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| 3. |
- Boberg, Andreas, 1678-1756
(författare)
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Dissertatio gradualis, agni paschalis ritum delineans, cujus partem posteriorem, consentiente & adprobante ampliss. facult. phil. in reg. acad. Upsaliensi, præside ... Andrea Boberg ... publico eruditorum examini submittit alumnus Stieglerianus Jonas Bergh, Angermannus. In audit. Carol. maj. ad d. 3. Junii, anni MDCCXL. Horis, ante meridiem, solitis.
- 1740
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)
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| 4. |
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| 5. |
- Gustavsson, Anders, et al.
(författare)
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Cost of disorders of the brain in Europe 2010.
- 2011
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Ingår i: European Neuropsychopharmacology. - Amsterdam : Elsevier BV. - 0924-977X .- 1873-7862. ; 21:10, s. 718-79
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: The spectrum of disorders of the brain is large, covering hundreds of disorders that are listed in either the mental or neurological disorder chapters of the established international diagnostic classification systems. These disorders have a high prevalence as well as short- and long-term impairments and disabilities. Therefore they are an emotional, financial and social burden to the patients, their families and their social network. In a 2005 landmark study, we estimated for the first time the annual cost of 12 major groups of disorders of the brain in Europe and gave a conservative estimate of €386 billion for the year 2004. This estimate was limited in scope and conservative due to the lack of sufficiently comprehensive epidemiological and/or economic data on several important diagnostic groups. We are now in a position to substantially improve and revise the 2004 estimates. In the present report we cover 19 major groups of disorders, 7 more than previously, of an increased range of age groups and more cost items. We therefore present much improved cost estimates. Our revised estimates also now include the new EU member states, and hence a population of 514 million people.AIMS: To estimate the number of persons with defined disorders of the brain in Europe in 2010, the total cost per person related to each disease in terms of direct and indirect costs, and an estimate of the total cost per disorder and country.METHODS: The best available estimates of the prevalence and cost per person for 19 groups of disorders of the brain (covering well over 100 specific disorders) were identified via a systematic review of the published literature. Together with the twelve disorders included in 2004, the following range of mental and neurologic groups of disorders is covered: addictive disorders, affective disorders, anxiety disorders, brain tumor, childhood and adolescent disorders (developmental disorders), dementia, eating disorders, epilepsy, mental retardation, migraine, multiple sclerosis, neuromuscular disorders, Parkinson's disease, personality disorders, psychotic disorders, sleep disorders, somatoform disorders, stroke, and traumatic brain injury. Epidemiologic panels were charged to complete the literature review for each disorder in order to estimate the 12-month prevalence, and health economic panels were charged to estimate best cost-estimates. A cost model was developed to combine the epidemiologic and economic data and estimate the total cost of each disorder in each of 30 European countries (EU27+Iceland, Norway and Switzerland). The cost model was populated with national statistics from Eurostat to adjust all costs to 2010 values, converting all local currencies to Euro, imputing costs for countries where no data were available, and aggregating country estimates to purchasing power parity adjusted estimates for the total cost of disorders of the brain in Europe 2010.RESULTS: The total cost of disorders of the brain was estimated at €798 billion in 2010. Direct costs constitute the majority of costs (37% direct healthcare costs and 23% direct non-medical costs) whereas the remaining 40% were indirect costs associated with patients' production losses. On average, the estimated cost per person with a disorder of the brain in Europe ranged between €285 for headache and €30,000 for neuromuscular disorders. The European per capita cost of disorders of the brain was €1550 on average but varied by country. The cost (in billion €PPP 2010) of the disorders of the brain included in this study was as follows: addiction: €65.7; anxiety disorders: €74.4; brain tumor: €5.2; child/adolescent disorders: €21.3; dementia: €105.2; eating disorders: €0.8; epilepsy: €13.8; headache: €43.5; mental retardation: €43.3; mood disorders: €113.4; multiple sclerosis: €14.6; neuromuscular disorders: €7.7; Parkinson's disease: €13.9; personality disorders: €27.3; psychotic disorders: €93.9; sleep disorders: €35.4; somatoform disorder: €21.2; stroke: €64.1; traumatic brain injury: €33.0. It should be noted that the revised estimate of those disorders included in the previous 2004 report constituted €477 billion, by and large confirming our previous study results after considering the inflation and population increase since 2004. Further, our results were consistent with administrative data on the health care expenditure in Europe, and comparable to previous studies on the cost of specific disorders in Europe. Our estimates were lower than comparable estimates from the US.DISCUSSION: This study was based on the best currently available data in Europe and our model enabled extrapolation to countries where no data could be found. Still, the scarcity of data is an important source of uncertainty in our estimates and may imply over- or underestimations in some disorders and countries. Even though this review included many disorders, diagnoses, age groups and cost items that were omitted in 2004, there are still remaining disorders that could not be included due to limitations in the available data. We therefore consider our estimate of the total cost of the disorders of the brain in Europe to be conservative. In terms of the health economic burden outlined in this report, disorders of the brain likely constitute the number one economic challenge for European health care, now and in the future. Data presented in this report should be considered by all stakeholder groups, including policy makers, industry and patient advocacy groups, to reconsider the current science, research and public health agenda and define a coordinated plan of action of various levels to address the associated challenges.RECOMMENDATIONS: Political action is required in light of the present high cost of disorders of the brain. Funding of brain research must be increased; care for patients with brain disorders as well as teaching at medical schools and other health related educations must be quantitatively and qualitatively improved, including psychological treatments. The current move of the pharmaceutical industry away from brain related indications must be halted and reversed. Continued research into the cost of the many disorders not included in the present study is warranted. It is essential that not only the EU but also the national governments forcefully support these initiatives.
