| 1. |
- Asp, Margareta, 1958-
(författare)
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Vila och lärande om vila. En studie på livsvärldsfenomenologisk grund
- 2002
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingsarbetets syfte var att utifrån människors levda erfarenheter av vila, utveckla en tentativ teori om vila och om lärande avseende vila. Den kunskapen har utgjort grund för att beskriva hur förutsättningar för lärande avseende vila kan skapas. En modell för lärande avseede vila har utvecklats, i vilken en ömsesidighet mellan innehåll, lärande och förutsättningar för lärande beaktas. Studien genomfördes med en livsvärldsfenomenologisk ansats och med intervju som datainsamlingsmetod. Analysen genomfördes enligt en beskivande fenomenlogisk metodologi, i syfte att beskriva fenomenets generella struktur En generell struktur av fenomenet vila, implicerar en dualitet mellan vila och icke-vila. Essensen i vila utgörs av en harmoni i vilja, känsla och handling Vilan gestaltas i och med att en inre verklighet avseende behov och längtan överensstämmer med den yttre verklighetens beskaffenhet. Till vilans essens relateras innebördselementen: vilorytm i livet, stämningar av skönhet och trevnad, bejakad utan bedömning, frihet från bekymmer och tvång, samvaro med gemensamt intresse, att dröja, lustfylld stimulans och lustfylld utmaning. Essensen i icke- vila är disharmoni i vilja, känsla och handling. Upplevelsen av disharmoni tär på krafterna och blir allt påtagligare ju längre icke-vilan pågår. Att lära sig vila innebär att bli medveten om sitt behov av att ha en livsrytm som ger utrymme för vila, att tillåta sig att leva i en sådan rytm och att finna eller skapa källor där kraft kan hämtas. Modellen för lärande avseende vila består av tre dimensioner: lärande om vila, lärande i vila och lärande genom vila. Lärande om vila kan relateras till idëer om livsvärld, levd kropp, tid och rum, cirkularitet och intentionalitet. Lärande genom vila kan relateras till hälsa och lärande i vila kan relateras till etiska och estetiska aspekter.
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| 2. |
- Hellström Muhli, Ulla
(författare)
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Att överbrygga perspektiv : En studie av behovsbedömningssamtal inom äldreinriktat socialt arbete
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study was to describe and analyse institutional practice in need assessment dialogues. The questions were: How are the dialogues structured? How is the professional dialogue content combined with: the institutional, traditional and personal perspectives? How are communicative problems solved?Mapping, assessing and deciding on social welfare or other aid measures for elderly people is one part of the concretisation of the elderly care policy in the encounter with the individual citizen. This concretisation is not just a simple transfer of political goals but, rather, contains implications for elderly care institutions as a whole, for elderly oriented social work and for processing. Examples of such implications are demands on knowledge growth in elderly oriented social work and demands on professional practice. The institutional actors, the case officers, serve an important purpose for the elderly in the encounter with elderly care. The need assessment dialogue between case officers and elderly persons is thus seen as a communicative activity or practice through which they (re)produce elderly care. It is this that the study attempts to give shape to.The project has its theoretical underpinning in social constructionism and in dialogism, which explain people’s everyday actions and interaction and how people make their knowledge and assumptions comprehensible. The social constructionist theory also explains how social institutions are created and maintained in people’s interaction in institutional talk.Data have been collected in the form of video recordings of 16 need assessment meetings and consist of about 12 hours of recorded need assessment dialogues. Content analyses of interactive courses of events in need assessment dialogues have been performed.The results show that phases constitute the structure of the dialogues and make them comprehensible. The phases serve different functions in the need assessment dialogues. The phase structure can be seen as a sub activity, which has specific aims and solves different tasks that are central to the case officer’s work. The phase structure consists of: opening, framing, mapping of needs, information and counselling, the turning-point in the dialogue and conclusion. A prominent feature of the study is the relationship between institutional order and professional practice. This relationship is the basis of different dilemmas in the encounter with the client. The key task facing the case officer is to bridge these dilemmas by means of different strategies. The case officer’s professional task in need assessments is not only to assess care requirements but also to make the institutional prerequisites of the aid measures comprehensible to the client and to transform care requirements into institutional abstractions. The knowledge contribution consists of an understanding of the complexity of the dialogue and how meaning and perspectives in the dialogue are produced interactively in different ways. An important knowledge contribution is the importance of communication in elderly oriented social work. This is a key factor in establishing a working relationship between the client and the case officer. It is also a key factor in the case officer’s professional practice.
