| 1. |
- Alm, Jens
(författare)
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Hög standard? En studie om kommunal anläggningspolitik och elitfotbollens standardiserande arenakrav
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Sedan millennieskiftet har den kommunala idrottspolitiken i Sverige och Danmark alltmer kretsat kring elitidrottens krav på anläggningar. Medan företrädare för idrotten krävt ökade investeringar, ofta med hänvisningar till de nationella eller internationella idrottsförbundens standardiserade arenakrav, har kritiker invänt att arenakraven är orimligt stora och inte i överensstämmelse med kommunernas faktiska behov. Trots kritiken har få kommuner i praktiken kunnat stå emot de höjda anläggningskraven, särskilt om motståndet riskerat att utmynna i bestraffningar för kommunens egna elitlag.Denna avhandling handlar om de politiska processer och kom munala erfarenheter som elitfotbollens arenakrav ger upphov till. Från institutionell utgångspunkt analyseras svenska och danska kommuners möjligheter, utmaningar och problem i mötet med elitfotbollens standardiserade arenakrav. Hur kan vi förstå elitfotbollens inflytande över den kommunala idrottspolitiken? Vilka handlingsalternativ har kommunala aktörer? Varför agerar kommunala aktörer som de gör? Detta är frågor som analyseras. Författaren intresserar sig särskilt på de institutionella regleringar som i många fall är styrande för den kommunala anläggningspolitiken – men han konstaterar också att det tas kommunala initiativ för att förändra de strukturer som arenakraven ger upphov till.Jens Alm (f. 1982) är verksam som analytiker vid Idrættens Analyseinstitut i Köpenhamn. Hög standard? En studie om kommunal anläggningspolitik och elitfotbollens standardiserande arenakrav är hans doktorsavhandling i idrottsvetenskap.
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| 2. |
- Alvén, Fredrik
(författare)
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Tänka rätt och tycka lämpligt : historieämnet i skärningspunkten mellan att fostra kulturbärare och förbereda kulturbyggare
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This doctoral thesis describes the subject of history as being filled with suspense. On the one hand, that is, in the syllabus and the teaching plan, the subject of history seeks to create students who affirm a certain culture and a certain way of understanding the past. On the other hand, students are supposed to learn to think independently and critically. This tension has consequences for the way in which students use history in school, and the way in which history teachers interpret their assignment. Students have difficulties in distancing themselves from their own approach to culture, and to comprehend that history consists of interpretations and constructions. Instead, they perceive historical narratives as either true or false. This makes it difficult to deal with questions regarding the past that challenge their view on history and are difficult to handle ethically. The dissertation also shows that the students’ use of history is limited to that which is called the school’s value system, and a view of the past that results from this value system. In those cases in which historical narratives correspond with the students’ own views and opinions, often in harmony with those voiced by the school, they tend to believe in and affirm them. In those cases in which the narratives do not correspond with the students’ views, they do not believe in them and reject them. At the same time, teachers have difficulties with handling students’ use of history in those cases in which it differs from the value system’s premises, as well as from a version of history that can be regarded as established at the school in question. This became apparent in the teachers’ evaluations, in which they systematically gave student responses that were located outside of this framework poorer evaluations and tougher scrutiny. The findings of this thesis can be considered as important from a number of different perspectives. The instructions for teaching and learning history in school are inconsistent and therefore difficult to understand for both teachers and students. To be sure, this applies primarily to those who find themselves outside of the life-world defined within the framework of the school in question. Assessing the use of history in school, in particular in a formative way, may therefore become difficult for teachers. How are teachers, who dismiss certain uses of history based on ethical reasons that can be found in the value system, but not in the knowledge requirements, supposed to be able to argue for their dismissal based on the knowledge claims of the syllabus? Students whose work is dismissed based on invisible criteria can perceive themselves as misunderstood and unwelcome in discussions regarding history at school. They can also come to perceive that their historical narratives are not allowed to exist in this context. Therefore, this dissertation suggests the creation of evaluation criteria for the subject of history that take into account ethical aspects in regard to students’ use of history. With the syllabus as starting point, this can serve to provide a basis for more precise evaluations and more equal conversations between students and teachers. A fertile ground for a vibrant democracy, in which students are taught to take responsibility for their use of history.
