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  • 201.
    Granqvist, Björn
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Nilsson, Carola
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Coaching och NLP: Vägledare på resa i coachingdjungeln2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Coaching has become a trend in our society and this study can be seen as an expedition through the “coaching jungle”. The inquiry consists of structured interviews by telephone mixed by studies of related literature and articles, where the purpose was to find out to what extent NLP – Neuro Linguistic Programming – occurs in coaching of the unemployed and to what extent it is used in coaching. The selection-group can be found in 14 of the 21 counties of Sweden and it contains job coaches from the local government, private and also staff from the public sector who works with unemployed. The results exhibit that NLP is not a regular model in coaching of unemployed – instead the solution-focused model is quite the dominant one among the selection-group in this inquiry. The study also illustrates approaches, concepts, various methods, attitudes to the clients as well as communicative tools which are all central parts of coaching.  The survey reveals that there are similarities between the contents of different coaching- and counselling models, even though they might have different names for it.  The study shows the pros and cons of coaching in general and also thoughts and opinions of education, professionalism and the job title “coach”.

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  • 202.
    Graviz, Ana
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Införande av mediekunskap i skolan: ett pedagogiskt problem? : en fallstudie i Uruguay1996Doctoral thesis, monograph (Other academic)
  • 203.
    Greiff, Katarina von
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Adopterade från Latinamerika: deras uppfattningar om sina uppväxtvillkor, sin livssituation och Sverige som socialisationskultur2000Doctoral thesis, monograph (Other academic)
  • 204.
    Grewin, Ann-Margret
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Unga flickor skriver in sig i sin kultur: möjliga sätt att vara - uttryck i text och bild2001Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the study is to describe, analyse and understand the meanings that can be extracted from the fictive stories and drawings produced by a group 13-14 year old girls’ and dealing with their future family life. The stories and drawings are ‘read’ as the girls’ reflections and fantasies in dialogue with their culture about different ways of being and living as grown women. The study has a qualitative approach where themes are sought and where detailed analyses of individual stories and drawings are made. The stories and drawings are seen as fixed verbal and pictorial linguistic actions and thereby accessible to a variety of readings and interpretations. Texts are analysed in terms of how the different ‘voices’ of the main character in a story interplay. Drawings are analysed in terms of how ‘narrative strategies’ are combined in a drawing. Place of living and family belongingness were found to be important issues. Four main aspects of the home as a place for a good and enjoyable everyday life that emerged from the girls’ texts were the home as a meeting place, a sphere of intimacy, a haven of refuge and a point of departure. Four main aspects for the construction of family belongingness that emerged from the girls’ drawings were the family members’ likeness in appearance and style, close relations, common activity and scope for individuality. Places of living as they appeared in the stories were affluent, secure and beautiful over which the grown-up woman was the master and where she strove to create an idyll for herself and others, and where her care-giving abilities were mediated between female members. The woman’s central position included her being responsible for keeping the family united, maintaining everyday routines and adjusting her daily life to the needs of the children; this made her position ambivalent. Life sometimes became monotonous, burdensome and lonely, and the woman risked losing contact with the alluring surrounding world, being neglected by important others outside family life; or, when left on her own, she risked becoming confused, clumsy and losing her capabilities. The woman friend and the horse were found to play important roles in the woman’s way of living and in solving her dilemmas. Both the woman friend and the horse constituted links to the past and thereby continuity in life; they opened up ways to maintain freedom and independence and for new ways of living. The stories and drawings could be said to be about working on relations intertwined with working on subjectivity, and to concern questions about what space can be given to the grown woman.

  • 205.
    Grönborg, Catharina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Pettersson, Valeria
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Vägledningsmetoder? Ja, tack! Nej, tack!: Om användninga av vägledningsmetoder av yrkesverksamma studie- och yrkesvägledare2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The overall aim of this study is to achieve the increased knowledge of the use of the counselling methods in the student counsellors' work and to find the possibilities for development. Two questions are used as guidelines:

    Which counselling methods do student counsellors use in their work in schools?

    How can the current education for the student counsellors be supplemented?

    The analysis of the interviews with six counsellors in Stockholm's administrative province showed that even uneducated counsellors use the same counselling methods as the educated ones. All these methods which are used remind of the known counselling methods that are the part of the current education for the student counsellors.

    In general counsellors experienced that the education for the counsellors should be supplemented within the field children with special needs and that conversation's methodology is the essence of the counselling work.

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  • 206.
    Grönlund, Erna
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Barns känslor bearbetade i dans: dansterapi för barn med tidiga störningar1994Doctoral thesis, monograph (Other academic)
  • 207.
    Gunnarsson, Gunnar J.
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    ”I don’t believe the meaning of life is all that profound”: A study of Icelandic teenagers’ life interpretation and values2008Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    What do teenagers recount about themselves and their interpretation of life and values, and what characterises individual teenagers’ perceptions and statements? What is the relation between teenagers’ life interpretation and values and social circumstances? What challenges to school religious education do the teenagers’ perceptions and statements represent? These questions are central to the study Icelandic Teenagers’ Life Interpretation and Values.

    The purpose of the study was to investigate some central elements in teenagers’ life interpretation so as to discuss the results in terms of social circumstances in Iceland and of school religious education. The background is that Icelandic society, having been relatively homogeneous, has changed during the past few years with increased plurality.

    The material the study was based on consists of interviews with Icelandic teenagers. In four articles included in the thesis different parts of the material collected are interpreted using a hermeneutic approach. The main result showed that the teenagers were in a field of tension between homogeneity and plurality on the one hand and security and insecurity on the other. The main trends in the material indicate a common reference framework at the same time as plurality emerges in the teenager’s verbal expressions; and while most spoke of their happiness and security, there was also awareness of the risk and threat that can transform the situation.

