| 1. |
- Kesak, Hennie, et al.
(författare)
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Interculturalism, ethnicity, and multilingualism in upper secondary school: an analysis of social pedagogical identities during pedagogical work with students newly arrived in Sweden
- 2023
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Ingår i: Intercultural Education. - : Taylor & Francis Group. - 1467-5986 .- 1469-8439. ; 34:2, s. 180-198
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Konferensbidrag (refereegranskat)abstract
- The aim of the present study is to attain new knowledge about interculturalism, ethnicity, and multilingualism in the upper secondary school context in conjunction with pedagogical work with students who are newly arrived in the country. The empirical material for the studies was collected in the upper secondary context in Sweden and consists of documents, field notes written up from fieldwork, and qualitative ethnographic interviews. Analysis shows that a distance relationship is created and recreated in the interactive flow between the newly arrived students and the teachers–institution when ethnic social pedagogical monitoring and control are represented in writing by the institution (the upper secondary school) and verbally in the observed and recounted situations. Social pedagogical identities are produced and reproduced in the interactive dynamic, in which the newly arrived student is represented as a successful student, developing in the social pedagogical meaning. However, the newly arrived student also is represented as a humiliated, weary, excluded student who, through demonstration of moral dissolution, displays an ethnified victim student identity that is in opposition to the teachers and institution (upper secondary school). This represented humiliation, weariness, and exclusion of the newly arrived student constructs and reconstructs the image of a disadvantaged student. The effect is likely a negative impact on the aims of the upper secondary school to include and integrate newly arrived students into the school community and society at large.
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| 2. |
- Hammerin, Zofia, 1986-, et al.
(författare)
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The Conscious Use of Relationship - How Teachers Promote Student Health in Their Everyday Teaching
- 2023
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Ingår i: European Conference on Educational Research, ECER.
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Konferensbidrag (refereegranskat)abstract
- IntroductionThis study explores the role of the teacher in working with student health in high school. Teachers have been identified as crucial in promoting student health and wellbeing but it is traditionally not considered a teacher task. The article presents findings from an empirical study in which the views of the teachers are in focus.School is considered a suitable and vital arena for working with the health of children and young people. This can be done by implementing various programmes and initiatives lead by teachers or other professionals, or in a more informal way in the everyday school practice.Student health has been and still is a concern for the Student Health Services (SHS). It is however with the teacher that the students spend most of their time in school. A good relationship with the teacher, support from the teacher in meeting academic demands and classroom participation has proven beneficial to student health. There is also a well-documented reciprocal relationship between health and academic achievement. Overall, the same factors which promote learning, also promote health.In Sweden, where the study is set, student health work “shall be primarily preventive and promoting” (Education Act, 2010:800). Teachers are not explicitly tasked with health promotion but stipulated to cooperate with the SHS regarding student health. While the teacher is not presented as a central actor in the Education Act, other guiding documents highlight the teacher as important for student health. Teachers thus have a role in working with student health but what this role entails is not clear in the governing documents.The aim of the article is to contribute knowledge about how Swedish high school teachers describe their role(s) in working with student health.Brief Previous ResearchStudent health work has been empirically explored before but the role of the teacher in this work is a field in need of further empirical investigation. Much of the research regarding teachers’ involvement in student health work examines various programmes and initiatives implemented at the respective schools. The focus of this article is how teachers describe their role in the informal, everyday student health work, not in a programme or an initiative.Teacher involvement in health promotion has been criticized. Student mental health promotion can be regarded as an additional task to the existing abundance of teacher tasks. Expanding the role of the teacher is criticized as it can cause added stress and pressure. Lastly, teachers’ increased awareness of mental health problems among children and adolescents, can result in teachers starting to identify many behaviors and experiences previously deemed ordinary or understandable, as indicative of mental health problemsThis study contributes knowledge about how teachers describe their roles in student health promotion. This knowledge can be used to improve student health promotion further and contribute added understanding of the complex professional role of the teacher.Theoretical Points of DepartureThe study is based on theories of social constructivism in which social phenomena are understood and become active deeds by means of human interaction; people interpret, reinterpret, negotiate, and use various strategies to influence which interpretation takes precedence, thereby influencing how a phenomenon is understood.Methodology, Methods, Research Instruments or Sources UsedThe empirical data used in this article was collected in connection with a larger qualitative study conducted in two Swedish high schools. Ten teachers participated in the study, with teaching experience from between four and 22 years.The data was collected using semi-structured individual interviews where six open-ended questions guided the interviews. Follow-up questions were formulated in order to gain a deeper understanding of their answers. The interviews were recorded and transcribed verbatim.The data was analysed using qualitative content analysis. After the interviews were read through several times, sections of the interviews pertaining to the aim of the article were selected. These sections were read again and meaning units, i.e. statements that uncovered something related to the aim, were extracted. The extracted meaning units were condensed and coded, resulting in 102 codes. These codes were then grouped into themes, in an iterative process involving, re-reading of the selected interview sections as well as the whole interviews. The groupings were based on the relationship and underlying meanings regarding differences and similarities.Conclusions, Expected Outcomes or FindingsThe teachers clearly recognize and describe their work with student health in the everyday teaching.Tentative results show one main theme and four themes describing the different internal roles of the teacher as health promotor. The main theme is Conscious use of relationship to facilitate health and learning. The themes are The role of a caring adult, The role of a coach, The role of a student centred pedagogical leader and The role of security creator. The purpose of all the internal roles mentioned above, is to create a professional relationship with the students which is health promoting.There are no colclusions yet, but it is clear that the teachers consider health promotion a teacher task, not in conflict with their professional role but rather integrated with it.References Burr, V. (2015). Social constructionism. Routledge. Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse education today, 24(2), 105-112. https://doi.org/10.1016/j.nedt.2003.10.001 Gustafsson, J.-E., Allodi Westling, M., Alin Åkerman, B., Eriksson, C., Eriksson, L., Fischbein, S., Granlund, M., Gustafsson, P., Ljungdahl, S., Ogden, T., & Persson, R. S. (2010). School, Learning and Mental Health: A systematic review. Hammerin, Z., Andersson, E., & Maivorsdotter, N. (2018). Exploring student participation in teaching: An aspect of student health in school. International journal of educational research, 92, 63-74. https://doi.org/10.1016/j.ijer.2018.09.007 Partanen, P. (2019). Health for learning - learning for health. The Swedish National Agency of Education. Phillippo, K. L., & Kelly, M. S. (2014). On the Fault Line: A Qualitative Exploration of High School Teachers’ Involvement with Student Mental Health Issues. School Mental Health, 6(3), 184-200. https://doi.org/10.1007/s12310-013-9113-5 Pössel, P., Rudasill, K. M., Sawyer, M. G., Spence, S. H., & Bjerg, A. C. (2013). Associations between Teacher Emotional Support and Depressive Symptoms in Australian Adolescents: A 5-Year Longitudinal Study. Developmental Psychology, 49(11), 2135-2146. https://doi.org/http://dx.doi.org/10.1037/a0031767
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| 3. |
- Basic, Goran, 1972-
(författare)
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Etnicitet i ungdomsvården – förslag till fortsatt värdegrundsarbete
- 2009
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Detta utkast utgör en redovisning av ett uppdrag som jag fick av Forsknings- och utvecklingsenheten vid Statens institutionsstyrelse (SiS). Uppdraget bestod i att, under en tvåmånadersperiod (april och maj 2009), granska och urskilja etnicitetsmarkörer i det empiriska material som samlats in under intervjuer och möten med aktörerna i ett samarbetsprojekt i ungdomsvården (MVG-projektet). Tanken var att studien skulle ge några förslag på strategier i det fortsatta värdegrundsarbetet inom SiS. I detta utkast analyseras muntliga etnicitetsgestaltningar hos olika aktörer i ungdomsvården. Undersökningen uppmärksammar etniciteten när den uttrycks verbalt och icke-verbalt, hur den uttrycks samt i vilka situationer kategoriseringar synliggörs implicit eller explicit. Studiens syfte är: att analysera när och hur etnicitet aktualiseras genom kategoriseringar i ungdomsvården, att uppmärksamma hur dessa kategoriseringar markeras samt påvisa hur berättarens egna etniska identitet formas och upprätthålls genom olika markeringar. Rapporten bygger på 109 intervjuer som genomförts med olika aktörer i ungdomsvården samt de fältanteckningar jag fört i anslutning till de olika mötena, spontana samtal före och efter intervjuerna, och i anslutning till besöken på de olika institutionerna, arbetsplatserna, mm.
