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  • 1.
    Adanko, Carina
    et al.
    Högskolan i Jönköping, Tekniska Högskolan, JTH. Forskningsområde Bebyggd miljö.
    Küller, Marianne
    Lunds universitet, LTH, Inst arkitektur och byggd miljö, Miljöpsykologi.
    LED-belysning och brukaren2014Rapport (Annet vitenskapelig)
    Abstract [sv]

    Ljusforskning är om något diversifierad och omfattar teorier och metoder från skilda discipliner som teknik, medicin och samhällsvetenskap. Det finns också en förväntan att erhållna forskningsresultat skall kunna appliceras direkt i verkliga miljöer. I och med introduktionen av LED har många tidigare studier som behandlat glödlampor, lysrör och andra ljuskällor inaktualiserats. Ny kunskap - och ny forskning - krävs.

    En inventering av aktuell humanrelaterad LED-forskning genomfördes under 2013. Med utgångspunkt i detta material har föreliggande forskningsöversikt sammanställts. Totalt omfattar denna drygt 400 artiklar, som redovisas under följande rubriker: Den biologiska klockan; Flimmer och dimring av LED; Energibesparing: dagsljus och ljusstyrning; Färgåtergivning; Bländning och slutligen; Upplevda ljuskvaliteter.

    Såväl bakomliggande teoretiska resonemang som det aktuella kunskapsläget redovisas i de olika avsnitten. Efter varje avsnitt ges också referenser till relevanta forskningspublikationer. Samtliga publikationer har försetts med två eller flera svenska nyckelord, som anger publikationens innehåll. Publikationerna har sedan delars in i kategorier enligt avsnitten ovan. Efter varje avsnitt redovisas de publikationer på vilka texten baserar sig, med nyckelord. I ett slutavsnitt redovisas samtliga LED-publikationer i alfabetisk ordning efter författare och med nyckelord.

  • 2.
    Adolfsson, Margareta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Applying the ICF-CY to identify children's everyday life situations: A step towards participation-focused code sets2013Inngår i: International Journal of Social Welfare, ISSN 1369-6866, E-ISSN 1468-2397, Vol. 22, nr 2, s. 195-206Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    With the long-term goal to create a screening tool with code sets for children’s everyday life situations (ELS), the purpose of the present study was to identify ELS for children and youth aged 0-17 years. The views of professionals and parents in Sweden, South Africa, and US were integrated based on linkages to ICF-CY. The chapters Self-care and Major life areas seemed most obvious include ELS. At 2nd ICF-CY level, eleven categories emerged as ELS with Hygiene (d510-d530) and Recreation and leisure (d920) as the most obvious. Two sets of ELS were identified for infants/preschoolers and school aged children/adolescents. Professionals and parents agreed on ELS for the older age-group. Findings suggested that ELS differ in context specificity depending on maturity and growing autonomy. The study have implications for the future tool intending to support children with disabilities in describing what matters most for them in intervention planning.

  • 3.
    Adolfsson, Margareta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Applying the ICF-CY to identify everyday life situations of children and youth with disabilities2011Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Four studies were included in this doctoral dissertation aiming to investigatehow habilitation professionals perceive the ICF-CY in clinical work and to identify everyday life situations specific for children and youth aged 0-17 years. The ICF-CY was the conceptual framework and since the research was conducted on as well as with the ICF-CY, the use of the classification runs like a thread through all the work. The design was primarily qualitative and included descriptive and comparative content analyses. Study I was longitudinal, aiming to explore how an implementation of the ICF-CY in Swedish habilitation services was perceived. Studies II-IV were interrelated, aiming to explore children’s most common everyday life situations. Content in measures of participation, professionals’ perspectives, and external data on parents’ perspectives were linked to the ICF-CY and compared. Mixed methods design bridged the Studies III-IV.

    Results in Study I indicated that knowledge on the ICF-CY enhanced professionals’ awareness of families’ views of child functioning and pointed to the need for ICF-CY based assessment and intervention methods focusing on child participation in life situations. A first important issue in this respect was to identify everyday life situations. Two sets of ten everyday life situations related to the ICF-CY component Activities and Participation, chapters d3-d9, were compiled and adopted for younger and older children respectively, establishing a difference in context specificity depending on maturity and growing autonomy. Furthermore, key constructs in the ICFCY model were discussed, additional ICF-CY linking rules were presented and suggestions for revisions of the ICF linking rules and the ICF-CY were listed. As the sample of everyday life situations reflects the perspectives of adults, further research has to add the perspective of children and youth. The identified everyday life situations will be the basis for the development of code sets included in a screening tool intended for self- or proxy- report of participation from early childhood through adolescence.

  • 4.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pless, Mia
    Uppsala universitet.
    Professionals' views of children's everyday life situations and the relation to participation2012Inngår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 34, nr 7, s. 581-592Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose: The aim was to determine professionals’ views of everyday life situations (ELS) of importance for children and to explore how ELS correlate with the construct ‘Participation’. This study was part of a larger work to develop a structured tool with code sets to identify child participation and support children with disabilities to describe what matters most for them in intervention planning.

    Method: The study had a concurrent mixed methods design. Information from one open-ended question and questionnaires were linked to the ICF-CY component Activities and Participation. Two concurrent data sets were compared.

    Results: Proposed ELS were distributed across ICF-CY categories from low to high level of complexity and context specificity. The correlation with participation became stronger for the later chapters of the component (d7-d9). Differences between respondents due to working field, country, and children’s ages were explored. Acts and tasks seemed most important for the youngest children whereas ELS shifted towards societal involvement for adolescents.

    Conclusion: Eleven categories related to ICF-CY chapters d3-d9 emerged as ELS. Two age groups (infants/preschoolers and adolescents) are required to develop code sets for the new tool. The results need triangulation with other concurrent studies to provide corroborating evidence and add a family perspective.

  • 5.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Malmqvist, Johan
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Pless, Mia
    Uppsala universitet.
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Identifying Child Functioning from an ICF-CY Perspective: Everyday Life Situations Explored in Measures of Participation2011Inngår i: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 33, nr 13-14, s. 1230-1244Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose. This study was part of a larger work to develop an authentic measure consisting of code sets for self- or proxy-report of child participation. The aim was to identify common everyday life situations of children and youth based on measures of participation.

    Method. The study was descriptive in nature and involved several stages: systematic search of literature to find articles presenting measures for children and youth with disabilities, identifying measures in selected articles, linking items in included measures to the ICF-CY, analysing content in measures presented as performance and participation and identifying aggregations of ICF-CY codes across these measures.

    Results. A large number of measures for children and youth with disabilities were identified but only 12 fulfilled the inclusion criteria. A slight distinction in content and age appropriateness appeared. Measures presented as performance covered all the ICF-CY Activities and Participation chapters, whereas measures presented as participation covered five of nine chapters. Three common everyday life situations emerged from the measures: Moving around, Engagement in play and Recreation and leisure.

    Conclusion. Only a small number of life situations for children and youth emerged from items in selected measures, thus, other sources are needed to identify more everyday life situations.