    The material exhibited greater variation within each school than between schools. This suggests the effect of plurality on the younger generation in Iceland. Given this variation among individuals it is urgent to find an approach to religious education that takes greater account of the different pupils’ backgrounds, personal experience and existential questions.

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  • 208.
    Gustafsson, Ingemar
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Education in the New Architecture of Aid2010In: Education and Development in the Context of Globalization / [ed] Holger Daun and Görel Strömqvist, Nova Science Pub Inc , 2010Chapter in book (Other academic)
  • 209.
    Gustavsson, Anders
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholm University, Faculty of Social Sciences, Department of Education.
    Löftet om en framtid2008In: Främlingskap och tolkning, Stockholms universitets förlag , 2008Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet är en teoretisk analys av identitetskonstruktioner med utgångspunkt i den franske filosofen Paul Ricoeurs teori om löftet som modell för framtidens identitetskonstruktioner

  • 210.
    Gustavsson, Anders
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Majoritetskultur eller minoritetskultur?2008In: Funktionshinder och kultur: Brukar- och forskarperspektiv på delaktighet, Högskolecentrum för handikappforskning i Stockholm , 2008Chapter in book (Other academic)
    Abstract [sv]

    Rapport från temavecka om funktionshinder, forskning och kultur 1998.

  • 211.
    Gustavsson, Anders
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholm University, Faculty of Social Sciences, Department of Education.
    Vår tids socialpedagogik2008In: Meningsskapande och delaktighet: om vår tids socialpedagogik, 2008Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Kapitlet introducerar ett nytt perspektiv i socialpedagogiken som inte fokuserar på det normala och onormala utan på konstruktionsprocesserna bakom att människor, kategorier eller handlingsmönster betraktas som normala eller onormala. Bokens övriga kapitel illustrerar dessa konstruktionsprocesser på olika områden.

  • 212.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Dolva, Anne-Stine
    Hemmingsson, Helena
    Borell, Lena
    Children with Down’s syndrome in mainstream schools: peer interaction in activities2010In: European Journal of Special Needs Education, ISSN 0885-6257, E-ISSN 1469-591X, Vol. 25, no 3, p. 283-294Article in journal (Refereed)
    Abstract [en]

    The aim of this study was to explore interaction in school activities of pupils with Down syndrome in mainstream schools to understand enabling conditions. Six ten year old pupils with Down syndrome were observed in their class, and interviewed. By applying qualitative methodology, we identified two main categories; equal and unequal interaction. Unequal interaction comprised patterns of peer supported and non-supported interaction. Peers’ support comprised modifying tasks, activities or their own behavior that enabled interaction with a less competent pupil. Peers support are discussed within the frames of inclusive schooling.

  • 213.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Molin, Martin
    Passage des programmes spéciaux du secondaire supérieur à la vie active pour les elèves présentant des deficiencies intellectuelles en Suède2010In: La nouvelle revue de l'adaptation et de scolarisation, Vol. 48, p. 243-255Article in journal (Refereed)
    Abstract [en]

    In this article we review current research – some of our own and others – on the transition between school and work for young people with intellectual disabilities in Sweden. Two main paths of transition are identified. The first is an introduction to the special needs system of work and occupation within the Swedish welfare state, a continuation of the special needs programme that pupils with intellectual disabilities attend in Sweden. The second path of transition includes more complex self-expectations and belongings both in the special need system and more ordinary life and work. Both paths are discussed in relation to current research and welfare policy. Here, we draw on recent theoretical development in relation to concepts like multidimensional identifications and mixed identities in the fields of international migration and ethnic relations.     

  • 214.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Möller, Anders
    Olin, Elisabeth
    Ringsby Jansson, Bibbi
    Utrymme för att tänka nytt: En uppföljning av 89 projekt om autism och adhd2010Report (Other academic)
    Abstract [sv]

