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  • 1.
    Bergström (fd Boman), Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Educational and Social Dimensions of Politicla Participation: Producing a political opinion2012In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, Vol. 6, no 4, p. 23-34Article in journal (Refereed)
    Abstract [en]

    : This article centers on difference and similarities in political participation among young people. The analysis focuses first on the educational and social dimensions of all “don’t know” and “no opinion” responses to political questions in a survey on political opinions, interests, and attitudes, and secondly on civic engagement and a wide range of political participation such as joining political parties or special interest groups, participating in political acts, and the propensity to read a newspaper, whether a national daily paper, a local paper, or an evening paper, and to what extent the opinion or arts pages attract different groups of students in upper secondary school. The analysis, inspired by a Bourdieusian approach to class and politics, reveal that social class still play an important role in understanding the distribution of political participation among young citizens.

  • 2.
    Bergström (fd Boman), Ylva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Prytz, Johan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hållbar utveckling på KTH - ett utbildningsområde med anspråk på tillväxt2014In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, ISSN ISSN 1902-2271, no 3-4, p. 39-54Article in journal (Other academic)
  • 3.
    Bergström, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Introduction: Politics, Social Class and Education2012In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, Vol. 6, no 4, p. 4-5http://praktiskegrunde.dk/pg4-2012.htmlArticle in journal (Refereed)
  • 4.
    Bergström, Ylva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Dalberg, Tobias
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Political Position-takings. The Case of Young Citizens in a Swedish Rural Mining District2012In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, Vol. 6, no 4, p. 7-20Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to explore and understand young rural citizens’ political position-takings. By employing a Bourdieusian approach to class and politics, we are able to show class still offers an important tool for understanding differing political position-takings. By comparing this study carried out on a population from a rural mining district with an equivalent study on young citizens in the city of Uppsala we find both similarities and differences as regards the spaces of position-takings. Both spaces are structured by oppositions regarding redistribution issues, environmental issues, cultural pluralism issues and trust in established institutions, but these different issues are of different importance in each geographical setting. In summary, the spaces of position-takings in Bergslagen and Uppsala represent two slightly different parts of a much wider space of position-takings. The positions and compositions of social attributes in each space relative to one another suggests that we are dealing with one space, the rural mining district, characterized by the working classes and one space, the city of Uppsala, characterized by the middle and upper middle classes, respectively.

  • 5.
    Bernhardsson, Peter
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Mästaren och marknaden: 1800-talets privata språkundervisning i Stockholm2010In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, no 4, p. 57-67Article in journal (Refereed)
    Abstract [en]

    Historical research on language teaching and learning tends to focus on schools, at least forthe period after the early 19th century when modern languages were introduced as school subjects.Thus, the substantial portion of teaching that has always taken place outside of such institutions isneglected. This article deals with the market for private language teaching and tutoring in Stockholm1820-1880, drawing on digitalised historical sources. Through tax registers a group of about 200 privatelanguage teachers, or “language masters,” are identified. These private language teachers emergeas a heterogeneous group, often with previous and future careers in other trades such as commerce orthe stage. Not surprisingly, many were immigrants. Based on newspaper ads for language lessons, it issuggested that this diversity among teachers catered to different needs among the market’s consumers,that is, the students. While some learners wanted the “near-native” pronunciation offered by immigrantteachers, others, for instance those seeking a more practica

  • 6.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Studentexplosionen under 1960-talet: Numerär utveckling och orsaker2011In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, no 4, p. 11-27Article in journal (Refereed)
  • 7.
    Dalberg, Tobias
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    En aktion mot passivformer - Michael Billig om samhällsvetenskapelig prosa: Recension av Learn to Write Badly. How to Succeed in the Social Sciences2014In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, Vol. 8, no 3-4, p. 69-72Article, book review (Other (popular science, discussion, etc.))
  • 8.
    Dalberg, Tobias
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidegran, Ida
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hållbar utveckling över akademiska gränser?: Ämnens samförekomster i svenska högskoleprogram2014In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, Vol. 8, no 3-4, p. 55-68Article in journal (Other academic)
    Abstract [en]

    The article explores combinations of subjects in study programmes within the Swedish higher education system. By studying the co-occurrence of subjects we reveal the probability of different combinations within various programs. To a large extent, the structure of the space of subject combinations follows the logic of faculties, with two main dimensions and four distinct poles. In the first dimension a science and technology pole is opposed to a social sciences and humanities pole, whereas the second dimension separates a medicine and science pole from a linguistic and cultural sciences pole. Advocates of Sustainable Development claim that the area is particularly suited for interdisciplinary and multidisciplinary collaborations. However, by examining the position of Sustainable Development programmes we show that programmes within this area follow the same patterns of subject co-occurrence as other programmes in technology and business studies.