  • 6.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Swedish Institute for Disability Research, Jönköping University, Jönköping, Sweden.
    Sjöman, Madeleine
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Swedish Institute for Disability Research, Jönköping University, Jönköping, Sweden.
    Björck-Åkesson, Eva
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD. Swedish Institute for Disability Research, Jönköping University, Jönköping, Sweden.
    ICF-CY as a Framework for Understanding Child Engagement in Preschool2018Inngår i: Frontiers in Education, E-ISSN 2504-284X, Vol. 3, artikkel-id 36Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Engagement in preschool predicts children's development, learning, and wellbeing in later school years. The time children engage in activities and social interactions is conditional for preschool inclusion. Engagement is part of the construct participation, which is determined by attendance and involvement. Two suggested underlying dimensions of engagement had been identified as essential when assessing children's participation in preschool activities. As engagement is a key question in inclusion of all children, and preschool becomes a common context for them, it is increasingly important to understand the concept of engagement in those settings. In Sweden most children attend preschool but children in need of special support tend not to receive enough support for their everyday functioning. This study aimed to conceptualize child engagement in preschool with ICF-CY as a framework to clarify core and developmental engagement dimensions included in Child Engagement Questionnaire (CEQ). The content of CEQ was identified through linking processes based on ICF linking rules with some exceptions. Specific challenges and solutions were acknowledged. To identify engagement dimensions in the ICF-CY, CEQ items related to ICF-CY chapters were integrated in the two-dimensional model of engagement. Findings showed that engagement measured for preschool ages was mostly related to Learning and Applying knowledge belonging to Activities and Participation but the linkage detected missing areas. Broader perspectives of children's everyday functioning require extended assessment with consideration to mutual influences between activities, participation, body functions, and contextual factors. Related to core and developmental engagement, findings highlight the importance for preschool staff to pay attention to how children do things, not only what they do. Activities related to core engagement include basic skills; those related to developmental engagement set higher demands on the child. Linking challenges related to preschool context were not consistent with those reported for child health. Using the ICF-CY as a framework with a common language may lead to open discussions among persons around the child, clarify the different perspectives and knowledges of the persons, and facilitate decisions on how to implement support to a child in everyday life situations in preschool and at home.

  • 7.
    Adolfsson, Margareta
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    Westerberg, Christina
    Stockholms Universitet.
    Möller, Kerstin
    Örebro Universitet.
    Everyday Life Situations of School-Aged Children with Severe Disabilities: What are the Goals for the Future? An Exploratory Study2014Inngår i: Journal of Intellectual Disability - Diagnosis and Treatment, E-ISSN 2292-2598, Vol. 2, nr 1, s. 21-32Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study investigated present and future everyday life situations (ELS) in home, school, work, and leisure environments for a group of school-aged children with severe disabilities, including complex disorders and a combination of disabilities. The purpose was to explore universal ELS; clarify how the children can be supported in their development of autonomy; and to gather information on potential overall goals for interventions. To make data comparable, all reported ELS were linked to the International Classification of Functioning, Disability and Health, Child and Youth version (ICF-CY) and listed along with information on the setting. Both today, and in the future, recreational activities and participation in school or work were of highest importance, but few reported ELS involved directly interacting with other children. More ELS were predicted to occur outside the home and with a higher degree of autonomy. Therefore, interventions would be focused on the overall goal that children with severe disabilities take initiatives to become independent and to form relationships with others.

  • 8.
    Adolfsén, Jennifer
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Globala studier.
    Ragnarsson, Elin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Globala studier.
    Samer i svenska dagstidningar: En innehållsanalys av nyhetsrapporteringen om Europas enda urfolk2017Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Denna uppsats undersöker samers utrymme och framställning i svenska dagstidningar. Tidigare forskning visar hur nyhetsmedia innehar en växande makt i att påverka hur olika grupper i samhället uppfattas och behandlas. Bland annat exemplifierar den tidigare forskningen hur urfolk och minoriteter begränsas i sitt mediala utrymme och framställs på ett homogent och fördomsfullt sätt. I föreliggande studie undersöks vilket utrymme den samiska befolkningen får i svensk nyhetsrapportering, vad för typ av samerelaterade nyheter som uppmärksammas samt hur samerna framställs i rapporteringen. Metoden som har använts för att besvara frågeställningarna är en innehållsanalys med både kvalitativa och kvantitativa inslag, där tidningsartiklar från tre svenska dagstidningar har studerats under tidsperioden av ett år. Resultatet visar bland annat hur samerna får ett begränsat medialt utrymme och att när de väl uppmärksammas är det ofta ett stort fokus på kulturella nyheter, medan händelser som kan anses viktiga för den samiska befolkningen marginaliseras. Därefter har resultatet analyserats utifrån den postkoloniala teorin, och därmed kunde samband urskiljas mellan Sveriges historiska relation till den samiska befolkningen och medias framställning av dem.

  • 9.
    Agevall, Lena
    et al.
    Linnéuniversitetet, Institutionen för samhällsstudier (SS).
    Jonnergård, Karin
    Linnéuniversitetet, Institutionen för ekonomistyrning och logistik (ELO).
    Krantz, Joakim
    Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV).
    Frihet under ansvar eller ansvar under tillsyn? Om dokumentstyrning av professioner2017Bok (Annet vitenskapelig)
    Abstract [sv]

    De professionellas arbetssätt befinner sig i förändring. Att följa manualer och standarder, att möta en ny typ av redovisningsansvar, extern kvalitetskontroll och krav på dokumentation utmanar på flera sätt den traditionella bilden av professioner. I Frihet under ansvar eller ansvar under tillsyn belyses erfarenheter av dokumentstyrning från tre professioner, revisorer, lärare och socionomer.

    Boken fokuserar vad dokumentstyrningen betyder för professionernas kunskapsbas och normbas samt hur professionernas autonomi förändras när det gäller att bedöma vad som ska göras, vad som är kvalitet i arbetet och när det gäller möjligheten att ta ett professionellt ansvar.

    De professionellas erfarenheter analyseras utifrån en modell – kunskapstriaden – vars aspekter; kännarskap, känslomässigt engagemang och utvärdering av och ansvar för eget arbete tillsammans antas utgöra en motor för utvecklingen, upprätthållandet och vidareutvecklingen av de professionellas kunskaps- och normsystem.

    Boken vänder sig till studerande inom professionsutbildningar företrädesvis på en avancerad nivå och till forskare och andra som har ett övergripande intresse för styrnings- och professionsfrågor. Frihet under ansvar eller ansvar under tillsyn manar också till fortsatt forskning om de professionellas villkor.

  • 10.
    Agic, Haris
    et al.
    Tema teknik och social förändring, Linköpings universitet.
    Samuelsson, Tobias
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Skolnära forskning, Samhällsstudier och didaktik. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Globala studier.
    Föräldrastödsprogram för utrikesfödda föräldrar: Vad händer när manualbaserade föräldrastödsprogram översätts och implementeras i svensk kontext?2015Inngår i: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 92, nr 5, s. 545-552Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    På senare år har ett antal program som t.ex. Community Parent Education Program (COPE) initierats för att främja barns hälsa och psykosociala utveckling. COPE är ett manualbaserat program som ofta används som del i de föräldrautbildningar som ges i invandrartäta områden. COPE utvecklades i Kanada och vid användningen i Sverige översätts materialet. Program erbjuds på språk som t.ex. arabiska och somaliska och när dessa kurser ges översätts materialet ytterligare. I artikeln undersöks vad som händer när ett manualbaserat program översätts och implementeras i svensk kontext. Studien visar att de samtalsledare som leder programmen strävar efter manualtrogenhet, men att översättningar och kulturella anpassningar sker för att de utrikesfödda deltagarna ska förstå programmet. Många föräldrar är dock nöjda med och känner sig stärkta i sitt föräldraskap efter att ha genomgått COPE programmen.