    Den här rapporten är en uppföljning av sammanlagt 89 projekt, som under perioden 1993 till 2006, fått anslag genom Allmänna Arvsfonden. Till denna målgrupp brukar räknas autism och autismliknande tillstånd (Asperger och Tourettes syndrom) samt adhd (Attention-Deficit/Hyperactivity disorder) och damp (Decificits in Attention, Motor control and Perception). Totalt har cirka 150 miljoner kronor beviljats till de projekt som omfattas av uppföljningen. Syftet med uppföljningen har varit att undersöka vilka spår som lämnats av de projekt om autism och autismliknande tillstånd, samt adhd och damp, som Arvsfonden beviljat medel för under perioden, samt att ge en orientering om de tidigare viktigaste projekten, som Arvsfonden finansierat, inom området. Ett syfte har också varit att fördjupa förståelsen av hur Arvsfondens satsningar omsätts i verksamhetsutveckling och vilken betydelse detta har haft på utvecklingen inom området. Uppföljningen har gjorts med hjälp av flera undersökningsmetoder, av såväl kvalitativt som kvantitativt slag, i syfte att belysa projekten från olika perspektiv och att ge kunskap som kan ligga till grund för en diskussion om projektens betydelse för målgrupperna. Studien har genomförts i två steg –, dels som en kartläggning och översikt, och dels som en fördjupad fallstudie av två föreningar/organisationer samt av och fem enskilda projekt. Arbetet inleddes med en genomgång av det skriftliga material kring projekten, som fanns tillgängligt på Arvsfonden, främst ansökningshandlingar, redovisningar och slutrapporter. Materialet kategoriserades med utgångspunkt från att få en bred bild av projektens syfte och inriktning, men också för att hitta aspekter och intressanta projekt för de fördjupade  fallbeskrivningarna. Den innehållsliga kategoriseringen resulterade i följande kategorier: metodutvecklingsprojekt, informations- och kunskapsspridningsprojekt, kunskapsutvecklingsprojekt, projekt inriktade på aktivitet och socialt gemenskapsinriktade projekt samt kultur- och demokratiprojekt. Mot bakgrund av den inledande kategoriseringen sammanställdes en enkät med frågor till ansvariga för samtliga 89 projekt. Efter flera påminnelser fick vi svar från 55 av 89 projektansvariga, några mer än ett halvår efter utsatt datum. Med utgångspunkt i enkäter och dokument kunde vi ge en översiktlig bild ges av projektens verksamhet och betydelse, vilka spår de lämnat och under vilka betingelser de verkat, även i de fall vi inte fick svar. Resultatet av översiktsstudien låg också till grund för urvalet av de projekt och organisationer som valdes ut för den fördjupade fallstudien. I ett andra steg studerades enskilda projekt och organisationer med hjälp av besök, intervjuer, observationer samt fördjupade studier av den skriftliga dokumentation som fanns samlad om projekten. Analyserna av de enskilda fallen har resulterat i en beskrivning och analys av projekten på olika nivåer. För det första har vi beskrivit, dels som en beskrivning av projektens verksamhet och mål, vilka spår projekten lämnat, vilka faktorer som underlättat respektive försvårat projektets genomförande. För det andra har vi analyserat projekten i relation till teoretiska perspektiv. Den sammanställning som gjorts visar att av de granskade 89 projekten har vi underlag för att kategorisera spår i 80 projekt, varav sex bedöms leva vidare med annan finansiering, där projektets erfarenheter fått en spridning, nationellt och/eller internationellt och i vissa fall utvecklats i nya former och inspirerat till andra verksamheter. Men i de flesta projekt lever dock erfarenheterna vidare, en del med annan finansiering och andra på annat sätt, även om de inte fått så stor spridning. Några projekt har runnit ut i sanden, där finns inga spår och man har av olika skäl, inte lyckats genomföra sin plan. Ett projekts framgång kan också ta sig väldigt olika uttryck; ibland blir framgången inte synlig i ett enskilt projekt utan först när man ser på hur det samverkar med andra. Ett intressant fynd i studien är att Allmänna arvsfondens innovationsmål tycks fungera i välfärdssamhällen av vår typ, där det ofta redan existerar en sorts stöd eller service till den målgrupp som projektet riktar sig till. En konsekvens blir att det innovativa ofta får karaktären av opposition mot något existerande, t.ex. en  behandlingsform, en form av verksamheter som vänder sig till personer med en viss funktionsnedsättning eller en viss form av organisering av sådana verksamheter. Projekten blir ofta ett sorts motprojekt, i relation till etablerade perspektiv och synsätt De ideella föreningarna har med hjälp av projekten spritt en ny syn på såväl autism och autismliknande tillstånd som adhd. Här kan man se den ideella sektorn och det civila samhället som en frizon för nytänkande, som växer fram bland människor med egen erfarenhet Utrymme för att tänka nytt 6 av vad det innebär att leva med funktionsnedsättningen. I hög grad har projekten gett röst åt människor med egen erfarenhet av diagnoserna. Genom att projekten har fört människor med likartade erfarenheter samman har de också fått ett slags ökad, kollektiv makt över sina livssituationer. Allmänna arvsfondens projektstöd tycks vara ett viktigt bränsle för denna typ av nytänkande.

  • 215.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Olin Lauritzen, SonjaStockholm University, Faculty of Social Sciences, Department of Education.Ödman, Per-JohanStockholm University, Faculty of Social Sciences, Department of Education.
    Främlingskap och tolkning: en vänbok till Charles Westin2008Collection (editor) (Other academic)
    Abstract [sv]

    Boken är en vänbok till Charles Westin. Bokens syfte är att forskarkolleger presenterar aktuella studier om migration, pedagogik, skrivandets konst, tolkning och främlingskap – områden där Charles själv lämnat viktiga bidrag. Vår förhoppning är att boken ska ge inspiration, kunskap och glädje i den generösa och medmänskliga anda som präglat Charles eget arbete.

    Bokens titel lyfter fram två begrepp som framstår som särskilt centrala i Charles verk: främlingskap och tolkning. Det sistnämnda knyter an till Charles ursprungliga metodologiska hemvist i den hermeneutiska tolkningstraditionen inom gruppen för Invandrings- och minoritetsforskning på Pedagogiska institutionen vid Stockholms universitet. Begreppet främlingskap syftar på Charles särskilda intresse för människor som faller utanför det bekanta och välkända som vi tenderar att uppfatta som normalt. Det kan gälla immigranter från en annan kultur, människor som är främlingar i sitt eget samhälle därför att de kategoriseras som romer eller samer eller personer som är beredda att tortera andra och därmed framstår som omöjliga att förstå.

  • 216.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Transformation and Changes in Social Knowledge: Towards the Dynamics of Meaning making2010In: Education, Professionalization and Social Representations: On the transformation of social knowledge / [ed] Chaib Mohamed, Danermark Berth & Selander Staffan, London: Routledge , 2010, 1, p. 17-33Chapter in book (Other academic)
  • 217.
    Gustavsson, Malin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lodin, Erica
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Elevers upplevelser av gymnasievalet: En process som medför starka känslor2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka hur elever i årskurs nio upplever gymnasievalet och hur dessa upplevelser kan påverka deras valprocess. Kvalitativa intervjuer genomfördes med sex elever i årskurs nio. Resultatet visar att gymnasievalet är en komplex process som väcker många starka känslor. Dessa känslor handlar om det egna ansvaret att göra rätt val inför framtiden, svårigheter att hantera informationsutbudet och känslor kring att uppnå de betyg som krävs för en viss utbildning. Funderingar över vad det innebär att börja i en ny skola väcker också känslor. Eleverna har olika sätt att försöka hantera situationen. Det gemensamma hos dem är att de försöker göra valprocessen så begriplig som möjligt, bland annat genom att besöka gymnasieskolor. Samtliga elever beskriver stöd från människor i deras närhet som värdefullt. Studien visar att känslor påverkar elevernas valprocess och att de kan ha en avgörande betydelse för elevernas beslut om utbildningsväg.

