Utskrift från Malmö högskola - mah.se
Doctoral Theses /LS IS
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Doctoral Theses /LS IS
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Det tekniska spelet : Förhandlingar om arbete, teknik och kön i relat... 
Wikstrand, Frida : Göteborgs universitet Malmö högskola
Skrifter från Institutionen för arbetsvetenskap;10 (2011)DOCTORAL
THESIS
English abstract: This thesis aims to study how information systems are received and interpreted by the employees of two organizations: the Hospital and Electricity company. I am interested in how work tasks and professional identities at these workplaces are coded by class and gender, and whether - and if so how - these encodings or constructions affect how employees perceive the information systems and the changes brought about by the new information system. Furthermore, the aim is to explain how the organizational context affects the way in which a new information system is received and interpreted, and how this is affected by the construction of masculinities and femininities. 35 life story interviews were conducted at the two workplaces. The interviews were focused on the effects, on the everyday- and working life of employees, brought about by the introduction of new information systems: the electronic journal Melior at the Hospital and the business system SAP at the Electricity Company. Another focus dealt with if – and if so, how, -the new technology had impact on the relationship with other occupational groups and professionals at the workplace. As its starting point, the dissertation adopts a theoretical patchwork based on Hardings’ three processes: genders symbolism, gender structure and individual gender. The concepts femininities and masculinities are used to discuss and analyze constructions of identities at work. The process of division of labor and concepts of professional closures are used to analyze negotiations within and between different groups. A theoretical concept, mirroring processes, is used to show how different parts of an individual’s life are linked together and how structures in different part of life reproduce and strengthen each other. The thesis argues that various organizational circumstances have an impact on how em-ployees receive and interpret the new technology. From the perspective of class and gender, it becomes evident how technology is not simply ascribed different roles at different workplaces. These roles are also assigned a symbolic value that is largely based on gender. It is also clear that the role assigned to technology depends on the division of labor and may, in turn, influence the current division of labor at the workplace through negotiations concerning the new technology. It becomes clear that gender- and class structures are produced and reproduced through negotiations and the employees' handling of the new information systems. The thesis argues that the interviewees’ construction of professional identities influence their understanding of changes in their own work when new information systems have been introduced. The dissertation also argues that the way femininities and masculinities are constructed within professional identities affect how employees view their work and the new technology. 
F Wikstrands thesis.pdf
(1.779Mb)
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Lärarstudenters berättelser om läsning : Från tidig barndom till möte...
Svensson, Anna-Karin
Malmö studies in educational sciences;58 (2011)DOCTORAL
THESIS
English abstract: The aim of the thesis is to contribute to knowledge about experience and perceptions of reading that students at a school of education have, from early reading experiences in childhood, to the encounter with reading in context of their teacher training. The following overarching questions were asked: What aspects of narratives appear to be significant in the students’ reading trajectories? Which aspects of the narratives appear to be significant in the encounter with reading during the students’ teacher training? To place the present investigation in a wider context a social-cultural perspective on reading is used as a means to shed light on the empirical data of the thesis. The choice of methodology is based on an epistemology where life stories are viewed as something which can provide knowledge about people’s experience and perceptions. As an overarching result, the students’ stories show that reading is a relational process, which occurs with significant others. Significant others invite and confirm the individual to read in various contexts. The metaphor literary breast-feeding shows how interest is transmitted in a close relationship. It makes the child, pupil or student feel that he/she is a participant in different societies of readers. Artefacts are crucial to raise interest in texts. Such artefacts are used as tools to shape play, motivation and imagination. The student’s reading trajectories also clearly indicate that challenges and gaps exist between different contexts, and that these gaps challenge the individual and need to be bridged. Swedish abstract: Avhandlingen belyser läsning och läsarbanor i ett livsperspektiv där fyra lärarstudenters berättelser om läsning från barndom till mötet med lärarutbildningen analyseras ur ett sociokulturellt perspektiv. Ur berättelserna om läsning i olika kontexter såsom familj, skola och lärarutbildning framträder ett perspektiv på läsning som en relationell process. I en relationell läsprocess visar sig viktiga andra, som bjuder in och bekräftar, vara de mest betydelsefulla grundförutsättningarna. Viktiga andra, d.v.s. de som är betydelsefulla och stöder läsprocessen, finns i alla de sammanhang som studenterna berättar om, från tidig läsning i barndomen till vuxenlivets läsning i olika läspraktiker. Enligt studenternas läsarbanor finns flera olika läsarföreningar beroende på sammanhang. I berättelserna framkommer hur upplevelser av delaktighet i en läsarförening inte automatiskt överförs till en annan. I mötet med läsning i nya sammanhang uppstår större eller mindre glapp som utmanar och behöver överbryggas. Att bli medveten om sin egen läsning i ett livsperspektiv kan innebära insikter i att läsning är en relationell process som sker i situerade praktiker kopplad till personliga, historiska, kulturella och sociala kontexter, vilket betyder att undervisning kring läsprocesser är en långt mera komplicerad process än att enbart lära ut hur text avkodas som isolerad färdighet.
