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  • 251.
    Hultqvist, Elisabeth
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Palme, Mikael
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Stå vid rodret eller tappa bort sig: en sociologisk studie av rekryteringen till lärarutbildningen och dess följder2009In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, no 4, p. 77-94Article in journal (Other academic)
  • 252.
    Hultqvist, Elisabeth
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Saint-Martin, Monique
    Ecole des Hautes Etudes en Sciences Sociales, Paris, .
    Dinu Gheorghiu, Mihai
    Universitet i Iasi, Rumänien.
    Diversité des jeux de frontières. Une perspective comparative. Romanie, Suède, Brésil: Modulation des frontières dans un contexte de compétition et de libre choix. La Suède2010In: Éducation et frontières sociales: Un grand bricolage / [ed] Saint- Martin & Dinu Gheorghui, Paris: Michalon , 2010Chapter in book (Other academic)
  • 253.
    Hultén, Magnus
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Nature's Canon: The Formation and Change of the Science Curriculum in Swedish Compulsory School 1842–20072008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation analyses the science curriculum in Swedish compulsory school 1842–2007. National curricula, textbooks, textbook adverts, and handbooks are analysed. These all have a strong position in defining the school curricula and their contents, methods and aims, and can therefore be called canonic texts. What contents, methods and aims have dominated the curricula? How have these changed? The aim of the study is to contribute to the understanding of what ideologies have dominated compulsory school science texts and how these ideologies have been shaped by social, pedagogical and cultural currents in society.

    The start of this study is set by the issuing of the first Statute on Common Schools in Sweden, June 18, 1842. In this statute a natural science based subject was present. Even though the subject wasn’t new to the public school system, the year 1842 marked an important step in the formation of a “science for the people” in Sweden.

    Six different canons are discerned in the history of the science subject in compulsory school: God’s canon (1842–1900); The canon of the physical environment (1900–1919); The canon of the national landscape (1919–1936); The canon of the citizen (1936–1962); The canon of science (1962–1980); and The canon of the bricoleur (1980–2007).

    On a broad scale, these canons have been shaped by on the one hand natural science and on the other hand broad social, cultural and pedagogic currents in society. While researchers have mainly focused on the first source of influence, the latter have to a large extent been neglected. In the thesis I show that there have been major changes in the curriculum genre over time and that these changes first and foremost must be understood as shaped by pedagogic, social and cultural forces.

  • 254.
    Hällström, Catharina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Insändarsidans baksida: Vuxnas refuseringar av barns läsarbidrag i Folkskolans Barntidning 1902-1903 som ett uttryck för pedagogiken i det barnkulturella?2008In: Pedagogiken i kulturen: Uttolkningar och exempel / [ed] Birgitta Qvarsell, Stockholm: Pedagogiska institutionen, Stockholms universitet , 2008, p. 54-64Chapter in book (Other academic)
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  • 255.
    Högberg, Britta
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Det handikappade barnet i vuxenvärlden: en reflektion över möjligheten att mötas1996Doctoral thesis, monograph (Other academic)
  • 256.
    Höijer, Catharina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Vad har du lärt dig idag?: En studie om villkor för kunskapsbildning i det dagliga löpande arbetet ur ett miljöpedagogiskt perspektiv2004Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis contributes to an understanding of the conditions of experience in daily work. If workplace is studying as a pedagogical arena, at least two contexts for experiential learning will come into sight.

    This study is focusing interaction and communication at the workplace when something occurs that diverges from ordinary routine. The thesis has an ethnographic character and the empirical data are based on participatory observation, interviews and talk at work with 31 employees at a Swedish steel company during the years 1999-2000. The principle of abductive approach has been used in a qualitative analysis.

    It demonstrate that learning throughout working life is an inevitable product of everyday thinking and acting, shaped by the work practices in which individuals participate.

    A consequence will be to pay more attention to relations and how we act according to each other then to interfere with different interventions which try to promote learning in a certain way. The process of learning is continuous and self-regulated and not possible to tame.

  • 257.
    Ignell, Caroline
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholm University, Stockholm Resilience Centre.
    Exploring students’ conceptions of solutions to environmental problems: Cases from upper secondary Swedish schools2010Conference paper (Refereed)
  • 258.
    Isling, Åke
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Kampen för och mot en demokratisk skola 1: Samhällsstruktur och skolorganisation1980Doctoral thesis, monograph (Other academic)
  • 259.
    Jacobson, Annika
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Röster från en okänd värld: hur människor med fysiska funktionshinder och omfattande hjälpbehov upplever sina existensvillkor1996Doctoral thesis, monograph (Other academic)
  • 260.
    Jacobsson, Gunnel
    Stockholm University, Faculty of Social Sciences, Department of Education.
    On the threshold of adulthood: Recurrent phenomena and developmental tasks during the period of young adulthood2005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the dissertation is to investigate the own narratives told by young adults in the age group 18 to 25 years old about strains in life, ideas about the background to these, and attitudes now and in an imagined future. The emerging recurrent phenomena form the basis for a deeper understanding of the developmental tasks of young adults. Gender variances and changes over time are focused upon. The investigation is based on three distinct theoretical perspectives: developmental psychology, social constructionism and personal epistemology.

