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  • 1.
    Aarts, Karolina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Andersson, Isabella
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Konstruktion av sjukdomsidentiteter: En diskursanalytisk studie om identitetskonstruktion på ett internetbaserat stödforum för utmattningssyndrom2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I denna studie har ett internetbaserat stödforum för utmattningssyndrom analyserats i syfte att bidra med ny kunskap om identitetsskapande i interaktion, mellan individer med egen erfarenhet av utmatningssyndrom. Studien har utgått från en diskurspsykologisk inramning och sökt svar på frågeställningarna; I) vilka föreställningar om sjukdomsidentiteter förhandlas fram på ett internetbaserat stödforum för utmattningssyndrom? och II) hur konstrueras normalitet inom ramen för de sjukdomsidentiteter som produceras? Analys av medlemskategoriseringar har använts som huvudsakligt analytiskt verktyg vilket syftat till att synliggöra vilka kategorier som gjorts relevanta av forumdeltagarna. Analysen visar fem identitetspositioner vilka uttryckts som att vara: sjuk, utmattad, kunnig, inte ensam och snart bättre. På forumet görs försäkringskassan till en utanför- grupp vilket stärker gemenskapen av sjukdom bland forumdeltagarna. Denna gemenskap legitimerar att dela med sig av egna erfarenheter av utmattningssyndrom och att positionera sig som kunniga gentemot vårdapparaten. Samtidigt synliggör analysen hur forumdeltagarna konstruerar samsyn kring normalitet i utmattningen och vad som anses som normal sjukskrivningsperiod med anledning av utmattningssyndrom. I sin tur möjliggörs också identitetspositionen av att vara på bättringsvägen.

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  • 2.
    Abdallah, Laila
    Stockholm University, Faculty of Social Sciences, Department of Social Anthropology.
    Process eller Resultat?: Trender inom utvärdering av svensk högskoleutbildning under1990-talet2002Report (Other academic)
  • 3. Abdelhai, Rehab
    et al.
    Yassin, Sahar
    Ahmad, Mohamad F.
    Fors, Uno
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    An e-learning reproductive health module to support improved student learning and interaction: a prospective interventional study at a medical school in Egypt2012In: BMC Medical Education, E-ISSN 1472-6920, Vol. 12, p. 11-Article in journal (Refereed)
    Abstract [en]

    Background: The Public Health (PH) course at the medical college of Cairo University is based on traditional lectures. Large enrollment limits students' discussions and interactions with instructors. Aim: Evaluate students' learning outcomes as measured by improved knowledge acquisition and opinions of redesigning the Reproductive Health (RH) section of the PH course into e-learning and assessing e-course utilization. Methods: This prospective interventional study started with development of an e-learning course covering the RH section, with visual and interactive emphasis, to satisfy students' diverse learning styles. Two student groups participated in this study. The first group received traditional lecturing, while the second volunteered to enroll in the e-learning course, taking online course quizzes. Both groups answered knowledge and course evaluation questionnaires and were invited to group discussions. Additionally, the first group answered another questionnaire about reasons for non-participation. Results: Students participating in the e-learning course showed significantly better results, than those receiving traditional tutoring. Students who originally shunned the e-course expressed eagerness to access the course before the end of the academic year. Overall, students using the redesigned e-course reported better learning experiences. Conclusions: An online course with interactivities and interaction, can overcome many educational drawbacks of large enrolment classes, enhance student's learning and complement pit-falls of large enrollment traditional tutoring.

  • 4.
    Abdullah Nazar, Mina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Lindkvist, Isabelle
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Anpassad verksamhet för barn i förskolan: En enkätundersökning om hur olika förskolor i Stockholm anpassar sin verksamhet för att möjliggöra en lekmiljö för barn med särskilda behov2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vår undersökning var att undersöka hur olika förskolor i Stockholm anpassar sin verksamhet för att skapa en lekmiljö som möjliggör inkludering av barn med funktionsnedsättningar. Den datainsamlingsmetoden vi har använt var en enkätmetod som skickades ut till flera förskolor runt om Stockholms län för att ta reda på hur olika förskolor i Stockholm arbetar med anpassningen för att möjliggöra en inkluderande lekmiljö för barn i behov av särskilt stöd. För att analysera den insamlade datan från vårt enkätformulär har vi använt oss av både kvalitativa och kvantitativa analysmetoder. Vidare användes även specialpedagogiska perspektiv för att se hur olika förskolor arbetar. Resultaten av studien visade att förskollärarna arbetade aktivt för inkludering genom att skapa en plats där alla barn kände sig inkluderade. Det gjordes genom att erbjuda aktiviteter och miljöer som kunde anpassas efter barnens olika behov. Det framkom att det var utmanande att hitta ett standardiserat arbetssätt för inkludering för samtliga barn och att det inte fanns något färdigt recept att följa. Istället betonades vikten av att anpassa verksamheten och aktiviteterna utifrån barnens individuella behov och önskemål. Slutsatsen visar att specialpedagoger spelar en viktig roll i verksamheten genom att ge olika stöd till pedagogerna för att främja barnens utveckling och lärande. Tyvärr har inte alla förskolor tillgång till specialpedagoger och en liten andel har inte tillgång till något stöd alls för att arbeta med barn som är i behov av särskilt stöd, oftast handlar det om brist på ekonomi.

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  • 5.
    Abdulle, Asha
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Mårsén, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Läs- och skrivsvårigheter och psykisk ohälsa: En intervjustudie hur klasslärare resonerar kring elevers psykiska ohälsa och läs- och skrivsvårigheter2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studies syfte är att undersöka hur lärare upplever elevers läs- och skrivsvårigheter, psykiska ohälsa samt hur dessa två faktorer kan påverka varandra. Den ska även beskriva skolans elevhälsoarbete samt lärarnas upplevelser av det stöd de får från elevhälsans olika professioner. Det är en kvalitativ studie med en induktiv ansats och datainsamlingen har skett genom intervjuer med tio lärare på fyra olika skolor och analysen har genomförts med en fenomenografisk ansats. Det innebär att materialet har sammanställts och analyserats genom att uttalanden sammanfördes i olika teman för att förklara informanternas upplevelse av fenomenet. Dessa teman har sedan tolkats för att få fram ett budskap som beskriver deras upplevelse. Resultatet visar att lärare upplever att det finns ett samband mellan läs- och skrivsvårigheter och psykisk ohälsa. Vidare framkommer att lärarna upplever att de inte får det stöd som de förväntar sig från elevhälsan. De upplever brister i samarbetet med elevhälsan då de inte får närvara vid skolans elevhälsomöten. Vidare kan i studien utläsas att lärarna upplever att de genom sin erfarenhet kan identifiera elever med läs- och skrivsvårigheter tidigt i deras skolgång och att screeningar som visar elevers svårigheter sällan kommer som en överraskning utan snarare är en bekräftelse på vad de själva redan upptäckt. Däremot upplever de att det kan ta för lång tid med insatser för dessa elever samt att resursbrist kan bidra till att de inte får den hjälp de borde ha och att detta leder till försämrad psykisk hälsa för dessa elever.