  • 11.
    Ahl, Helene
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Det nödvändiga jämställdhetsarbetet2017Inngår i: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, s. 137-150Kapittel i bok, del av antologi (Fagfellevurdert)
  • 12.
    Ahl, Helene
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Entrepreneurship and Gender2016Konferansepaper (Annet vitenskapelig)
  • 13.
    Ahl, Helene
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Inledning: Att ta tillvara mänskliga resurser2017Inngår i: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, s. 17-30Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 14.
    Ahl, Helene
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    The scientific reproduction of gender inequality: A discourse analysis of research texts on women's entrepreneurship2004Bok (Annet vitenskapelig)
  • 15.
    Ahl, Helene
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Bergmo-Prvulovic, IngelaStockholms universitet, Institutionen för pedagogik och didaktik.Kilhammar, KarinHögskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    HR: Att ta tillvara mänskliga resurser2017Collection/Antologi (Fagfellevurdert)
  • 16.
    Ahl, Helene
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Hedegaard, Joel
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    The theory of conditional social equality: Group homogeneity as a prerequisite for challenging (some) inequalities among older men2019Konferansepaper (Fagfellevurdert)
  • 17.
    Ahl, Helene
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Marlow, Susan
    Entrepreneurship and the postfeminist turn: Women’s final emancipation or the same old story?2016Konferansepaper (Fagfellevurdert)
  • 18.
    Ahl, Helene
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Nelson, Teresa
    Simmons College, USA.
    Moving forward: Institutional perspectives on gender and entrepreneurship2010Inngår i: International Journal of Gender and Entrepreneurship, ISSN 1756-6266, E-ISSN 1756-6274, Vol. 2, nr 1, s. 5-9Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose – The purpose of this paper is to propose a re‐directed and purposeful attention to the design of research on gender and entrepreneurship moving forward.

    Design/methodology/approach – The paper questions the value of more studies on the men v. women binary and encourages research on the institutions supporting the gendered construction.

    Findings – The paper suggests a re‐framing of gender (to include men, women, femininity, masculinity, etc.) both in topics investigated and in building the cadre of scholars engaged. It asks for discrimination of gender from biological sex in language use and believes that dialogue will be improved if the word “gender” is maintained as a socially constructed phenomenon directed at distinguishing the norms around “what women do” and “what men do”. Researchers, too, must necessarily confront personal pre‐existing ideas and language shaped by the norms and habits of one's upbringing and daily life in societies that are not acute observers of gender in action.

    Originality/value – The paper assesses trends in research on gender and entrepreneurship and recommends ideas regarding new directions to create better research and application in practice, teaching, and training.

  • 19.
    Ahl, Helene
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Livslångt lärande/Encell.
    Tillmar, Malin
    Linköping University.
    Swedish welfare state retrenchment and the call for women’s entrepreneurship to fill the void2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The last two decades have seen major welfare state retrenchment in Sweden. The public sector, which used to be a large and stable employer for women, was downsized. Public schools and public health and care services were privatized. Customer choice models were introduced. The rhetoric connected to privatization stressed the unique opportunities for women formerly employed by the state to start their own businesses in this sector, now open for competition and private initiatives. In this paper we ask what the results were. We discuss the results from a feminist perspective, i.e we ask if privatization and business ownership has improved women’s situation on the labor market, or not. The paper draws together the research findings from our own empirical research (about fifteen different studies) as well as from research done by other Nordic scholars in the field.

  • 20.
    Alfredsson, Ulrika
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation.
    Skog, Anna-Maria
    Högskolan i Jönköping, Högskolan för lärande och kommunikation.
    Får jag vara med?: Förskolebarns strategier under pågående lek2016Independent thesis Basic level (university diploma), 210 hpOppgave
  • 21.
    Allard, Karin
    et al.
    Göteborgs universitet, Institutionen för sociologi och arbetsvetenskap.
    Pousette, Anders
    Göteborgs universitet, Psykologiska institutionen, Institutionen för medicin, avdelningen för samhällsmedicin och folkhälsa.
    Tengelin, Ellinor
    Göteborgs universitet, Institutionen för medicin, avdelningen för samhällsmedicin och folkhälsa.
    Härenstam, Annika
    Göteborgs universitet, Institutionen för sociologi och arbetsvetenskap.
    Dellve, Lotta
    A gender perspective in the relationship between work demands, boundary setting strategies and organizational flexibility in work-family conflict among managers in the public sector2014Inngår i: Threats and possibilities facing Nordic working life: Book of abstracts and programme / [ed] Tommy Isidorsson, 2014, s. 169-169Konferansepaper (Fagfellevurdert)
    Abstract [en]

    It is common to view work-family dilemmas like work-family conflict as the individual’s problem despite the fact that these kinds of dilemmas often have contextual sources. The aim of the present study is to explore the experience of work-family conflict among governmental employed managers by examining work demands, boundary setting strategies and organizational flexibility at the individual and at a contextual level where both the organizational belongingness and the gender composition is examined.

    Our results show that organizational and contextual research on work-family issues contributes with knowledge about organizational aspects and processes that managers in organizations have to be aware of instead of understanding work-family dilemmas as individuals’ problems. We also conclude that a gender perspective both at the individual and at the organizational level is needed in the field of work-family research.

  • 22. Almqvist, Lena
    et al.
    Hellnäs, Petra
    Stefansson, Maria
    Granlund, Mats
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. CHILD. Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, CHILD.
    I can play! Young children's perceptions of health2006Inngår i: Pediatric Rehabilitation, ISSN 1363-8491, E-ISSN 1464-5270, Vol. 9, nr 3, s. 275-284Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Health is today viewed as a multi-dimensional concept partly conceptualized independent from not being ill. The aim of this study was to gain knowledge of how young children perceive health. Interviews were conducted with 68 children (4–5 years), within their pre-school setting, with the help of a semi-structured interview guide. A multi-dimensional perspective represented by the health dimensions of the International Classification of Functioning, Disability and Health (ICF) was used in a manifest deductive content analysis. The children's statements were categorized and placed under one of the four health dimensions, body, activity, participation and environment. A latent content analysis was applied to identify underlying themes in the manifest categories. The results revealed that young children perceive health as a multi-dimensional construct, largely related to being engaged, i.e. to be able to perform wanted activities and participate in a supportive every-day context. This implies that improvements of child engagement should be emphasized in health promotion and to a greater extent be the central focus of health interventions for young children

  • 23.
    Amberntsson, Pelle
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Globala studier.
    Göteborg EU Migrants2016Inngår i: Social mobilisering: Lärdomar från fyra svenska städer / [ed] Andersson, Oscar & Amberntsson, Pelle, Malmö: Universus Press, 2016, s. 79-102Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 24.
    Amberntsson, Pelle
    Göteborgs universitet.
    The Past of Present Livelihoods: Historical perspectives on modernisation, rural policy regimes and smallholder poverty - a case from Eastern Zambia2011Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This study is an enquiry into the processes shaping rural livelihoods in peripheral areas. The study is situated in the field of livelihood research and departs in the persistent crisis within African smallholder agriculture and in rural policy debates during the postindependence era. The research takes a critical stance to the way that people-centred and actor-oriented approaches have dominated livelihood research, thereby over-shadowing structural and macro-oriented features.

