| 1. |
- Björklund, Erika, Fil. dr. 1972-
(författare)
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Shaping Electricians : Discursive Formations of Electricians in Discussions about Musculoskeletal Disorders
- 2022
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Ingår i: Journal of Vocational Education and Training. - : Taylor & Francis. - 1363-6820 .- 1747-5090.
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Tidskriftsartikel (refereegranskat)abstract
- Electricians’ exposure to ergonomically challenging working positions and conditions makes them vulnerable to musculoskeletal disorders (MSDs). Ergonomic behaviour and compliance with interventions may be expected to be intertwined with their understanding, knowledge, and habits regarding their occupation and regarding work environment and ergonomics. These habits and knowledge are initially formally shaped during vocational education and training. Therefore, the aim of this article is to explore how electricians and the electrical trade are conceived, expressed and (re)produced in a trade school context and how these may function to impede or facilitate implementation of healthy ergonomic habits and behaviours for electricians. Five semi-structured focus group interviews were performed with trade school related stakeholders regarding electricians and MSDs. Interview data was analysed using discourse analysis. Results show that discourses of ‘the architecture of electricity’ and of ‘time pressure’ informed the informants discussions. The discourses positioned electricians as tenacious and responsible, which, in turn, tended to both impede and facilitate the interviewed electricians’ ergonomic behaviour, with a macho-culture serving as a major impeding influence.
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| 2. |
- Wahlgren, Catarina, 1967-, et al.
(författare)
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Barns berättelser : kamratkulturer skapas kring förskolans fotodokumentation
- 2022
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Ingår i: Barn. - : Norwegian University of Science and Technology. - 0800-1669 .- 2535-5449. ; 40:1, s. 43-58
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Tidskriftsartikel (refereegranskat)abstract
- Preschool documentation aims to enchance children's participation in everyday practice. However, research shows that documentation tends to be controlled in a way that fulfils teachers' intentions rather than compels teachers to listen to the children. Drawing on theories of normalizing power and agency of subjects, this study analyses stories about documentation from 19 preschool children, aged 4-6 years. Children were asked to speak freely as the study aimed to catch children's perspectives. Resulsts show two co-existing discourses of negotiating relations among peers. A "community peer discourse", oriented towards preschool practice and community interests, and an "individual centered peer discourse", focused on the self and material objects to negotiate relations. Children negotiated relations by constructing belongings and differences, often by using stereotypical gendered expressions and mannerisms. The study shows that childrens' interest in themselves and their peers, in combination with teachers' active challenge of stereotypical gendered expressions, can contribute to preschool's active work with relations among peers.
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