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Trondman, Mats
Publications (10 of 62) Show all publications
Trondman, M., Willis, P. & Lund, A. (2018). Lived Forms of Schooling: Bringing the Eleemantary Forms of Ethnography to the Science of Education. In: Dennis Beach, Carl Bagley, Sofia Marques da Silva (Ed.), Wiley Handbook of Ethnography of Education: Wiley Handbooks in Education. London: Wiley-Blackwell Publishing Inc..
Open this publication in new window or tab >>Lived Forms of Schooling: Bringing the Eleemantary Forms of Ethnography to the Science of Education
2018 (English)In: Wiley Handbook of Ethnography of Education: Wiley Handbooks in Education / [ed] Dennis Beach, Carl Bagley, Sofia Marques da Silva, London: Wiley-Blackwell Publishing Inc., 2018Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Wiley-Blackwell Publishing Inc., 2018
National Category
Social Sciences
Research subject
Sociology, Sociology Education
Identifiers
urn:nbn:se:lnu:diva-68801 (URN)
Available from: 2017-11-16 Created: 2017-11-16 Last updated: 2017-12-13
Voyer, A. & Trondman, M. (2017). Between theory and social reality: Ethnography and Interpretation and Social Knowledge: Introduction to the special issue. Ethnography, 18(1), 3-9.
Open this publication in new window or tab >>Between theory and social reality: Ethnography and Interpretation and Social Knowledge: Introduction to the special issue
2017 (English)In: Ethnography, ISSN 1466-1381, E-ISSN 1741-2714, Vol. 18, no 1, 3-9 p.Article in journal (Refereed) Published
Abstract [en]

Difficulties distinguishing the ethnographic object and the ethnographer's analysis can pose a challenge to the conduct and dissemination of ethnographic work. The close distance between ethnographic observation and the ethnographer's interpretation elides the boundary between considerations of theory and method. In his book, Interpretation and Social Knowledge, Reed describes interpretivism as an epistemological approach aimed at harnessing the potential of social explanations developed in ethnography's interstitial position – the space between theory and social reality. This issue ofEthnographyc provides a forum for ethnographers coming from different theoretical positions and working in different empirical areas to reflect upon on the value and limitations of interpretivism in ethnography.

Place, publisher, year, edition, pages
London: Sage Publications, 2017
National Category
Sociology
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-38364 (URN)10.1177/1466138115592415 (DOI)000396210400001 ()
Funder
Swedish Research Council
Available from: 2014-11-27 Created: 2014-11-27 Last updated: 2017-05-23Bibliographically approved
Lund, A. & Trondman, M. (2017). Dropping out/dropping back in: Matters that make learning matter. Queensland Review, 24(1), 57-74.
Open this publication in new window or tab >>Dropping out/dropping back in: Matters that make learning matter
2017 (English)In: Queensland Review, ISSN 1321-8166, E-ISSN 2049-7792, Vol. 24, no 1, 57-74 p.Article in journal (Refereed) Published
Abstract [en]

Nearly one in three students living in the segregated, multicultural city of Malmo ̈ , Sweden, fails to finish school with a completed diploma. To remedy this situation, students can attend introductory programs, but only some students who do so end up with a diploma. The aim of this article is to understand why young people from a migration background drop out of secondary school and why some of them drop back in and become school achievers. We explore what makes learning matter among youth who drop back into schooling. In seeking possible answers to this question, we listened to and learned from the students themselves. We hope readers will learn about the elementary forms of an enabling opportunity structure for school achievement, about the significance of relational capital, and about the deeply associated meanings of family and friendship and their importance to school success. The article is framed by the interdependencies of two conditioned temporalities: the temporality of the past — that is, the dropping-out process — and the temporality of the present, that is, the dropping-back-in process. We argue that school failure is not an inevitable phenomenon, and show that young people who are supported to drop back into schooling can discover that they are capable of learning with passion and perseverance. 

