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- Calles, Britt-Marie, et al.
(författare)
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Grunddatadomän transportsystem: Kompletterande underlag till den utforskande förstudien
- 2022
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I mars 2022 levererade Trafikverket och samverkande myndigheter (Transportstyrelsen, Sjöfartsverket, Luftfartsverket, Trafikanalys och VTI, Statens väg- och transportforskningsinstitut) en rapport som sammanfattade den utforskande utvecklingen att utreda en grunddatadomän för transportsystemet. Föreliggande rapport är en komplettering till den ursprungliga rapporten och utgör Trafikverkets inklusive samverkande myndigheters sammantagna underlag (utforskande utveckling) för etablering av en grunddatadomän för transportsystemet. Arbetet har bedrivits under ledning av Myndigheten för digital förvaltning (DIGG) med Trafikverket som ansvarig för den utforskande utvecklingen. Till rapporten hör en bilaga, se länk till höger.Ursprunglig rapport: Grunddatadomän transportsystem: Samverkansuppdrag mellan transportmyndigheterna för att bedriva en utforskande utveckling att utreda en grunddatadomän för information kopplat till transportsystemet
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- Gustafson, Niklas, 1966-
(författare)
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Lärare i en ny tid : Om grundskollärares förhandlingar av professionella identiteter
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In the past two decades the Swedish compulsory school for students aged 7 to 16 has undergone major processes of reform and change. On a structural level these have ushered in a new era with a fundamentally changed assignment for the schools and its teachers. In this thesis, however, it is assumed that the teachers as individual actors and as groups have agency to accomplish change and alter structures. The thesis has been written within a several years’ interactive research project with teachers from three compulsory schools. Based on data created in the project on how new and changing groups and working groups within teachers’ work lead to an extended assignment, the study focuses teachers’ negotiation of professional identities regarding the entire work situation. Etienne Wenger’s (1998) social theory on identity, entitled “Communities of Practice”, is used to deepen the understanding of the data. In the framework of an interactive research project the overall aim of the thesis is to describe and analyze how teachers negotiate professional identities in compulsory school. The aim is also to describe and analyze teachers’ learning and development of knowledge in the project. The central research question is: How and about what do teachers negotiate professional identities in different communities of practice? By using the interactive research approach the goal has been to develop a democratic dialogue and learning processes together with the participating teachers. One ambition is to enhance the knowledge of teachers as co-researchers within research projects and as teacher-researchers at work in school. The fora of the interactive project were informal talks, dialogues for learning, individual interviews and focus groups. The results of the study show that teachers negotiate professional identities in a flexible expanding multimembership of communities of practice. As brokers of information and knowledge between and within communities of practice at school, and from various identity positions, the teachers negotiate overlapping identities. Memberships in communities for adults only are growing in relation to teachers’ work regarding the entire work situation. The study’s main conclusion is that teachers in the new era negotiate identities within a web of tensions between fragmentation and coherence of the complexity of the work in its entirety through the multimembership in communities of practice. The thesis proposes that an awareness of complexity is fundamental, and that such an understanding can be enhanced by the teachers by developing themselves as brokers and by their reification of boundary objects within a complex multimembership. Analysis of data shows that teachers in the interactive project have had the opportunity to further develop competences to negotiate identities as teacher-researchers at work in school. Data from the project are moreover analyzed within the context of globalized and diversified structural changes such as decentralization, economic transformations, cultural standardization, the individualized knowledge society and the reflective society. A conclusion is that teachers seem to operate within an increasing globalization of the teaching profession and towards identities as globalized teachers.
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- Gustafson, Åsa, 1968-
(författare)
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Sköra livsmönster : Om integrations- och normaliseringsprocesser bland bosniska flyktingar
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to illustrate and unfold the dynamic interaction between conditions of integration and patterns of integration, in other words the structural conditions related to processes of integration and normalization of every day life. This is done with concrete reference to Bosnian refugees living in Malmö and Umeå during 1996-1997, having received permanent permission to stay in Sweden during 1992-1995. How do refugees under different conditions arrange their lives, perceive their own life situation, manage the course of daily life and develop individual life patterns? The study shows that processes of integration and normalisation depend on and has an impact on involvement and participation in social, economic, political and cultural life in general. Background statistics, official documents and local daily press material together with intense interviews with Bosnian refugees and key-informants constitute the empirical base of the study. The theoretical base consists of a holistic perspective on integration, including aspects of ethnicity, culture and gender. The focus is on the double-sided processes of integration among refugees in relation to the established population. Refugees’ processes of integration and normalization are described and discussed with reference to patterns of living conditions, patterns of integration, patterns of action and patterns of attitudes. The general conclusion is that refugees’ life patterns are very fragile. Processes of integration and normalization depend on conditions of involvement and of participation as well as the openness of the society at large and specifically on how civil, political and social rights are supplied for. This in turn raises the question of the importance of not only formal but also substantial citizenship rights. Integration is also closely related to possible changes towards more flexible gendered spaces of action. The more equal gender relations in the family become the more it opens up for possibilities of integration and normalization for both women and men. Encompassing possibilities to integration into the society at large combined with increased potentials of altering conventional power relations between women and men are vital for the processes of integration and normalization among refugees.
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