  • 9.
    Ekelund, Alexander
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Gustavsson, Martin
    Score (Stockholm Centre for Organizational Research), SIR (The Stockholm School of Economics Institute for Research).
    Kritiska seminarier, 1967–19712011In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, no 4, p. 39-56Article in journal (Other academic)
    Abstract [en]

    This text explores the Critical Seminars organized atSwedish universities in the years around 1968, that isto say seminars that were self-organized by left-wingstudents outside of the regular curriculum. For manystudent radicals this was where the real universityformation took place, and these seminars functionedas an important arena for reception of internationalMarxist and structuralist theory. There is surprisinglylittle research on this type of seminars, in Sweden aswell as internationally, even though this type of everydaybasic activities probably had greater lastingeffect in the academic landscape than the outbursts ofuniversity occupations and demonstrations morecommonly associated with “1968”. We highlight 106groups that were established at the universities duringthe period 1967–1974. Most groups were formedaround institutions in social sciences and the humanitiesand were established in the years 1968 and 1969.In the final part of the text we offer a more concreteinsight into these activities by comparing the criticalstudy activities in different departments of ComparativeLiterature.

  • 10.
    Krigh, Josefine
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidegran, Ida
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Avancerade språkstudier som konkurrensfördel: Fallet engelska i gymnasieskolan2010In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, no 4, p. 41-56Article in journal (Other academic)
    Abstract [en]

    The new, complex system for admittance to higher education in Sweden has created a situation where pupils in upper secondary school can choose to read certain courses that give extra credits, thus giving them an edge when trying to enter highly selected programs at the university level. Extra credits are given for courses in advanced mathematics and modern languages, for example. From a sociological viewpoint it is interesting to examine which groups of pupils take advantage of this innovation, with respect to social class, gender, inherited and acquired capital. We focus on the case of the advanced course in English which has increased its proportion of pupils, most of them enrolled in pro-grams that prepare them for higher education. We can show that it is mainly pupils with a high amount of acquired educational capital from higher social backgrounds who avail themselves of this opportunity. At the same time, the prevalence of female students in the course has decreased. We also conclude that the pupils misrecognize the value of the extra credits awarded as a valid explanation for their choice of advanced studies of English.

  • 11.
    Lidegran, Ida
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Börjesson, Mikael
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Dalberg, Tobias
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Uppkomsten av utbildningar inom hållbar utveckling i svensk högskola2014In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, Vol. 8, no 3-4, p. 9-38Article in journal (Other academic)
    Abstract [en]

    The article gives an overview of the emergence and expansion of education in sustainable development within Swedish HE based on anonymised individual-based data of all registered students, 1977–2009. The major trend is that environmental education – education in environmental sciences, applied ecology and sustainable education included – has expanded rapidly during this time period. However, there are large differences between these areas. By far the largest area during the whole period is Environmental Studies, established in 1977. Sustainable development first appeared in 1995 and remained marginal until the Bologna system was introduced in Sweden in 2007. Despite the rapid expansion of Sustainable Development in the last three years of the studied time period, it is difficult to speak of the area as fully established.

  • 12.
    Michaëlsson, Madeleine
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Man tager vad man haver: Personalrekrytering inom tre svenska universitet som svar på studentexplosionen2011In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, no 4, p. 29-39Article in journal (Refereed)
    Abstract [en]

    This article examines the absolute and relative prevalence of personnel categories at three Swedish universities during the 25-year period that followed the exceptional increase in the number of entrant students, starting in the 1960s. Key issues include how the number of employees changed from 1962 to 1987, the types of services created, and what primary characteristics the new staff possessed. Distinct trends in the universities’ recruitment of teachers and other staff are displayed. Naturally, the number of employees at all investigated departments at all universities increased during the period but the teachers were less formally educated than before. Furthermore, the proportion of female employees substantially increased throughout the investigation, but the gender structure at higher positions remained essentially unchanged.

