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- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
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I skuggan av mobbning och kränkande behandling på mellanstadiet från ett genusperspektiv : Resultat från en fallstudie
- 2024
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Rapporten är en sammanställning av en studie beställd av en kommun med syfte att få en ökad förståelse för varför förhållandevis många flickor på mellanstadiet i kommunen upplever sig mer utsatta än pojkar. Studien tar fasta på forskning som visar på att det inte finns starka biologiska förklaringar till eventuella skillnader mellan könen, vilket pekar mot vikten av att synliggöra kulturens inverkan på könsmönster, så kallad genusmönster. Det finns en ansenlig mängd forskning idag som pekar på att mobbning tar form och vidmakthålls i en socioekologisk miljö där mikro-, meso- och makronivåer samverkar. Med denna bas som utgångspunkt har 44 personer på tre skolor av olika karaktär intervjuats med stöd i semi-strukturerad intervjuteknik och kategoriserats med hjälp av fallstudier och innehållsanalys. De nästan 800 sidorna transkriberat material synliggör en nyanserad bild av elevers, lärares, skolledares, elevhälsopersonal och administrativ personals förståelse och beskrivna handlingar av hur de närmar sig skolans värdegrunds- och trygghetsuppdrag med särskilt fokus på kön. Det finns en stor kompetens och förhållandevis djup förståelse för frågor som rör utsatthet och mobbning i den grupp som har intervjuats – en kompetens som i mångt och mycket ligger i linje med forskning idag. Vi hoppas att en studie som denna kan bidra som ett systematiskt underlag och stöd för professionellt omdöme. Resultaten visar på; a) en bred variation av sätt att förstå vissa flickors utsatthet; b) metoder/åtgärder som används på de tre skolorna; samt, c) olika hinder för att stimulera en trygg socioekologisk miljö. De övergripande resultaten visar att de intervjuade är medvetna om att pojkar och flickor överlag är unika individer och där inte bara vissa flickor, utan även vissa pojkar mår dåligt och behöver lyftas fram liksom ges stöd. Samtidigt finns mönster avseende på hur flickor mår, beter sig och behandlas som är viktiga att lyfta fram. Beskrivningarna av flickors och pojkars skillnader handlar generellt om att de upplevs och upplever sig befinna sig på två olika arenor där könsstereotypa roller utvecklats vilka bygger på stereotyper om den utåtagerande och aggressiva pojken och den tysta flickan som förtrycks och tar åt sig och som ibland själv utöver mobbning i form av exempelvis subtila blickar, förtal och utfrysning. Det är viktigt att påpeka att de stereotypa föreställningar om kön som tycks finnas på skolorna, inte per automatik betyder att enskilda personers sätt att vara och handla i daglig praktik samstämmer med dessa förenklade föreställningar. Stereotyper handlar mer om att ordna och hierarkisera individer på ett visst sätt som stärker en viss maktordning. Användning av social media är något som särskilt tycks skada flickors välbefinnande och känsla av utsatthet, liksom platser i skolan där vuxna inte eller sällan finns och där tävling förekommer. I de fall där flickor är utåtagerande och högljudda så upplever vissa sig inte behandlas på samma sätt som pojkarna. Det framkommer även återkommande berättelser om att flickor och pojkar överlag leker olika lekar och inte blandas under rasterna vilket förstärker särskiljning av de två arenorna.Samtidigt framkommer ett stort engagemang och bred repertoar av åtgärder i aktörernas intervjuer som bygger på en medvetenhet om att mikro, makro- och meso- nivån behöver samverka. Eleverna lyfter särskilt fram vikten av att lärare ser dem, skapar ordnade former av aktiviteter på raster och är konsekventa i sin hantering av olika former av utsatthet. När det kommer till hinder nämns; a) de genusnormer som finns i samhället inklusive social medias inverkan; b) negativa konsekvenser av ökad dokumentation; c) relationella och existentiella villkor; d) ökning av diagnoser; e) bristande tid; f) svårigheter att veta vad man förväntas se och synliggöra i enkät och praktik; g) inkonsekvent beteende bland personal; h) brister i kommunikation mellan olika aktörer; i) svårigheter att nå samsyn och svårigheter att rekrytera vikarier; j) att skapa långsiktighet i ledarskap i skola och klassrum på grund av personalbyten: samt, k) ökning av ett grovt och kränkande språk som väver sig in i dagligt tal.
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- Jerlinder, Kajsa, 1976-
(författare)
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Social rättvisa i inkluderande idrottsundervisning för elever med rörelsehinder : en utopi?
