| 1. |
- Francia, Guadalupe, 1961-
(författare)
-
Policy som text och som praktik : en analys av likvärdighetsbegreppet i 1990-talets utbildningsreform för det obligatoriska skolväsendet
- 1999
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this study is to investigate the relation between policy as text and policy as practice, with a focus on Swedish educational reform in the 1990s in regard to comprehensive schooling.School reform in the 1990s has resulted in major changes in Swedish compulsory education. The reform has encompassed a new form of steering system, a new financing system, a new curriculum, new syllabi, a new national employment policy for teachers, a new grading system, and increased privatization of schools.All of these changes are analyzed in the study with reference to equivalence in the discourses on the national, municipal and school levels. The analysis of the concept of equivalence is linked to the following specific meanings of the concept: equality of opportunity; equality in regard to resources; equality in regard to achievement; and free choice.The empirical data for this thesis has the following components:An inter-textual text analysis of the central national steering documents;Four case studies that deal with the implementation of the reform at the municipal and school levels. These case studies include a text analysis of the municipalities' and the schools' plans, individual and group interviews with school staff at the municipal and school levels, as well as classroom observations conducted in six schools;A questionnaire which deals with the right to choose a school in another municipality, distributed to all of the municipalities in two counties; andAn analysis of the first twenty-two independent Islamic schools established in Sweden during the period 1993 and 1998.The results of the aforementioned studies are the following:Educational policy documents function in practice as inter-textual interventions;In practice free interpretation and opposition occur;Reform is a complex interaction between texts and the practitioners (municipal employees, school personnel);Reform is not an occurrence, but rather a process;Reform is a compromise;Reform has an inter-textual character;The concept of equivalence has diverse meanings:The occurrence of diverse and conflicting discourses, in regard to equivalence and within the framework for the same reform, gives rise to conflicts in practice;Goal steering has the potential to promote equivalence in regard to achievement equality as prescribed in the curriculum, which requires that all pupils are expected to achieve the obligatory goals;The shortcomings of the reform in regard to the evaluation phase limit the implementation of the requirements for equivalence as achievement equality in accordance with the curriculum; andNegative expectations in relation to certain groups of pupils limit the extent to which the requirements of achievement equality can be implemented in accordance with the curriculum
|
|
| 2. |
- Jacobsson, Gunnel, 1952-
(författare)
-
On the threshold of adulthood : Recurrent phenomena and developmental tasks during the period of young adulthood
- 2005
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the dissertation is to investigate the own narratives told by young adults in the age group 18 to 25 years old about strains in life, ideas about the background to these, and attitudes now and in an imagined future. The emerging recurrent phenomena form the basis for a deeper understanding of the developmental tasks of young adults. Gender variances and changes over time are focused upon. The investigation is based on three distinct theoretical perspectives: developmental psychology, social constructionism and personal epistemology.The methods used vary according to the focus in four separate studies: (1) The Interview study is based on the narratives of 23 informants. A qualitative analysis was carried out and central themes are presented at group level. (2) In the Questionnaire study, a bird’s eye view is taken. A quantitative analysis was performed on 611 respondents’ answers about their own attitudes and experienced background to strains. (3) In the Follow-up study, 21 informants from the Interview study were interviewed again after eighteen months. (4) The Case study scrutinizes in detail four informants’ narratives about strains and attitudes on three occasions, over a total of three years. The combination of three different theoretical and three different methodological perspectives was used to make recurrent phenomena more visible, enabling the formulation of developmental tasks during this period of life.The most prominent phenomenon concerning strains is to become someone in the world. This is interpreted as an individuation process, which is a specific developmental task. Depression-like conditions occur and are understood to be transitional expressions of developmental-related sorrow. A spectrum based on prominent attitudes is formulated: vegetative being – creative being – productive doing – warding-off doing. The spectrum includes both problem-solving and problem-distancing attitudes. Common for men and for women is a movement between the problem-distancing and the problem-solving attitudes. The attitudes differ between men and women. Over time, a greater range of problem-solving attitudes is used, and they become less gender-specific. The problem-distancing attitudes decrease, both within the group of women and the group of men, but are still as gender-specific. As time passes, the narratives about the background to strains and future attitudes gain an increased number of themes. These changes are interpreted as a maturity process within the age group. Most of the young adults convey a hopeful view of the future.