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| 4. |
- Basic, Goran, 1972-
(författare)
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Ritualer i koncentrationslägret : Avståndstagande, moral och anpassning i före detta lägerfångars berättelser från Bosnien
- 2013
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Ingår i: Statsvetenskaplig Tidskrift. - 0039-0747. ; 115:3, s. 225-243
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Tidskriftsartikel (refereegranskat)abstract
- In this article portrayed experiences of former inmates that were placed in the concentration camps in the beginning of the war in Bosnia and Herzegovina in the 1900s are being analyzed. The article is based on 13 interviews with former inmates and close relatives that currently live in Sweden, Denmark and Norway. The purpose with the article is to describe the social interaction rituals that are being retold after a stay in concentration camps and also to identify how these interactions get dramatized symbolically. In addition, the moral that emerges in the description is analyzed. All the interviewed in the study describe themselves as victims. Throughout the narratives about crimes and encroachment in the camps the interviewed individual’s take distance from the actions of the guards and the category concentration camp- placed. Retelling violations and resistance rituals show that the space for individuality in the camps were toughly limited but a resistance and status rituals together with adaptation to the living conditions in the camps seems to have generated a space for enhanced individualization. To possess somewhat control and have the opportunity to provide resistance seems to give an emotion of honor and self-esteem to the camp prisoners, not only during but also after the time of war.
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| 5. |
- Basic, Goran, 1972-
(författare)
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Samverkan blir kamp : En sociologisk analys av ett projekt i ungdomsvården
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this dissertation a collaboration project in Swedish youth care is analysed. The aim of the project was to enhance coordination between the Social Services and the Swedish National Board of Institutional Care in order to make the efforts more efficient. The project also employed a number of coordinators. The overall purpose of this dissertation is to analyse conflicts, alliances and comparisons identifiable in interviews and observations. The analytic findings are put into an overall “collaboration context” represented by earlier research on the social phenomenon of “collaboration”. In this way the dissertation tries to contribute to a sociological understanding of a contemporary widespread phenomenon. The empirical materials of the study consist of recorded conversational interviews with 147 project participants (youngsters, parents and various professional categories) as well as observations of meetings, informal get-togethers and visits to institutions, Social Services offices, the head office of the National Board of Institutional Care and coordinators. The material was analysed using the analytic perspectives of Georg Simmel (1950/1964), Theodore Caplow (1968) and Erving Goffman (1959/2004). The analysis shows that the project manifested and led to struggles between organizations involving representatives from the Social Services, the National Board of Institutional Care and the project, as well as to several interpersonal conflicts between representatives from various categories of involved professionals, and the youngsters and their parents. The study also shows that the client, in such human service organizations, faces a significant risk of being marginalized. Professionals who appreciated the collaboration often drew their conclusions based on their interaction with other professionals, but the collaboration did not guarantee a successful treatment of the client. Conflicts concerning the roles of the coordinators and their written documents (“the agreements”) emerged and were actualized through the creation of the project. The coordinators and their “agreements” can be seen as the project’s most visible representatives and symbols, which during the project become both themes for conflict and actualize already established conflict patterns. The youngsters and their parents appreciated the projects’ coordinators who appeared as personally involved and able to make concrete changes. However, many of youngsters and their parents criticized the coordinators and even portrayed a victim identity in relation to the project. The coordinator’s relationship with the youngsters and their parents was mostly characterized by passivity. This is clearly apparent in the analysis of the administrative and/or passive coordinator. Different alliance constellations became visible in these presentations. When the coordinator roles were altered in the description, the alliance constellations change. It is a common strategy for clients in human service organizations to try to enter into alliances with professionals involved in their cases and, in so doing, try to alter the situation to their own advantage. The fact that these alliances are often sought by the client indicates, among other things, the client’s will to fight against the situation in which he/she finds him/herself. I believe that this can be seen as something productive rather than problematic.
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| 6. |
- Basic, Goran, 1972-, et al.
(författare)
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Vårdkedja för ungdomar eller professionella? En processutvärdering av projektet ”Motverka våld och gäng” : [ A “Treatment Chain” for Young People or the Professionals? A Process Evaluation of the “Counteract Violence and Gangs” – Project in Sweden ]
- 2009
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Rapport (refereegranskat)abstract
- This report concerns a large evaluation of a project concerning Swedish juvenile care. We analyse how professionals, youngsters and parents perceived and interpreted the three-year project which involved different authorities whose representatives should form a care-giving chain. The project also employed a number of coordinators. Beyond accounting for the results from just over one houndred interviews and an intense field work our ambition was also to place our findings in a greater social and cultural context. The origin of our analysis is based upon the empirical material, not from a before hand constructed perspective; the example of the coordinators’ focus on administrative issues was therefore discovered through interviews and observations and not something that we were looking for or even expecting to find. At the same time no analysis can arise solely from an empirical material. When we, for example, use terms like ‘dispute props’, when talking about the involved actors discussions on different documents, it origins from reading the work of the classic sociologist Georg Simmel and modern social psychologist Ervin Goffman, both using dramaturgy as a metaphor for social interaction. The lasting impression from this project is the administrative position of the involved officials. They were strongly committed to meetings and documents, they reviewed and assessed each other using a bureaucratic language rather than discussing the individual youth with commitment. In fact the youths rather fell into a discursive shaddow when reading the interviews and field observations. In projects like this one, where officials should cooperate, the danger is that the meeting with its attached bureaucracy becomes the goal instead of the means. A more pragmatic stance regarding the meeting would rather see them being means through which distinct decisions and results carried the youth forth in a direction which the group, the parents and the youth had agreed on (the latter categories should, according to directives, be integrated). The meetings we attended rather displayed a startling inertia, issues that could have been resolved between meetings were not. The shortcomings in the measures were not followed up with attribution of responsibility.
