| 1. |
- Egeland Ljung, Birgitta, et al.
(author)
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Forskningsetiska frågor i flerspråkiga kontexter : Dilemman vid studier med vuxna och ungdomar med kort tidigare skolbakgrund
- 2023
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In: Språk i praktiken – i en föränderlig värld. - : Stockholms universitet. - 9789187884306 ; , s. 309-329
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Book chapter (other academic/artistic)abstract
- Syftet med detta kapitel är att bidra till en dialog gällande forskningsetik utifrånsåväl juridiska som humanistiska aspekter. Exempel hämtas från dilemman somuppstått i etnografiskt inriktade studier där deltagarna är andraspråksanvändareav svenska och där många har begränsad erfarenhet av formell utbildning ochanvändning av skrift. Det kan vara svårt att ge forskningsinformation på ett sättsom elever med olika bakgrund förstår, särskilt vad gäller konsekvenserna avinformationen, av att delta i forskningen och vad det betyder att vara anonym.En utgångspunkt för kapitlet tas i begrepp som rör etisk omtanke samt i begreppsom rör samtycke och som utvecklats inom forskning om och med barn: inlärtsamtycke och samtycke som pågående process. Samtliga begrepp behandlar på ett ellerannat sätt den makt forskaren har i relation till deltagarna. Vidare diskuteras hurdeltagares eventuella utsatthet eller sårbarhet behöver ses i relation till denaktuella kontexten snarare än utifrån på förhand definierade kategorier.Avslutningsvis belyses forskares ansvar för att hela tiden göra etiskaöverväganden i sin profession och att dessa innebär en ständig och systematiskreflektion och en mängd val. Vi ser ett samhällsintresse i att etnografisk forskninggenomförs i andraspråkssammanhang där deltagarna i olika avseenden kanbetraktas som i en utsatt position. Detta ställer krav på utveckling av nu användaformer för samtyckesförfarande.
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| 2. |
- Ljung Egeland, Birgitta, et al.
(author)
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Forskningsetiska frågor i flerspråkiga kontexter : Dilemman vid studier med vuxna och ungdomar med kort tidigare skolbakgrund
- 2023
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In: Språk i praktiken – i en föränderlig värld. - Uppsala : Stockholms universitet. - 1100-5629 .- 2004-108X. - 9789187884306 ; , s. 309-329
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Book chapter (peer-reviewed)abstract
- Syftet med detta kapitel är att bidra till en dialog gällande forskningsetik utifrån såväl juridiska som humanistiska aspekter. Exempel hämtas från dilemman som uppstått i etnografiskt inriktade studier där deltagarna är andraspråksanvändare av svenska och där många har begränsad erfarenhet av formell utbildning och användning av skrift. Det kan vara svårt att ge forskningsinformation på ett sätt som elever med olika bakgrund förstår, särskilt vad gäller konsekvenserna av informationen, av att delta i forskningen och vad det betyder att vara anonym. En utgångspunkt för kapitlet tas i begrepp som rör etisk omtanke samt i begrepp som rör samtycke och som utvecklats inom forskning om och med barn: inlärtsamtycke och samtycke som pågående process. Samtliga begrepp behandlar på ett eller annat sätt den makt forskaren har i relation till deltagarna. Vidare diskuteras hur deltagares eventuella utsatthet eller sårbarhet behöver ses i relation till denaktuella kontexten snarare än utifrån på förhand definierade kategorier. Avslutningsvis belyses forskares ansvar för att hela tiden göra etiska överväganden i sin profession och att dessa innebär en ständig och systematisk reflektion och en mängd val. Vi ser ett samhällsintresse i att etnografisk forskninggenomförs i andraspråkssammanhang där deltagarna i olika avseenden kan betraktas som i en utsatt position. Detta ställer krav på utveckling av nu använda former för samtyckesförfarande.
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| 3. |
- Bomström Aho, Erika
(author)
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Villkor för lärande : Utbildning på språkintroduktionsprogrammet ur lärar- och elevperspektiv
- 2023
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Doctoral thesis (other academic/artistic)abstract
- Using the third space theory, the overall aim of this thesis is to study and problematize conditions for learning which are provided for newly arrived students in the Language Introduction Program in upper secondary school. By highlighting factors that affect these students' education in four sub-studies, the study contributes in-depth knowledge about the Language Introduction Program. The program is one of five introductory programs in Swedish upper secondary school that admits newly arrived students from the ages of 16 to 19. The thesis adopts an ethnographically inspired approach and consists of four qualitative sub-studies that highlight factors and issues that affect the education of students in the program. The data consist of observations of lessons in five different subjects, interviews with teachers and students, and assessment material that looks at the prior knowledge and experiences of students. The theoretical framework of the thesis is Bhabha’s third space theory, which is employed for the analysis of the results and conclusions.The findings indicate that knowledge in Swedish and knowledge learned in Swedish schools is highly valued by the teachers. What teachers and students say demonstrates that knowledge of Swedish is perceived as key to employment and a place within society. The results also show that some school knowledge gained earlier by students, in addition to knowledge acquired in Swedish schools, is more highly valued and made visible in a different way than the knowledge gained in other ways. The findings also indicate that what teachers say about knowledge in relation to Language Introduction students positions the students as students not knowing Swedish, or as some of the participating teachers put it, students who do not "have the language", indicating specifically Swedish. The students themselves talk about how they lack Swedish and how they must learn Swedish, which corresponds then with what the teachers say. Furthermore, the results show that some teachers use the term "students without background" to refer to students with little or no experience of formal schooling. This makes knowledge gained through formal schooling visible, and knowledge gained in other ways by students "without background" invisible. A conclusion that can be drawn from this thesis is that the students at Language Introduction are stereotyped as students with different knowledge than expected, that the education on the program is not based on the students' conditions and that their opportunities for learning are therefore not equivalent to those of students in other programs in Swedish schools.
