| 1. |
- Andersson, Annica, et al.
(författare)
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Storylines in public news media about mathematics education and minoritized students
- 2022
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Ingår i: Educational Studies in Mathematics. - : Springer Nature. - 0013-1954 .- 1573-0816. ; 111:2, s. 323-343
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Tidskriftsartikel (refereegranskat)abstract
- Public media both refects and shapes societal perceptions and attitudes. Teachers and others around students in mathematics classrooms have expectations for the students, projected with what appears in these media. We are most concerned about the expectationsplaced on students who are identifed with minoritized groups—particularly students whoare Indigenous or migrated to Norway. We investigate how minoritized group contexts andmathematics education appear together in Norwegian news media texts. Our analysis usesthe notion of storylines to describe the expectations about minoritized groups that newsmedia project. We found seven entangled storylines: “the majority language and cultureare keys to learning and knowing mathematics,” “mathematics is language- and cultureneutral,” “minoritized groups’ mathematics achievements are linked to culture and gender,”“extraordinary measures are needed to teach students from minoritized groups mathematics,” “students from minoritized groups underachieve,” “students from minoritized groupsput in extraordinary efort and time to learn mathematics,” and “minoritized mathematicsstudents are motivated by gratitude.”
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| 2. |
- Andersson, Ulrika, et al.
(författare)
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Vulnerability, agency and the ambivalence of place in narratives of rape in three high-profile Swedish cases
- 2018
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Ingår i: NORA - Nordic Journal of Feminist and Gender Research. - : Informa UK Limited. - 0803-8740 .- 1502-394X. ; 26:3, s. 197-209
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Tidskriftsartikel (refereegranskat)abstract
- For decades, the media have frequently been instrumental in framing rape cases by linking the deed with the place. This study demonstrates that law courts are not innocent of such social framing; on the contrary, they are significant agents. We argue that courts, by shaping the plot in rape cases, participate in an ongoing cultural production of meaning, although in a more subtle and ambivalent way than the media. In a narrative analysis of three contemporary rape cases in Sweden, we bring together feminist research on place with the concepts of vulnerability and agency. We argue that place is framed as ambivalent in relation to vulnerability and agency and dependent on the positioning of the plaintiff and the defendant. In court narratives geographical places are made relevant, including the locations where the alleged rapes took place. Court narratives of rape include highly ambivalent connotations to place in relation to vulnerability and agency, distinguished by different narratives and outcomes in the various instances. The legal and social implications of our work should include an awareness of the relevance of place in relation to rape.
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| 3. |
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| 4. |
- Ekström, Elin, et al.
(författare)
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"I've Got Many Stories You Know" : Problematizing Silence Among Unaccompanied Migrant Girls
- 2022
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Ingår i: Journal of International Migration and Integration. - : Springer. - 1488-3473 .- 1874-6365. ; 23, s. 797-814
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents a study on inhabited silence among unaccompanied female minors in Sweden. Silence among unaccompanied minors has often been explained by experienced trauma. Conversely, research also explains silence as a natural way of establishing autonomy during adolescence. By analyzing the narratives of 11 unaccompanied female minors, we aim to problematize and broaden the understanding of silence as a lack of communication. By using Bourdieu's concept of linguistic capital, we analyze how hegemonic narratives on migration and integration influence how the girls in this study use silence in their everyday interactions. Our findings suggest that silence can be understood as both a rejection of these narratives and a strategy to preserve the girls' integrity. We also demonstrate how these girls negotiate their linguistic capital in relation to embodiment and othering, thereby pushing boundaries of identity and what it means to be seen as Swedish. The paper concludes that silence itself speaks and shows that what is often perceived as a lack of communication can also be understood as a failure to listen.
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| 5. |
- Hasson, Henna, et al.
(författare)
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Barriers in implementation of evidence-based practice : supported employment in Swedish context
- 2011
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Ingår i: Journal of Health Organization & Management. - : Emerald Group Publishing Limited. - 1477-7266 .- 1758-7247. ; 25:3, s. 332-345
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – The aim of this paper is to identify initial barriers influencing implementation of supported employment (SE). SE, according to the individual placement and support (IPS) approach, has been recognised as an evidence-based method to help people with severe mental illness to find regular employment. Design/methodology/approach – A systematic implementation evaluation of the first randomised controlled SE (IPS) trial in Sweden was conducted in August 2008 and August 2009. Data were collected on a regular basis from SE employment specialists, process heads, clients and representatives from mental health care units and vocational services (social insurance and public employment offices) using interviews, non-participant observations and document analysis. Findings – SE employment specialists reported that existing regulations for social insurance and employment regulations presented major obstacles to implementation. Difficulties were reported in cooperation with handling officers at the vocational services. Scepticism towards persons with mental illness was common and employers expected to receive subsidies if they hired a person with mental illness. SE participants expressed fear of losing their social benefits. Originality/value – The results illuminate a collision between an innovative evidence-based practice and the existing systems for social benefits and work rehabilitation.
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| 6. |
- Ryan, Ulrika, et al.
(författare)
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“Mathematics is bad for society” : Reasoning about mathematics as part of society in a language diverse middle school classroom
- 2021
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Ingår i: Applying Critical Mathematics Education. - : Brill Academic Publishers. - 9789004465428 - 9789004465411 - 9789004465800 ; , s. 144-165
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Bokkapitel (refereegranskat)abstract
- In this chapter, we report on a small-scale critical mathematics education project in a Swedish classroom with students of varied language backgrounds. The project departed from the student Arvid’s statement “Mathematics is bad for society.” Our research interest was twofold. On the one hand, we wanted to explore what knowledge is being (re)produced by students as they try to connect and reason with a statement like “Mathematics is bad for society.” And on the other hand, we were also interested in how the students in this classroom, in which they do not have shared mother tongues, can express and (dis)acknowledge knowledge when reasoning about mathematics in society. We found that when the students (and their teacher) grappled with unpacking critical aspects such as “mathematics in society,” their reciprocal assessment of claims was based on their individual ways of knowing and talking, and tended to shape both their actions and the outcome of their efforts. We show that the discussion around critical aspects of mathematics in society that came to the fore was intertwined with both students’ and the teacher’s (lack of) meta-understanding of language diversity.
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| 7. |
- Sandgren, Olof, et al.
(författare)
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Using a word association task to investigate semantic depth in swedish-speaking children with developmental language disorder
- 2021
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Ingår i: Logopedics Phoniatrics Vocology. - : Informa UK Limited. - 1401-5439 .- 1651-2022. ; 46:3, s. 134-140
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Tidskriftsartikel (refereegranskat)abstract
- We examined word associations in Swedish children with Developmental Language Disorder (DLD) compared to their typically developing (TD) peers. Furthermore, the study aimed to explore the dimensions of vocabulary knowledge (breadth, depth, and fluency) in these children. Fifty children (15 DLD and 35 TD) participated in the study, aged six to nine years. This age span is commonly associated with substantial lexical reorganisation, by some referred to as the syntagmatic-paradigmatic shift. Fifty items from the Kent-Rosanoff list were used to elicit word associations (say the first word that comes to mind). Word associations were coded as paradigmatic (lion-tiger), syntagmatic (chair-sit), phonological (moon-poon), and other/no answer (foot-hello/bed- -). A semantic depth score (paradigmatic and syntagmatic associations) was calculated and analysed. The children with DLD showed significantly lower semantic depth scores than their TD peers, in line with previous research in English-speaking children. However, the vocabulary dimensions were uniformly affected for the DLD group, contradicting previous findings of semantic depth as a particular area of weakness in this group.
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