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| 6. |
- 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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| 7. |
- Mufic, Johanna, 1991-
(författare)
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“Quality Problems” in Swedish Municipal Adult Education : The Micropolitics of Quality Construed in the Audit Society
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis was to analyze and critically scrutinize how quality is construed in an audit process in Swedish Municipal Adult Education (MAE) and the discursive effects. Drawing on adult education policy documents and observations of a quality audit process, as well as the Swedish Schools Inspectorate’s (SSI) Day, this study also contributes to the uncharted field of how the micropolitics of “quality” is being produced in the Audit society within adult education. By applying Carol Bacchi’s post-structural, Foucault-influenced ‘What’s the “problem” represented to be?’ approach, it became possible to analyze the politics of “quality” on a micro level. The results indicate that quality seems to be construed as a ‘lack’ or a ‘problem’ in Swedish MAE policy and during the quality audit that SSI carried out in MAE. Moreover, principals, teachers and heads of education seem to be held responsible for this lack as the increased need for flexibility and individualization is stressed as a solution to the ‘quality problem’. There also seems to be an ambiguity of how quality should be addressed, defined, audited, and produced in MAE, as the SSI seem to struggle with making quality measurable for it to be auditable. The analysis shed light on two different logics that underpin the way that quality is construed; on the one hand, it is construed as something elusive that can be used to pinpoint quality in teaching and schools. And on the other hand, it is construed as something quantitative and limiting that has effects on what can be said and done in MAE. There also seems to be a hierarchy between different ‘problems’ during the SSI’s audit of MAE which also have consequences for what can be said and done about quality in this context.
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| 8. |
- Andersson, Fredrik N G, et al.
(författare)
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Sverige på väg mot en djup kris
- 2016
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Ingår i: Dagens Industri. - 0346-640X.
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 9. |
- Andersson, Fredrik N G, et al.
(författare)
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Riksbanken feltolkar lagen i sin syn på inflationsmålet
- 2016
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Ingår i: Dagens nyheter (DN debatt). - 1101-2447. ; , s. 6-6
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Mot lagens anda. Riksbanken tycks ha feltolkat sitt uppdrag. Riksbankslagen erbjuder flexibilitet, trots det håller Riksbanken fast vid 2-procentmålet till nästan vilket pris som helst. Dessutom bryter man mot lagens anda när man köper statsobligationer för mångmiljardbelopp, skriver Fredrik NG Andersson, Andreas Bergh och Anders Olshov.
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| 10. |
- Andersson, Staffan, 1969-, et al.
(författare)
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Avslutning: Vad kan vi lära oss?
- 2010
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Ingår i: Korruption, maktmissbruk och legitimitet. - Stockholm : Norstedts Förlag. ; , s. 260-275
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Bokkapitel (refereegranskat)
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| 11. |
- Andersson, Staffan, 1969-, et al.
(författare)
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Korruption, maktmissbruk och legitimitet i mogna demokratier
- 2010
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Ingår i: Korruption, maktmissbruk och legitimitet. - Stockholm : Norstedts. - 9789113023236 ; , s. 15-27
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Länge hävdades att Sverige nästan var fritt från korruption. Demokratiutredningar, forskning eller media fäste inte frågan någon särskild vikt. Internationella bedömningar har också placerat Sverige bland världens minst korrupta stater. En rad skandaler i kommuner, landsting och statliga bolag under de senaste femton åren har visat att maktmissbruk och korruption förekommer även i mogna demokratier. Icke desto mindre finns fortfarande en stor aningslöshet i svensk politik och förvaltning vad gäller risker för korruption. I antologin samlas några av Sveriges ledande experter för att besvara frågor som: Hur ska korruption och maktmissbruk definieras? Hur uppstår korruption, och hur får den ökad spridning? Hur kan korruption mätas, och hur tillförlitliga är sådana mått? Hur har korruptionen, sett över en tvåhundraårsperiod, utvecklats i Sverige? Hur ser relationen ut mellan förvaltningsreformer och maktmissbruk? Varför kan politisk legitimitet variera mellan svenska kommuner? Hur fungerar granskning av kommunal verksamhet? Hur kan korruption bekämpas?
