| 1. |
- Granstedt, Lena, 1956-
(författare)
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Synsätt, teman och strategier : några perspektiv på mångkulturella frågor i skolan i ett praktiknära projekt
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The chief aim of my thesis is to study and analyse how the multiculturalism of schools is reflected in research and reports in Sweden and in the way in which teachers talk about multicultural issues at school. Part of the work is done in the form of reflecting talks with two groups of teachers in two different schools on issues and situations taken from their own everyday experience. The talks are conducted over two years. One partial aim is therefore to study whether this working method can help teachers to develop their strategies with regard to multicultural issues at school. I describe how the talks develop over two years in an ethnically heterogeneous group of teachers in one of the schools, some areas related to multicultural issues in the school that the teachers find problematic, and how the talks to some extent influence the teachers’ choice of strategies in the school’s practice. Part of the work is an analysis of a talk from each group of teachers and their conceptions of “the immigrant pupil” and her/his parents are focused on. The analytical tool of interpretive repertoires is used to visualise patterns of common points of departure and values in the talks. Also part of the work is an analysis of how research and reports reflect the discourse on multicultural issues from 1980 to 2005. I emphasise some themes and how these change over time. Through the study, parts of the content of the discourse about the multicultural Swedish education are made visible. The discourse contains expressions of a focus on shortcomings and problems that are regarded as linked to pupils, parents and to some extent to teachers with foreign backgrounds. The discourse also contains expressions of seeing differences, chiefly between groups of pupils with foreign and ethnic Swedish backgrounds respectively. By focusing on differences and shortcomings a boundary is at the same time set up between “us” and “them”. The composition of teachers in Swedish schools is relatively homogeneous as regards ethnicity. When, in addition, it is many times teachers that have the responsibility and power to define what are seen as problems and to find solutions in schools’ practice, the problems and solutions are often defined from a majority perspective. It is also from a majority perspective that decisions are made about to what extent, to what degree and in what way minority perspectives should be represented in these contexts. It is a matter of who has the power to define themselves and the others and the others’ shortcomings.
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| 2. |
- Kadefors, Anna, Professor, 1962-, et al.
(författare)
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Relational contracting in Nordic construction – a comparative longitudinal account of institutional field developments
- 2024
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Ingår i: International Journal of Managing Projects in Business. - : Emerald Publishing. - 1753-8378 .- 1753-8386. ; 17:8, s. 22-46
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Relational contracting is increasingly being applied to complex and uncertain construction projects. However, it has proved hard to achieve stable performance and industry-level learning in this field. This paper employs an institutional perspective to analyze how legitimacy for relational contracting has been produced and challenged in Denmark, Finland, Norway and Sweden, including implications for dissemination and learning. Design/methodology/approach: A collaborative case study design is used, where longitudinal accounts of the developments in relational contracting over more than 25 years in four Nordic countries were developed by scholars based in each country. The descriptions are underpinned by literature sources from research, practice and policy. Findings: The countries share similar problem perceptions that have triggered the de-institutionalization of traditional contracting practices. Models and policies developed elsewhere are important sources of knowledge and legitimacy. Most countries have seen pendulum movements, where dissemination of relational contracting is followed by backlashes when projects fail to meet projected outcomes. Before long, however, relational contracting tends to re-emerge under new labels and in slightly new forms. Such a proliferation of concepts presents further obstacles to learning. Successful institutionalization is found to rely on realistic goals in combination with broad competence development at the organizational and industry levels. Practical implications: In seeking inspiration from other countries, policymakers should go beyond contract models to also consider strategies to manage industry-level learning. Originality/value: The paper provides a unique longitudinal cross-country perspective on the field of relational contracting. As such, it contributes to the small stream of literature on long-term institutional change in the construction sector.
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| 3. |
- Lahdenperä, Anne, et al.
(författare)
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Probiotics and innate immune response in infants
- 2014
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- We studied the effects of probiotic treatment on the innate immune system during infancy. The study included a subgroup of infants recruited to the pilot study testing the feasibility of probiotics intervention in infants with genetic risk of type 1 diabetes (T1D). A mixture of Lactobacillus rhamnosus GG (5 x 109 cfu), Lactobacillus rhamnosus LC705 (5 x 109 cfu), Bifidobacterium breve Bbi99 (2 x 108 cfu) and Propionibacterium freudenreichii ssp. Shermani JS (2 x 109 cfu) was given to the infants beginning one to three weeks after birth until the age of 6 months. Blood samples were drawn at the age of 6, 12 and 24 months for the analyses of beta-cell autoantibodies and the phenotype and stimulation response of monocytes with flow-cytometry, including surface markers on circulating CD14+ monocytes and expression of co-stimulatory markers on CD14+ monocytes as response to stimulation with lipoteichoic acid (LTA) and lipopolysaccharide (LPS). Also gene expression of toll-like receptor (TLR) signalling molecules was studied in the peripheral blood mononuclear cell (PBMC) population.In the children who received probiotics the number of circulating CD14+ monocytes expressing CD58 was reduced at the age of 6 months, and a tendency for a decreased induction of CCR5, CD80 and CD58 expressing monocytes as response to LTA was seen when compared to the children who received placebo. At the age of 12 months, the number of monocytes expressing CCR5 was decreased in the probiotic group, and a decreased spontaneous expression of TNFRSF1A and an increased spontaneous expression of TLR9 was observed in the PBMC from the children treated with probiotics. In the whole study group, the numbers of circulating monocytes expressing CD80 increased with age as well as the induction of CCR5, CD80 and CD58 on monocytes as response to stimulation. By the age of 24 months one child in both groups developed multiple autoantibodies.We demonstrated that probiotics modulated the activation stage and stimulation response of monocytes, and that prolonged effects of the treatment were seen at the age of 12 months. The findings suggest that early microbial exposure may program the function of the innate immune system for later life.
