| 1. |
- Bjärsholm, Daniel
(författare)
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Idrott som medel – inte som mål : Förutsättningar för socialt entreprenörskap inom idrotten
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In sport management research, little attention has been paid to the relatively new concept of social entrepreneurship. In short, the concept refers to innovative methods of creating and satisfying social values through sport. However, research has shown that social entrepreneurs in sporting contexts are having difficulties in creating sustainable businesses. In addition to that the economic preconditions for social entreprenurial undertakings are uncertain, more research is needed on the general preconditions for conducting social entrepreneurship in sport. Hence, the aim of this compilation thesis, which consists of five papers, is to examine and analyse the preconditions for conducting social entrepreneurship in sport. The thesis is divided into two parts. In the first part, the subject of research (i.e., social entreprenurship in sport) is presented and defined. This is done by contextualising social entrepreneurship, analysing previous research on social entrepreneurship in sport, theoretically defining the concept and describing some research ethical issues that might arise in studies of social entrepreneurship. The second part of the thesis consists of three empirical studies of organisational, economic and political preconditions for conducting social entrepreneurship in sport. The findings from this thesis are based on an extensive literature review and five case studies in which multiple methods of data collection were used (interviews, documents and observations). The first paper, Sport and social entrepreneurship: a review of a concept in progress, shows that research on social entrepreneurship in sport is limited, the concept is seldom defined and sometimes used in ways more similar to philanthropy or corporate social responsibility. Also, sport only plays a minor role in the reviewed literature. The second paper, Ethical considerations in researching sport and social entrepreneurship, discusses some of the ethical dilemmas that have occurred when researching social entrepreneurship in sport. These dilemmas can, for example, be related to the principle of confidentiality. The third paper, Social entrepreneurship, sport and democracy development, offers an explanation of how to understand the “social” dimension in the concept of social entrepreneurship in sport. The social is ultimately about democracy in the sense that the participants are recognised, are given influence and are included in the organisation and in its community. The fourth paper, Networking as a cornerstone within the practice of social entrepreneurship in sport, focuses on how social entrepreneurial sport organisations can achieve economic sustainability by using their networks. The analysis shows, for instance, that the network of a social entrepreneurial sport organisation encompasses many actors from all sectors of society, and that the networks themselves assume many forms. The fifth and final paper, Swedish sport policy in an era of neoliberalism: An expression of social entrepreneurship?, provides an analysis of political preconditions for conducting social entrepreneurship in sport in Sweden. The paper, for example, argues that some political initiatives in the Swedish sport policy can be regarded as social innovations, since these aim to both solve certain identified social problems in society in general (e.g., social inclusion), or in sport in particular (e.g., making sport activities more accessible by lowering costs). In sum, this thesis contributes with: (a) empirical examples of social entrepreneurial sport organisations; (b) a theoretical understanding of the “social” dimension of social entrepreneurship in sport; (c) an ethical discussion on the role of researchers; and (d) a starting point when discussing the Swedish government support for sport.