    The aim of this study is to, through a historical perspective on rural livelihoods and policy regimes, uncover the political and economic processes, with their discursive foundations, that shape contemporary rural livelihoods in peripheral areas. The analytical framework emphasises four key factors: ideas of development and modernity; the terms of incorporation into the global economy; rural policy regimes; smallholders’ ways of making a living. Inspiration is gained from critical political geography, world-systems analysis and different perspectives on rural livelihoods and development.

    The empirical study is based on fieldwork in Chipata District in Eastern Zambia, investigations at the National Archives of Zambia, the British National Archives and library research. The findings are presented in three parts. The first part looks into contemporary policies and the situation among smallholders in Chipata District. The second part examines the history of the area up to independence in 1964. The third part examines the post-independence period which links colonial experience to the contemporary situation.

    The findings suggest that smallholders’ livelihoods are shaped by long-term politicaleconomic- discursive processes, rooted in the terms of the study area’s integration into the world-economy in the colonial period. Colonial policies peripheralised the area through tax, labour, and market policies and the creation of native reserves, all of which have led to contemporary problems of food insecurity, soil depletion and a marginal role in agricultural markets. Since the inception of colonial rule, semi-proletarianisation has been a dominant process in the area. Current diversified livelihoods are more a contemporary expression of this semi-proletarianisation than a consequence of postcolonial policies. The households in the study area show preference for a farming way of life. However, the development goal of modernity has since long led to an ‘othering’ of smallholders, labelling them backwards and resistant to change. In the early twenty-first century this ‘othering’ has been played out through a development programme aimed at changing attitudes and mindsets among the farmers in line with individualistic and entrepreneurial behaviour. The ‘othering’ discourses of contemporary and colonial policymakers display striking similarities in this case.

  • 25.
    ammon, Linnea
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Globala studier.
    Blixt, Alexandra
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Globala studier.
    The Ability to Participate: A Study on the Contributions of Persons with Disabilities in the Sustainable Development Goals2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The study investigates recent efforts made by the United Nations to ensure the participation

    of persons with disabilities in the designing of a post-2015 development framework

    that will build on the progress catalysed by the Millennium Development Goals. Anchored

    in the participatory development theory, the study examines the consultation process

    held between 2012 and 2013, analysing the correlation between the extensive online

    consultation and the Open Working Groups’ proposal for Sustainable Development

    Goals. Through a qualitative content analysis the study aims to investigate how well the

    contributions of the online consultation have been included in the proposal. The study

    finds that while themes expressed by persons with disabilities can be identified within the

    proposal, only a few directly articulate the details. Out of the themes expressed by persons

    with disabilities, several are unable to find in the Sustainable Development Goals and did

    not have a strong linkage with persons with disabilities. The reflective discussion of the

    study elaborates the reasons behind the empirical findings and states how the contributions

    have been included, indicating that “real” participation of persons with disabilities

    has taken place in the design stage.

  • 26.
    Ander, Birgitta
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd).
    “I drink with my girlfriends and then it's different because you can talk and relax”2015Konferansepaper (Annet vitenskapelig)
  • 27.
    Ander, Birgitta
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. Forskningsplattformen socialt arbete.
    Shift in arenas of underage adolescent binge drinking in Swedish small towns2014Konferansepaper (Fagfellevurdert)
  • 28.
    Ander, Birgitta
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd).
    Abrahamsson, Agneta
    Kristianstad University, Kristianstad, Sweden.
    Bergnehr, Disa
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete. Högskolan i Jönköping, Hälsohögskolan, HHJ. SALVE (Socialt arbete, Livssammanhang, Välfärd).
    'It is ok to be drunk, but not too drunk': party socialising, drinking ideals, and learning trajectories in Swedish adolescent discourse on alcohol use2017Inngår i: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 20, nr 7, s. 841-854Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study explores adolescent reasoning behind the use of alcohol at different types of parties, often house parties, and about the strategies to achieve maturity and prevent losing control. The data consist of semi-structured interviews with 23 adolescents aged 16–18 years (16 males and seven females). The interview transcripts were analysed using an inductive, thematic approach. All informants had personal experience with drinking at parties in different social settings. Our results suggest that the process of learning how to drink, often through failure in terms of being intoxicated, is important for adolescents’ who strive to control their alcohol intake resulted in a good time and a break from everyday life. Furthermore, the results indicate that different social settings and party types engender different drinking patterns. Maturity and controlled conduct come across as desired ideals that provide a person with symbolic capital and thus, social status.

  • 29.
    Andersson, Janicke
    et al.
    Linköpings universitet, Filosofiska fakulteten.
    Lukkarinen Kvist, Mirjaliisa
    Linköpings universitet, Filosofiska fakulteten.
    Nilsson, Magnus
    Avdelningen för sociala studier, Karlstads universitet.
    Närvänen, Anna-Liisa
    Linköpings universitet, Samhälle, mångfald, Identitet (SMI).
    Att leva med tiden: Samhälls- och kulturanalytiska perspektiv på ålder och åldrande2011 (oppl. 1)Bok (Annet vitenskapelig)
    Abstract [sv]

    Att leva med tiden handlar om vad ålder och åldrande kan betyda i olika sammanhang och hur betydelsen förändras över tid och rum. I boken diskuteras olika samhälls- och kulturvetenskapliga perspektiv på ålder och åldrande. Boken belyser vilka konsekvenser vetenskapliga sätt att se på åldrande kan få i analys av, och relation till, vardagsliv, vetenskaplig verksamhet och i det offentliga livet. Förutom historiska tillbakablickar presenteras också teorier om ålder, normalitet och identitet samt ålder ur ett intersektionellt perspektiv.

  • 30.
    Andersson, Johanna
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation.
    Hellsvik, Anna
    Högskolan i Jönköping, Högskolan för lärande och kommunikation.
    Samhällsoro och neutralitet: En fallstudie om grannars reaktioner inför boende för ensamkommande barn och ungdomar2013Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Antalet ensamkommande barn och ungdomar som kommer till Sverige ökar för varje år. Det har gjort att fler kommuner nu tar emot dessa barn och ungdomar. Syftet med denna studie är att undersöka grannskapsrelationer med boende för ensamkommande barn och ungdomar i Värnamo kommun samt grannskapsrelationernas betydelse för barnens och ungdomarnas integration. I studien genomfördes 9 intervjuer med grannar i grannskapet till boendet för ensamkommande barn och ungdomar. Intervjuer genomfördes även med verksamhetschefen Anna Thuresson på HVB- hemmet Bryggan samt med medborgarnämndens ordförande Maria Johansson i Värnamo kommun. Intervjuerna speglar både grannars, verksamhetschefens och ordföranden i medborgarnämndens relation till hemmet. Studien består av tre forskningsfrågor som intervjuerna i denna studie är utformade efter. Åsikterna som presenteras i den här uppsatsen är intervjupersonernas egna åsikter. Resultatet av intervjuerna analyseras i förhållande till NIMBY-fenomenet och kontakthypotesen. Studiens syfte, delfrågor, fallstudieprotokoll och intervjuguider togs fram inom ett projekt vid Högskolan i Jönköping. Temat för projektet är grannars reaktioner inför boenden för ensamkommande barn och ungdomar i Jönköpings län. Föreliggande studie är en utav 6 fallstudier genomförda av studenter inom projektet.

