| 1. |
- Westerberg, Vicktoria, 1975-
(författare)
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Skolans tillfälliga bakdörr? : en studie om den särskilda undervisningsgruppen i relation till skolans inkluderande uppdrag
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Although the Swedish compulsory school’s mission is inclusive, there are segregated settings available for students in need of special needs education. The special teaching group is such a setting, and according to the Education Act (SFS 2010:800, 3 chap. 11§) possible to apply when there are special reasons. This thesis aims to understand how the special teaching group is constructed in relation to the inclusive mission of school. To achieve this aim, four questions are answered: (1) How is the organization of the work with special teaching groups described? (2) How is the image constructed of the students placed in special teaching groups? (3) What expectations are made visible in the school staff's talk about support in special teaching groups? (4) How do the school staff talk about the considerations made when placing students in special teaching groups to receive support? The material analysed is derived from four collections of empirical material: one material consisting of data from 30 Swedish municipalities’ organisation of special teaching groups, one consisting of 48 action programs belonging to students placed in special teaching groups, one consisting of data from focus group interviews in which 14 teachers, special need teachers and principals participated, and one consisting of data from individual interviews with 30 principals. The focus of the thesis is the school staff's way of speaking and reasoning about the special teaching group, both in talk and in writing. The material has been analysed discursively: in a first step to show how discourses on an individual level are activated when school staff talk about the special teaching group, and in a second step to understand how talk at an individual level is enabled by various community level discourses linked to inclusion. The analysis shows that three societal discourses compete to fixate the meaning of inclusion. The three discourses offer different ways in which inclusion can be understood, and relate to knowledge, values or health. The analysis shows that school staff activates all three discourses, but they prioritize students’ health. The study contributes to an understanding of how the special teaching group offers an opportunity to meet the educational needs of students by opening an informal back door from the regular but unsatisfactory educational situation. At the same time, the study highlights the issue of how placement in a special teaching group does not contribute to creating an understanding of how mainstream teaching can meet the diverse needs of students in general. Nor does the placement generate the resources needed realizing it.
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| 2. |
- Ekesryd Nordström, Malin, 1971-
(författare)
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Särskild begåvning i en förskola och skola för alla
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Based on four articles, this compilation thesis analyses different actors’ constructions of giftedness and ideas about meeting gifted children’s needs in preschool and early childhood educational settings. Previous research has highlighted gifted children’s need for early educational adaptations and support for their continued development and maintained desire for learning. Because children’s early educational experiences influence their continued cognitive, social and emotional development, constructions of giftedness at different societal levels surrounding the child were important to explore. Questions addressed included how pre- school personnel, principals and parents of gifted children talk about giftedness, how the construction of giftedness changes over time in Swedish daily press, and what meanings talk about giftedness have for gifted children’s provided education in preschool and school. The theoretical framework underpinning the entire thesis is social constructivism. In addition, special educational perspectives, Bronfenbrenner’s ecological systems theory model, and discourse analysis were used to analyse the respondents’ understandings. Empirically, the thesis is based on material collected in four studies conducted between 2019-2021. These include an on-line questionnaire to preschool personnel (n=78), interviews with preschool teachers (10) and principals (5), interviews with parents (16), and an overview of Swedish newspaper articles about giftedness (n=72). Results show that constructions of giftedness create tensions by generating diverse ideas about the offered teaching in practice, alongside different views of hindering factors for providing an adequate education, organizational thresholds or lack of education about giftedness. Dilemmas included planning an education that meet the needs of all – as well as individual children’s needs. Another dilemma was naming someone gifted in a strong tradition of an egalitarian education. How preschool staff, principals, parents and newspaper debates construct giftedness is vital for making conscious choices and treatment of giftedness in a preschool and school for all.
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| 3. |
- Mollwing, Jonas, 1980-
(författare)
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Om mäns pro- och antifeministiska engagemang
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overarching aim of the thesis is to describe and analyze men’s pro- and antifeminist engagement. Men’s approach to feminism is assumed to be created in the interaction of men’s intentions and a sociocultural structure that conditions human action. Men want something that they perceive that feminism enables or constrains, after which they engage for or against it. The men’s views on feminism were extracted from interviews, social media, books, and newspaper articles. A host of philosophical assumptions, general analytical theories, and specific analytical tools were used in processing the empirical data. In the first part of the findings, profeminist men are understood to view feminism as a force that enables them to accomplish important projects in their lives. They express a wish to improve both women’s and men’s lives through the practice of changing men and masculinity. Above all, their efforts focus on changing themselves. In the second part of the findings, antifeminist men are understood to experience feminism as a force that constrains them in their lives. They oppose feminism on several issues: women’s subordinated position in the gender order, the social construction of gender, and men’s violence towards women. They fear that state feminism is pushing a hatred of men that threatens individual men, nuclear families, and Western civilization. The third part of the findings consists of a model of men’s approach to feminism. In the model, men’s differing approaches hinges on whether they believe that feminism enables or constrains them and other people in their quest to satisfy basic human needs. Their understandings of if and how the needs are being met are central to how men approach feminism. In this understanding, the men are influenced by their respective ideological beliefs on how the gender order should be organized. The thesis ends with two methodological musings. The first revolves around the author’s development of a deeper understanding of the antifeminist worldview and how that came to rub against his profeminist way of viewing the world. The second reflects on researchers’ understandable but counterproductive tendency of trying to protect their research from all criticism.