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| 12. |
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| 13. |
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| 14. |
- Andersson, Staffan, 1969-, et al.
(författare)
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Vad kan vi lära oss?
- 2010
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Ingår i: Korruption, maktmissbruk och legitimitet. - Stockholm : Norstedts. - 9789113023236 ; , s. 263-278
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Länge hävdades att Sverige nästan var fritt från korruption. Demokratiutredningar, forskning eller media fäste inte frågan någon särskild vikt. Internationella bedömningar har också placerat Sverige bland världens minst korrupta stater. En rad skandaler i kommuner, landsting och statliga bolag under de senaste femton åren har visat att maktmissbruk och korruption förekommer även i mogna demokratier. Icke desto mindre finns fortfarande en stor aningslöshet i svensk politik och förvaltning vad gäller risker för korruption. I antologin samlas några av Sveriges ledande experter för att besvara frågor som: Hur ska korruption och maktmissbruk definieras? Hur uppstår korruption, och hur får den ökad spridning? Hur kan korruption mätas, och hur tillförlitliga är sådana mått? Hur har korruptionen, sett över en tvåhundraårsperiod, utvecklats i Sverige? Hur ser relationen ut mellan förvaltningsreformer och maktmissbruk? Varför kan politisk legitimitet variera mellan svenska kommuner? Hur fungerar granskning av kommunal verksamhet? Hur kan korruption bekämpas?
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| 15. |
- Andersson, Staffan, 1969-, et al.
(författare)
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Vad kan vi läras oss?
- 2014. - 2
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Ingår i: Korruption, maktmissbruk och legitimitet. - Lund : Studentlitteratur AB. - 9789144105482 ; , s. 263-278
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Bokkapitel (refereegranskat)
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| 16. |
- Andreas, Bergh, et al.
(författare)
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Korruption i Sverige har underskattats
- 2018
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Ingår i: Ekonomisk Debatt. - Stockholm, Sweden : Nationalekonomiska Föreningen. - 0345-2646. ; 46:2, s. 63-65
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 17. |
- Arneback, Emma, 1974-, et al.
(författare)
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En skola i integration? Lärdomar från Örebro kommuns arbete med styrd skolintegration
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Skolsegregationens negativa konsekvenser har på senare år kommit alltmer i fokus. Den här rapporten har studerat Örebro kommuns arbete med integration och måluppfyllelse vid kommunens skolor, och då specifikt nedläggningen av högstadiet på Vivallaskolan och dess omorganisering till fyra anvisningsskolor i kommunen under 2017–2020.Forskarna har följt arbetet på de fyra skolorna under två och ett halvt års tid och intervjuat 128 personer: elever, lärare, skolpersonal, skolledning, politiker och tjänstemän – tillsammans bildar de en väv av röster som beskriver från en rad olika perspektiv hur omorganiseringen av Vivallaskolan har uppfattats och vilka effekter det har fått på olika nivåer.Rapporten visar på både möjligheter och utmaningar att lära av, och genom det kastar den ljus över vilka processer som har bidragit till minskad segregation, samt ökad integration och måluppfyllelse. I en förlängning kan kunskap om dessa processer komma att gynna alla elevers lärande och utveckling.
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| 18. |
- Arneback, Emma, 1974, et al.
