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

School Choice has been introduced into several national education programs during the past three decades in Azerbaijan. Parents are invited to select from various schools to locate the one that “suits them the best”. However, there is a need to understand the factors that go into parents' decision-making when choosing primary schools for their children, especially in various native languages and educational fields. The purpose of the study is to explore Azerbaijani-speaking and Russian-speaking parents’ school choices at the primary education level in Azerbaijani and Russian sectors. Furthermore, the study investigates the factors influencing parents’ selections when selecting a primary school for their children, such as socioeconomic status, educational values, and cultural preferences. The study also aims to compare the school choice patterns of Azerbaijani-speaking and Russian-speaking parents, particularly emphasizing how their varied native languages may influence their decision-making processes. Additionally, this study presents a framework of the national policies regarding parental school choice in Azerbaijan. The study's theoretical frameworks were framed by Human Capital Approach (HCA), Human Rights Based Approach (HRBA) and Capability Approach (CA). By utilizing these frameworks, parents can better understand the various factors that impact their decisions when choosing a school for their children and how these decisions can ultimately affect their children’s educational achievements. The HCA believes education is a valuable investment in human capital, and parents choose schools based on their perception of the returns on this investment. On the other hand, the HRBA sees education as a fundamental human right, and parents’ selection of schools should be based on fairness and non-discrimination principles. The CA emphasizes the importance of education in enhancing individual capabilities and freedoms. This research used qualitative research methodology will contribute to select the right school for children at the primary education level in Azerbaijan. The comparative perspective was based on the Azerbaijani-speaking and Russian-speaking parents. The semi-structured interviews with 12 participants were conducted to gather data, focusing on the factors influencing their decision-making processes and thematic analysis was applied to the data analysis. The author encountered codes and themes in the interview data through qualitative research methods and thematic analysis. This approach provided detailed insights into the complex and diverse nature of parents’ school choice decisions. Overall, the research on parents in Azerbaijan found that they, irrespective of their native language, possess a keen interest in and knowledge of factors that impact their decision in selecting primary schools for their children. This highlights the significance of considering aspects such as language options, school location, and reputation while devising policies to offer quality education to all children. Further exploration is necessary to comprehend the decision-making approach of parents and develop effective tactics to support them in making informed and appropriate school selections. Finally, the implications to the policy and practices for school choice are discussed.

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

Recognition of prior learning appears as a crucial tool to strengthen the individual's opportunity for lifelong learning and to recognize prior learning that has been acquired in formal and informal contexts. However, a lack of competence in the work of recognition of prior learning has caused few to be recognized, but a success factor in adult education has proven to be the mapping in connection with the establishment of individual study plans. In order for mapping to take place on an equal basis, a new legal requirement for initial skills mapping has come into effect. The purpose of initial mapping is to recognize previous knowledge and competences, thereby enabling informed and well-founded choices, to meet the need for competence more quickly and better, and to make it easier for newly arrived migrants to integrate and establish themselves in the Swedish labor market. The study aims to investigate how career counselors perceive the task of initial skills mapping and thereby develop an understanding of the importance of initial mapping on the conditions for recognition in guidance. The study was carried out with a qualitative strategy with a semi-structured interview form to understand and interpret the career counselors' personal perceptions of recognition of prior learning and initial mapping. The main results show that initial mapping can change the conditions for recognition, but above all it points to the fact that the conditions for guidance are affected by the fact that initial skills mapping contributes to a systematized and structured assessment of previous learning, documentation, individualized study plans, increased transparency and fairness, quality assurance of assessment and support for lifelong learning, and thus is important for recognition of prior learning.

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

This book is the first to comprehensively develop the concept of childism to understand, study and analyse age-based discrimination against children.

It presents a critical theory to help comprehend intersecting prejudice against children and to examine the weak implementation of the UN Convention on the Rights of the Child (CRC), and in what ways violations against children can be analysed through the intersections of racist, sexist and ableist discrimination. The book further offers scholars a new perspective when studying structural forms of discrimination and oppression against children and provides professionals with a new vocabulary on prejudice targeting children when assessing theory, policy and praxis on ‘child-friendly’ and ‘child-centred’ initiatives that overlook the need to protect children against discrimination.

