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- Behrns, Ingrid, 1961, et al.
(författare)
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A comparison of Written and Spoken Narratives in Aphasia.
- 2011
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Ingår i: the 12th International Conference of the EARLI Special Interest Group on Writing, 8th to 10th of September 2010, Heidelberg, Germany.
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Konferensbidrag (refereegranskat)abstract
- Background: Early research in aphasiology seemed to view writing as written speech, implying that the symptoms would be the same in written and spoken output. However, different patterns for how difficulties are manifested in written versus spoken language have since been observed. The impressions from untrained readers add an important perspective to clinicians in how patients are able to participate in everyday life outside the clinical setting. Aim: The aim of the present study was to explore how a personal narrative told by a group of persons with aphasia differed between written and spoken language, and to compare this with findings from narratives told by participants in a reference group. Method: Eight participants with aphasia and ten participants with no neurological disorder were asked to take part in the project. The participants produced a free narration entitled ‘I have never been so afraid’, first in a written version and then also in a spoken version. The stories were analysed through holistic assessments made by 60 participants without earlier experience of aphasia and through measurement of lexical and syntactic variables. Results: The untrained readers and listeners rated the stories told by the referencegroup higher than the stories told by the participants with aphasia. The written stories made by the persons with aphasia were however rated as easier to understand, more interesting and more coherent than their spoken versions. Regression analysis revealed that the length of the stories (number of words) and word-level errors were to some extent predicting factors of the ratings, but interestingly enough not necessarily in the sense that longer and more correctly spelled stories were always rated higher. Discussion: The results showed that the impression of a written text is probably due to a very complicated network of variables. For persons suffering from aphasia it is important that they are offered language rehabilitation that includes written language. However, results also indicates that the goals for writing training have to be set individually and that more factors except spelling has to be considered when planning therapy.
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| 2. |
- Broberg, Anders G, 1950, et al.
(författare)
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Stöd till barn som bevittnat våld mot mamma - Resultat från en nationell utvärdering
- 2011
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Barn som bevittnar våld mot en förälder som de är beroende av för sitt välbefinnande utsätts för en form av våld. Barn behöver – i synnerhet under den tidiga barndomen – föräldrar som prioriterar barnets behov framför sina egna. När barnets ena förälder – eller någon annan som bor med familjen – slår eller förgriper sig på den andra föräldern blir barnet känslomässigt övergivet och skyddslöst. Barn kan bevittna våld mot en primär omsorgsgivare under kortare eller längre peri-oder i sitt liv, men ofta innebär det ett liv begränsat av olika typer av makt, övergrepp och förtryck. Sådana upplevelser medför en ökad risk för att barnet utvecklar problem såsom posttraumatisk stress, depression, beteendeproblem och problem med sociala relationer – både inom familjen och med kamrater. Sedan 2007 är socialtjänstens ansvar, för att barn som bevittnat våld får det stöd och den hjälp de behöver, förtydligat i Socialtjänstlagen. Det viktigaste stödet för barn som bevittnat våld mot sin mamma är skydd från fortsatt utsatthet. Internationellt sett är den vanligaste formen av stöd till barn, utöver sådant skydd, samtal i grupp. Det finns dock stora skillnader mellan vilka mål programmen är tänkta att uppnå, vilket medför att utvärderingsstudier använder varierande mått för att bedöma vad som är ett ”lyckat utfall”. Detta försvårar i sin tur jämförelser av utvärde-ringar av dessa program. I Sverige är den vanligaste typen av insats fortfarande indivi-duella samtal, även om gruppverksamheter för barn har blivit vanligare de senaste 10 åren. Kunskapen om effekterna av de metoder som utvecklats inom och utom social-tjänsten för att stödja barn som bevittnat våld mot mamma är fortfarande begränsad internationellt och i Sverige är den i stort sett obefintlig. Göteborgs universitet fick 2008 i uppdrag av Socialstyrelsen att utvärdera effekten av insatser riktade till barn som bevittnat våld mot sin mamma. Syftet med utvärderingen var att studera förändringar i barns hälsa och välbefinnande efter stödinsatser, med ut-gångspunkt i mammors och barns beskrivningar.
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| 6. |
- Broberg, Åsa, 1971-
(författare)
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Constructing vocational education capital : An analysis of symbolic values in the Swedish VET system of 1918
- 2020
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Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 10:2, s. 129-151
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Tidskriftsartikel (refereegranskat)abstract
- This article explores ways of creating educational capital in vocational education and training in Sweden during a period in the early 20th century when vocational learning was first institutionalised as education. As such, at the same time it had to create itself and submit to the established educational system. This process is the focus of the article; it is examined by using concepts from Bourdieu’s capital-theory. In this perspective, vocational education and training as an educational form is considered part of the field of education. However, the main focus of the analysis is the newly formed education for vocational learning as a field of vocational education where a particular vocational educational capital was created. The aim is to illuminate ways of creating vocational education capital by borrowings, crossovers and reinventions of values from two traditions of learning and knowledge production: apprenticeship in the guilds and education in academia. The symbols from both crafts and academia were passed on into the early VET system through its institutions and actors. It materialised in titles, artefacts and rituals that that are presented in archives, journals and school memorial books.
