| 1. |
- Hachem, Hany, PhD Candidate, 1987-
(författare)
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Educating older adults : Theoretical and empirical examinations of the learning philosophies in older age
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis, I theoretically and empirically examine the dominant learning philosophies in older age. Three statements of principles of educational gerontology coalesce into two notorious learning philosophies in older age: humanist and critical. They formulate answers to vital questions about the education of older people. Written in 1990 from a political economy perspective that heavily draws on Freirean pedagogy, the first statement provides a moral and philosophical backing for the practices and aims of a (then) flourishing field by examining the marginalisation of older people in societies. In the same year, the second statement responds to the first with a humanist individualist perspective on the education of older people. It provides a different view on why they choose to learn, the goals for their education, and the role of teachers in enacting said educational goals. Two decades later, the third statement is born. This time, it invigorated a critical but culturalist-leaning perspective. It engages with the focal points in the previous statements and remains loyal to Freirean ideals in the face of an increasingly individualistic and globalised world. Over time, the three statements of principles fuelled a polarising debate around central questions in the education of older people.In this methodologically rich thesis composed of four articles, I recommend and draft a fourth and late modern statement of the principles of educational gerontology, which overcomes agency/structure dualisms characterising the debate surrounding the current principles. First, this thesis confirms that leisure and liberal arts education empowers older people. Second, it attributes to the motives for learning in older age a reflexive ontological security nature that may go hand in hand with that of non-conscious class struggles. Third, it challenges the logic of emancipation embedded in critical educational gerontology and refutes the assumption that older learners are naïve. Finally, it envisages the teachers’ role as emancipators from a less coercive departure point.
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| 2. |
- Hellerstedt, Andreas, 1978-
(författare)
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Ödets teater : Ödesföreställningar i Sverige vid 1700-talets början
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The purpose of this dissertation is to study the function of the conceptions of Fate in political contexts as well as in views on society, in early 18th century Sweden. The investigation is centered on three main concepts, namely Providence (lat. providentia), Fate (lat. fatum) and Fortune (lat. fortuna).Four specific questions are treated: Were these conceptions of Fate used as a ‘scapegoat’ or an ‘alibi’ for God, as has been suggested by recent research? How was the catastrophe of the Great Northern War (1700–1721) dealt with by aid of these conceptions? What capacity to shape their own destiny were people thought to have? Which interpretations regarding the conceptions of Fate were regarded as incorrect, and why?The dissertation shows how conceptions of fate were well established and filled a number of important functions in society, such as comfort, social discipline, and preservation of one's personal as well as national honor. Christian and classical traditions both played important parts in shaping these concepts. In particular, the philosophy of stoicism and the early Christian philosopher Boethius were central influences.
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| 3. |
- Löfgren, Jenny, 1982-
(författare)
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Groin hernias and unmet need for surgery in Uganda : Epidemiology, mosquito nets and cost-effectiveness
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Background Surgery has traditionally been considered more expensive than many other health care interventions and with little impact on the burden of disease in a global perspective. One of the reasons behind this misconception is that the effects of surgical conditions and their treatment have not been factored into the equation. Cost-effectiveness analyses of surgical interventions have largely been missing.An estimated 20 million herniorrhaphies are carried out annually but over 200 million people suffer from groin hernias. Herniorrhaphy is one of the most commonly performed surgical procedures also in Low and Middle Income Countries (LMIC). However, the surgical repair method is not the same due to financial constraints. In high income countries a synthetic mesh is used and has reduced the risk of recurrence. This 125 USD mesh is too costly for the majority in LMIC. Mosquito mesh, which is cheaper but very similar to commercial meshes, is used in several settings but outcomes need to be investigated more extensively before this practice can be recommended in routine surgical service.The Aims of this thesis were to define the prevalence of groin hernia, to relate it to the surgical capacity, outcomes and costs of surgery in eastern Uganda and to investigate the feasibility and difference in cost and cost-effectiveness of replacing a commercial mesh with a mosquito mesh in groin hernia surgery.Methods Three studies (1-3) were carried out in eastern Uganda. 