(författare)
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Enacting the Convention on the Rights of the Child - in times of juridification
- 2023
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Ingår i: ECER program 2023.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper takes its starting point in the fact that the Convention on the rights of the child (CRC) becamenational law in Sweden 2020. At the same time, focusing on rights in education is nothing new, and must be understood in the light of a political development over time. After the Second World War the idea of education as a citizenship right became a critical issue in the restructuring of Western democratic school systems. The growing tendency to view and discuss education through a perspective of rights has, however, led to tensions between different perspectives on rights (cf. Bobbio 1996). Focusing on children’s rights, it has for example been demonstrated that there are tensions between different views on children’s rights and parents’ rights (cf. Englund 2010, Quennerstedt 2009). That there are tensions within and between different discourses on rights is a central starting point for this paper. In Sweden, the Convention on the rights of the child was ratified in 1990 and has since then been an acknowledged perspective in education. However, in 2020 the status of the CRC changed, as it was incorporated into national law (SFS 2018:1197). In the debate preceding the decision, there were those arguing both for and against this change. What is clear, however, is that we still know far too little about how the CRC is enacted as national law. In a wider perspective, the increase and changed character in the use of juridical regulations has, in Swedish education as well as in other countries and areas, been termed as juridification (Rosén et al, 2021; also see Blichner & Molander 2008; Murphy, 2021; Novak, 2017). The rather limited research available so far has demonstrated that juridification has led to changes in the descriptions of teachers’ roles (Bergh & Arneback, 2016) and uncertainty for headmasters and teachers’ on how to act (Lindgren et al 2021). But what in addition has been reported, is that the use of legislation also can work as a support for teachers in their professional work (Karseth & Møller, 2020). A central starting point for this paper is that juridification of and in education (Rosén et al, 2021) cannot be seen as good or bad per se. Instead, we need to study the processes that follow from different laws, to contribute knowledge of importance for further actions on different levels (in legalisation and enactments of laws). As several sociologist of laws has argued (Habermas, 1987; Honneth 2015), there is on one hand a need of laws to regulate a fair democratic society, but on the other hand a risk that an overuse of laws can lead to instrumentalized actions and processes. With juridification as an overriding knowledge interest, the aim of this paper is to analyse how the CRC is enacted by civil servants at three Swedish national school authorities after it became national law, and to discuss some implications that follow with different interpretations. This is done by answering the following research questions: a) What different discourses about the Convention on the Rights of the Child are enacted by civil servants at national school authorities? b) What tensions appear within and between these discourses and what possible consequences can follow with different interpretations and usages? This paper is a part of a research project studying what happens with education in Sweden when the Convention on the rights of the child has become national law. Inline with the theme of ECER-conference, the project group is aiming for diversity in perspectives. By establishing a collaboration between researchers in pedagogy and jurisprudence (called JURED) we study relationships between juridification and education. Method The paper is based on interviews with fourteen civil servants working at three national school authorities in Sweden (National Agency for Education, National Agency for Special Needs Education and Swedish Schools Inspectorate), information at their websites and text document given to us by the informants. At each authority we have interviewed four-six people working with CRC as leaders or civil servants, with expertise in either law or education. The semi-structured interviews lasted between 60-120 minutes and were conducted by two researchers, one scholar in pedagogy and one scholar in jurisprudence, to ensure a broad competence in the collection of data. When the interviewed civil servants talked about the new juridical framing of CRC in Sweden, it became clear that they relate to different discourses. We therefore turned to discourse analysis, and more specifically to neo-pragmatism (Cherryholmes, 1988), to further analyse the different ways that the new legalisation is enacted (Ball et al. 2012) This methodological approach has enabled analysis on how different uses of language are related to past experiences, expectations on the future and actions in the present. The relation within and between different discourses is not neutral since they occur in a society with power structures and framed by rules. Consequently, the societal conditions that constitute a discursive practice nominate those who can speak with authority and create conditions for what that can be said or not be said. The analysis is done in three steps: 1) In the first step we focus on the language used in our data, by informants and in texts, on how to enact the CRC as national law, 2) secondly, we focus on bridges and tensions that appear within and between different discourses, 3) finally, we discuss possible consequences that follow from these bridges and tensions. In the process of analysis, earlier research and political discussions on children’s rights have been used abductively, with the purpose to relate our collected data to a broader context and thus tensions within and between different discourses on a societal level. Expected Outcomes The empirical result is presented as three discourses: CRC as political agenda-setting where the new law has led to increased attention of the CRC at the school authorities, but without problematizing tensions within this political discourse. The CRC is primarily handled as a practical question, more of a given agenda that needs to be followed. CRC as juridical implication of the law, for examples, has led to that decisions at school authorities are done based on the best interest of the child, and that there is a need