    The methods used vary according to the focus in four separate studies: (1) The Interview study is based on the narratives of 23 informants. A qualitative analysis was carried out and central themes are presented at group level. (2) In the Questionnaire study, a bird’s eye view is taken. A quantitative analysis was performed on 611 respondents’ answers about their own attitudes and experienced background to strains. (3) In the Follow-up study, 21 informants from the Interview study were interviewed again after eighteen months. (4) The Case study scrutinizes in detail four informants’ narratives about strains and attitudes on three occasions, over a total of three years. The combination of three different theoretical and three different methodological perspectives was used to make recurrent phenomena more visible, enabling the formulation of developmental tasks during this period of life.

    The most prominent phenomenon concerning strains is to become someone in the world. This is interpreted as an individuation process, which is a specific developmental task. Depression-like conditions occur and are understood to be transitional expressions of developmental-related sorrow. A spectrum based on prominent attitudes is formulated: vegetative being – creative being – productive doing – warding-off doing. The spectrum includes both problem-solving and problem-distancing attitudes. Common for men and for women is a movement between the problem-distancing and the problem-solving attitudes. The attitudes differ between men and women. Over time, a greater range of problem-solving attitudes is used, and they become less gender-specific. The problem-distancing attitudes decrease, both within the group of women and the group of men, but are still as gender-specific. As time passes, the narratives about the background to strains and future attitudes gain an increased number of themes. These changes are interpreted as a maturity process within the age group. Most of the young adults convey a hopeful view of the future.

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  • 261.
    Jakobsson, Birgitta
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Ferm, Åsa
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Att navigera från dröm till verklighet: Hur unga individer resonerar kring sina liv i övergången mellan skola och arbete2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to illuminate how four young individuals in the age of 18 to 25 reason about their career choices both retrospectively and today. The focus of the study is on their own stories, i.e. their experiences, expectations and dreams of the future. It also illustrates their view on society’s supporting functions in relation to career choices. An inductive qualitative method is used for the study. The results show that choices are made in an interaction between the individuals own preferences and their context, and that career choices can be difficult as well as exciting. The results also show an extensive feeling of not getting the help or the support they consider necessary and that they need tools to be able to navigate from dream to reality.

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  • 262.
    Jakobsson Öhrn, Harriet
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Berätta din sanning: En förhörsledares projekt i förhör med misstänkt person2005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    From general conditions when interviewing suspect persons, in my thesis I want to let an individual police interviewer emerge. The aim of the study is to describe the police interviewer’s actions in the interview situation. I strive to explore, identify and interpret the meaning of these actions during the interviews. I here choose to regard the interviewer as the actor in the interaction and I want to examine what he is doing when interviewing. From this general aim I would like to highlight the following processes:

    • The aims of the police interviewer when conducting the interview and his actions directed towards those aims.

    • The dignity, relation and interaction between different actions.

    • How the interviewer handles the complexity emanating from different demands and dilemmas of the interview situation.

    My data consist of a series of interviews with a man suspected of homicide. The interviews are documented in writing and on tapes/videotapes. When interpreting data I take my startingpoint in constructivism, where the individual is regarded as an active creator of meaning and where internal mental representations of phenomena form a basis for action. In the interaction with another person new mental constructions are formed. As a tool for my analysis I use an intentional model of explanation, where an action is regarded as meaningful and understandable by assuming that the actor has an intention for acting. The observed behaviour is the external, visible aspect of the action. To be able to understand its meaning, the researcher has to draw conclusions about the actor’s intention to act. This internal aspect of action is not visible and has to be attributed to the actor.

    The thesis describes and analyses the interviewer’s actions in terms of projects. The result indicates that a number of projects are performed by the interviewer in order to attain the aims of the interviews. Two main aim projects are found – forming an agreed picture of what happened at the crime scene and helping the suspect to go on with his life. The first one refers to institutional demands and the second to personal wishes. These double aims are interlaced in and supported by projects of a lower degree. To conduct the use of the aim projects, the interviewer also perform process projects. Of these projects the project pendulating between the safe and the threatening is central in order to co-ordinate other projects and as a tool for attaining the aims of the interviews. From the results of the study I conclude that professional competence rests on two foundations – the institutional foundation and the personal foundation, where the first consists of institutional goals, regulations and conditions, and the second of the individual interviewer’s mental representations, emotions and values. These foundations form a tacit background to the professional actions performed.

  • 263. Jakobsson Öhrn, Harriet
    et al.
    Petersson, Gunilla
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The Transition of Knowledge between Educational and Professional Discourses: The impact of students experiential knowlee in higher vocational education2007Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to examine how students in higher education, undergraduate and further education, handle the transition between two institutional contexts, educational and professional setting, in order to make sense of a course content in relation to their future occupation. The paper takes its point of departure in nursing and police students’ perspective and will describe the transition of knowledge between the educational and professional discourses. Vocational education, both undergraduate and further education, is mostly based on experience from the practical discourse in order to exemplify the theoretical course content. The practical experience from the field is taken with help of professionals into the education, but also making use of the students own experience from the field. The purpose of using experience knowledge is to help the student make a transition between the more decontextualized educational setting and the professional setting in order to facilitate their learning process. But how are the students’ conceptions of this arrangement? Can they see the underlying purpose or is it only blurring their own learning process?

