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1.
  • Göransson, Kerstin, et al. (creator_code:aut_t)
  • Speciella yrken? Specialpedagogers och speciallärares arbete och utbildning : En enkätstudie
  • 2015
  • swepub:Mat_report_t (swepub:level_scientificother_t)abstract
    • Forskningsprojektet ”Speciella yrken? Ett projekt om speciallärares och specialpedagogers arbete och utbildning” är finansierat av Vetenskapsrådet. I den här rapporten redovisas resultat från delprojekt 1. Syftet med rapporten är att ge en övergripande och representativ bild av specialpedagogers och speciallärares yrkesroll. Det empiriska materialet utgörs av data från en enkätundersökning som omfattar alla som tagit specialpedagog- eller speciallärarexamen från och med 2001 års examensordning (4252 personer, svarsfrekvens 75%). I rapporten redovisas vilka kunskaper och värderingar yrkesgrupperna bedömer att deras utbildning har resulterat i, vilka arbetsuppgifter de menar kännetecknar deras praktiserande av yrkesrollen, och även vilka förutsättningar yrkesgrupperna har att hävda en specifik expertis vad gäller att identifiera och arbeta med skolproblem. Rapporten riktar sig i främsta hand till praktiskt verksamma inom skolverksamheten på olika nivåer, lärarutbildare och blivande specialpedagoger och speciallärare.
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2.
  • German Millberg, Lena, 1958-, et al. (creator_code:aut_t)
  • Academic learning for specialist nurses: a Grounded Theory study
  • 2014
  • record:In_t: Nurse Education in Practice. - Oxford : Elsevier. - 1471-5953 .- 1873-5223. ; 14:6, s. 714-721
  • swepub:Mat_article_t (swepub:level_scientificother_t)abstract
    • The aim was to explore the major concerns of specialist nurses pertaining to academic learning during their education and initial professional career. Specialist nursing education changed in tandem with the European educational reform in 2007. At the same time, greater demands were made on the healthcare services to provide evidence-based and safe patient-care. These changes have influenced specialist nursing programmes and consequently the profession. Grounded Theory guided the study. Data were collected by means of a questionnaire with open-ended questions distributed at the end of specialist nursing programmes in 2009 and 2010. Five universities were included. Further, individual, pair and group interviews were used to collect data from 12 specialist nurses, 5-14 months after graduation. A major concern for specialist nurses was that academic learning should be "meaningful" for their professional future. The specialist nurses' "meaningful academic learning process" was characterised by an ambivalence of partly believing in and partly being hesitant about the significance of academic learning and partly receiving but also lacking support. Specialist nurses were influenced by factors in two areas: curriculum and healthcare context. They felt that the outcome of contribution to professional confidence was critical in making academic learning meaningful.
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4.
  • Bergman, Ann, 1963-, et al. (creator_code:aut_t)
  • Introduktion till nr 1 2014
  • 2014
  • record:In_t: Arbetsmarknad & Arbetsliv. - Karlstad : Karlstads universitet. - 1400-9692 .- 2002-343X. ; 20:1, s. 5-8
  • swepub:Mat_article_t (swepub:level_scientificother_t)
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9.
  • Karlsson, Marie (creator_code:aut_t)
  • Föräldraidentiteter i livsberättelser
  • 2006
  • swepub:Mat_doctoralthesis_t (swepub:level_scientificother_t)abstract
    • This dissertation deals with relations between parents and child institutions such as childcare, school and child health centers in terms of an institutionalization of childhood and expressions of parental identities in life stories. The empirical study consists of thematic life story interviews with parents focusing on their experiences of meeting and relating to these child institutions. A perspective on life stories as socially situated action and identity performance is adopted that views the life stories as co-constructed in between the interviewee and the interviewer.The aim of the dissertation is to contribute to an understanding of relations between parents and child institutions in Sweden that takes as its point of departure the expressions of parental identities. Methodologically, the dissertation also aims to further develop a way of working with life stories that makes the interviewer visible as co-constructor of life stories and expressions of identity.The analyses is focused on expressions of parental identities through the storytelling and in the stories told. Parental identities took shape and form as performances and constructions of, for example, social subordination in relation to preschool staff and other parents, helpful intervention in school helping an inexperienced teacher, worries about children being different from other children and not fitting in at preschool and of gratefulness for help and support from childcare staff when being short of time and money. The identity expressions were then analyzed in relation to recurrent discourses in research on relations between parents and childinstitutions. The results show that dominant discourses of relations between parents and child institutions tend to construct parents as a homogenous group, thereby concealing how gender, social class, ethnicity and age, and the subsequent different constructions of children and childhood, structure and influence the relations between parents and child institutions and thereby also the institutionalization of childhood.
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10.
  • Lindell, Johan, 1985-, et al. (creator_code:aut_t)
  • (Mediated) cosmopolitanism as symbolic violence
  • 2014
  • swepub:Mat_conferencepaper_t (swepub:level_scientificother_t)abstract
    • The notions of a “mediated cosmopolitanism”, a “global imagined community” and an “imagined cosmopolitanism” speak of a cosmopolitan opportunism gaining ground in contemporary media and communication studies. This line of research tends to epistemologically situate human beings exclusively as users or audiences of media. The risk by such a media-centric focus is to confine oneself to the question of “what the media does to people”. By understanding users and audiences of potentially global media as contextualized social agents we engage with the relationship between cosmopolitanism and the media from a different vantage point. Our media sociological perspective insists on accounting for social context, and so we turn to the question of how classified social agents classify the contemporary media landscape as gateways to the wider world. What emerges in our qualitative and quantitative data is a pattern of social reproduction by way of cultural distinction – agents strong on cultural capital is particularly prone to approach the media landscape as an avenue for cosmopolitan socialization. There is thus reason to question the universalizing rhetoric pertaining to notions of a “mediated cosmopolitanism”.
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