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to contribute to the knowledgebase of inclusion and inclusive education and to outline possible consequences that may arise from an educational ideology of inclusion. The thesis describes a potential dilemma that is both theoretical and practical. The dilemma consists of, on the one hand, a need of identification and categorisation of specific groups in society in order to allocate and redistribute available resources, while, on the other hand, there is a need of social recognition of diversity in educational settings in order to achieve social justice and parity of participation. The inclusion of pupils with physical disabilities in the school subject of physical education (PE) is used as a particular example to illustrate a general dilemma. The specific aims were: i) to describe and apply a theoretical framework of ‘social status’ as a possible means of resolving the dilemma (study I); ii) to study PE teachers’ attitudes toward inclusive physical education (studies II and III); and iii) using a case study, to explore the experience of physical education through the eyes of a pupil with a physical impairment and his parents, classmates, PE teachers and personal assistant (study IV). Results show that Swedish PE teachers at primary school level are positive to inclusive PE for pupils with physical disabilities. Factors found to contribute to these positive attitudes were adequate training in inclusive education strategies, supportive school environments and personal resources. In a systematic review of international research PE teachers, in general, were found to have ambivalent attitudes to inclusive PE. This ambivalence was found over cultural borders among the 1200 respondents covered in the 15 articles reviewed and may indicate a latent awareness of the dilemma. Previous experience of having taught PE to pupils with physical disabilities, together with proper education in inclusion, mediated a more positive attitude. The case study of a 10-year-old boy with physical disabilities and significant others in his educational life proved to be a signal example of successful inclusion. Honneth’s three levels of social recognition were used in the analysis. Social recognition at individual, legal and value dimensions is a prerequisite for achieving social justice in inclusive PE settings. Finally, these findings, taken together, indicate a need to address social recognition and redistribution demands simultaneously in order to meet goals of equitable education for pupils with physical disabilities in inclusive PE teaching. Societal (external) and individual factors need to be combined when addressing the issue of social justice in inclusive education. A model of social status, developed by Fraser (2001; 2003), used in conjunction with the notion of plural identities is suggested as a possible resolution to the dilemma described in the thesis.
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- Thornberg, Robert, et al.
(författare)
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A multilevel study of peer victimization and its associations with teacher support and well-functioning class climate
- 2024
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Ingår i: Social Psychology of Education. - : Springer. - 1381-2890 .- 1573-1928. ; 27:1, s. 69-88
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the current study was to examine whether students' perceptions of teacher support at an individual-level, teacher support and well-functioning class climate at classroom-level, and teacher support and well-functioning class climate at school-level were associated with peer victimization. Data were obtained from a Student School Survey administered by the selected Swedish municipality. Multilevel analyses were based on 5,646 students in 277 classes and 27 schools. At the individual-level, girls and students who perceived greater teacher support than their classmates were victimized less often by their peers. In addition, students in schools with classes characterized by greater cooperation, cohesion, working atmosphere and respect toward their teachers tended to score lower on peer victimization. Within schools, students belonging to classes with a more well-functioning class climate than what was average in the school, and students belonging to classes that scored their teacher as more caring, fair and respectful compared to other classes in the school, were less likely to be targets of peer victimization.
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- Gill, Peter, Professor emeritus, 1949-, et al.
(författare)
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Anti-bullying programme-tweaking based on prevalence estimates at school- and classroom-level in a Swedish municipality
- 2024
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Konferensbidrag (refereegranskat)abstract
- Anti-bullying programme-tweaking based on prevalence estimates at school- and classroom-level in a Swedish municipalityResearch topic/aimEstimated prevalence of bullying depends on the measurement strategies involved (Bjereld, Augustine & Thornberg, 2020). While the Nordic Countries, in international comparisons, have had lower prevalence estimates, rates in Sweden have shown increased prevalence in recent years (op.cit.). Differences in measurement methods also reflect differing conceptualisations of bullying.Theoretical frameworkAt least nine bully types have been described (Goldbach, Sterzing & Stuart, 2018). When “low frequency involvement” has been included, accumulated prevalence rates of up to 70% have been posited (op.cit.). In countries with lower prevalences of bullying, between-school differences are also lower (Johansson, Myrberg & Toropova, 2022). The present study uses a well-tried estimate of school-children’s exposure to intentional degrading treatment and bullying victimisation (Flygare, Gill & Johansson, 2013).Methodological designThe analysis undertaken seeks to replicate an earlier population study (all 4th to 9th grade school-children in a Swedish municipality). In that study (Gill, Simonsson & Matton, 2017), data at school- and classroom-level for boys and girls, deemed post hoc to be victims of bullying, at two measurements within the school-year (October 2016, and March 2017), were used to “paint a picture” of the intervention challenge. The intervention programme (“Gävlemodellen”, Gill, et al., 2016) was offered to municipal schools for voluntary participation in 2013. An initial group of 6 municipal schools expanded to include all schools within the municipality by 2016/17. The present study will follow-up the 2016/2017 population study, targeting all 7200 pupils, in 29 schools, distributed among 280 classrooms. The analysis will complement the VR-financed (2023) research project “Associations between the social climate in school, classroom and school class, peer victimization, bullying and student engagement over time” (Thornberg, 2023). Specifically, patterns of distribution of victims, at 6-year-follow-up, will be compared with a view to possible revisions and developments in the intervention design.Expected conclusions/findingsThe measure used to estimate bullying is indirect and does not use an a priori prescriptive definition. Pupils are asked if certain things have happened to them, “in the last couple of months” (teased, hit, pushed, excluded, nasty messages on social media etc. Pupils are then asked for their perception of why the event (or events) occurred. Respondents are categorized (discrete measure), as bullied (victims) or not (see Flygare, Gill & Johansson, 2013, and Swedish National Agency for Education, 2011 for details). Descriptive statistics will demonstrate the importance of not basing bullying prevention on a “general case”. Victimhood varies over time, by gender, and within and between schools. The goal is to explore how differences between the 29 schools and between classrooms within schools (from no victims to gender specific clusters) can be used for “program tweaking” the intervention strategy.Relevance to Nordic educational researchReduced bullying prevalence in Nordic countries creates new intervention challenges. Lessons and challenges from population data in a Swedish municipality can have relevance for all 1053 Nordic municipalities.
