| 1. |
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- 2019
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Tidskriftsartikel (refereegranskat)
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| 2. |
- Dastani, Zari, et al.
(författare)
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Novel Loci for Adiponectin Levels and Their Influence on Type 2 Diabetes and Metabolic Traits : A Multi-Ethnic Meta-Analysis of 45,891 Individuals
- 2012
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Ingår i: PLOS Genetics. - : Public Library of Science (PLoS). - 1553-7390 .- 1553-7404. ; 8:3, s. e1002607-
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Tidskriftsartikel (refereegranskat)abstract
- Circulating levels of adiponectin, a hormone produced predominantly by adipocytes, are highly heritable and are inversely associated with type 2 diabetes mellitus (T2D) and other metabolic traits. We conducted a meta-analysis of genome-wide association studies in 39,883 individuals of European ancestry to identify genes associated with metabolic disease. We identified 8 novel loci associated with adiponectin levels and confirmed 2 previously reported loci (P=4.5 x 10(-8)-1.2 x 10(-43)). Using a novel method to combine data across ethnicities (N = 4,232 African Americans, N = 1,776 Asians, and N = 29,347 Europeans), we identified two additional novel loci. Expression analyses of 436 human adipocyte samples revealed that mRNA levels of 18 genes at candidate regions were associated with adiponectin concentrations after accounting for multiple testing (p<3 x 10(-4)). We next developed a multi-SNP genotypic risk score to test the association of adiponectin decreasing risk alleles on metabolic traits and diseases using consortia-level meta-analytic data. This risk score was associated with increased risk of T2D (p=4.3 x 10(-3), n = 22,044), increased triglycerides (p=2.6 x 10(-14), n = 93,440), increased waist-to-hip ratio (p=1.8 x 10(-5), n = 77,167), increased glucose two hours post oral glucose tolerance testing (p=4.4 x 10(-3), n = 15,234), increased fasting insulin (p = 0.015, n = 48,238), but with lower in HDL-cholesterol concentrations (p=4.5x10(-13), n = 96,748) and decreased BMI (p= 1.4 x 10(-14), n = 121,335). These findings identify novel genetic determinants of adiponectin levels, which, taken together, influence risk of T2D and markers of insulin resistance.
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| 3. |
- Lampinen, Maria, et al.
(författare)
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Different regulation of eosinophil activity in Crohn's disease compared with ulcerative colitis
- 2008
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Ingår i: Journal of Leukocyte Biology. - : Oxford University Press (OUP). - 0741-5400 .- 1938-3673. ; 84:6, s. 1392-1399
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this investigation was to study the involvement of eosinophil and neutrophil granulocytes in different stages of Crohn's disease (CD) and ulcerative colitis (UC). Biopsy samples were taken from the right flexure of the colon and from the rectum in patients with active (n=12) and inactive colonic CD (n=7), patients with active (n=33) and inactive UC (n=24), and from control subjects (n=11). Cell suspensions from biopsies and blood were analyzed by flow cytometry with regards to activation markers and viability. Immunohistochemistry was used to evaluate cell number and degranulation. Blood eosinophils were cultured with Th1 and Th2 cytokines, and the expression of activity markers was assessed by flow cytometry. Eosinophil number, viability, and activity were increased during active CD and UC compared with controls. The activity, assessed as CD44 expression, tended to diminish during inactive CD but was increased further in quiescent UC. Neutrophil number and activity were increased only during inflammation in both diseases. Culture of blood eosinophils with IL-5 and IL-13 caused increased CD44 expression, whereas IL-5 and IFN-gamma induced elevated CD69 expression. We observed different patterns of eosinophil activation in CD and UC, with the highest CD44 expression during quiescent UC. Our in vitro experiments with recombinant cytokines suggest that the diverse mechanisms of eosinophil activation in CD and UC are a result of different cytokine milieus (Th1 vs. Th2). In contrast, neutrophil activation reflects the disease activity in CD and UC, irrespective of Th cell skewing.
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| 4. |
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| 5. |
- Moberg, Christina, et al.
(författare)
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De unga gör helt rätt när de stämmer staten
- 2022
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Ingår i: Aftonbladet. - 1103-9000.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- 1 620 forskare och lärare i forskarvärlden: Vi ställer oss bakom Auroras klimatkrav
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| 6. |
- Smedby, Örjan, et al.
(författare)
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Magnetic resonance angiography in the resectability assessment of suspected pancreatic tumours
- 1997
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Ingår i: European Radiology. - 0938-7994 .- 1432-1084. ; 7:5, s. 649-653
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this prospective study was to evaluate MRI, including MR angiography (MRA), in the preoperative assessment of the resectability of suspected malignancy of the pancreas. A total of 17 patients with suspected pancreatic carcinoma and planned surgery were investigated with conventional angiography, ultrasonography with Doppler technique, MRI and MRA. The MRA protocol included both 2D inflow angiography and 3D phase-contrast angiography. Surgery was carried out in 13 patients. The image quality of MRA was judged satisfactory in all cases. The findings with respect to vascular involvement agreed between the radiological methods in all but 3 cases. When the findings were correlated with the final diagnosis, one false-negative case was found for each of the three methods. The results suggest that MRI with MRA, including both the phase-contrast and inflow techniques, has a similar diagnostic value to that of conventional angiography and ultrasonography in the preoperative assessment of the portal venous system in patients with pancreatic carcinoma. Further studies are needed to establish the optimal diagnostic procedure.
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| 7. |
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| 8. |
- Ahlgren, Katrin, 1970-
(författare)
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Narrativa identiteter och levande metaforer i ett andraspråksperspektiv
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis consists of two separate yet connected studies which investigate how some adult second language speakers of Swedish with various backgrounds reflect on their experiences of language use. The studies are based on the same empirical data, which consists of questionnaires, diaries, essays and observations, but primarily of conversations conducted with a time interval of six years. This data is analysed from a theoretical framework based on Paul Ricœur’s ideas of interpretation, narrative analysis and identity creation, which recur as a leitmotif throughout the thesis.In the first study, data from three second language speakers are analysed by means of the concept of narrative identity, shedding light on the interplay between a static and a dynamic identity. The result is presented in the form of life narratives, which are commented on in relation to those strategies the participants express in relation to their second language use. The analysis shows a development over time moving from defiance to acceptance, from avoidance to flexibility and from planning to simplification. Adult language learning stands out as an arduous and time-consuming process with major consequences for the learner’s ego, a conclusion confirmed and clarified in the metaphor analysis of the second study in which language learning is related to hard work, a constant struggle and a long and strenuous journey. Here it also becomes evident that the participants equate language learning and language use to physical exertion and challenge as well as to individual achievement. This becomes particularly clear in the linked chains of metaphors in which language use is compared with skiing down the steepest slopes or appearing on stage.The participants in both studies are quoted by means of an ethnopoetic method which aims to bring out the creative aspects of their language use and to give second language speakers a voice – a voice which does not need to be corrected and gives the narratives a new dimension.
