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- Ekelund, Alexander, 1979-
(författare)
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Kampen om vetenskapen : Politisk och vetenskaplig formering under den svenska vänsterradikaliseringens era
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis examines the relation between politics and science in Sweden during the era of political radicalization in the sixties and seventies. Rooted in the Bourdieuan tradition of cultural sociology the main analysis focuses on relations between different cultural fields. Studying social movements and the political debate as well as the scientific fields makes it possible to identify habitus and strategies that formed the radical student generation. In addition to efforts to understand the historical background of the radicalisation, like the changes within the Education system and the general tendencies of the political debate, certain parts of the Swedish student movement are studied in-depth, like Unga filosofer in Stockholm and other autonomous groups organizing students and young teachers at the university departments. Of particular interest are the collective struggles to gain influence within the academic structures and the alternative forms of education that were initiated in the late sixties and early seventies.Since the young generation of radical academics were not prone to follow the traditional paths – the established order of succession – they had to find ways to compensate for the academic capital that they renounced by challenging their professors or other influential actors. To understand how this came to effect the Social Sciences and Humanities – or in this case more precisely the fields of philosophy, sociology and literary criticism – the other studies focus on analysing three politically motivated projects that were formed at intersections between a movement-context and academia: the first centred on the critique of positivism, the second engaged in the development of the ideas of scientific socialism – inspired by the reception of the philosophy of Louis Althusser – and the third a later feminist project that evolved in the field of literary criticism with the reception of Julia Kristeva’s theories. One thing the three projects had in common was that they created opportunities to channel political engagement in academic strategies by occupying homological positions in the political-intellectual field and the scientific fields – in some cases confronting the same antagonists in the different arenas. Some of the preconditions that made these strategies possible, which are discussed on the basis of the studies of the different fields, are the intellectual infrastructure that enabled conversion of symbolical assets, like magazines and other arenas for theoretical debate, the creation of social networks and the fact that the political radicalization encouraged transnational theoretical investments.
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| 2. |
- Krigh, Josefine
(författare)
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Språkstudier som utbildningsstrategi hos grundskoleelever och deras familjer
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This investigation has sought to understand and explain the investments made by compulsory school pupils and their families’ stances towards the study of modern foreign languages (English not included). Which pupils (with regard to gender, social and national background and grade point average) chose to invest in the study of modern foreign languages? What strategies pertaining to the study of modern foreign languages did families from different backgrounds develop and how can these differences be understood?The conceptual tools, capital and strategy, developed by Pierre Bourdieu were used. The analysis utilizes national register data as well as questionnaires and family interviews conducted in Uppsala and Southern Dalarna.Analysis of register data identifies language study as a socially differentiated practice, especially with regard to which pupils attained a final grade. Most pupils began studying a modern foreign language. Predominantly children from upper middle class families, particularly daughters, persisted and achieved the highest grades. Lower middle class and working class children had higher deselection rates and lower grades – especially sons. The gap between daughters and sons was most prevalent within the working class, and less so for the well-educated upper middle class. Resource-rich families resembled one another across the two regions, barring grade point average, which was higher among Uppsala pupils.The geometric data analysis generated a space of resource-rich families’ stances on modern foreign languages and language teaching. In Uppsala, well-educated families and families with plenty of transnational capital held positive views towards modern foreign languages and language teaching’s cultural and formalistic aspects, yet they held negative views towards grades and grading. The opposite was true for families with lesser amounts of educational capital.In Southern Dalarna, well-educated families valued modern foreign languages as useful whilst families with lesser educational capital emphasised English as the most important language. The more the families had invested in education, the more positive they were towards cultural and formalistic aspects of language teaching. Grades did not hold the same value for Southern Dalarna families.Language study is both a national and a transnational investment that reinforces other types of capital: cultural, educational and transnational.
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