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| 2. |
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| 3. |
- Jarhall, Jessica
(författare)
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Historia från kursplan till klassrum : perspektiv på lärares historieundervisning från Lpo 94 till Lgr 11
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis examines how history teachers perceive history teaching in Swedish lower secondary schools during a time-period when two different curricula were in use: Lpo 94 and Lgr 11. The overall aim is to investigate how history can be expressed through teachers' transformation of the subject, from syllabus to classroom. The study focuses mainly on the perceived and the operational curricula, according to Goodlad et als curriculum theory. Transformation and transformation factors, i.e. factors that influence teachers' transformation, are central concepts of the thesis. Those are based on Shulman's theory of pedagogical content knowledge (PCK) and teachers' knowledge base. The term transformation is used in a wide sense, including the process of planning, teaching, and evaluation. Theories from both German and Anglo-american history didactics are used to create an analytical model, including three dimensions of historical knowledge and three sets of historical concepts. The model is used to analyze the respondents' stories as content knowledge, disciplinary knowledge and functional knowledge.The empirical material was collected from qualitative interviews with twenty-one history teachers at six different lower secondary schools. In addition to the interviews, teaching material in the form of teacher planning, examinations and other documents were collected. These documents were used to support, or question, the findings in the interviews.The results show that teachers transformed the history subject in several different ways, using the syllabus as starting point. The main factors influencing the teachers' choice of goals, content and methods in their history teaching were the students, the text books and their knowledge base. For the teachers in the second sub-study, the new national test had a profound impact on the choices teachers made. The three dimensions of knowledge, dealing with content (substantive knowledge), metahistorical concepts and skills (procedural knowledge), and value related issues (meaning) in history proved to be important in history teaching, both before and after Lgr 11. Although the main emphasis on knowledge as content was a continuity, the disciplinary aspects have gained importance during the period. All teachers also took the dimension of meaning into their teaching. A specific result shows that teachers who taught in multi-cultural classrooms especially saw identity and democratic citizenship as important aspects of their teaching. Another important result is that the national tests had a great impact on teachers after Lgr 11. The study also showed that history teachers were affected by the educational context, i.e. accountability, a strong emphasis on the quality of education and increased control.
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| 4. |
- Kvist, Martin
(författare)
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Varken resurs eller problem : om lågutbildade ungas etablerings- och försörjningsmöjligheter
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores labour market opportunities for young people based on the assumption that these opportunities vary depending on the local socio-economic context (level of education, level of income, the proportion of employed within the population). The situation for young people with low education, i.e. those who have not completed grundskolan (primary school) or gymnasieskolan (upper secondary school) is specifically focused. The thesis explores two conditions of importance for low-educated young people:the possibilities of developing elements of vocational education/training within the introductory programmes of the Swedish gymnasium (upper secondary school) andto what extent public labour market policy and municipal social welfare meet the needs of low educated young people with low income. In the thesis, quantitative and qualitative methods are combined. Official statistics, primarily from Statistics Sweden (SCB), are used to explore how the impact of socio-economic context on labour market establishment patterns of young people can be understood and made visible. This is done by summarizing a collection of favourable and less favourable conditions and outcomes related to the establishment patterns of young people at the municipal level in Sweden. Statistics related to individuals who have been registered in Malmö has also been used. Information about where the individuals have been living and about their family and educational background enables an understanding of the impact of the socio-economic context but also makes it possible to explore the effects of educational orientation. The qualitative material of the thesis consists of interviews with 14 representatives of the social partners, including both employer and union representatives, as well as representatives from the Swedish National Agency for Education (Skolverket) and Swedish Public Employment Service (Arbetsförmedlingen).An important observation in the thesis is that the vast majority of the group with a precarious establishment situation, i.e. an income below two price base amounts, do not receive social assistance or state benefits from the employment service. A follow up of individuals who were registered in Malmö and attended year 6 of primary school in Malmö in 2008, shows that among those defined as NEET:s the majority lacked completed upper secondary education, and only a small proportion of them received any social benefits.The results of the thesis also indicate that educational orientation is of great importance for young people's establishment and support opportunities. Young people with a background in one of the upper secondary school's vocational programmes are to a greater extent employed and have higher incomes compared to those with no upper-secondary education and those with a background in a university preparatory program. This also applies to the group that did not conduct any studies during the follow-up year. Furthermore, the results indicate that vocational education also has positive effects on those who started but did not complete such an education.The results of the thesis also indicate that there is scepticism among the social partners to employ low-educated young people and young people who have attended the upper secondary school's introductory programmes. The respondents of the thesis expressed scepticism about expanding the elements of vocational education within the introductory programmes.