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| 9. |
- Amcoff, Karin, 1975-, et al.
(författare)
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Clinical implications of assay specific differences in f-calprotectin when monitoring inflammatory bowel disease activity over time
- 2017
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Ingår i: Scandinavian Journal of Gastroenterology. - Oxon, United Kingdom : Taylor & Francis. - 0036-5521 .- 1502-7708. ; 52:3, s. 344-350
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Tidskriftsartikel (refereegranskat)abstract
- Objective: With several faecal calprotectin (FC) assays on the market, it has been difficult to define a uniform threshold for discriminating between remission and active disease in patients with inflammatory bowel disease (IBD). We aimed to compare the results of different FC-assays in IBD patients, followed over time.Material and methods: IBD patients provided faecal samples and reported clinical activity every third month prospectively over a two year period. FC was measured with two ELISA - (Bühlmann and Immunodiagnostik) and one automated fluoroimmunoassay (Phadia).Results: In total, 13 patients provided 91 faecal samples. The median (IQR) concentration of FC was higher at active disease than at remission for all assays: Bühlmann 845 (1061-226) μg/g versus 62 (224-39) μg/g, Phadia 369 (975-122) μg/g versus 11 (52-11) μg/g, and Immundiagnostik 135 (302-69) μg/g versus 8 (56-4) μg/g. The Bühlmann assay produced the largest absolute difference but the corresponding relative difference seemed to be more pronounced when analysed by the Phadia - (ratio of means 8.5; 95% CI 3.3-21.9) or the Immundiagnostik assay (ratio of means 7.4; 95% CI 3.1-17.6) than by the Bühlmann assay (ratio of means 5.3; 95% CI 2.7-10.6). Consequently, the specificity for discriminating active disease from remission varied between assays (34-75%) when the cut-off 50 μg/g was used, whereas the differences in sensitivity were less pronounced.Conclusions: Cross-comparisons revealed overall poor agreement between the assays as well as differences in the dynamics of FC. These findings suggest that standardisation of the method is needed to implement FC as a disease monitoring tool at large-scale.
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| 10. |
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| 11. |
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| 12. |
- Amcoff, Karin, et al.
(författare)
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Prognostic significance of faecal eosinophil granule proteins in inflammatory bowel disease
- 2019
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Ingår i: Scandinavian Journal of Gastroenterology. - : Taylor & Francis. - 0036-5521 .- 1502-7708. ; 54:10, s. 1237-1244
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Tidskriftsartikel (refereegranskat)abstract
- Background: Non-invasive markers for predicting relapse would be a useful tool for the management of patients with inflammatory bowel disease. Eosinophil granulocytes and their granule proteins eosinophil cationic protein (ECP) and eosinophil-derived neurotoxin (EDN) have previously been shown to reflect disease activity in Crohn's disease and ulcerative colitis.Aim: To examine the capacity of faecal ECP and EDN to predict relapse in ulcerative colitis and Crohn's disease, and to compare these proteins with faecal calprotectin.Methods: Patients with Crohn's disease (n=49) and ulcerative colitis (n=55) were followed prospectively until relapse or end of the two-year study period. Faecal samples were obtained every third month. The predictive value of ECP and EDN was assessed in Cox regression models.Results: In ulcerative colitis, a doubled EDN or ECP concentration was associated with a 31% and 27% increased risk of relapse, respectively. EDN levels were increased both at relapse and three months prior. By contrast, in Crohn's disease, the concentration of EDN was higher among patients in remission than in those who relapsed. Correlations between faecal calprotectin, ECP and EDN were observed in both diseases.Conclusions: We demonstrate that the risk of relapse in ulcerative colitis can be predicted by consecutively measuring faecal EDN every third month, and suggest EDN as a complementary faecal marker to calprotectin to predict future relapse in ulcerative colitis. Our finding of higher EDN in Crohn's disease-patients staying in remission than in those who relapsed indicates different functions of the protein in ulcerative colitis and Crohn's disease.
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| 13. |
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| 14. |
- Bengtsson, Mariette, et al.
(författare)
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Utvärdering av studentaktivt lärande i verksamhetsförlagd utbildning : peer learning och patientfokuserad handledning
- 2013
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Ingår i: Högre Utbildning. - : Swednet. - 2000-7558. ; 3:1, s. 53-56
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Vården står idag inför en rad utmaningar inte minst ekonomiskt och en allt större del av befolkningen är 80 år eller äldre. Behovet av hälso- och sjukvårdspersonal kommer därmed att vara fortsatt högt och samverkan mellan olika professioner och organisationer behöver stärkas. Det betyder att det är nödvändigt att implementera pedagogiska modeller som främjar samarbete och personcentrerad vård redan tidigt i utbildningarna. I sjuksköterskeprogrammet vid Malmö Högskola är flera modeller för studentaktivt lärande implementerade i den verksamhetsförlagda utbildningen (VFU). Den första modellen, peer learning, är en handledningsmodell som bygger på strategier där studenterna lär från och av varandra. Den andra modellen är patientfokuserad handledning vilken ger studenten möjlighet att följa patienters väg genom vården. Syftet med de pedagogiska modellerna är att studenterna ska kunna skapa djupare vårdrelationer och förberedas inför den kommande yrkesrollen genom att träna reflektion, kritiskt tänkande och samarbete. Vi planerar just nu ett större forskningsprojekt för att mer genomgripande utvärdera såväl peer learning som patientfokuserad handledning där även patienters upplevelse av att vårdas i en studentaktiv modell ska inkluderas.
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| 15. |
- Blom, Kristin, et al.
