| 1. |
- Andersson, Lisa, 1985-, et al.
(author)
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Parental information work and wage work capacity in families with children with autism and ADHD
- 2023
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Conference paper (other academic/artistic)abstract
- 5-7% of all children in Sweden have ADHD and 1% have autism (Gillbergcentrum, Göteborgs universitet, 2022; Socialstyrelsen, 2019). Previous research establishes that parents, primarily mothers, of these children suffer from reduced work capacity and need extended periods of sick leave (Findling et al., 2022). The causes of this reduced wage work capacity are yet to be explored.At the same time, surveys with parents indicate that information management and communication about their children with various societal actors such as the school, the child- and youth psychiatry, and the Social Insurance Agency conflicts with wage work (Riksförbundet Attention, 2016).Our study analyses the impact of parents’ information management and communication about their children with societal actors – called “information work” (Dalmer & Huvila, 2019) – on parents’ wage work capacity. The results are based on 50 semi-structured interviews with Swedish mothers of children with ADHD and autism.The mothers perceived that they had to gather, assess, use and communicate information about their children to and between numerous societal actors. The information work conflicted with their wage work as it was time consuming and often had to be carried out during work hours. It also encompassed emotion work (Hochschild 1979) as it stirred up feelings of for example frustration and sadness that the mothers needed to manage.The extent to which the information work conflicted with the mothers’ wage work depended on the mothers’ professions and the extent to which the mothers could draw on economic, social and cultural capital (Bourdieu 1979).
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| 2. |
- Hultqvist, Elisabeth, et al.
(author)
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Efter sportlovet så bara vägrade han gå tillbaka… : En förälders kamp för sitt barns skolgång
- 2021
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In: Praktiske Grunde. - : Forlaget HEXIS. - 1902-2271. ; 15:1, s. 79-92
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Journal article (peer-reviewed)abstract
- För drygt 25 år sedan blev Pierre Bourdieu internationellt uppmärksammad med boken La misère du monde (Bourdieu 1993). Boken utgörs av en samling intervjuer med människor om deras livshistorier. Det är inte ett objektivt mått på ”världens misär” som Bourdieu presenterar, utan ihop med ett kollektiv av forskare återges individers berättelser om deras livserfarenheter och syn på framtiden. Berättelserna kretsar kring skola, utbildning och yrkesliv. De uttrycker besvikelser över att socialt ha deklasserats eller förlorat fotfästet, men också känslor om revansch och frigörelse. ”Misären” är individualiserad. De ger inte längre uttryck av att vara del av en klass, utan som individer med känslor av att ha misslyckats, framför allt över att skolgången inte blev vad de hade hoppats på. Även om mycket har hänt sedan boken om ”Världens misär” publicerades, så kvarstår de sociala skillnaderna om än mer individualiserade och diversifierade inom områden som skola och utbildning, arbete, bostad och hälsa. Så frågan är, hur återspeglas ”Världens misär” i Sverige och i den svenska skolan några decennier senare? Tillståndet för ”misären i Sverige” eller för den delen svenska skolan kan förstås inte entydigt besvaras, än mindre utvecklas på ett begränsat utrymme. Däremot kan vi, med möjligheten som ges här, utifrån ett enskilt fall, om en ensamstående mamma med en ung pojke som vägrar att gå till skolan, pröva den sociologiska analys – socioanalys – som tillämpas i La misère du monde.
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| 3. |
- Laurin, Emma, 1977-
(author)
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Barn med diagnoser : Mödrars och skolors strategier i Stockholm
- 2021
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Doctoral thesis (other academic/artistic)abstract
- The number of children diagnosed with ADHD and autism spectrum disorder (ASD) has grown dramatically in recent years with far-reaching consequences for children, families, schools and society. Scientific and public debate on the increase consists of two opposing sides. On the one hand, the increase is explained as a question of better, more widespread medical knowledge. On the other hand, a medicalisation critique depicts the diagnoses as a question of control and oppression from the medical professions, the pharmaceutical industry and from an increased competition in school and society.This study departs from another perspective with the main aim being to analyse the social uses of diagnoses in schools in Stockholm. Building on Pierre Bourdieu’s sociology and Ian Hacking’s theory of interactive kinds, the question of how different actors, in particular mothers of children with diagnoses and schools, evoke understanding, provide care, categorise children, acquire resources and in other ways use the diagnoses is analysed. Interviews with mothers and principals constitute the main empirical data. In addition, statistical and document analyses were carried out.The institutional and educational arrangements for pupils with diagnoses and special needs in Stockholm were debated topics and changed rapidly. The schools had a hard time catering for pupils with special educational needs and they perceived that such pupils could threaten their positions in the fierce competition on the school market as they often required extra resources and support. The educational landscape that the mothers in the study encountered, as they fought to ameliorate their children’s difficult school situation, was therefore uncertain and difficult to navigate, leaving the mothers with a heavy burden of individual responsibility. The mothers felt that they had to find alternative schools, special support and not least create understanding for their children in school. The children’s diagnoses constituted a valuable tool in this struggle, but also required the mothers to be active, forward planning, and to master and act on knowledge concerning the diagnoses. The mothers’ social, cultural and economic capital and their practices concerning time and emotions shaped their educational strategies for their children and their social uses of the diagnoses.