     

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  • 6.
    Abenius, Nina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Fogelberg, Marie
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Samspelet mellan fonologi, minne och inlärning hos unga vuxna och vuxna med språkstörning: En systematisk litteraturstudie2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 7.
    Abrahamsson, Carina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Organisation av undervisning för nyanlända elever: Ett exempel från två skolor med inkluderande arbetssätt2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A current subject in Sweden today is how to organize education for newly arrived children in school. The number of newly arrived children continues to increase and this will ask for new demands on the school regarding reception and organization of learning for these students. This also demands the school to improve the knowledge about these children. The aim of this study is to describe the principals’, teachers’ and students’ experience of an inclusive organization of learning for newly arrived students. Two different schools in an area frequented of immigrants in one of the largest cities in Sweden have been selected. Both schools are working with inclusion around the newly arrived students. To obtain a pre-understanding of how the school works, lesson observations have been carried out in the schools. Thereafter interviews with principals, teachers and students have been carried out. The principals at both schools believe that the work with newly arrived students should be carried out in an inclusive organization. Depending on how long the school has had this way of working, but also depending on the teachers’ backgrounds, they are thinking differently about if it is favourable for the students to be included. At the Betaschool which is a school that has worked longer than the Alfaschool in an inclusive way, the teachers see more advantages with this way of working. The students at both schools are more positive than the teachers. The cultural capital that the students already have when they arrive to the school is important for the way of adjusting to the new school. There is also a difference in which position the student take on depending on the capital they bring with them. Several components are important for the school choosing to work inclusively with newly arrived students. Some of these are study counsellors, language development approach, relations and a shared view on how to educate newly arrived children at the school.

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  • 8.
    Abrahamsson, Julia
    Stockholm University, The Stockholm Institute of Education.
    Inkludering på vitryska: Fältstudier i Vitryssland gällande inkludering av2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to describe and examine the characteristics of inclusion of children with disabilities in the kinder garden and primary school in Belarus. The data in this study were collected through interviews with special teachers and staff at the Developing and Rehabilitation center. The interviews were supported by child-observations and a literature study. Staying in boarding schools prevents handicap students from integrating with the society as well as getting social experience. Integrated education demands the combination of two regularities: education of children with normal development and special education of children with psycho-physiological problems. Many research works consider the interconnection between socio-cultural development of the society and the values in upbringing which are prioritized in the society. Socialisation is possible when the child is involved in the processes of the daily life as well as interacting with adults and friends. It is easier for a child to adapt to a social behaviour when he realises what happens around him, understanding the subjective processes which happen inside other people and when the child can use his knowledge and experience on practice. Therefore, socialization is both a process and a result of realisation and active implementation of a social experience by a child. Integration is a systematic stage in the development of special education caused by change in the attitude of the society and state towards individuals with disabilities, admitting their rights for the equal opportunities in different spheres of life including education. Successful implementation of integrative education depends a lot on the level of material, organisational, educational as well as methodological in educational institutions. Moreover, this process depends on socio-psychological factors and moral atmosphere in the society. Practical solution of the problems in integration attracts not only teaching staff in specific institutions, children with different development and their parents but also children and their parents, teachers in normal secondary schools.

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  • 9.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    A Narratable Self as Addressed by Human Rights2017In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 15, no 3, p. 252-261Article in journal (Refereed)
    Abstract [en]

    The paper extends the critique in earlier research of human rights as exclusive of otherness and difference by introducing the work of Adriana Cavarero (2000) on a narratable self. Hence, the formation of human rights is thus about the relations between different narratable selves, not just Western ones. A narrative learning, drawing on Cavarero (2000), shifts the focus in human rights learning from learning about the other to exposing one’s life story narrative through relationality.

  • 10.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Claiming and Reaffirming Universality of Human Rights: Comparing the Role of UNESCO in Relation to the UN 1948 and 19932009Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The thesis explores the role of United Nations Educational, Scientific and Cultural Organization (UNESCO) in the drafting and formulation of the universal human rights in 1948 as well as its contribution at the Vienna Conference, when the universality of the human rights was reaffirmed after the Cold War. Using concept analysis on the reports published by UNESCO for the drafting of the Universal Declaration on Human Rights and the Vienna Declaration deepens the understanding of the influence of the organization within the United Nations (UN) system at these points in time. By applying an intersectional approach to the concept of “cultural dialogue”, the theoretical tool of “intersectional dialogue” is created in order to analyze and understand the process that occurred in the UN Commission when delegates from all over the world met to draft and discuss the universality of human rights. The conceptual framework of “universality” by Langlois is used in analyzing the parallel process of UNESCO in order to understand the universality of the human rights through local interpretations and particular values. The thesis held by Langlois, that the universality of human rights enables a global platform for oppressed and marginalized people to share their local stories based on particular values within a human rights discourse, is contested in the analysis.

  • 11.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Human Rights Learning: The Significance of Narratives, Relationality and Uniqueness2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Whereas educational policy is mainly concerned with the content of Human Rights Education (HRE), philosophers of education have widely explored the subject and her social condition in terms of social justice education. This thesis draws on philosophers of education in exploring the subject rather than the content of HRE, focusing the study on ontological rather than epistemological aspects of learning. In this thesis learning is explored through narratives, as a relational process of becoming. The turn to narrative is taken against the dominant historical narrative of human rights as a Western project. This turn concerns how claims toward universalism of human rights exclude difference and equally concerns how notions of particularity overshadows the uniqueness in life stories. The concept of uniqueness serves to elucidate the complexity of the subject, not easily reduced into social categorizations, a concept drawn from Adriana Cavarero and Hannah Arendt.

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  • 12.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    In a Man's words - the politics of female representation in the public2017In: Studier i Pædagogisk Filosofi, E-ISSN 2244-9140, Vol. 6, no 1, p. 55-68Article in journal (Refereed)
    Abstract [en]

    What one decides fi t for appearance through writing and speech bears a political signifi cance that risk being distorted through both language, reception in the public, and through calls for gendered representations. How can work of female philosophers be interpreted as a concern for the world from that of having to respond to a male-dominated discourse through which speech becomes trapped into what one might represent as ‘other’? In this paper, I explore the public reception of two female thinkers who question, in diff erent ways, the domi-nant notion of the author or philosopher as a male subject; what kind of limitations does the relative notion of ‘female’ pose political action, and how can privilege constitute a hindrance to feminist solidarity?