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- Gill, Peter, Professor emeritus, 1949-
(författare)
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Grundskolan är demokratins fundament
- 2018
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Ingår i: Skola och Samhälle. - 2001-6727. ; :3-maj
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Tidskriftsartikel (populärvet., debatt m.m.)
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- Jerlinder, Kajsa, 1976-
(författare)
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Rättvis idrottsundervisning för elever med rörelsehinder : dilemma kring omfördelning och erkännande
- 2005
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Licentiate dissertation, written in Swedish with an English abstract.The educational goal of “a school for all” creates many challenges. Issues of socialjustice and equity are central tenets of the concept of inclusive education. Despitethe goal of comprehensive education for all children, for many pupils with physicaldisabilities in an inclusive school system PE (Physical Education) teaching canresult in experiences of injustice. In the struggle to achieve social equity and createeducational experiences where disability does not matter, it seams to matter verymuch.The aim of this study is to illustrate a dilemma and its potential outcomeswhere demands for justice for pupils with physical disabilities are raised in inclusivephysical education. In the study, based on theories of redistribution andrecognition, two empirical examples are presented.The first example, in the context of the decentralisation of Swedish compulsoryschools, illustrates degrees of awareness about numbers of pupils with physicaldisabilities attending compulsory schools located in a case municipality. Foursources, with varying responsibilities for disabled children, all reported differentnumbers of pupils. Thus, with no congruent data at municipality level, distribu-tion and redistribution of necessary resources becomes difficult.In the second example of a ten year old boy with a physical disability,experiences of participation in inclusive physical education are described, fromthe perspective of five different actors (the boy himself, his PE teachers (2), hisparents, classmates, and his personal assistant).Data for this case study was gathered through interviews and systematic ob-servation. In this particular case, the outcome of inclusive PE was judged to besuccessful. The example illustrates the importance of recognition needing to befulfilled at several distributive levels. The positive outcome is discussed in terms ofthe combination of identification of particular special needs, sensitive adaptation,and general respect for the child with physical disability.Dilemmas of justice for disabled pupils in physical education are best studiedwithin a multi-level context. Recognition and redistribution demands need to besimultaneously addressed in order to fulfil the goal of equitable education forpupils with physical disabilities attending PE within the compulsory school sys-tem. An attempt to combine these different ideological approaches is discussedfrom the perspective of social status.The outcome of the two empirical examples presented in this study illustrategeneral dilemmas reaching beyond the educational challenges facing pupils withphysical disabilities and the responses of the compulsory school system to them.
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- Wijk, Katarina, 1972-
(författare)
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Planning and Implementing Health Interventions : Extrapolated Theories of Health Education and Constructed Determinants of Risk-Taking
- 2003
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Health interventions are usually preceded by calculations of risks, i.e. ascribed or supposed problem(s). An initial series of meta-reviews (n=5+14) revealed that there is a lack of research that problematises the planning and implementation of educational health interventions, and that reviews in the area of health interventions overwhelmingly focus on effectiveness and outcomes. Based on this, two systematic reviews, a total of 42 peer-reviewed articles, describing educational sexual health interventions targeting youths, have been conducted. The aim of the initial meta-reviews (n=5+14) was to investigate how to improve search and analysis techniques and then in a first systematic review (n=21) to analyse how risk-taking adolescents, from Europe and North America, were ‘constructed’. A further aim was to extrapolate explicit and/or implicit theoretical premises and possible divergences among them. On the basis of the first analysis, methods were refined and a second review (sample n=21) from the same population was carried out. Results revealed that causal relations regarding risk were presented as operating non-mutually, as one-sided or as reciprocal causes between environmental, behavioural and personal determinants or antecedents. Normative descriptions of ascribed problems were shown as possibly legitimating interventions. Pedagogical strategies embraced more or less conscious use of pedagogical theories. Some articles, where an explicit theory was presented, were regarded as not convergent when comparing the explicit theory with tacit assumptions extrapolated from the text. Other texts combined different theories without any apparent reflection. The results of this study could contribute to improved review techniques, enhance quality assessment of empirical research and extend the review-approach by emphasising how theoretical premises are reflected on in the planning and implementation phases of health interventions. Results also offer an opportunity for reflecting on how risk-taking is constructed. A protocol of critical questions that ought to precede planning and implementing of health interventions is proposed.
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