AKS_2043_10875.pdf
(2.251Mb)
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"Striden ägde rum i Malmö" : Möllevångskravallerna 1926 : en studie a...
Nyzell, Stefan : Malmö högskola
Skrifter med historiska perspektiv;10 (2009)DOCTORAL
THESIS
English abstract: During a few days at the end of November 1926, the Möllevången neighborhood in Malmö was the scene of violent confrontations between thousands of demonstrators and a large part of the city police force. Behind these demonstrations lay an industrial conflict, begun early in July that year at A. W. Nilsson factory. The workers went on strike, and a week or so later the factory owner employed a local recruiter of strike-breakers. From the very first, trouble arose whenever there was an encounter between the strike-breakers and the striking workers. Day and night, the workers had pickets standing outside the factory and from the very beginning there were almost daily demonstrations outside the factory, attracting nearly two hundred participants. Whenever the strike-breakers moved outside the protecting walls of the factory, they were harassed in a menacing way. More than once, the police had to interfere, because the situation had become even more menacing and outspokenly violent. On the night between the 10 and the 11 November something took place which would worsen the tense situation outside the factory. In the street, a strike-breaker and a striking worker were having an argument, which led to the former giving the latter a blow to the head. Just over a week later he died of complications caused by the blow. Within the Social Democratic movement in Malmö no one doubted that the blow to the head and the ensuing death were directly connected. As soon as the news of the death of the striking worker was published in the newspapers, there were several thousands participants in the demonstrations outside the A. W. Nilsson factory. When the police after a few days, ordered to restore order, started trying to force the increasing numbers of demonstrators to leave the vicinity, these resisted, thus causing several days of violent confrontation in the Möllevången area. 10 The strike at A. W. Nilsson factory was not the only conflict in Malmö at this time where the employer used strike-breakers, the encounters between these and the striking workers causing violent demonstrations. Nor did such confrontations occur only in Malmö during the interwar period. The purpose of this thesis is to study the boundaries of collective violence within politics in inter-war Sweden. Five questions are asked: Where did the local social democratic movement draw the boundaries of collective violence within politics during the industrial conflict at the A. W. Nilsson factories in Malmö? How was collective violence used during the conflict? How did representatives from the social democratic movement discuss this use of collective violence? How was this collective violence being discussed in the public debate that took place in the newspaper press? In what way has this collective violence used during the industrial conflict come to be seen in the writing of history? What happened in Malmö in 1926-1928 may be considered to be part of a protracted period of escalating labor disputes between the employed and the employer on the Swedish labor-market, lasting between 1925 and 1932. A similar period can furthermore be said to have occurred between 1908 and 1917. This violence, however, has only seldom been emphasized in Swedish research. On the contrary, the research on working-class history in particular, has stressed the absence of violence. It is true that large-scale collective violence occurred but rarely, even though the events described above, occurring during the period of escalating conflicts in the late 1920s and early 1930s, may be considered to be events where more large scale violence was used. Still, violence occurs in Sweden as well. True, it is arguably mostly smallscale, but till obviously collective in its character, like the more or less daily confrontations between the strike-breakers and the striking workers taking place outside the A .W. Nilsson factory in Malmö. This violence is collective as well, the workers and the strike-breakers being more or less equally responsible for the acts of violence. The workers used to harass the strike-breakers, a form of collective violence in connection with industrial disputes, more or less tolerated by the union as well as by the political leadership within the Social Democratic labor movement. It is acts of violence, which, though they occurred openly 11 in those days, have been more or less forgotten in Swedish research on industrial action. In latter years this has been explained by the fact that this research remarkably often has been focused on explaining ”the Swedish Model” with its spirit of mutual understanding and willingness to compromise, as well as by its historical roots, thus giving Swedish historical research a teleological tendency, conflicts having been played down, while putting stress on and emphasizing mutual understanding. Keywords: Political conflict, contention, collective violence, labor movement, strike, strike-breaking, “the Swedish model”, repression, teleological history.
stefans bok.pdf
(2.593Mb)
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I historiekanons skugga : historieämne och identifikationsformering i...