  • 13.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Intersectional Dialogue - A Cosmopolitical Dialogue of Ethics2013In: Cosmopolitan Civil Societies: An Interdisciplinary Journal, E-ISSN 1837-5391, Vol. 5, no 2, p. 45-62Article in journal (Refereed)
    Abstract [en]

    The article is based on a critical cosmopolitan outlook on dialogue as not aimed at reaching consensus, but rather keeping dialogue of difference open, with the ability to reach common understanding of human rights on conflicting grounds. Intersectional dialogue is used as a concept that opens up possibilities to study, in a pragmatic sense, the ‘cosmopolitan space’ in which different axles of power met in the historical drafting of human rights. By enacting analysis of United Nations (UN) documents from 1948 on the process of drafting the Universal Declaration on Human Rights (UDHR) the conceptualization of intersectional dialogue is put to work. The utopian foundation for deliberative democracy as dialogue in the absence of power and interest does not acknowledge the reality in which the human rights were negotiated and debated. The paper questions the dominant narrative of a western philosophical ground for the universality of human rights.

  • 14.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Paideia and Cosmopolitan Education: On Subjectification, Politics and Justice2017In: Philosophy as interplay and dialogue: viewing landscapes within philosophy / [ed] Torill Strand, Richard Smith, Anne Pirrie, Zelia Gregoriou, Mariana Papastephanou, Zürich: LIT Verlag, 2017Chapter in book (Other academic)
  • 15.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Reconciling Universality and Particularity through a Cosmopolitan Outlook on Human Rights2012In: Cosmopolitan Civil Societies: An Interdisciplinary Journal, E-ISSN 1837-5391, Vol. 4, no 2, p. 22-37Article in journal (Refereed)
    Abstract [en]

    Human rights are today criticized as not compatible with different cultural values and the debate has circulated around Asian values and Islamic values as in dichotomy with human rights as universal ethics (Ignatieff, 2003). The theoretical dichotomy between universality and particularity is questioned pragmatically in this paper through a historical study. The working process of drafting the Universal Declaration of Human Rights (UDHR) in 1946-48, which included thousands of people, is explored as a cosmopolitan space in which individuals from different cultural contexts met to negotiate human rights through cultural narratives. The process where particular values were negotiated with universal notion on human rights resulted in a common proclamation (UDHR) without a common philosophical or ideological ground. This paper puts forth a thesis that human rights discourse can work as a cosmopolitan space, in which particular value systems meet in processes characterized by conflict and cohesion. Hence human rights can be understood as a master narrative compatible with different conflicting cultural narratives (Gibson & Somers, 1994).

  • 16.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Re-Thinking Relations in Human Rights Learning: The Politics of Narratives2014In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 48, no 2, p. 293-307Article in journal (Refereed)
    Abstract [en]

    Human Rights Education (HRE) has traditionally been articulated in terms of cultivating better citizens or world citizens. The main preoccupation in this strand of HRE has been that of bridging a gap between universal notions of a human rights subject and the actual locality and particular narratives in which students are enmeshed. This preoccupation has focused on ‘learning about the other’ in order to improve relations between plural ‘others’ and ‘us’ and reflects educational aims of national identity politics in citizenship education. The article explores the learning of human rights through narratives in relations, drawing on Hannah Arendt and Sharon Todd. For this re-thinking of relations in learning human rights, the article argues that HRE needs to address both competing historical narratives on the drafting of the Universal Declaration on Human Rights (UDHR) as well as unique life narratives of learners.

  • 17.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Revisiting the past: human rights education and epistemic justice2021In: Human Rights Education Review, ISSN 2535-5406, Vol. 4, no 3, p. 5-23Article in journal (Refereed)
    Abstract [en]

    Epistemic injustice in human rights education (HRE) can be found in a colonial historical trajectory of human rights that rests on accounts of western agency only. Such narratives overshadow the legacy of Indian and Pakistani freedom fighters and Latin American feminists who negotiated human rights against colonial, patriarchal and racist discourses after the Second World War. Without their contribution a United Nations (UN) rights concept risked being limited to a western trajectory of the ‘Rights of Man’ that represents a monistic universalism. The paper revisits the history of the United Nations, unearthing historical counternarratives of what a pluralistic universalism of human rights means by adding knowledge about postcolonial feminist subjects who spoke of a positive conception that could reduce injustice. 

  • 18.
    Adami, Rebecca
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The praxis of ethics and justice in human rights learning: examining the limits of progressive education2017In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 2, no 1, p. 37-47Article in journal (Refereed)
    Abstract [en]

    School and education can be seen as an extension of the home as Hannah Arendt stresses, where children are protected in a space in which they can learn and grow, a space that is not yet public. This distinction of education as “not yet public” can be seen in contrast to John Dewey who explores notions of democracy as a process in education, where education and school is regarded as a mini society. This paper explores several challenges with progressive education and, specifically, of human rights education, through the work of Arendt (1959) and Dewey (1990) on the notions of responsibility and children’s human rights. Where do we as educators draw the distinction between taking responsibility of raising awareness of global injustices and human rights violations with the next generation without falling pray to dissolution that the gap between political imaginary and reality faces us with, or risking violating children’s “safe space” in school that according to Arendt should be a space that is neither private nor public, but a free zone for thinking and learning with others? Do we bring into the classroom discrimination and segregation by drawing on social categorizations with the pretext of questioning the same on the basis of “equal rights”? If ethical and relational dimensions of education are to be taken seriously then human rights education is a risky practice since it involves children’s sense of being and it raises questions that may not be dealt with properly or solvable for the children exposed.

  • 19.
    Adami, Rebecca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Bron, Agnieszka
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The Way to Democracy Through Education and Learning in Sweden2007In: Journal für Politische Bildung, ISSN 2191-8244Article in journal (Other academic)
  • 20.
    Adami, Rebecca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Dineen, Katy
    Discourses of Childism: How COVID-19 Has Unveiled Prejudice, Discrimination and Social Injustice against Children in the Everyday2021In: The International Journal of Children's Rights, ISSN 0927-5568, E-ISSN 1571-8182, Vol. 29, no 2, p. 353-370Article in journal (Refereed)
    Abstract [en]

    Do children suffer from discriminatory structures in society and how can issues of social injustice against children be conceptualised and studied? The conceptual frame of childism is examined through everyday expressions in the aftermath of policies affecting children in Sweden, the UK and Ireland to develop knowledge of age-based and intersectional discrimination against children. While experiences in Sweden seem to indicate that young children rarely suffer severe symptoms from covid-19, or constitute a driving force in spreading the virus, policy decisions in the UK and Ireland to close down schools have had detrimental effects on children in terms of child hunger and violence against children. Policy decisions that have prioritised adults at the cost of children have unveiled a structural injustice against children, which is mirrored by individual examples of everyday societal prejudice.