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| 4. |
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| 5. |
- Danielsson, Anna, Professor, 1978-, et al.
(författare)
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The Pride and Joy of Engineering? The Identity Work of Male Working-Class Engineering Students
- 2019
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Ingår i: Engineering Studies. - : Routledge. - 1937-8629 .- 1940-8374. ; 11:3, s. 172-195
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore the identity work done by four male, working-class students who participate in a Swedish mechanical engineering program, with a focus on their participation in project work. A focus on how individuals negotiate their participation in science and technology disciplines has proven to be a valuable way to study inclusion and exclusion in such disciplines. This is of particular relevance in engineering education where it is widely argued that change is needed in order to attract new groups of students and provide students with knowledge appropriate for the future society. In this study we conceptualized identity as socially and discursively produced, and focus on tracing students’ identity trajectories. The empirical data consists of ethnographic field notes from lectures, video-recordings of project work, semi-structured interviews, and video-diaries recorded by the students. The findings show that even though all four students unproblematically associate with the ‘technicist’masculinity of their chosen program it takes considerable work to incorporate the project work into their engineering trajectories. Further, ‘laddish’ masculinities re/produced in higher education in engineering also contribute to a ‘troubled’ identity trajectory for one of the interviewed students.
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| 6. |
- Gonsalves, Allison J., et al.
(författare)
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"It’s not my dream, actually" : students' identity work across figured worlds of construction engineering in Sweden
- 2019
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Ingår i: International Journal of STEM education. - : Springer. - 2196-7822. ; 6:13, s. 1-17
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Tidskriftsartikel (refereegranskat)abstract
- Background: Research in engineering education has pointed to the need for new engineers to develop a broader skillsetwith an emphasis on “softer” social skills. However, there remains strong tensions in the identity work that engineersmust engage in to balance the technical demands of the discipline with the new emphasis on heterogeneous skills(Faulkner, Social Studies of Science 37:331–356, 2007). This study explores how three unconventional students experiencethese tensions in the final year of their construction engineering program, and as they move in and out of workplacefield experiences.Results: Using a figured worlds framework (Holland et al., Identity and agency in cultural worlds, 1998), we explore thedominant subject positions for students in construction engineering classroom and workplaces in a 3-year Swedishengineering program. Results demonstrate that dominant subject positions for construction engineers can troublestudents’ identity work as they move across classroom and workplace settings.Conclusions: This study expands our knowledge of the complexity of students’ identity work across classroom andworkplace settings. The emergence of classroom and workplace masculinities that shape the dominant subject positionsavailable to students are shown to trouble the identity work that students engage in as they move across these learningspaces. We examine students’ identity strategies that contribute to their persistence through the field. Finally, we discussimplications for teaching and research in light of students’ movements across these educational contexts.
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| 7. |
- Holmgren, Karoline, 1970-
(författare)
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Vad är det som gör att matten blir så svår när de kommer till gymnasiet? : Skolpersonals uppfattningar om yrkeselevers måluppfyllelse i matematik
- 2020
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Att få en examen från gymnasieskolan är viktigt för både samhälle och individ. Utan fullständig examen riskerar unga att hamna i arbetslöshet och utanförskap. Mot bakgrund av detta är det oroande att ungefär 15 000 gymnasieelever i Sverige varje år avslutar sina gymnasiestudier utan att erhålla full examen. För elever på yrkesprogram visar nationell kartläggning att det största hindret för att nå en fullständig yrkesexamen är matematikkursen (Ma1a), som är den obligatoriska matematikkurs yrkeselever läser under sitt första gymnasieår.Denna licentiatavhandling fokuserar på yrkeselever och deras måluppfyllelse i matematik. Syftet är att bidra med kunskap om vad som enligt skolpersonal påverkar yrkeselevers måluppfyllelse i Ma1a. Syftet med studien är också att bidra med en övergripande bild av flera olika skolaktörers uppfattning om fenomenet.Studien är inspirerad av ett socialkonstruktivistiskt synsätt och baseras på semistrukturerade intervjuer med trettio skolaktörer som i sitt yrke kommer i kontakt med yrkeselever i risk att inte nå målen i Ma1a: pedagoger, skolsköterskor, skolkuratorer, studie- och yrkesvägledare samt rektorer. Studien analyserar skolpersonalens beskrivningar utifrån ett induktivt synsätt för att identifiera aspekter som påverkar yrkeselevernas måluppfyllelse.Resultatet visar att aspekter med