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  • 218.
    Hagström, Tom
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Arbetslivspedagogik och det gränslösa arbetet: En transaktionell ansats2007In: Pedagogisk forskning i Sverige, ISSN 1401-6788, Vol. 12, no 4, p. 257-280Article in journal (Refereed)
    Abstract [sv]

    I det postindustriella arbetslivet framträder tendensen att tidigare yttre regleringar av arbetet övergår till individers inre reglering vilket aktualiserar nya kompetensbehov och krav, främst i s.k. gränslösa arbeten. Kognitiv, kommunikativ, kollektiv och existentiell handlingskompetens beskrivs framträda som centrala i sammanhanget. Inom ramen för en transaktionell ansats övervägs hur dessa kompetensdimensioner sammanhänger ömsesidigt och ansatsen diskuteras i termer av hälsa, handlings- och utvecklingsutrymme. Sammantaget tycks arbetslivets strukturförändringar aktualisera krav på en metakognitiv nivå och i artikeln övervägs vad som karakteriserar en sådan handlingskompetens och förändringar av transformativ karaktär i en sådan riktning. Slutligen görs jämförelser med andra arbetslivspedagogiska tankelinjer och övervägs ansatsens disciplinära och teoretiska "position".

  • 219.
    Hagström, Tom
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Arbetslösas beredskap inför arbetslivet: en kartläggning och analys av aktiva-passiva förhållningssätt och betydelsen av olika yttre livsförhållande1988Doctoral thesis, monograph (Other academic)
  • 220.
    Hagström, Tom
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Competence and boundary less work contexts: A frame of reference in progrss2007Conference paper (Other academic)
    Abstract [en]

    Introduction

    Structural changes in the transition into post-industrial society are associated with dissolved time and space boundaries of work, here referred to as boundaryless work. This seems to require more complex and autonomic ways of knowing and acting, individually as well as collectively which call for theoretical considerations.

    A frame of reference

    The aim of the paper is to present a tentative theoretical frame of reference, entitled a transactional approach, generated from studies of unemployment and young people’s work socialization. Four broad competencies have been found to be of interest, namely, cognitive, communicative, collective and existential competence dimensions. Each of these refers to both capabilities of the individual and possibilities in the environment which underlines competence as an interaction between man and the external world.

    Findings and discussions

    Demands associated with boundaryless conditions will be elucidated in terms of the four

    competence dimensions on the base of e.g. studies of persons in work contexts such as independent consultants, mobile working civil servants and free lancing journalists. Results indicate that the more boundaryless work contexts, the higher the demands on collective and existential competence. Furthermore advantages regarding individual autonomy appeared as connected with disadvantages regarding communication and collective integration. Generally the competence needed to master boundaryless conditions seemed to include all of the four competence dimensions integrated on a “meta-cognitive” level.

    Conclusions

    The frame of reference in progress has proved to be a fruitful approach so far and will be elaborated further in order to study decentralized work settings. This bring to the fore issues regarding the interconnections between the competence dimensions, what hampers and promotes transformations towards more complex competence levels and how individual and collective aspects are interrelated.

  • 221.
    Hagström, Tom
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Backström, Tomas
    Akademin för Innovation, Design och Teknik (IDT) vid Mälardalens Högskola (MDH)..
    Göransson, Susanna
    Akademin för Innovation, Design och Teknik (IDT) vid Mälardalens Högskola (MDH)..
    Sustainable competence: Reproduction and innovation in a bank2008In: Business sustainability: Management, technology and Learning for Individuals, Organisations and Society in Turbulent Environments, 2008Conference paper (Other academic)
  • 222.
    Hagström, Tom
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education. nstitutionen för teknik och byggd miljö, Högskolan i Gävle.
    Kjellberg, Anders
    I.
    Stability and change in work values among male and female nurses and engineers2007In: Scandinavian Journal of Psychology, ISSN 0036-5564, Vol. 48, p. 143-151Article in journal (Refereed)
    Abstract [en]

    Gender related changes of work values were analyzed in a longitudinal questionnaire study of 173 male and 48 female engineers and 353 female and 31 male nurses at three measurement occasions covering about four and half years from the end of their vocational education. At all occasions, Social relations were rated as more important by women than by men and Altruism was given higher ratings by the nurses than by the engineers. Within both occupations women’s mean Altruism ratings were higher than men’s mean ratings, and in all groups except male engineers the mean ratings dropped between the three occasions. Women’s ratings of Benefits and career and Influence were strengthened in both occupations, thereby eliminating an initial gender difference. The stability of work values is discussed in terms of challenges and norms in working life.

    Key words: Work values, gender, stability, work socialization.

  • 223.
    Halldén, Ola
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Elevernas tolkning av skoluppgiften: en beskrivning av elevers förhållningssätt till lärares frågor1982Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The chief aim is to describe school tasks from the pupils’ point of view. Descriptions are made of pupils’ activities related to the task given by the teacher. Ten pupils are described. A discussion of the concept of activity as used in cognitive psychology forms the theoretical basis for the study. Activity is described as a mode of thinking about phenomena and it is assumed to have an assimilative and an accommodative aspect. Observations are made with tape recorder and field notes. The teachers and a number of pupils are interviewed. The pupils have two types of goals for their activities; procedure related goals, i.e. how to do things, and subject-related goals, i.e. what they are supposed to do. The pupils’ difficulties in dealing with subject-related goals are discussed in terms of their in-going frames of reference or alternate frameworks. These frames of reference influence the pupils’ interpretation of the learning task in various ways. Not only can they make it difficult to interpret a phenomenon, but they can also make the whole of a question incomprehensible, uninteresting and pointless. Finally, the pupils engaged in subject related goals are discussed in terms of what kind of strategies they use in working towards their goals. Three types of strategies are delineated and analysed: an assimilative, an accommodative, and an active strategy, it is usual to emphasize the importance of assimilative processes in learning situations. Here it is maintained that for learning to occur in a specific situation initiated by the teacher, a balance between assimilative and accommodative processes is necessary.