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| 3. |
- Andersson, Helena
(författare)
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Möten där vi blir sedda : en studie om elevers engagemang i skolan
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis concerns students’ engagement with school. In Sweden there are as many as 17,5 % of the students, who after year nine do not get the grades in order to be admitted to the national program at the upper secondary school. In this thesis, Students’ experiences are focused in order to understand engagement with school. The study is grounded in a socio cultural perspective on learning where learning is considered to originate from social actions, as well as theoretical perspectives on engagement. In the thesis learning is seen as development not as a process within the child but rather as development that takes place when the child participates in practices within their cultural community and in relations with others. Learning is looked upon as a perspective where the context of our lived experience of participation in the world is important. Learning should be seen as social participation. This kind of participation does not only shape what we do but also who we are and who we can become. In this thesis the concept of engagement is considered as both the wanting to do something, and what the student actual do, the agency of the student. An exploratory sequential mixed method has been used in the data collection, mainly with a student perspective. This means that both quantitative and qualitative methods of collecting and analyzing data has been used to be able to answer the research questions. The overall aim of the thesis is to contribute with knowledge about students’ engagement in school by identifying aspects that influence the engagement. The thesis consists of three different studies. One quantitative study, where 1298 student participated in a survey concerning student engagement with school, which was followed by two qualitative studies, where the descriptive analysis was broadened with interviews, one with students and teachers in two different classes and one with students from eight different schools. Apart from that, students have written reflections on how they experience their learning environments in school. The discussion concerns whether students in year seven are engaged with their school, both according to the psychological and according to the cognitive engagement. The discussion also concerns what aspects of engagement students and their teachers in two highly engaged classes have experienced. In the study students with different socioeconomically and cultural backgrounds take part. The concepts of students’ participation and influence in their schoolwork is also discussed.
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| 4. |
- Ekelund, Robin
(författare)
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Retrospektiva modernister : om historiens betydelse för nutida mods
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- "Retrospective modernists. On the significance of history for contemporary mods" This thesis studies the use and significance of history among contemporary mods in Sweden, that is, how the actors on the mod scene articulate and perform a sense of community with a specific past. Mod culture is first and foremost associated with the 1960s and the contemporary mods regard the 60s as the template and essence of their style. The actors thus become mods by enacting associations that stretch out over time, towards an imagined community that is based on the histories of mod cultures and mod styles of the past. Hereby I argue that the contemporary mod scene is an example of a retrospective trend through which the general interest in history as well as the use of history have increased. The thesis is based on a performative theory, inspired by Bruno Latour’s Actor-Network-Theory. History is thus regarded as makings-of-pasts-in-the-present. A qualitative ethnographical approach, based on interviews and observations, is used as the main method. Newspapers, magazines and fanzines from the 1960s, 1980s and 1990s are also studied. The four empirical chapters adress, in order, a differentiation between a Swedish and a British history of mod culture; the use of objects, such as vinyl records and tailor made suits, as a subcultural capital; how historically charged atmospheres at clubs and scooter rallies are evoked by networks of objects and human actors; and how maps of time and continuities are articulated as a way of dealing with and controlling temporal distances. Primarily, the thesis raise three themes in regards to the retrospective trend of the present. First, it illustrate how individuals and groups, by using and performing history, create meaningful boundaries for themselves. Retrospection thus functions as a way of gaining an existential presence and stability in an elusive present. Second, the use and performance of history seemingly narrows the distance towards the past. A central point in the thesis is, however, that the contemporary mods not only try to get closer to the desirable past, they also try to regain a distance and remoteness towards this past, in order to not reduce and deprive this past of its mystery and attraction. Thirdly, this regaining of the past’s remoteness is also a way of articulating this specific past as valuable. History is thus performed and used as a capital. I illustrate how this use of the past is performed in a selective way, through an ’us and them’ relationship, in which ”our own” history is elevated as holding the key to higher values and truths, while ”their” history is articulated as negative and problematic. The thesis thus contributes with new perspectives and knowledge on the significance and use of history in the present. It also contributes analytically and methodologically to subcultural studies, studies on history culture and to historical studies in general.
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| 5. |
- Hellman, Annika
(författare)
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Visuella möjlighetsrum : gymnasieelevers subjektsskapande i bild och medieundervisnin
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis examines upper secondary school pupils’ processes of subjectivation, resistance and creative becomings in visual art and media education. By using visual methodologies, pupils’ subjectivity is explored as relational and transformative, and as distributed in networks of power and desire. The empirical material was produced through pupils’ video diaries and a visual ethnographic classroom study. The aim of the study is addressed through the following research questions: What subject positions are enabled and made available for pupils in media education at upper secondary school? How is gender produced and negotiated in the visual art and media classroom? What educational human and non-human assemblages emerge, and with what effect for pupils’ becoming? The dissertation consists of three studies based on two empirical productions. The first is the licentiate thesis in which pupils’ becomings were highlighted as rhizomatic and as situated in relational, interlaced processes of learning with gender, affect, materiality, visual culture and informal learning. In the two following studies, visual ethnographic classroom observations were investigated in one study with masculinity as a theoretical lens, and in the other with a posthumanist perspective where the subject is considered an element in a pedagogical assemblage. In these studies, resistance against the pupil position is made visible, and so is the agency of materiality that created lines of flight away from the momentarily locked positions. The result shows that visual art and media education has democratic and pedagogical potentialities. Pupils’ perspectives can be differentiated, and creativity and informal competences can be highlighted through visual art and media education.
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| 6. |
- Kotte, Elaine
(författare)
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Inkluderande undervisning : lärares uppfattningar om lektionsplanering och lektionsarbete utifrån ett elevinkluderande perspektiv
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The notion of inclusion is not a simple matter to define. It will mean different things to different people at different occasions. In school, inclusive education, may relate to a democratic view, meaning that all students should have the same opportunities and rights to participate in the mainstream educational schooling, on equal terms. In the current school political debate, the term “inclusive education” has gained a significant position and can relate to students’ grades in school subjects. The awareness of inclusion partly comes from critical reflections about how schools are handling the diversity amongst students. This thesis is part of a national research and school improvement program dealing with inclusive learning environments for students in the compulsory school. The aim of the study is to contribute with knowledge concerning teachers’ conceptions about lesson planning and teaching from a student inclusive perspective. Focus is on teachers’ perceptions of the multifaceted teaching in heterogeneous classes where the diverse qualifications of the students bring different challenges. The study contains two empirical investigations. The first one has a quantitative methodological approach, using a web-based questionnaire directed to all teachers, whose schools take part in the national program. The second study has a qualitative research design and the empirical data contains a case study with informants from three schools that also participated in the program. The theoretical analysis, based in a pragmatic understanding, is performed through Biesta’s dimensions of the aim of education; Uljens’ model for analyzing didactic action, Hedegaard-Sørensen’s approach on situated professionalism and Tomlinson’s perspective on differentiation of teaching as a basic pedagogical principle. The results show that teachers hold a positive attitude to the idea of inclusion. Mediating knowledge, in an inclusive teaching context, is regarded as an important but also as a difficult task to carry through during lessons. The teachers experience a dilemma when teaching-balance is requested between single students’ needs and the interest of the class as a whole. Differentiated teaching, taking into consideration the students’ diverse ways of learning, is conceived as an important aspect from a student inclusive perspective. The results also show that collegial collaboration, before as a well as during and after completed lessons, is regarded as a valuable aspect for the inclusive didactic lesson planning and lesson work to be successful.
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| 7. |
- Malmström, Martin
(författare)
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Synen på skrivande : föreställningar om skrivande i mediedebatter och gymnasieskolans läroplaner
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation is about the view of writing. One of the intentions of the study is to analyse different notions of writing that become manifest in media debates about student writing. Another intention is to analyse conceptions of writing in curricula and course plans for upper secondary school in Sweden from 1970 to 2011.Drawing from theories of critical discourse analysis, the study aims at answering what is said about student writing, describing the language tools the debaters use, and discussing and explaining how and why the discursive struggle about the view of writing evolves and develops. The source material consists of newspaper articles and periodicals from the 70’s, the 90’s and our time in mostly Swedish, and some American, publications and the curricula and course plans of Lgy 70, Lpf 94 and Gy 2011.The results show that there is and has been a popular discourse of writing in Sweden about the students’ lacking writing abilities. The articles are often structured in a similar fashion and share elements. There is, thus, a specific writing crisis genre, which is consistent over time and can also be identified in articles from the U.S. The articles are overly dramatic with an extensive use of paratextual elements, and the authors often use the language manipulatively, for instance by presupposing that the students’ skills are deficient, without any evidence to support the statements. The authors repeatedly draw on a number of discourses and myths about writing.The curricula and course plans have mostly focused on skills and academic preparation, even though the general parts of the curricula have been progressive. In Lgy 70, writing in vocational programmes is skills-oriented; in the theoretical programmes writing is mostly skills- and academically oriented, but there are progressive ideals as well. In Lpf 94, the general view of writing is socially oriented, even though the skills orientation is also evident. In Gy 2011, the vocational programmes are skills-oriented, whereas writing is more varied in the theoretical programmes, but the more advanced, the more instrumental the course becomes, a tendency that is manifest in the view of academic writing. The curricula are, at least to some extent, shaped by the popular discourse of writing.The crisis rhetoric has been overwhelming over the years. Conflicting voices have efficiently been silenced. When the crisis rhetoric becomes hegemonic, it is almost impossible to voice alternative thoughts about writing in school and higher education.
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| 8. |
- Thavenius, Marie
(författare)
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Liv i texten : om litteraturläsningen i en svensklärarutbildning
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this doctoral thesis is to widen and deepen the understanding of reading practices and the functions of literature in a Swedish teacher education programme. The aim is also to contextualize the reading of literature in this education programme by discussing literary studies and teaching more generally. The theoretical framework incorporates theories within literary theory, reception study, New Literacy Studies, and discourse analysis that share the view that texts and practices are socially situated. In this thesis reading practice is the overarching term within which other terms or concepts, such as reading act, reading event, and form of reading, but also discourse and ideology, are seen as embedded. The research design is inspired by ethnography and the data consist of audio recordings from teaching activities, questionnaires, interviews, and guidance documents. In guidance documents, questionnaires and interviews, there are numerous discursive elements, which are combined in different ways, but it appears that there are two principal discourses that exist in parallel. One discourse emphasizes the literary text, analysis, interpretation, aesthetic tools and the overall understanding of text-internal aspects. The second discourse emphasizes readers, students, teaching situations and understanding of both text-internal aspects and phenomena outside the text. These two prominent discourses can create a contradiction between emphasis on text on the one hand and on students and teaching on the other hand, but they can also work together. Three recurring core issues are identified in research on literature education in the last decade in Sweden. The first one has to do with the intrinsic value of literature as opposed to the uses of literature. Most scholars nowadays emphasize reading literature in its own right, and claim that literature has a value in itself. Most of them oppose the use of literature, when there is a predetermined purpose such as the students using literature to examine ethical, existential, social and historical issues. The second issue is that of the relationship between literature and reality. There are often claims that students read literature as true stories or even as a collection of facts and not as fiction, and that is considered a problem. The third issue has to do with understanding. Understanding is an every-day word but when it has to do with literature reading and education it can have different meanings. It could refer to the understanding of content and plot, or narrative structure and metaphorical language, but also to the understanding of the world outside the fictional world. Most of the literature education scholars in Sweden today most highly value the understanding of narrative structure, metaphorical language and the meaning of the text. In research and debate it seems as if many people take for granted that students read literature as factual and use it as a means for achieving something else and that this is seen as something negative. This view seems to lead to an attempt to isolate literature and literature reading from the surrounding world. But this study shows that the reading practices are considerably more complex, and there are several examples where the students combine different forms of reading such as symbolic, analytical and personal. Aesthetic aspects, narrative technique as well as ethical, existential, and social issues are present in the reading practices. All these aspects – and others – are not present all the time, but there are examples in practice of how they are combined and interact.
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| 9. |
- Vitestam, Birgitta
(författare)
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Mitt hem och min ekonomi : en studie av hur bostadsrättsköpare kalkylerar
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- My home and my economy - A study of how purchasers of a cooperative apartment calculate To purchase a dwelling is one of the biggest investments in a person’s life and probably the financial decision that affects the private economy most of all. To purchase a cooperative apartment, as this study is about, also requires a membership in a coop housing association and involvement in its economy. This study draws on individual people's calculative practices with the purpose to describe and understand the purchase of a cooperative apartment. The thesis focuses on what support and tools the purchasers use and what factors they consider important. The financial reports of the coop housing associations are one of the considered factors. The study is based on seventeen interviews with purchasers of cooperative apartments in Malmö (the third biggest city in Sweden). All purchasers belong to the middle class and talked freely and openly, with the result that the thesis is close to an everyday form of accounting practice. It became evident that the purchasers had calculated and how lifestyle and feelings were important. The calculative process is perceived as a practice in which both numbers and things that can´t be quantified are included. The thesis results in a model of complex and intertwined calculation that shows the different steps the purchasers take to find out which cooperative apartment they purchase and the price they finally pay. The study shows how the purchase of a cooperative apartment is not only a financial investment, but above all, a social investment. The purchasers are reasoning about the consequences of the purchase and whether it is a good financial investment in the long run if they want to sell. However, the study shows that the most important thing for the purchasers are to feel they have found a home.
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