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| 4. |
- Lahdenperä, Anna, et al.
(författare)
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Up-regulation of small intestinal interleukin-17 immunity in untreated coeliac disease but not in potential coeliac disease or in type 1 diabetes
- 2012
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Ingår i: Clinical and Experimental Immunology. - : John Wiley & Sons. - 0009-9104 .- 1365-2249. ; 167:2, s. 226-234
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Tidskriftsartikel (refereegranskat)abstract
- Up-regulation of interleukin (IL)-17 in small intestinal mucosa has been reported in coeliac disease (CD) and in peripheral blood in type 1 diabetes (T1D). We explored mucosal IL-17 immunity in different stages of CD, including transglutaminase antibody (TGA)-positive children with potential CD, children with untreated and gluten-free diet-treated CD and in children with T1D. Immunohistochemistry was used for identification of IL-17 and forkhead box protein 3 (FoxP3)-positive cells and quantitative polymerase chain reaction (qPCR) for IL-17, FoxP3, retinoic acid-related orphan receptor (ROR)c and interferon (IFN)-γ transcripts. IL-1β, IL-6 and IL-17 were studied in supernatants from biopsy cultures. Expression of the apoptotic markers BAX and bcl-2 was evaluated in IL-17-stimulated CaCo-2 cells. The mucosal expression of IL-17 and FoxP3 transcripts were elevated in individuals with untreated CD when compared with the TGA-negative reference children, children with potential CD or gluten-free diet-treated children with CD (P andlt; 0·005 for all IL-17 comparisons and P andlt; 0·01 for all FoxP3 comparisons). The numbers of IL-17-positive cells were higher in lamina propria in children with CD than in children with T1D (P andlt; 0·05). In biopsy specimens from patients with untreated CD, enhanced spontaneous secretion of IL-1β, IL-6 and IL-17 was seen. Activation of anti-apoptotic bcl-2 in IL-17-treated CaCo-2 epithelial cells suggests that IL-17 might be involved in mucosal protection. Up-regulation of IL-17 could, however, serve as a biomarker for the development of villous atrophy and active CD.
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| 5. |
- León Rosales, René, 1971-
(författare)
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Vid framtidens hitersta gräns : Om maskulina elevpositioner i en multietnisk skola
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to highlight the central conditions, norms and values which enable the staging of certain masculine pupil positions and hinder others at a school located in the northern part of the municipality of Botkyrka, during 2004–2005. The school and the neighbourhood in this study are characterized by a high percentage of people with immigrant background, a result of urban ethnic segregation. The methodological approach is qualitative. The empirical data consists of interviews with 15 boys in grade 6, participant observations, and official documents. The study examines the central position of socially sanctioned conceptions of “good becoming” in society. Children are expected to control their own bodies and take on certain areas of knowledge in the correct way in order to create themselves as expanding subjects: they learn to ask for “success” and “upward” social mobility. But as this study shows this does not apply equally to all pupils. The boys in this study have to create themselves as pupils on terms that make it harder for them to establish themselves as successful pupils. The teaching they encounter in school, the socioeconomic conditions and the effects of the segregation that characterises the urban landscape they live in makes it harder for them to live up to the requirements of what an “ideal pupil” should be. The study also highlights the ways in which difference is being made between girls and boys in school, creating arenas that are more open for boys than for girls to enter into in everyday life, namely football and the multiethnic youth language. These arenas allowed the boys to stage masculine coded subject positions which in one way or another were connected with a positive social status. Thus boys in this study do not have as much reason to establish themselves in the position of a good pupil in comparison to girls since there is a greater variety in how they can create themselves within subject positions connected to social status.
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| 6. |
- Ljusberg, Anna-Lena, 1957-
(författare)
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Pupils in remedial classes
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to increase understanding of being a pupil in a remedial class. The thesis is based on interviews, questionnaires, and observations and includes parents, teachers, and pupils in ten remedial classes. Fifty-five percent of the studied pupils had no specific diagnosis. The thesis is based on five articles emanating from the interdisciplinary BASTA project (Basic skills, social interaction and training of the working memory). Article I focuses on self-concept, with a rating scale completed by the children. In Article II ethical issues related to the methodology of interviewing children are stressed. Article III focuses on teaching children in remedial classes, and is based on questionnaires completed by teachers and parents. Article IV is based on interviews with pupils. Article V is based on interviews with teachers and on classroom observations, and highlights the classroom climate. The theoretical approach used is a sociocultural perspective. From this perspective, learning is seen as becoming involved in different discourses, where interaction is seen as part of learning and development. The results of the thesis show that the pupils become bearers of the school’s perspective and blame the referral to remedial class on shortcomings in themselves. In transferring to the remedial class the pupils can lose their friends. Factors that reinforce this construction are the structured teaching and organisation of the classroom. These may hinder the pupils both in terms of friendship and of learning of subject knowledge. The main result is, however, that what the pupils in remedial classes primarily learn is to be pupils in remedial classes.
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