  • 224.
    Halldén, Ola
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Haglund, Liza
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Strömdahl, Helge
    Conceptions and contexts: On the interpretation of interview and observational data2007In: Educational psychologist, ISSN 0046-1520, E-ISSN 1532-6985, Vol. 42, no 1, p. 25-40Article in journal (Refereed)
    Abstract [en]

    Research within a constructivist approach often relies on interview data, which are used to reveal beliefs held by the interviewee or to expose conceptions or conceptual structures that are supposed to reside within the interviewee. From a sociocultural perspective, severe criticism has been leveled against the neglect of the problems of inferring conceptions held by a participant from what is uttered in an interview. Utterances should be looked upon as cultural tools used to realize discursive practices, rather than as propositions mirroring mental entities. It is argued that the clinical interview, often used by constructivists, disregards the impact of a situation and discursive norms with regard to what is uttered in aconversation. Here, it is argued that by taking into account an interviewee's conceptions of the situation, as well as of the subject matter being talked about, some sort of a bridge between the methodological standpoints of constructivism and sociocultural theory can be formed. It is proposed that utterances should be regarded as actions, and thus the problem of ascribing meanings to behavior is in focus, that is, how a series of behaviors can be regarded as an intentional action. It is argued that by means of such an approach, it is possible to make inferences about conceptions and conceptual structures much in the same way as is done in research on conceptual change. However, this means that utterances cannot just be "read off." The interviewee's aims, conceptions of the subject matter talked about,as well as the interviewee's conceptions of the situation to hand must be taken intoaccount. A reinterpretation of data reported by Andrea diSessa and Bruce Sherin is used as an illustration.

  • 225.
    Halldén, Ola
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Petersson, Gunilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Scheja, Max
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ehrlén, Karin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Haglund, Liza
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Österlind, Karolina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Stenlund, Agneta
    Situating the concept of conceptual change2002In: Reconsidering conceptual change: Issues in theory and practice, Kluwer (Dordrecht, Netherlands) , 2002, p. 137-48Chapter in book (Refereed)
  • 226.
    Halldén, Ola
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Scheja, Max
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Jacobsson-Öhrn, Harriet
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Intentionell analys2001Book (Other academic)
  • 227.
    Hanson, Marika
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Det flexibla arbetets villkor - om självförvaltandets kompetens2004Doctoral thesis, monograph (Other academic)
    Abstract [en]

    New conditions for work, involving demands for quick adjustment and increased flexibility, have underpinned a discourse of work-based and lifelong learning in which continuous competence development is often viewed as beneficial for both the organisation and the employees. These flexible work arrangements rely heavily on the individual’s capacity of organising and structuring her own work and performance, and the thesis addresses the question of the individual’s ability to adapt to and handle these flexible work conditions. The aim is to contribute to an understanding of the competencies required in flexible work settings, and the thesis asks two questions: (1) What characterises the work conditions in flexible forms of work? (2) How does the individual handle these flexible work settings in terms of competence? The theoretical frame of reference is constructivist and is contextually oriented. Empirical data emanates from two case studies. The first encompassing teleworking civil servants in a government authority and the other freelance reporters. Data collection included questionnaires, interviews and e-mail questions.

    Results show that the flexible work settings in the case studies were relatively disintegrated and deregulated in the sense that the conditions were no longer lucid and well defined. It also appeared to open up a space for regulation of a more implicit kind. These conditions require a metacognitive competence characterised as a self-governing competence. This refers to the guiding, supervising function needed for the individual to be able to define, structure and discipline her own performance and, ultimately, her ability to manage and govern herself in a wider, functional sense. Thus, what seems to be characteristic for the flexible and delimited work conditions is that the preconditions of work do not appear in forms of an independent environment. Instead of formal directives and limitations, the regulation of work takes place to a large extent through implicit regulation processes, continuously negotiated in interaction between individuals and the environment. In conclusion it is argued that the flexible work conditions are characterised by intersubjective regulation processes, discursively and interactively constructed without perceptible coercion. The self-governing competence required involves transformation in terms of continuous learning as well as a development in terms of higher levels of cognitive complexity, integration and differentiation.