  • 31.
    Andersson, Moa
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation.
    Honkanen, Jennie
    Högskolan i Jönköping, Högskolan för lärande och kommunikation.
    "De bygger ett nytt liv i ett nytt land": En kvalitativ intervjustudie om nyanländas och etablerade svenskars erfarenheter av social integration och dess betydelse för nyanländas integrationsprocess2019Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Integration har på senare år fått stort utrymme i den samhälleliga såväl som den politiska debatten. Integration är en dubbelriktad process som betonar det ömsesidiga ansvaret och tillmötesgåendet mellan etablerade svenskar och nyanlända. Den sociala integrationen kan således ses som en förutsättning för nyanländas integrationsprocess, då den sociala aspekten innefattar tillgång till det svenska språket och ett socialt nätverk, samt interaktion med majoritetssamhällets invånare. Däremot skiljer sig förutsättningarna mellan män och kvinnor, då kvinnor generellt sett har mindre personlig frihet och sämre förutsättningar än män i sin integrationsprocess. Utifrån ett integrationsprojekt riktat till föräldralediga kvinnor kommer den här studien att undersöka deltagares erfarenheter av social integration och dess betydelse för nyanländas integrationsprocess. Sex semistrukturerade intervjuer, varav två med föräldralediga kvinnor och fyra stycken med så kallade etablerade svenskar, kommer att ligga till grund för det empiriska materialet. Det insamlade materialet kommer att analyseras gentemot Diaz integrationsmodell som betonar den sociala aspekten av integration, samt Berrys ackulturationsmodell och deras förståelse av integration för att skapa en djupare förståelse för respondenternas erfarenheter och uppfattningar. Resultatet visar att språket har en avgörande betydelse för de nyanländas integrationsprocess, där mötet med etablerade svenskar utgör både en huvudsaklig förutsättning för att lära sig språket och en huvudsaklig utmaning i deras integrationsprocess. Utifrån resultatet inser vi att ett ömsesidigt tillmötesgående och en öppenhet också utgör en förutsättning för en lyckad integration.

  • 32.
    Antonsson, Katariina
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation.
    Johansson, Hanna
    Högskolan i Jönköping, Högskolan för lärande och kommunikation.
    Torbjörnsson, Josefin
    Högskolan i Jönköping, Högskolan för lärande och kommunikation.
    Vulkankullar och fängelseträd: En kvalitativ studie om barns beskrivningar kring förskolans utemiljö2009Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med studien är att utifrån barns beskrivningar presentera hur förskolegården inspirerar till lek, lärande och fantasi. De frågeställningar som valts är:

    • Vilka aktiviteter utövas på förskolegården?

    • Hur främjar förskolegården till lek, lärande och fantasi?

    I studien har vi valt att ha Vygotskij som förgrundsgestalt eftersom hans idéläror tar upp mycket kring lek , lärande och fantasi. För att få frågorna besvarade gjordes gruppintervjuer med barn på två förskolor.Vi gick även en rundvandring på förskolegårdarna tillsammans med barnen, då även observationer utfördes. Barnen beskrev och visade vad de lekte på de olika platserna på gården.

    I resultatet framgår det att på förskolegårdarna utövades det många fantasifulla lekar så som bageri-, brandmans- och djurparkslekar. Något annat som framkom utifrån barnens utsagor var att det förekom regel- och konstruktionslekar. Lek, lärande och fantasi var en stor del av barnens aktiviteter på förskolorna. Leken främjas genom förskolegårdarnas mångfald och variationsrika miljö genom att de olika platserna talar om för barnen vad de kan leka där. Barnen reflekterade kring sitt eget lärande där fokus låg på det sociala samspelet. Fantasin visades i barnens handlingar och berättelser där uttryck som vulkankulle och fängelseträd nämndes.

  • 33. Arfwidson, Samuel
    et al.
    Berg, Stig
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Institutet för gerontologi. Högskolan i Jönköping, Hälsohögskolan, HHJ. Åldrande - livsvillkor och hälsa.
    Nordqvist, Persy
    Vårdbehov, sjukdomsdiagnoser och medicinkonsumtion bland äldre på ålderdomshem i Jönköpings län: en 7-årsuppföljning1976Rapport (Annet (populærvitenskap, debatt, mm))
  • 34.
    Askenäs, Linda
    et al.
    Linnéuniversitetet.
    Aidemark, Jan
    Linnéuniversitetet.
    Gäre, Klas
    Högskolan i Jönköping, Internationella Handelshögskolan, IHH, Informatik.
    Establishing new consulting services in health care organizations: an ANT analysis of patient-centred care2013Inngår i: Proceedings of the 24th Australasian Conference on Information Systems: Information systems: transforming the future / [ed] Hepu Deng and Craig Standing, Melbourne: School of Business Information Technology and Logistics, RMIT University , 2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    A recent trend in health care is patient-centred health, but are health care organizations ready to cope with that change? Changes at the patient level are one aspect but there is a need for reshaping the organization of health care. There is a need to focus much more on prevention care, helping patients to cope and become better self-managers, focusing on the patient process, working together and empowering patients. The aim of this paper is to gain a better understanding of the lack of sustainability over time in two patient-centred care (PCC) projects by using actor network theory (ANT) as an analytical framework. We use case studies from heart fibrillation and heart failure care organizations in a Swedish county council. The cases concern initiatives to achieve better interactions for these patients and organize care to become more patient-centred. Both initiatives have now been partly abandoned in the organization, although research and guidelines recommend such care organizations. The analysis of the different actors dominating the translation process towards a PCC network and of the way they get together in networks reveals that this is a time-consuming process, taking place long after the initial training and PCC implementation activities. We discuss the temporality of stability, the reversible process with chimerical enrolments, and how a complex and changing environment demands constant re-problematization of PCC.  We also include how the understanding of the translation and negotiation process can influence decisions on allocating sufficient time and resources to the process. We shed light on the importance of understanding and managing the organizational change in a PCC project and thus also of when to implement patient-centred e-health solutions.

  • 35.
    Augustsson, Fredrika
    et al.
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete.
    Vestman, My
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för beteendevetenskap och socialt arbete.
    Gräsrotsbyråkraters arbetsmiljö: En studie om psykosocial arbetsmiljö bland högstadielärare och socialsekreterare som arbetar med myndighetsutövning för barn och unga.2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Bakgrund. Pressade förhållanden på arbetet tycks vara kännetecknande för högstadielärare och socialsekreterare som arbetar med myndighetsutövning för barn och unga, två professioner som båda arbetar med barn och inom offentlig förvaltning. Deras arbetsmiljö har genomgått förändringar, bland annat genom att ökade krav tillkommit, vilket har kommit att påverka de anställda. Ett flertal faktorer som inverkar på den psykosociala arbetsmiljön, på såväl organisations-, grupp- och individnivå, har i tidigare forskning identifierats. Det övergripande problem som studien undersöker är hur högstadielärare och socialsekreterare som arbetar med myndighetsutövning för barn och unga uppfattar sin psykosociala arbetsmiljö. Vidare eftersträvas en identifikation av skillnader och likheter i professionernas uppfattningar.