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| 4. |
- Laurin, Emma, 1977-
(author)
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CALIE PAPER #10: Academic Leadership and StrategicRenewal of Education in Challenging Times.
- 2021
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Reports (pop. science, debate, etc.)abstract
- This report gives a brief overview of the conference Academic Leadership and StrategicRenewal of Education in Challenging Times and the topics that were addressed during thepresentations and panel discussions. It also aims at stimulating further conversation onacademic leadership and renewal of education in times of change, and how the capacity ofuniversities to meet current and future challenges can be reinforced.
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| 5. |
- Laurin, Emma, 1977-
(author)
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Children with diagnoses : Swedish mothers’ educational strategies
- 2022
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Conference paper (peer-reviewed)abstract
- The number of children diagnosed with ADHD and autism spectrum disorder (ASD) has grown dramatically in recent years with far-reaching consequences for children, families, schools and society. Scientific and public debate on the increase consists of two opposing sides. On the one hand, the increase is explained as a question of better, more widespread medical knowledge. On the other hand, a medicalisation critique depicts the diagnoses as a question of control and oppression from the medical professions, the pharmaceutical industry and from an increased competition in school and society.This study departs from another perspective with the main aim being to analyse the social uses of diagnoses in schools in Stockholm. Building on Pierre Bourdieu’s sociology and Ian Hacking’s theory of interactive kinds, the question of how different actors, in particular mothers of children with diagnoses, evoke understanding, provide care, categorise children, acquire resources and in other ways use the diagnoses is analysed. Interviews with mothers and principals constitute the main empirical data. In addition, statistical and document analyses were carried out.The institutional and educational arrangements for pupils with diagnoses and special needs in Stockholm were debated topics and changed rapidly. The schools had a hard time catering for pupils with special educational needs and they perceived that such pupils could threaten their positions in the fierce competition on the school market as they often required extra resources and support. The educational landscape that the mothers in the study encountered, as they fought to ameliorate their children’s difficult school situation, was therefore uncertain and difficult to navigate, leaving the mothers with a heavy burden of individual responsibility. The mothers felt that they had to find alternative schools, special support and not least create understanding for their children in school. The children’s diagnoses constituted a valuable tool in this struggle, but also required the mothers to be active, forward planning, and to master and act on knowledge concerning the diagnoses. The mothers’ social, cultural and economic capital and their practices concerning time and emotions shaped their educational strategies for their children and their social uses of the diagnoses.
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| 6. |
- Laurin, Emma, 1977-
(author)
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Contemporary forms of mother blaming in Sweden : A qualitative study of problematic school absenteeism
- 2022
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Conference paper (peer-reviewed)abstract
- The paper examines forms of mother-blame experienced by Swedish mothers’ to children with problematic school absence. The analysis is based on interviews with 15 mothers to children who had been absent from school during longer periods. All of the children had either an autism- or an ADHD-diagnosis.As medical models for understanding children’s health and development have replaced earlier psychological perspectives some scholars have put forward that we can see a transition from mother-blame to brain-blame. Other researchers argue that the development rather is a question of new types of mother-blame, being incited by the dominant culture of intensive parenting and neo-liberal politics. In line with the later, I found that Swedish mothers to children with problematic school absence were left with a ponderous individual responsibility for their children’s schooling situation and that they conducted particularly intensive forms of parenting. As the mothers fought to ameliorate their children’s situation they were confronted with both direct and proximate blame from the educational and medical system as well as the juridical system. The mothers’ economic, cultural and social assets shaped their ways of managing blame although not in a straightforward way. The results are interesting in an international perspective as mother-blame has been found to be comparatively low in Sweden due to the Swedish welfare state strategy and commitment to gender equality.
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| 7. |
- Laurin, Emma, 1977-, et al.
(author)
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Covid-19 and Higher Education : A qualitative study of teachers and students experiences of digital teaching and examination.
