| 1. |
- Abrahamsson, Emma, 1978-
(författare)
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Att formulera problem i barnpsykiatriska samtal
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study explores problem-formulation processes in Swedish child and adolescent psychiatry (Sw. Barn- och ungdomspsykiatri, BUP), drawing on an ethnomethodological conversation analytic approach to institutional talk. Data consists of video and audio recordings of 15 initial assessments, one therapeutic contact (six sessions) and one neuropsychiatric assessment (12 sessions), with children and adolescents aged 10 to 17. Shorter sequences as well as longer processes spanning several sessions are analyzed. While much prior research has examined caregiver-clinician interaction in cases involving younger children, the present study explicitly focuses on the child as an active participant.The analyses of the initial assessments demonstrate how children resist caregivers’ problem formulations by presenting alternative versions of these formulations that draw on their in-depth knowledge of their own everyday life. Clinicians’ strategies of orchestrating the talk in these sequences are shown to be critical in balancing children’s and caregivers’ relative epistemic status. In the therapeutic interactions, the analyses focus on how the participants use reported speech as an interactional resource to illustrate problematic communication patterns in the family, to model alternative courses of action, and to communicate therapeutic change. In these encounters, the child takes an active role in the process of problem formulation. Finally, neuropsychiatric assessment interactions are analyzed with a focus on the clinical sense-making process through which a shared understanding of the child’s problems is negotiated in initial and concluding phases of the contact.Through attending to clinical sense-making in negotiations between adolescents and caregivers, the study provides nuance to the image of medical interaction as primarily characterized by tensions between contrasting life-world and medical perspectives. The concluding discussion addresses how knowledge claims and conflicting versions of psychiatric problems are managed in multi-party interactions, as well as how boundaries between normality and deviance are negotiated in processes of interaction.
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| 2. |
- Kontio, Janne, 1981-
(författare)
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Auto Mechanics in English : Language Use and Classroom Identity Work
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This is a compilation thesis consisting of three different articles with the purpose to explore the relationships between language practices, identity construction and learning in the context of the Vehicle Program, a vocational program in Swedish upper secondary schools. A feature of the particular setting studied here that sets it apart from the general education of auto mechanics in Sweden is that it was carried out in English.The study focuses on language practices within a community of practice where the norms for second language use, gender arrangements and identity work are negotiated in conversations between students and between students and teachers. The language practices are considered as talk-in-interaction, and identity construction and learning are understood as processes in socially situated activities.The study was conducted through an ethnographic approach, including observation, field notes, approximately 200 hours of video recorded interactions, and interviews with students and teachers. The recorded interactions were analysed using tools from conversational analysis and methods focusing on linguistic activities and interactional patterns. An eclectic approach combining linguistic ethnography, ethnometodological conversation analysis and socio-cultural theory of learning, in particular the concept of communities of practice, form the basis of the theoretical framework.The findings in study I highlight that language alternations are repeatedly used in the workshop as a meta-language to play around with language, which relates to emerging communicative strategies that also produces – and helps contest – local language norms. Study III suggests that teasing in students’ peer relations are not only disruptive, off-task behavior, thereby rendering them important only from a classroom management perspective. Teasing, this study proposes, should rather be seen as an organizing principle by which the students are able to position themselves in relation to an institutionally established language ideology. Study II focuses on how participants invoke and renegotiate conventional forms of masculinity tied to the ability of handling tools. Such micro-processes illuminate how gender is a constantly shifting social category that is done, redone and possibly undone. The findings suggest that new forms of auto mechanic student identities are formed that challenge current dominant discourses about what a mechanic should be.
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| 3. |
- Lindqvist Bergander, Anna, 1969-
(författare)
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Att göra literacy online och offline : Digitala medier i barns kamratkulturer
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This video ethnographies study examines the everyday interaction of two groups of children (aged between 10 and 13) as they use digital media in their spare time. One group of boys has been studied in their recreation centre and one group of girls has been studied at home and at the stable. The participants have different social and cultural affiliations. The purpose of the study is to examine how the children in the different groups organize their peer cultures as they participate with other children in different kinds of digital literacy events. Furthermore, the study aims at examining what kind of competencies the children display when they participate in these digital literacy events. Theoretically, and in the analysis of the material, the study is based on New literacy studies, in which literacy is approached as a social, cultural and situated practice.The empirical material consists of ethnographical fieldwork combined with video recordings of everyday digital literacy events of the children, as well as informal conversations and screen-shots of the online interaction of the children. The children’s participation in digital literacy events are analysed with a CA-inspired interaction analysis. The analysis focus on how the children organise their participation in the midst of face-to-face interaction and how they use writing, symbol and image based communication on the internet. In the analysis the children’s use of non-verbal resources and the body have also been taken into consideration.The study shows that the children in the two groups develop different forms of technical and social literacy competencies that draws on their experiences, hobbies and participation in local practices. Through their participation the children strengthen relationships and organize their peer cultures. Their digital literacy events also involve navigating on the internet, communication with friends via internet as well as critically evaluating information on the internet in interaction with their peers.