påverkan på måluppfyllelsen i Ma1a inte bara har att göra med matematikundervisningen i klassrummet utan även andra delar av elevernas inlärningsmiljö spelar en betydande roll. Studien indikerar att relationsaspekter, emotionella aspekter såväl som aspekter med koppling till yrkeselevernas identifiering med det framtida yrket, spelar en central roll förmåluppfyllelsen. Flera av informanterna uppfattar yrkeselever som mer praktiskt lagda, något som beskrivs som en bakomliggande orsak till flera av aspekternamed negativ påverkan på måluppfyllelsen. Elevers upplevelser från tidigare skolgång uttrycks också som en bakomliggande orsak till flera av de aspekter som under gymnasietiden påverkar yrkeselevernas måluppfyllelse i Ma1a.De viktigaste slutsatserna som kan dras av studien är att andra aspekter än bara ämnesdidaktiska faktorer förefaller spela en viktig roll för yrkeseleversmåluppfyllelse i matematik. Resultatet indikerar hur både sociala och emotionella processer tillsammans med yrkeselevers identitetsskapande är aspekter som inte får glömmas bort i diskussionen om hur yrkeseleversmåluppfyllelse i matematik kan förbättras.
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| 8. |
- Junkala, Hannele, 1963-
(författare)
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Balansakter - kroppar, sexualiteter och det oväntade : kritiska och didaktiska perspektiv på sexualundervisning inom biologiämnet
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Sexuality education (SE) involves topics that can be perceived as sensitive and private, which creates challenges for teachers. Teachers in Sweden feel uncomfortable with the subject of SE, as they lack knowledge about LGBTQ issues and experience uncertainty in handling charged discussions. Therefore, teachers need tools for teaching this subject, regarding both the content itself and the teaching methods. Aiming to facilitate inclusive SE, this thesis thus contributes to the knowledge of contemporary SE in Sweden. Two studies were conducted: the first addressing Swedish Biology textbooks in grades 7-9, and the second involving classroom observations in three different teachers’ SE teaching in grade 8. These studies were developed into four papers.Paper 1 presents a content analysis of five Swedish Biology textbooks using feminist, crip and queer perspectives. The results show that trans persons, homosexuality, bisexuality, and heterosexuality are standard content. Representations of disabilities are sparse, while intersex and asexuality are not included. In paper 2, Swedish whiteness is analysed in the textbooks and teacher interviews through the lens of critical race theory. The findings reveal that references to legislation, science, progression, ethnicity, tradition, and culture construct Swedish whiteness as a ‘happy’ place ‘here’, in contrast to less happy places elsewhere, far away ‘there’. Paper 3 concerns different tensions that arise during classroom teaching and how teachers balance these situations. Both the anti-oppressive strategies and the teaching methods focused on processes, facts, and relations are analysed. The results show that teachers can use tensions in SE to challenge prejudice and heteronormative assumptions. Also, teachers’ inclusion of students’ thoughts and worlds, even around controversial topics, creates recognition, subjectification, and meaning making for the students. Paper 4 explores how teachers handle unexpected situations in SE classrooms. The short interruptions are analysed through the theoretical concepts becomings, intensity, and glow.According to the results, when teachers capture unexpected comments, student engagement is aroused, allowing new concepts to enrich the SE content. In sum, this thesis concludes that SE needs to embrace more diverse content. This could be achieved through fluid conceptions of bodies and sexualities, thus facilitating students' recognition and subjectification, especially through the inclusion of nuances of asexuality, alternative family constellations, intersex, and crip. Finally, teachers need to welcome tensions and the unexpected as rich possibilities to capture new SE content and to create student engagement.
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| 9. |
- Silfver, Eva, 1958-, et al.
(författare)
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Gender equality as a resource and a dilemma : interpretative repertoires in engineering education in Sweden
- 2022
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Ingår i: Gender and Education. - : Routledge. - 0954-0253 .- 1360-0516. ; 34:8, s. 923-939
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how female university students’ abilities to present themselves as ‘authentic’ engineers are imbricated with discursive constructions of gender and gender equality. The empirical data comes from interviews and video diaries collected with three female engineering students. The analysis demonstrates the power of the Swedish gender equality discourse to inform the students’ talk as they negotiate their gendered identities to become intelligible as engineering students and engineers. We suggest that gender equality is used as a resource in the repertoires, but we also demonstrate that this discourse becomes a dilemma in that it limits possibilities for gender performances to go beyond old patterns. Despite this, the article still shows three unique ways of negotiating gender and other social categories in different situations connected to university learning and participation in internships.
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