1: A cross sectional study investigating the prevalence of groin hernia in adult males in the Health and Demographic Surveillance Site (HDSS) in Iganga and Mayuge districts. 2: A facility based study with prospective data collection of all surgeries undertaken in the two hospitals providing surgery for the HDSS population. 3: A double blinded, randomised controlled trial comparing the outcomes of using a mosquito mesh relative using a commercial mesh in groin hernia surgery.Results 1: the prevalence of untreated groin hernia among the study participants was 6.6%. 2: the rate of groin hernia surgery was 17 per 100 000 population. Thus, less than 1% of the estimated number of cases of groin hernia in the catchment area of the two hospitals are operated per year. A herniorrhaphy costs around 60 USD to perform. This corresponds to a third of the cost of TB treatment and a 15th of the cost of HIV/AIDS treatment per year in Uganda. 3: No significant differences in terms of recurrence rates, post operative and chronic complications and patient satisfaction were demonstrated between the patients operated using the mosquito mesh and the commercial mesh. Cost-effectiveness was very high for both materials but total cost in the mosquito mesh group was 124 USD lower per surgery than in the commercial mesh group.Conclusion There is a vast unmet need for groin hernia surgery. Cost of surgery compares favourably with other health care interventions prioritised by the international organisations and funders. A superior technique can be used in groin hernia surgery at low cost, with high cost-effectiveness in a Low Income Country.
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| 4. |
- Nordin, Andreas, 1972-
(författare)
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Kunskapens politik : En studie av kunskapsdiskurser i svensk och europeisk utbildningspolicy
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In recent years knowledge has been brought forward as an important political issue both in the EU and in Sweden. It is said to be of the uttermost importance not just for education but for society as a whole. As a result of increased globalization and a European striving for economic growth, knowledge has come to be associated with both individual and national competitiveness, and education and learning in schools and workplaces have become a political priority. In this global competition the EU has become an important policy actor in the educational field trying to create a common European education policy field. Despite this development, only a limited number of reports relating the European arena to Swedish educational reforms have been published. Against this background the aim of this thesis is to deepen the understanding of the knowledge discourses which struggle for legitimacy in Swedish and European education policy and how these discourses relate to each other and change over time. The empirical material consists of a number of fundamental official policy texts produced by the EU and the Swedish state. The study takes its theoretical point of departure in critical discourse analysis using an analytical grid where production, content and communication are seen as three aspects constituting every knowledge discourse. The result shows a process of silent Europeanization in Swedish school reform where European knowledge discourse is being re-contextualised and in many cases re-interpreted without any declaration in terms of explicit references. It also confirms the general trend towards increased focus on learning outcomes and demands for measurability. Furthermore, the result shows how competition rhetoric dominating the EU contributes to an increased sense of crisis in both European and Swedish educational reforms. As a result of this crisis rhetoric the study shows how the proactive reform-perspective is being replaced by a retrospective where solving already existing problems replaces the planning of an uncertain future.
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| 5. |
- Baek, Chanwoong, et al.
(författare)
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"Silent borrowing" and beyond : A comparative analysis of reference societies in Norwegian and Swedish school reform
- 2023
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Ingår i: Presented at NERA Conference 2023 15. – 17. March Oslo.