  • 264.
    Jalmert, Lars
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Små barns sociala utveckling: kritisk granskning av forskning : rapport till Familjestödsutredningen1979Doctoral thesis, monograph (Other academic)
  • 265.
    Jensen, Tobias
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hindersson, Ulrika
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Etiska dilemman på Stockholms Jobbtorg: Ur ett studie- och yrkesvägledarperspektiv2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay was to examine how the guidance counselour on Jobbtorg Stockholm works with the dilemmas which may arise over the ethical guidelines. The authors' hypothesis has been that it is difficult to apply the ethical guidelines of a targeted activity such as Jobbtorg. A qualitative approach was used in which five randomly selected guidance counselours on Jobbtorg Stockholm were interviewed. The result shows that guidance counselours experience dilemmas about their professional ethics, but have developed different strategies to deal with these dilemmas. It turned out that the guidance counselours have created a wide space around the guidance and counseling on Jobbtorg. Dilemmas that the interviewees rather highlighted, among other was economic policies, to provide objective information and the clients desire for expert advice.

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  • 266.
    Johansson, Inga-Britt
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Annorlunda men funktionellt beteende: identifiering och förståelse av typiskt och avvikande beteende i åldrarna 1-3 år hos barn med medfödd blindhet2002Doctoral thesis, monograph (Other academic)
  • 267.
    Johansson, Viktor
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The Philosophy of Dissonant Children: Stanley Cavell's Wittgensteinian Philosophical Therapies as an Educational Conversation2010In: Educational Theory, ISSN 0013-2004, E-ISSN 1741-5446, Vol. 60, no 4, p. 469-486Article in journal (Refereed)
    Abstract [en]

    Education is often understood as a process whereby children come to conform to the norms teachers believe should govern our practices. This picture problematically presumes that educators know in advance what it means for children to go on the way that is expected of them. In this essay Viktor Johansson suggests a revision of education, through the philosophy of Stanley Cavell, that can account for both the attunement in our practices and the possible dissonance that follows when the teacher and child do not go on together. There is an anxiety generated by the threat of disharmony in our educational undertakings that may drive teachers toward philosophy in educational contexts. Here Johansson offers a philosophical treatment of this intellectual anxiety that teachers may experience when they, upon meeting dissonant children, search for epistemic justifications of their practices—a treatment whereby dissonant children can support teachers in dissolving their intellectual frustrations.

  • 268.
    Jons, Lotta
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Till-tal och an-svar: En konstruktion av pedagogisk hållning2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this study is to construct as philosophical conceptualization of pedagogical attitude. Founded on Martin Buber’s philosophy of dialogue, the construction suggested in the study takes on a normative character, thus understanding pedagogical attitude as a matter of pedagogical creed. The author proposes a construction where existence is understood as a matter of Calling and Respons(e)ibility. Pedagogical attitude is thus understood in accordance with the notion of paying heed, responsibly responding and calling. As a consequence this conceptualization calls on the teacher to speak authentically, serve, embrace a loving leadership, provoke and dare to take risks.

    Within the concept of Calling and Respons(e)ibility, “calling” means addressing a particular other, whilst respons(e)ibility is a term chosen to make the concept connote to the response as well as the responsibility taken in relation to a particular calling. The concept of Calling and Respons(e)ibility is understood as closely connected to the religious concept of vocation, although recycled in a secularized meaning, thereby put forth as a matter of realizing the fate of the teacher, the student as well as the field/subject. The concept of Calling and Respons(e)ibility is in the study connected to the notions of “mothering”, obedience and adjustment as well as to the notions of responsibility, fidelity and being enterprising.

    Using a methodological approach of philosophical conceptualization suggested by Gilles Deleuze and Félix Guattari, the study sets out to reuse such old theological concepts as vocation, calling, paying heed and responding responsibly in new forms in a pedagogical context, thereby intending to discover, articulate and discern new aspects of that context.

    By conceptualizing pedagogical attitude on the basis of an existential, normative and relational perspective, using the notion of calling and respons(e)ability, the study aspires to contribute to the ongoing conversation concerning teacher-student-relationship.

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  • 269.
    Jorfeldt, Ingrid
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Att utbilda sig till sjuksköterska: Ett genusperspektiv på lärares och studenters beskrivningar av utbildningen2004Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study examines the subject of nursing in nursing education and how it is understoodby both male and female teachers and students respectively. Through the Care 77 reform nurse education was transformed from vocational training to university education. As a consequence the concept of nursing has been further theorised and developed. Of those who study, teach, research and write textbooks in nursing, the majority are women. Given this preponderance of women over men in nurse education, the aim of this study was to describe and understand from a gender perspective both students´ and teachers´ perceptions and understanding of nursing as a subject. The questions I attempt to answer are: 1) What is the relation between male and female teachers´ description of nursing as a specific subject? 2) What is the relation between male and female nursing students´ description of nursing as a specific subject? 3) Are there educational factors which facilitate a more balanced sex distribution or which render a more balanced sex distribution more difficult? Data have been gathered through interviews and questionnaires. The interview study included 20 participants and the inquiry study 32 participants. There were equal numbers of male and female, teachers and students respectively, at nine nursing university colleges covering Sweden as a whole. The analyses have been done from a gender perspective. The gender theory terms of Connell and Thurén have inspired the construction of a gender analysis model, which has been the practical tool of the analyses, including the terms gender symmetry, gender asymmetry, gender neutrality and gender instability. As an aid for interpretation to be able to understand individual meaningful units and the pattern of the text the terms separation, female subordination, work distribution, symbolic sex, separation, closeness, hegemonic masculinity and gender dizziness have been used. The result show that both teacher groups experience the academisation of nursing as a specific subject. Both student groups commented on a lack of corresponding between their theoretical and their clinical nursing studies. The theoretical contents of nursing as a specific subject has had little impact on clinical activity. Students suggested three main reasons for this lack of clinical relevance: perceived lack of time, the vague interest of nursing professional groups and the hegemonic position of other medical and technical professionals. Apart from professional nursing knowledge, students with a strong identity and actors with ability to face the challenges of establishing a new research area within the same domain as already established once, are required in order to bring about changes. The findings of this study show no evidence that male should be less suitable or have less interest in theoretical studies in nursing as a specific subject. They have, however, less interest in it in clinical studies, in favour of medical science and technology. Male students, for example, at an early stage of their studies, often choose their special focus on emergency nursing. In the continued education women students more than men students tend to hope for inservice education in their workplace. It is within the medical-technical domain, and not in nursing as a specific subject that both students groups state a need for continued learning. Circumstances that will influence the balance of sex distribution in studies and profession seem to be: men‚s exposure to work with patients´ and other nursing professional groups´ observance of their choice of profession; lack of co-operation with other nursing professional groups; a rigid social milieu; and men’s experience of difficulties in providing intimate body care, also including dialogue with patients and relatives. A comprehensive interpretation of the results is that the biased sex distribution may be an outcome of society´s attitudes to what is defined as female or male work.