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| 4. |
- Drenning, Paul, 1992, et al.
(author)
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Comparison of PFAS soil remediation alternatives at a civilian airport using cost-benefit analysis
- 2023
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In: Science of the Total Environment. - 0048-9697 .- 1879-1026. ; 882
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Journal article (peer-reviewed)abstract
- Contamination of soil and water systems by per- and polyfluoroalkyl substances (PFAS) due to uncontrolled use of aqueous film-forming foams (AFFFs) at firefighting training sites at civilian and military airports is a universal issue and can lead to significant human health and environmental impacts. Remediation of these sites is often complex but necessary to alleviate the PFAS burden and minimise the risks of exposure by eliminating the hotspot/source from which the PFAS spreads. This study presents a probabilistic cost-benefit analysis (CBA) for evaluating PFAS remediation alternatives, which includes monetisation of both direct costs and benefits as well as externalities. The method is applied for a case study to compare five remediation alternatives for managing PFAS contaminated soil at Stockholm Arlanda Airport in Sweden. The social profitability, or the net present value (NPV), of each remediation alternative was calculated in comparison to two reference alternatives – ‘total excavation’ of the site (Alt 0) or ‘do nothing’. Sensitivity analyses and model scenarios were tested to account for uncertainties, including small or large PFAS spreading and simulating different values for the magnitude of annual avoided cost of inaction (i.e., aggregate benefit) from PFAS remediation. In comparison to total excavation, four of the five studied remediation alternatives resulted in a positive mean NPV. Excavation and stabilization/solidification of the hotspot on-site combined with stabilization using activated carbon for the rest of site (Alt 2) had the highest NPV for both spreading scenarios, i.e., Alt 2 was the most socially profitable alternative. Simulations of the annual avoided cost of inaction enabled estimation of the breakeven point at which a remediation alternative becomes socially profitable (NPV > 0) compared to ‘do nothing’. Alt 2 had the lowest breakeven point: 7.5 and 5.75 millions of SEK/year for large and small spreading, respectively.
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| 5. |
- Drenning, Paul David, 1992, et al.
(author)
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A risk management framework for Gentle Remediation Options (GRO)
- 2022
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In: Science of the Total Environment. - : Elsevier BV. - 0048-9697 .- 1879-1026. ; 802
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Journal article (peer-reviewed)abstract
- Gentle Remediation Options (GRO) are remediation measures involving plants, fungi, bacteria, and soil amendments that can be applied to manage risks at contaminated sites. Several studies and decision-support tools promote the wider range of benefits provided by GRO, but there is still skepticism regarding GRO implementation. Key issues that need to be better communicated are the various risk mitigation mechanisms, the required risk reduction for an envisioned land use, and the time perspective associated with the risk mitigation mechanisms. To increase the viability and acceptance of GRO, the phytomanagement approach implies the combination of GRO with beneficial green land use, gradually reducing risks and restoring ecosystem services. To strengthen the decision basis for GRO implementation in practice, this paper proposes a framework for risk management and communication of GRO applications to support phytomanagement strategies at contaminated sites. The mapping of the risk mitigation mechanisms is done by an extensive literature review and the Swedish national soil guideline value model is used to derive the most relevant human health exposure pathways and ecological risks for generic green land use scenarios. Results indicate that most of the expected risk mitigation mechanisms are supported by literature, but that knowledge gaps still exist. The framework is demonstrated to support the identification of GRO options for the case study site given two envisioned land uses: biofuel park and allotment garden. A more easily understandable risk management framework, as proposed here, is expected to act as a communication tool to educate decision-makers, regulatory bodies and other stakeholders for better understanding of risk mitigation mechanisms and preliminary timeframes of various GRO, particularly in the early stages of a brownfield redevelopment project.
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| 6. |
- Drenning, Paul David, 1992, et al.
