| 1. |
- Carlström, Ann Kristin, 1954-
(author)
-
På spaning i Stockholm : En etnologisk studie av polisarbete
- 1999
-
Doctoral thesis (other academic/artistic)abstract
- This thesis forms a study of the work of an investigative intelligence group within the Stockholm police during the 1990s. The aim is to research how a group of detectives worked out their assignments and created a meaningful work situation given the conditions and scope of the police organisation. On an overall level the study examines the social construction of the group, and the way its members saw themselves and each other.The study is mainly based on fieldwork carried out in the group. Reflexive consciousness was a phenomenon characteristic of those studied and of their environment: the ethnologist researched the investigators who were investigating the suspected criminals, who in their turn wheeled round and observed these investigative police.An organisation like the police structures its employees’ thinking on certain fundamental practices. The material design of the police station corresponded with the divisions the police made into the categories police employees, the public, and suspect criminals. But within the framework of the organisation there was freedom to develop other ways of thinking and scope for shaping the work. The professional work of the detectives was paradoxical in several ways. These investigators developed strategies for concealing their work, sometimes they appeared to find themselves in a liminal situation between the public and the suspects and it was their duty to watch over others but they themselves tried at the same time to evade the control of superiors. Egalitarian relations between work colleagues were an ideal, while at the same time female colleagues were relatively subordinate to the males. Gender inequality seemed thereby not to exist and legitimated male dominance. The first three factors can be understood in the context of a certain type of competence developed by the detectives in their work. This was there ability to grasp distinctions and thereby differentiate and maintain boundaries. It was through such processes that meaning was created and some conflicting elements in their work were balanced out.
|
|
| 2. |
- Parszyk, Ing-Marie, 1945-
(author)
-
En skola för andra : Minoritetselevers upplevelser av arbets- och livsvillkor i grundskolan
- 1999
-
Doctoral thesis (other academic/artistic)abstract
- The possibilities and problems of minority children and adolescents in a multicultural school are subjects of growing interest today. In this dissertation a new perspective on the subject is founded on the basis of the minority students' existential conditions in their school life. The idea and method of the dissertation is based on the experiences of a preschool study which led me to the purpose of illustrating social and pedagogical living conditions, as they are expressed in the minority students' narratives on how they experience their situation in the compulsory school [7-16 age group] and how they are treated and judged by their teachers.In three studies of the work and living conditions of minority students, I examine how minority students in the compulsory school experience and handle the pedagogical attitudes they encounter. Students in grades 2, 5 and 9 relate frankly about their experiences of the attitudes of parents, teachers and schoolmates and about their own linguistic qualifications. Based on the material of a national evaluation of the teaching of mathematics, I also study how the students experience the acquisition of skills. The complete set of data is interpreted with the aim and direction of reaching an understanding of the students' situation, i.e. in a hermeneutic perspective.The contents of the students' narratives and the results of the questionnaire from the national evaluation are the themes of the empirical section of the dissertation, and these main themes are summarized in the final chapter. An expressed ideal of a democratic school contrasts with another and more subtle message, which is transferred through a covert "immanent pedagogics." The idea is that the minority students stand outside democracy at school, i.e. their situations and identities are not recognized. The discussion deals with how "a school for everyone" rather functions as "a school for others" from the minority students' perspectives. My ambition is to spread knowledge on these fundamental existential conditions, which characterize the school environment of the minority students.
|
|