This book will be of key interest to scholars, students and practitioners of human rights, child and youth studies, education, prejudice studies, the United Nations and child law, and more broadly to sociology, social policy, psychology, and social work.

The concept of childism is, in this chapter, used primarily as a theoretical approach to analyse adult resistance against the realisation of children’s rights. Childism can help us to understand children’s exposure to negative prejudices, attitudes and discriminatory structures in society. This chapter argues, that in order to address discrimination against children on a systemic level, a critical approach in child rights studies on negative beliefs against children is needed to illuminate prejudice ingrained in the ways in which policies and laws are formulated on a structural level. By studying discourses that lead to abuse of children we may better understand underlying reasons to the challenges facing a respect for children’s rights internationally. Reasons and arguments given for why children are denied basic rights and freedoms can be systematically examined over time by addressing how adult’s prejudice about children lead to age-based discrimination against children. These intersectional understandings of subordination may inform affirmative policy needed for realising the rights of the child. The chapter calls for further empirical studies that interrelate violations of children’s rights with different overlapping forms of prejudice and discrimination against children.

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

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

This chapter explores the alliances and conflicts between different feminist and socialist fractions within the United Nations Commission on the Status of Women (CSW) and the international organizations with representatives at its third session in Beirut, Lebanon in 1949. In the meetings of the CSW, the early Cold War tensions both hindered and foregrounded not only the rights of working women in the West but the comparatively rights-less status of women workers in colonial territories. Among the human rights advanced by international welfare feminism in 1949 included the important notion of equal pay for women. The CSW heralded increased dissent between different position-holders on women’s right to equal pay in a time when millions of women had been laid off following the Second World War but these tensions should not be reduced to East-West ideological battles alone. This chapter situates the year that followed the adoption of the Universal Declaration of Human Rights (UDHR) relative to international welfare feminist history.

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

By problematizing how morality is discussed in cosmopolitan education without addressing the rightlessness of non-citizens I draw on thoughts by Martha Nussbaum and Marianna Papastephanou on how human rights and agency can be reclaimed through a critical cosmopolitanism. Educational philosophy on cosmopolitan education presupposes the juridical right to education. Due to this presupposition, the subject who is excluded by legal limitations of rights is not necessarily addressed by morally conceptualizations of cosmopolitanism and education. This paper seeks to investigate this gap by asking what significance cosmopolitanism and philosophy have for the rightlessness, drawing on the problematization by Hannah Arendt on the limitations of the human rights project. The concept of phronesis is invoked in order to stress the importance for cosmopolitan educationalists to theorize the non-citizen and to address those who are excluded from the legal right to education.

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

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

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

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

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

This paper distinguishes Swedish feminist internationalists in the early Cold War years appointed to high positions at the United Nations (UN) whose political commitments were connected to pluralism, democracy, and a solidarity with the poor. Alva Myrdal, Agda Rössel, and Ulla Lindström were three Swedish women appointed some of the highest positions attained by women in the UN in the late 1940s and 1950s. Their stance on the interrelatedness of women’s political and economic rights is in this paper read as characteristic of the Swedish Middle Way. A special focus in the paper is on the parliamentarian debates regarding the Swedish Middle Way in which Ulla Lindström expounded on her experiences from her work as delegate to the UN. Human rights actualized by feminist internationalists included equal pay for women supported by working unions, preschool and day-care facilities for working mothers, as well as social security and social services for families in poverty, but the high-ranking positions of these women at the UN were questioned both domestically and within the UN.

There is a globalization trend in teacher education, emphasizing the role of teachers to make judgments based on human rights in their teaching profession. Rather than emphasizing the epistemological dimension of acquiring knowledge about human rights through teacher education, an ontological dimension is emphasized in this paper of what it means to become a professional teacher. An ontological dimension of ‘learning to become’ can be captured in critical examination of a cosmopolitan awareness of teachers in relation to judgment and justice. I read the critique through studies on human rights in teacher education, which transforms notions of openness and respect in relations marked by difference.

Who were the non-Western women delegates who took part in the drafting of the United Nations Charter and the Universal Declaration of Human Rights (UDHR) from 1945-1948? Which member states did these women represent, and in what ways did they push for a more inclusive language than "the rights of Man" in the texts? This book provides a gendered historical narrative of human rights from the San Francisco Conference in 1945 to the final vote of the UDHR in the United Nations General Assembly in December 1948. It highlights the contributions by Latin American feminist delegates, and the prominent non-Western female representatives from new member states of the UN.

