| 1. |
- Abrahamsson, Emma, 1978-
(författare)
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Att formulera problem i barnpsykiatriska samtal
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study explores problem-formulation processes in Swedish child and adolescent psychiatry (Sw. Barn- och ungdomspsykiatri, BUP), drawing on an ethnomethodological conversation analytic approach to institutional talk. Data consists of video and audio recordings of 15 initial assessments, one therapeutic contact (six sessions) and one neuropsychiatric assessment (12 sessions), with children and adolescents aged 10 to 17. Shorter sequences as well as longer processes spanning several sessions are analyzed. While much prior research has examined caregiver-clinician interaction in cases involving younger children, the present study explicitly focuses on the child as an active participant.The analyses of the initial assessments demonstrate how children resist caregivers’ problem formulations by presenting alternative versions of these formulations that draw on their in-depth knowledge of their own everyday life. Clinicians’ strategies of orchestrating the talk in these sequences are shown to be critical in balancing children’s and caregivers’ relative epistemic status. In the therapeutic interactions, the analyses focus on how the participants use reported speech as an interactional resource to illustrate problematic communication patterns in the family, to model alternative courses of action, and to communicate therapeutic change. In these encounters, the child takes an active role in the process of problem formulation. Finally, neuropsychiatric assessment interactions are analyzed with a focus on the clinical sense-making process through which a shared understanding of the child’s problems is negotiated in initial and concluding phases of the contact.Through attending to clinical sense-making in negotiations between adolescents and caregivers, the study provides nuance to the image of medical interaction as primarily characterized by tensions between contrasting life-world and medical perspectives. The concluding discussion addresses how knowledge claims and conflicting versions of psychiatric problems are managed in multi-party interactions, as well as how boundaries between normality and deviance are negotiated in processes of interaction.
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| 2. |
- Berglund, Leo, 1986-
(författare)
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Kritiskt tänkande som utbildningsmål : Från modernistisk filosofi till policy för högre utbildning
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The goal of critical thinking in higher education is paradoxical, since it implies a form of education that both directs the student towards a pre-defined goal, and commands the student to be autonomous. This paradox is studied in four contexts, as to investigate what pedagogical contradictions the goal of critical thinking generates, and how they transform pedagogical thinking. 1) In the 1930s, European logical positivists cooperated with American pragmatists to "unify science". For Dewey, the realisation of this ideal depended on individuals adopting a "scientific attitude", which could be cultivated in schools and universities. Dewey’s position influenced a pedagogical discourse of critical thinking as the spirit of rational and democratic citizenship. 2) In the 1980s, the Critical Thinking Movement (CTM) addressed the issue on how to make logical thinking applicable in everyday life. Understanding critical thinking as individuals’ problem-solving skills, the CTM essentially inverted the collectivist political orientation of Dewey and the neo-positivists. 3) In the Swedish 1968 governmental investigation of higher education (U 68), a sociologically informed conception of critical thinking, that involved the student in the project of social planning, was promoted. However, educational experts perceived critical thinking as a vague goal, which could not be operationalised. In the 1990s, critical thinking reappeared as part of the doctrine of learning, but only as a generic term used to signify advanced cognitive operations in relation to different subject matters. 4) In contemporary courses in critical thinking held at Swedish universities, radically diverse conceptions are being taught. An analysis of three courses identified three subjectivities "called" by the arrangements and bodies of literature in the courses: the critical thinker as reason, intellect, and moral consciousness. Each of the subjectivities, however, comprises inconsistencies and contradictions, since they are all to be both produced by and autonomous from the orders that the educational institution represents. The dissertation is concluded by a discussion on critical thinking as both a goal and a by-product of education.
