| 1. |
- Brunosson, Albina, 1986-, et al.
(författare)
-
To use a recipe - not a piece of cake. Students with mild intellectual disabilities' use of recipes in home economics.
- 2014
-
Ingår i: International Journal of Consumer Studies. - : Wiley. - 1470-6423 .- 1470-6431. ; 38, s. 412-418
-
Tidskriftsartikel (refereegranskat)abstract
- Recipes are not only part of today's cooking culture, they are also part of the Swedish syllabus of home economics. The aim of this study was to investigate what kinds of difficulties students with mild intellectual disabilities have using recipes during cooking lessons in home economics. We conducted an ethnographically inspired approach, with a total of 44 h of accompanying observations. Three compulsory schools for students with intellectual disabilities were enrolled in the study, and 37 students and three teachers were included. The socio-cultural theory of learning has been used as a theoretical framework. The findings reveal both that recipes are central artefacts during the cooking lessons and that the students have various difficulties using the recipes. The difficulties vary, and they concern both how the recipes are designed and the purport of the recipes. Difficulties in relation to the design included, for example, the separation of ingredients and instructions in the text and the large amount of information given in both the whole and the parts of the recipes. The difficulties in relation to the purport – that is, the meaning or sense of the recipe – were the ingredients, the kitchen utensils and the knowledge of how to perform a specific task. These difficulties can be considered special in relation to the use of the recipes. We suggest the concept of ‘recipe literacy’ to capture the complex knowledge of using recipes.
|
|
| 2. |
- Signoret, Carine, 1981-, et al.
(författare)
-
Well-Being of Early-Career Researchers: Insights from a Swedish Survey
- 2019
-
Ingår i: Higher Education Policy. - : Springer Science and Business Media LLC. - 0952-8733 .- 1740-3863. ; 32:2, s. 273-296
-
Tidskriftsartikel (refereegranskat)abstract
- Several studies have documented the importance of optimal work situation and the general well-being of early-career researchers (ECRs) for enhancing the academic performance of universities. Yet, most studies focused on specific categories of ECRs, or on specific academic disciplines as well as on specific outcomes. With this study, we recognize the need for a broader sample encompassing different categories of ECRs across academic disciplines. In a national survey of Swedish universities, the National Junior Faculty of Sweden (NJF) collected data from ECRs in order to study the influence of work situation and well-being on perceived scientific environment. We observed that work situation and well-being are interdependent and jointly influence each other in shaping the conditions for ideal scientific environment. Importantly, we employ structural equation model (SEM) analysis to account for the endogenous relationship between work situation and personal well-being in predicting perceived scientific environment. Results from SEM indicate that support from the university, work time management, job clarity, contract length and quality of life satisfaction were related to the perceivedpossibility of conducting the best science. Our research also highlighted individual differences across demographic factors and contract length in the perceived work situation and the possibility of conducting the best science.
|
|
| 3. |
- Ottemo, Andreas, 1979, et al.
(författare)
-
Contextualizing technology: Between gender pluralization and class reproduction
- 2020
-
Ingår i: Science Education. - : Wiley. - 0036-8326 .- 1098-237X. ; 104:4, s. 693-713
-
Tidskriftsartikel (refereegranskat)abstract
- A diverse body of feminist scholarship has addressed the masculine orientation of Western engineering education for at least four decades. Among critiques specifically targeting curriculum, a recurrent line of argumentation highlights its reductionist framing and narrow focus on mathematics and technology. The argument is that these traits represent a masculine orientation and that women would gain from a curriculum more oriented towards the context and applicability of technical knowledge. Simultaneously, researchers working in a Bernsteinian, social realist, educational tradition have suggested that, from a social-class perspective, it is important to provide all students with access to theoretical, abstract and context-independent knowledge. This article explores the resultant, theoretical tension between these two positions. Our empirical starting point is a recently completed ethnographic study of a male-dominated bachelor's degree engineering program in Sweden. This program's curriculum repeatedly emphasizes the value of experiential and contextually rooted knowledge over contextless and mathematically modeled knowledge. Borrowing Bernstein's terminology, we argue that such emphasis represents a privileging of horizontal discourse over vertical and that, as such, said curriculum potentially deprives the male, working-class students of access to powerful knowledge. We further highlight how the program represents a poor target for the line of feminist critique identified above, despite being strongly male dominated. We thereby shed light on challenges related to formulating (intersectional) critiques of the engineering curriculum simultaneously attentive to both class and gender. Conclusively, we argue that efforts directed at making the engineering curriculum more inclusive can learn from both feminist and social realist lines of argumentation.
|
|
| 4. |
- Mitra, Amit, et al.