  • 13.
    Nørholm, Morten
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Et slør bag et røgslør: UKÄ's 2015-evalueringaf den svenske forskeruddannelse2015In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, Nyhedsbrevet, no 55, p. 104-107Article in journal (Other (popular science, discussion, etc.))
  • 14.
    Nørholm, Morten
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Samarbejde på tværs eller centralisering pr. symbolsk decentralisering?: Review af Frederiksen, J. (2015): Tværprofessionelle velfærdsprofessioner: Tværsamarbejde som  en  social  praktik  for  den  neoliberale  velfærdsstats professioner. Ph.d.-afhandling i samfundsvidenskab, Institut for Samfund og Globalisering, Roskilde Universitet.2016In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, no 1-2, p. 105-118-Article, book review (Other academic)
  • 15.
    Nørholm, Morten
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Social alkymi, konsekration, reproduktion: resume, analyse og kritik af Evaluering afforskningsrådssystemet i Danmark2011In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, Vol. 5, no 1, p. 26-42Article in journal (Refereed)
    Abstract [en]

    Applying the theories by Durkheim, Wittgenstein, Bourdieu, Lundgren and Callewaert the article analyses the social and symbolic function of the 2009 evaluation of the Danish Advisory and Funding System for Research as well as of the Danish Advisory and Funding System for Research itself (the evaluand). The analysis in the article sets out from the analyses of evaluations in the author’s dissertation. In the present article the perspective is widened from evaluations to other judgments not regarded as or named evaluations.

    Both evaluation and evaluand operate within an instrumental positivist framework suggesting that applying the method methodically guarantees the quality of the outcome. Durkheim’s theory of different forms of knowledge is applied to distinguish between theoretical theory (science) and practical theory respectively. Wittgenstein discusses that following a rule implies more than the rule; Bourdieu implies that following a rule implies habitus. Both these discussions are applied to the analyses, showing that the implied evaluations are performed by political-administrative habitus and not by scientific reconstruction. The work of Lundgren and Callewaert are applied as more recent examples of theories about evaluations/pedagogy.

    As a relatively original contribution the notion the proper pedagogical function is introduced as synonymous to the social and symbolic function. The proper pedagogical function of both the evaluation the evaluand are constructed; in turn the evaluation and the evaluand are constructed as New-Public-Management tools – each one out of several sorting steps in a societal sorting mechanism, firstly promoting research within a framework of instrumental positivism, and thus secondly reproducing an existing social order.

  • 16.
    Nørholm, Morten
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Social alkymi, konsekration, reproduktion: resume, analyse og kritik af Evaluering af forskningsrådssystemet i Danmark2011In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, no 1, p. 26-42Article in journal (Refereed)
    Abstract [en]

    Applying the theories by Durkheim, Wittgenstein, Bourdieu, Lundgren and Callewaert the article analyses the social and symbolic function of the 2009 evaluation of the Danish Advisory and Funding System for Research as well as of the Danish Advisory and Funding System for Research itself (the evaluand). The analysis in the article sets out from the analyses of evaluations in the author's dissertation. In the present article the perspective is widened from evaluations to other judgments not regarded as or named evaluations.

                     Both evaluation and evaluand operate within an instrumental positivist framework suggesting that applying the method methodically guarantees the quality of the outcome. Durkheim's theory of different forms of knowledge is applied to distinguish between theoretical theory (science) and practical theory respectively. Wittgenstein discusses that following a rule implies more than the rule; Bourdieu implies that following a rule implies habitus. Both these discussions are applied to the analyses showing that the implied evaluations are performed by political-administrative habitus and not by scientific reconstruction. The work of Lundgren and Callewaert are applied as more recent examples of theories about evaluations/pedagogy.

                     As a relatively original contribution the notion the proper pedagogical function is introduced as synonymous to the social and symbolic function. The proper pedagogical function of both the evaluation the evaluand are constructed; in turn the evaluation and the evaluand are constructed as New-Public-Management tools - each one out of several sorting steps in a societal sorting mechanism firstly promoting research within a framework of instrumental positivism, and thus secondly reproducing an existing social order.

  • 17.
    Öhrner, Annika
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Art History.
    Radikalisering av konstvetenskapen i Stockholm och Lund2011In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, no 4, p. 57-66Article in journal (Refereed)
1 - 17 of 17
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