In this paper we conduct a poststructural discourse analysis inspired by Carol Bacchi’s ‘What’s the problem represented to be?’ (WRP) approach. We explore what kinds of problems are formulated in preschool educational policy on multilingualism, and what underlying assumptions underlie the dominant discourse on language proficiency in Sweden. Serving as a case to discuss how racism, ableism and childism intersect with linguicism, we examine the importance of shifting from a ‘children’s (special) needs’ discourse to a ‘children’s (language) rights’ discourse through a social justice education framework.   We draw upon Elisabeth Young-Bruehl’s understanding of childism, which refers to prejudice and discrimination against children based on beliefs about their inferiority to adults. The right to and rights in education are constituent upon linguistic rights, upon students learning to use their first language, whether that be minority, indigenous or sign language.

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

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

How can human rights for children born outside their national jurisdiction with parents deemed as terrorists be safeguarded? In what ways do children risk being discriminated in their welfare rights in Sweden when treated as invisible part of a family? How can we do research on children’s rights in not just ethically sensitive ways but also with respect for children as rights subjects? And what could be a theory on social justice for children? These are questions discussed in studies from different disciplines concerning children’s international human rights, with a special focus on the realization of the CRC in Sweden.

This book provides a critical history of influential women in the United Nations and seeks to inspire empowerment with role models from bygone eras.

The women whose voices this book presents helped shape UN conventions, declarations, and policies with relevance to the international human rights of women throughout the world today. From the founding of the UN up until the Latin American feminist movements that pushed for gender equality in the UN Charter, and the Security Council Resolutions on the role of women in peace and conflict, the volume reflects on how women delegates from different parts of the world have negotiated and disagreed on human rights issues related to gender within the UN throughout time. In doing so it sheds new light on how these hidden historical narratives enrich theoretical studies in international relations and global agency today. In view of contemporary feminist and postmodern critiques of the origin of human rights, uncovering women’s history of the United Nations from both Southern and Western perspectives allows us to consider questions of feminism and agency in international relations afresh.

The role of women in the history of the United Nations should be seen in the context of emerging and re-emerging debates in International History and International Relations. A cartoon of the problem characterizes international history as lacking in theoretical self-consciousness and fearful of the contamination of contemporary relevance to policy and social practice. International Relations on the other hand is beset by increasingly reified theories distant from empiricism. The role of international feminism during the early Cold War period has been simplified in earlier accounts as mired in dichotomies obscuring links between welfarism and feminism on the one hand and internationalism and feminism on the other. One of the important insights of the emerging literature on global governance and multilateralism is what Acharya has called the “pluralization of agency”. Agency should not be equated with states, or organized non-state actors, but also individual women and men.

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

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

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

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

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

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

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

References:

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

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

This article outlines the Swedish national quality assurance system of higher education institutions, placing it in a historical and international context. Currently a new system is under construction as a result of heavy criticism of the system applied since 2011. What the new system will precisely confer is too early to tell. Its ambition is to align with the principles (European Standards and Guidelines; ESG 2015) that have been developed within the frame of the Bologna Process.

The present study was a case study which aimed at exploring pre-service teachers’ perceptions of PPG-SM3T program for their professional development. PPG-SM3T program is a professional development program for pre-service teacher in Indonesia. Research design of this study was quantitative design and used convenience sampling. The sample was 60 pre-service teachers who graduated from PPG-SM3T program in a state university in central Indonesia. Instrument used to collect data for the present study was questionnaire and analysis consisted of Principal Component Analysis, Reliability test, and Exploratory Data Analysis were done in order to analyse the data. From the results of analysis, it was found that generally pre-service teachers who took PPG-SM3T program in the mentioned university response positively toward the program. It was found to be very effective for most of them as a preparation to be professional teachers. Workshop and field teaching practice were two features in the program that particularly helpful to prepare them to be professional teacher. However, it was also found that more supervision is needed for pre-service teacher during the program as well as non-teaching activities. Some specific cases also need to be considered for future improvement.

Studien syftar till att belysa hur yrkesverksamma elevassistenter uppfattar sitt arbete för elever med neuropsykiatriska funktionsnedsättningar. Studiens frågeställningar är ”Hur beskriver elevassistenten sitt arbetssätt för elever med neuropsykiatriska funktionsnedsättningar?”  ”Hur uppfattar elevassistenten sin yrkesroll i relation till elever och kollegor?” samt  ”hur kan man förstå elevassistentens beskrivning av sitt arbete utifrån Antonovskys teori om känsla av sammanhang?” Studien utgår från teorin KASAM, känsla av sammanhang. Datan har samlats in via semistrukturerade interjuver och därefter analyserats via en abduktiv tematisk analys. Resultatet visar att yrkesrollen är oklar, att en relation till eleverna är av vikt och att olika arbetssätt för att uppnå en känsla av struktur är central. En av studiens slutsatser är att det råder en viss oklarhet angående vad yrket som elevassistent faktiskt innebär, både hos de som själva jobbar som elevassistent men även hos andra yrkeskategorier på skolan och detta har sina konsekvenser för hur elevassistenter uppfattar sin yrkesroll.

This study aims to describe the experiences of social treatment of a few women, whowear a head scarf, within the college/university environment. The study examines socialtreatment from teachers as well as from fellow students. To examine this, the study usesqualitative interviews. The results of the interviews showed that the respondents havevery different experiences. A few of the respondents have very negative experiencesconcerning treatment from teachers, others describe the teachers as supportive.Concerning fellow students some of the respondents described how, in the beginning,they were treated with some distance. This however changed, in most cases, as timewent on. One respondent is undividedly positive about her experience. The studyconcludes that there are examples of both positive and negative social treatment in thewomen's experiences.

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

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

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

Migration flows have created various educational needs worldwide. One such is HeritageLanguage Education as people claim their right to connect with their cultural, traditional,religious and linguistic background while they reside abroad. Ethnic communities haveestablished settings in which they aim to sustain their ethnolinguistic capital. The presentthesis explores how heritage language teachers perceive their role in two HeritageLanguage Community Schools, in Athens and in Stockholm. Based on a qualitativedesign, the research focuses on sociolinguistic phenomena such as language use andmaintenance, and ethnic identity creation. Data were collected in Athens and Stockholmthrough semi-structured interviews with nine teachers. The analysis of findings revealsself-perceptions of teacher role that include cultural and linguistic connotations. Teacherscontribute to language use and maintenance and to some extend to ethnic identityformation. Teacher practices and experiences strive not only for linguistic developmentbut for group’s ethnolinguistic vitality as well. The study concludes that there is a needfor further research on teachers of Heritage Language Education since the topic has notgotten the attention it deserves.

The purpose of the study is to examine line managers’ experiences of competence development in their professional role, within a large global organization in one of the head offices in central Stockholm. The empirical material was collected through qualitative semi-structured interviews where a thematic analysis was used as the method of analysis. The result showed that the organization provides good opportunities for competence development, but that competence development activities are neglected due to lack of time. All line managers’ described competence development as continuous in daily work through workplace learning. The result further showed that a few line managers’ perceive non-formal competence development activities as significant, on the other hand all considered digital education as the least important. The line managers' experiences were understood through the iceberg model that illustrates visible, partially hidden and hidden aspects of competence development. The need for competence development line managers’ perceived in their professional role is that classroom training should be customized to their specific work areas and also better adapted to the organization's working methods. In addition, the line manager’s also perceived a need for support from their immediate manager through closer feedback. Furthermore, it was discussed whether competence development is considered to be the responsibility of the individual or the organization. Finally, the significance of the line managers' experiences that emerged from the hidden and whether the competence development fulfils the needs of the line managers’ in the professional role is explained.

Teachers' experiences and attitudes play a critical role in outdoor education. In this study, we aim to explore how 5th-10th-grade (10-15 years-old students) teachers use the natural environment in their teaching practices, with special attention to the link to sustainable development (SD). In total, 42 in-service teachers were invited to participate in the study. The data collection was based on the participating teachers' individual written texts concerning their previous outdoor teaching practices, the link to SD and the related assessments. Based on content analysis, three main themes emerged from the data, including (1) teaching biology/ecology concepts, (2) exploring visible pollution and (3) applying a context- and inquiry-based approach. However, we found that outdoor teaching was scarcely linked to SD. The research results' implications for outdoor education and teachers' professional development are discussed in this paper.