|
|
| 3. |
|
|
| 4. |
- Aspán, Margareta, 1965-
(författare)
-
Delade meningar : Om värdepedagogiska invitationer för barns inflytande och inkännande
- 2009
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In two studies efforts to enhance children’s possibilities to participate and to improve the school as a social meeting place are followed. The first focuses on a three year project, aimed to work out new forms for pupils (grades 6-9) to participate in the school organization. The second study follows younger children (grades 1-5) in specific lessons where social dilemmas are discussed and solved, which can be characterized as social and emotional learning. Both studies concern the school’s option to handle the child fostering to individual actors, their independence and ability to take part through ’self-expression’, and at the same time instill the society’s ‘common value system’. By following pedagogical interventions by participant observations and interviews, it appears that there is little interest to let the children get involved out of their own questions and problem definitions. In the participation project it appears that children often are rather strictly directed by adults, and they are not so often let to use their critical and reflective thinking. In the second study each exercise is scrutinized for what it affords the children. Also these results show that the underlying intentions are not to create pedagogical conditions that support communication that involves the children’s own perspectives and interests, in an ‘exploratory’ speech in learning about one’s self, about the other and the world. The children’s resistance to perform properly can be seen as a way to recapture some of their autonomy to break the ‘ritualized' communication. In both studies children’s use of a field of free action is restricted. The interventions are analyzed through the concept of intersubjectivity and of child perspective. I conclude that the basis for why and how these efforts are done can be seen in a cultural childhood narrative: they are in certain aspects seen as ‘not yets’ despite the late modern emphasis on competence and responsibility.
|
|
| 5. |
- Balldin, Jutta
(författare)
-
Kulturell tid och individuella rytmer : Gymnasieelever om tidens pedagogiska villkor
- 2006
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The problem focused in the thesis has its ground in the crossroads between a manifold school-time and shared as well as individual rhythms of pupils. The thesis builds on a theoretical assumption that cultural structures in time are of meaning for an understanding of ourselves and of others, and works as a frame for contemporary values and constraints, especially in school. The aim is to understand and create a thick description of the phenomenon time as a condition for positioning, as young high school pupils see and deal with it. The contexts for their descriptions are three specific schools, challenging traditional ways of studying in time by offer independency, one by distance education, one by mobility between independency and timed lessons, and one by an independent project in an otherwise ordinary timetable. The empirical material is mainly based on interviews, letters and drawings, collected from thirty pupils, ten from each school. The study is conducted and analysed in means of an abductive methodology, and use senzitising concepts to withdraw units of meaning, relating the descriptions of pupils to theoretical assumptions.Time as a condition for positioning is a way of balancing between structure and individual acts. Time in school is created and dealt with in the crossroads between feelings of freedom to, of being in control of and/or close to, and their opposites, feelings of freedom from, or being controlled by and/or on distance. Dreams of spontaneity, closeness and intensity give way to certain temporal dilemmas in a school-time with contradictory values. The rhythms outlined by some of the pupils support the dreams described, as well as they underline the pupils’ need for temporal frames that see and confirm their performances here and now, as well as in the future. Time as an analytical filter reveals a meaning of time as enclosing lines and circles, present moments and stretched lives, school-time and other times.
|
|
| 6. |
- Bergdahl, Lovisa, 1971-
(författare)
-
Seeing Otherwise : Renegotiating Religion and Democracy as Questions for Education
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Rooted in philosophy of education, the overall purpose of this dissertation is to renegotiate the relationship between education, religion, and democracy by placing the religious subject at the centre of this renegotiation. While education is the main focus, the study draws its energy from the fact that tensions around religious beliefs and practices seem to touch upon the very heart of liberal democracy. The study reads the tensions religious pluralism seems to be causing in contemporary education through a post-structural approach to difference and subjectivity. The purpose is accomplished in three movements. The first aims to show why the renegotiation is needed by examining how the relationship between education, democracy, and religion is currently being addressed in cosmopolitan education and deliberative education. The second movement introduces a model of democracy, radical democracy, that sees the process of defining the subject as a political process. It is argued that this model offers possibilities for seeing religion and the religious subject as part of the struggle for democracy. The third movement aims to develop how the relationship between education, democracy, and religion might change if we bring them together in a conversation whose conditions are not ‘owned’ by any one of them. To create this conversation, Hannah Arendt, Jacques Derrida, Søren Kierkegaard, and Emmanuel Levinas are brought together around three themes – love, freedom, and dialogue – referred to as ‘windows.’ The windows offer three examples in which religious subjectivity is made manifest but they also create a shift in perspective that invites other ways of seeing the tensions between religion and democracy. The aim of the study is to discuss how education might change when religion and democracy become questions for it through the perspectives offered in the windows and what this implies for the particular religious subject.