to implement children’s right to be heard. In this juridical discourse the incorporation of the CRC is often welcomed as important and at the same time declared not to bring any legal novelties. CRC as educational practices where the law has led to new writings in the curriculum and support materials. There are few examples of tension within the educational discourse, with expectations of discussions on what kind of support that are needed from national school authorities to schools on this matter. At a societal level there are several tensions in the discourses, for examples, between different rights, on how to incorporation CRC as national law, and how to enact CRC in education. An important result is that these tensions become quite invisible when the CRC is enacted by civil servants. Rather, the tensions are more between the discourses than within them. Some informants describe that it is hard to understand each other between different professional roles. However, some collaboration between both the authorities and civil servants, trying to bridge different discourses, does take place. Altogether our results points at the importance on further studies on the complex relation between juridification and education, as possible conflicts that if not handled at the national level, eventually will erupt in local authorities and schools. References Ball, S. J., M. Maguire, and A. Braun (2012). How Schools Do Policy: Policy Enactments in Secondary Schools. Routledge. Bergh, A., and E. Arneback (2019). “Juridification of Swedish Education – Changing Conditions for Teachers’ Professional Work.” In Policing Schools: School Violence and the Juridification of Youth. Young People and Learning Processes in School and Everyday Life, edited by J. Lunneblad, (pp. 53-70). Springer. Blichner, L. C., and A. Molander (2008). “Mapping Juridification.” European Law Journal 14 (1): 36–54. Bobbio, N. (1996). The Age of Rights. Polity Press. Cherryholmes, C. (1988). Power and Criticism: Poststructural Investigations in Education. Teachers College Press. Englund, T. (2010). Questioning the parental right to educational authority - arguments for a pluralist public education system. Education Inquiry, 1(3), 235-258. Habermas, J. (1987). The Theory of Communicative Action. Vol. 2, Lifeworld and System: A Critique of Functionalist Reason. Beacon Press. Honneth, A. (2015). Freedom’s Right - the Social Foundations of Democratic Life. Columbia University Press. Karseth, B. and J. Møller (2020). Legal Regulation and Professional Discretion in Schools, Scandinavian Journal of Educational Research, 64:2, 195-210. Lindgren, J, A. Hult, S. Carlbaum and C. Segerholm (2021). To See or Not to See: Juridification and Challenges for Teachers in Enacting Policies on Degrading Treatment in Sweden, Scandinavian Journal of Educational Research, 65:6, 1052-1064, Murphy M. (2022). Taking education to account? The limits of law in institutional and professional practice, Journal of Education Policy, 37:1, 1.16. Novak, J. (2019) Juridification of educational spheres: The case of Sweden, Educational Philosophy and Theory, 51:12, 1262-1272 Rosén,M, E. Arneback and A. Bergh (2021) A conceptual framework for understanding juridification of and in education, Journal of Education Policy, 36:6, 822-842. Quennerstedt A. (2009) Balancing the Rights of the Child and the Rights of Parents in the Convention on the Rights of the Child, Journal of Human Rights, 8:2, 162-176. United Nation. (1989). Convention of the right of the child. SFS 2018:1197: Lag om Fören
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| 19. |
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| 20. |
- Arneback, Emma, 1974-, et al.
(författare)
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Help, my colleague expresses racism! : On professional ambivalence and moral responsibility
- 2017
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Konferensbidrag (refereegranskat)abstract
- This contribution is based on an ongoing study on teachers' anti-racist actions. The project is based on John Dewey's moral philosophy with an interest in teachers' experiences of racism and anti-racism in education. In the 25 teacher interviews conducted so far, teachers express that they have a moral responsibility to counteract racism among the pupils. But what should they do when a colleague expresses racism?Our study shows that this is a common experience among the informants, visible in colleagues’ racist jokes, speech and actions. In situation like this, there seems to be an uncertainty about their moral responsibility leading to professional ambivalence. On the one hand, the teachers feel that they are obligated to the values in the curriculum, on the other hand, they are uncertain about whether the moral responsibility could be applied in relation to colleagues.The interviewed teachers act in relate to this ambivalence in different ways. Some describe their moral responsibility as general and choose to counteract all kinds of racism in school, even among colleagues. Other states that this is beyond their moral responsibility as a teacher, and choose not to act or to inform the principal. The choice not to act has in previous research also been explained in terms of loyalty between colleagues. The uncertainty that occurs among the informants shows how the boundaries of moral responsibility becomes erased when moving from classroom to staff room.
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| 21. |
- Arneback, Emma, 1974-, et al.
(författare)
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On Teachers’ Professionalism When Colleagues Express Racism : Challenges and Choices
- 2023
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 67:1, s. 169-180
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to shed light on teachers’ actions to counter racism expressed by their colleagues. Based on qualitative interviews with teachers in Swedish upper secondary schools, the article presents a narrative analysis of three teachers. The article highlights the complexity of what it means to be a colleague in anti-racist work and argues that this brings different risks and possibilities for White teachers and for teachers of colour. By relating the narratives to research on racism and teacher professionalism, the article contributes to a better understanding of the prevalence and character of racism expressed by colleagues, and points at the need for further research.
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| 22. |
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| 23. |
- Arneback, Emma, 1974-, et al.
