| 1. |
- Eek-Karlsson, Liselotte, 1955-
(author)
-
Ungas samspel i sociala medier : Att balansera mellan ansvar och positionering
- 2015
-
Doctoral thesis (other academic/artistic)abstract
- The growing communication that takes place between young people today causes concern. The purpose of this study is to develop in – depth knowledge of the interaction that young people engage in online. The pedagogic interest is based on an investigation of conditions for social learning and social integration that exist in practice, which unfolds in virtual spaces created by social media. The technology referred to in this thesis is considered to be a social construction, which entails that values circulate between people, technology, and society. The theoretical point of departure is based on a pedagogic theory, which proposes that people develop their ability to cooperate, their social identity, and their understanding of the world through interaction with others. This dissertation includes three studies. The first study investigates support and harassment online (for example, insults). The second study is conducted for the purpose of revealing the discursive patterns in young people’s argumentation, based on a series of interviews. Finally, a text analysis of Facebook’s policy document was performed, with focus on the democratic values that are mediated via this document. The overall result is that considerably more young people feel that they are supported in social media, than those who are harassed. Both a supportive culture and a harassing culture can be defined however. The more often young people support their friends, the more often they find themselves to be the recipient of support. The same relationship pertains for harassing communication. Reciprocity, respect, and being responsible are dominant themes in a close circle of friends. In interaction with friends who are not members of the close circle of friends, communication is characterised by asymmetry and control. The imposition of discipline takes place as a function of both gender and status. The risk of being subject to reprisals is great, if the prevailing system of norms is violated. Young people’s social interaction in virtual spaces tends to be dominated by marketization where strategic behaviour, which primarily is a function of the individual’s social position and profit interest, is observed.
|
|
| 2. |
- Persson, Anders
(author)
-
Maktutövningens interna dynamik : Samspel och motsättningar i skola och lönearbete
- 1991
-
Doctoral thesis (other academic/artistic)abstract
- The aim of this work is to investigate the internal dynamics of power-exercising in compulsory school and wage labor. The exercise of power is structured by four interrelated power-practices: maintenance, that is the practice which produce and reproduce a power relation through, among other things, the enrolment of subordinates; acculturation, the alteration-of-man power that is exercised inside the power relation; relegation, the power resulting in the removal of subordinates out of the power relation; and justification, the construction of representations which aim at presenting power relations as reasonable and justified. The exercise of power is, further, described as a process through which four practises interplay and contradicts one another. The process is part of what is called the internal dynamics of power, which also contains how power and resistance conflict and coordinate and finally, how various ways of exercising power - coercing and the production of consent - interrelate. Inside this frame of interpretation, different phenomenons in compulsory school - the compulsory school attendance, the stress on the importance of education in the modern society and the pedagogical practices to be precise - is given a meaning. In a similar way phenomenons inside wage labor - the wage laborer´s economic dependency and labor market coercion, the social democratic reform-strategy and organizational- and management-practices - is given meaning inside the above mentioned frame of interpretation
|
|
| 3. |
- Persson, Anders, 1974-
(author)
-
Lärartillvaro och historieundervisning : innebörder av ett nytt uppdrag i de mätbara resultatens tid
- 2017
-
Doctoral thesis (other academic/artistic)abstract
- Swedish compulsory school has recently been subjected to a number of political reforms. Between 2011 and 2014, for example, earlier grades, more national tests and a new curriculum plan (Lgr 11) were to be implemented. This thesis aims to examine those changes as they were experienced by teachers who teach history in Swedish upper primary schools. The theoretical framework is in-spired by existential philosophy, primarily as formulated in the works of Martin Heidegger and Hanna Arendt. In this way, the study highlights the teachers’ lived experience by making use of the concepts yearning, appearance, acting and mood.The study comprises of 36 interviews with 26 informants. The interviews were carried out and transcribed during 2014. The questions focus on both the existential being of the teachers’ lives as well as the ideological function of the history subject. This highly renders in the issue of how lived experiences of a specific school reform corresponded to the teachers’ own perception of a mean-ingful history education. Both the yearnings that were expressed by the participants and their de-scriptions of what they have experienced, have been related to the overall educational ideological functions stated by Gert Biesta (socialisation, subjectification and qualification) and Jonas Aspelin (existentialisation).Although the teachers’ narratives were greatly varied in some aspects, their interpretations of the new assignment seemed to be quite homogenous. Most of the teachers portrayed a situation characterised by performativity. Measurable knowledge and more frequent documentation seemed to be prioritised. Some of them stressed that they experienced less autonomy. In terms of history, the new curriculum was associated with more content knowledge, cognitive skills and procedural abilities. From the teachers’ perspective, pure qualification, rather than subjectification and social-isation, characterised the new curriculum.Still, the teachers’ feelings towards the curricular changes showed a great deal of divergence. Some of them embraced most of the new aspects. They claimed that clearly formulated require-ments in the history curricula provided them with security. They declared that their history teaching to some extent became more professional. In line with such beliefs, some teachers asserted that the strengthened focus on analytical skills improved their teaching. Particularly those who ex-pressed that they preferred such analytic procedural approaches described their experience in terms of confirmation and approval. Others appeared to struggle with the changes. While a few teachers even tried to resist the curricular changes, some found themselves forced to endure what appeared to be a totally new situation. They expressed disbelief, frustration and pain. Notably it was those most devoted to the existentialisational function of history teaching that usually seemed to express such alienation. As argued, they appeared to long for a lost possibility to engage their pupils, to bring history alive and to make meaning of the past.
|
|
| 4. |
- Brüde Sundin, Josefin, 1975-
(author)
-
En riktig rektor : Om ledarskap, genus och skolkulturer
- 2007
-
Doctoral thesis (other academic/artistic)abstract
- The overall aim of the study is to show, from an ethnographic point of view, the what, why and how of events in the daily life of the principals studied. The ambition is to try to understand the meaning of being a principal and the complex situation in which they op-erate. Some questions raised are: What do the principals’ working days look like? What constitutes the foundations of school leadership? What characterizes the context (the cul-tures) in which they work? Has gender any significance for school leadership?Earlier knowledge about leadership is mainly based on studies of male leaders, and or-ganizations are often considered as gender neutral. These circumstances make it urgent to study leadership from a gender perspective. Using an explorative, ethnographic approach with participant observations and recorded interviews seven principals were studied. Most of the data was collected during one and a half years of fieldwork, where the work of one female principal was observed.The result shows that leadership is a complex phenomenon. Relationships are seen as an essential aspect, and most of the daily work is accomplished through meetings and conver-sations with other people. The study illuminates how “a real principal” is constructed through relationships between many different individuals and groups. In this variety of sub-cultures different values and norms of behaviour are found. Schools can thus be regarded as multicultural organizations. Daily the principal has to try to understand, be aware of, and handle this cultural diversity. Partly as a consequence of this, emotions are constantly pre-sent in principals’ daily work. Principals have to deal with their own feelings as well as those of others. Contours of a gender contract are outlined, where cultural understandings of women and men become evident, and which the principals have to relate to.
|
|