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Konferensbidrag (refereegranskat)abstract
- In comparative education, scholars have long tried to understand why and when policy actors make international references. They have found that policy actors often externalize when they need to form alliances or seek for greater legitimacy and that the actual practice is shaped by national political contexts and the institutionalized policy process in each country (Steiner‐Khamsi, 2004). In particular, each country has its own “reference societies” where they borrow policies and practices from or refer to positively and negatively in the policy process (Bendix, 1978).In the Nordic region, it has been perceived that each Nordic country serves as reference society of each other within the region. This perception may have been based on the rich communication and cooperation among the Nordic countries in education. Despite the common perception, little has been empirically examined regarding to what extent policy actors actually make reference to other Nordic countries and why (not). This study looks into the references in the policy documents prepared for the most recent education reforms in two Nordic countries: Norway and Sweden. They are particularly interesting cases to compare because of the similarities with regard to their institutionalized policymaking process as well as geographical and cultural proximity.We examined the bibliographic references in the white papers and green papers (NOUs and SOUs) prepared for the 2016/2020 renewal of the Knowledge Promotion Reform in Norway and the 2015/2018 Knowledge Achievement Reform in Sweden. In total, our sample includes 19 policy documents and 4,260 references. Additionally, we interviewed ten policy experts who participated in the preparation of the policy documents analyzed in this study.The results show that while Norway drew extensively on knowledge from its neighbors, especially from Sweden, Sweden seldom referenced knowledge produced in other Nordic countries. Policy actors in Norway described that using knowledge produced in other Nordic countries is “quite natural” in the policy process while policy actors in Sweden shared that there has been little formal exchange with these countries in the policy process. Building on the concept of “silent borrowing” coined by Waldow (2009), we interpret the difference in the way Norway and Sweden use knowledge produced in their Nordic neighbors within the broader framework on which bodies of knowledge have greater accessibility or legitimacy (Nordin & Wahlström, 2022). Furthermore, we find that the difference was influenced by reform contexts (e.g., timing of the competency-based curriculum adoption) as well as the membership composition of expert commissions (e.g., larger commission vs. one-person commission).
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| 6. |
- Baek, Chanwoong, et al.
(författare)
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Understanding implicit reference societies in education policy
- 2023
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Ingår i: Journal of education policy. - : Taylor & Francis. - 0268-0939 .- 1464-5106. ; , s. 1-19
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Tidskriftsartikel (refereegranskat)abstract
- This study examines the reference societies of Norway and Sweden embedded in their education policy documents. We examined 4,260 bibliographic references in 19 white papers and green papers prepared for the 2016/2020 renewal of the Knowledge Promotion Reform in Norway and the 2015/2018 Knowledge Achievement Reform in Sweden. In addition, we interviewed 10 policy experts who participated in the preparation of the analyzed policy docu-ments. The results show that the reference societies overall reflect the existing knowledge production and dissemination mechanisms in education policy; however, they significantly differed between Norway and Sweden regarding whether and to what extent they reference knowledge produced in other Nordic countries. Specifically, while Norway drew extensively on knowledge from its neighbors, particularly Sweden, Sweden seldom referenced knowl-edge produced in other Nordic countries. Policy actors identified similarity, relevance, accessibility, reform contexts, and institutional arrangements as reasons for (not) referencing neighbors. This study calls for further consideration of the political, social, and cultural embeddedness of the ‘socio-logic’ to understand implicit reference societies.
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| 7. |
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Didaktikens språk : om skolundervisningens mål, innehåll och form
- 2022
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Det finns mycket som förenar lärares arbete, oavsett ämnesområde och nivå i utbildningssystemet. Principiella frågor om hur elever kan utmanas och stimuleras till utveckling och lärande, liksom övergripande frågor om skolans syfte och mål, är något som alla lärare reflekterar över. Lärare behöver därför ett gemensamt språk som möjliggör samtal och reflektion.I den här boken samlas bidrag från olika didaktiska traditioner kring gemensamma frågor om skolundervisningens mål, innehåll och form. Syftet med boken är att ge blivande och yrkesverksamma lärare en fördjupad förståelse för hur dessa didaktiska frågor förstås och hanteras inom olika traditioner och hur de kan användas som utgångspunkt för lärares handlande i klassrummet. En sådan förståelse kan bidra till utvecklandet av såväl ett eget som ett gemensamt didaktiskt språk.Didaktikens språk – om skolundervisningens mål, innehåll och form sammanför allmändidaktiska, skoldidaktiska och ämnesdidaktiska perspektiv och ger på så sätt en bred bild av lärares didaktiska arbete. Den innehåller bland annat kapitel om skolans demokratiuppdrag, hur man som lärare kan arbeta med att utveckla elevers ämnesspråk och hur läroplanen kan fungera som ett arbetsredskap för lärare i deras dagliga arbete.
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| 8. |
- Hallsén, Stina, 1979-, et al.