National Category
Sociology
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-65415 (URN)10.1017/qre.2017.9 (DOI)
Projects
An Educational Dilemma: Multicultural Incorporation and School Achievement
Funder
Swedish Research Council, 2009–6152
Available from: 2017-06-15 Created: 2017-06-15 Last updated: 2017-06-19Bibliographically approved
Trondman, M. (2017). Musiken hör mig. In: Peter Bryngelsson, Peder Nabo (Ed.), Dagarnas skum 2.0: (pp. 227-234). Stockholm: DOS.
Open this publication in new window or tab >>Musiken hör mig
2017 (Swedish)In: Dagarnas skum 2.0 / [ed] Peter Bryngelsson, Peder Nabo, Stockholm: DOS , 2017, 227-234 p.Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: DOS, 2017
Keyword
Musikgruppen Ragnarök, konstvärld, musik, mening, existens
National Category
Musicology
Research subject
Humanities, Musicology
Identifiers
urn:nbn:se:lnu:diva-68802 (URN)978-91-639-4899-2 (ISBN)
Available from: 2017-11-16 Created: 2017-11-16 Last updated: 2017-12-19Bibliographically approved
Trondman, M. (2017). När Ahmed fattade...: Om skolkultur för skolframgång. Lärorik : Tidskrift för pedagogisk utveckling inom förskola och grundskola (3), 3-5.
Open this publication in new window or tab >>När Ahmed fattade...: Om skolkultur för skolframgång
2017 (Swedish)In: Lärorik : Tidskrift för pedagogisk utveckling inom förskola och grundskola, ISSN 2001-1253, no 3, 3 p.3-5 p.Article in journal (Other (popular science, discussion, etc.)) Published
Abstract [sv]

”Fattar du”, säger Ahmed, ”jag fattade så jag fattade att jag kunde fatta”. Det är så han förklarar att han numera både kan och vill lära sig saker i skolan. En elev kan alltså behöva lära sig så att hen lär sig att hen kan lära sig.

Place, publisher, year, edition, pages
Linköping: Utbildningskontoret, Linköpings kommun, 2017. 3 p.
Keyword
Skolframgång, nyanlända, lärande
National Category
Sociology
Research subject
Sociology, Sociology Education
Identifiers
urn:nbn:se:lnu:diva-68803 (URN)
Available from: 2017-11-16 Created: 2017-11-16 Last updated: 2017-12-13Bibliographically approved
Trondman, M. (2017). Taking the normative sense seriously: Ethnography in the light of utopian referent. Ethnography, 18(1), 10-23.
Open this publication in new window or tab >>Taking the normative sense seriously: Ethnography in the light of utopian referent
2017 (English)In: Ethnography, ISSN 1466-1381, E-ISSN 1741-2714, Vol. 18, no 1, 10-23 p.Article in journal (Refereed) Published
Abstract [en]

The paper starts by stating a possible meaning of ethnography within cultural sociology. Then follows an investigation of the ‘normative sense’ in human life that ethnographers not only tend to investigate but also inhabit themselves. The main purpose is to argue that this normative sense needs not necessarily to be shunned, but can be justified as an urgent, conscious, and explicit constituent that enacts theoretically inspired and meaningfully illuminating ethnographic endeavors. This is done by a positive construction and an immanent critique of cultural sociologist Isaac Reed’s work on interpretation and social knowledge, i.e. different forms of epistemic modes, which in this paper is labeled the theoretical, the empirical and the utopian referent, or the pragmatics of grounded re-signification. The paper ends by trying to state the interlaced relationship, or subscription, between these theoretical, empirical and utopian re-significations and the possibility of a thrice-blessed social criticism. Thus, this is what it could mean to take the normative sense seriously.