  • 21.
    Adami, Rebecca
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hållander, Marie
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Testimony and Narrative as a Political Relation: the Question of Ethical Judgment in Education2015In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 49, no 1, p. 1-13Article in journal (Refereed)
    Abstract [en]

    In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in training narrative ethos in relation to violence witnessed in film. The article contributes by enhancing an understanding of a relational dimension to testimony and narrative, which, in an Arendtian sense, is also put forward as a political relation.

  • 22.
    Adamow, Goscha
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Förskolan i ett mångkulturellt samhälle: Pedagogers föreställningar kring mångkulturellt arbete på förskolan2010Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to describe, understand and analyze the thought behind the perception amongst pedagogues´ on multicultural work in preschools, based on an intercultural perspective. In this study, I questioned the pedagogues´ view on the work in preschools that prepares children for a life in a multicultural society and also the way they describe the cultural challenges.

    The study was accomplished and questions were answered by studying current literature and previous research in the field. I also interviewed four pedagogues from two different preschools located in separate areas.

    This study shows that many opinions that pedagogues expressed in the interviews can be traced back to an “us vs. them” perspective, in which your own culture, the Swedish one in this case, is the most critical and should receive the greatest attention in preschool. At the same time, the study shows that the more experience pedagogues had from multicultural preschools the greater acceptance they had for other cultures. These pedagogues also had an advanced in the development of intercultural competence.

     

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  • 23.
    Adams Lyngbäck, Elizabeth
    Stockholm University, Faculty of Social Sciences, Department of Education.
    I Don't Feel Like Myself: Women's Accounts of Normality and Authenticity in the Field of Menstruation2010Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The aim of this master thesis is to contribute to a deeper understanding of women’s experiences in regard to menstrually related suffering. These particular experiences are examined in relation to notions of normality and authenticity. The study designed for this purpose is based on the life world of women in order to explore these ideas. The visceral signs originating from within the body are generally understood to be undetectable when working properly. Such is not the case for many women who menstruate. The cyclical change in physical and mental states associated with the menstrual cycle provide an opportunity to study how going in and out of different ways of being in the world influence human experience. Thematic interviews were conducted asking ten women living in Sweden to share their experiences of suffering related to the menstrual cycle. A phenomenological approach with focus on the body was used to study how changing ways of being in the world contribute to the construction of illness and health. Beginning with discussions about their experiences of suffering revealed that women thought in terms of when they felt like themselves and when they did not. Organization of time was interrelated with how women understood their experiences. Emphasizing recurring negative experiences lead to contemplation about causes of suffering and comparison of different states of being. The lack of ‘one’s selfness’ due to what is commonly referred to as PMS represents the dilemma these women describe. The need to have control over the outward representation of one’s self is discussed in light of different medical technologies like SSRI antidepressant use and hormonal therapies which revealed that women saw the origins of their suffering to be a product of society but tightly connected to their identity as women and were not willing to be without a menstrual cycle. Phenomenological ideas about embodiment were used to understand how suffering was seen both as a sign of health and as a part of the self.

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  • 24.
    Adams Lyngbäck, Liz
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Dis/ability literacy through parenting2017In: Abstract book: NNDR 14th Research Conference, Örebro University, May 3-5. 2017, 2017Conference paper (Refereed)
    Abstract [en]

    This presentation introduces qualities of a social literacy in deaf and disability contexts through parenting a child who is deaf or hard of hearing. Following a social justice education framework on privilege studies, social literacies and allyship (Adams & Bell, L.A. & Griffin, P., 2007; DiAngelo, 2012; Evans & Wall, 1991; Evans, Assadi, & Herriott, 2005; Kimmel & Ferber, 2014; Ong-Dean, 2009; Sensoy & DiAngelo, 2012), this collection of qualities held by parents has been compiled from examining empirical material based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. This analysis departs from examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enable individuals to exhibit ways of understanding and engaging as allies to individuals and groups who are deaf and hard of hearing.  Through contact with other parents in sensorial differentness, awareness, actions and commitments to goals of more inclusive and equal conditions for the child and others like the child are enacted. Dis/ability literacy is characterized by being able to identify with others who have similar experiences in other types of differentness leading to insight about disability in their relationships. Developing these social literacy qualities is a way parents exhibited perspective-changing through ‘unlearning’ and can be summarized as being interested, concerned, obligated, aware of needs, and willing to accommodate. Important issues to be discussed are the social literacy potentials of uncertainty and the betterment of social relations between individuals and groups in sensorial differentness, building on a care ethic.

  • 25.
    Adams Lyngbäck, Liz
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Experiences, networks and uncertainty: parenting a child who uses a cochlear implant2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this dissertation project is to describe the ways people experience parenting a deaf child who uses a cochlear implant. Within a framework of social science studies of disability this is done by combining approaches using ethnographic and netnographic methods of participant observation with an interview study. Interpretations are based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. The netnographic study is presented in composite conversations building on exchanges in 10 social media groups, which investigates the parents’ meaning-making in interaction with other parents with similar living conditions. Ideas about language, technology, deafness, disability, and activism are explored. Lived parenting refers to the analysis of accounts of orientation and what 'gets done' in respect to these ideas in situations where people utilize the senses differently. In the results, dilemmas surrounding language, communication and cochlear implantation are identified and explored. The dilemmas extend from if and when to implant, to decisions about communication modes, intervention approaches, and schools. An important finding concerns the parents’ orientations within the dilemmas, where most parents come up against antagonistic conflicts. There are also examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enables parents to transcend the conflictive atmosphere. This process is analyzed in terms of a social literacy of dis/ability.