  • 270.
    Jorup, Boel
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lekens pedagogiska möjligheter: en analys av barns lek på daghem utifrån Jean Piagets teori1979Doctoral thesis, monograph (Other academic)
  • 271.
    Juhlin Svensson, Ann-Christine
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Nya redskap för lärande: studier av lärarens val och användning av läromedel i gymnasieskolan2000Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This dissertation consists of previously published reports with a summary. The main purpose of the empirical studies is to describe and analyse the function and use of educational media in teaching through the understanding and actions of teachers and librarians. The theoretical frames of reference are "framefactor", curriculum and steering theories. In the summary a new theoretical perspective is adopted. Based on new institutional and sociocultural theory, the use of textbook and information technology is reanalysed as cultural tools.

    The result is based on three empirical studies. In six upper-secondary schools 35 teachers, librarians and school principals were interviewed about their understanding of textbooks and information technology and the results indicated that the pedagogical aim and structure of textbooks are the main reasons for their use. To obtain a deeper investigation an observation study of three teachers use of educational media in the classroom was carried through. Their use of different types of educational media indicated that their own style/strategy in the classroom determined in what way the textbook was tied to teaching. The case studies were followed by a survey of twenty upper-secondary schools. The main result confirmed the tradition with textbooks and showed that teachers who often use textbooks had more traditional ways of acting in the classroom than teachers who more seldom or never used textbooks. More flexible learning strategies for pupils appeared when teachers had a positive attitude towards information technology.

    The last part of the dissertation analyses the significance of the historical formal and informal rules and traditions for educational media as mediated means and the possibility for change. The textbook is a cultural tool shaped for the school with its institutional limits. Information technology, in contrast to textbooks, has not been shaped as a unique artefact for education. Teachers used information technology according to the restraints and rules in the activity system as a complex technology they still have not completely appropriated.

  • 272.
    Jörtsö, Lisen
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Karlsson, Ingela
    Stockholm University, Faculty of Social Sciences, Department of Education.
    "Självklart man lyssnar, men jag vill gå min egen väg": Om flickor från grupporienterade kulturer och deras tankar kring det eftergymnasiala valet2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This studie is about how people in group-oriented cultures look upon educational and work related decision making. As we live in a multi-cultural society, we consider it important to cast a light on different ways of thinking when it comes to choosing. The purpose of this studie is to highlight how girls from group-orientated cultures view their post-secondary choices. The studie has been carried out as a semi-structured method of interviewing. The result and analysis are presented as three themes. These themes are Feelings regarding the post-secondary choices, Cultural identity and Influence from others. The results show that there are many thoughts and feelings that the respondents have a need to talk about. They also show that importance of cultural belonging has been little in five of sex respondents concerning their decision-making. Regarding influence from others, the results show that the interviewed are influenced by their closest family when it comes to post-secondary choices, but to a various degree and to a limited extent.

  • 273.
    Kanaev, Alexander N
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Civic education in Central Asia: re-conceptualization of citizenship in newly independent states2000Doctoral thesis, monograph (Other academic)
  • 274.
    Kann, Ulla
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Career development in a changing society: the case of Botswana1981Doctoral thesis, monograph (Other academic)
  • 275.
    Kanold, Agneta
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Vårdens ordningar: Tvångsvård av normöverträdare med bristande begåvning2004Doctoral thesis, monograph (Other academic)
  • 276.
    Kaplan, Suzanne
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Children in the Holocaust: dealing with affects and memory images in trauma and generational linking2002Doctoral thesis, monograph (Other academic)
  • 277.
    Karlsson, Anette
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Jag finns här för eleven: Etik inom studie- och yrkesvägledning.2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is about how a person how works with guidance for studdys and works can act when they manage ethical questions. In the essay explains even what is ethics really are and what moral really are, what are the difference? The essay are a quantity study and the examination have been done with help by a questionnaire which haw been sent out too the persons how works with guidance for studdys and works in a Swedish municipality. The people how works with guidance for studdys and works and have participate in this study have among other tings given proposition off how too act when they have too take position in a ethical questions, they have also given his/her sight of if the ethical questions have increased or reduced under the latest years and they have even given proposition at ethical questions how they how works with guidance for studdys and works can thrust during work.

