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Sökning: WFRF:(Persson Anders) > Svenska > Doktorsavhandling

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1.
  • Borsgård, Gustav, 1984- (författare)
  • Litteraturens mått : politiska implikationer av litteraturundervisning som demokrati- och värdegrundsarbete
  • 2021
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Avhandlingens syfte är att undersöka politiska implikationer av idén om litteraturundervisning som demokrati- och värdegrundsarbete i förhållande till det ideal om mätbar kunskap som präglar samtidens utbildningspolicydiskurser. Det som står i fokus är 2011 års gymnasiereform, som tolkas mot bakgrund av en genomgripande förändring av den globala och europeiska utbildningspolicydiskursen från och med millennieskiftet. Avhandlingen undersöker hur subjekt, samhälle och relationen däremellan förstås av aktörer inom policy, forskning och av lärare. Analysen är uppdelad i en transnationell nivå, en nationell nivå och en didaktisk nivå. Avhandlingen visar också hur policydiskurser rekontextualiseras mellan de olika nivåerna.Vad gäller den transnationella nivån visar avhandlingen hur EU:s utbildningspolicy lägger stor vikt vid utbildningens samhällsekonomiska funktion samtidigt som demokratiska aspekter av utbildning tonas ned. EU framhäver även värdet av entreprenörskap och kopplar kreativitetsfrämjande aspekter av konst och humaniora till arbetsmarknaden och ekonomisk tillväxt. I ramverket till OECD:s PISA-studier lyfts reading literacy fram som viktigt för såväl kritiskt tänkande som ekonomisk utveckling. Läsningen av skönlitteratur specifikt definieras dock som en individuell angelägenhet och fritidsaktivitet. Genom att anlägga ett psykologiskt perspektiv på skönlitteraturen och lyfta fram den som en individuell – snarare än samhällelig eller strukturell – angelägenhet sker en av avpolitisering av litteraturläsningens emancipatoriska värde.Vad gäller den nationella nivån visar avhandlingen hur skolans syn på demokrati och litteratur har genomgått förändringar sedan 1940-talet. Framför allt har demokratin gradvis kommit att förstås som ett ”fullbordat” projekt, snarare än som någonting som kan utvecklas eller fördjupas. Med hjälp av Gert Biestas tre dimensioner av medborgarfostran gör avhandlingen en kritisk genomgång av tongivande teorier om litteraturundervisning som demokrati- och värdegrundsarbete, och argumenterar för att merparten av teorierna fokuserar på medborgarfostran som socialisering snarare än subjektivering. Med andra ord innebär demokratiarbetet en anpassning till, snarare än en kritik av, det omgivande samhället. Avhandlingen använder sig också av Peter Dahler-Larsens begrepp konstitutiva effekter för att visa hur 2011 års gymnasiereform tonade ned demokratiska aspekter av litteraturundervisning i förhållande till den föregående läroplanen.Vad gäller den didaktiska nivån använder sig avhandlingen av kvalitativa lärarintervjuer som visar hur lärares didaktiska val ramas in av styrdokumenten och olika administrativa uppgifter. Avhandlingen argumenterar för att lärarnas tolkning av styrdokumenten innebär ett rekontextualiseringsfält inom vilket lärarna förhandlar med läroplanens bestämmelser. I flera fall väljer lärarna att bortse från aspekter av styrdokumenten för att i stället grunda sina didaktiska val på den egna lärarerfarenheten.  Det avslutande kapitlet argumenterar för att en viktig politisk implikation av idén om litteraturundervisning som demokrati- och värdegrundsarbete – i synnerhet när den kombineras med strävan efter mätbarhet – är att utbildningens subjektiveringsdimension marginaliseras. Avhandlingen argumenterar för att utbildning skulle kunna handla mindre om fastslagna värden och mätbara kompetenser, och mer om elevers behov av att lära sig hantera icke-vetande.
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2.