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  • 26.
    Adams Lyngbäck, Liz
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    The role of uncertainty in the development of disability literacy: drawing on examples of processes of becoming in parenting a deaf child2018In: Lancaster Disability Studies Conference, Lancaster: Lancaster University , 2018, p. 22-22Conference paper (Refereed)
    Abstract [en]

    This paper will explore the role of uncertainty in parenting in spaces of sensorial differentness which envelopes the relationship between a hearing parent and a deaf child. This process of transformation, a becoming process in an adult life builds on coming to know about life conditions of another individual. Lived, in-depth experiences of disability and uncertainty are what seem to enable parents to adopt alternative attitudes going against societal norms and values about what it means to have a disability. They make choices based on how they imagine their adult child’s future belonging and identity. The analysis builds on the findings from the ethnographic material in a study on parenting children who use cochlear implants. Qualities certain parents exhibited and others were in the process of developing are the examples used to show how uncertainty is involved in ‘unlearning’, an orientation which allows new insights about disability and being deaf to guide decisions and actions. It will be argued that this social learning process does not end in complete knowledge but rather as a way of becoming disability literate which can increase and recede because of how it involves the minds and lives of others. Parents continue arriving as they continue ‘reading their child’, continuous arrivals which imbue their interactions with groups like their child. The frameworks of disability studies in education and social justice in education drawing on care ethics will serve to employ the term allyship to present how following the paths others formed can be studied to develop one’s own disability literacy. The presentation will include an example of an online program being developed to facilitate communication and understanding between hearing people and people who are deaf or hard of hearing in order to increase awareness, actions and commitment to goals of more inclusive and equal conditions.

  • 27.
    Adams Lyngbäck, Liz
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Uncertainty and disability literacy: Drawing on processes of becoming in parenting a deaf child to inform teachers’ professional development2019In: Book of Abstracts, 2019Conference paper (Refereed)
    Abstract [en]

    This paper will explore the role of uncertainty in parenting in spaces of sensorial differentness which envelopes the relationship between a hearing parent and a deaf child. This process of transformation, a becoming process in an adult life builds on coming to know about life conditions of another individual. Lived, in-depth experiences of disability and uncertainty are what seem to enable parents to adopt alternative attitudes going against societal norms and values about what it means to have a disability. They make choices based on how they imagine their adult child’s future belonging and identity. The analysis builds on the findings from the ethnographic material in a study on parenting children who use cochlear implants. Qualities certain parents exhibited and others were in the process of developing are the examples used to show how uncertainty is involved in ‘unlearning’, an orientation which allows new insights about disability and being deaf to guide decisions and actions. It will be argued that this social learning process does not end in complete knowledge but rather as a way of becoming disability literate which can increase and recede because of how it involves the minds and lives of others. Connecting other adults’ becoming processes in teacher education programs to how parents continue arriving as they continue ‘reading their child’ is discussed in terms of embodied critical thinking about ableism and audism. The continuous arrivals which imbue adults’ interactions with oppressed groups is explored drawing on theories on transformation and community.

    The frameworks of disability studies in education and social justice in education drawing on care ethics will serve to employ the term allyship to present how following the paths others formed can be studied to develop one’s own disability literacy. This concept of allyship offers pedagogical hope which bell hooks describes as an integral part of education (hooks, 2003). Allyship in disability contexts is an active, consistent and reflective practice of examining how one holds systemic power over people with disabilities. Pausing to use the idea of reflective practice as an entry to one’s critical thinking is what intended to develop the concept of ‘embodied critical thinking.’ The focus is aimed at how one’s own involvement, as a temporarily able-bodied person seeks to end oppression in solidarity with disabled groups and individuals. The concept of allyship falls under what can be deemed the privilege turn or privilege studies in disability where a disability literacy is a social literacy of consciousness and awareness of the conditions of the lives of disabled individuals and groups and how they are affected by interpersonal relationships (Adams Lyngbäck, 2016). Case examples of classroom activities and discussions centering on ableism will be employed to further develop understandings of allyship in education.

  • 28.
    Adams Lyngbäck, Liz
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Dutt, Khaleda Gani
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Is development even desirable from a disability perspective? Two proposals for replacing ableist assumptions and forming development practices on what works for people with disabilities2018Conference paper (Other academic)
    Abstract [en]

    Eliminating the social exclusion of individuals with disabilities and disregard for their human rights continues to be the primary objective of Disability Studies. Disability remains marginalized at all levels in development work from policy to relief efforts (Grech & Soldatic, 2016). Only 5% of overseas development assistance funds are allocated to disability projects and programs and efforts consistently bypass people with disabilities (Ridell, 2010; Grech, 2015). Eliminating ableism in development we are argue must be counteracted in a two-fold approach through theorizing centered on education processes.

    The first is to confront the arguments for dismissing disability as “someone else’s concern” (Grech & Soldatic, 2016) which furthers its invisibility. We propose that programs to increase the disability literacy of policy makers and development workers must be implemented in all development projects just as gender education has been. This major step would serve to increase awareness of what perpetuates disability inequality in development efforts. The second area addresses the lack of disability informed development work. By designing a research project using qualitative social science research methods, the lived reality of people with disabilities will be foregrounded with particular focus on their educational needs on their own terms.

    These two areas draw on critical works in disability studies in education and intergenerational and comparative perspectives on quality inclusive education in a social justice in education framework (Adams Lyngbäck, 2016, Gani Dutt, 2017). This presentation will outline the pending fieldwork on the educational provisions for children with disabilities in locations throughout India in order to contextually inform joint development programs. This will be carried out through newly established cooperation efforts between Stockholm University and higher education and research institutions in India, (The Institute for Adult Education and Lifelong Learning, New Delhi) and in Nepal, (Kathmandu University). The ground work will be laid for addressing how disability inclusive development needs not only to be rethought but reenacted by making disability equality one of the central concerns in sustainable development implementation.

  • 29.
    Adams Lyngbäck, Liz
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Paul, Enni
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Becoming established: a gendered educational effort for learning Swedish2018Conference paper (Other academic)
    Abstract [en]

    Not knowing Swedish or being a native speaker of Swedish is posed as a problem related to and exacerbating disabilities (SPSM om flerspråkighet). In 2017, the political debate in Sweden lifted the problem of how the immigrant stay- at-home- mother phenomenon was hindering newly arrived women from entering the work force due to what is portrayed as their lack of Swedish skills. Language plurality in this respect is posed as a weakness rather than a resource (Hyltenstam & Milani, 2012). These women are still largely seen “as workers rather than human beings with equal rights” (Skutnabb-Kangas & Phillipson, 1996). There is a general assumption that knowing the target language is paramount in becoming established in society which involves paying taxes. Non-governmental integration efforts draw on these types of descriptions when applying for funding.

    Swedish with Baby is an NGO initiative focusing on organizing group meetings for parents with small children with different ethnic and socio-economic backgrounds. The activities build on the idea of a combined language and baby café which are educational initiatives where language users with small children devote time to conversation practice with native speakers in the target language. The objective is described as promoting parents towards becoming established in society by learning to speak Swedish through language role models.