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  • 278.
    Karlsson, Ann-Christine
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Beckman, Helena
    Stockholm University, Faculty of Social Sciences, Department of Education.
    "Jag kan nog tycka att det är slöseri med en sån person som mig...": Utmattningsdeprimerades behov av studie- och yrkesvägledning2010Independent thesis Basic level (degree of Bachelor), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to elucidate whether and how a group of people diagnosed with

    fatigue syndrome/fatigue depression have been in contact with the career counselling just before

    and a few months into their sick leave period. In order to answer this, six interviews were

    conducted as a qualitative study. The conclusion of the study is based on the analysis of the

    interviews, various guidance theories and on previous research in the field. The results show

    that career counselling was not something that these people came into contact with during their

    sick leave period. Instead, the results point out that there was a great need for such knowledge

    and tools as the career counsellors can offer. Also, the study’s conclusion shows that career

    counselling in these specific circumstances would not have prevented a long period of sickness,

    but it would have mitigated the implication of the sick leave. We therefore believe that career

    counselling should be made more visible and appear as a natural part of a preventive measure at

    work.

     

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  • 279.
    Karlsson, Gunnar
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Driftsbegreppets vara eller inte vara2007In: Insikten, ISSN 1400-0938, Vol. 16, no 2, p. 68-70Article in journal (Refereed)
  • 280.
    Karlsson, Gunnar
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hopp och verklighet - några psykoanalytiska reflektioner2010In: Hopp och verklighet: Årsbok för kristen humanism och samhällssyn / [ed] Lars Söderholm, Hilda Lind, Förbundet för kristen humanism och samhällssyn , 2010, p. 75-79Chapter in book (Other academic)
  • 281.
    Karlsson, Gunnar
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Humanistisk psykologi och fenomenologiska bidrag2007In: Personlighetspsykologi / [ed] Claudia Fahlke, Per Magnus Johansson, Stockholm: Natur och kultur, 2007Chapter in book (Other academic)
  • 282.
    Karlsson, Gunnar
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Psychoanalysis in a new light2010 (ed. första)Book (Other academic)
  • 283.
    Karlsson, Gunnar
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholm University.
    Relationen mellan fenomenologin och psykoanalysen2009In: Divan, ISSN 1101-1408, no 1-2, p. 4-14Article in journal (Other academic)
  • 284.
    Karlsson, Gunnar
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The construction of the libido in psychoanalytic theory on the basis of conscious sexual experiences2007In: New research on consciousness / [ed] Jason T Locks, New York: Nova Science Publishers, Inc., 2007Chapter in book (Refereed)
  • 285.
    Karlsson, Gunnar
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Sjöberg, Lennart Gustav
    The experience of guilt and shame: A phenomenological-psychological study2009In: Human Studies, ISSN 0163-8548, E-ISSN 1572-851X, Vol. 32, no 3, p. 335-355Article in journal (Refereed)
    Abstract [en]

    This study aims at discovering the essential constituents involved in the experiences of guilt and shame. Guilt concerns a subject's action or omission of action and has a clear temporal unfolding entailing a moment in which the subject lives in a care-free way. Afterwards, this moment undergoes a reconstruction, in the moment of guilt, which constitutes the moment of negligence. The reconstruction is a comprehensive transformation of one's attitude with respect to one's ego; one's action; the object of guilt and the temporal-existential experience. The main constituents concerning shame are its anchorage in the situation to which it refers; its public side involving the experience of being perceptually objectified; the exclusion of social community; the bodily experience; the revelation of an undesired self; and the genesis of shame in terms of a history of frozen now-ness. The article ends with a comparison between guilt and shame. Adapted from the source document.

  • 286.
    Karlsson, Jeanette
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Rosell, Mia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Se upp för dörrarna, dörrarna stängs.: Invandrare med akademiska utbildningar2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    This thesis explains how academically educated immigrants in Söderhamn, Sweden, have experienced a course aiming to help them enter the Swedish job market. It gives these academically educated immigrants' views on how they can get a job in Sweden. It is difficult for academically educated immigrants to get work in Sweden equivalent to their education. The method used has been semi-structured interviews with four immigrants with academic educations. The result shows that the course gave information about how to apply for a job in Sweden and how the Swedish job market works, contact with Swedish employers and training in speaking Swedish. The result also shows that there is a need for technical language courses in Swedish that gives immigrants the terminology needed to be able to practice their professions in Sweden.  In addition there is a need for financial support to be able to study Swedish at high levels. This result corresponds with the view of Svenskt Näringsliv: There is a lack of effective Swedish courses in Sweden which makes it impossible to make use of highly educated people that move here. Furthermore the result shows that communities in Sweden need to have a better communication and place people with competence to the appropriate community. Finally academically educated immigrants need help in contacting Swedish employers. The process to get a job in Sweden must be quicker or they may lose their motivation to find work in Sweden.