(författare)
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Variations on Modernisation : Technological Development and Internationalisation in Local Swedish School Policy From 1950 to 2000
- 2020
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 64:2, s. 151-166
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Tidskriftsartikel (refereegranskat)abstract
- Since WWII, Sweden has had an international reputation for being modern and progressive, with schooling that provides equal opportunities for all children. Analysing local enactment of the national pursuit of modernisation in two contrasting municipalities, this paper offers new perspectives on Swedish education history beyond the image of schooling as a uniform national project. The concepts of technological development and internationalisation are applied to capture the ideas and visions inherent in this modernisation. The study demonstrates, through the example of the rural municipality of Tierp and the municipality of Stockholm, the complexity of the modernisation process and the interplay between divergent interpretations of national reforms and local enactment of modernisation.KEYWORDS: Modernisation, local school history, policy enactment, curriculum theory
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| 9. |
- Henriksson, Mona-Lisa, 1962-
(författare)
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Rätt och moral : Meningar med skolämnet juridik på gymnasienivå
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of the dissertation is to identify discourses in law education at the upper secondary level. The studies include an analytical separation of epistemic, predefined knowledge from non-epistemic, moral meaning making. The studies are focused on the meaningful utterances about purposes, content and teaching methods that may be identified in previous research, curricula, teachers’ speech, textbooks and students’ final papers. The dissertation takes its departure in both legal and didactic theory. Theories offered by philosophy of law and sociology of law concerning the relationship between law and morality are of particular interest, along with curriculum theory and pragmatism. Pragmatic discourse analysis has been operationalized for the analyzes. The method starts with the identification and analyzes of meaningful utterances, which are synthesized into discourses. The method ends with reflection on conceivable consequences of the identified discourses. Five discourses about purposes of law education at the upper secondary level have been identified: (1) The social science discourse, (2) The private utility discourse, (3) The academic discourse, (4) The discourse about business purposes, and (5) The criminological discourse. A possible consequence of the most prominent academic and social science discourses is teaching in accordance with the progressivist and reconstructivist educational philosophies. Furthermore, a comprehensive central content in the syllabi for law in Gy11 means a re-establishment of the essentialist philosophy of education. Construction of the subject content in law by a model from sociology of law could make it possible to explicitly relate epistemic knowledge about legal problem-solving to non-epistemic moral meaning making. The model is based om different perspectives on legal questions, both legal and societal norms and practices.
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| 10. |
- Möllenborg, Evelina, Doktorand, 1986-
(författare)
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Diskurser och dilemman i gymnasieskolans samhällskunskapsundervisning
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to explore, from a critical interpretive perspective, how discourses and ideological dilemmas emerge in upper secondary school teaching in civics in relation to the upper secondary school curriculum Lgy11. The theoretical perspectives and concepts are developed within the frameworks of curriculum theory and discursive psychology. While curriculum theory directs attention toward what counts as knowledge in the subject of civics, discursive psychology focuses more specifically on the social construction of discourses and dilemmas that emerge from teachers' and students' understanding of the teaching of the subject. The data of the study consist of interviews with 22 teachers, 98 students, and nine principals in Swedish upper secondary schools. Subject matter curricula in civics have also been analysed. The first empirical chapter deals with discourses that can be linked to the understanding of the nature of civics as a subject in upper secondary school. The second empirical chapter highlights discourses of teaching in civics. In the third empirical chapter, civics as a democracy subject is discussed, with a starting point in the typology of “the good citizen” by Westheimer and Kahne. The empirical findings and analyses indicate several different discourses. Within discourses of the subject of civics, the subject is constructed as a subject of democracy, as a subject of economy, as a subject of analysis, and as a functional subject. Regarding teaching in the subject of civics, the emerging teaching discourses in the subject are as arenas for individual positioning, socialization, student-active learning, and teacher-led teaching. For the students in university preparatory programs, analytical skills are emphasized in the teaching of civics. In vocational programs, the teaching has an emphasis on personal responsibility. However, students in both vocational and university preparatory programs are not expected to engage in society as adults to any great extent. Civics is taught with an emphasis on citizenship education as a matter of shaping personally responsible citizens.
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