- 2022
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Conference paper (peer-reviewed)abstract
- The Covid-19 pandemic prompted sudden and far-reaching changes in higher education all over the world. In Sweden, teachers and students in universities across the country reorganized their teaching and learning practices into distance education and remote learning more or less overnight. This study analyses teachers’ and students’ experiences of distance learning and examination that the Covid-19 pandemic led to in higher education. We base our analysis on 50 interviews with students, teachers and other staff at different programs at Uppsala University in Sweden. We found that both teachers and students experienced social isolation and they actively expressed the importance of social interaction that occurs both in and outside the classroom. Teachers and students also agreed that digital solutions used during the pandemic could complement ordinary campus-based educational practices in the future. Yet, the pandemic caused striking differences within the university. While some programs strongly resisted changes of their ‘normal’ educational practices, other programs were able to transition to digital education and examination with relative ease. Initially teachers in the medical programs discussed the option of pausing the program all-together due to the pandemic because it seemed impossible to shift towards distance learning as digital solutions were practically non-existent. Later on, the medical teachers put more effort into safeguarding their traditional educational practices by arranging mandatory examinations and laboratory work for the students in the university building despite the pandemic. The teacher program, on the other hand, shifted towards distance learning and examination without much reluctance and had comparatively few problems due to previous experiences within distance learning. However, there was a continued effort to retain and maintain the practical aspects of their education such as work-study courses at schools (VFU). Teachers in Business studies were compelled to invest a lot of time to create new digital solutions, such as pre-recorded lectures, in order to make their education more efficient and accessible. The humanities were quite well-prepared for the shift to digital learning and examinations during the pandemic. Yet, humanities teachers were strong proponents for maintaining and protecting social interactions that occur during in-class teaching as they underlined the importance of education as Bildung. These different responses to the pandemic can be interpreted as being shaped by each programs’ specific educational traditions concerning teaching, content and examinations as well as previous digital experience. Drawing on Bourdieu’s concept of field (Bourdieu 1996), the different responses among the programs may also be understood as a result of their different positions and degrees of autonomy within the field of higher education. In order to understand the full effects of the pandemic on higher education, we propose the need to contextualize these differences within a larger structure of power relations that govern distinct educational strategies.
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| 8. |
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| 9. |
- Laurin, Emma, 1977-, et al.
(author)
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Emotion work and emotional labour, neglected facets of parental health information work : Analysing mothers of neurodivergent children
- 2024
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In: Sociology of Health and Illness. - 0141-9889 .- 1467-9566. ; , s. 1-31
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Journal article (peer-reviewed)abstract
- The neoliberal and biomedical ‘good caregiver’ discourse neglects the many facets of everyday information work that parents of children with specialneeds are required to do as they seek, receive and shareinformation concerning their children’s health andwellbeing. Along with time and skills, one such neglected facet is emotion work, the management of feelings in relation to societal norms. The purpose of this article is to explore emotion work, as a facet in parental health information work in the care and education sector, among mothers of neurodivergentchildren. Our analysis draws on interviews with 50 Swedish mothers of neurodivergent children. We present three primary insights. 1. Emotion work, on theself as well as on others, is pivotal to the information work that the mothers carry out in the education and care sector as they strive to ameliorate their children’ssituation. 2. Contested diagnoses, such as diagnoses associated with neurodivergent conditions, result in intense parental information and emotion work. 3. Fragmented and complex education and care systems, alongside traditional gender structures, compel mothers to undertake extensive information andemotion work.
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| 10. |
- Laurin, Emma, 1977-
(author)
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Étudiants internationaux dans les formations élites de l’enseignement supérieur en Suède: comment comprendre leurs aspirations?
- 2017
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Conference paper (peer-reviewed)abstract
- Les taux croissants d’étudiants qui choisissent faire leurs études supérieures dans un autre pays que celui de son origine font que la mobilité internationale des étudiants est devenue un phénomène important dans l’enseignement supérieur. Dans la recherche il a été vu comme une expression d’une nouvelle migration liée à la globalisation et qui apporte ses propres défis pédagogiques (King and Raghuram 2013), ainsi que comme un processus de marchandisation de l’enseignement supérieur (Robertsson 2010) où les étudiants opèrent comme des consommateurs de l’éducation sur un marché global. En dépit d’un intérêt grandissant pour les causes et conséquences de cette mobilité, elle a jusqu’ici été faiblement recherchée théoriquement et empiriquement (King and Raghuram 2013). Prenant comme point de départ les notions bourdieusiennes de capital symbolique, habitus et champ social, l’enquête présentée ici focalise les ressources sociales, économiques et symboliques que les étudiants internationaux ont en vue à trois formations de caractère élite en Suède. L’analyse est basée sur 30 entretiens avec des étudiants et coordinateurs de programme d’études, notamment à l’Ecole royale polytechnique, l’HEC de Stockholm et la formation de médecins à la Karolinska institutet, tous localisées dans la capital du pays. Même que les étudiants internationaux dans ces établissements d’élite aient en commun avoir passé par une sélection scolaire et, par-là, sociale forte, ils se distinguent par le fait qu’ils recherchent des compétences et valeurs en partie différents qui sont reconnus dans les champs sociaux et professionnels vers lesquelles ils s’orientent. Si leurs aspirations dépendent du volume et de la structure de leur capital individuel hérité et acquis, elles sont également influencées par l’usage que chaque établissement fait des étudiants internationaux à fin de consolider et améliorer sa position dans le champ de l’enseignement supérieur (Bourdieu 1996). References: Bourdieu, Pierre. (1989) La noblesse d’Etat. Grandes écoles et esprit de corps. Paris : MinuitKing, Russell & Parvati Raghuram. (2013) “International Student Migration: Mapping the Field and New Research Agendas”, Population, Space and Place, 19, 127–137.Robertson, Susan L. (2010) “Corporatisation, competitiveness, commercialisation: new logics in the globalising of UK higher education”, Globalisation, Societies and Education, Vol. 8, Nr 2: 191–203.
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