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- Montelius, Elin, 1983-
(författare)
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Att göra det materiella virtuellt : Subjektifiering, moral och motstånd i konstruktionen av den riskfyllda mathållningen
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Den här avhandlingen syftar till att bidra till förståelsen av hur risk konstrueras och förändras i diskussioner om mathållning på nätforum och vilka subjektspositioner som görs möjliga då risk uttrycks i relation till klass och kön. Mat har kommit att få stor uppmärksamhet i samhällsdiskussionen, men i det moderna samhället är det inte bristen på mat som står i fokus, utan snarare de val människor måste göra relaterade till mat. Vad vi äter har kommit att bli en signal om vem vi är och vem vi vill vara, men diskussioner kring mat handlar också om vad som betraktas som riskfyllt eller inte. Därtill har mat länge använts för att göra distinktioner mellan människor baserat på maktstrukturer som klass och kön. Avhandlingen är inspirerad av en feministisk poststrukturalistisk ansats vilken används för att undersöka hur maktrelationer och subjektifieringsprocesser uttrycks i konversationer på nätbaserade diskussionsforum.Genom att ta avstamp i den kritiska riskforskningen samt i genusvetenskaplig forskning visar avhandlingen hur risk konstrueras genom riskperformativ. Riskperformativ, uttryckta i det virtuella rummet, medför att olika ”sanningar” konstrueras runt mathållningar vilket får konsekvenser får vilka subjektspositioner som möjliggörs. Genom riskperformativen konstruerats olika förväntningar om vad som kan och bör sägas för att konstituera sig som ett ansvarsfullt och moraliskt subjekt. Därigenom görs olika riskpositioner, det vill säga klass- och könskodade subjektspositioner som konstitueras i relation till riskkonstruktioner, tillgängliga. Analysen visar också hur utrymme för betydelseförskjutningar och motstånd mot riskkonstruktioner skapas i diskussionerna, vilket sker genom dels bekännelsen som teknik och dels genom en teknik som här kallas en responsibiliserad paternalism varigenom det individualiserade ansvaret för upprätthållandet av självreglering inför risk uttrycks i samverkan med kollektivt upprätthållna klass- och könsnormer. I avhandlingen analyseras därigenom hur kön och klass görs i samverkan med riskkonstruktioner på sätt där dessa förstärker varandra.
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| 2. |
- Giritli Nygren, Katarina, 1971-
(författare)
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"e" i retorik och praktik. : Elektronisk förvaltning i översättning.
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall purpose of this study is to contribute to the discussion of eGovernment implementation by making the implicit organisational micro dynamic processes involved in the framing and implementation of eGovernment explicit. I want to highlight the important process trough which eGovernment is framed and translated by organisational members and in what way it effects different divisions of practice. To do so, two different analytical aspects of organisational life, the rhetoric of management and the reality of work practices are used as a theoretical context for analysing some implications of eGovernment implementation. These analytical dimensions of organisational life are used to discuss a case study looking at the implementation of eGovernment in a local Swedish municipality. The main contribution of this thesis is a theorisation of how to understand the organisational micro dynamic processes involved in the implementation of eGovernment in public administration. New insights could be gained, for researchers and practioners, by analysing the transformation of practice as an ongoing process characterised by micro-political translation processes involving actors as well as actions and meanings in both rhetoric and practice.
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| 3. |
- Larsson, Emelie
(författare)
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Risky distances : Peripheralisation and normalisation in the case of a maternity ward closure in Sweden
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores risk, peripheralisation and normalisation in the case of the maternity ward closure at Sollefteå Hospital, located inland in the Swedish region of Västernorrland. When the ward closed in 2017, it drew significant media attention and political discussions on the continuous cuts to Swedish maternity care and the growing economic gap between urban and rural areas – discussions that actualised questions of power and risk. This thesis, building on newspaper articles and interviews with expectant parents and midwives in Sollefteå, uses feminist risk theory to 1) investigate the experiences of those directly affected by the closure, i.e. expectant parents and midwives at the ward and 2) explore how the theoretical approach of ‘doing risk’ can be used to deepen our understanding of the processes of peripheralisation and normalisation. The two aims are addressed in four empirical studies and in the Discussion and Concluding remarks. I conclude that three peripheralisation processes were at work in the closure of BB Sollefteå: peripheralisation of women’s risks, periheralisation of people in rural municipalities from the welfare state and peripheralisation of small-ward work practices in the healthcare discourse. I also found that the closure made Swedish norms on childbirth and discourses on family visible, predominantly manifested through the ‘gender-equal nuclear family’ norm, which repeated in the material. Further, addressing the thesis’ second aim, I conclude that normalisation and peripheralisation can be seen as regulatory practices, which in different ways are structured around risk and power. In this context, ‘doing risk’ helps to theorize how these concepts intersect, and relate to ideology, and thus contributes to a better understanding of ideological processes in contemporary societies.
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| 4. |
- Larsson Hult, Karin, 1985-
(författare)
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En skola för alla, eller? : Om diskursiva dilemman i ett (o)möjligt värdegrundsprojekt
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to discuss the possibility for schools in Sweden to be “a school for all”. More specifically, the study follows a four-year long project at a secondary school, aiming at implementing the idea of being “a school for all.” The Swedish education system has long engaged with the idea that education systems should be for all pupils and that teaching should be adapted according to pupils’ differentials needs. There is wide recognition for such adaptive and inclusive education within Sweden and internationally. However, there is little conceptual consensus, among scholars and educators, on the practical educational and administrative characteristics of “a school for all”. This openness means that the efforts to be ”for all” can be interpreted in different ways and be translated differently by actors within schools. This dissertation is based primarily on document analysis, observations, and interviews with actors related to the project. The study shows that “a school for all” is variously understood by school staff through discourses of rationality, giving rise to discursive dilemmas related to justice and inclusion. As the Swedish education system is founded on the notion of an “ideal” pupil, these dilemmas make “a school for all” a practical impossibility. This study contributes the conceptual framing of “a school for everyone’s learning”. This is supported by a model depicting the dimensions forming schools’ possibilities of being “for everyone’s learning”. Also, the discourses underlying the understanding of “a school for all” need to be discussed. The combination of these measures is suggested as a means to increase the possibilities of reaching an education system fit for all pupils. That is where the discussion needs to start. If it does not, it will be difficult to reach consensus regarding how the Swedish school will be “a school for all”.
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