(författare)
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Eosinophil associated genes in the inflammatory bowel disease 4 region : Correlation to inflammatory bowel disease revealed
- 2012
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Ingår i: World Journal of Gastroenterology. - : Baishideng Publishing Group Inc.. - 1007-9327 .- 2219-2840. ; 18:44, s. 6409-6419
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Tidskriftsartikel (refereegranskat)abstract
- AIM: To study the association between inflammatory bowel disease (IBD) and genetic variations in eosinophil protein X (EPX) and eosinophil cationic protein (ECP). METHODS: DNA was extracted from ethylene diamine tetraacetic acid blood of 587 patients with Crohn's disease (CD), 592 with ulcerative colitis (UC) and 300 healthy subjects. The EPX405 (G > C, rs2013109), ECP434 (G > C, rs2073342) and ECP562 (G > C, rs2233860) gene polymorphisms were analysed, by the 5'-nuclease allelic discrimination assay. For determination of intracellular content of EPX and ECP in granulocytes, 39 blood samples was collected and extracted with a buffer containing cetyltrimethylammonium bromide. The intracellular content of EPX was analysed using an enzyme-linked immunosorbent assay. The intracellular content of ECP was analysed with the UniCAP (R) system as described by the manufacturer. Statistical tests for calculations of results were chi(2) test, Fisher's exact test, ANOVA, Student-Newman-Keuls test, and Kaplan-Meier survival curve with Log-rank test for trend, the probability values of P < 0.05 were considered statistically significant. RESULTS: The genotype frequency for males with UC and with an age of disease onset of >= 45 years (n = 57) was for ECP434 and ECP562, GG = 37%, GC = 60%, CC = 4% and GG = 51%, GC = 49%, CC = 0% respectively. This was significantly different from the healthy subject's genotype frequencies of ECP434 (GG = 57%, GC = 38%, CC = 5%; P = 0.010) and ECP562 (GG = 68%, GC = 29 /0,CC = 3%; P = 0.009). The genotype frequencies for females, with an age of disease onset of >= 45 years with CD (n = 62), was for the ECP434 and ECP562 genotypes GG = 37%, GC = 52%, CC = 11% and GG = 48%, GC = 47% and CC = 5% respectively. This was also statistically different from healthy controls for both ECP434 (P = 0.010) and ECP562 (P = 0.013). The intracellular protein concentration of EPX and ECP was calculated in mu g/10(6) eosinophils and then correlated to the EPX 405 genotypes. The protein content of EPX was highest in the patients with the CC genotype of EPX405 (GG = 4.65, GC = 5.93, and CC = 6.57) and for ECP in the patients with the GG genotype of EPX405 (GG = 2.70, GC = 2.47 and CC = 1.90). ANOVA test demonstrated a difference in intracellular protein content for EPX (P = 0.009) and ECP (P = 0.022). The age of disease onset was linked to haplotypes of the EPX405, ECP434 and ECP562 genotypes. Kaplan Maier curve showed a difference between haplotype distributions for the females with CD (P = 0.003). The highest age of disease onset was seen in females with the EPX405CC, ECP434GC, ECP562CC haplotype (34 years) and the lowest in females with the EPX405GC, ECP434GC, ECP562GG haplotype (21 years). For males with UC there was also a difference between the highest and lowest age of the disease onset (EPX405CC, ECP434CC, ECP562CC, mean 24 years vs EPX405GC, ECP434GC, ECP562GG, mean 34 years, P = 0.0009). The relative risk for UC patients with ECP434 or ECP562-GC/CC genotypes to develop dysplasia/cancer was 2.5 (95%CI: 1.2-5.4, P = 0.01) and 2.5 (95%CI: 1.1-5.4, P = 0.02) respectively, compared to patients carrying the GG-genotypes. CONCLUSION: Polymorphisms of EPX and ECP are associated to IBD in an age and gender dependent manner, suggesting an essential role of eosinophils in the pathophysiology of IBD.
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| 16. |
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| 17. |
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Borders and the Changing Boundaries of Knowledge
- 2015
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- What is the relationship between borders and knowledge? How do changes in territorial and social borders affect knowledge's epistemic boundaries; how do changed knowledge boundaries affect physical borders? Which is more resilient; which seems to change most easily? These are the questions addressed by the fourteen chapters in this volume.The volume uses case studies, based on both historical and contemporary sources, to highlight processes of knowledge production within the social sciences and humanities. The focus is on Middle Eastern societies and peoples - Circassian, Assyrian, Turkish, Arab, Kurdis... – living around or having moved from the Mediterranean. One central subject is the influence of migration and travel on the relationship between the geographic and linguistic borders established by nation-builders, and those constructed by scholars, travellers and commentators. A second is the transfer and translation of textual elements of knowledge – e.g. cultural repertoires or historical narratives – from one linguistic social setting to another. Together with an introductory discussion of the book's three border-knowledge themes, the studies present new theoretical and methodological conceptualisations of the intriguing and manifold relationship between physical, social borders, and the boundaries of knowledge.
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| 18. |
- Brandell, Inga, et al.
(författare)
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Introduction
- 2015
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Ingår i: Borders and the Changing Boundaries of Knowledge. - Istanbul : Swedish Research Institute in Istanbul. - 9789197881333
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Bokkapitel (refereegranskat)
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| 19. |
- Carlson, Elisabeth, et al.
(författare)
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Innovativa modeller för studentaktivt lärande i verksamhetsförlagd utbildning
- 2012
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Ingår i: Konferenskatalog. ; , s. 154-154
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Lärande är inte enbart en kognitiv process utan innefattar även sociala, kulturella och emotionella aspekter där studenter ska ges möjlighet att skaffa sig kunskaper och färdigheter användbara i en kommande profession. I sjuksköterskeprogrammet vid Malmö Högskola är innovativa modeller för studentaktivt lärande implementerade under verksamhetsförlagd utbildning (VFU). En förutsättning för implementeringen har varit det nära samarbetet mellan verksamheten och högskolan i den så kallade Malmömodellen. Malmömodellen startade 2001, utvärderades 2005 och är nu ett permanent samarbete mellan Skånes Universitets Sjukhus i Malmö samt sjukhusen i Ystad och Trelleborg. Modellen är uppbyggd kring ett kliniskt lärarpar som företräder lärosätet respektive den kliniska verksamheten. Paret fungerar som pedagogiskt stöd för handledare och studenter samt driver utvecklingsprojekt varav två kommer att presenteras under workshopen. Det första projektet är Peer learning, en handledningsmodell som bygger på strategier där studenterna lär från och av varandra. Strukturerade aktiviteter tas fram av beskrivna lärarpar i samarbete med handledarna för att främja det egna lärandet hos studenten men används också som ett pedagogiskt redskap för handledaren. Aktiviteterna bygger på att studenten självständigt ansvarar för att genomföra dessa med stöd av studentkollegan och/eller handledare. Det andra projektet, Patientfokuserad handledning ger studenten möjlighet att följa patienters väg genom vården. Under handledning ansvarar studenten till en början för en till två patienter och har då möjlighet att fördjupa sig i patienternas situation. Efterhand som studentens kompetens ökar kan antalet patienter omfatta hela patientgruppen. Studenten har en handledare som ansvarar för schema, utveckling och bedömning, men kan i det dagliga arbetet med patienten få handledning från andra i handledarteamet. Syftet med de pedagogiska modellerna är att studenten ska kunna skapa djupare vårdrelationer och förberedas inför den kommande yrkesrollen genom att träna reflektion, kritiskt tänkande och samarbete. Presentationerna kommer att ligga till grund för dialog mellan deltagarna ur såväl student som handledare- och lärarperspektiv. Teman att diskutera: Vilka utmaningar innebär peer learning som pedagogisk modell? Hur kan vi arbeta mot ett gemensamt synsätt på lärande när handledning sker med flera studenter av flera handledare? Hur utvärderar vi pedagogiska modeller?
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| 20. |
- Carlson, Elisabeth, et al.