(författare)
-
Narratives of integration: Liminality in migrant acculturation through social media
- 2019
-
Ingår i: Technological forecasting & social change. - : Elsevier. - 0040-1625 .- 1873-5509. ; 145, s. 474-480
-
Tidskriftsartikel (refereegranskat)abstract
- Migrant integration is a long drawn out process requiring synergies with various dimensions of life, rhyming with those of the host country. In this paper, we attempt to deconstruct the digital narratives of migrants to explore how they may lead to a meaningful assessment of their acculturation and consequent integration in their host societies'. Drawing on acculturation theory as a lens, we argue that migrants' use of social media creates a liminality that is synonymous to ambiguity and disorientation that may diminish through a composite adaptation of acculturation and ethnic identity. Our data evidence on social media use among migrants domiciled in major cities in Sweden suggest that social media-based interaction of migrants is not encouraging integration, while their digital proclivities tend to define their narratives of online ethnicity and their physical realities. Implications for migrant integration are presented.
|
|
| 5. |
- Berg, Linda, 1974-, et al.
(författare)
-
(Un-)veiling the west : Burkini-gate, Princess Hijab and dressing as struggle for postsecular integration
- 2016
-
Ingår i: Culture Unbound. Journal of Current Cultural Research. - : Linköping University Electronic Press. - 2000-1525 .- 2000-1525. ; 8:3, s. 263-283
-
Tidskriftsartikel (refereegranskat)abstract
- The ban of the burkini in the summer of 2016 in France is the latest stage in a long political history, where the French depreciation or fear of the veil, and of Islam, has come to play a more significant role since the end of the cold war. Unveiling female bodies at the beach in Nice expose conditioned values of the French republic. In this context, drawing black veils on public advertisements becomes a performative act commenting on consumerism, religion, secularity, and the imagined Muslim woman. In this article we discuss freedom and integration in "third spaces" via an analysis of "hijabisation" in street art and the official reactions against certain types of beachwear. In line with Talal Asad (2006) we want to raise the issue on how the secular state addresses the pain of people who are obliged to give up part of their religious identity to become acceptable. Race-thinking was once an explicit part of celebrated values like modernity, secularity, democracy and human rights. However, the fact that the idea of races has been erased from articulations of Western nations and international bodies does not mean that traces of race-thinking in the heritage from the enlightenment are gone. By following Princess Hijab and the "Burkini-gate" a nationalist fantasy intertwined with the idea of the secular state reveals itself and acts of un/dressing emerge as signs of integration revealing a challenged imperialist paradigm.
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
- Berg, Linda, 1973, et al.
(författare)
-
National Identity and Political Trust
- 2010
-
Ingår i: Perspectives on European Politics and Society. - : Informa UK Limited. - 1570-5854 .- 1568-0258. ; 11:4
-
Tidskriftsartikel (refereegranskat)abstract
- This article set out to test the almost taken for granted assumption that a minimum form of cohesion amongst the members of society is needed in order for political institutions to exist over time. The problem is that it is rare to find any specifications of the content of the national cohesion to be effective. The debate goes from thin to thick forms of cohesion. We aim to test this idea by examining how two forms of collective national identity (ethnic and civic) affect individual political trust in 18 European countries. We conclude that a strong civic national identity has a positive impact on political trust whereas a strong ethnic national identity has a negative impact on political trust. Individual data comes from the European Social Survey 2004 (ESSII).
|
|
| 9. |
|
|
| 10. |
- Bortolotti, Lisa, et al.
(författare)
-
Reproductive and parental autonomy: an argument for compulsory parental education
- 2009
-
Ingår i: Reproductive Biomedicine Online. - : Elsevier. - 1472-6491 .- 1472-6483. ; 19:1, s. 5-14
-
Tidskriftsartikel (refereegranskat)abstract
- In this paper we argue that comprehensive and systematic parental education has the potential to equip young adults with the necessary information for the responsible exercise of their autonomy in choices about reproduction and parenting. Education can allow young adults to acquire largely accurate beliefs about reproduction and parenting and the implications of their reproductive and parental choices. Far from being a limitation of individual freedom, the acquisition of relevant information about reproduction and parenting and the acquisition of self-knowledge with respect to reproductive and parenting choices can help give shape to individual life plans. We make a case for compulsory parental education on the basis of the need to respect and enhance individual reproductive and parental autonomy within a culture that presents contradictory attitudes towards reproduction and where decisions about whether to become a parent are subject to significant pressure and scrutiny.
|
|
