uu.seUppsala University Publications
Change search
Refine search result
1 - 12 of 12
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the 'Create feeds' function.
  • 1.
    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.
    Education, Social Class and Politics: The Political Space of Swedish Youth in Uppsala2014In: Bourdieu and Data Analysis.: Methodological Principles and Practice / [ed] Grenfell, Michael & Lebaron, Frédéric, Peter Lang Publishing Group, 2014, 1, p. 227-252Chapter in book (Refereed)
  • 2.
    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.

  • 3.
    Broady, Donald
    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.
    Josefine, Krigh
    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.
    Inventering av svensk utbildningsvetenskaplig forskning: Redovisning av ett uppdrag för Vetenskapsrådets utbildningsvetenskapliga kommitté2011Report (Other academic)
  • 4.
    Börjesson, Mikael
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Broady, Donald
    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.
    Krigh, Josefine
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Utbildningsvetenskapens förankring i discipliner: Kompletterande inventering av forskning finansierad av Vetenskapsrådet genom utbildningsvetenskapliga kommittén 2005–20112013Report (Other academic)
  • 5.
    Börjesson, Mikael
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Broady, Donald
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Sociology.
    Dalberg, Tobias
    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.
    Elite education in Sweden: a contradiction in terms?2016In: Elite Education: International perspectives on the education of elites and the shaping of education systems / [ed] Maxwell, Claire & Aggleton, Peter, London: Routledge, 2016, p. 92-103Chapter in book (Refereed)
  • 6.
    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.))
  • 7.
    Dalberg, Tobias
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Engelskans utbredning i den svenska högskolan: En kartläggning av engelskspråkiga benämningar av program och kurser i svensk högre utbildning 1993–20092013Report (Other academic)
    Abstract [sv]

    Vår samtid kan i många avseenden karaktäriseras som en global tidsålder vilket vi kan se spår av på flera håll, inte minst inom det högre utbildningssystemet. Svensk högre utbildning har under de senaste 20 åren uppvisat klara internationella tendenser, något som bland annat tagit sig uttryck i utformandet av utbildningsutbud anpassat för en allt mer internationaliserad värld. I denna rapport läggs särskild vikt vid språket där engelska expanderat klart under åren från och med 1993 till och med 2009, både som undervisningsspråk och som kurs- och programbenämning. Kartläggningen av denna expansion är ett av rapportens huvudbidrag. Den totala expansionen av engelskspråkiga utbildningar och benämningar finner delförklaringar i de reformer och transformationer av den svenska högre utbildningens organisation från 1970-talet och framåt såväl som förändringar på överstatlig nivå såsom uppkomsten av samordnande organ för utbyten inom högre utbildning och harmoniseringar av nationella utbildningssystem. Etableringen av engelskspråkiga utbildningar och utbildningsbenämningar ses här som uttryck för lärosätens strategier i meningen handlingar i syfte att bevara eller förbättra sin position visavi andra lärosäten. Hur förhåller sig sådana strategier – att etablera engelskspråkiga utbildningar och benämningar – till etablerade hierarkier inom högskolans fält, och vilka, i betydelsen inhemsk eller inresande, är de studenter som tar del av detta utbud. Så lyder rapportens huvudfrågor.

    Rapporten bygger i huvudsak på Statistiska centralbyråns register över högskoleutbildningar och -studenter vilket möjliggör totalundersökningar av området över tid. Expansionen av de engelskspråkiga utbildningsbenämningarna har skett i såväl absoluta som relativa tal vilket tyder på att detta sätt att saluföra utbildningar har fått ökat betydelse över perioden fr.o.m. 1993 t.o.m. 2009. Under denna period har en förskjutning skett där exempelvis fackhögskolornas andel av totala antalet engelskspråkiga programbenämningar sjunkit till förmån för högskolor och större universitet. På en mer detaljerad nivå, där enskilda lärosäten utgör analysenheten, framträder en del lärosäten i större utsträckning än andra som tydligt satsande på engelskspråkiga utbildningar och benämningar. Till dessa hör särskilt Chalmers samt universiteten i Göteborg, Lund och Linköping, för att nämna några. På motsatt håll, alltså bland de som i sammanhanget präglas av en avsaknad av engelskspråkiga utbildningar och benämningar, finner vi i första hand många av högskolorna och de yngre universiteten.

    Förflyttar vi fokus till studenterna framträder några anmärkningsvärda mönster. Det visar sig att de inresande studenterna i första hand registrerar sig på kurser med svenska benämningar och endast omkring en fjärdedel registrerar sig på det som i denna rapport identifierats som nominellt engelskspråkiga kurser.

    Sammanfattningsvis pekar rapportens resultat på att de lärosäten som i denna och andra studier visat sig besitta värdefulla tillgångar (hög social rekrytering, hög forskningsintensitet, anciennitet, etc.) också har högst antal engelskspråkiga utbildningar och benämningar vilket skulle kunna tolkas som att dessa har stora möjligheter att befästa sina framskjutna positioner i takt med att det högre utbildningssystemet internationaliseras.