    We have conducted a year-long fieldwork project in Swedish with Baby with the aim of exploring aspects about language and belonging in families in migration contexts. In this presentation, we will discuss how the very ideas of what is being aimed for, Swedish language knowledge, undermines inclusion.

    We examine our findings in terms of how social justice is linked to tacit, unspoken policy objectives about what counts as appropriate language goals for groups seen as marginalized or in need of being de-marginalized through integration efforts. The groups most disadvantaged by language policies are girls and women, ethnic minority groups and social minority groups (Corson, 1993).

    In our research findings, it became evident that for many of the first-generation immigrants the goal of learning Swedish is secondary or unimportant. A large part of this group expresses that they are attending Swedish with Baby to meet other parents of small children and to exchange ideas on questions and thoughts which have come about through their new role as parents. This is regardless of how much or how little Swedish they previously knew. In fact, most of the parents in this group were communicatively competent in Swedish.

    Situations where not knowing Swedish was described as disabling was in their everyday living, not in looking for employment. The experience of being limited by language had to do with their children, from choosing preschools, schools, contacts with health care and especially if their child was not able to communicate with other children. Our results indicate that the idea of language as a skill for getting a job is missing the mark on what language learners need to actually be successful: a sense of community through social engagement.

  • 30.
    Adams Lyngbäck, Liz
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Paul, Enni
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lingustic work is care work: Cripping and languaging in adult education of immigrant d/Deaf and hard or hearing students2023Conference paper (Other academic)
    Abstract [en]

    In this presentation we discuss how linguistic care work (Henner & Robinson, 2021) is manifested in classroom interaction between students and teachers in adult education for immigrant d/Deaf and hard of hearing students in Sweden. The empirical material consists of video- and audio-recordings, images and fieldnotes from classroom interaction and audio-/video-recorded interviews with teachers and students. This is part of an action research project where the aim is to develop teaching practices involving various visual resources to promote student participation and language learning in education, as well as to provide knowledge about teachers’ and adult students’ experiences of visual resources in teaching and learning. 

    By drawing on social semiotics and Crip Linguistics – which provides critical linguistics with a necessary disability lens – we explore how meaning is co-constructed in the classroom, through embodied communication, use of visual resources, technology and translanguaging between signed and spoken languages. We are illustrating and examining conditions forefronting respect and patience for language user’s own linguistic repertoire and resources as the essence of linguistic care work in joint meaning-making in the classrooms. The results illuminate how combined multiple resources support student participation and investment in communication and learning when languaging practices are enmeshed in particular material conditions. This linguistic care is embedded in crip time (Samuels & Freeman, 2021), which we use to problematize how adult education in Sweden, lacking linguistic justice, is framed in ideas of effective language learning with emphasis on quick establishment on the labor market through instrumental ‘language as skill’ acquisition. This stands in stark contrast to what is conducive to relational conditions, as we argue linguistic work is care work.  

    References:

    Henner, J., & Robinson, O. (2021). Unsettling Languages, Unruly Bodyminds: Imaging a Crip Linguistics. https://doi.org/10.31234/osf.io/7bzaw

    Samuels, E. & Freeman, E. (2021). Introduction: Crip temporalities. South Atlantic Quarterly 120(2). 245–254. https://doi.org/10.1215/00382876-8915937 

     

  • 31.
    Addensten, Emelie
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Abbas, Amal
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Självreflektion avseende inkludering i förskolan: Förskollärares upplevelser av ett självreflektionsverktyg2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 32.
    Aderounmu, Adeola
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Högman, Yvonne
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Åtgärdsprogram på grundsärskola och gymnasiesärskola: processen och utvecklingen. Jämförelsestudie mellan grundsärskola och gymnasiesärskola2021Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Enligt Skollagen ska åtgärdsprogram (Åp) upprättas för alla elever i behov av särskilt stöd för att uppnå kunskapskraven i alla skolformer. Avvikelser mellan riktlinjerna och implementeringen av Åp förekommer ofta på grundsärskolan och gymnasiesärskolan. Det finns också många utmaningar som påverkar utarbetande respektive genomförande av åtgärdsprogram på särskolan. Denna utforskande samt beskrivande studie syftar att undersöka utvecklingsmöjligheter för processen kring åtgärdsprogram utifrån lärarens upplevelse i grundsärskolan samt gymnasiesärskolan. I föreliggande studie använde vi Agile teori som teoretisk utgångspunkt. Vi genomförde en enkätundersökning för att samla in data från lärare som arbetar i grundsärskolan och gymnasiesärskolan. 62 lärare sammanlagt svarade på frågeformuläret. Vi analyserade det mesta av datamaterialet kvantitativt med Statistical Package for the Social Sciences (SPSS) samt gjorde en kvalitativ tematisk analys på en öppen fråga i formuläret. Resultaten visar att utmaningarna inför implementering av åtgärdsprogram kvarstår. I strid mot föreskrift i styrdokument ges inte alla elever i behov av särskilt stöd möjlighet att delta i utarbetande av Åp. Vi ser även att inte alla vårdnadshavare till elever i behov av särskilt stöd ges möjligheter att delta i processen. Vi fann att användandet av Åp i lektionsplanering är låg i grundsärskolan och gymnasiesärskolan samt att det saknas koppling mellan Åp processen och undervisningsplaneringen för elever i behov av särskilt stöd. Vår studie belyser behovet av att söka utvecklingsmöjligheter till exempel kompetensutveckling och kollegialt samarbete för personal i särskolan. Sådana förbättringsåtgärder kan fylla en del av klyftan som upplevs mellan riktlinjer och praktik gällande åtgärdsprogram.

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    Åtgärdsprogram på grundsärskola och gymnasiesärskola
  • 33.
    Adevik, Ylva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Wahrby, Ellen
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Fatta pennan!2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 34.
    Adiels, Lars
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Where did Technology Go?2009In: Strengthening the Position of Technology Education in the Curriculum / [ed] Arien Becker, Ilja Mottier, Marc J. de Vries, Delft: Delft University of Technology , 2009, p. 1-5Conference paper (Refereed)
    Abstract [en]

    In the beginning there was techne and episteme. Today we have difficulties with finding technology in the implementations of the curriculum in, at least, Swedish schools. So where did it go? I will give arguments that it is all there but it suffers from specialisation. If we think of techne appearing before the different natural science subjects it is a very natural thought that technology today is what is left "between" the more specialized subjects. However I believe that technology is created also in the meeting between two specialized subjects. When a physicist work with a chemist to solve a problem, than this work will very easy appear as technology from one or both parts view. Also not a revolutionary thought this may explain why the Swedish higher education is organized as it is and why we have diffculties to make a working curriculum for the lower grades.