  • Arvidson, Markus (författare)
  • Den fabricerande människan : Om bedrägeri som vardaglig interaktionsform
  • 2007
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The present dissertation takes the multi-faceted phenomenon of deception as its point of departure. The aim is to make a case for deception as a social phenomenon, and to frame theoretically and define the skills and abilities that make deception possible.A theoretical model based on a number of ideal types is constructed. The purpose of the model is to differentiate particular aspects of deception, and the model is illustrated with examples of actions of more or less well-known impostors. The examples were collected from a variety of sources, such as autobiographies and television programs.As a first step, the legal definition of deception, i.e. fraud, and statistics on crimes of deception in Sweden are presented. Different theoretical approaches are also discussed; deception as a personality trait, and deception as communication and interaction.In order to illuminate the social dimensions, it is emphasized that deception constitutes a particular type of relationship between deceiver and deceivee. This particular form of interaction exploits elementary forms, and it is also asymmetrical in terms of the intentions of the parties involved.The concept of social competence is used to describe the skills and abilities required for successful acts of deception. It is argued that the social competence of deceivers consists of three types: strategic, normative, and dramaturgic competencies. The strategic competency involves being goal-rational and strategic, for example, the ability to predict the actions of the potential addressee. In the normative competency, norms and reference to norms are used strategically. The dramaturgic competency represents an operationalization and enactment of the two other competencies, and resembles the preparation and performance of an actor.The different contexts in which deception can occur are also discussed. A preliminary typology is presented, with the aim of demonstrating the difficulties in drawing clear lines between various types of deception. The extended approach to deception also means that it can be viewed as a part of everyday social interaction.Finally, some thoughts on deception in the light of societal changes are presented. It is argued that the increasing demands on people to promote themselves in various ways in today’s society can be perceived as an invitation to deception and fabrication. These demands can generate feelings of inferiority and a fear of eventually being unmasked as an impostor, or a phony.
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3.
  • Brüde Sundin, Josefin, 1975- (författare)
  • En riktig rektor : Om ledarskap, genus och skolkulturer
  • 2007
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The overall aim of the study is to show, from an ethnographic point of view, the what, why and how of events in the daily life of the principals studied. The ambition is to try to understand the meaning of being a principal and the complex situation in which they op-erate. Some questions raised are: What do the principals’ working days look like? What constitutes the foundations of school leadership? What characterizes the context (the cul-tures) in which they work? Has gender any significance for school leadership?Earlier knowledge about leadership is mainly based on studies of male leaders, and or-ganizations are often considered as gender neutral. These circumstances make it urgent to study leadership from a gender perspective. Using an explorative, ethnographic approach with participant observations and recorded interviews seven principals were studied. Most of the data was collected during one and a half years of fieldwork, where the work of one female principal was observed.The result shows that leadership is a complex phenomenon. Relationships are seen as an essential aspect, and most of the daily work is accomplished through meetings and conver-sations with other people. The study illuminates how “a real principal” is constructed through relationships between many different individuals and groups. In this variety of sub-cultures different values and norms of behaviour are found. Schools can thus be regarded as multicultural organizations. Daily the principal has to try to understand, be aware of, and handle this cultural diversity. Partly as a consequence of this, emotions are constantly pre-sent in principals’ daily work. Principals have to deal with their own feelings as well as those of others. Contours of a gender contract are outlined, where cultural understandings of women and men become evident, and which the principals have to relate to.
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4.
  • Eek-Karlsson, Liselotte, 1955- (författare)
  • Ungas samspel i sociala medier : Att balansera mellan ansvar och positionering
  • 2015
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The growing communication that takes place between young people today causes concern. The purpose of this study is to develop in – depth knowledge of the interaction that young people engage in online. The pedagogic interest is based on an investigation of conditions for social learning and social integration that exist in practice, which unfolds in virtual spaces created by social media. The technology referred to in this thesis is considered to be a social construction, which entails that values circulate between people, technology, and society. The theoretical point of departure is based on a pedagogic theory, which proposes that people develop their ability to cooperate, their social identity, and their understanding of the world through interaction with others. This dissertation includes three studies. The first study investigates support and harassment online (for example, insults). The second study is conducted for the purpose of revealing the discursive patterns in young people’s argumentation, based on a series of interviews. Finally, a text analysis of Facebook’s policy document was performed, with focus on the democratic values that are mediated via this document. The overall result is that considerably more young people feel that they are supported in social media, than those who are harassed. Both a supportive culture and a harassing culture can be defined however. The more often young people support their friends, the more often they find themselves to be the recipient of support. The same relationship pertains for harassing communication. Reciprocity, respect, and being responsible are dominant themes in a close circle of friends. In interaction with friends who are not members of the close circle of friends, communication is characterised by asymmetry and control. The imposition of discipline takes place as a function of both gender and status. The risk of being subject to reprisals is great, if the prevailing system of norms is violated. Young people’s social interaction in virtual spaces tends to be dominated by marketization where strategic behaviour, which primarily is a function of the individual’s social position and profit interest, is observed.
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5.