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  • 287.
    Karlsson, Petra
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Narozniak, Magdalena
    Stockholm University, Faculty of Social Sciences, Department of Education.
      "Det räcker inte med att vara en god arbetsförmedlare.":   Medborgares föreställningar om Arbetsförmedlingen.2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    The purpose of the study was to examine the attitudes some citizens had about Arbetsförmedlingen services and the work agents competence, and also the feelings Arbetsförmedlingens log brings to citizens. Interest to study people's perceptions of Arbetsförmedlingen was raised since Arbetsförmedlingen is a well-known brand that people have an opinion on. Eight citizens in Stockholm participated in a qualitative interview study. The results show that only one respondent was not aware of what services Arbetsförmedlingen offer. The other seven respondents mentioned training, personal support, recruitment, meetings and payment of unemployment insurance. Six respondents knew that work agents competence consists of education in social work and as professional counselors or other social science courses, while two did not know. Respondents generally associates Arbetsförmedlingens log with negative names. The conclusion is that respondents' knowledge of Arbetsförmedlingens services and the work agents´ working skills varied depending on whether the respondents had personal experience of Arbetsförmedlingen and how current the subject is for them. But also others attitudes and preconceptions affect people's perceptions of Arbetsförmedlingen.

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  • 288.
    Karlsson, Pia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Mansory, Amir
    Stockholm University, Faculty of Social Sciences, Department of Education.
    An Afghan Dilemma: Education, Gender and Globalisation in an Islamic Context2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Afghanistan has a long history of Islamic education while Western type of education (maktab) is of more recent date. The latter type of education has expanded rapidly recently. However, girls’ enrolment remains low, around 35 per cent.

    The present study examines children’s, particularly girls’, participation in the two educational systems. Throughout history three conflicting issues are apparent in Afghan education: state control over Islamic education, the role of Islam in education, and girls’ participation. A case study approach has been adopted providing an analysis of how history and the present globalisation processes affect current education, and how students, parents and teachers in two villages perceive the changes. The focus has been on capturing the meaning attached to education.

    The findings indicate high expectations on education as a vehicle to peace, enhanced morals and living standards. The traditional madrasas have declined, other forms of Islamic education have emerged. The Mosque schools are neglected by education authorities but highly esteemed by villagers. Concerns are expressed with the amount of time in maktab and with the quality of learning. The Islamic concept of farz (obligation, responsibility) puts both types of education in high demand.

    Dilemmas are associated with choosing between Islamic and Western type of education, applying farz to girls’ education and the encounter between Islam and globalisation. Two folk theories, one on globalisation and another on farz in education, were formulated as a basis for the further analysis. Worries are articulated about preserving Islamic values and ethics. Although ‘globalisation’ is a never heard of concept, villagers know some of its features, e.g. secularisation, individualism and consumerism, and fear these may lead to a weakened Islamic identity.

    Girls’ education is generally accepted. Albeit some consider a few years enough, most consider girls’ right to education to be identical to boys’, on certain conditions. Besides security, a female teacher is the most important. However, findings from the village with a long established girl school with female teachers indicate that this is not the crucial factor. In Islamic education, girls will continuously be excluded from advanced Islamic studies since female mullahs do not exist.

    Apparently, the real obstacles for girls’ education are the strictly segregated gender roles in Afghan society. Therefore, a new interpretation of farz is emerging, a ‘glocalised’ version. This is likely to be a decisive factor for giving girls equal access to education in both educational systems.

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  • 289.
    Katori, Miyuki
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Backman, Kristina
    Stockholm University, Faculty of Social Sciences, Department of Education.
    En värld utan matematik - skulle det bli svårt?: En studie om elevers uppfattningar om matematik2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the present study is, through interviews with 12 students in year five, to investigate their views on mathematics. In order to study this, we have used a qualitative approach inspired by the phenomenographic methodology. Based on the study’s aims, three areas have been identified, in which the pupils’ views were analyzed and then categorized. The results showed a somewhat limited view of mathematics, where the course textbook heavily influenced pupils’ perceptions of the subject. The study shows that the textbook largely forms the basis both for how the subject is defined and perceived. This could be based on teaching being largely based on arithmetic exercises in the textbook itself, as is shown in students’ description of mathematics lessons. A large number of pupils correlate their enjoyment of mathematics with how far they have come in the courseware.  To be a long way into the book and to be able to calculate quickly are both key indicators of how mathematically able students consider themselves to be. In addition a majority of pupils express a desire for more variation in teaching methods, with proposals such as a change of scenery, the use of real world examples, or the possibility to concentrate on an area in which they were particularly interested. However, all pupils consider the subject of mathematics to be important, where the most common arguments are of a functional nature. The practical usefulness of mathematics was considered to be limited, mainly confined to shopping and managing money.

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  • 290.
    Kavouni, Kalliopi
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Primary School Teachers’ Perceptions onInclusive Education for Students with MentalDisabilities: A Comparative Case Study between Greece and Sweden2016Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    People in children’s environment can significantly influence the process of inclusion in regular schools,teachers and their perceptions on students with special abilities are recognized asplaying a key role. As such, this study aims at investigating, comparing and analyzing Greek and Swedish primary school teachers’ attitudes on inclusive education for childrenwith mental disabilities, as well as their experiences concerning the impact students’ environment has on their efficient inclusion and development. To this end, interviews with them have been employed for data collection in this cross-cultural qualitative research.

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  • 291.
    Kesthely, Martha
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Jag vill att ni hämtar min mamma...: Villkor för familjearbete för ungdomar inom institutionsvården.2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is about a special type of institutional treatment called family-work. It can be described as different ways to involve the families of the youth in their treatment programme. The locus of the study are special treatment homes which provide treatment for youth with serious social and behavioural problems. The study concerns three units at three institutions. The thesis has a qualitative and interpretative approach with using of observations, field studies, combined with interviews and field notes.

