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- Carlsson, Gunilla
(författare)
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Det våldsamma mötets fenomenologi : - om hot och våld i psykiatrisk vård
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study focuses on the phenomenology of the violent encounter, and is to be understood as the study of the violent encounter as a phenomenon, i.e. as experienced. The overall aim is to elucidate, analyse and describe violent encounters within psychiatric care as experienced by carers and patients. Moreover, the study aims at promoting the development of a phenomenological research approach in caring science in general and elucidating tacit caring knowledge in particular.The thesis includes three empirical studies and one methodological study. The research is guided by a phenomenological and lifeworld theoretical approach. Research data consist of narratives and qualitative interviews, as well as reenactment interviews with carers and patients. Data are analysed for meaning. The analysis and synthesis of meaning are aimed at openness and meaning sensitivity through a reflective attitude characterised by the intent to bridle the process of understanding. The goal of the analysis is to describe the general structure of the phenomenon and its meaning constituents.The result shows that violence and threat do not evolve in “naked” caring, characterised by encounters where carers are able to touch their patients at the same time as being touched, speaking both literally and figuratively. It is through “naked” caring and caring touch that the carers are able to reach the patients and to give undisguised invitations to genuine presence. The possibilities of touch rely on the carers’ capacity to be authentic and to genuinely wish well. Violence is on the contrary nourished by touch without caring intention, or non-touch, i.e. caring where the reciprocity of touching and being touched is missing between patients and caregivers.In the discussion, the different meanings of the violent encounter are related to the philosophy of Merleau-Ponty and Lévinas. The philosophical dimensions of touch are investigated and it is discussed how the “naked” encounter can be understood from a phenomenological ethical standpoint. The discussion focuses on the caregivers’ vulnerability and the high demands they are subjected to. It is also argued that a foundation of caring science is needed in caring practice in order to make possible a development of a caring attitude that prevents violence.
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| 2. |
- Håkanson, Christer, 1944-
(författare)
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Lärares yrkeslandskap : ett institutionellt perspektiv
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- School education takes place in an institution, which means certain restrictions on how teaching can be arranged and what learning processes can be established. The purpose of the present study is to examine the possible consequences of the institutional conditions characterising a school for teachers’ work. The object of analyses is teachers’ work as part of and a response to the institutional conditions and the more specific question is about the consequences of those conditions seen in relation to the task of preparing pupils to become active citizens. The analyses is directed towards a critical interpretation of the institutional conditions, based on a view that social processes are contradictory and characterised by power relations and that an awareness of restrictions will make it easier to overcome or change them. Insight into what forces make up a situation will facilitate social action. An institutional analysis presupposes institutionally related concepts, why some concepts which are not too frequently used in educational contexts have been introduced. These institutionally oriented conceptual tools aim at clarifying what implications for actions are built into different situations. They indicate current restrictions, but still leave room for alternative actions. The main focus of the study is on the classroom as a room for communication and learning seen in relation to processes of reflection, dialogue and experience which have been defined as necessary parts of a citizen education project. The conclusion is that teachers’ working conditions are contradictory from different points of view. There is a lack of coherence between programmatic goals and conditions offered to fulfil them, but there are also contradictions built into current teaching practices. Institutionalisation implies a limitation of the social space for action and a tendency to overlook the complexity of social processes. This does not mean that reflection, dialogue and experience do not occur in a classroom, but it means that this is rather an exception than a rule, and to accomplish a change presupposes changed institutional conditions.
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| 3. |
- Nordin-Hultman, Elisabeth, 1941-
(författare)
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Pedagogiska miljöer och barns subjektskapande
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose of the study is to provide perspectives and contribute to the discussion about how children´s identities and subjectivity are made in pre-schools and schools; both how children look upon and understand themselves in the educational context and how they are perceived and described by others. The intentions have been to open possibilities to regard the educational environment as an important condition for children´s behaviour and doings and thus as conditions for their level of performance and for the identity that is ascribed to each child.The study is framed within a postmodern, or constructionistic, perspective. Through what is called the postmodern “linguistic turn” the dominant psychological focus on children´s characteristics, “inner” world and earlier experiencies could move towards a focus on concepts, theories and pedagogical practices as decisive of how children are seen and described.The first part of the study focuses on the organization of time, space and materials in preschools and classrooms. The analyses indicate that the materials for children´s activities and learning are relatively sparse and limited, with small variations and little materials that can be seen as easy to concentrate on and that catch and keep children´s attention. The regulations of time and space can be seen as surprisingly strong. Rooms and materials are strongly classified and framed. This indicates a small space in terms of children´s influence and demands a great deal of adaptation of each child. Historically this way of organizing pedagogical environments seems dominant in the Swedish tradition during the 2000th century.The second part focuses on different theoretical understandings of child – environment relations. The purpose is firstly to understand the strong tendency to individualize children´s behaviour and what happens in pre-schools and classrooms – despite the dominant theories of interactionism. This is accomplished by investigating the central theoretical concepts “individual”, “identity” and “development” as constituted within the Western modernistic tradition and as carrying meanings that individualize the relation between child and environment. Secondly the purpose is to create a theoretical space tounderstand children´s behaviour, performances and identities as changing and as inseparable of actual environments and situations. This is accomplished by using poststructural theories of subjectivity and the individual´s relation to the environment.The uniform and homogenous environment restricts children´s different ways to create meaningfulness and to relate positively to affordances and educational tasks. This increases the risks of exclusion and that more children are perceived as failing and deviating. A prerequisite for children´s diversities and variations to be acknowledged and accepted is that also pre-schools and classrooms are characterized by diversity and variation.
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