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| 3. |
- Grahn, Karin, 1974
(författare)
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Flickor och pojkar i idrottens läromedel. Konstruktioner av genus i ungdomstränarutbildningen
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to examine how gender is constructed in textbooks used to educate youth coaches in six different sports. Earlier research has given examples of how gender is constructed in different areas of sports, but there is a lack of knowledge about gender constructions in official texts produced by the different sports confederations. A theoretical framework based on theories of gender as social constructions is used. By looking at sports in terms of a gender order and the specific sports included in the study as gender regimes, the textbooks analysed are seen as producers of gender constructions. Relations between women and men and between different types of femininities and masculinities are important in the constructions. A text and discourse analysis was used in the research. In the first part of the study, the number of girls and boys are presented as well as how the texts, as parts of gender regimes, express gender. It also includes an analysis of gender labelling in the language of sports. The second part of the thesis explores what is written about youths in puberty and how the contents are framed by discourse types, genres and the style used to express knowledge. The result shows that gender is constructed both in terms of an equality discourse, where girls and boys are presented equally, and in terms of “the male norm”, where the male athlete is positioned as the general athlete. When not positioned as equal, women are positioned as excluded, different, a gender-specific subject or gender specific and thereby different. In descriptions of girls and boys in puberty, the results show a variety of ways of constructing boys and especially girls. The main picture, however, constructs girls as problematic in sports and boys as functional sport athletes. Yong women and active elite girls are also positioned in relation to a gender-specific female norm. In conclusion, many of the texts use gender-neutral expressions for athletes which can be seen as a potential challenge to the gender order in sports. But when gendered, athletes are constructed in a way that upholds the gender order both by a male norm and a female-specific norm. This construct boys and men as “the athlete” and girls and women as “female athletes”.
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| 4. |
- Jakobsson, Inga-Lill, 1949
(författare)
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Diagnos i skolan. En studie av skolsituationer för elever med syndromdiagnos
- 2002
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The research problem in this study concerns syndrome-diagnoses and educational response to special needs. The aim was to describe and analyse school situations, in which pupils with a syndrome-diagnosis were participating. The study was carried out in a multi-disciplinary co-operation, taking advantage of knowledge from different disciplines, mainly special educational research and psycho-medical research on syndrome-diagnoses. School situations of 50 pupils representing four different etiological syndrome-diagnoses with very different symptoms were studied and analysed. Ethnographic research strategies were used and were adjusted to conditions in the different school situations. The understanding of what was going on in the school situations was searched for in a continuous dialogue with parents, school personnel, pupils, researchers and professionals from relevant disciplines and activities. The results stated that the individual pupil at school is involved in a complex interplay with the surrounding context, so it is necessary to look at the entire school situation to grasp what influences what happens at school. Societal ideology and regulations seemed mainly to influence through local interpretations and decisions. Groups that co-operated with school were the homes of pupils, pre-school and recreational centre and medical and rehabilitation services. The parents often acted as co-ordinators between institutions and acitivities. In Special educational practice within school environment and organisation framed the daily activities which depended on intertwined and interdependent aspects. The most important elements in the complex interplay between different actors in different settings and contexts on different levels in school and in the surrounding environment appear to be communication, personal relations, and co-operation between the various actors. The contribution of a syndromediagnosis as an explanation of what happens in school situations and as a guide in pedagogical questions seems, from the results of this study, to be rather limited. Finally, for a good understanding of school situations and for a special educational response that optimises the possibilities for participation and learning of pupils with a syndrome-diagnosis, it seems clear that communication and co-operation are more important than a diagnosis. Through its multi-disciplinary design, this study is an attempt to create something new, to break established boundaries of research and activities.
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