Lozic, Vanja : Lärarutbildningen, Malmö högskola Lunds universitet
Skrifter med historiska perspektiv;11 (2010)DOCTORAL
THESIS
English abstract: Sweden has on various occasions been described as a multicultural society. So-called multicultural social change has resulted in numerous implications regarding attitudes in respect of history as a subject taught at upper secondary schools. The aim of this study is to problematise the relationship between students' (ethnic) identification and their view of history as a subject. The study focuses on the affects of history teaching on the students' perception of ethnic identification. On the basis of interviews with students, teachers as well as authors of history textbooks I analyse attitudes regarding the content and aim of history as a school subject as well as student's understanding of their ethnic identification. In addition I ask what the aim of history teaching in so-called multicultural societies is, discussing what kind of historical knowledge the interviewees regard as relevant and studying processes of identification. Consequently, I attempt to show what is expected of history as a subject in order for it to be accepted as both applicable and significant within a so-called multicultural social context. Many students want to learn about the history of their parents' country of birth, regarding it as a part of their identification. According to many students, prevalent history is Eurocentric, disregarding the importance of other cultures. Despite this, the importance of transmitting knowledge about Swedish and Western European history is widely articulated. Students' views regarding the content and aim of history are affected by aspects such as, a global economy, the media's impact on their world-view, their food-habits, their common generational experiences, their plans to travel and study abroad. Moreover, students are affected by visits to and contact with their parents' country of birth, their parents' world-views, their own complex ethnic identification, their relationships with their friends as well as where they are geographically. In addition, I examine how emigration from Sweden between 1850 and 1930 and post war immigration to the country have been depicted. The latter is based on selected history and civics textbooks, all published in Sweden between 1962 and 2007. By and large, textbooks construct a ‘we group’, which is described as culturally different from the ‘them group’ (immigrants), that is to say those who are discursively constructed as a group which deviates from the cultural norms that are regarded as dominant and universal for Swedish society. Swedish abstract: Sverige har i olika sammanhang beskrivits som ett mångkulturellt land. I avhandlingen I historiekanons skugga: Historieämnet och identifikationsformering i 2000-talets mångkulturella samhälle analyseras vilka effekter framväxten av det så kallade mångkulturella samhället har haft på historieämnet. Avhandlingens övergripande syfte är att skildra relationen mellan ungdomars etniska identifikationer och deras syn på historieämnet och därigenom bidra till en problematisering av historieämnet i ett så kallat mångkulturellt samhälle. Utan insikter om dessa frågor är det svårt att diskutera ämnets legitimitet i skolan samt de historiedidaktiska valen i 2000-talets så kallade mångkulturella samhälle. Studien bygger på intervjuer med gymnasieelever, gymnasielärare och historieläroboksförfattare samt en analys av samhällskunskaps- och historieläroböcker. Som ett led i analysen besvaras följande frågor: Hur beskriver elever, lärare och läroboksförfattare historieämnets syfte i skolan? Hur skildras emigrationen från Sverige under andra hälften av 1800-talet och de första decennierna av 1900-talet samt efterkrigstidens immigration till Sverige i ett urval av samhällskunskaps- och historieläroböcker publicerade mellan 1962 och 2007? Vilka diskursiva skillnader kan man observera i beskrivningarna av dessa två migrationer går det att observera? Hur tolkar eleverna sina (etniska) identifikationer och hur påverkar dessa deras syn på historieämnet? Hur ser unga människor, lärare och läroboksförfattare på en eventuell implementering av vissa mångkulturalistiska undervisningsmodeller i svensk historieundervisning?
I_historiekanons_skuggaKap1-2.pdf
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Lärare i en ny tid: Om grundskollärares förhandlingar av professionel...