The purpose of this study is to generate knowledge about how men handle adversity. By using aqualitative method, we conducted semi-structured interviews with four men, which gives us access totheir perspective on dealing with adversity. The results are then based on the men's responses to theinterviews and then analyzed on the basis of the theoretical frameworks SOC (sense of coherence) andIlleris theory of learning. The results show that men's ways of dealing with adversity vary, while it ispossible to distinguish factors that are common to all men. Social support and personal strategies arecommon factors, which recur to varying degrees in men's accounts of how they have dealt withvarious adversities. Despite the fact that social support is prominent in the collected interviewmaterial, three out of four men state that they do not turn to significant others when they feel theworst. The reason for this is not to strain the surroundings. Alcohol use is also to some extentprominent as a way of dealing with adversity in the past, but also as a continued approach inindividual cases. All of the men have found their adversity meaningful over time, and several describehow the event has been a reason to get involved in issues and events related to each adversity.Common to men was the view of adversity as two-dimensional, which means that an event can beperceived as challenging or faced with an event that is uncontrollable. The results also show adversityin which, on the one hand, something the individual is involved in, and on the other hand, anunforeseen event to which the individual is exposed. 

The article examines how people within the Church of Sweden’s leadership tried to solve ‘the problem of vagrancy’ in Sweden in the early twentieth century. In focus are the priest John Melander and the deacon Josef Flinth, who advocated and realized various activities for categories of poor and mobile men in the population. These interventions, defined as help-to-self-help, differentiated between the ‘worthy’ and the ‘unworthy’ needy. In publications and lectures, Melander and Flinth presented arguments to transfer ‘unworthy’ categories to the ‘worthy’, thereby expanding the community of value. This expansion was conditioned, however, by boundaries drawn regarding ideas on belonging and ethnicity. Working in the borderlands of the community as part of a Christian calling, Melander and Flinth contributed to the expansion of social work in the early twentieth century.

Denna uppsats avser att studera framskrivningar om kön och barns subjektivitet, utifrån en samling texter som beskriver Reggio Emilia-filosofin och dess pedagogik. Med feministisk poststrukturalism och diskursanalys som teori och metod har jag i texterna sökt efter bland annat representationer, och utifrån dessa skrivit fram diskurser om barns subjektivitet respektive barn som könade subjekt. I materialet betonas en helhetssyn på barn, där barnet ses som ett kompetent, medskapande och unikt subjekt – men studien visar också att flickor och pojkar som generaliserade grupper beskrivs som delvis olika, och att denna antagna olikhet ger anledning till exempelvis gruppindelning efter kön. Dessa framställningar uppfattar jag stå i spänningsförhållande till varandra: diskursen om barn som könade kan förstås som begränsande för vad som ryms i diskursen om barns subjektivitet. Fokusering på olikhet mellan könen kan spåras till dels ett inom Reggio Emilia-filosofin värnande av just ”värdet” olikhet och dels en tanke om denna könsliga olikhet som något delvis inneboende hos barnen – en slags essens – som så att säga kommer före det relationella, kontextuella. Denna essentialistiska syn på könsligt bundna egenskaper förefaller stå i kontradiktoriskt förhållande till Reggio Emiliafilosofins betonande av individens unika subjektivitet. Studien gör gällande att denna olikhet, avseende kön, inte problematiseras i merparten av mitt material – men att det samtidigt tycks finnas en slags motdiskurs som gör detta problematiserande.

The climate issue is one of the biggest global challenges of our time and a question that study- and career counsellors also need to address. Green career choice is a new phenomenon where there is a great lack of knowledge. We know that there are people who does career choices based on the climate issue but the knowledge is limited on how such a career choice is motivated. The thesis investigates environmentally sustainable career choices in green tech through a qualitative interview study of five employees at an e-mobility company in East Africa. The result is analyzed based on Mark Savickas Career Construction Theory which explains career choice as part of identity construction. The result is discussed in relation to previous research on identity and sustainable choice, green career, and green guidance. An overarching answer to the question of why the respondents chose to work with environmental sustainability is that they are career concerned co-creators of their careers. More specifically the career choice is derived from personal values being reflected in the company, an interest in green tech, a will to make an impact on climate change based on knowledge and experience and the perception that a career in green tech is a good career.