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- Enarsson, Karin, 1975, et al.
(författare)
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Differential mechanisms for T lymphocyte recruitment in normal and neoplastic human gastric mucosa
- 2006
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Ingår i: Clin Immunol. - : Elsevier BV. ; 118:1, s. 24-34
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Forskningsöversikt (refereegranskat)abstract
- Worldwide, gastric adenocarcinoma (GC) is the second most common cause of death from malignant disease. The reason why immune responses are unable to clear the tumour is not fully understood, although aberrant lymphocyte recruitment to the tumour site might be one factor. Therefore, we investigated the homing phenotype of mucosal T lymphocytes in GC, compared to tumour-free mucosa. We could detect significantly decreased frequencies of mucosal homing alpha4beta7+ T cells in the tumour tissues and increased frequencies of L-selectin+ T cells. This was probably due to the correlated decrease in MAdCAM-1 positive and increase in PNAd positive blood vessels in the tumour mucosa. There were also fewer CXCR3+ T lymphocytes in the tumour tissue. These findings provide evidence that endothelial cells within tumours arising at mucosal sites do not support extravasation of typical mucosa-infiltrating T cells. This may be of major relevance for future immunotherapeutic strategies for treatment of GC.
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- Norlund, Anita, 1960-, et al.
(författare)
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En kritisk in- och utzoomning av ett hjärnbaserat synsätt på elever.
- 2018
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Ingår i: Nordisk tidskrift för allmän didaktik. ; 4:1, s. 18-33
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to contribute with a critical understanding of the popular brain interest in contemporary education. The study is framed by the theory of practice architectures in combination with the concept of recontextualization. As a first step, we zoom in on an ecology of municipal school practices and its elements of a brain interest. The empirical ma- terial for this step includes remedial action plans, interviews with teacher teams and student health teams, and self reports. Here, the neuromythical idea of learning styles constitutes one of the manifestations. The second step is built on a zooming-out process in order to trail actors who potentially nurture general and specific brain interests. The analysis shows that many actors are involved, among which we find teacher union journals, book publishers and so forth. The analysis also shows that these actors work in a harmonious interplay. Towards the end of the article we cast a critical eye on the interest and on this interplay.
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- Norlund, Anita, 1960-, et al.
(författare)
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The contemporary emphasis on diagnoses in education – a critical perspective
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The research group RCIW is regularly involved in projects initiated and conducted by municipalities. A couple of these projects have enabled the understanding of what happens in local, educational practices when measures are taken to improve the conditions for students diagnosed with autism spectrum disorder (ASD), a diagnosis getting high contemporary emphasis. The results from the municipal projects are supportive and encouraging. However, also some more worrying aspects of these have emerged, and found vital to examine. These critical aspects make up the focus for the planned presentation. Aim and research questionsThe presentation aims at shedding critical light on problematic elements of the contemporary attention to ASD diagnoses, from now on referred to as ‘the public ASD discourse’. It should be clarified that the mentioning of the current attention to ASD as a discourse does not mean a rejection of the diagnosis per se, only that a strengthened emphasis (as it seems) needs a critical eye. The research questions are:1) What expressions are there for a public ASD discourse within local, educational practices?2) What nourishes the discourse?3) How do the consequences related to the discourse, in turn, relate to social (un-) sustainability? The empirical material produced within the two projects is rich and consists of focus group interviews (one set of interviews with five teacher teams in municipality A, two sets of interviews with five teacher teams in municipality B and two sets of interviews with five student health teams in municipality B), photo elicitation interviews with students diagnosed with ASD (six in municipality A and five in municipality B) remedial action plans (24 from municipality A) and a variety of field notes from formal and informal meetings. The theoretical frames guiding the analysis are collected both from the practice theorists Davide Nicolini and Stephen Kemmis, and from the sociologist of education Basil Bernstein. Kemmis’ theory of practice architecture makes it possible to capture three arrangements significant of a transformation process (see Kemmis et al. 2014), as in this case the municipal projects. The first type, cultural-discursive arrangements, are expressed in sayings and takes an interest in how the involved participants understand the ongoing transformation process. The second, economic-material arrangements, are expressed in doings and refers to what is being done within the projects. Finally, socio-political arrangements are expressed in relatings, and is examined in how the involved actors and students relate to each other, but also how they relate to artefacts such as the new legislation for the student group of concern. The presentation relies on an understanding of practice architectures as dynamic, where arrangements overlap and sometimes are mutually dependent. Nicolini supplies the concepts of zooming-in and zooming-out of a practice (see Nicolini, 2012). A zooming-in corresponds to the first research question, in which the presentation will take its start. The zooming-in here refers to the local practices and