    Metod. En kvantitativ tvärsnittsstudie ligger till grund för studiens datainsamling. Totalt har 144 respondenter, varav 65 socialsekreterare och 79 högstadielärare, besvarat ett frågeformulär. Formuläret är utformat för att mäta psykologiska och sociala faktorer i arbetslivet samt personliga åsikter kopplat till arbete och organisation. Sammanlagt fick 227 personer möjlighet att besvara enkäten och studiens bortfall uppgår till 63 procent.

    Resultat. Signifikanta skillnader har identifierats mellan socialsekreterarnas och högstadielärarnas uppfattningar gällande vissa ämnesområden. Vidare har samvariationer mellan studiens olika ämnesområden uppmärksammats.

    Slutsats. Studien tyder på att det finns förutsättningar för en god psykosocial arbetsmiljö bland de tillfrågade socialsekreterarna och högstadielärarna. I vissa avseenden kan resultaten dock tyda på att det föreligger behov av förbättringar gällande den psykosociala arbetsmiljön

  • 36.
    Avby, Gunilla
    Linköpings universitet, Pedagogik och sociologi.
    Professional practice as processes of muddling through: a study of learning and sense making in social work2015Inngår i: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 8, nr 1, s. 95-113Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Using an ethnographic approach, the aim of this study was to explore how social workers learn and make sense of experiences in their daily practices. Five events that took place during an ordinary day of child investigation work are described and serve as the basis for the analysis. The findings imply that investigation work is largely a social rationalization process and that the interaction between different actors in work is a strategy to enhance the level of knowledge and contribute to learning among the professionals. Thus, learning is embedded in daily activities, for example, consulting colleagues, framing problems and building relationships. Furthermore, the findings suggest the possibility of assuming a contextualized view of reasoning, a so-called contextual rationality, which maintains that practitioners need to make judgments in a way that is sensitive to and relevant for their own contextualized settings. Contextual rationality is a reasonable strategy to deal with complex problems in daily practices that cannot be completely analysed or solved. Contextual rationality is thus not about accuracy, rather it engages individuals to find meaning and order in the complexity of modern organizations where norms, values and expectations provide frameworks for explanations. Besides offering an explanation for the basis of practice, the study identifies a variety of learning opportunities in everyday practice that could potentially be used in efforts to organize a more reflective practice to facilitate improved workplace learning.

  • 37.
    Avby, Gunilla
    et al.
    Högskolan i Jönköping, Hälsohögskolan, The Jönköping Academy for Improvement of Health and Welfare. Linköpings universitet, Pedagogik och sociologi.
    Nilsen, Per
    Linköpings universitet, Avdelningen för samhällsmedicin.
    Ellström, Per-Erik
    Linköpings universitet, Pedagogik och sociologi.
    Knowledge use and learning in everyday social work practice: A study in child investigation work2017Inngår i: Child & Family Social Work, ISSN 1356-7500, E-ISSN 1365-2206, Vol. 22, nr Supplement S4, s. 51-61Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study was to explore knowledge use and learning among social workers in everyday child investigation work. Research was undertaken in two Swedish children’s services departments. The study applied an ethnographic approach. Methods for data collection included interviews, participant observations, reflective dialogues and a documentary analysis of case files. The social workers’ knowledge sources were classified into research-based, practice-based and ordinary knowledge. The findings show that the social workers preferred practice-based knowledge, which was primarily conveyed from colleagues and previous experience, and rarely consulted knowledge from sources found outside the practice setting. Furthermore, the findings suggest that the integration of knowledge was made possible through the social workers' engagement in both a verbal and a more cognitive (tacit) reasoning activity, processes that fostered learning at work. The social workers’ learning was predominantly adaptive as they learned to handle tasks in a fairly routinized way on the basis of rules or procedures. The findings lend support to the notion that the use of different knowledge forms could potentially trigger learning in everyday social work.

  • 38.
    Avery, Helen
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU). Center for Middle Eastern Studies, Lund University, Lund, Sweden.
    Hoxhallari, Itena
    Sociology Department, Tirana University, Social Sciences Faculty, Tirana, Albania.
    From policy to practice: Roma education in Albania and Sweden2017Inngår i: The Urban review, ISSN 0042-0972, E-ISSN 1573-1960, Vol. 49, nr 3, s. 463-477Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper aims to make a contribution to recentering practice- and practitioner-oriented issues in Roma education studies. Gaps can be observed today between conditions of educational work in practice and the ways education is understood in mainstream academic discussions, compounded by the fact that educational workers in the field have limited access to academic environments. Also, as a subject dealing with minorities, education for Roma and Roma communities tends to occupy a marginal position in academic departments of Education. Inversely, in Roma studies, focus often lies on culture or history, and education is mainly considered through the lens of identity. This means that many important experiences in Roma educational work remain silent, and significant aspects of practices are not sufficiently shared across contexts. In this paper, experiences from education projects in Albania and Sweden are presented and considered against the background of Roma education policies in these countries generally. An analysis is made of the ways these projects directly or indirectly connect to local academic structures. Finally, suggestions are made of potential strategies for developing practice- and practitioner-driven research in this area, to make relevant experiences more accessible across linguistic and national borders.

  • 39.
    Avery, Helen
    et al.
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU). Centre for Middle Eastern Studies, Lund University.
    Said, Salam
    Higher education as a socio-economic advancement opportunity for refugees2017Konferansepaper (Fagfellevurdert)
  • 40. Avlund, Kirsten
    et al.
    Due, Pernille
    Holstein, Björn E
    Heikkinen, Riita-Liisa
    Berg, Stig
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Institutet för gerontologi. Högskolan i Jönköping, Hälsohögskolan, HHJ. Åldrande - livsvillkor och hälsa.
    Changes in social relations in old age: Are they influenced by functional ability?2002Inngår i: Aging Clinical and Experimental Research, ISSN 1594-0667, E-ISSN 1720-8319, Vol. 14, nr suppl 3, s. 56-64Artikkel i tidsskrift (Fagfellevurdert)
  • 41. Avlund, Kirsten
    et al.
    Fromholt, Pia
    Berg, Stig
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Institutet för gerontologi. Högskolan i Jönköping, Hälsohögskolan, HHJ. Åldrande - livsvillkor och hälsa.
    Cognitive function and functional ability in daily life1997Inngår i: Functional status, health and aging: The NORA study, Paris: Serdi Publishing Co , 1997, s. 67-77Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 42. Bachrach-Lindström, Margareta
    et al.
    Jensen, Sara
    Lundin, Rickard
    Christensson, Lennart
    Högskolan i Jönköping, Hälsohögskolan, HHJ, Avd. för omvårdnad. Högskolan i Jönköping, Hälsohögskolan, HHJ. Åldrande - livsvillkor och hälsa.
    Attitudes of nursing staff working with older people towards nutritional nursing care2007Inngår i: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 16, nr 11, s. 2007-2014Artikkel i tidsskrift (Fagfellevurdert)
  • 43.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    A common education-for-all and life-long learning? Reflections on inclusion, equity and integration2014Inngår i: Theory and methodology in international comparative classroom studies / [ed] Berit H. Johnsen, Kristiansand: Høyskoleforlaget , 2014, s. 225-243Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Two important reasons are often presented to account for the significant organizational shift at the compulsory educational level and for ways in which continuing education is conceptualized in many parts of the world in the post-World War II period. These two encompass ideologies related to a “common education-for-all” and a “life-long learning” perspective. They have had far reaching consequences for both individuals and collectives. Even though access to schooling and learning opportunities over the life-span are unevenly distributed across the globe, a major transition has occurred during the last five-six decades: doors to formal education have become a feasibility (if not a reality) for all members of society. Formal education became a possibility for groups that were previously marginalized; for instance, girls, functionally disabled, economically disadvantaged, individuals in rural areas, immigrants, etc., and for the post-school and college going sections of the population.