  • 8.
    Dalberg, Tobias
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Mot lärdomens topp: Svenska humanisters och samhällsvetares ursprung, utbildning och yrkesbana under 1900-talets första hälft2018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation employs Pierre Bourdieu’s concepts of capital and field alongside Robert K. Merton’s notion of accumulation of advantage to study how different types of assets affect career trajectories in the humanities and social sciences. Assets may be inherited from the parental home, or acquired, such as through academic qualifications and professional experience. Career trajectories includes occupying both incumbencies, such as professorships, and positions based on possessing substantial amounts of assets that are valuable in the field of humanities and social sciences.

    A prosopography of Swedish humanists and social scientists entering the academic profession ca 1915–1955 comprises the main empirical data, used in combination with library catalogues, secondary data and documents. The bulk of the data is analysed by quantitative methods, foremost geometric data analysis and sequence analysis.

    The institutionalisation of the social sciences in the first half of the 20th century brought about both new incumbencies at the universities and a polarisation of the mode of accumulating assets. In a normally austere academic labour market, new professorships were vital to sustain a university career, especially so in the rising social sciences where there were, unlike many of the humanities disciplines, no established alternative career paths – like schoolteacher – to fall back on. The polarisation of the field separated social scientists more oriented towards political and administrative spheres of society from humanists more endowed with honorary titles, academy memberships and international recognition. However, this evolution did not change the basic division of the academic field, as this was still most clearly marked by the opposition between those with more and those with less academic and scientific power. This fundamental division had less to do with humanities and social science than with seniority in the field. Despite the expansion of the field during this period, the recruitment of academics from more modest social origins did not increase. This ought to be attributed to the fact that the school system efficiently eliminated children from the lower classes at an early stage.

    In this sense, the structure of the field, together with the supply of incumbencies, shaped a set of assured possibilities of success, while the field structure itself was shaped by the assets accumulated by its agents.

  • 9.
    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.

  • 10.
    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.

  • 11.
    Nylander, Erik
    et al.
    Linköpings universitet, Pedagogik och vuxnas lärande.
    Dalberg, Tobias
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Jazzklass: Folkhögskolan som intermediär utbildningsinstitution2015In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 1-2, p. 100-126Article in journal (Other academic)
    Abstract [sv]

    I denna utbildningssociologiska studie placeras folkhögskolorna in i det svenska utbildningslandskapet och presenteras som intermediära utbildningsinstitutioner vilka står i relation till studieprogram på gymnasieskolorna samt efterföljande studiealternativ på högskolorna. Först presenteras en kartläggning av volymtillströmningen till folkhögskolorna under den senaste femtonårsperioden, där vi visar att antalet deltagare på allmänna linjer har minskat, medan antalet deltagare på de särskilda linjerna inriktade på musik- och annan estetisk verksamhet har haft betydande volymökningar. Därefter används registerdata från SCB över folkhögskolekohorter mellan åren 2000 och 2002, för att analysera vilka sociala grupper det är som studerat på vilken typ av folkhögskoleutbildning. Resultaten visar att folkhögskolorna används av olika sociala grupper beroende på om man fokuserar på musiklinjer, estetlinjer och allmänna linjer. Ytterligare skillnader i rekryteringen framträder om man jämför olika profiler inom musikområdet. Ett särskilt fokus för analysen är rekryteringen till Skurups och Fridhems jazzlinjer, vilket vi tar som exempel på hur somliga folkhögskoleprogram utvecklats till elitlinjer.

  • 12.
    Thomsen, Jens-Peter
    et al.
    SFI - Det Nationale Forskningscenter for Velfærd.
    Bertilsson, Emil
    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.
    Hedman, Juha
    Turun yliopisto.
    Helland, Håvard
    Høgskolen i Oslo og Akershus.
    Higher Education Participation in the Nordic Countries 1985–2010: A Comparative Perspective2017In: European Sociological Review, ISSN 0266-7215, E-ISSN 1468-2672, Vol. 33, no 1, p. 98-111Article in journal (Refereed)
    Abstract [en]

    We examine changes in higher education (HE) participation in the four major Nordic countries—Denmark, Norway, Finland, and Sweden—from 1985 to 2010, a period characterized by widespread expansion of HE. We set up a methodological framework suitable for making country comparisons, and we profit from having unique administrative data in all four countries. We ask (i) whether HE expansion in the Nordic countries has been followed by a similar closing of the social gap in HE participation, and (ii) whether privileged groups have been able to maintain their advantage in HE participation. The results did not reveal similar trends in decrease in HE inequality despite expansion in all four countries. While Finland and Norway display the most substantial drop in overall HE inequality, the decrease in Denmark is more modest; Sweden shows no signs of decreasing inequality as HE expands. In short, expansion does not seem to be a universal remedy for narrowing the social gap in HE participation in the Nordic countries. Examining upper tertiary education by field of study, we find great disparities in selectivity, but we also find that the vast majority of fields have moved towards more equalization. However, prestigious professional university programmes such as law and medicine continue to favour more socially privileged children, albeit the social gap is narrowed substantially in Finland and Norway. These two countries also display the most substantial decrease in overall HE inequality.

1 - 12 of 12
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf