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Sökning: L4X0:0436 1121 > (2010-2019) > (2018)

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1.
  • Zimmerman, Fredrik (författare)
  • Det tillåtande och det begränsande En studie om pojkars syn på studier och ungdomars normer kring maskulinitet
  • 2018
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • Att pojkar generellt presterar sämre än flickor i skolan har ofta hävdats ha en relation till normer kring maskulinitet. Normer kring maskulinitetens negativa inverkan på studievanor har observerats på skolor med en dominerande ”antipluggkultur” eller en dominerande ”ingen ansträngningskultur” bland pojkarna. Vidare har det på dessa skolor uppmärksammats att denna typ av normer även har en negativ inverkan på flickors möjligheter att prestera i skolan. Denna avhandling har sitt fokus på frågan om pojkars syn på studier har en relation med normer kring maskulinitet, samt om förmågan att studera är könad. Dessa frågor har undersökts utifrån en etnografisk ansats på en högstadieskola.Den valda skolan skiljer sig mot skolor med en dominerande ”antipluggkultur” eller en dominerande ”ingen ansträngningskultur”, då en ”pluggkultur” istället dominerar bland pojkarna. Inom denna ”pluggkultur” reproduceras normer som är mer tillåtande vad gäller flickors och pojkars studerande. Att pojkarna anser att man ska studera ambitiöst medför att handlingen ”studera ambitiöst” inte ses som feminin och därför behöver inte pojkarna iscensätta sin maskulinitet genom att ta avstånd från studier, något som är fallet inom exempelvis en ”antipluggkultur”. Dock visar studien att ”pluggkulturen” till trots, reproduceras samtidigt parallella och motsägelsefulla normer som könar förmågan att studera, det vill säga normer som begränsar pojkars möjlighet att studera ambitiöst.
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2.
  • Eckerholm, Lena, 1950- (författare)
  • Lärarperspektiv på läsförståelse. En intervjustudie om undervisning i årskurs 4-6.
  • 2018
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • Avhandlingens syfte var att undersöka en grupp lärares undervisningspraktik i läsförståelse. Studien har genomförts med intervjuer av lärare som undervisar i årskurs 4–6. Vilka aspekter av läsförståelse uppfattar lärarna som viktiga och framgångsrika i undervisningen? Vad innehåller och utmärks denna undervisning av samt vilka resurser och möjligheter ställer skolans organisation till förfogande. Av resultaten framgår läsförståelsens mycket viktiga roll i lärandet och är mycket tydligt uttalat av alla lärarna. I lärarnas utsagor visar sig även den komplexitet som finns i lärarpraktiken, dels avseende den egna undervisningens utformning, dels möjligheterna till att kunna ge alla elever det stöd de behöver. Lärarna har ambitionen att undervisningen ska ge eleverna kunskaper och färdigheter i hur texter kan tolkas, förstås, upplevas samt stimulera dem till fortsatt läsande både i och utanför skolan. Studien visar att lärarna till viss del känner sig begränsade av skolans organisation som oftast uppfattas ha strama ekonomiska ramar. Det innebär att lärarna anser att de resurser som finns inte räcker till för att kunna åstadkomma en så optimal undervisning som möjligt. Framför allt fanns det brister i personalresurser men delvis även att lämpligt material kunde saknas. Lärarnas inställning till kompetensutveckling är att den inte tillgodoser lärarnas behov av ämnesfördjupning och att nya rön inom forskningen inte alltid är lättåtkomlig. Lärarna anser att de borde erbjudas mer och bättre kompetensutveckling om läsning och arbetssätt som gynnar en god läsutveckling för alla elever.
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3.
  • Gisslevik, Emmalee, 1984- (författare)
  • Education for sustainable food consumption in home and consumer studies Lärande för hållbar matkonsumtion i hem- och konsumentkunskap
  • 2018
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • Education as a means to enable sustainable food consumption has gained increasing recognition as a vital means to decrease current burdens upon both natural resources and human health. In response, the Swedish compulsory school subject of home and consumer studies, which positions education about food as core content, has been revised to incorporate in its national syllabus a perspective of sustainable development since 2011. However, because sustainable development remains an ambiguous, contested concept with a range of definitions and interpretations, it is necessary to gain better understanding of what incorporating its perspective can entail in home and consumer studies, particularly regarding the core food-related content knowledge that it teaches. Building upon four papers, this thesis reports research guided by an interpretive and exploratory approach that involved analysing data from syllabuses, observations, recordings of in-class lessons and interviews with practising teachers. The results reveal two ways of understanding what incorporating a perspective of sustainable development can entail in home and consumer studies in Sweden. The first understanding proposes an enriched and unified practice in which the curriculum prioritises embodied forms of knowledge about healthy, ethical and resource-efficient food consumption by allowing a multi-relational, systems thinking approach while focusing a homemade meal practice. By contrast, the second understanding proposes a practice riddled with inconsistencies and contradictions in providing teaching and learning opportunities to attain the intended goals. This ultimately results in fragmented learning opportunities focused more on informed reasoning than on informed actions. Taken together, both understandings pose theoretical, conceptual and practical implications, both for home and consumer studies in particular and in education for sustainable food consumption in general.
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4.
  • Holmberg, Christopher, 1984- (författare)
  • Food, body weight, and health among adolescents in the digital age: An explorative study from a health promotion perspective
  • 2018
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • The overall aim of this thesis was to explore adolescents’ relationship with food, body weight, and health communication in online digital media, as well as how adolescents experience participating in a health promotion intervention regarding food and physical activity habits. Health promotion as a research area served three purposes: to inform the research questions, to direct the data collection, and to identify implications from the research findings. The four included studies explored how adolescents portray food in a widely used image-sharing application, why and how adolescents in treatment for obesity engaged with online health-related information, and how these adolescents experienced presenting themselves on social media. The fourth study explored adolescents’ experiences of participating in a health promoting intervention, focusing on their experiences of using a social media group within the intervention. Overall, the findings suggest that food is a significant means of adolescents’ online self-presentation practices. Food imagery was most often communicated in a positive way, associated with commercial elements, and often depicting high-calorie foods. Adolescents with obesity experienced this user-generated food content as challenging for their weight management. These findings also question the separation between media and information content as stated in the original definition of eHealth literacy. The findings also emphasize a need to explore the adolescents’ own experiences of acceptability of using social media in health promotion practices, with regards to the type of social media and in what context it was or could be used.
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6.
  • Nilsen, Malin, 1974- (författare)
  • Barns och lärares aktiviteter med datorplattor och appar i förskolan
  • 2018
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • This doctoral thesis aims to examine how preschool children and teachers interact with tablets and apps, and contribute to a critical discussion about the role of digital technologies in preschool. The thesis consists of four empirical studies based on video observations of 42 children and six teachers, fieldnotes and interviews. Interaction Analysis is used in the analysis of the video observations, which allows for examination of both verbal and non-verbal communication between participants and technologies. A sociocultural approach is employed as an overarching theoretical framework for the analysis. The findings show that tablets and apps are used in different ways, and for different purposes, depending on the distribution of children’s agency in the activities. In the preschool activities studied, children and teachers show different motivations for using the technologies, thereby taking diverging perspectives on the activities, which leads to difficulties in establishing intersubjectivity. The role of the teacher is discussed as being pivotal for scaffolding and guided interaction in these activities. The findings also show that teachers use apps as substitutes for non-digital artefacts and as incentive for children to participate in educational activities. The findings contribute to a critical discussion about what happens when tablets and apps are used in activities in preschool, based on empirical research, rather than on what could or should happen. Therefore, the thesis adds new knowledge of relevance to a wide range of readers, including scholars, policy makers and teachers.
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7.
  • Nordén, Per (författare)
  • Regnbågsungar: Familj, utbildning, fritid
  • 2018
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • In this thesis, rainbow children’s experience in private, institutional and public spaces is examined. More specifically, the aim is to explore if and how social conflict arises on the basis on their queer kinship structure. 28 interviews were conducted with informants that share the experience of growing up in Sweden with one or more homosexual, bisexual or transgender parents. Their age varied from 15 to 37 years of age. The theoretical starting point is taken in Laclau and Mouffe’s (1985/2008) discourse theory along with the Essex colleagues Glynos and Howarth (2007). Glynos and Howarth break down Laclau and Mouffe’s articulation concepts into three elements, which they define as social, political and fantasmatic logics. In order to analyze these logics in empirical data, Glynos and Howarth state that a moment of “Theoretical and critical interventions” (s. 38) is needed. The intervention in this thesis comes from poststructuralism, feminism and queer theoretical perspectives. I specifically draw on Butler (1990; 1993; etc.), Ahmed (2006), Halberstam (2005) and Stockton (2009) in exploring how queer family structures come to matter in everyday life. The first (1) result chapter, Komma ut som regnbågsfamilj, explores the rainbow children’s stories of their parent’s coming-out process. In this chapter I show how coming-out processes affect family life and how everyday life changes through these processes. Broadly speaking, this chapter deals with negotiations that concern nonnormative positions, but also how this relates to family and kinship structures. The second (2) result chapter, Att framträda i utbildningsmiljön, concerns the experience of rainbow children in the different institutions that organize education, such as pre-school, elementary school and high school. In this chapter I show situations where heteronormativity has social implications for the rainbow children’s right to education. The third (3) and final result chapter, Skiftande fritidssammanhang, shows a span but also specific social communities the rainbow children takes part in during their leisure time activities. In this result chapter I show how the informants are stopped or appear unwanted to participate in certain environments. The conflict areas that appear show, like in the previous chapter, that rainbow children experience heterosexism and transnegativity. The interview touches on occasions and situations when the informants are separated from their previous leisure time contexts. This show that rainbow children, even in the most different contexts, always needs to relate to their queer family structure.
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8.
  • Wyszynska Johansson, Martina, 1964- (författare)
  • Student experience of vocational becoming in upper secondary vocational education and training. Navigating by feedback.
  • 2018
  • Doktorsavhandling (övrigt vetenskapligt)abstract
    • This doctoral thesis explores student experience of vocational becoming, particularly the navigational role of feedback in the process for Swedish upper secondary vocational students. Vocational becoming is explored as conflating the development of vocational knowing and formation of a vocational identity. The interest is in the experienced curriculum as emergent and thus unpredictable, fragile and dependent on feedback in interaction. This unpredictability is juxtaposed with tensions involved in standardised outcome-based assessment of vocational knowing and assessment for learning. The thesis focuses primarily on students attending the Swedish Child and Recreation Programme, which is chiefly school-based and intended to prepare young students (16 to 20 years old) for a range of interaction-intensive and people-centred occupations, e.g., nursery nurse, gym instructor and security officer. It is based on empirical material consisting of transcripts of focus group interviews and participant observations of classroom instruction. Four appended articles illuminate students’ collective vocational becoming in this context, two of them specifically addressing students’ experience of becoming prospective security officers. The analysis reveals difficulties for students to interpret the progression of their vocational becoming in the framework of standardised outcome-based assessment and indicates that their experience of vocational becoming for service work centres on attunement to others, referred to as pedagogising encountering (i.e., readiness to learn from encounters and subsequently adjusting to service recipients). Students halfway through their education showed reluctance to participate in feedback, which is presumed to reflect their incomplete progression towards becoming a service provider who pedagogises encountering. Students’ experienced curriculum of becoming security officers is investigated in terms of their meaning-making of central concepts (e.g., surveillance law), called here vocationalising concepts. Vocational becoming, based on students managing discontinuities, is investigated as generalising knowing horizontally between vocational courses in both school- and workplace-based parts of education. It is suggested that young students develop a vocational stance, orienting themselves towards occupation-specific values, e.g., child care and customer care. Teacher-led and structured feedback that orchestrates self-assessment and peer feedback with regard to students’ readiness appears beneficial for vocationalising concepts whereas loosely structured group work mostly offers opportunities for staging pedagogised encounters in peer groups. In addition to contributing to a nuanced understanding of the role of feedback-making in vocational becoming for service work, this thesis contributes to theorisation of vocational becoming in institutionalised settings.
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