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| 2. |
- Lindén, Lisa, 1985, et al.
(författare)
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The needle pricking and two modes of ‘doing good’ in the Swedish school-based human papillomavirus vaccination programme
- 2022
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Ingår i: Sociology of Health and Illness. - : Wiley. - 0141-9889 .- 1467-9566. ; 44:8, s. 1344-1360
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we draw on science and technology studies literature on care practices to analyse school nurses’ work with human papillomavirus (HPV) vaccination in schools, in the context of a new vaccination policy including all children in the fifth grade in Sweden. Drawing on 21 interviews with school nurses working in municipalities across a larger Swedish region, we focus on the mundane work of handling the vaccination and supporting the children while they are being vaccinated. We utilise the notion of ‘modes of doing good’ to analyse routines and ideals oriented towards specific, and sometimes contradictory, forms of ‘good care’ in HPV vaccination practice. Two modes of doing good are identified: the vaccination as a caring for ‘the flow’ of children getting vaccinated and the vaccination as a caring about the specific child. We analyse three ‘child subjects’ alongside these modes: the informed and already prepared child, the anxious child, and the specific child. By identifying tensions and interferences between different child subjects and modes of doing good, we discuss possible consequences of our findings for how HPV vaccination is envisioned and conceptualised in social science research and in policy settings.
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| 3. |
- Odenbring, Ylva, et al.
(författare)
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Gender, sex and equal health: school nurses’ strategies and experiences of including boys in the HPV vaccination programme in Swedish primary schools
- 2023
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Ingår i: Sex Education : Sexuality, Society and Learning. - : Informa UK Limited. - 1468-1811 .- 1472-0825. ; 23:5, s. 617-630
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Tidskriftsartikel (refereegranskat)abstract
- Since autumn 2020, boys in the fifth year of school (11-year-old students) in Sweden have been offered human papillomavirus (HPV) vaccination for free. Drawing from individual interviews with 21 school nurses working in primary schools in one of Sweden’s regions, the aim of this study was to explore nurses’ strategies and experiences of informing students and their guar- dians about the new vaccination programme, HPV and sex. Drawing on feminist theories on respectability and heteronorma- tivity, findings indicate that heteronormative understandings of sexual relations frame school nurses’ narratives when informing students about HPV. The results also indicate that including boys in the vaccination programme has been fairly straightforward and when guardians hesitate or refuse to include their children in the vaccination programme, it is often girls’ guardians who do so. School nurses’ narratives suggest that guardians’ main argument for not vaccinating their daughters is because they believe they are too young. These narratives are framed around an understanding of the ‘respectable girl’. The results of our study highlight the impor- tance of addressing equality, sexuality, sex and HPV as part of sexuality, consent and relations (sexualitet, samtycke och relationer) education in Swedish schools.
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| 4. |
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| 5. |
- Hammarén, Nils, 1972, et al.
(författare)
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The school as crime scene: Discourses on degrading treatment in Swedish schools
- 2015
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Ingår i: Power and Education. - : SAGE Publications. - 1757-7438. ; 7:3, s. 272-288
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Tidskriftsartikel (refereegranskat)abstract
- There is a strong case for stating that during the past decades there has been a shift in perspective when addressing questions of how to handle and preserve social order in Swedish schools. As an institution that has focused on social order and education since the 1990s, the Swedish school system has also become an institution that focuses on social order in terms of law and legal issues. The overall purpose of the article is to explore in which contexts and in what ways degrading treatment is articulated in policy documents that relate to social order in Swedish schools. Methodologically, the authors use a discourse analytical approach. They study how contexts and articulations identified in policy documents relate to discourses of degrading treatment, and thus contribute to an understanding of how degrading treatment as a concept is constituted. Articulated in different contexts and in different ways, the results show that degrading treatment is constituted as a somewhat ambiguous concept – for example, social psychological perspectives are sometimes articulated within a legal discourse. Articulations of degrading treatment in policy documents cannot be comprehended as totally mutually dependent events, but rather as multiple and partly mutually independent events. Accordingly, the authors believe that the significance of degrading treatment is best understood as a conjunction of different articulations, contexts and interests. Additionally, the tendency of schools to treat degrading treatment increasingly as a crime has resulted in changing subject positions. The previous position of ‘the bullied pupil’ is now instead increasingly interpellated and moulded as ‘a victim of crime’.