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  • 35.
    Afram, Mirna
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Lärares erfarenheter av elevsamarbete och samlära på gymnasiesärskolans individuella program: En studie om samspel, lärande och interaktion2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 36.
    Agdahl, Sara
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Eklund, Linda
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Vägar till specialpedagogiska insatser i förskolan: Att skapa förutsättningar för alla barns lärande - en intervjustudie2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 37.
    Ageby, Cecilia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Hellerstedt, Cecilie
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Pedagogers inställning till utagerande barn i förskolan2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
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    Specialpedagogik
  • 38.
    Ahlberg, Maria
    et al.
    Stockholm University, The Stockholm Institute of Education.
    Gauffin, Cathrine
    Stockholm University, The Stockholm Institute of Education.
    Inkluderande undervisning2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Syftet med denna studie är att undersöka vilka likheter och skillnader i undervisningen som finns mellan en grundsärskoleklass och en grundskoleklass. Undersökningens metod är strukturerade observationer genomförda av två observatörer i en grundskoleklass och i en särskoleklass på samma skola. Olika aspekter av undervisningen observerades, av vilka några kan anses utgöra förutsättningar för en inkluderande undervisning. Dessa är: samarbete mellan pedagoger i undervisningen, ledarskapsmodeller, cooperativt lärande (samarbetsinlärning), dynamisk pedagogik samt samarbete mellan pedagoger i problemlösande undervisning. Resultatet visar på likhet mellan de båda skolformerna beträffande användandet av en organismisk modell med ett demokratiskt ledarskap, där grundsärskolans pedagoger endast använder det aningen mer frekvent än grundskolans pedagoger. Båda skolformerna använde även en mekanisk modell med ett auktoritärt ledarskap, i grundsärskolan förekom detta i mindre utsträckning än i grundskolan. Likheterna mellan skolformerna är att båda använder sig av ett växelspel mellan modellerna och ledarskapen och där båda skolformerna hade en tonvikt på en mekanisk modell med ett auktoritärt ledarskap. Resultatet visar på skillnader mellan de båda skolformerna avseende samarbetet mellan pedagogerna i problemlösande undervisning. I grundskolan hade pedagogerna mer frekvent ögonkontakt med varandra än pedagogerna i grundsärskolan har. Vad beträffar samtal för överenskommelse samt organisatoriska frågor utövades dessa i mindre utsträckning av pedagogerna i grundsärskolan jämfört med de i grundskolan. Analysen av data från åtta observationer visar att inkluderande undervisning bedrivs till viss del i de båda skolformerna, men att en traditionell pedagogik genomsyrar verksamheten, vilket kan påverka förverkligandet av målsättningen av en skola för alla.

    The purpose of this study is to examine what similarities and differences in teaching can be found when comparing a special needs school program and a mainstream primary school program. The study has been performed by two observers, using the method of structured observations, in a mainstream primary school program and a special needs school program; both programs were observed within the same school. Different aspects of teaching were observed, some of which may constitute conditions of an inclusive education. The aspects observed were: cooperation between teachers during class, leadership, cooperative learning, dynamic pedagogics and cooperation between teachers in problem-solving oriented teaching. The results show that there are similarities between the two school structures regarding the use of an organismic model with a democratic leadership, where the special needs school program teachers use it slightly more frequently than those of the mainstream primary school program. Both school structures also used a mechanical model with an authoritative leadership, this was used to a lesser extent in the the special needs school program than in the mainstream primary school program. The two school structures show similarities in the use of interaction between models and leadership, where both school structures emphasize on a mechanical model with an authoritative leadership. The results show differences between the two school structures regarding the cooperation between teachers in problem-solving oriented teaching. The mainstream primary school program teachers more frequently make eye-contact with each other than the teachers of the special needs school program. Regarding communication with the purpose to reach agreement and in organisational issues, the special needs school program teachers practice this to a lesser extent than those of the mainstream primary school program. The analysis of data from eight observations show that inclusive education is practiced in both school structures to some extent but that traditional pedagogic methods permeate the educational programs which have been studied, this in turn may affect the realization of a school for all.

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  • 39.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Erövra ett nytt språk2022Other (Other academic)
  • 40.
    Ahlgren, Katrin
    Stockholm University, Faculty of Humanities, Department of Language Education. Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Sociolinguistic belonging in relation to spatial factors: a longitudinal perspective2023In: Sociolinguistic belonging in relation to spatial factors: a longitudinal perspective, 2023Conference paper (Refereed)
  • 41.
    Ahlgren, Katrin
    et al.
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Centre for Research on Bilingualism.
    Rydell, Maria
    Stockholm University, Faculty of Humanities, Department of Swedish Language and Multilingualism, Scandinavian Languages.
    Talat språk och bedömning2022Other (Other academic)
  • 42.
    Ahlgren, Marie
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Humlekil, Linn
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    "Alla vill ju kunna läsa": en intervjustudie om speciallärares erfarenheter2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 43.
    Ahlgren, Rose-Marie
    Stockholm University.
    Skolelevers självvärdering1991Doctoral thesis, monograph (Other academic)
  • 44.
    Ahlm, Sara
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    ”Språkstimuleringen måste byggas in i vardagen”: Verksamhetsstöd på förskolan och i grundskolans tidigare år för barn och elever med tal- och språksvårigheter.2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här studien är att undersöka vilket verksamhetsstöd det finns för barn och elever med tal- och språksvårigheter på förskolan och i grundskolans tidigare år. Frågeställningarna handlar om hur en talpedagog arbetar för att stödja barn med tal- och språksvårigheter, hur ett barns svårigheter kartläggs samt hur barns tal och språk stimuleras under den dagliga verksamheten. Som forskningsmetod har jag använt mig av intervju och observation.

    Resultatet visar att det stöd barnen får av talpedagogen är genom olika övningar som valts ut för att stimulera deras tal och språk. Talpedagogen kartlägger även barnens svårigheter med hjälp av Hellqvists fonemtest med vilket hon får kunskap om vad barnet redan kan och vad det behöver öva på. Både på förskolan och i skolan bygger pedagogerna in språkstimuleringen i vardagen på ett naturligt sätt genom att oftast utgå från barnens egna intressen och kunskaper. Detta har visat sig på förskolan genom att pedagogerna främst låter barnen ge förslag på vad de vill göra och utgå från detta, medan lärarna i skolan anpassar material och arbetsböcker utefter elevernas kunskapsnivå.