Gustafson, Niklas : Umeå: Nationella Forskarskolan i Pedagogiskt Arbete (NaPA)
Doktorsavhandlingar inom den Nationella Forskarskolan i Pedagogiskt Arbete;21 Doktorsavhandlingar i Pedagogiskt arbete:35 Malmö Studies in Educational Sciences;53 (2010)DOCTORAL
THESIS
English abstract: In the past two decades the Swedish compulsory school for students aged 7 to 16 has undergone major processes of reform and change. On a structural level these have ushered in a new era with a fundamentally changed assignment for the schools and its teachers. In this thesis, however, it is assumed that the teachers as individual actors and as groups have agency to accomplish change and alter structures. The thesis has been written within a several years’ interactive research project with teachers from three compulsory schools. Based on data created in the project on how new and changing groups and working groups within teachers’ work lead to an extended assignment, the study focuses teachers’ negotiation of professional identities regarding the entire work situation. Etienne Wenger’s (1998) social theory on identity, entitled “Communities of Practice”, is used to deepen the understanding of the data. In the framework of an interactive research project the overall aim of the thesis is to describe and analyze how teachers negotiate professional identities in compulsory school. The aim is also to describe and analyze teachers’ learning and development of knowledge in the project. The central research question is: How and about what do teachers negotiate professional identities in different communities of practice? By using the interactive research approach the goal has been to develop a democratic dialogue and learning processes together with the participating teachers. One ambition is to enhance the knowledge of teachers as co-researchers within research projects and as teacher-researchers at work in school. The fora of the interactive project were informal talks, dialogues for learning, individual interviews and focus groups. The results of the study show that teachers negotiate professional identities in a flexible expanding multimembership of communities of practice. As brokers of information and knowledge between and within communities of practice at school, and from various identity positions, the teachers negotiate overlapping identities. Memberships in communities for adults only are growing in relation to teachers’ work regarding the entire work situation. The study’s main conclusion is that teachers in the new era negotiate identities within a web of tensions between fragmentation and coherence of the complexity of the work in its entirety through the multimembership in communities of practice. The thesis proposes that an awareness of complexity is fundamental, and that such an understanding can be enhanced by the teachers by developing themselves as brokers and by their reification of boundary objects within a complex multimembership. Analysis of data shows that teachers in the interactive project have had the opportunity to further develop competences to negotiate identities as teacher-researchers at work in school. Data from the project are moreover analyzed within the context of globalized and diversified structural changes such as decentralization, economic transformations, cultural standardization, the individualized knowledge society and the reflective society. A conclusion is that teachers seem to operate within an increasing globalization of the teaching profession and towards identities as globalized teachers. Swedish abstract: Den svenska grundskolan har under de två senaste årtiondena genomgått omfattande reform- och förändringsprocesser. Från en strukturell nivå har dessa drivit fram en ny tid med ett i grunden förändrat uppdrag för skolan och dess lärare. I denna avhandling antas emellertid att lärare som aktörer kan forma förändringar och strukturer. Avhandlingen har författats inom ramen för ett flerårigt interaktivt forskningsprojekt med lärare från tre grundskolor. Utifrån skapad data i projektet om hur nya och förändrade grupper och arbetsgrupper i lärares arbete leder till ett vidgat uppdrag, fokuserar studien lärarnas förhandlingar av professionella identiteter kring arbetets helhet. Etienne Wengers (1998) sociala teori om identitet, med rubriken ”Communities of Practice”, används för att fördjupa förståelsen av data. Det övergripande syftet med avhandlingen är att inom ramen för ett interaktivt forskningsprojekt beskriva och analysera hur lärare förhandlar professionella identiteter i grundskolan. Ett delsyfte är att beskriva och analysera lärarnas lärande och kunskapsutveckling i projektet. Den centrala forskningsfrågan är: Hur och kring vad förhandlar lärarna professionella identiteter i olika praktikgemenskaper? Genom att använda den interaktiva forskningsansatsen har en strävan varit att utveckla demokratiska dialog- och lärandeprocesser med de deltagande lärarna. En ambition är att öka kunskaperna om lärare som medforskare i forskningsprojekt och som forskande lärare i arbetet i skolan. Det interaktiva projektets mötesplatser var informella samtal, lärande dialoger, enskilda intervjuer och fokusgrupper. Studiens resultat visar att lärarna förhandlar professionella identiteter i ett rör(l)igt expanderande multimedlemskap i praktikgemenskaper. Som mäklare av information och kunskaper mellan och inom praktikgemenskaper i skolan, och utifrån olika identitetspositioner, förhandlar lärarna överlappande identiteter. Medlemskap i gemenskaper för enbart vuxna får allt större utrymme i relation till lärararbetets helhet. Studiens huvudsakliga slutsats är att lärare i den nya tiden förhandlar identiteter i ett spänningsförhållande mellan fragmentisering respektive sammanvävning av arbetets komplexa helhet genom sitt multimedlemskap i praktikgemenskaper. I avhandlingen föreslås komplexitetsmedvetenhet vara grundläggande, och att en sådan insikt kan förbättras av lärarna genom att utveckla sig själva som mäklare och sina förtingliganden av gränsobjekt inom ett komplext multimedlemskap. Analys av data visar att lärarna i det interaktiva projektet haft möjligheter att vidareutveckla kompetenser för förhandlingar av identiteter som forskande lärare i arbetet i skolan. Data från projektet analyseras dessutom i ett sammanhang av globaliserade och mångskiftande strukturella samhällsförändringar såsom decentraliseringar, ekonomiska omvandlingar, kulturella standardiseringar, det individualiserade kunskapssamhället samt det reflekterande samhället. En slutsats är att lärarna tycks operera inom ett alltmer globaliserat lärararbete och vara på väg mot identiteter som globaliserade lärare.
Avh_2008169_NGustafson_S5_C_NYast.pdf
(2.206Mb)
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