  • 228.
    Hansson, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Monauralt döva: [audiologiska, socialpsykologiska och existentiella aspekter = [Monaurally deaf persons] : [audiological, social psychological and existential aspects]1993Doctoral thesis, monograph (Other academic)
  • 229.
    Hansson, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Teachers' Professional Development for the Technology-enhanced Classroom in the School of Tomorrow2006In: E-Learning, ISSN 1741-8887, Vol. 3, no 4, p. 552 - 564Article in journal (Refereed)
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  • 230.
    Hansson, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The Rural Wings Project: bridging the digital divide with satellite-provided Internet: Phase I: Identifying and analysing the learning needs of 31 communities in 10 countries2007In: E-learning, ISSN 1741-8887, Vol. 4, no 2, p. 107‑115Article in journal (Refereed)
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  • 231.
    Hansson, Henrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Holmberg, Carl
    A European and Swedish perspective on ICT – policies and strategies in education: crossings, blind alleys and uphill slopes2003In: Journal of Systemics, Cybernetics and Informatics, ISSN 1690-4524, Vol. 2, no 2, p. 6Article in journal (Refereed)
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  • 232.
    Hansson, Henrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Johansson, Erik
    Bluffuniversitet och falska examensbevis: Sverige och världen2005Report (Other academic)
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  • 233.
    Hansson, Henrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    van de Bunt-Kokhuis, Sylvia
    Language filtering2006In: World Wide Work: Filtering of Online Content in a Globalized World, VU University Press , 2006, , p. 69 - 76Chapter in book (Other academic)
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  • 234.
    Hansson, Henrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Widmark, Wilhelm
    Stockholm University, University Library.
    Filtering of Scientific e-Content2006In: World Wide Work: Filtering of Online Content in a Globalized World, Amesterdam: VU University Press , 2006, , p. 238p. 121-128Chapter in book (Other academic)
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  • 235.
    Hautaniemi, Bozena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Känslornas betydelse i funktionshindrade barns livsvärld2004Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of my study is to describe and understand disabled children’s special way of understanding and relating to the surrounding world. The thesis is based on an empirical study of six severely disabled children, lacking language and speech, aged from nine months to five years. The children were studied by video recordings in Händelsriket, a center organised to offer them different kinds of rich stimulation.

    One important finding was that the children expressed a non-verbal, meaning making competence that I decided to further explore. First, I tried to interpret the children’s competence in the frame of psychoanalytic and psychodynamic theories, which turned out to be difficult as these theories were based on assumptions linked to the tradition of René Descartes, making a clear difference between Cogito and body, nature and culture. In this tradition, human consciousness is based on the acquisition of language and the development of the sphere of symbols. As a consequence, the mentioned theories could not help us to understand the embodied, non-verbal competence of the disabled children. Many of these theorists also argue that their theories have little relevance for disabled children.

    However, the phenomenological tradition, inspired by among others Edmund Husserl, Martin Heidegger and Maurice Merleau-Ponty, was of much more help in the analysis of the disabled children’s activities in Händelsriket. In the theory of the lifeworld, Husserl´s and Merleau-Ponty´s, for instance, introduces two different kinds of intentionality indicating an embodied consciousness of great relevance to the empirical findings.

    Another important empirical finding was that feelings, and the expression of feelings, seemed to play an important role in the children’s non-verbal, meaning making competence. As a consequence of this I have decided to include a discussion of research on feelings, emotions and affects. Based on the critique of the distinction between feelings, emotions and affects in social and anthropological research, I have decided to base my analysis on the concept of feelings.

    In the empirical analyses I discuss the role of feelings in the disabled children’s perception, consciousness, communication and interaction with other people. I found that the meaning making processes based on feelings and expression of feelings contributed to the development of the children’s personal styles of understanding their life-world. It also played an important role in the thematisation of their experiences, antecipations of objects, extensions and restrictions of their experiential horizons and their mastering of challenging experiences. The feelings also played important roles in the children’s communicative competence and in their interaction with other people and the development of mutual closeness, understanding and community. In short, the feelings could be understood as important constituents of the life-world of the severely disabled children, their understanding of themselves and of the surrounding world.

  • 236.
    Hedlund, Emelie
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Granat, Elin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Anställda med ångest- och depressionssyndrom: Individers röster om upplevda anpassningar i arbetsmiljön2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In five years, anxiety and depression is predicted to become two of the most prevalent illnesses in the world (WHO, 2001). The perceived stigma of individuals suffering from mental illness excludes many of them from joining the work force (Boardman et al., 2003). However, having individuals who suffer from mental illness in employment brings benefits on both an individual, organisational and community level (CEPI, 2012). The purpose of this study is therefore to examine how the work environment for people with anxiety or depressive disorders has been adapted based on individual conditions. Antonovsky’s (2005) SOC theory describes the concepts of comprehensibility, manageability and meaningfulness, and how they together have influenced the work environment to adapt. A qualitative approach was used where six employees with anxiety or depressive disorders were interviewed. The results show that the employee has a responsibility to express the need for support, and that the employer’s influence also has a vital part when implementing the adjustments to the work environment. The employee has to find the courage to approach the employer regarding the adjustments needed, thus an open work environment is essential. In conclusion, the study shows that the employee’s ability to make an impact and exert influence on their working environment is important.

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  • 237. Hemmingsson, Helena
    et al.
    Gustavsson, Anders
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Townsend, Elizabeth
    Students with disabilities participating in mainstream schools: policies that promote and limit teacher and therapist cooperation2007In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 22, no 4, p. 383-398Article in journal (Refereed)
    Abstract [en]

    This paper examines participatory arrangements for students with physical disabilities in mainstream education, cooperation between teachers and therapists to ensure that these arrangements are efficient and the organizational prerequisites for such cooperation. The study comprises data obtained from 14 'groups', with each group consisting of a student with physical disabilities aged 919 years, their main teacher and the relevant therapists from the local habilitation centre. Data were collected through semi-structured interviews, field observations and a review of relevant documents, including legislation. The results reveal a lack of cooperation between teacher and therapist which results in students with disabilities receiving suboptimal participatory arrangements in school. Differences in the perspectives of the teachers and therapists and in the way they act and perceive their responsibilities were anchored in institutional and societal documents and the distribution of resources. The implications for students with disabilities are discussed.

  • 238.
    Hernwall, Patrik
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Barns digitala rum: berättelser om e-post, chatt & Internet2001Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis contributes to an understanding of the conditions of children in the changeable society, by way of a study on children’s use and experiences of e-mail, chat and the Internet as means of communication. The empirical material used is interviews with children between 8 and 13 years old, conducted in their school environment, complemented with a continuous dialogue via e-mail and chat over a period of 17 months between 1997 and 1998.