(författare)
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Session: Att motverka rasism inom utbildningsväsendet
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Sessionen fokuserar frågor som berör rasism och antirasism i skolan. Här presenteras fyra papers som fokuserar hur lärare agerar när de upplever olika former av rasism, både bland kollegor och elever som i skolans organisering. Sessionen presenterar preliminära resultat från det pågående forskningsprojektet "How to counteract racism in education" (Vetenskapsrådet), men tar också avstamp i boken "Att motverka rasism i förskolan och skolan" (Arneback & Jämte, 2017). Sessionen är öppen för alla som är intresserade av frågor som berör rasism och antirasism i skolan. Det kommer också lämnas utrymme för gemensamma samtal och frågor kring forskningsfältet i stort.Paper 1:Att motverka rasism i skolan (Arneback & Jämte)Presentationen fokuserar lärares antirasistiska handlingar och visar en palett av didaktiska arbetssätt lärare använder för att möta olika uttryck för rasism i skolan. Vidare fokuseras hur lärares egna erfarenheter av rasism påverkar deras agerande och förståelse av problemet.Paper 2:Mediediskurser om rasism och antirasism i skolan (Wiklund)Lärares antirasistiska arbete är beroende av hur de förstår begreppet rasism och mediers sätt att använda begreppet är viktiga källor för denna förståelse. Dessa antaganden ligger till grund för denna presentation av hur rasism definieras i medietexter om händelser där rasism aktualiseras i skolsammanhang.Paper 3:Om kommunikationens möjligheter och begräsningar i arbetet mot rasism (Arneback & Englund)Bidraget behandlar villkor för lärares agerande i bemötandet av elevers rasistiska uttalanden. Vår teoretiska referens är primärt John Deweys (1922) bok Human Nature and Conduct. Bidraget analyserar den deliberativa kommunikationens möjligheter och gränser i förhållande till elevers potential, klassrumsklimat samt lärares egna kunskaper och upplevda kapacitet.Paper 4:Har lärare ett ansvar att agera när kollegor ger uttryck för rasism? (Bergh & Tryggvason)Uttryck av rasism är utmanande frågor som lärare möter och hanterar i och omkring undervisningen. Läroplanen är tydlig med att lärare har ett ansvar att motverka alla former av rasism i skolan. Men hur agerar lärare när kollegor ger uttryck för rasism? Den här presentationen utforskar ett ansvar som många gånger är osäkert och riskfyllt.
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| 24. |
- Arneback, Emma, 1974, et al.
(författare)
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”Så var det inte på min förra skola” Om skolkulturers betydelse vid styrd skolintegration
- 2024
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Ingår i: SYNLIGGJORD SKOLKULTUR Att forma en inkluderande och hållbar skolvardag för ungdomar i socialt utsatta områden. - : Södertörns högskola. - 9789189504790
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Bokkapitel (refereegranskat)abstract
- I det här kapitlet diskuterar vi vad som händer när elever i strukturellt missgynnade områden flyttas till nya skolor, utifrån en strävan att bryta skolsegregation. Ofta innebär denna förflyttning att eleverna går från att vara en del av en skola nära hemmet, till att bli en elev på en främmande plats med andra vanor, rutiner och normer. Med utgångspunkt i en förståelse av skolkulturer som ett mångfacetterat fenomen, är syftet med kapitlet att bidra med kunskap om några av de möjligheter och utmaningar som uppstår för dessa elever i möten med de nya skolkulturerna.
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| 25. |
- Berggren, Niclas, et al.
(författare)
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Migrants and Life Satisfaction : The Role of the Country of Origin and the Country of Residence
- 2020
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Ingår i: Kyklos. - : Wiley. - 0023-5962 .- 1467-6435. ; 73:3, s. 436-463
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Tidskriftsartikel (refereegranskat)abstract
- We investigate how the life satisfaction of migrants is affected by life satisfaction in their background country and in their new country of residence. In particular, we contribute to the literature by differentiating between first- and second-generation immigrants and by differentiating between types of background country. Using data from the European Social Survey on 30,000 immigrants from 200 countries in 32 European countries, we find that for first-generation immigrants, the effect of the average life satisfaction of the background country is strong for migrants from developed countries, smaller for migrants from developing countries and zero for migrants from post-communist countries. Moreover, the effect from the country of residence is strong for all groups, indicating that while most of these immigrants retain ties to or are still under the influence of the culture of the old country, they develop important ties to the new country. However, second-generation immigrants are not influenced by the life-satisfaction of the background country at all, indicating that they are strongly attuned to life in the country in which they were born.
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| 26. |
- Berggren, Niclas, et al.
(författare)
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What matters for growth in Europe? Institutions versus policies, quality versus instability
- 2015
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Ingår i: Journal of Economic Policy Reform. - : Informa UK Limited. - 1748-7889 .- 1748-7870. ; 18:1, s. 69-88
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Tidskriftsartikel (refereegranskat)abstract
- We study how the quality and instability of institutions and policies affect economic growth in 35 European countries. While stability entails valuable predictability, instability can reflect reforms that offer positive long-run consequences. We construct measures of quality and instability for a panel of countries for 1984-2009. Results suggest that the quality of policy is growth-promoting. Notably, this positive effect becomes larger the more unstable policies are. The findings suggest that for European countries, the benefits of policy flexibility - due to experimentation and learning or making rent seeking more difficult - dominate the costs of reduced predictability.
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| 27. |
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| 28. |
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| 29. |
- Bergh, Andreas, et al.
