Taking an abductive approach, the concept of artifacts (Wartofsky, 1979) and concepts from an environmental psychological perspective (see Gump, 1969; Westlander, 1999; Wicker, 1985, 1987) are added to explore how the social and physical environments relate to opportunities for different interactions. The results show how children reveal "interaction junctions" and "interaction swathes" in their activities within the preschool yard. In order to investigate place-making within a mobile preschool, the second and third studies combine a relational perspective on spatiality (Massey, 2005) with a sociology of childhood perspective that emphasizes children’s agency and collective activities, such as fantasy play (e.g. Corsaro, 2015). The results show how children create their own “play-places” in their place-making and how teachers choose destinations. Through its chosen perspectives and focus on younger preschoolers, this thesis provides further knowledge on how opportunities for interaction can arise in the preschool yard. Furthermore, this thesis reveals a new kind of spatiality within the preschool – that is, a mobile preschool – by using a relational perspective on place-making. Thus, this thesis contributes additional knowledge in the interdisciplinary field of Childhood Studies regarding children’s (possible) interaction in diverse places.
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| 4. |
- Fjällhed, Anders, 1960-
(författare)
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Flyktingskapets situation och möjlighet : Colombianska flyktingbarn i Venezuela och Sverige
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is about the situation and possibilities in a refugee situation. The aim is to deepen the understanding of the situation for Colombian refugee children and how they are able to handle the adjustments related to a refugee situation, both in a neighbouring country like Venezuela and in a foreign country like Sweden. First, quantitative data were collected and analyzed in order to obtain a general picture of the situation for the refugee children. Further, grounded theory was used to analyze some of the interviews, which resulted in a generated theory. During the process of developing the theory, a case study was carried out with a Colombian refugee family in Sweden. The interviewed persons are fifty Colombian refugee children (boys, girls, and teenagers) who lived in the border states of Venezuela, and a Colombian refugee family (the parents and their two children) who now live in Sweden. The generated theory deals with how the refugee children are able to relate to and manage the new refugee situation. The core concept is possibility-finding: the developed ability to find possibilities in the refugee situation. It is a way of thinking as well as practical action. The latter is evident in the way the refugee children see the possibilities and deal with the challenges and problems they are facing. By the solutions they find and the results that are developing into growth. All of this influences and helps to build up their personal stability. The foundations that emerge, and which support or strain possibility-finding, are peace, culture, language, and networks like familyship and friendship. There is an emphasis on the importance of peace and dreams in order to handle times of huge challenges.
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| 5. |
- Francia, Guadalupe, 1961-
(författare)
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Policy som text och som praktik : en analys av likvärdighetsbegreppet i 1990-talets utbildningsreform för det obligatoriska skolväsendet
- 1999
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study is to investigate the relation between policy as text and policy as practice, with a focus on Swedish educational reform in the 1990s in regard to comprehensive schooling.School reform in the 1990s has resulted in major changes in Swedish compulsory education. The reform has encompassed a new form of steering system, a new financing system, a new curriculum, new syllabi, a new national employment policy for teachers, a new grading system, and increased privatization of schools.All of these changes are analyzed in the study with reference to equivalence in the discourses on the national, municipal and school levels. The analysis of the concept of equivalence is linked to the following specific meanings of the concept: equality of opportunity; equality in regard to resources; equality in regard to achievement; and free choice.The empirical data for this thesis has the following components:An inter-textual text analysis of the central national steering documents;Four case studies that deal with the implementation of the reform at the municipal and school levels. These case studies include a text analysis of the municipalities' and the schools' plans, individual and group interviews with school staff at the municipal and school levels, as well as classroom observations conducted in six schools;A questionnaire which deals with the right to choose a school in another municipality, distributed to all of the municipalities in two counties; andAn analysis of the first twenty-two independent Islamic schools established in Sweden during the period 1993 and 1998.The results of the aforementioned studies are the following:Educational policy documents function in practice as inter-textual interventions;In practice free interpretation and opposition occur;Reform is a complex interaction between texts and the practitioners (municipal employees, school personnel);Reform is not an occurrence, but rather a process;Reform is a compromise;Reform has an inter-textual character;The concept of equivalence has diverse meanings:The occurrence of diverse and conflicting discourses, in regard to equivalence and within the framework for the same reform, gives rise to conflicts in practice;Goal steering has the potential to promote equivalence in regard to achievement equality as prescribed in the curriculum, which requires that all pupils are expected to achieve the obligatory goals;The shortcomings of the reform in regard to the evaluation phase limit the implementation of the requirements for equivalence as achievement equality in accordance with the curriculum; andNegative expectations in relation to certain groups of pupils limit the extent to which the requirements of achievement equality can be implemented in accordance with the curriculum
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| 6. |