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| 3. |
- Bröms, Tina
(författare)
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Rektorns beslutsfattande om skolans organisation : Navigering utifrån beslutslogiker i oländig terräng
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Over the past several years, there has been a greater demand for accountability of principal´s for the education they provide. Through the Education Act (SFS 2010:800), the Swedish parliament has increased the regulation and clarification of the principal´s responsibility in several areas, for example the responsibility to decide on the school’s internal organization. This thesis takes an interest for the principal´s decision-making, more accurately the aim is to develop knowledge about the principal´s decision-making through logics of decisions (Brunsson & Brunsson, 2017). The concept of logics of decisions is central in this study and are used as an analytical framework to understand and explain how the principal make decision about the internal school organization. Through a reflexive research process (Alvesson & Sköldberg, 2017) the aim is explored thorough three methods: a survey, observations and interviews (Creswell). The results demonstrate thorough logics of decisions that even if principal´s experience mandate, legitimacy and authority, they have a limited room for action options in their decision-making. In the discussion, I argue from a decision-theory perspective that the state, the school board, the staff and the local community essentially control the principal preferences. The legal regulations make the logic of appropriateness with its focus on laws and regulations visible in decision-making. Since the legal regulations are governed by a rationality where there is a best way for the principal to make decision, the logic of imitation will also appear in the decision-making. I also argue that the logic experimentation which is rather invisible in the principal decision-making possibly create at different way for decision-making from those that dominate today. The logic of experimental can become a means of critical examination in the principal own decision-making and practice. Overall, the thesis theoretical contribution is to use a decision-theoretic perspective through the conceptualization of logics of decisions to provide new dimensions of the principal´s decision-making in a context where it has not been used before, the school context.
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| 4. |
- Dahlkwist, Matts, 1950-
(författare)
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En landsbygdens skolreform? : Den geografiska dimensionen i bygget av en enhetsskola
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- A fundamental organizational idea in the construction of a nine-year coherent unit school in Sweden 1928–1972, with geographical equality as a subgoal, consisted of a national uniformity in terms and content, with centralization as an overall tool (strategy area 1). At the same time, this school would be designed after local needs and conditions (strategy area 2). The main purpose and the investigation in the dissertation consist of the relationship between these two strategy areas in a smaller rural municipality. A categorization has been made in its various aspects of national and local level: first the uniformity of the school time, second in shape (school-form and school size), as well as the third, compensatory measures to compensate for centralization's disadvantages in the countryside. The thesis takes its starting point in a historical micropolitical longitudinal study, in order to capture how a local school organization acted in relation to national intentions and decisions, through studies of the interaction and the conflict pattern between actors of significance, in accordance with Lipsky's theory of Street Level Bureaucrats (here: the country road bureaucrats). The main results of the empirical study shows that even from a rural perspective, the school's centralization process was considered necessary in the work to achieve geographical equalization. When a conflict between the both strategy areas occur, was national uniformity prioritized in front of manifestation of local space. The cross-pressure position of the country road bureaucrats were characterized by the fact that they often ended up in a cross-pressure position between parents on one side and school inspector on the other hand. In conflict situations, the country road bureaucrats used to came to act in coalition with any other actor.
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| 5. |
- Mikhaylova, Tatiana, 1981-
(författare)
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Shifting Shadows : Private Tutoring and the Formation of Education in Imperial, Soviet and Post-Soviet Russia
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation aims to provide a genealogy of the relations between the public and the private in education. It does so by the exploring how public education and private tutoring form and transform each other and why they are seen as legitimate or problematic in different historical and cultural contexts. Drawing on curriculum theory and Foucault’s genealogical approach to history, the study examines how private tutoring has been problematised in Imperial, Soviet and post-Soviet Russia and discusses how these problematisations reflect and shape the dominant visions of education. The results show that norms and values in relation to which private education has been problematised and addressed in Russia have varied in line with nationalist, communist and neoliberal visions of education. Although most questions, such as tutor competence, individual privilege, inequality, ethics, governance, and ideological conformity, have constantly been in the focus of critical reflection, they were ‘answered’ differently in different historical periods. Others, such as spatial inequality and ethical concern for corrupt tutoring practices, are of more recent origin. In contrast to previous research into shadow education, the study argues that the mimicking character of supplementary tutoring is not its natural feature. Rather, in the Russian case, it is the result of constant problematisation and the corresponding regulation of its conformity with what is regarded as ‘sacred’ national values.In general, private tutoring in Russia has often been treated as a ‘symptom’ of other educational and societal problems, and addressed indirectly, through reforms in public education. Paradoxically, in fighting against undesirable effects of private tutoring, Russian schools had to adopt some of the traits commonly associated with just that industry, namely individualisation, exam drills, and the promotion of private and positional good. Conversely, changes in the structure, content, pedagogy, or assessment procedures in the mainstream system have provoked considerable changes in tutoring practices, which, however, are not limited to imitation and supplementation. The study concludes that this symbiotic relationship cannot be reduced to imitation, reproduction, or supplementation. Rather, it changes like shifting shadows reflecting and ultimately shaping the dominant perceptions of what education is and ought to be.