(författare)
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A changed language of education with new actors and solutions : the authorization of promotion and prevention programmes in Swedish schools
- 2014
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Ingår i: Journal of Curriculum Studies. - : Informa UK Limited. - 0022-0272 .- 1366-5839. ; 46:6, s. 778-797
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Tidskriftsartikel (refereegranskat)abstract
- This article demonstrates how changes in the language of Swedish education policy have opened up a new social perception of education, in which space has been created for new actors, models and solutions in terms of managing activities in schools. Specifically, it seeks to illustrate how various promotion and prevention programmes have been authorized and disseminated without critical inquiry or resistance in the education sector. To this end, we analyse how the specific, essentially contested concepts of health, value base and communication have been employed in authoritative national documents over the two last decades. For our analysis, we draw on speech act theory, with a focus on linguistic performativity, as we have been interested in analysing how concrete authoritative actors have ‘performed’ various arguments. The analysis helps us to understand how the linguistic force originating from authoritative agencies can be used by different actors as a way to legitimize their arguments and actions. The results demonstrate how different national authorities, as a consequence of their use of the three concepts analysed, have contributed to the establishment of promotion and prevention programmes in education.
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| 30. |
- Bergh, Andreas, et al.
(författare)
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A Clean House? : Studies of Corruption in Sweden
- 2016
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Enligt så gott som alla internationella rankningslistor över korruption är Sverige bland de minst korrupta länderna i världen, med få avslöjade fall. Men innebär det att det svenska samhället inte alls är drabbat?Författarna till A Clean House? kastar med sin bok ljus över en ljusskygg verksamhet. Deras studie kombinerar aktuell forskning och egna empiriska undersökningar.Vad vet vi om korruption i Sverige, och vad kan sägas om utvecklingen över tid? Bokens författare, med bakgrund i samhällsvetenskap och ekonomi, visar hur länder som ses som okorrupta kan ha specifika problem som ej bör underskattas eller ignoreras. Detta är den första djupgående studien på engelska av korruption i ett lågkorrupt, utvecklat välfärdsland.Genom att peka på orsaker, händelseförlopp och konsekvenser av korruption i lågkorrupta länder identifierar författarna faktorer som saknas i internationella undersökningar av korruption. De föreslår konstruktiva reformer som kan motverka de typer av korruption som förekommer i ”hälsosamma” samhällen.
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| 31. |
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| 32. |
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| 33. |
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| 34. |
- Bergh, Andreas, et al.
(författare)
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A sticky trait : Social trust among Swedish expatriates in countries with varying institutional quality
- 2018
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Ingår i: Journal of comparative economics (Print). - : Elsevier. - 0147-5967 .- 1095-7227. ; 46:4, s. 1146-1157
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Tidskriftsartikel (refereegranskat)abstract
- Social trust is linked to many desirable economic and social outcomes. Using new data from a representative sample of 2668 Swedish expatriates, we examine the robustness of high social trust in countries with different levels of institutional quality. The results suggest that individual trust decreases with length of stay in countries with high corruption and low rule of law. The effect is relatively small and driven by expatriates who were aged 30 years or below upon arrival to the new country. While other studies have found that trust among migrants adapts to destination country trust levels, we find that after the (approximate) age of 30, high trust is a sticky personality trait. The results are robust to controlling for a large array of individual characteristics (including age) and support the view that social trust is sensitive to events that occur early in life.
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| 35. |
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| 36. |
- Bergh, Andreas, et al.
(författare)
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Accounting for Context : Separating Monetary and (Uncertain) Social Incentives
- 2018
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Ingår i: Journal of Behavioral and Experimental Economics. - : Elsevier BV. - 2214-8043. ; 72, s. 61-66
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Tidskriftsartikel (refereegranskat)abstract
- This paper proposes a simple framework to model social preferences in a way that explicitly separates economic incentives from social (context) effects and allows for uncertainty also about the latter. Moreover, it allows non-economic cost associated with the deviation from some norm to be more discriminatory than just “right” or “wrong.” We refer to existing evidence on dictator game giving to demonstrate how intermediate behaviours (giving some) as well as payments to change the context (e.g. exiting the game) can be accounted for. Furthermore, the framework is used to exemplify both theoretically and empirically how contextual variables such as social norms can worsen a social dilemma or possibly make it disappear. The empirical results of a classroom experiment suggest that women are more responsive to such contextual effects.
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| 37. |
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| 38. |
- Bergh, Andreas, et al.