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| 7. |
- Basic, Goran, 1972-, et al.
(författare)
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Förskollärarnas yrkesidentitet och deras praktiska arbete med flerspråkiga barns språkutveckling (Pre-school teachers’ professional identity and their practical work with multilingual children’s language development)
- 2018
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Konferensbidrag (refereegranskat)abstract
- Syftet med studien är att analysera förskollärares berättelser om sitt praktiska arbete med flerspråkiga barns språkutveckling. Studiens analys utgår från sekundärempiriskt material (empiriska sekvenser från redan publicerade kvalitativa analyser). Preliminär analys visar att förskollärare i sina berättelser betonar betydelsen av vardagliga praktiska interaktioner för flerspråkiga barns språkutveckling. De interaktioner som återges i berättelserna gäller lek, matintag, av- och påklädning, bilder och böcker. I dessa berättelser presenterar sig förskollärarna som kompetenta aktörer som bygger på sin kompetens, bland annat genom interaktion med flerspråkiga barn. På så sätt blir interaktionen med flerspråkiga barn en grundläggande dimension för skapande och återskapande av förskollärarnas yrkesidentitet. Metodologiskt diskuteras behov av insamling och analys av primäretnografiskt empiriskt material i form av intervjuer, fältanteckningar och dokument från förskolepraktiken.
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| 8. |
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| 9. |
- Johnsson, Anna, et al.
(författare)
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Newly arrived parents and collaboration in Swedish school – an interactionally and ethnomethodologically inspired analysis of proposed collaborative alliances and triads
- 2019
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Ingår i: Presented at: National special education conference in Sweden, 20191113-20191114, Örebro, Sweden.
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Konferensbidrag (refereegranskat)abstract
- The purpose of this study is to analyse 1) newly arrived parents’ accounts of collaboration in Swedish school and 2) depicted triads and alliance constellations presented during interviews with recently arrived parents regarding the collaboration in Swedish schools. The study’s analysis is based on secondary empirical material (empirical sequences from previously published qualitative analyses). Its analytical discoveries are presented as three themes: (1) collaboration identity through distancing, (2) invitation to collaboration alliance, and (3) home- and school-focused collaboration. Analysis shows that the parents dramatise the need for collaboration between teachers and parents and construct and reconstruct collaborative alliances and triads in their narratives. Members who appear in these interactions are parents, children, and teachers. In the parents’ narratives about the collaboration, a picture emerges of an invitation to teachers to form an alliance partnership. The alliance partnership seems to strengthen stability in the triad with the objective of creating a successful collaboration in the children’s best interests and to draw attention to the importance of parents’ participation in collaboration in the school context. Successful collaboration in the school context seems to be a basic prerequisite for the successful involvement and integration of parents from different ethnic backgrounds into general society. Special pedagogy and educational sciences are two of the perspectives within social sciences that emphasise the importance of including newly arrived parents and their children in the community. Both parents and children receive affirmation of their identities through participation in the community, with successful interaction between individuals in the school context being a prerequisite for the successful involvement and integration of newly arrived parents and their children.
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| 10. |
- Nilsson, Carina, et al.
(författare)
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Pre-school teachers’ professional identity and multilingual children : An interactionist analysis of pre-school teachers’ practical work with multilingual children’s language development
- 2023
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Ingår i: Cogent Education. - : Taylor & Francis. - 2331-186X. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this article was to re-examine the empirical research focused on the creation and recreation of pre-school teachers’ identity and their practices with multilingual children and language development. The analysis was based on empirical sequences from previously published qualitative analyses with the assistance of an interactionist perspective and earlier research revolving around the phenomenon of “social interaction and learning”. Pre-school teachers emphasised the significance of everyday practical interactions for language development and presented themselves as competent parties who build upon their knowledge via interaction with multilingual children. Thus, the interaction with multilingual children becomes a fundamental dimension of the pre-school teachers’ professional identity. The interactive dimension is important to the successful involvement and integration of multilingual children in the pre-school context and social pedagogical recognition of the identity of pre-school teachers who engage in practical work among these children.
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