- Bygdeson-Larsson, Kerstin, 1949-
(författare)
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"Vi började se barnen och deras samspel på ett nytt sätt " : Utveckling av samspelsdimensionen i förskolan med hjälp av Pedagogisk processreflektion
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of the Educational Process Reflection (EPR) studies has been to develop a better understanding concerning interaction between adults and children and the conditions for children’s peer play and interaction within the pre-school arena. The ultimate goal of the present study is to explore how practitioners through the use of EPR may develop the dimension of social interaction between practitioners and children and between children, in order to consciously create a more healthy and inclusive experience for all children and especially for children at risk. The study is based on a hermeneutic and a socio cultural perspective and a combination of activity theory and object relation theory. The methodology draws on activity theory and Yrjö Engeström’s (1987) development work research and specifically a more elaborated version of learning activity termed Educational Process Reflection, which is a model for professional development created in the previous EPR-studies presented in Bygdeson-Larsson (2005a; b; 2006). It builds on practitioners´ observations of peer play interactions and practitioners retold experiences of interaction with the children. The model consists of an oscillation between EPR-sessions and pre-school practice. The results of the study are presented in a narrative way and show how changes in pre-school grow out of collaborative reflection combined with new theoretical perspectives. The practitioners´ competence or professionalism concerning the interactive dimension was improved and individual children at risk got new and better conditions for being included in positive peer play and interaction experiences. The pre-school turned out to become a resilient environment for children in peer play and interactive difficulties. The main results illuminate and give an understanding of how practitioners´ ways of working with children in peer play problems or special needs turned out to become more resilient and how children got better possibilities to be included in positive ways. It also enhances the understanding of how the processes in peer play situations changed for the better for other children and how the whole climate in the pre-school also seemed to change and become more inclusive. Overall the results of this study bring about an enhanced understanding of the complexity of the pre-school seen as an activity system and the need for new tools concerning interactive processes. This study implicates that pre-school practitioners own investigation and reflection of interactive processes in pre-school is essential, and may well be used before applying a categorising or diagnostic approach concerning children in special needs. This study has implications for professional development, researcher-practitioner co-operation and consultative activities concerning pre-schools and children. The present study implies that all these activities have an advantage of taking the dynamics of the pre-school as an activity system into account before focusing on practitioners or children as individuals.
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| 7. |
- Malm, Tobias, 1980-
(författare)
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Konsten att hålla ihop : Om lärande och organisering i rockband
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Rock bands are foundational for modern day music life. These small groups provide well-being and self-fulfillment to its members, as well as fuel for the cultural life and the increasingly highlighted creative industries. Rock bands, however, are particularly difficult to organize. Bands face a range of challenges in keeping together and developing as a group.The aim of this doctoral thesis is to develop knowledge on rock band formation and development over time. Based in the discipline of education, the thesis mainly contributes to the fields of organization studies, social theories of learning, and music and cultural life research.The thesis uses the theory of situated learning to explore rock band formation and development. The methodology is qualitative and ethnographic, and the research design builds on three studies: an interview study with three rock bands and two case studies. All five bands are Swedish and have found different degrees of success and popularity.The thesis investigates band activities and courses of events, band members’ identities, and challenges faced. The findings indicate that a rock band’s activities shift between a production mode – i.e. highly productive times associated with public performances, record releases and marketing, and behind the scenes processes of creating, recording and planning – and a contrasting less active hibernation mode without bigger public projects or goals. The amount of time spent in production mode depends on the band’s degree of “membership” in the music industry. Moreover, a band member forms and actualizes identities of colleague, creator, entrepreneur, friend, hobbyist and professional, in differing combinations, situations and modes. Furthermore, the members’ most significant challenges relate to identity dilemmas.Based on these findings, the thesis formulates a model for a rock band’s learning trajectory and argues that a band may develop as it approaches, or becomes a more central member in, the music industry. This development demands increased public success and organizational ability: the band members’ ability to form business-oriented practices, to participate uniformly in an overarching community of practice, and to be flexible as they must identify with, and ascribe meaning to, a variety of activities in different and sometimes contradictory ways.The thesis concludes that the challenges of persistence as a rock band or similar group relates chiefly to group member difficulties in identifying with different activities and situations that are necessary to sustain and develop as a collective. Eventually, individual members tend to handle the experience of uncertainty and ambivalence by holding on to one singular identity, which may prevent group development, foster intra- and interpersonal tensions, and ultimately can lead to significant conflicts and/or a band’s breakup.