  • Hjalmarsson, Anders (författare)
  • Behovet av struktur och frihet : En avhandling om situationsanpassad facilitering vid samarbetsinriktad modellering
  • 2009
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Informationssystem är resultatet av samarbete människor emellan. System designas, realiseras, testas och implementeras i de verksamheter som de ska stödja. Samarbete krävs under alla dessa steg. I utvecklingsarbetets inledning är det inte ovanligt att kraven på systemen formuleras genom projekt som organiseras genom olika typer av samarbetsformer. I föreliggande avhandling lyfter vi på locket på samarbetsinriktad modellering och studerar i detalj vad som sker när krav på system formuleras. Genom en gedigen forskningsdesign och ett rikt datamaterial följer vi två modelleringsteam när de faciliterar verksamhetsrepresentanter i olika situationer under tre modelleringsprojekt. Avsikten är att utveckla kunskap om vad som utmärker facilitering i dessa situationer samt studera vad som utmärker situationsanpassning när modellerarna underlättar och möjliggör arbetet. Genom videobaserad forskning har modelleringsarbetet dokumenterats och med hjälp av olika analysmetoder, såsom konversationsinriktad handlingsanalys och multigrundad teoriutveckling, tolkas episoder i materialet och en plattform för en praktisk teori om facilitering utvecklas. Resultatet utgörs av en typologi över samarbetsinriktad modellering, åtgärder för att utföra facilitering av arbetet, samt insikter om vad som utmärker situationsanpassning när facilitering utförs och olika omständigheter måste mötas. Synsättet som förespråkas är att tillämpandet av struktur och utnyttjandet av frihet är förutsättningar då goda krav på informationssystem ska formuleras genom samarbete.
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6.
  • Lövheim, Daniel, 1975- (författare)
  • Att inteckna framtiden : Läroplansdebatter gällande naturvetenskap, matematik och teknik i svenska allmänna läroverk 1900-1965
  • 2006
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • This dissertation deals with curriculum debates concerning science, mathematics and technology within the Swedish secondary schools between 1900 and 1965. The aim of the study is to analyze different conceptions of these school subjects. How were they looked upon and presented during the debates? What kind of values and functions were they said to promote? I also discuss more principal questions regarding why the school subjects became objects for debate. Why did different actors engage in these discussions? A leading perspective of the study is that schools and their curricula often are used as arenas for larger debates concerning the role of science and technology in society. One of the reasons for this, I argue, is that a curriculum often is seen as representing a standpoint in these broader societal discussions. In the study, this is shown through a number of different debates concerning, for example, the amount of hours devoted to science, student conducted experiments, eugenics and environmental aspects. All of these issues demonstrate how the shape of curriculum was seen as having wider significance for society. An important reason for this is the connection between curriculum and future perspectives. Situations where a curriculum was to be rewritten were apprehended as opportunities to influence and secure the future. Much previous work on curriculum matters has been occupied with the question of what curriculum “does” in schools; it includes and excludes certain ideas, it regulates and governs students to understand and reason about themselves in specific ways. In relation to this, my own research deals with what curriculum – or rather the image of curriculum – does to other groups in society. Through analyzing the engagement of teachers, politicians, authors and editors, I conclude that a curriculum can threaten or promise future perspectives and values that are important to these groups.
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7.
  • Nilsson, Thorbjörn, 1960- (författare)
  • Den lokalpolitiska karriären : en socialpsykologisk studie av tjugo kommunalråd
  • 2001
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • This thesis studies the combination of an actor's course of life with a field-specific career. The career is seen runs through a social room assuming an objective shape. It also runs through a field characterized by the competition for positions and resources.The field is of a relatively stable character and is closely attached to the social room. Emphasis is laid on the municipal commissioner career and the local political field. Becoming a municipal commissioner is not a matter of a superficial change in the work situation, but of acquiring and embodying a field-specific manner and perspective.Municipal commissioners are confronted with a range of paradoxes. The paradoxes are manifested in a structure of expectation, which permeates the entire field, and which is directed towards the position of commissioner. The expectation structure of the field creates the conditions for the commissioner career as a whole and consequently defines its framework.Within this framework the overall patterns emerge as a funnel-like process during which the career tapers off successively. Commissioners develop attitudes and actions to deal with the expectations and with the paradoxes involved. These actions and attitudes evolve through a field-specific career.This dissertation focuses the sociopsychological mechanisms involved in the career. These mechanisms include the way social meaning is externalized, objectified and internalized. Social meaning guides the actors and their interaction. Meanings are fundamental to a given social order by forming an essential part of the field-specific attitude embodied by the actor. The adhesive glue of the career consists of social meanings, which form the basis of the sociopsychological profile of the career. The aim of the study is to explain social meanings in career development in the local political field.The social meanings show what guides the handling of paradoxes and the linking of the actor's life and career. The field-specific meanings also reflect the expectation structures that define the career and its phases. By explaining the social meanings of the career it also becomes apparent in what way the life an actor is phased with the field-specific career.
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8.