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| 6. |
- Hellman, Annika, et al.
(författare)
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Playful space invaders: skateboarding intersections and global flows
- 2020
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Ingår i: World Leisure Journal. - : Informa UK Limited. - 0441-9057 .- 1607-8055 .- 2333-4509. ; 62:1, s. 35-61
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Tidskriftsartikel (refereegranskat)abstract
- The current article links masculine leisure with bodily performances and playfulness connected to global neoliberal expressions of gender, class and ethnicity. This study draws from an analysis of a skateboard video of young white middle-class men skateboarding in an urban environment in one of Sweden’s greater metropolitan areas. An interview with the young man who created the video was also conducted. The analysis brings together lines of inquiry that concern young males’ playful use of urban space with the articulation of the visual culture of skateboarding as a homosocial, mainly white middle-class practice where bravery and risk-taking are essential articulations. We argue that the skateboarders articulate masculine subjectivity by a complex amalgam of playfulness, risk-taking, colonization of space and the visual style involved in their skateboarding. The construction and presentation of self in the skateboard video are integrated with the quest for individual identity, self-realization and meaning making that pertain to a global entrepreneurial mindset in which mainly white middle-class men are privileged.
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| 7. |
- Hjalmarsson, Maria, 1973-, et al.
(författare)
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Compensating for unequal childhoods : practitioners’ reflections on social injustice in leisure-time centres
- 2020
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Ingår i: Early Child Development and Care. - : Taylor & Francis. - 0300-4430 .- 1476-8275. ; :14, s. 2253-2263
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden and other countries, children's everyday lives and educational opportunities depend on their living conditions and class backgrounds. The current study examined the manifestation of issues of social injustice and unequal childhoods in the daily practices of leisure-time centres in Sweden. The empirical data were derived from the written reflections of practitioners enrolled in a continuing education course. The results indicate that leisure-time centres play an important role by compensating for unequal childhoods and other inequalities in the society. The practitioners discussed the importance of the centres’ maintaining supplies of clothing and equipment for children who lack these essentials for participation in outdoor activities. This compensation for unequal childhoods was also expressed through the provision of a free snack every afternoon and free meals during excursions.
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| 8. |
- Hjalmarsson, Maria, 1973-, et al.
(författare)
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Peer Victimization among pupils in leisure-time centres : teachers' reflections on their professional work
- 2023
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Ingår i: Early years. - : Taylor & Francis. - 0957-5146 .- 1472-4421. ; 43:1, s. 62-74
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Tidskriftsartikel (refereegranskat)abstract
- Research has shown that peer victimization and bullying are common phenomena among pupils in different educational institutions, yet we know little about these issues in the educational context of the leisure-time centre. This study addresses leisure-time teachers' reflections on their work regarding peer victimization in the everyday practice of Swedish leisure-time centres. Methodologically, the study is based on written reflections from about a hundred teachers who have been participating in a continuing professional course. The results indicate that leisure-time teachers hold a quite unique professional position within the school organization due to their opportunities to work with pupils in various contexts during the day and their collaborations with other staff within the school organization. Yet the results also reveal a professional culture and material context where collaborations between different professionals are quite limited. The professional culture does not always support the leisure-time centre teachers' wish to have more opportunities to meet and discuss different issues with other staff members and to create a joint platform for collaboration and understanding about victimized pupils. It is hoped that this study will give professionals and policy makers new insights into how to make the leisure-time centre a safe and secure educational setting.
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| 9. |
- Odenbring, Ylva, et al.
(författare)
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Introduction
- 2021
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Ingår i: Violence, Victimisation and Young People. Education and Safe Learning Environments. - : Springer International Publishing. - 2522-5642 .- 2522-5650. - 9783030753184 ; , s. 1-10
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Bokkapitel (refereegranskat)
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| 10. |
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