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| 6. |
- Sims, Caroline
(författare)
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From 'the Genius' to 'the Gifted' : The Conceptualisations of Giftedness in Educational Discourse in Sweden
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the current thesis is to investigate the conceptualisation of giftedness in educational discourse within Sweden. In the thesis, this is studied through an account of giftedness and the ’formation of the gifted subject’. The study is set in the context of educational reform history, a retracing back to points where certain routes rather than others became travelled, and an analysis of the development from there on. In the centre of the investigation are teachers and the roles they play in relation to teaching gifted students, defining, and identifying them.In the study, the conceptualisations are traced through two sources of data. The first focuses on giftedness as formulated in the policy documents regulating Swedish education from 1820 until 2022. During this time, education was restructured from two parallel school systems to become integrated into one shared system based on ideals of democracy, equity, and inclusion. The second source of data consists in interviews with teachers who enact these policies. These teachers teach in Swedish national education and have a focus specifically on giftedness, or teach in the International Baccalaureate Diploma Programme, or in three versions of Peak Programme (spetsutbildning). The text analysis follows the transition from a situation where aspects of giftedness are explicitly mentioned in policy to a situation in which they are invisible, or possibly hidden inside other categories. When giftedness is reintroduced in policy it is done so with a strong focus on shortcomings and by the use of a terminology similar to that of diagnosis. The enacted policy analysis shows how teachers find enabling factors in their teaching while being constrained by other factors. The results reveal that giftedness is conceptualised against the background of different rationalities at different points in history. Of the more dominant is a rationality based on quantification and psychological measures which has direct implications on how gifted students are treated by the system. This is also where tension is identified between giftedness in relation to a sense of normality or deviance, between expectations on collectivism and individualism, and between equity and excellence.
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| 7. |
- Walldén Hillström, Kristina, 1976-
(författare)
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I samspel med digitala medier : Förskolebarns deltagande i multimodala literacypraktiker
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation explores the interaction between preschool children, preschool teachers and digital media in the Swedish preschool. The analysis focuses on children’s participation in activities involving digital media, as well as how digital media is integrated into children’s everyday activities at preschool. Use of digital media is highlighted in the recently revised Swedish national curriculum, specifically with regard to providing children the opportunity to develop “adequate digital competence” (Skolverket, 2018, p. 9). In this study the competencies and literacy skills that children use in their interaction with digital media are explored “in situ” as integrated in everyday activities. The empirical data was generated in two preschools involving 28 children between the ages of three and five and 5 preschool teachers. The video recordings and field notes were collected during participant observations and analyzed using an ethno-methodological approach to conversation analysis. Detailed attention was given to embodied features of interaction, which was critical for the analysis. In terms of findings, detailed observation reveals that children’s competencies and literacy skills are displayed across a variety of actions performed in relation to other participants and the digital medium. Similarly, this study demonstrates that children are also co-creators in the organisation of digital activities within the preschool environment. The competencies and skills required to participate in digital activities, form a part of the collective work undertaken by participants throughout the duration of the interaction. Therefore, what constitutes "adequate digital competence" must be applied to children's use of digital media "in situ".
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