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| 4. |
- Lundmark, Sofia, 1979-
(författare)
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Designing for Online Youth Counselling : Empowerment through Design and Participation
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- More and more people are using the internet to access various societal functions. In recent years, municipalities and private enterprises have increasingly begun to explore and develop internet-based services to support public health in general and to disseminate health information in particular. This compilation thesis consists of four articles that explore and provide different perspectives on the design and implementation of new online youth counselling services for public organisations and social services, working with counselling and health information for young people. Ethnographic methods, and materials from two empirical settings, have been used to investigate how aspects of design and participation can serve to empower both potential young users and counsellors as stakeholders in the design projects. An important secondary focus is how mechanisms of empowerment play out in the design of online counselling services targeting young people. The notion of empowerment is addressed in terms of empowerment through design, focusing on normative expectations regarding young people as users of online youth counselling, as well as how to work with norms and norm-critical perspectives in the design and development of user interfaces. Another aspect of empowerment concerns participation, here seeking an increased understanding of the processes, practices and shifting roles involved in engaging professionals and young users as participants in a design project. In order to address these interrelated areas of inquiry, an eclectic theoretical and methodological approach has been used to study design in practice. An ethnomethodological approach unpacks how the participants relate to and reflect upon the design projects under study, highlighting aspects of empowerment and user agency. In addition, a sociocultural perspective on communities of practice and participation is used to increase the understanding of what it means to be a participant in participatory design projects. The findings show how embedded social norms and values have implications for users’ identities as presented in the digital design of online youth counselling services. The findings also reveal ways in which user empowerment is facilitated but also restricted by the design of youth counselling e-services, including not only the designed multimodal features of such services, but also the norms that guide usage. The studies also address the outcomes of technological change and the implementation of sociotechnical systems and services for the professionals involved in design projects. Here the studies provide knowledge about the forms of practical reasoning the counsellors engage in when anticipating work-related issues associated with the new technology and how they might deal with potential challenges. Finally, the findings show how participation in a design project may enable the development of new forms of communities of practice in which the participants and their roles and participation status change as the organisation changes.
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| 5. |
- Melander, Helen, 1967-
(författare)
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Trajectories of Learning : Embodied Interaction in Change
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation is about learning as changing understanding in social and situated activities. It takes part in the development of a reconceptualization of learning initiated within participationist perspectives. Multiparty interaction in situated activities is a primordial site for the exploration of human action and cognition. Through the theoretical framework of Conversation Analysis (CA), a method for the analysis and description of trajectories of learning is proposed. Departing from a view of learning, interaction, and cognition as closely related, learning is argued as gradually changing understanding in situated activities. The empirical material consists of video recordings from an elementary school and pilot training. The recordings are analyzed using CA methods, including detailed attention to embodied features of interaction. The analyses focus the development of trajectories of learning through the participants’ orientations. The trajectories are based on topicalizations and co-constructions of contents of learning, where interactional organization and content are interrelated. Participants are shown to make relevant relations between past, present, and future actions and material settings, and their ways of aligning and resisting participation and change are explored. A framework for the analysis of learning as embodied interaction in change is developed. The dissertation shows the fruitfulness of CA work for the understanding of learning processes. The results underline the importance of including embodied action, as constitutive of the co-constructions of contents, into learning studies. The value of highlighting learning as co-construction and of anchoring the analyses in the participants’ orientations is underscored. The results further the understanding of how people learn, and of how they make relevant knowledge and experiences in activity. The understanding of learning and change as action, which can be initiated, aligned with and resisted, opens up for future developments within CA, where learning researchers might be able to describe more precisely how human learning is constituted.