(författare)
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Nursing as universal and recognisable: Nursing students' perceptions of learning outcomes from intercultural peer learning webinars : A qualitative study
- 2017
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Ingår i: Nurse Education Today. - : Elsevier. - 0260-6917 .- 1532-2793. ; 57, s. 54-59
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Tidskriftsartikel (refereegranskat)abstract
- Background: Nursing students need to be prepared for the increasingly culturally diverse health care. Therefore, providing students with international perspectives remains the mission of higher education. However, given the logistic and financial constraints, not all students will be able to travel overseas for their international experiences. A feasible alternative to study abroad is internationalisation-at-home where intercultural dimensions are incorporated into curriculum, without students leaving their home universities. This paper presents findings from a collaboration between nursing programmes in Sweden and Hong Kong. The aim of the project was to explore how undergraduate nursing students' perceived achieved learning outcomes after participating in a web-based intercultural peer-learning intervention. Methods: A qualitative and interpretative design was adopted to capture undergraduate nursing students' experiences of internationalisation at home via webinars. We used convenience sampling and recruited ten undergraduate nursing students from each university. The students were assigned a generic patient case that they discussed and reflected on during three webinars. Data were collected by students´ reflective journals and focus group interviews. Analysis of data followed the principles for thematic networks. Results: In exploring how undergraduate nursing students' perceived learning outcomes after participating in a web-based intercultural peerlearning intervention the global theme, nursing as universal and recognisable, emerged from the data. Recognition of the global theme aroused from two organisational themes; mirroring nursing through an intercultural lens and reflecting on personal action and the action of others. Conclusions: Developing an understanding of nursing as universal and recognisable has implications for nursing students as it supports not only a willingness to work abroad, but also preparedness to care for a diverse population. Therefore, the use of web-based learning activities allow new effective approaches to internationalisation at home programmes and needs to be further developed and implemented in nursing
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| 21. |
- Carlson, Elisabeth, et al.
(författare)
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Nursing students’ perceptions of peer learning through student-led cross cultural webinars : A qualitative study
- 2019
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Ingår i: Journal of Advanced Nursing. - : John Wiley & Sons. - 0309-2402 .- 1365-2648. ; 75:7, s. 1518-1526
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Tidskriftsartikel (refereegranskat)abstract
- Aims: To explore nursing students’ perception of peer learning during cross‐cultural learning activities through student‐led webinars. Design: An exploratory qualitative study. Methods: Thematic analysis of data collected from reflective journals and focusgroup interviews of participating nursing students across three international universities in Australia, Hong Kong, and Sweden during autumn 2017. Results: Three themes were identified: peer learning as creation of friendship; peer learning from interactions that went beyond what was originally intended; and peer learning as empowered learning. Conclusion: Combining peer learning as an educational approach with cross‐cultural and student‐led webinars provided new perspectives. On‐line learning across global boundaries, based on a sound educational model, creates new opportunities for internationalization without straining individual and institutional financial resources
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| 22. |
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| 23. |
- Carlson, Marie, 1950, et al.
(författare)
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Arbetslinjen” och ”demokratisk bildning” i sfi-utbildningen – Läraryrket mellan organisation och profession
- 2011
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Ingår i: Svenska nätverket för professionsforskning – konferens den 28-29 september 2011 i Växjö – Kunskap, profession och expertis.
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Konferensbidrag (refereegranskat)abstract
- Arbetslinjen” och ”demokratisk bildning” i sfi-utbildningen – Läraryrket mellan organisation och profession. Detta paper fokuserar på lärarprofessionen inom yrkesinriktad sfi (svenska för invandrare) hos ABF Vuxenutbildning, en upphandlad utbildning som drivs som ett bolag separerad från den i övrigt särskilt finansierade folkbildningen. Utbildningsanordnaren har att gestalta en utbildning som starkt präglas av ”arbetslinjen” vilket får en rad konsekvenser. Generellt präglas kurserna av ett uttalat arbetsmarknadsperspektiv som dominerar såväl läromedel/pedagogiska texter som undervisningspraktik. Rådande marknadslogik har medfört att tidigare välfärdstänkande med dess public service-värderingar och jämlikhetsideal har ersatts av nyliberalismens fokusering på ”effektivitet”, ”konkurrens”, ”flexibilitet” och ”entreprenörskap”/”den självstyrande individen”. I en vidare kontext kan ett klart spänningsförhållande konstateras mellan å ena sidan politiker och tjänstemän på vuxenutbildningsförvaltningen och lärarna å andra sidan, men även spänningar inom respektive kategori av aktörer. Lärarna talar om minskat handlingsutrymme, ökad arbetsbörda, en växande byråkratisering, marginalisering av pedagogikens roll och en allt starkare ekonomisk styrning med uppvisning av resultat genom olika kontrollmekanismer. Lärarna erbjuder ett visst motstånd i det att de försöker balansera ”traditionella” professionella överväganden mot den alltmer arbetsinriktade sfi-utbildningen. Som helhet dominerar ett ”ekonomistiskt” språk – ett slags ”kommersialiserad professionalism”. Med detta språk följer vissa tankefigurer och syn på kunskap – det föreligger en kamp mellan organisationsprofessionalism och yrkesprofessionalism. Empiriskt material är hämtat från ett forskningsprojekt, Genus och etnicitet i text och praktik (VR/UVK dnr 721-2005-3616), där vi kombinerat textanalys med institutionell etnografi – olika data har genererats genom intervjuer och deltagande observationer i klassrummet, intervjuer med lärare och rektorer, analyser av olika texter, lokala skolplaner, material från skolornas web-platser, scheman och policydokument.
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| 24. |
- Carlson, Marie, 1950
(författare)
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”Are you going to write as we think or as you think?” – On (re)presentation and the construction of knowledge in interviews.
- 2009
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Ingår i: Gender and Education Association 7th International Conference. Theme: Gender: Regulation and Resistance in Education 25-27 March 2009, Institute of Education, University of London..
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Konferensbidrag (refereegranskat)abstract
- "Are you going to write as we think or as you think?" - On (re)presentation and the construction of knowledge in interviews The aim of this contribution is to discuss and reflect on possibilities and restraints concerning (re)presentation and the construction/production of knowledge in interviews. Examples will mainly be taken from a research project on Turkish immigrant women attending Swedish language courses and their encounter with the Swedish educational system. The influence of the researcher in the interviews will be used actively in order to illustrate social interaction/negotiation and the relation between the interviewees and what the researcher is considered to represent. The interviewee as well as the interviewer is caught in prevalent extensive discourses articulated in the educational setting but also in the Swedish society in general. By talking about the SFI-education as a ’modern’ practice of knowledge, the educators themselves become representatives of ’modernity’ in relation to ’the others’. But the course participants are also a part of a powerful discourse of modernity – both in the present and in the past. Various self-images are confronted in the SFI-practice; a discursive practice connected to different aspects of power. ‘Emic’ and ‘etic’ categories – not a clear-cut distinction – will also be discussed in the contribution. Likewise some problematic dichotomies will be brought to the fore – the research object as well as the research subject tries to handle “the straightjacket of labelling”. Of interest is furthermore how constantly displacements take place in the informants’ ‘relational’ narratives as they talk into various discursive formations. When focusing on the position of the researcher in relation to the research object – in Bourdieu’s terms “to objectify the objectifying subject” (1992) – it is a question of reflexive sociology where the specific researcher is not really of interest, but rather the implicit social and theoretical presuppositions, which are embedded in the analytical tools and operations. Bourdieu, Pierre (1992) The Logic of Practice. Cambridge: Polity Press.