    Based in a pedagogical ethnography, the principle of abductive inference has been used, combined with sensitizing concepts, in a qualitative analysis. In the analysis, semiotics has been an important element in the development of an understanding in the children’s experiences of the computer-mediated communication (CMC), as well as in relating their experiences to a theoretical context.

    Children find a wide range of affordances in the computer and the information- and communication technology (ICT). As e-mail, and chat and the Internet in particular, became widespread during this period, the experience of having used these tool can be seen as a developmental task for children. ICT gives children access to an arena where they can transcend the biological (i.e. the body, age) and the physical (i.e. geography). Therefore, ICT becomes a prosthesis that affords interaction and communication in a ‘glocal’ culture, where children are able to make new contacts with other actors as well as transcend their physical identity.

    The thesis also includes a discussion on how to use empirical data collected in cyberspace (i.e. e-mail and chat), and what ethical problems one encounters in doing so. 

  • 239.
    Hernwall, Patrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Qvarsell, Birgitta
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Vägen via framtiden: om barns villkor för kommunikation och lärandets nya arenor2002Report (Other academic)
  • 240.
    Hessle, Marie
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ensamkommande men inte ensamma: Tioårsuppföljning av ensamkommande asylsökande flyktingbarns livsvillkor och erfarenheter som unga vuxna i Sverige 2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The primary aim of the study was to develop knowledge about how unaccompanied asylum-seeking children manage their life circumstances and challenges after being granted a residence permit and maturing into adulthood in Sweden. A second aim was to develop knowledge about the life circumstances of these children in their respective countries of origin, the motives behind their flight to Sweden, the means by which they came to Sweden.

     The thesis is a ten-year follow-up study. The first set of data is clinical in nature: 100 unaccompanied children were interviewed shortly after their arrival. Ten years later a register study was made of these now young adults. The research group was now reduced to the 68 young adults who remained in Sweden after receiving their permanent resident permits. Twenty of them were chosen for a qualitative interview by means of strategic sampling.

    The unaccompanied asylum-seeking children who, ten years after becoming permanent residents, remained in Sweden have become established in a favourable life situation as young adults. The process of becoming established in Sweden from the stressing conditions in the country of origin is marked by both risks and possibilities that occur in periodical sequences in the life course of the unaccompanied asylum-seeking children.

     The children/youths may have come alone, but they did not remain alone. A majority were taken in hand by relatives in Sweden who were links to the family’s transnational network. The other children who had no family with which to reunite sought to establish transnational links on their own. A transnational perspective can shed light on how these young adults have created cross-national networks and this appears to have been of decisive importance for their socialisation and favourable establishment in Sweden.

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  • 241.
    Hestad, Linda
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Gustafsson, Yvonne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    "...men ibland så klickar det och då blir det nåt som kan liknas vid ett samtal": Om vägledning av nyanlända elever i grundskolan2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I den här studien undersöks hur vägledning av nyanlända elever på grundskolan går till utifrån ett vägledarperspektiv. Undersökningen är förlagd till grundskolor i Stockholms stad som har förberedelseklasser på högstadienivå. Genom en kvalitativ metod har studie- och yrkesvägledare intervjuats om arbetssätt, syn på användande av tolk vid samtal och hur de själva ser på sina styrkor och svagheter som vägledare. Resultatet visar att i de flesta fall blir det samtal som är baserade på information istället för vägledning. Informationen handlar om IVIK och vägen dit. Vägledarna upplever att det finns svårigheter i samtalen som kan handla om okunskap om olika kulturer och om vägledarens egna fördomar. Resultatet visar dock att vägledarna anser sig ha många av de egenskaper som de tycker att en vägledare ska ha i samtal med nyanlända elever. Det är bland annat empati, vara bra på att lyssna och ha förmågan att visa respekt för alla elever oavsett bakgrund.

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  • 242.
    Hillerberg, Melina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Mattsson, Angelica
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Jag möter världen varje dag genom mitt jobb: En beskrivning av studie- och yrkesvägledares syn på vägledning av nyanlända ensamkommande flyktingbarn och ungdomar2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to describe how active guidance counselors can look at the guidance of unaccompanied refugee children by using their experience. The study will focus on advice and the study is based on a qualitative approach in which interviews were conducted with seven guidance counselors. The result shows that there are major differences in how the interviewee’s approach guidance of newly arrived unaccompanied refugee children. There are differences both in terms of the experience of advising newly arrived unaccompanied refugees and in how their role is designed.Also shown are also some similarities; guidance and counseling with newly arrived unaccompanied refugee is described as difficult. All interviewed guidance counselors believe that guidance is a process, but how the process is handled differ between different guidance counselors. The explanation for the difference is mainly due to personal opinions. For future studies, we believe it would be interesting to investigate the equality of career and education guidance in Swedish schools.

     

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  • 243.
    Hoge Beckman, Mikaela
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Leksaker: Fem föräldrar reflekterar kring leksaker2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study I have explored five parents reasoning about toys, from a gender perspective. During the interviews, we have reasoned about toys that are made for girls and for boys, what the differences are, and what advantages and disadvantages there might be for children to play with a variation of toys, made for both genders. The results of the study show that most of the participants are more accepting for girls playing with toys made for boys than the other way around, which indicates that boys’ experience of the world might be somewhat limited, while girls have easier access to toys made for both genders.