their expressions of the ASD diagnosis and its importance. Next, the presentation will move to a zooming-out in which it is examined from where the public ASD discourse gets its nutrition (second research question).Here, Bernstein’s (2000) conceptual set of different recontextualisation fields complements the zooming-out stage; the set will be used to refine and capture the variety of actors supporting the discourse. Included in this group of actors are policy documents, teacher union journals and other actors loosely or strongly involved in education. As a third and final step, a repeated zooming back will take place and in connection a reasoning on consequences for students in the local (and national) practices. Here, the unsustainable aspects of the diagnosis discourse will be discussed (research question 3). To give two examples of the findings, first, the results how that the discourse evokes a plethora of subcategories for the different varieties of autism and the different students. This vocabulary refers to the category of sayings (representative of cultural-discursive arrangements), in turn connected to a change in how the actors look upon students (socio-political arrangements). Second, the results show that several modifications of teaching activities are made (an expression of doings and representing economic-material arrangements) causing a potential lock-in effect for the students. These matters unfortunately run counter to the project management’s initial ambition of less segregation and increased academic success for the students. Finally, the presentation will provide insights in how some expressions and arrangements also run counter to paragraph 4.5 in the sustainable development goals. By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations. ReferencesBernstein, B. (2000). Pedagogy, symbolic control and identity: theory, research, critique. Rowman & Littlefield Publishers. Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P. & Bristol, L. (2014). Changing Practices, Changing Education. Singapore: Springer Verlag.Nicolini, D. (2012). Practice theory, work, and organization: an introduction. 1. ed. Oxford: Oxford University Press.
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- Norlund, Anita, 1960-, et al.
(författare)
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The ‘neurological gaze ' on pupils - trailing its nourishers.
- 2016
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Konferensbidrag (refereegranskat)abstract
- This paper aims to shed light on contemporary expressions of a ‘neuorological gaze’ on pupils (Langager, 2014), and how the nourishment of these expressions can be understood. It proposes a connection to the conference theme by arguing that a ‘neurological gaze’ is easily incorporated into ‘intra-individual change’ discourses which, in contrast to ‘inter group-change’ discourses, can be considered unhelpful when it comes to social justice and education (Bernstein, 1990). The research on which the presentation draws is based on four municipal projects, which we as presenters have followed. All projects have an overarching aim to support and reinforce inclusion in their schools. Data include remedial action plans, focus group interviews with teacher teams, teachers' self reports, pupil interviews and municipal project documents. The theoretical framework is primarily informed by the theory of practice architectures (Kemmis et al. 2014). This theory is based on a division into three arrangements; cultural - discursive, material-economic and socio-political arrangements. These are all of interest to our study, and overlap, but the study of a neurological gaze implies a special interest in the cultural-discursive arrangements. As Nicolini (2012) argues, it is not enough to make a zooming in of local practices, as is the case in our study of the data. It is also important to zoom out and trail the nourishers of the gaze. For this we turned to Bernstein’s concept of recontextualisation (Bernstein 1990, 2000) and its set of recontextualisation fields. Actors representing this variety of fields are able to either contribute to a strengthened discourse or to undermine it. The concept of recontextualisation enabled our trailing of connections between the local field and others such as the pedagogical and the official field. Findings from our zooming in on the local practice show several expressions for a neurological gaze. Here, we find a faith in learning styles as well as in the need for pupils’ exercising their working memory. We also find arranged in-service development arrangements based on the idea of BrainGym. By zooming out and following the trail for what nourishes this gaze, we found that actors in all the recontextualisation fields contribute their part of nourishment. This means that publishers, professional development companies, teacher union journals and others strengthen the gaze. Normally, phenomena under recontextualisation are the object of a disharmonious process but the results of our study show that the neurological gaze is recontextualised in an unexpected harmony which in turn calls for a critical eye. Hacking (2004) argues that the first century after the millennium shift will be the century of the brain. Thus, a study from a Nordic perspective is of great concern since the Nordic countries by tradition have put weak faith in intra-individual approaches and stronger in sociological equity approaches.Bernstein, Basil (1990): Class, codes and control. Vol. 4, The structuring of pedagogic discourse. London: Routledge.Hacking, Ian. (2004, 24 juni): Minding the Brain. The New York Review of Books.Kemmis, Stephen, Wilkinson, Jane, Edwards- Groves, Christine, Hardy, Ian, Grootenboer, Peter & Bristol, Laurette. (2014). Changing Practices, Changing Education. Springer Verlag, Singapore.Langager, Søren (2014): Children and youth in behavioural and emotional difficulties, skyrocketing diagnosis and inclusion/exclusion processes in school tendencies in Denmark. Emotional and Behavioural Differences 19(3), 284-295.Nicolini, Davide (2012). Practice theory, work, and organization: an introduction. 1. ed. Oxford: Oxford University Press
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