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| 25. |
- Carlson, Marie, 1950
(författare)
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“’Are you going to write as we think or as you think?’ On Troubled Subject Positions among Immigrant Women in a Swedish Context”.
- 2015
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Ingår i: Inga Brandell, Marie Carlson & Önver Cetrez (Eds) Borders and Changing the Boundaries of Knowledge. Transactions Vol 22, Swedish Research Institute in Istanbul, Stockholm.. - Stockholm/Istanbul : Swedish Research Institute in Istanbul, Stockholm. - 9789197881333 ; , s. 109-127
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Bokkapitel (refereegranskat)abstract
- "Are you going to write as we think or as you think?" – On Troubled Positions, Borders and Boundaries among Immigrant Women in a Swedish Context Abstract The aim of this contribution is to discuss representational power and images/concepts Turkish women attending Swedish language courses for immigrants (SFI) experience in accounts about them as migrants in Sweden. Examples from the past but also from the present will be used – from a still ongoing debate on troubled positions, borders and boundaries among/about immigrant women in a Swedish context. Empirical data (mainly interviews and policy documents) consist of revisiting an earlier study from 2002, but also data from later projects will be used. In addition to this other research has been reviewed relevant for the critical intersectional discussion concerning ethnicity/migration, gender and class; research related to e.g. cultural-, migration-, ethnicity- and gender studies. A sociocultural perspective and a postcolonial point of departure will be used. Three themes will be discussed; one is about social interaction and negotiating of ethnicity from an interview illustrating how the interviewee as well as the interviewer are caught in prevalent discourses and try to handle the straightjacket of labelling. Next theme is about gender, gender equality, “Swedishness” and nation, where SFI can be seen as an arena for educating the participants about gender equality. The last theme focuses on the institutional level, the welfare state and the power of definitions. This section also discusses how the category “immigrant” including “the immigrant woman” are constituted and negotiated in relation to the labour market. Structural conditions as well as agency are not always considered or problematized in these discussions. Taken together, the article can be seen as a critical reflection on the production of knowledge that researchers as well as various actors are involved in. This is both an ethical and methodological issue that will also be developed in the concluding discussion.
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| 26. |
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| 27. |
- Carlson, Marie, 1950
(författare)
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Bilden av Sverige och ’det svenska’ i SFI-läromedel.
- 2006
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Ingår i: Språket och kunskapen – att lära på sitt andraspråk i skola och högskola, Rapport från nordisk konferens den 7-8 oktober 2005 i Göteborg. Red. Inger Lindberg & Karin Sandwall. ROSA 7, Rapporter om svenska för andraspråk, Institutet för svenska som andraspråk, Göteborgs universitet.. - 1403-1353. ; :ROSA 8, s. 91-114
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 28. |
- Carlson, Marie, et al.
(författare)
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C3b-induced eosinophil degranulation involves PI3-kinases and is inhibited by protein kinase C activity
- 2011
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Ingår i: Acta Pathologica, Microbiologica et Immunologica Scandinavica (APMIS). - : Wiley. - 0903-4641 .- 1600-0463. ; 119:2, s. 119-126
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Tidskriftsartikel (refereegranskat)abstract
- Selective release of individual eosinophil granule proteins has been demonstrated in eosinophilic conditions and in vitro using different stimuli. The aim of this study was to investigate if selective release of eosinophil cationic protein (ECP), eosinophil protein X/eosinophil derived-neurotoxin (EPX/EDN) and eosinophil peroxidase (EPO) could be due to the involvement of different signal transduction pathways. Peripheral blood granulocytes from healthy donors were incubated with Wortmannin, LY294002, Genistein, Staurosporine, GÖ6976 or PD98059 prior to the induction of degranulation by C3b. The released amounts of ECP, EPO and EPX/EDN were determined by immunoassays, and related to the total cell content of respective protein. Wortmannin caused a significant, dose-dependent inhibition of all three granule proteins. LY294002 (10(-6) M) also inhibited the release of all proteins. Genistein (10(-6) M) inhibited the release of ECP, whereas the release of EPO was increased. However, there was a tendency towards similar concentration-dependent patterns of release of all three proteins. Staurosporine (10(-7) M), GÖ6976 (10(-6) M) and PD98059 (10(-5) M) caused an increased release of the three proteins. PI3-kinases play an important role in the C3b-induced release of ECP, EPO and EPX/EDN, whereas protein kinase C seems to have inhibitory effects on C3b-induced degranulation.
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| 29. |
- Carlson, Marie, 1950, et al.