    The study focuses at the pre-conditions for the local "family projects" run by the care workers. With "project" means a process where different actions take place. The Theory of Action concept facilitates the understanding of these types of process and the importance of the internal(subjective) and external(objective) conditions in proportion to the space of action. Several local conditions influenced the pre-requisites for the staff to be able to carry out a "family project" and decide how to realize an intention. Important conditions were commissions given by the social services and the treatment focus at the units.

    The units are functioned as kinds of overall social "project contexts" with four basic characteristics: the treatment focus and structure, the professionalism and the organisation of the work. The conclusion from the study is that none of the "project contexts" at the three units provided good pre-requisites for family-work. "Family projects", realised by care workers were however professional and seem to have helped both the parents and the young persons, but "the project" were, in total, relatively few. It appeared that a successfully completed "family project" is the last step in a long process in which many different conditions contribute to the destiny of the "project". A clear family focused structured treatment at a unit can provide the employees with good conditions for realising the opportunities they see for working with families.

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  • 292.
    Knutes, Helen
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Gestaltandets pedagogik: Om att skapa konsthantverk2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Why, and what does it involve for an individual to perform Arts and Crafts, are the questions studied in this thesis. The purpose of this thesis is to examine the pedagogical conditions of Arts and Crafts objects, through studying the processes that take place where people give form to personal expressions and to understand the meanings these processes have for them. Phenomenological theory, especially the theory of the lived body, which presents the body as a unity not separated into body and thought, with object and subject in an inter-relationship, is used as a theoretical standpoint throughout the thesis.

    A phenomenological and a semiotic approach have been used to analyse and describe the empirical data. This thesis consists of three different studies, the examination of a place where Arts and Crafts are performed, the study of people's experiences of creating Arts and Crafts objects, and finally how people relate to their chosen Art and Craft materials. This contributes to an understanding of the pedagogical conditions and processes present in their relationship to work materials.

    The analysis illustrates that an opportunity for a new level of understanding is reached when particular pedagogical processes are carried out whilst working with various forms of Arts and Crafts materials. These processes understood as pedagogical conditions consist of: time and pace, physical and mental environment, materialization, the object and experience. Another finding is that there are different ways of relating to the Arts and Crafts materials, a bodily relation or a cognitive relation. These ways of relating exist in one person, but one of these relating attitudes is often more salient than the other. Making Arts and Crafts is in this thesis seen as an activity of both bodily and cognitive meaning making.

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  • 293.
    Kolouh-Westin, Lidija
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Learning Democracy Together in School?: Student and Teacher Attitudes in Bosnia and Herzegovina2004Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The principal aim of this study is to examine attitudes and values, through questionnaires, among students and teachers in the last grade of primary school (grade 8) regarding issues related to authoritarianism, democracy, human rights, children rights, conflict resolution and legislation in Bosnia and Herzegovina. A second aim is to explore and analyze the role of the international community in the democratization and education processes in the light of globalization in this country through secondary sources of data, site visits and observations.

    Analysis of the student sample reveals suspicion towards democracy, especially when democracy was associated with politics and politicians. When the issue of democracy was de-contextualized from Bosnia and Herzegovina realities in the questionnaire, students showed more positive attitudes towards it. Students generally agreed with very strong authoritarian statements. High achieving students were more democratic, more socially responsible, more tolerant regarding attitudes towards religion, race and disabilities, and less authoritarian compared to low achievers. High achievers felt that they had influence over daily events, and were positive towards social and civil engagement. High achievers viewed politics negatively, but had high scores on the democracy scale. High achievers also agreed to a larger extent that it is acceptable to break the law. The more authoritarian students were somewhat more prone to respond that it is not acceptable to break the law.

    The major findings from the teacher sample show that teachers who agreed with non-peaceful mediation, and had a non-forgiving and rigid approach to interpersonal conflicts, also agreed with strong authoritarian statements and were less democratic. In general, teachers valued students who behave respectfully, have a good upbringing and are obedient. They were very concerned about the general status of education in society, which they felt was becoming marginalized. Teachers were not happy with the overloaded curricula and they showed an interest in more knowledge and skills to help children with traumatic war experiences. When asked about positive reforms, teachers were highly critical of, and dissatisfied with, the educational situation.

    Bosnia and Herzegovina is undergoing a transition from a state-planned economy and one party system to a market economy and a multi party system. During this transition, the country has become more involved in the globalization process than ever. Today the country is a semi-protectorate where international authorities intervene when necessary. The International community is attempting to introduce western democracy and some of the many complexities in this process are discussed in this study. Globalization processes imply contradictory demands and pressures on the education system. On one hand, economic liberalization has affected education policies —a closer alignment between education and economic competitiveness. On the other hand, there is a political and ideological globalization process underlying the importance of human rights, and the inclusiveness of education for all children. Students and teachers are caught between two opposing ideals — competition and cooperation.

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  • 294.
    Kostoulas-Makrakis, Nelly
    Stockholm University, Faculty of Social Sciences, Department of Education, Institute of International Education.
    Language maintenance or shift?: a study of Greek background students in Sweden1995Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study explores and illustrates the process of language maintenance and shift among greek background students in Sweden, who attend home language instruction. The results show that students' attitudes learning greek were positive. The great majority of students indicated a strong in-group identification. Although the picture revealed in this study is one which in many respects seems to favour language maintenance, it is clear that there is a process of gradual shift taking place among the second generation greek students.