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| 5. |
- Larneby, Marie, 1978-
(författare)
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Vi och de Andra : Om idrott, genus och normer på en idrottsprofilerad högstadieskola
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to describe and problematize normative patterns related to sport and gender at a sport’s profiled secondary school,and discuss what consequences these patterns may have for student-athletes. The dissertation has an ethnographic approach and the empirical data was collected through observations and semi-structured interviews. I have followed one cohort of 78 student-athletes during their three years at thestudied school (grade 7–9), of which 29 were interviewed. In addition, seven members of the staff were interviewed. I chose to follow the sport groups in tennis, floorball, football for boys, football for girls and lessons in physical education and health (PEH). This dissertation project was guided by the theoretical frameworks provided by gender theories: gender as a social institution (Lorber, 1994), the process of othering (Puwar, 2004; Pickering, 2001), and inclusive masculinity (Anderson, 2009). In addition, sport related logics and norms of performance and competition was utilized as theoretical tools (Engström, 2010; SOU 2008:59).The main results are that there were two main normative patterns related to sport and gender that prevailed at the studied school: the logic of performance and competition, and a gender norm stating that boys are better than girls. These patterns were resilient but also faced deviations and resistance. Sport occupied a significant space at this school. Socialization of performance and competition, with admittance through selection and early specialization directed the organization of the profile and its practice, but also the student-athletes’ attitudes, behaviors and actions. The logic of performance was often expressed as a sound comparison and competition that functioned as an incentive for motivation and a strategy for improvement, and was regarded as an inherent part of sport. However, comparison and competition were used as a stratifying instrument in order to rank oneself higher in the school’s internal hierarchy. Moreover, students-athletes testified to the presence of an expectation of a certain kind of engagement, focus, attendance, level of ambition and attitude towards sports. When one or more of these expectations were not met, due to for instance injuries, decreased motivation or lack of interest, the student-athletes felt that they (or peers at the school) deviated from the normative position as an ideal student-athlete. Within this sport centered school, a gender norm stating that boys are better than girls prevailed. This norm was produced, reproduced and confirmed in the daily school sport activities as well as inthe classroom setting. An active differentiation lead to a general stratification, which resulted in a construction of boys and girls being different athletes who were explained being not equally skilled, and that boys’ sport is valued more then girls’. This differentiation and stratification was a result of the logics of performance and competition, with a need to compare boys and girls although they never competed against each other, they only trained together. However, when student-athletes talked of themselves at an individual level, there was less emphasis on gender. The athletic skills strength, speed and technique were demanded, and it was often expected that girls were to adopt boys’ way to do sports. It contradicts and simultaneously challenges the gender norm that boys are better than girls are. To conclude: since competition and comparison was a strong logic, it was directed inwards towards peers and a constructed meaning of status within the bigger school group. In addition, gender produced another dimension of stratification between athletes, which should be of no value in organized competition as boys and girls almost never compete against each other. However, at this school, gender differentiation and stratification got a lot of attention because it was constructed to be of significance.Norms, values and logics from the world of sports had entered school and established a normative system that produced a student-athlete and a school sport profile that was an extension of organized sport.
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| 6. |
- Larsson, Helena
(författare)
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Existentiell ensamhet hos sköra äldre personer : ett närståendeperspektiv
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis was to explore existential loneliness from the perspective of significant others, to contrast their perceptions with frail older people’s experiences and to describe significant others’ and family care advisors’ views on existential support. This thesis is part of a larger research project about existential loneliness among frail older people, the LONE study. The thesis embraces three qualitative and one quantitative study. A total of 29 significant others, 15 frail older people and 120 family care advisors participated in the studies. The significant others were husbands, wives, daughters, sons, other relatives and friends to frail older people. The concept ‘frail older people’ was defined as older persons (≥ 75 years old) dependent on long-term health- or social care. The qualitative studies were based on multistage focus-group interviews (study I) and individual interviews (studies II and III). The quantitative study (IV) had a cross-sectional design and was based on a questionnaire specifically developed for the current study. Different methods to analyse data were used; hermeneutics (study I), content analysis (study II), a case study with thematic analysis (study III) and descriptive statistics (study IV). Findings from the four studies show that existential loneliness emerges when: 1) Longing for, but also striving for, a deeper feeling of connectedness, 2) Being in, but also enduring, an unwanted separation, and 3) Not finding, but still trying to recreate meaning. This thesis also shows that existential loneliness is often experienced in so-called limit situations in life and arises in difficult choices related to close relationships, in connection with experiences of meaninglessness and in the absence of connection to something or someone. The results show that existential loneliness emerges in the process of balancing between what was and what is to come in the unknown future. Significant others navigate themselves, and sometimes together with the older person, through an unfamiliar existence that makes them feel ambivalent about the de-cisions they have previously made and the decisions they need to make in the future, while also doubting the meaning in their current situation. Existential support should mainly focus on transition phases and on relational aspects. Person-centredness can be a way to make the existential needs of significant others and older people visible and to provide support based on their needs.
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| 7. |
- Lundberg, Janna, Doctor of Philosophy, 1980-
(författare)
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Samhällskunskap för alienerad elit : Observationsstudie av särskilda läroverket
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is built around an observational study of a class at an elite school. The study follows the class through their upper secondary school education (ages 16-19), focusing on social science lessons. I have used ethnographic methodology to describe and problematize how social science and value-based ambitions of equality conflict with the student role of superiority cultivated at this school. This study of an elite uses a fly-on-the-wall distanced position of an included stranger. In the perspective of research on elite schools, the school is characterized as performing in the shadow of a more classic elite school tradition. The more traditional national boarding and cathedral schools use characterizations of age and tradition to legitimize their elite status. This is a characterization that the studied free school (approx. charter school) is trying to mimic despite its recent establishment.A concept of alienation including superiority frames the performed excellence noted during the observations. A concept of alienation without powerlessness is developed theoretically in this dissertation and used to analyse the material from the observations. A contemporary kind of stoicism is investigated within the concept of alienation. Stoicism within alienation describes the students’ ways of distancing themselves from what they learn, not giving any expression of whether what they learn influences what choices they make as they shape their lives and values. The social science subject at the elite school is characterized by a “dialectical didactics of turning away”, or of abandonment.In several ways the dissertation relates to power: a social hierarchy where supremacy and subordination becomes less black and white. The dissertation concludes by discussing the limited freedom of students who must negotiate egalitarian contra elite values in their social sciences education. In understanding egalitarian values in the perspective of power, Simone de Beauvoir’s (2018 [1947]) concept of freedom is useful: one’s own freedom is not freedom when others are unfree.Research on the democracy-promoting mission of the social science education subject, as well as the recommendations and directions of the school authorities, argues for a pluralistic classroom where different views and experiences meet. A deliberative democracy is also promoted. At the Distinct Grammar School, observations have been made of a classroom without pluralism and without deliberation. This has consequences for the teaching of social science in the school: the social science teacher’s authoritarian leadership style is motivated, in a contradictory way, with ambitions of promoting democracy and a democratic distribution of power. A complex dynamic of power between the teacher and the students plays out during the observations. The ethnography in the intersection of elite school research and social science didactic research has exposed a didactical dialectics of the exile, or exclusion. The turning away is inspired by Hannah Arendt’s (1998 [1958], 2006 [1961]) concept of World Alienation, a concept elaborated for understanding loss of love for the world as a threat to the promise of the political. This is framed as a social science didactics for alienated elite.