  • Persson, Anders (författare)
  • "Försonarn vid sitt bröst, en stjernkrönt Qvinna" : jungfru- och moderstematiken hos C.J.L. Almqvist och P.D.A. Atterbom
  • 1998
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • The present Ph.D. dissertation proceeds from poetry on the theme of the Virgin Mary which blossomed for several decades during the Romantic era and is dedicated to the use of its virgin and maternal themes in the work of C.J.L. Almqvist and P.D.A. Atterbom.The first chapter discusses Almqvist's description of the perfect complementary unity of male and female - and divine and human - in his juvenile work Murnis (1819). In this sexually explicit work, theology and religious experience is eroticized while sexuality is sacralized. In Amorina (1822), a burgeoning transformation of Almqvist's "wholeness" vision can be observed. While wholeness can only be achieved through the perfect union of man and woman in Murnis, Amorina emerges as a perfect figure in and of herself.In the second chapter, the figure of Tintomara in Drottningens juvelsmycke (1835) is analyzed. In this novel, the dream of the merging of "twoness" into "oneness" seems to have been abandoned in favour of an experiment, wherein the unity of masculinity and femininity is realized in one single individual, the androgynous Tintomara. Despite the fact that the novel's androgynous idea is formulated with direct reference to Plato's Symposium, the significance of Jakob Böhme's speculations on androgyny are also emphasized here.The third chapter deals with the poetry about Mary written by Almqvist, especially Isidoros av Tadmor and Marjam (1839). Almqvist's image of Mary is characterized in terms of "perfection" and "complexity". In Marjam, this complexity is expressed both through the drama's upholding of the paradoxical content of the dogma of the Virgin Mary and the main theme of the double drama, the tension between the earthly and the eschatological family.The fourth and fifth chapters of this dissertation are dedicated to the maternal theme in the work of P.D.A. Atterbom. I proceed from the hypothesis that the transformations which the figure of Mary undergoes reflect a tension between Romantic syncretism and classic Christianity. I analyze four texts by Atterbom in which this conflict is particularly apparent.In Atterbom's prose draft for his fairy play Fågel blå (1818), as in his sonnets dedicated to Mary (1817-18), I discern a shift away from Romantic syncretism and toward more Biblical patterns. In the fairy play Lycksalighetens ö (1824-27), this tension emerges anew in the two Nyx epiphanies in the piece. The elegy "Ave Maria" (1831) comprises the clearest example of the shift in Atterbom's writing toward classical Mariology.In the conclusion, Almqvist's and Atterbom's respective thematic use of Mary - where she is portrayed as a complex, transgressive figure - is contrasted with an early example of Swedish Biedermeier poetry, Carl von Zeipel's "Jesus Christus. Evangeliska romanser" (1822), where Mary is placed in the context of the little, idyllic family.
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10.
  • Persson, Anders, 1974- (författare)
  • Lärartillvaro och historieundervisning : innebörder av ett nytt uppdrag i de mätbara resultatens tid
  • 2017
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Swedish compulsory school has recently been subjected to a number of political reforms. Between 2011 and 2014, for example, earlier grades, more national tests and a new curriculum plan (Lgr 11) were to be implemented. This thesis aims to examine those changes as they were experienced by teachers who teach history in Swedish upper primary schools. The theoretical framework is in-spired by existential philosophy, primarily as formulated in the works of Martin Heidegger and Hanna Arendt. In this way, the study highlights the teachers’ lived experience by making use of the concepts yearning, appearance, acting and mood.The study comprises of 36 interviews with 26 informants. The interviews were carried out and transcribed during 2014. The questions focus on both the existential being of the teachers’ lives as well as the ideological function of the history subject. This highly renders in the issue of how lived experiences of a specific school reform corresponded to the teachers’ own perception of a mean-ingful history education. Both the yearnings that were expressed by the participants and their de-scriptions of what they have experienced, have been related to the overall educational ideological functions stated by Gert Biesta (socialisation, subjectification and qualification) and Jonas Aspelin (existentialisation).Although the teachers’ narratives were greatly varied in some aspects, their interpretations of the new assignment seemed to be quite homogenous. Most of the teachers portrayed a situation characterised by performativity. Measurable knowledge and more frequent documentation seemed to be prioritised. Some of them stressed that they experienced less autonomy. In terms of history, the new curriculum was associated with more content knowledge, cognitive skills and procedural abilities. From the teachers’ perspective, pure qualification, rather than subjectification and social-isation, characterised the new curriculum.Still, the teachers’ feelings towards the curricular changes showed a great deal of divergence. Some of them embraced most of the new aspects. They claimed that clearly formulated require-ments in the history curricula provided them with security. They declared that their history teaching to some extent became more professional. In line with such beliefs, some teachers asserted that the strengthened focus on analytical skills improved their teaching. Particularly those who ex-pressed that they preferred such analytic procedural approaches described their experience in terms of confirmation and approval. Others appeared to struggle with the changes. While a few teachers even tried to resist the curricular changes, some found themselves forced to endure what appeared to be a totally new situation. They expressed disbelief, frustration and pain. Notably it was those most devoted to the existentialisational function of history teaching that usually seemed to express such alienation. As argued, they appeared to long for a lost possibility to engage their pupils, to bring history alive and to make meaning of the past.
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