  • 295. Krasny, Marianne E.
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Plummer, Ryan
    Stockholm University, Stockholm Resilience Centre.
    Environmental education, resilience, and learning: reflection and moving forward2010In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 16, no 5-6, p. 665-672Article in journal (Refereed)
    Abstract [en]

    Social-ecological resilience, a rapidly expanding area of scholarship internationally, seeks to understand how society and ecosystems mediate, adapt, and learn from change. This special issue is a pioneering attempt to explore the overlap of resilience, learning, and environmental education, in which four broad perspectives have emerged: (1) environmental education and learning may foster attributes of resilient social-ecological systems (e.g., biological diversity, participatory forms of governance, short feedback loops); (2) environmental education should not be viewed as an isolated means to address environmental issues, but rather as a complex and multifaceted part of a larger system of interacting structures and processes; (3) resilience thinking at multiple levels suggests a 'way out' of the instrumental/intrinsic split in environmental education; and (4) parallels among concepts used in learning theory and social-ecological systems resilience may contribute to discussions of transferability of ideas across disciplines. Whereas the authors are overwhelmingly positive about the potential contributions of environmental education and learning to resilience, in this endpiece to the special issue we offer cautions in suggesting the need to look for counter examples and to be concise in the use of terminology. Finally, we pose several research questions that might guide further work in this area, including: What are the outcomes of different approaches to environmental education relative to resilience attributes, such as social capital and ecosystem services? How do environmental education programs situated in management practice impact learning and values at the level of individuals and organizations? What role do different types of environmental education play in governance?

  • 296. Krasny, Marianne E.
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholm University, Stockholm Resilience Centre.
    Plummer, Ryan
    Resilience in Social-Ecological Systems: the Roles of Learning and Education2010In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 16, no 5-6, p. 463-474Article in journal (Refereed)
  • 297.
    Kuusisto, Jukka
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Vad är kvalitet ur rektors perspektiv?: En studie om finska och svenska rektorers uppfattningar om kvalitet2008Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Kvalitet är ett begrepp som inte låter sig definieras på ett enkelt sätt. Syftet med denna studie är att undersöka svenska och finska rektorers uppfattningar av begreppet kvalitet.

    Datainsamlingen har skett genom intervjuer av svenska och finska grundskole- och gymnasierektorer. En fenomenografisk metod kombinerat med en kontextuell analys har använts vid bearbetningen av materialet.

    Undersökningens resultat består av en kategorisering av rektorernas uppfattningar. Kategoriseringen har skett i tre omgångar. I den tredje och sista analysen kunde två huvudkategorier av uppfattningar redovisas: resultat- och resursoptimering samt optimala arbetsprocesser. Empirin har även tolkats genom ett antal perspektiv som till exempel näringslivs- och forskningsorienterade perspektiv.

    Rektorernas uppfattningar är förhållandevis homogena inom de nationella grupperna, men en relativt tydlig skillnad presenteras mellan de finska och svenska rektorernas uppfattningar. I denna undersökning lyfter de finska rektorerna i högre grad fram resultat- och resursoptimeringen medan de svenska rektorerna är mer inriktade mot optimala arbetsprocesser.

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  • 298.
    Künstlicher, Rolf
    Stockholm University, Faculty of Social Sciences, Department of Education.
    The Psychoanalytic Situation as a Play Situation: Exploration of a multi-faceted clinical situation     2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The research question was stirred by observations that the set-up of the clinical situation seems to contain elements that have a deep impact on the patient. I found that the clinical situation shows important similarities to the space for play that children negotiate when they want to immerse themselves in mutual phantasy play. Consequently, one overall purpose of the present study is to explore the psychoanalytic situation as a play situation with the help of two clinical vignettes.In the first part, I give a picture of my understanding of Freud’s reasons for shaping his clinical situation as he did. A critical scrutiny of Freud’s case of the Rat Man gave us keys to an understanding of the clinical method’s contradictoriness.A tentative hypothesis was framed that the set-up of psychoanalysis’s clinical situation induces an ambiguity about different levels of reality, the purpose being to create a space in the course of the analysis in which this confusion can be analyzed and comprehended. This work on the ambiguity of the reality links psychoanalysis with the intimate and spontaneous interaction that characterizes children’s social phantasy play. The investigation came to the conclusion that there exists a conspicuous equivalence between the two situations. The issue of what connects the universal play situation of children on the one hand, with the specific psychoanalytic situation on the other, makes a point of departure from which to approach and investigate the field of inquiry.The theory is that a ‘play’ with factual and illusory asymmetry generates a field of tension that serves as a sounding board from the moment of psychoanalysis's introductory negotiations until its ending. A third area is created that supports a mutual explorative space that in its turn makes a bridge between outer and inner reality and between now and the past. In such a context the phenomenon of play becomes a transformational concept.The conclusion is that psychoanalysis organizes a clinical situation that speaks to a profound and universal human need and that it is understood as an analogy of the play situation of children. 

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  • 299.
    Landahl, Joakim
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Den läsande läraren: Pedagogiska skrifter som bildnings- och moderniseringsprojekt 1898-19842009Report (Other academic)
  • 300.
    Landahl, Joakim
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Från huvudlöss till huvudbonad: Skoldisciplin ur ett historiskt perspektiv2009In: Uppbrott: Brytpunkter & övergångar i tid och rum / [ed] Mats Larsson, Kalmar: Högskolan i Kalmar , 2009, p. 91-111Chapter in book (Other academic)
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