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| 8. |
- Nilsson Sjöberg, Mattias
(författare)
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Relationär pedagogik - för ett sannare liv : En essäistisk sammanläggning om dys/funktionell uppfostran: exemplet ADHD
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Föreliggande doktorsavhandling utgör en pedagogisk-filosofisk studie av diagnosen ADHD som uppfostran. Avhandlingen består av fyra internationellt publicerade artiklar samt en substantiell kappa. Det övergripande syftet är att lägga fram ett pedagogiskt argument för varför en förändring kan förefalla nödvändig om målet är att leva ett mer sant liv. Metoden använd utgörs av en triadisk modell som innefattar den grävande mullvaden, den filosofiska ugglan och den pedagogiska örnen. Det pedagogiska exempel som används i studien är den så kallat neuropsykiatriska diagnosen ADHD.Baserat på en kritisk undersökning av diagnosen ADHD påvisas att denna diagnos inte är vad den sägs vara, utan även någonting annat. Diagnosen ADHD förefaller vara ett symptom på en pedagogisk irrationalitet som hos den enskilde individen re/producerar ”brister” och ”avvikelser” vilket öppnar upp för olika former av mer eller mindre behavioristisk uppfostran. I kappan argumenteras för att diagnosen ADHD bygger på en modern form av sofism, vilken utgör en negativ identitetslogik och en biopedagogik som konstituerar dysfunktionell Andrahet.Vidare visar analysen att diagnosen ADHD inte enbart är irrationell, utan även orättvis, oren, ond och våldsam. Detta resultat bygger på en teoretisk dialog med tänkare som Michel Foucault, Karen Barad, Michel Serres, Baruch Spinoza, och inte minst Alain Badiou. Utifrån Badiou argumenteras för att diagnosen ADHD bygger på ett ändligt pedagogiskt tänkande, framför oändligt många andra sätt att bli till på tillsammans. Platsen för denna pedagogiska möjlighet uppgår i det unika mötet. I detta unika pedagogiska möte öppnas upp för ett gemensamt kreativt utforskande av världen och därmed möjligheten för de olika parterna att leva ett mer sant liv.Avhandlingen avslutas med den retoriska frågan om huruvida pedagogen trofast ska hålla fast vid idén om den universella möjligheten att verka för ett mer sant liv, alternativt genom fortsatt bruk av kvasi-diagnostik – diagnosen ADHD – re/producera en irrationell, orättvis, oren, ond och våldsam uppfostran.
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| 9. |
- Sjöberg, Marina
(författare)
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Existentiell ensamhet hos sköra äldre personer : äldre personers upplevelser samt dokumentation i patientjournalen
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis was to illuminate the meanings of existential loneliness(EL) and describe how it was eased, as narrated by frail older people, as well as toexamine existential aspects documented in patient records in specialised palliative care.Two of the constituent studies of this thesis were qualitative with an explorative anddescriptive design (i.e., studies I and II), and two studies were based on a retrospectivepatient record review, of which one was quantitative with an exploratory design (StudyIII) and the other was qualitative with a descriptive design (Study IV). The datacollection for studies I and II was based on individual interviews with frail older people75 or more years old. Studies III and IV were based on a randomly selected sample ofpatient records of frail older people who died in specialised palliative care during 2017.The data were collected using a pilot-tested review template to identify aspects of thedocumentation relating to the aims of the studies.The findings of Study I indicated that EL was a negative experience. Four themeswere identified related to meanings of EL: being trapped in a frail and deterioratingbody, being met with indifference, having nobody to share life with, and lacking purposeand meaning. The first theme was considered an overarching theme due to its closeinterrelatedness with the other three themes. The comprehensive understanding of ELamong frail older people was ‘being disconnected from life’, an experience of at leastmomentary abandonment, being left to one’s fate, and living a meaningless life. Study IIshowed that existential loneliness was eased when being acknowledged by others, beingthe focus of others’ concern, encountering intimacy, and having meaningful exchangesof thoughts and feelings. It was further eased when the participants could bracketnegative thoughts and feelings, that is, when they could adjust and accept the presentsituation, view life in the ‘rear-view mirror’, be in contact with spiritual dimensions, andwithdraw and distract themselves. Existential loneliness could be either in the forefront(i.e., feelings of ill-being) (Study I) or in the background (i.e., feelings of well-being)(Study II). The findings of Study III indicated that performed interventions were the14most common subject of documented clinical notes, mostly related to pharmacologicalinterventions. Pain was the most common documented problem, followed by circulatoryproblems, nutrition problems, and anxiety. Clinical notes concerning wishes and wellbeing-related details were documented, but not frequently. Overall symptom assessmenttools, especially multi-dimensional tools, were used to a small extent. More people whoreceived care in palliative in-patient wards died alone than did people who received carein their own homes. Study IV was based on notes extracted from 84 patient records.The results indicated that documented existential aspects had both negative and positiveconnotations and were related to the patients’ loss of freedom and self-determination,loneliness and community, anxiety and inner peace, and despair and hope. The notesconcerning existential aspects were, however, not recorded in a structured way and nocare plans relating to existential aspects were found.According to the studies, both ill-being and well-being were evident, and the livedbody occupied a central position in all studies. The frail body increased the patients’vulnerability and limited their living space. Meaningful activities and meaningfulcommunity and exchange with others eased the existential loneliness. Existentialloneliness remains invisible to others as long as nobody talks about it, and it remainsinvisible in the documentation as long as it is not documented in a structured way.This thesis demonstrates the importance of making existential loneliness and existentialaspects visible in encounters with frail older people and in the clinical documentation.
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| 10. |
- Sundström, Malin
(författare)
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Existentiell ensamhet hos sköra äldre personer: Vårdpersonals och volontärers erfarenheter och behov av stöd
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of the thesis was to explore healthcare professionals’ and volunteers’experiences of encountering older persons’ existential loneliness, the significance ofthe care context, and first-line managers’ view of support. Three of the studies werequalitative with a descriptive design (studies I–III) and the fourth was quantitativewith a cross-sectional design (Study IV). The data collection for studies I and II wasbased on focus group interviews with healthcare professionals (i.e., nurse assistant,registered nurse, physician, occupational therapist, physiotherapist, social counsellor,and social worker) in home care, residential care, hospital care, palliative care,primary care, and pre-hospital care. The data collection for Study III was based onfocus group interviews and individual interviews with volunteers from variousorganisations. Study IV was based on a questionnaire sent to first-line managers inmunicipal care, examining their views of support for staff and volunteers encounteringexistential issues among older persons.The findings of Study I indicated that, during the everyday care of older people,healthcare professionals experienced existential loneliness in various ways andsituations related to ageing, illness, and end of life. The professionals’ stories aboutencountering older persons’ existential loneliness revealed that they often felt insecureabout how to talk about existential issues. They also felt inadequate and frustratedwhen encountering barriers such as the older person’s bodily limitations, demands andneeds (perceived as insatiable), personal privacy, or fear and difficulty in encounteringexistential issues. Study II was a multiple case study of the care contexts of homecare, residential care, hospital care, and palliative care. The findings indicated that thecare context matters regarding professionals’ views and interpretations of the originof existential loneliness. In home care and residential care, these views andinterpretations concerned life, the present, and the past. In hospital and palliative care,existential loneliness mainly concerned the older person’s forthcoming death.Professionals considered creating relationships an important part of their role in allcare contexts, although the meanings, purposes, and conditions of these relationshipsdiffered (Study II). Study III showed that being a volunteer meant being a fellowhuman being, alleviating others’ and one’s own loneliness. Becoming a volunteer was a way of finding meaning, and volunteering made the volunteers feel rewarded andsimultaneously emotionally challenged. Encountering loneliness, includingexistential loneliness, required sensitivity to others’ needs for both closeness anddistance. The findings of Study IV, based on a questionnaire, indicated that 88% ofthe first-line managers found that older persons sometimes or often expressedexistential loneliness. They also reported that staff insecurity was the major obstacleto talking about existential issues with the older persons. Support was provided in theform of structured reflection, but provision of systematic supervision was reported byonly 6% of first-line managers. The managers reported that most support was providedby themselves or by registered nurses. Almost half of the managers (44%) reportedthat, at their units, volunteers were engaged in activities such as everydayconversations and/or music/entertainment. In addition, they also reported a desire forvolunteers to be more involved in both everyday and existential conversations. Inconclusion, one of the most important findings of this thesis was the insecurity of theprofessionals, manifested in a fear of discussing existential issues. This was revealedin the interviews with the professionals and confirmed by the first-line managers.According to both professionals and volunteers, the relationship with the older personwas important when encountering existential issues. The thesis demonstrates theimportance of helping professionals focus on existential issues about life and death and of the potential of volunteers as an important complement in the care of olderpeople.
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