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| 6. |
- Risberg, Jonas, 1968-
(författare)
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Kunskap i interaktion på en nyhetsredaktion : Om kollegiala möten i den redaktionella vardagen
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study examines collaborative work between colleagues in the newsroom of local radio stations. Through the framework of ethnomethodology and conversation analysis the overall aim is to explore how backstage work in the newsroom is initiated, established, and negotiated as a collective knowledge-based practice.Based on video ethnographic fieldwork in five local radio stations, the analyses demonstrate how the newsroom is constituted as a collegial knowledge-based practice through the ways in which colleagues contribute to the accomplishment of seemingly individual tasks in the production of news, and through encounters where journalists request assistance from colleagues to carry out work assignments that are typically technical/practical in their character. The analyses highlight the participants’ epistemic orientations as an interactional engine, but emphasize how this orientation is made relevant for professional actions. Examining in detail how members orient to epistemic asymmetries when requesting assistance in individual tasks, it is shown how accounts expressed in those situations are often double barreled in that they also explicate if the current situation is to be met with instructions or a division of labour. When examining the interactional sequences that ensue in response to requests for help, it is shown how those situations can be understood as communicative pedagogical projects, how the tutor in situ must decompose the overall task into relevant steps and formulate these composite actions so they can be recognized and performed by the colleague. It is also shown how embodied action or absence of expected embodied action is treated as expressions of knowledge, that is, epistemic stance.In these everyday pedagogical practices, the participants establish a local rationality and a situation where two professional colleagues interact. The study thus demonstrates how interaction with colleagues contributes to institutional tasks as well as to the development of different professional skills. In highlighting collaborative work between colleagues in newsrooms the study contributes to the field of epistemics in social interaction, collegial work, talk in institutions, and newsroom ethnographies.
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| 7. |
- Svahn, Johanna
(författare)
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The Everyday Practice of School Bullying : Children's participation in peer group activities and school-based anti-bullying initiatives
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores the everyday practice of school bullying by examining children's participation in peer group activities as well as in school-based anti-bullying activities within an educational setting. The empirical material is drawn from a long-term (1 year) ethnographic study conducted among preadolescent children in a 5th grade class in a Swedish elementary school. An ethnomethodological approach is used in analysis of ethnographically based fieldnotes, and in detailed analysis of video recordings collected during participant observations. The first study examines, through elaborated investigation of a peer group's everyday peer encounters, how social exclusion is situated within the flow of intricate, subtle and seemingly innocent interactions. In this, the study offers detailed information about how girls' everyday peer group interactions, taken across a range of activities, may be consequential for the process of social exclusion. The second study examines the interactional moral work accomplished within the situated practice of ART classroom sessions on moral reasoning used as part of the school's anti-bullying prevention program. The study contributes an understanding of the interactional managment of children's moral stance-taking, something that has previously been overshadowed by the quest to project the outcomes for individual children's moral reasoning.The third study examines a gossip dispute event, in which a group of girls take action against another girl for reporting school bullying to the teacher. The study demonstrates how, as the gossip dispute unfolds, the girls accused of bullying appropriate and even subvert the social organization of the school's anti-bullying program, and manage to turn the tables so that the girl initially reporting to be a victim of bullying is cast as an instigator, and the girls accused of the bullying as victims of false accusations. The thesis illuminates the complex meanings and functions of social actions referred to as bullying within a school context and in the literature. Also, it sheds light on the difficulties that come with teachers' attempts to structure children's social relationships. All in all, the thesis illuminates the need to challange an individualistic approach to bullying, recognizing the social and moral orders children orient to in their everyday life at school.
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| 8. |
- Walldén Hillström, Kristina, 1976-
(författare)
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I samspel med digitala medier : Förskolebarns deltagande i multimodala literacypraktiker
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation explores the interaction between preschool children, preschool teachers and digital media in the Swedish preschool. The analysis focuses on children’s participation in activities involving digital media, as well as how digital media is integrated into children’s everyday activities at preschool. Use of digital media is highlighted in the recently revised Swedish national curriculum, specifically with regard to providing children the opportunity to develop “adequate digital competence” (Skolverket, 2018, p. 9). In this study the competencies and literacy skills that children use in their interaction with digital media are explored “in situ” as integrated in everyday activities. The empirical data was generated in two preschools involving 28 children between the ages of three and five and 5 preschool teachers. The video recordings and field notes were collected during participant observations and analyzed using an ethno-methodological approach to conversation analysis. Detailed attention was given to embodied features of interaction, which was critical for the analysis. In terms of findings, detailed observation reveals that children’s competencies and literacy skills are displayed across a variety of actions performed in relation to other participants and the digital medium. Similarly, this study demonstrates that children are also co-creators in the organisation of digital activities within the preschool environment. The competencies and skills required to participate in digital activities, form a part of the collective work undertaken by participants throughout the duration of the interaction. Therefore, what constitutes "adequate digital competence" must be applied to children's use of digital media "in situ".
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