    A common education-for-all young people including the life-long learning movement are, in different ways, understood as constituting fundamental principles that many democracies currently uphold. These conceptual traditions, based upon the notions of equity and human rights, have specific implications regarding (i) what is understood as legitimate in the conceptualization of human diversity and (ii) concomitantly how teaching and learning are organized for groups that previously stood outside the educational system/s. In other words, how human difference is conceptualized has a bearing upon how communities have historically organized education and/or provision for “different” groups. In addition and more significantly, as will be argued, what is meant by learning plays an important role in how education gets organized for some groups within the framework of a “common education-for-all”.

    This chapter takes the discourse of equity and rights as a point of departure in order to discuss how education for different groups of young people and adults in the post-World War II period has been organized, particularly in the contexts of the global North. Issues related to human difference, the meanings subscribed to different identity categories or constructs (for instance, immigrants, functional disability and gender) and the ways in which learning for different groups gets framed is of focal interest here. My aim here (and in current academic work) is to theorize what can be termed the “didactics of inclusion-equity-integration”. Thus for instance, an interest is to understand the basis on which education for different groups has been argued for and organized. Given that learning and instruction was organized differently for different groups in the pre-World War II era, an interest here is to try and tweeze out the ways in which exclusion and segregation currently get played out, particularly in the contexts of the global North. What kinds of knowledge about human diversity are seen as important, are privileged and are made relevant in educational contexts? What understandings of learning and instruction guide the organization of education and everyday practices in educational contexts? In other words, what are the didactics of inclusion, integration and equity? These constitute some of the issues that are explored here.

    Reflections on the themes attended to here arise from my previous and ongoing studies across different projects. The cumulative empirical work that the present chapter draws upon can be understood in terms of different long term ethnographically oriented projects that are framed within sociocultural and postcolonial perspectives and that furthermore invite intersectional analysis. In addition to these empirically driven research projects, the issues I raise here draw upon experiences from both large scale school developmental projects and national level work for Governmental and policy organisations since the mid-1990s.

  • 44.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Aspects of diversity, inclusion and democracy within education and research2007Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 51, nr 1, s. 1-22Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Educational arenas are important sites for understanding how diversity and democracy become operationalised since they constitute and at the same time must attend to students' different needs. This article focuses on diversity from two specific angles: how research activities allow for particular ways of understanding human differences and how human pluralism is conceptualised in the organisation of education. These discussions emerge from the position that our use of language itself shapes human realities. The organisation of the segregated Swedish special schools for the deaf and research that focuses on this specific “human category” are used to illustrate and discuss issues pertaining to diversity and democracy. Pupils in special schools are conceptualised both as “handicapped” as well as belonging to a “linguistic-minority” group. Democratic tensions related to maintaining a separate school and conducting research on the human category defined on the basis of “deafness” are discussed and alternatives raised. Implications regarding (the lack of) pluralism in research perspectives and agendas are also discussed and the need for integrating studies of marginalisation into mainstream academia is highlighted.

  • 45.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Challenges in (re)searching literacies in the 21st century: issues of timespace, mobility and identity-positions in the GLO-CAL North and South2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Issues related to time and space explicitly or implicitly frame ways in which identity and language broadly, and literacy specifically get (re)searched. This study explicates challenges related to space – here, there and the virtual, mobility – across time and space (both geographical and virtually), and identity-positions through empirical examples from on-going ethnographically framed research in the Global North and South. Taking both a socially oriented perspective and a decolonial framework on language and identity, this contribution juxtaposes data from ethnographic projects at the CCD research group at Örebro University, Sweden (www.oru.se/humes/ccd). The analysis builds upon (i) video-recordings of mundane activities, (ii) data-prompted discussions and (iii) archives and policy related to institutions in Sweden and Mumbai, India where individuals have access to and engage with a number of language varieties including their written modalities. Fieldwork in the projects raise important issues related to globalization and the very doing of research

    Recent shifts in media and digital spaces have created new conditions for the human condition. For instance, how people engage with information, the visual, the written, the cultural; how they find, engage with, experience the written word and other cultural and intellectual tools. Everyday life across spaces, including the disparity of experiences between individuals and groups calls for systematically revisiting some central areas in the educational and social sciences. Flexibility and the hybridity of languaging in physical as well as digital spaces are afforded by the glo-cal nature of linguistic landscapes. Here processes of identity are shaped by the transnational, multilingual and glo-cal nature of participation both inside and outside institutional settings. These linguistic landscapes enable the creation of physical as well as symbolic relationships, enabling glo-cal states and experiences.

    I attend to the following issues: (i) illustrate some important challenges of doing fieldwork in present times; (ii) raise issues related to individual actors talk and institutional accounting of language, learning and identity on the one hand, and the performance of languaging, learning and identity-positioning on the other; (iii) illustrate the chained ecology and hybridity of communication and use of technologies in vastly different geopolitical physical and virtual spaces (ie. make visible the active work that participants and institutions “do” with symbols and artifacts through detailed descriptions of naturally occurring communication and interactions across time and space); and (iv) illustrate the ways in which multimodal analysis allows for revisiting dimensions of language socialization and identity-positions which get accounted for not as the sole property of individuals or as distinct bounded entities, but rather in terms of intrinsic performatory hybrid dimensions of individuals-cum-technologies-in-concert-across-time-and-space.

  • 46.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Language learners and learning language in the era of reinforced boundaries: challenging webs-of-understandings related to bilingualism ethnographically2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Framed in sociocultural and post/decolonial perspectives, this multidisciplinary multi-site study focuses issues related to globalization and learning in the global North and South. Based upon analysis of different data sets from three ethnographic projects, this paper focuses individuals and institutions accounting of language, learning and identity on the one hand, and the performance of languaging, learning and identity-positioning on the other. Furthermore, by using different representational techniques, the paper revisits dimensions of learning language and identity-positions inside and outside institutional settings. Language and identity get accounted for as intrinsic performatory hybrid dimensions of individuals-in-concert-with-tools from bi/multilingual perspectives.

  • 47.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Languaging in and across virtual-irl timespaces: challenging disciplinary and methodological hegemonies through the lens of visually-oriented data2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Current digital medial lives of young people and adults in different geopolitical spaces and a disparity of experiences within these spaces calls for systematically revisiting some problematic assumptions that frame the Communication and Cultural Sciences, particularly in the global North. With this as point of departure, I will attempt to do the following three things in my presentation. First, I will “make visible” some dimensions of the ways-of-being-with-words and cultural-tools that shape life in the 21st century. Secondly, my presentation will illustrate how analyses in and across virtual-irl timespaces allows for revisiting the ways in which language categories and identity positions have been talked-and-written-into-being since the end of the 20th century. Finally, I will present reflections regarding doing netnographic fieldwork in the 21st century. An overarching aim of this presentation is to contribute to the academic domain of (what is glossed as) bi/multilingual research from bi/multilingual multimodal perspectives.