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| 7. |
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| 8. |
- Broberg, Åsa, 1971-, et al.
(författare)
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Domestic education and technology – historical development of women´s (T)VET
- 2023
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Ingår i: Virtual abstracts JVET Conference 2023.
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Konferensbidrag (refereegranskat)abstract
- The history of VET in the Nordic countries tends to either focus on education for male students only, or on the professional higher education for women such as nurses. Even in the 21st century, the 1970s are mentioned as the time when women entered the labor market as a consequence of societal industries (kindergartens, hospitals). The aim for this paper is to complement the existing picture of VET as a purely male form for education, related to agriculture, industry/technology, craft and trading. A further aim is to describe VET for women that was closely related to a labor market for women that developed in the early 20th century. The concept of TVET suggests an even closer association to male vocational education as T stands for technical. In parallel to VET for male student, women’s VET developed in the fields household, caring, textile work and trading. In these areas technical development was a central but not an obvious part of women´s vocational education. For instance, new technical inventions like kitchen equipment for commercial kitchen and food industry, as well as for private households required transformation of knowledge. Historically, women’s work in these areas contributed significantly to the production and economic development in the society, but also to women's access to participation in the public. However, while the history of VET and TVET for male students has received extensive attention in research within various disciplines, VET for female students is scarcely researched and the technical aspects even more so. In this paper we explore the Swedish umbrella concept domestic education as a point of departure for a discussion of the multiple vocations that this concept represented and thereby also hid. We focus on how the different vocational educations within this area contributed to qualifying women for a labor market in transition: through expansion, differentiation and specialization, intertwined with technical development. This is in line with how cultural historical activity theory emphasizes that changes in tools and rules contribute to changing societal activities over time. This development shows how female competence contributed to societal development during the 20th century. We also argue that education for women in the 1970s was a consequence of changed relations between individuals, families and society that can be identified through analyzing the VET for women in the early 20th century.
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| 9. |
- Broberg, Åsa, 1971-, et al.
(författare)
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Education for access to the Swedish labour market and society : a historical comparison of practices for the integration of immigrants in the 1960s and early 2000s
- 2023
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Ingår i: Migration, education and employment. - : Springer. - 9783031419171 ; , s. 85-97
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Bokkapitel (refereegranskat)abstract
- The policies and strategies for the integration of immigrants into the Swedish labour market and society evolved considerably between the mid-1900s and early 2000s. While it could be reasonably claimed that there was a similar line of development in many other countries, the Swedish case has particularities that could well be associated with aspects of the welfare state and a traditional concern with social integration. From a historical perspective, this chapter analyses some of the core features of this development and examines questions such as how perceptions about work, education and integration have evolved. In relation to the first decades of the twenty-first century, the cases presented depict a new reality and a diversity of approaches that, it is argued, enrich the process of integration of immigrants into the labour market and society. This chapter will shed more light on the relationship between migration and societal change. In this investigation, the relationship between work, vocation and education is of particular interest. The chapter will also demonstrate how the changing character of this relationship can be understood as part of the idea structures of integration. Even though the analysis relates primarily to a Swedish context, it may be relevant to other national settings.
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| 10. |
- Broberg, Åsa, 1971-, et al.
(författare)
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Hushållningens pedagogiska innehåll - en analys av ICA-Kuriren 1942
- 2018
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Ingår i: Historisk Tidskrift. - 0345-469X .- 2002-4827. ; 138:2, s. 255-285
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Tidskriftsartikel (refereegranskat)abstract
- The educational content of housekeeping – An analysis of ICA-Kuriren 1942In 1942 the practical knowledge of housekeeping in Sweden was formulated, legitimized and materialized largely under the influence of government actions. The period is characterized by ideals grounded in science and rationality, Second World War rationing and the societal project of folkhemmet, ”the people’s home.” The practice of housekeeping is investigated through an analysis of ICA-Kuriren, a periodical published by a consortium of food wholesalers, that was first issued in 1942 and was widely distributed to Swedish households. Located at the intersection of social history and the history of education, the focus is on the discursive construction of the figure of the ”housewife,” the most important agent in the sociopolitical and pedagogical process that aimed at changing practices of housekeeping. There were tensions in this discursive construction of the housewife between rational and non-rational thought, with the preference always being for the rational. It can be found in a variety of contrasts, between new and old knowledge and between the experienced and the inexperienced, and the knowledgeable and unknowledgeable housewife. Another tension was embedded in the encouragement to both be frugal and to buy and consume expensive items.
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