(author)
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Enhancing ecosystem services at urban brownfield sites - What value does contaminated soil have in the built environment?
- 2020
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In: IOP Conference Series: Earth and Environmental Science. - : IOP Publishing. - 1755-1307 .- 1755-1315. ; 588:5
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Conference paper (peer-reviewed)abstract
- Urban environments are challenged with a plethora of wicked problems in the face of rapid urbanization and land use change, not least natural capital degradation and widespread land and water contamination. Brownfields, under-used sites with real or perceived contamination, are significant urban and peri-urban land resources which, with well-designed remediation and management strategies can address these concerns. Gentle remediation options (GRO) are scalable nature-based techniques which provide significant opportunities for multi-functionality: managing risks posed by contaminants and at the same time enhance ecosystem services (ES) by improving the soil ecosystem in a low-impact, cost-effective manner. GRO align with an increasing interest in taking a holistic view on soil and land management to protect and improve the soil ecosystem for direct human benefit in the form of ES as well as for its indirect, intrinsic value as a haven for biodiversity. This short review aims to present a synthesis of ideas to raise awareness for urban planners about GRO techniques as nature-based solutions which can promote green infrastructure in the urban environment.
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| 7. |
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| 8. |
- Gille, Sofia, 1971-
(author)
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Delaktighet ur ett elevperspektiv : Kooperativt lärande på mellanstadiet
- 2024
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Licentiate thesis (other academic/artistic)abstract
- This qualitative study examines, by analyzing 30 transcribed interviews, participation in Elementary school from a student perspective, and in teaching characterized by Cooperative Learning. Student participation is a goal in the Swedish curriculum and is seen as essential for fulfilling learning outcomes, and research shows that students’ participation is limited and strictly controlled by the teachers. The study concerns itself with three dimensions of participation: the social dimension, the political and the epistemological dimension.The analysis highlights different aspects of participation which are all important to the students. The aspects of social participation concern safety, respect, and responsibility within the social community. Continuity within the cooperating groups seems to be a prerequisite for these aspects, as they are all built up over time. The political aspects of participation that emerge from analyzing the interviews revolve around questions of influence in the form of co-determination, self-determination, and leadership. Although these aspects all seem to be of importance to the students, they are not specifically prioritized in Cooperative Learning within the studied schools. Epistemological participation is made visible in the analysis of the data through the descriptions of students’ willingness to learn, and curiosity about the new and previously unknown. The students’ statements are characterized by a desire to experience meaning in their schoolwork, by among other things understanding the benefits and future use of the knowledge they are supposed to develop. When the groups are exposed to stressful situations, like when their work is to be assessed, it appears to hinder epistemological aspects of participation.The results show that there are opportunities for all three dimensions of participation to occur within cooperative learning, but there are also challenges. The students’ pursuit of efficiency in work, constitutes an obstacle to their ability to participate, which should have otherwise been made possible by Cooperative Learning. Students also need to have the opportunity to express their opinions about the teaching in their classroom, as well as to be able to have an impact on their future lesson plans. This includes allowing students to take part in conversations about the purpose of school, both in the long term, and in relation to current projects. Since education is multidimensional, it is important to work for a greater representativity for all societal groups, and especially for those who the education concerns, the students, as a way to make the discussion more multidimensional. This, in turn, can contribute to making students’ social, political, and epistemological participation possible at a larger extent than what is seen in today’s schools.
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| 9. |
- Hedman, Christina, 1966-, et al.
(author)
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Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults
- 2024
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In: Applied Linguistics. - 0142-6001 .- 1477-450X.
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Journal article (peer-reviewed)abstract
- This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifically, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and to alternatives in pedagogical practice.
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| 10. |
- Hedman, Christina, 1966-, et al.
(author)
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Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults
- 2024
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In: Applied Linguistics. - 0142-6001 .- 1477-450X. ; , s. 1-16
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Journal article (peer-reviewed)abstract
- This linguistic ethnography was conducted in accommodated language education in Sweden, aimed at adult learners with deafness, hearing impairment, post-traumatic stress disorder, migration stress, or intellectual disability, here, focusing on the latter group, who attended Swedish language learning courses. We empirically investigate a decolonial crip literacy, by connecting language education to epistemic reciprocity. The decolonial lens is understood with regard to the marginalized and dis-abled body, under-represented in Applied Linguistics. More specifcally, we focus on teacher positionality and ethical stance-taking among three of the teachers, to contribute an in-depth and situated account of a decolonial crip literacy, as counteracts of ableism and linguicism, and an orientation toward epistemic justice. Based on our linguistic ethnographic data, we suggest that the decolonial crip literacy project engages with disability-as-difference, positioning the dis-abled body as knower, via epistemic reciprocity, which is communicated through a multiplicity of communicative resources, materialities, and creativity. The paper contributes both to the theorizing of injustice in language education and to alternatives in pedagogical practice.
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