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  • 45.
    Ahlqvist, Per
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Livslångt lärande: Mer än ett CV?2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats är resultatet av en undersökning av två verksamheter som valt att använda ett icke-formellt verktyg för att synliggöra, erkänna och dokumentera lärande. Utgångspunkten i undersökningen har varit en önskan att pröva om kunskaper om arbetsliv och erfarenheter från arbetsliv är möjliga att synliggöra, erkänna och dokumentera med liknande status och kvalitetssäkring som inom det formella utbildningssystemet. Studien bygger på intervjuer med elever, deltagare och handledare på ett introduktionsprogram med handelsinriktning på gymnasiet samt på ett program i en kommunal arbetsmarknadsåtgärd. Gemensamt för målgruppen av ungdomar och unga vuxna i undersökningen var att de hade låg eller bristfällig utbildningsnivå samt att de riskerade att etableras i ett utanförskap.

    Undersökningen visar att det verktyg som använts visar bygger på en systematik som bidrar till att skapa en tydlig och pedagogisk lärandesituation samt ett arbetssätt som bidrar till en kvalitetssäkrad dokumentation. Den kompetens som deltagarna tillgodogjort sig visade sig även öka matchningsmöjligheterna på arbetsmarknaden. Verktygets etablering i samhället visade sig i undersökningen vara den svagaste länken i användandet. Verktyget upplevdes inte som tillräckligt kommunicerat och känt vilket var till elevernas nackdel. Kvalitetssäkringen visade brister inte minst vad gäller hanteringen av deltagarnas intyg över erhållet lärande. Trots goda resultat visade det sig också vara svårt för ansvariga tjänstemän att motivera kostnaden för användandet.

    Resultatet bör vara intressant för verksamheter som har tankegångar runt en integrativ syn på lärande samt om formella, icke-formella och informella verktyg för att synliggöra och erkänna lärande kan verka i symbios för att öka tillgången till det livslånga lärandet.

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  • 46.
    Ahlsén, Emelie
    et al.
    Stockholm University, The Stockholm Institute of Education.
    Lundh, Nathalie
    Stockholm University, The Stockholm Institute of Education.
    Teaching Writing in Theory and Practice: A Study of Ways of Working with Writing in the 9th Grade2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main purpose of this study is to take a closer look at how teachers work with writing and to examine some theories on the teaching of writing. Five teachers in two schools are included in order to get an insight in teachers’ practical work with EFL writing. This has been done through classroom observations and interviews. The results show that all teachers seem to use aspects from several theories. The results also show that the teachers’ level of awareness of theories on teaching writing varies

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  • 47.
    Aho, Nilüfer
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Lindeberg, Ulrika
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Hållbar skolutveckling för flerspråkiga elever med språkstörning2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 48.
    Ajagán-Lester, Luis
    Stockholm University.
    "De Andra": afrikaner i svenska pedagogiska texter (1768-1965)2000Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study examines the way in which the image of the Sub-Saharan peoples is presented in the schools texts used in Sweden. The concept of ‘educational texts’ includes both used reading books and school texts for teaching geography. This study primarily concentrates on educational texts from 1768 up to 1965.

    The guiding questions of this research are as follows: What are the social factors that have contributed to shaping a certain image of Africans? What kind of messages concerning Africa may be detected in school texts? What type of emphasis can be perceived (in Africa’s discursive field)? What messages emanating from other cultural contexts have led to the elaboration of Swedish texts about Africa? How was the Swedish mental chart about Africa structured? What social identities led to the making of such texts? What type of ‘knowledge’ has been excluded from these school texts?

    The theoretical guidelines that organise this research are founded in Mikhail Bakthin’s critical discourse analysis and dialogism, the socio-semiotics approach and Raymond Williams’ notion of selective tradition. Raymond Williams’ notions of dominant culture transmission indicate that this process is characterised by selectivity of existing knowledge in a given historical period.

    The material has been classified into four periods. The first embraces the period from 1768 to 1850. It is characterised by its emphasis on the cultural differences between Africans and Europeans, who were considered sub-human and civilised, respectively. The second period - 1850 to 1920 - introduced the racial bias into the corpus of school texts. The metonymic language identifies Blacks with inferiority and Whites with superiority. During this period, school texts reproduce without criticism the colonialist’s arguments. The texts are permeated by oppositions of the type ‘we, the civilised’, ‘they, the barbarians’, ‘culture’ vs. ‘non-culture’, ‘religious’ vs. ‘pagans’, etc.

    The third period covers texts from mid-1920s till the end of the 1950s. School texts are impregnated of virulent scientific racism. Craniology and the idea of hereditary racial superiority or inferiority structure the examined texts.

    School texts of these three periods tend to monology and single-emphasis. In the early 1960’s - the last period under examination - witnesses the emergence of texts without racist contents. This period saw the appearance of books providing space for a large variety of voices and their main feature is dialogical. The stress on the difference between ‘them’ and ‘us’ gives way to the ‘similarity’ among cultures. This was the period of the gradual disappearance of such way of thinking that opposes ‘civilisation’ (us) and ‘barbarous’ (them).

    Our research indicates that the processes of selection of school knowledge play a fundamental role in cultural reproduction. The fact of having conceded a privilege position to some knowledge and disregarded others, led to the emergence - for almost 200 years - of a clear object in school discourse: the “alien-inferior-other”.

  • 49.
    Ajagán-Lester, Luis
    Stockholm University, The Stockholm Institute of Education, Department of Curriculum Studies and Communication .
    Mot en pluritopisk hermeneutik2005In: Text och existens: hermeneutik möter samhällsvetenskap / [ed] Staffan Selander, Per-Johan Ödman, Göteborg: Daidalos, 2005, p. 143-160Chapter in book (Other academic)
    Abstract [sv]

    Luis Ajagán-Lester fokuserar i sin artikel `den andres hermeneutik` - mötet mellan medlemmar av olika kulturer och frågan hur hermeneutiken kan bidra med förståelse av den Andre. Både tolkningar som är baserad på avstånd i tid respektive rum aktualiserar frågan om hur man förstår sig själv genom bilden av den andre/det andra. Den bildade européns slutenhet i sin egen värld har bidragit till hermeneutikens `monotopika` karaktär. Begreppet `takt`framskrivs en central kategori mi mötet med den andre och i utvecklandet av en `pluritopisk`hermeneutik och `polyfon tolkningsprocess`.

  • 50.
    Ajagán-Lester, Luis
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Text och etnicitet: en diskussion om texter och etnisk självförståelse1999In: Textanalys: Introduktion till syftesrelaterad kritik, Studentlitteratur, Lund , 1999, p. 121-134Chapter in book (Other academic)
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