(författare)
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Allmän nytta eller egen vinning? : En ESO-rapport om korruption på svenska
- 2013
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Sverige är inte befriat från korruption och svenskarna upplever i högre utsträckning än medborgarna i andra nordiska länder att den offentliga sektorn är korrumperad. Det är ett problem som måste tas på allvar. Många kommunala verksamheter är särskilt sårbara för korruption och det finns tydliga brister i granskningen av kommunernas ekonomi.Rapporten tar upp väsentliga frågor på ett enkelt och lättfattligt sätt. Analysen ger också en god vägledning i var problemen kan uppkomma och vilka åtgärder som kan vara ändamålsenliga. Därför är jag övertygad om att rapporten utgör en god grund för den fortsatta diskussionen om korruption i Sverige. Rapportarbetet har följts av en referensgrupp med god insikt i dessa frågor. Ansvarig för gruppen har varit Yvonne Gustafsson, ledamot i ESO:s styrelse. Författarna svarar själva för de slutsatser som presenteras i rapporten.
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| 39. |
- Bergh, Andreas, et al.
(författare)
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Are OECD policy recommendations for public sector reform biased against welfare states? : Evidence from a new database
- 2017
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Ingår i: European Journal of Political Economy. - : Elsevier BV. - 0176-2680. ; 48, s. 3-15
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Tidskriftsartikel (refereegranskat)abstract
- Policy advice by the OECD has long been at the heart of academic debates on welfare state reform, with frequent claims questioning the ideological orientation of recommendations. This paper constructs an indicator of perceived reform need for 24 countries, quantifying the policy advice contained in the OECD Economic Surveys around 1985, 1995, and 2005. These recommendations describe a policy consensus that is based on competition, work incentives, monetary reform, fiscal discipline, and labor market reform. Empirically, perceived need for reform is well explained by preceding levels of economic freedom. In particular, countries with more government intervention, lower property rights protection, and more regulation are perceived to have a bigger reform need. In turn, perceived reform need has no explanatory power for subsequent changes in social expenditure and welfare state entitlements. Only in countries with right wing governments, perceived reform need might be followed by marginal reductions in welfare state entitlements, but definitely not in social expenditure.
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| 40. |
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| 41. |
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| 42. |
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| 43. |
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| 44. |
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| 45. |
- Bergh, Andreas, 1964-, et al.
(författare)
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Conflicting goals of educational action : a study of teacher agency from a transactional realism perspective
- 2018
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Ingår i: Curriculum Journal. - London : Routledge. - 0958-5176 .- 1469-3704. ; 29:1, s. 134-149
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Tidskriftsartikel (refereegranskat)abstract
- This study focuses on the different ways in which teachers relate their situational agency and professional assignment to the national curriculum content and curriculum dilemmas. It builds theoretically on transactional realism and empirically on analyses of interviews with teachers, exploring the nature of teacher agency during the enactment of a new Swedish curriculum reform. To uphold a dual perspective of teachers’ relation to the curriculum as both collectively and individually experienced and as both an ideal and realistic–practical relation, we term the future as ‘projective experiences’, the presence as ‘practical-evaluative experiences’ and the past ‘iterational experiences’ in relation to agency. Especially, we are interested in the ‘what’ in the curriculum – what the teachers find intriguing, important or impossible and what affects how they relate to the curriculum as part of the multidimensional structures influencing their agency. This approach reveals that the crucial issue of teacher agency is related to the policy discourse on knowledge and equity as standards and the uniformity of assessment and its pedagogical consequences.
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| 46. |
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| 47. |
- Bergh, Andreas, 1964-, et al.
(författare)
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De villkorade utbildningskvaliteterna
- 2019
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Ingår i: Yrkesmänniskan i den kapitaliserade välfärden. - Huddinge : Södertörns högskola. - 9789188663733 ; , s. 157-178
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 48. |
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| 49. |
- Bergh, Andreas, et al.
(författare)
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Deliberative communication : Stimulating collective learning?
- 2020
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Ingår i: Leading higher education as and for public good. - Abingdon : Routledge. - 9780367205102 - 9780367205126 - 9780429261947 ; , s. 92-106
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Bokkapitel (refereegranskat)abstract
- Chapter 6 reports on a study of how an academic developer (AD) plans and leads a seminar in university pedagogy on constructive alignment by the means of deliberative communication. The overriding purpose is to deepen our understanding of the promises and challenges of deliberative communication as a means of leading and teaching as, and for, public good. To fulfil this aim, we use a combination of self-reflection, deliberative communication and insider–outsider perspectives to examine if, and how, such an approach opens up and stimulates collective learning between the AD and the two critical friends. The chapter concludes by emphasising how fruitful it is to reflect and collaborate among colleagues in a structured way. Raising awareness of the limitation of all models, tools or approaches, like constructive alignment, may help academics to acknowledge that the improvement of leadership and teaching needs be far more of a collective endeavour than at present. An important issue for further exploration, therefore, is how creative meetings between individual professional and inter-professional skills, through communication, can contribute to raising awareness of what teaching as, and for, public good might mean, and how it can be enacted.
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| 50. |
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