|
|
| 7. |
- Bergstrand, Marie
(författare)
-
Hälsorådgivande samtal : kommunikativa strategier i samspel mellan distriktssköterska och patient
- 2000
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Health education conversations. Communicative strategies in consultations between district nurse and patient. In recent years, the importance of the patient's point of view and patient participation in health education has been emphasised in policy texts and legislation. These changing policies raise questions as to how life-style messages are communicated in clinical practice. This theses explores the process of advice-giving in consultations between district nurse and patient. To provide an in-depth analysis of advice giving conversations, four cases were studied with complementary techniques. The material consists of video-taped consultations, interviews and stimulated recall with patients and district nurses. The qualitative analysis focuses on the communicative strategies used by the parties in conversations about life style issues. Both district nurse and patient uses a range of direct and indirect strategies to give and respond to advice, as well as to facilitate the interaction. They both define and introduce topics. The district nurse supports patient initiatives, provides information, presents arguments and persuades the patient. The patient presents information, arguments and uses subtle strategies to accept or reject advice. As an overarching strategy, the district nurse draws on everyday experiences presented by the patient, which she re-formulates into pieces of advice. Finally, the patterns of communicative strategies, and the differing goals of the two parties, are discussed in relation to the dilemmas of patient integrity and professional tasks involved in health education.
|
|
| 8. |
- Bergström, Helena, 1971-
(författare)
-
Kön och förändring : Kontinuitet och normalitet i anhörigas relationer till transsexuella
- 2007
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The categorisation of people into two kinds of subjects, men and women, as well as the notion that gender is natural and lifelong, are predominant ideas in contemporary society. When gender categories are challenged, new questions about gender arise. This is particularly evident for close relatives of transsexuals, who are subject to dominant discourses of gender, health and close relationships, at the same time as they have their relationship to maintain. The aim of this thesis is to explore how relatives handle, and make sense of their experience, when someone close is transsexual. This interview study of 15 close relatives to transsexuals, explores how the relatives understand and ascribe meaning to the transrelationprocess. The purpose of the interviews was to identify how close relatives relate to discourses of gender and identity, positioning themselves as relatives and gendered subjects in relation to the transsexual person. The study also addresses the narrative process itself. The analysis points to a “relatives-dilemma”, in which the close relatives relate to the transsexual in a way that is acceptable for the relationship, at the same time as dealing with the cultural images of gender, health and kinship, as understood by themselves and others. The analysis identifies three different conditions for the relatives’ sense-making process: the complete gender, health as an imperative, and reciprocity of consideration and care. The metamorphosis of gender of a close relative can be regarded as a catastrophe, a breakthrough development, or both. The manner in which this is dealt with seems to depend on whether the transsexual relative is a female-to-male transsexual or a male-to-female transsexual, as well as on particularities in their relations to each other, and the relative’s own gender in relation to the transsexual. The common denominator found in the study was the relatives’ need for the construction of continuity of gender, and thus the construction of normality.
|
|
| 9. |
- Bjerlöv, Monica, 1954-
(författare)
-
Om lärande i verksamhetsanknutna samtal : En studie i prat och om lärande i möten på en arbetsplats
- 1999
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis describes the spontaneous, unplanned learning of the participants in workbased discourses. We follow the activities of ten participants in five workbased discourses at a public authority.The study uses a qualitative method and its theoretical foundation is a constructivist and intentional perspective on learning. The formation and analysis of the data is based on the intentional interpretation. By interpreting and describing the content and meaning of each participant's lines, we discover a direction in the line and the activity of the participant as a whole. This is the basis of the intentional analysis. The participants' experiences of the recent organizational change is the common starting-point for their reflections as regards a work procedure that ought to be established in their own workgroup, the project-grants group.The thesis describes and analyzes the participants' efforts to create and organize a new work task. It also describes what happens in five successive workbased discourses about the work meeting and the group's communication. Further, all the participants are attributed an objective (a purpose) which is based upon their respective activities during the talk. The objectives are categorized in three main types: one institutional category, one relations directed category, and one category with a direction primarily towards one's own person.It is the variations (and the differences) between the objectives of the ten participants that constitute the breeding-ground for learning. The learning takes place within the construction of a mutual social moral for cooperation. This construction work includes five themes: technical solutions; legitimacy and identity; confidence, trust and respect; knowledge exchange and learning, and to have one's say. It is in the interplay between the three types of objectives, the personally directed, the relations directed and the institutionally directed, within the framework of the five themes, that a spontaneous, unplanned learning takes place. With regard to two themes, coordination and skills upgrading, there seems to be an overall agreement.
|
|
| 10. |
|
|