(författare)
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Civic Orientation for Migrants in a Swedish Context – Exploring values and governing from an intersectional perspective
- 2018
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Ingår i: ECER/EERA conference 4-7 September, 2018 - Free University Bolzano, Italy.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- General description (research questions, theoretical framework) Different social models for integration and citizenship are increasingly discussed in Europe. Previously recognized conventions of citizenship, about who the citizen is, may or should be challenged (Joppke 2007). Discussions in both research and political organizations can be seen as a consequence of the decline in variations of “multicultural” models that were fundamental to integration policy in Sweden, as well as in several other European states (ibid.; Sonninen 1999). In Sweden, the multicultural integration policy in 1975 was formulated through the three key concepts: equality, freedom of choice and collaboration (prop. 1975:26). During the 1980s, cultural and ethnic group rights were reduced and adaptation to international policy took place. A further shift occurred in the early 1990s with ever higher individual demands on the migrant from the states across Europe. Among other things, there was increasing demand for participation in education such as language courses and courses on social orientation. After the investigation “Sweden for newly arrived migrants – Values, welfare state, everyday life” (SOU 2010:16) a new regulation was added: “Civic orientation for some newly arrived immigrants” (SFS 2010:1138). Through this law, homogenization and national standardization of education efforts have been developed. This applies to both implementation and teaching materials; e.g. the textbook “About Sweden” (first edition 2010, City of Gothenburg, latest edition 2017), which we have analysed. Each municipality is required to organize and offer newly arrived immigrants civic orientation; courses described by organizers to “give keys to Swedish society”. Government control includes that the county administrative boards annually monitor the activities and return the results to the government. The orientation should preferably take place in the mother tongue in dialogue and reflection with support of “civic communicators”, who will have some educational skills (SFS 2010:1138). This education initiative raises a number of issues that we discuss in our contribution from an intersectional perspective, but with a particular focus on gender. The specific Swedish approach to gender equality has become an important marker, a national self-image and a certain “success story”, where binary classifications often function as demarcations between “Swedes” and “the Other” (Carlson & Kanci 2017; Forbes et al. 2011). Theoretically, our contribution rests on a narrative and discursive approach (Andrews 2007; Fairclough 2003). The standardization and homogenization developed for civic orientation in the Swedish context can also be seen as a powerful state governance in line with Foucault's perspective on governmentality (Foucault 2000), which is useful for the analysis of policy documents and teaching materials. Also Bacchi’s social constructionist analytical framework (2008) is used for reviewing political documents, where Bacchi argues that politics to the same extent construct social problems as it reveals or solves them. Our interest is directed to questions about how the participants are understood as subjects, what characteristics, abilities and positions they are expected to adapt to and occupy. We have explored how the image of the migrant/citizen is (re)constructed, interpreted and negotiated within the discourses of the education. Our interest has also been to investigate how narratives about Sweden, “Swedishness”, “Swedish values”, citizenship, everyday life and welfare state emerge in civic orientation for newly arrived immigrants (cf. Griswold 2010; Yuval-Davis 2011). Research questions • What social and cultural values/norms regarding Swedish society are articulated in policy documents and teaching materials? How are these related to gender and ethnicity from an intersectional perspective? • What narratives about the newly arrived migrants are conveyed in the civic orientation’s documents and teaching materials? Which individuals/groups are included, respectively, excluded? • What dominant stories are visible? Are there also “counter stories” expressed? • What experiences and reflections do migrants highlight in their own stories of having participated in the education? Methods/methodology The empirical data consists of policy and steering documents, teaching materials, mainly the textbook “About Sweden” in different editions used in civic orientation, and interviews with some migrants who previously participated in the education. An intersectional perspective has been used in the narrative and discursive approach to examine how different (re)constructions are linked and interact with, for example, gender, ethnicity, class and religion/view of life (Christensen & Qvotrup Jensen 2012; Yuval-Davis 2011). Methodically we have searched for organizing recurring concepts that hold together and substantiate dominant speech as well as visual representation in teaching materials. Narratives related to discursive themes turned out to be a useful comparative tool – especially as regards nationalism and self-image related to the intersection of gender and ethnicity (cf. Carlson & Kanci 2017). A narrative is about a relational, situational and contextual story and is of existential value to human beings – both individually and collectively (Yuval-Davis 2011). This is something that we also will emphasize in the analysis of the still ongoing interviews with migrants who previously participated in the education. Expected outcomes/results The preliminary analysis shows how gendered, culturalized and ethnified discourses are discerned throughout the material and how the (re)constructions of the immigrant and the “Swede” are played out together with fostering attitudes. In particular, an ethnocentric and ideological gender equality discourse is linked to “Swedish” norms and values – both in policy documents and teaching materials like in the textbooks “Om Sverige” (“About Sweden”). Perceptions of the traditional and culturally bound immigrant woman are strongly emphasised in dominant discourses and is thus an object that always is about to be changed, which the course participants sometimes show resistance to. A perspective of fostering (cf. Carlson & Kanci 2017; Eriksson 2010) and ”Othering” (Osman 1999; Rosén & Bagga-Gupta 2013), as well as a strongly dominant gender equality discourse is disernable in the material, where gender positions occupy an idealized “Swedish” framing. Both women and men who have migrated to Sweden are almost automatically placed as more traditional and less equal than men and women born in Sweden (Knocke 2011; Magnusson et al. 2008; Yazdanpanah 2013). There seems to be reason to still discuss the three key concepts formulated in the 70's in the bill as regards the multicultural integration policy (prop. 1975:26): equality, freedom of choice, collaboration. The case of civic orientation for migrants in a Swedish context can be seen as both disciplinary and mobilizing (cf. Abdulla 2017; Eriksson 2010) and analysis of material and experiences from participants are important in order to fill a gap in research on the “social problem of integration”.
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| 31. |
- Carlson, Marie, et al.
(författare)
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Constructions of the pupil/citizen in the Swedish Curriculum of 2011 : Displacements and Sediments in the Educational Landscape
- 2016
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Ingår i: ECER 2016 : Leading Education. ; , s. 23 SES-04 D
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Writing or revising a curriculum is often an extremely complex and contradictory process (Young & Diem 2014) and can be viewed as a discursive battlefield (e.g. Ball 1991, Levinson et al 2009, Ozga 2000, Taylor et al 1997). Furthermore, educational policies can be seen as complex, ongoing social practices of normative cultural production constituted by diverse actors/stakeholders across diverse contexts (Taylor 2004) and thus interesting to analyse, especially in "globalizing and new times" (Ball, Goodson & Maguire 2007). Despite the discourses of globalization we also experience worldwide a tightening of control on students, educators, administrators, and the schooling process in general through national-level educational policies (Young & Diem 2014). There are interesting tensions to pay attention to between the local and global. This paper outlines various constructions of the pupil/the future citizen and discursive tensions with a particular focus on the latest curriculum in Sweden, Lgr11, Curriculum for the compulsory school, preschool class and the recreation centre, Läroplan för grundskolan, föreskoleklass och fritidshemmet 2011). We have been particularly interested in issues such as: How is the 'right' citizen presented and depicted and what values are highlighted – at both national and global level? Whose history is made visible and what voices are heard? What groups or categories are identified? In order to get a comparative perspective, we have asked the same questions to the previous curriculum, Lpo94, Curriculum for the Compulsory School System, the Pre-School Class and the Leisure-time Centre.Theoretically our contribution primarily is informed by the discourse analytical research field (e.g. Ball 1991; Taylor, 1997; Taylor et al., 1997) and notably by critical discourse analysis (see Fairclough, 1992, 2003; Chouliaraki & Fairclough, 1999). Critical discourse analysis examines how texts construct representations of the world and there is an emphasis on highlighting how practices and texts are ideologically shaped by relations of power. Tensions between different conceptions and positionings concern what counts as valuable knowledge also related to the local and global context, which is emphasised in our study.
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| 32. |
- Carlson, Marie, et al.