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  • 244.
    Hoier, Alexandra
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Eu-iska, Europas nya språk?: En studie av Europarådets gemensamma referensram för språk med fokus på språksyn och flerspråkighet.2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The overall aim of this thesis is to contribute to the understanding of how the Common European Framework of Reference for Languages (CEFRL) presents discourse views and multilingualism. This is of importance, due to the impact the European Council’s education collaboration has on the Swedish syllabus for languages. The research perspective of the thesis is to solely focus on discourse views and multilingualism: comparing two analytic frameworks, by applying a qualitative text analysis. The first being based on two different models of discourse strategies and the latter based on two studies on how multilingualism is treated in Scandinavian school situations. The findings of the study indicate an incoherent view on discourse, in regard to being either determined by the situational setting, or by individual preference. Multilingualism is clearly articulated by the CEFRL but the presentation differs from how multilingualism is received in the Scandinavian educational context. This thesis presents a proposal for how to interpret the theoretical background given in the CEFRL in respect to the target aspects.

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  • 245.
    Holm, Olof
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Kooperation i ofärd och välfärd: studier rörande svensk konsumentkooperation som part på marknaden i historiskt och pedagogiskt perspektiv1984Doctoral thesis, monograph (Other academic)
  • 246.
    Holmsten, Nina
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lehninger, Jeannette
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Från yrkesvalslärare till karriärvägledare: Studie- och yrkesvägledaryrket i ett professionaliseringsperspektiv2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I Sverige finns det idag ett stort antal yrken och en del av dessa är i en professionaliseringsprocess. Studie- och yrkesvägledaryrket är ett exempel på ett yrke i denna process. Syftet är att beskriva utvalda aktörers syn på studie- och yrkesvägledaryrkets avgränsningar, kompetens samt eventuella auktorisation i ett professionaliseringsperspektiv. En kvalitativ metod har använts och fem elitintervjuer har genomförts med representanter från Lärarförbundet, Lärarnas Riksförbund, Sveriges vägledarförening, Högskoleverket samt Skolverket. Samtliga respondenter ansåg att det finns specifika kompetenser som endast studie- och yrkesvägledare besitter men åsikten om vilka kompetenser detta är, gick isär. Majoriteten av respondenterna ansåg att studie- och yrkesvägledaryrket borde auktoriseras/legitimeras, dock inte alla. Avgränsningen mot andra yrken när det gäller arbetsuppgifter fanns det skilda meningar om. Den slutsats man kan dra av studien är att fackförbunden och Sveriges vägledarförening arbetar för professionalisering av studie- och yrkesvägledaryrket men utan en gemensam strategi. Yrket har inom olika områden kommit olika långt i sin professionaliseringsprocess.

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  • 247.
    Huang, Lihong
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Elitism and Equality in Chinese Higher Education: Studies of Student Socio-economic Background, Investment in Education, and Career Aspirations2005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of this study is to present an empirical pattern of social equity in Chinese higher education by investigating university students. Student socio-economic background influences access to, and socio-economic conditions in, higher education, and this, in turn, influences student career aspirations. The theoretical background of the study is interdisciplinary and a conceptual framework built on theories and previous research is used to analyse Chinese higher education in a historical, social and economic context.

    A questionnaire survey was administered at six public universities in the Southwest region of the country to explore students’ socio-economic background, costs and how they finance their studies, as well as their future career aspirations. The relationships between the factors investigated were examined using factor analytical techniques and linear structural relations (LISREL) analysis.

    The findings indicate that the students come from all socio-economic strata but a disproportionately large number are from high-income families. Students from urban areas are over-represented while rural girls are significantly under-represented. Although the gap between the lowest and highest study costs is enormous, the findings confirm that the average cost of higher education in China far exceeds the average annual income, even for urban residents. Moreover, about one-third of students and their families utilised financial resources other than family such as student loans, borrowing, and other forms of financial assistance.

    A structural model linking student socio-economic background, enrolment in elite institutions, costs and means of financing education with career aspirations is developed and tested in three stages in order to shed light on the conceptual framework and to present a pattern of social equity. The results show that family socio-economic status has only a modest impact on student access to and in higher education. On the other hand, having social origins in a well-developed community exerts an influential effect. Although study and living costs, and means of financing studies, are influenced by student socio-economic background, they intend to have positive impacts on student career aspirations. While enrolment in elite institutions has a strongly positive impact on costs, it has a moderately negative impact on aspirations to pursue advanced degrees.

    In conclusion, the study finds that the patterns of socio-economic factors influencing student upward mobility in present-day China are different from those of ancient China and from those previous Communist leaders attempted to achieve only 20 years ago.

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  • 248.
    Hultman, Karin
    Stockholm University, Faculty of Social Sciences, Department of Education.
    A posthumanist deconstruction of gendered matematical subjectivitites2009In: International Journal for Equity and Innovation in Early Childhood, ISSN 1448-6318, Vol. 7, no 2, p. 16-27Article in journal (Refereed)
  • 249.
    Hultman, Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lenz Taguchi, Hillevi
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Challenging anthropocentric analysis of visual data: A relational materialist methodological approach to educational research2010In: QSE. International journal of qualitative studies in education, ISSN 0951-8398, E-ISSN 1366-5898, Vol. 23, no 5, p. 525-542Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to challenge the habitual anthropocentric gaze we use when analysing educational data, which takes human beings as the starting-point and centre, and gives humans a self-evident higher position above other matter in reality. By enacting analysis of photographic images from a preschool playground, using a relational materialist methodological approach, we put to work concepts that open up possibilities to understand the child as emergent in a relational field, where nonhuman forces are equally at play in constituting children’s learning and becomings. In the second part of the paper, we discuss how the decentring of the child may also be applied to researchers as producers of knowledge. Such a decentring, where the data itself is considered to have a constitutive force and working upon the researcher as much as the researcher works upon the data, has both methodological and ethical consequences for research.

  • 250.
    Hultqvist, Elisabeth
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Une école en crise?2010In: Parcours d’une sociologue figures d’un engagement: Hommage à Monique de Saint Martin / [ed] Mihai Dinu Gheorghui & Daniella Rocha, Paris: École des Hautes Études en Sciences Sociales , 2010Chapter in book (Other academic)
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