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| 8. |
- Fuster, Carles, 1991-
(författare)
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Lexical Transfer in Pedagogical Translanguaging : Exploring Intentionality in Multilingual Learners of Spanish
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- A long-standing pedagogical implication of the traditional monolingual perspective in research and education has been to discourage any use of non-target languages in the L2 classroom as an attempt to reduce ‘interferences’ (i.e., transfer) between learners’ languages. Within the current multilingual paradigm shift, however, it has become clear that multilingualism can be an asset and the positive effects of transfer are acknowledged. The recent theoretical proposal of ‘pedagogical translanguaging’ suggests that teachers may help learners find opportunities to transfer aspects from their languages intentionally, as a resource or creative strategy, by raising their awareness of similarities between their languages.Yet, from an empirical perspective very little is known about (un)intentionality in transfer. This thesis investigates how multilingual language learners use transfer unintentionally versus intentionally and how several potentially important variables may be related to (un)inten-tionality in transfer. The focus is on lexical transfer in the written production of multilingual learners of Spanish in Sweden.Written transfer data were collected from 78 students in heterogeneously multilingual classrooms, including learners with different language backgrounds. Words that were reported (intro- or retrospectively) by a learner to have been transferred from a background language were coded as instances of intentional transfer. Conversely, when non-target-like words that could be traced back to a background language by the researcher were used but not com-mented on by the learner, they were coded as instances of unintentional transfer.A quasi-Poisson regression analysis was employed to test the significance of transfer factors on learners’ amounts of unintentional and intentional transfer. A qualitative lexical analysis was conducted, moreover, to explore how the different types of lexical transfer were manifested depending on whether they were produced unintentionally or intentionally. As a complement to the data, the learners’ teachers were interviewed on their attitudes towards the use of non-target languages in the Spanish lessons.The learners produced lexical transfer both unintentionally and intentionally. A significant tendency was found for intentional transfer to come from L2s rather than from L1s, possibly due to a higher level of metalinguistic knowledge in L2s. A significant tendency was also found for unintentional transfer to occur as a result of crosslinguistic morphological similarity. Additionally, a trend was observed for more multilingual learners to exhibit smaller amounts of unintentional transfer, possibly due to an enhanced conscious control of language use. (Un)intentionality was also found to relate to the different types of lexical transfer (e.g., foreignising, borrowing) in varying ways. The learners’ teachers felt positive about a multilingual instructional approach and often tried to make crosslinguistic comparisons.Apart from shedding light on the dimension of (un)intentionality in lexical transfer, this thesis elaborates on pedagogical translanguaging and the idea of using languages as resources. It suggests that pedagogical linguistic awareness-raising activities should aim not only to help learners find opportunities to use transfer as a strategy, but also to help them avoid certain instances of unintentional transfer, and offers insights into which linguistic aspects such activities could focus on.
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| 9. |
- Klaar, Susanne, 1964-
(författare)
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Naturorienterad utbildning i förskolan : pragmatiska undersökningar av meningsskapandets individuella, sociala och kulturella dimensioner
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this thesis is to investigate, illuminate and clarify meaning making processes and content when children between the ages of 1-3 encounter nature in a preschool practice. Further, the aim is to develop and illustrate action-centred methodological approaches that facilitate investigations of individual, social and cultural dimensions of preschool children’s meaning making of nature. The results are presented in four substudies that all take their starting points in John Dewey’s pragmatic philosophy, with a specific focus on Dewey’s concept of transactions, his theory of action and educative experience as meaning making. In the first substudy, a Practical Epistemology Analysis (PEA) is developed and used to investigate physical meaning making by studying actions and the consequences of these actions. In the second sub-study, a Custom Analysis is developed to facilitate investigations of how the preschool culture contributes to children’s meaning making of nature. An Epistemological Move Analysis (EMA) is used in the third sub-study for investigations relating to teachers’ guiding processes. Here, a Substantive Learning Quality Analysis (SLQA) is also developed and used for investigations of multi-dimensional learning qualities in children’s learning about nature. In the fourth substudy, the analysis methods above are refined to form a tool that can be used by teachers in their reflective work with pedagogical documentation in preschool practice. The results illuminate a multifaceted perspective of meaning making about nature. In this context, meaning making includes cognitive, physical, moral and aesthetical qualities, and nature content includes caring for nature, health and well being in nature and knowledge about natural phenomena and processes. The results contribute to a critical discussion about preschool science education that concerns how preschool practices can highlight nature learning and the multifaceted aspects that are of importance for making meaning of the environment and of life.
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| 10. |
- Bodén, Linnea, 1981-
(författare)
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Present absences : Exploring the posthumanist entanglements of school absenteeism
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study is to explore how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. How is the phenomenon of school absenteeism produced when absences and presences are digitally registered? How does the phenomenon of school absenteeism emerge when both human and nonhuman entanglements are included in the apparatuses of knowing?Through a posthumanist approach, the study engages empirically with two types of software for the registration of absences and presences at three Swedish schools. The results show that digital registration blurs the division between absences and presences, and queers what is absent and what is present. Digital registration produces school absenteeism as a phenomenon for all students every day, and at the same time as mainly for the students who are present most of the time. A conclusion that is drawn from the study is that digital registration makes absences present, by the visualization and performative repetition of the registration. The study points to how school absenteeism is always ‘in the making’, and proposes the concept of school absenteeing as a productive way to open up new possibilities in relation to students’ absences.
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