(författare)
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Degranulation of eosinophils from pollen-atopic patients with asthma is increased during pollen season
- 1992
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Ingår i: Journal of Allergy and Clinical Immunology. - 0091-6749 .- 1097-6825. ; 89:1 Pt 1, s. 131-139
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Tidskriftsartikel (refereegranskat)abstract
- The secretion of granule proteins from eosinophils and neutrophils was studied in isolated cells, obtained from 11 pollen-atopic patients with asthma, twice during and twice outside pollen season. Granulocytes were stimulated with serum-opsonized Sephadex particles, and the released amount of eosinophil cationic protein (ECP), eosinophil protein X (EPX), and myeloperoxidase (MPO) were measured by means of specific radioimmunoassay (RIA). Eosinophils from the pollen-atopic patients obtained during pollen season released significantly more (p less than 0.02) ECP and EPX than cells from the same patients obtained before pollen season. The released amount of ECP and EPX was correlated (r = 0.54; p less than 0.003) to the total pollen count. The release of MPO from neutrophils was only raised (p less than 0.01) at the end of the pollen season. Serum concentrations of ECP and EPX and blood eosinophil counts were significantly raised (p less than 0.002, p less than 0.001, and p less than 0.009, respectively) before pollen season and increased further at the end of the pollen season. There were no changes in lung function during pollen season and consequently no discernible relationships to eosinophil and neutrophil degranulation. We conclude that eosinophils and, to some extent, neutrophils from birch pollen-atopic subjects have an increased propensity to secrete their granule proteins during a pollen season. We suggest that these cells have been primed as a consequence of allergen exposure.
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| 34. |
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| 35. |
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| 36. |
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| 37. |
- Carlson, Marie, 1950
(författare)
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Flerspråkighet i lärarutbildningen – Ett perspektiv som saknas
- 2009
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Ingår i: Utbildning & Demokrati. - 1102-6472. ; Vol 18:NR 2, s. 39-66
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Tidskriftsartikel (refereegranskat)abstract
- Multilingualism in teacher education – a missing perspective This article is based upon fieldwork within a comprehensive teacher education program. Questions were asked about how student teachers are prepared for work/employment in an educational system, which is characterized by pluralism in terms of multilingualism and a second language perspective? How does one speak about language and pluralism? Is a multilingual perspective in teacher education presented as a competence for some or for all? How do various actors look at ”questions of linguistic pluralism”? On the one hand, the result, i.e. the answers provided, can be seen as fairly meagre, but this does on the other hand also tell us something more generally about how issues pertaining to language and pluralism are regarded in a teacher education program. In the categorizations and interpretations that are articulated, perspectives on multilingualism and second langue acquisition (if and when they are mentioned) are in different ways often related to ”the Others” and to what can partly be referred to as a deficiency perspective. Similar talk is also heard from teacher education at other sites of learning. These topics are dealt with in the first part of the article. Thereafter follows a section about viewing multilingualism in a more general perspective, where multilingualism is also regarded as an asset – here we encounter above all various actors within the field of linguistics. Didactic aspects as well as identity and social categorization are highlighted. At the end of the article, a concluding and more comprehensive discussion about multilingualism and a second language perspective, which also focuses on steering / policy documents, is brought to the fore. Teacher education appears to be fairly national(ist) in spite of recurring talk about increasing globalization and internationalisation. To jointly regard multilingualism and intercultural education as a part of a democratic process is conspicuous by its absence. In this discussion, which also comprises the governmental inquiry, from 2008 - En hållbar lärarutbildning (A sustainable teacher education, SOU 2008: 109) – attention is given to a transnational perspective on education and competence.
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| 39. |
- Carlson, Marie, 1950
(författare)
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Gender, ethnicity and citizenship in pedagogical texts and education policy – Some examples from Turkey and Sweden
- 2014
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Ingår i: NERA 42nd Congress, Education for Sustainable Development. Lillehammer, March 5-7, 2014..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- What it means to be a citizen related to gender and ethnicity, inside and outside school differs between countries and socio-cultural contexts. This is very much evident in an on-going research project Future citizens in pedagogical texts and education policies – Examples from Lebanon, Sweden and Turkey. Simultaneous, and often contradictory, processes are of great importance of how the “right” future citizen is formed in mandatory schooling. This paper will focus on narratives about gender and ethnicity, which relates to two broader sets of issues in the project: • How are the ’citizen’ and the citizen’s identity constructed in relation to place, nation, language, religion, ethnicity and gender in policy documents for schools and pedagogical texts? • How is the relationship between national and global perspectives treated in relation to the ’citizen’? Theoretically/methodologically the project is linked to critical discourse analysis, which provides tools for studying how the ‘citizen’ and different subject positions are constructed in both text and practice. Empirical data consist of educational documents and curricula for subjects like history, civic and religious education in the three national settings. Selected textbook in the later years in the mandatory school system have been analyzed. Also interviews with politicians, educational bureaucrats, NGO activists as well as teachers and authors of textbooks have been conducted. In Turkey with recurrent turbulence on democratic issues in the contemporary society there are persistent discussions about democracy courses/citizenship education in school. Critics wonder if it is possible with such courses in a “difference-blind polity”. An analysis of the “gender regime” in Turkish textbooks shows that a more subtle analysis of the hidden discourses is necessary. Contradictions and contradictory messages are prevalent. In the Swedish case the country is – on the discursive level – described to be highly culturally diverse and mobile. Any shared conceptions of “a good citizen” in a heterogeneous nation like Sweden hardly exist. However in various empirical studies one still find dominant discourses on “Swedishness”. Likewise there is a narrative about Sweden as the world’s most gender equal country – this will be discussed and problematized in the paper. Key words: gender, ethnicity, citizenship, education policies, textbook analysis
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| 40. |
- Carlson, Marie, 1950, et al.
(författare)
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Gender in Language Education and Civic Orientation for Adult Migrants in Sweden: A Study of Policy Documents and Teaching Materials
- 2021
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Ingår i: Gender and Education in Politics, Policy and Practice. Transdisciplinary Perspectives in Educational Research. - Berlin/Heidelberg, Germany : Springer. - 9783030809010 ; , s. 193-209
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Bokkapitel (refereegranskat)abstract
- Different social models for integration and citizenship are increasingly being discussed in Europe, both in research and political organisations. This can be seen as a consequence of the decline of “multicultural” models that were fundamental to integration policy. There is a demand for participation in education such as language courses and courses on civic orientation. In Sweden, a new regulation was added in 2010 and civic orientation courses were introduced for newly arrived migrants. Each municipality is required to offer these courses. A textbook entitled About Sweden has been composed for the courses. In the present chapter, we use a narrative and discursive approach to analyse this textbook in relation to how the migrant subjects are (re)constructed as gendered subject. However, this chapter also provides a contextual analytical framework; a short review of previous research on migrants and norms and values in language education including some salient policy documents with focus on gender issues. In terms of time perspective, we searched for continuities as well as changes in views on gender issues and views on the individual in a societal context. Stereotypical and homogenising conceptions seem to continue to thrive and not been the subject of deconstruction, either in research, politics, cultural life or in public debate.
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| 41. |
- Carlson, Marie, 1950, et al.
(författare)
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Giris.