Place, publisher, year, edition, pages
London: Sage Publications, 2017
Keyword
normative sense, normative ethnography, theoretically informed methodology, utopian referent, social criticism, strong program in cultural sociology, Isaac Reed
National Category
Sociology
Research subject
Humanities, Cultural Sociology
Identifiers
urn:nbn:se:lnu:diva-38363 (URN)10.1177/1466138115592421 (DOI)000396210400002 ()
Funder
Swedish Research Council
Available from: 2014-11-27 Created: 2014-11-27 Last updated: 2017-05-23Bibliographically approved
Trondman, M. (2017). The Dissolution of Teacher Authority. In: Katznelson, Noemi, Sœrensen, Niels-Ulrik & Illeris, Knud (Ed.), Understanding Learning and Motivation in Youth: Challenging Policy and Practice (pp. 80-95). London: Routledge.
Open this publication in new window or tab >>The Dissolution of Teacher Authority
2017 (English)In: Understanding Learning and Motivation in Youth: Challenging Policy and Practice / [ed] Katznelson, Noemi, Sœrensen, Niels-Ulrik & Illeris, Knud, London: Routledge, 2017, 80-95 p.Chapter in book (Refereed)
Place, publisher, year, edition, pages
London: Routledge, 2017
Keyword
Youth, adults, authority, social change, schooling
National Category
Social Sciences
Research subject
Sociology, Sociology Education
Identifiers
urn:nbn:se:lnu:diva-68800 (URN)
Available from: 2017-11-16 Created: 2017-11-16 Last updated: 2017-12-13
Bouakaz, L., Lund, A. & Trondman, M. (2016). Att ta skolan i egna händer. In: Anna Lund, Stefan Lund (Ed.), Skolframgång i det mångkulturella samhället: (pp. 161-195). Lund: Studentlitteratur AB.
Open this publication in new window or tab >>Att ta skolan i egna händer
2016 (Swedish)In: Skolframgång i det mångkulturella samhället / [ed] Anna Lund, Stefan Lund, Lund: Studentlitteratur AB, 2016, 161-195 p.Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2016
National Category
Sociology Educational Sciences
Research subject
Social Sciences, Sociology Education
Identifiers
urn:nbn:se:lnu:diva-56278 (URN)9789144093529 (ISBN)
Projects
Ett utbildningspolitiskt dilemma: skolprestationer och mångkulturell inkorporering
Funder
Swedish Research Council, 90615201
Available from: 2016-09-01 Created: 2016-09-01 Last updated: 2016-10-13Bibliographically approved
Trondman, M. & Trondman, J. (2016). Composing and Amercan Cultural Trauma: John Adams and September 11. Nordisk kulturpolitisk tidskrift, 19(2), 222-249.
Open this publication in new window or tab >>Composing and Amercan Cultural Trauma: John Adams and September 11
2016 (English)In: Nordisk kulturpolitisk tidskrift, ISSN 1403-3216, E-ISSN 2000-8325, Vol. 19, no 2, 222-249 p.Article in journal (Refereed) Published
Abstract [en]

The paper explores the possibility of understanding music as a contribution to an emerging cultural trauma. The case being explored is the Pulitzer Prize and Grammy winning piece of music On the Transmigration of Souls written by the American composer John Adams – the most frequently performed living American composer in the sphere of classical music. The piece concerns Adams’ response to September 11. It can, briefly so, be described as a sense of a spiritual journey integrating prerecorded street sounds with two choruses, large orchestra and the reading of, among other things, the names of victims. For Adams the artist is someone who uses his gift, as an autonomous art creator, and, at the same time, as a servant and craftsman, tries to lift the spirit of the listeners. While doing that he redefines his expressions in a rich dialogue with the past and challenges current times. In dialogue with the cultural trauma theory, as it is laid out within the strong program in cultural sociology, and with Michael Waltzer’s understanding of social criticism, the paper tries to tease out a cultural sociological understanding of how music as a historically embedded cognitive, moral and aesthetic expression could be part of an emerging cultural trauma, and hence how music, as art with relevance to life as it is lived and experienced, generates capacities for feelings for suffering others, social criticism, and democratic integration.

National Category
Sociology
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-15231 (URN)
Available from: 2011-10-29 Created: 2011-10-29 Last updated: 2017-12-08Bibliographically approved
Trondman, M. (2016). Mot ett förklarande narrativ om skolkultur för skolframgång. In: Anna Lund, Stefan Lund (Ed.), Skolframgång i det mångkulturella samhället: (pp. 241-269). Lund: Studentlitteratur AB.
Open this publication in new window or tab >>Mot ett förklarande narrativ om skolkultur för skolframgång
2016 (Swedish)In: Skolframgång i det mångkulturella samhället / [ed] Anna Lund, Stefan Lund, Lund: Studentlitteratur AB, 2016, 241-269 p.Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2016
National Category
Sociology
Research subject
Humanities, Cultural Sociology
Identifiers
urn:nbn:se:lnu:diva-57386 (URN)9789144093529 (ISBN)
Funder
Swedish Research Council
Available from: 2016-10-13 Created: 2016-10-13 Last updated: 2016-11-17Bibliographically approved
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