    Taking both a socially oriented perspective and a decolonial framework on languaging and identity positions, my presentation will juxtapose data from ethnographic projects at the CCD research group at Örebro University, Sweden (www.oru.se/humes/ccd). The analysis I will share will include ethnographically framed everyday life (i) data from projects that focus Web 2.0 platforms (like Youtube and facebook), (ii) data from Swedish mass-media (SVT, the national TV and print-digital newspapers) and (iii) archive and policy data related to educational institutions in Sweden. My presentation will problematizes dominating understandings of language, identity and culture generally and the organization of “special” support for “immigrant” individuals as well as “functionally disabled” young people in the global North more specifically.

    The analysis presented will highlight that ways of conceptualizing, reporting and “talking about bi/multilingualism” are not in sync with mundane use of cultural-tools, languaging or ways-of-being-with-words, or peoples engagement in “everyday bi/multilingual communication” in and across virtual-irl and media-institutional settings. I will illustrate the incongruence between individuals, institutional and mass-media accountings, as opposed to the performance of language, identity and culture in the global North. The analysis will highlight the reductionistic and problematic “webs-of-understandings” (Bagga-Gupta 2012) that frame the glossed concepts mono-bi-multilingualism and mono-bi-multiculturalism in the global North. Providing emic understandings of how accountings constitute a core dimension of “collective remembering” (Wertsch 2002) of “imagined communities” (Anderson 1991), the work presented here will illustrate “alternative voices” (Hasnain el al 2013) in the multidisciplinary fields such as Communication Studies, Cultural Studies and the Language Sciences (Bagga-Gupta 2013, 2014a, 2014b). This endeavor calls for a major shift in analytical perspectives, where a visual-orientation from ethnographically framed decolonial positions present challenges to northern hegemonies that currently frame discourses of globalization.

     

    References:

    Anderson, B. (1991). Imagined Communities. Reflections on the origin and spread of nationalism. London: Verso.

    Bagga-Gupta, S. (2012). Challenging understandings of Bilingualism in the Language Sciences from the lens of research that focuses Social Practices. In Eva Hjörne, Geerdina van der Aalsvoort & Guida de Abreu (Eds.) Learning, social interaction and diversity – exploring school practices. pp 85-102. Rotterdam: Sense.

    Bagga-Gupta, S. (2013). The Boundary-Turn. Relocating language, identity and culture through the epistemological lenses of time, space and social interactions. In Imtiaz Hasnain, Sangeeta Bagga-Gupta & Shailendra Mohan (Eds.) Alternative Voices: (Re)searching Language, Culture and Identity... pp 28-49 Newcastle-upon-Tyne: Cambridge Scholars Publishing.

    Bagga-Gupta, Sangeeta (2014). Languaging. Ways-of-being-with-words across Disciplinary Boundaries and Empirical Sites. In Heli Paulasto, Lea Meriläinen, Helka Riionheimo & Maria Kok (Eds). Language Contacts at the Crossroads of Disciplines. (89-130). Newcastle-upon-Tyne: Cambridge Scholars Publishing.

    Bagga-Gupta, S. (2014). Performing and accounting language and identity: Agency AS actors-in-(inter)action-with-tools. In P. Deters, Xuesong Gao, E. Miller and G. Vitanova-Haralampiev (Eds.) Interdisciplinary approaches to theorizing and analyzing agency and second language learning. Bristol: Multilingual Matters.

    Hasnain, I., Bagga-Gupta, S. & Mohan, S. (Eds.) Alternative Voices: (Re)searching Language, Culture and Identity... Newcastle-upon-Tyne: Cambridge Scholars Publishing.

    Wertsch, J. (2002). Voices of Collective Remembering. Cambridge: Cambridge University Press.

  • 48.
    Bagga-Gupta, Sangeeta
    Högskolan i Jönköping, Högskolan för lärande och kommunikation, HLK, Lärandepraktiker i och utanför skolan (LPS), Communication, Culture & Diversity @ JU (CCD@JU). Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    ”Om att göra det omöjliga möjligt”. Demokrati och delaktighet för vem och av vem? [”On making the impossible possible”. Democracy and participation for whom and by whom?]2017Konferansepaper (Annet vitenskapelig)
  • 49.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    The KKOM-DS (CCD) research group: implications and issues for education based on research2009Konferansepaper (Annet vitenskapelig)
  • 50.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    MMC, Mumbai
    Accessing global communities through local resources?: a study of barriers and facilitators of first generation women users of new communication technologies2014Inngår i: Swedish-Indian International Research Conference LanDpost, Languaging and Diversity in the age of post-colonial glocal-medialization / [ed] Central Institute of Indian Languages., Mysore, India: CIIL , 2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    India has witnessed a massive transformation in the development and use of information technology in the last decade. The way technology is experienced however, varies; and social class, gender, and age are prominent parameters that frame its use. The present study focuses the spaces of Mumbai Mobile Creches (MMC)[1] – a not for profit organization which works towards ensuring nutrition, health, and safety of migrant families and their children who spend their lives on construction sites in the mega-city of Mumbai. MMC operates day care centres on 25-30 construction sites where trained early childhood care givers, teachers and attached professional staff, including volunteers, deliver a large range of services including qualified crèches, preschools and educational facilities for children between birth and 14 years of age. Currently, 40% women workers at these centers are made up of members of construction workers’ communities. While these women execute a range of tasks creatively and under very challenging conditions, limited exposure and competencies in the use of English restricts their use of digital technologies, including web media. It is these women who constitute the first generation of technology users that this study focuses upon.   

    The study explores the access and reported experiences of women first generation digital users. It aims to understand barriers and facilitators for access to new technologies among these women, what significance these have for them, the role/s these play in shaping their sense of self and role of gender and age in technology use. The main research questions include: How does access to and engagement with new communication technologies look like in the lives of first generation women users in mega-city hubs in present times of flux? How do issues of access shape women first generation users lives? In what arenas do women from the middle and lower economic strata in a mega-city context in India have access to new communication technologies? What do their life trajectories look like and what, if anything, can we learn about development from this type of collaborative research?

    The following empirical materials have been specifically used in this study. In-depth case studies with adult women first generation new technology users based upon a series of audio-recorded conversations and written daily records maintained by the women, video-documentation of Sakhi empowerment monthly meetings, minutes of the Sakhi meetings, and MMC annual reports across two decades, 2000-2014.

    This paper empirically supports often sighted association between women’s entry into workforce and their empowerment. Nuances of the gender role expectations in use of technology and empowerment of women are focused. Empowerment of women emerges as a complex process wherein women transgress some aspects of traditional gender roles while continuing to be framed by others. LanDpost is concerned with intersections of language, gender, and media in an increasingly digital world. The present study illuminates the role digital media and language play in the access to and use of new technologies, including web media and how access to these shapes adult, first generation users lives.

    [1]http://www.mumbaimobilecreches.org/aboutus.htm

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