- 2011
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Ingår i: Çokkültürlü Toplumlarda Egitim – Türkiye ve Isveç’ten Örnekler. Derleyenler (Eds) Marie Carlson, Annika Rabo & Fatma Gök.. - Istanbul : Istanbul Bilgi Üniversitesi Yayinlari. - 9786053991397 ; , s. 1-24
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 42. |
- Carlson, Marie, et al.
(författare)
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Human neutrophil lipocalin is a unique marker of neutrophil inflammation in ulcerative colitis and proctitis
- 2002
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Ingår i: Gut. - : BMJ. - 0017-5749 .- 1468-3288. ; 50:4, s. 501-506
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND AND AIM: Accumulation and infiltration by neutrophil granulocytes is a prominent feature in the local inflammatory process in ulcerative colitis (UC). The present study was performed to evaluate human neutrophil lipocalin (HNL) as a specific neutrophil marker in the inflamed lesions of the colon and rectum in patients with colitis and proctitis. METHODS: The activity of intestinal neutrophils with respect to release of granule proteins was studied in 18 patients with UC (10 with colitis and eight with isolated proctitis) and in 18 healthy controls using perfusion fluid and biopsies from the sigmoid colon and rectum. The released amounts of the neutrophil granule proteins HNL and myeloperoxidase (MPO) were determined by radioimmunoassays, and the location of HNL and MPO in biopsies from colonic mucosa was examined by immunohistochemistry. RESULTS: Mucosal release of HNL and MPO was increased 10-55-fold in patients with colitis and proctitis compared with controls. Their bowel biopsies demonstrated that only neutrophils were stained with anti-HNL. We also found correlations between HNL and levels of granulocyte/macrophage-colony stimulating factor (GM-CSF) and interleukin 8 (IL-8) in perfusion fluids from the sigmoidal segments of patients with proctitis, between HNL and GM-CSF in rectal segments in patients with proctitis, and in sigmoidal segments in patients with colitis. CONCLUSION: We conclude that the increased release of HNL and MPO in colorectal perfusion fluids indicates neutrophil involvement in the local inflammatory process, and suggest that HNL may serve as a specific marker of intestinal neutrophil activation in UC. GM-CSF, and to some extent IL-8, may play a role in neutrophil accumulation and priming in this disease.
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| 46. |
- Carlson, Marie, 1950
(författare)
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Identity and Interpretative Repertoires within Teacher Education – Battles over Perspectives and Courses
- 2008
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Ingår i: ECER (European Conference on Educational Research) 10-12 September, 2008, University of Gothenburg. (From Teaching to Learning).
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Konferensbidrag (refereegranskat)abstract
- Identity and Interpretative Repertoires within Teacher Education – Battles over Perspectives and Courses Within a Swedish educational context local as well as national steering documents tell us that teacher education should be characterised by diversity and equality. In the local practices, in a heavily decentralised educational system with a lot of different departments cooperating, this policy is to be translated, interpreted and carried out by a range of actors within the institutional practices embedded in power relations (Ball 1990, Bourdieu 1991, Beach & Carlson 2004, Carlson 2004). This paper will discuss how various categories are constructed and varying ways of thinking within institutional settings are used in order to create/delete ”the others” within teacher education (Hall 1996, Thornborrow 2002, Winther Jørgensen & Phillips 2000). Ideological and scientific ideals as well as economic priorities are involved in the interpreting processes/repertoires (Becher & Trowler 2001, Talja 1999). The research uses a policy ethnographic approach and builds on a rich data corpus – documents, texts, interviews, field notes (Beach & Carlson 2004, Carlson 2004, Chouliaraki & Fairclough 1999). Analytical tools are used from organization theories (Czarniawska 2004, DiMaggio 1983) and discourse analysis (Winther Jørgensen & Phillips 2000). Also “identity” is used as an analytical lens in understanding altering positions/standpoints within teacher education (Gee 2000). The analysis shows how faculties and departments in spite of a recommended ”holistic” and interdisciplinary approach very much stick to their own logic, perspectives and ideals and thereby create parallel monologues within the teacher education, where the student teachers constantly have to re-orient her/himself. Indeed a kind of diversity but probably not in the way expressed in the steering documents. References: Ball, Stephen J (1990) Politics and Policy Making in Education: Explorations in Policy Sociology. London: Routledge. Beach, Dennis & Marie Carlson (2004) Adult Education Goes to Market: an ethnographic case study of the restructuring and reculturing of adult education. European Educational Research Journal, Volume 3, Number 3, 2004. Becher, Tony & Paul R. Trowler (2001) Academic Tribes and Territories. Buckingham: Open University Press. Bourdieu, Pierre (1991) Language and Symbolic Power. Cambridge: Polity Press. Carlson, Marie (2001) ‘Swedish Language Courses for Immigrants: Integration or Discrimination?’ In Ethnography and Education Policy. Ed. Geoffrey Walford. Oxford: Elsevier Science. Carlson, Marie (2004) Restructuring of Swedish Adult Education: the involvement of economists and politicians in education policy. In Identity, Agency and Social Institutions. Eds. G. Troman, B. Jeffrey & G. Walford. Studies in Educational Ethnography, vol. 10. Oxford JAI Press. Carlson, Marie (2006) ”Immigrant Women within Swedish Language Instruction: Contradictions and Transgressions.” I Multiple Marginalities: An Intercultural Dialogue on Gender in Education. Eds. Justyna Sempruch, Katharina Willems & Laura Shook. Königstein: Helmer Verlag. Carlson, Marie (2007) ”Images and values in textbook and practice – Language courses for immgrants in Sweden” I Education in ’Multicultural’ Societies. Turkish and Swedish Perspectives. Eds. Marie, Carlson, Fatma Gök & Annika Rabo. Transactions Vol 18, Swedish Research Institute in Istanbul. Chouliaraki, Lilie & Norman Fairclough (1999) Discourse in Late Modernity – Rethinking Critical Discourse Analysis. Edinburgh: Edinburgh University Press. Czarniawska, Barbara (2004) Narratives in Social Science Research. London: Sage. DiMaggio, Paul (1983) The Iron Cage Revisited. Institutional Isomorphism and Collective Rationality. In American Socicological Review, no 48, pp 147-160. Gee, J. Paul (2000) Identity as an Analytic Lens for Research in Education. In Review of Research in Education. 2000. 25: 99-125. Hall, Stuart (1996) ”Introduction – Who Needs ’Identity’?” I Questions of Cultural Identity. Eds. Stuart Hall and Paul du Gay. London: Sage Publications. Talja, Sanna (1999) ”Analysing Qualitative Interview Data: The Discourse Analytic Method” I Library & Information Science Research, Volume 21, Number 4, pages 459-477. Thornborrow, Joanna (2002) Power Talk – Language and Interaction in Institutional Discourse. Harlow: Longman. Winther Jørgensen, Marieanne & Louise Philips (2000) Diskursanalys som teori och metod. Lund: Studentlitteratur.
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