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  • 1.
    Andersson, Robert
    et al.
    Linnaeus University, Faculty of Social Sciences, Institute of Police Education.
    Wahlgren, Paula
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Ledelse og reform av svensk politi - fra sosial ingeniörskunst til postpolitik2018In: Politireformer: Idealer, realiteter, retorik og praksis / [ed] Vanja Lundgren Sörli & Paul Larsson, Oslo: Cappelen Damm AS, 2018, 1, p. 303-324Chapter in book (Refereed)
  • 2.
    Basic, Goran
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy. Lund University.
    Wästerfors, David
    Lund University.
    Hugo, Martin
    Jönköping University.
    Ekberg, Margareta Stigsdotter
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Alm, Maria
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Wahlgren, Paula
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    School as a protection factor: An analysis of achievements, obstacles, collaboration, and identities in senior high school work with students who use alcohol and drugs2017In: Book of Abstracts: The 9th International Conference of the Faculty of Education and Rehabilitation Sciences, University of Zagreb, Zagreb, Croatia, 17 – 19 May, 2017 / [ed] Gordana Hržica, Ivana Jeđud Borić, Gordana Hržica, Sandra Bradarić Jončić, Anita Jandrić Nišević, Jelena Kuvač Kraljević, Renata Martinec, Neven Ricijaš, Ana Wagner Jakab, Zagreb: Faculty of Education and Rehabilitation Sciences, University of Zagreb , 2017, p. 107-108Conference paper (Refereed)
    Abstract [en]

    Ethnography is a research method in which the researcher (1) engages in a social environment for a long period of time, (2) conducts regular observations of how the participants in this environment behave, (3) listens to and participates in the conversation, (4) interviews informants about phenomena that cannot be observed directly and about which the ethnographer is unclear, (5) collects documentary sources related to this group, (6) develops an understanding of the group’s culture and of human behaviour in the context of this culture, and (7) formulates a detailed account of this environment (Bryman 2016). This study is inspired by ethnographic methodology, where researchers reside within the environments, situations, and interactions they want to learn about. By observing what happens, listening to what is said, asking questions and collecting documents in the practice, the researcher can come to an understanding of the participantsʼ experiences. Adolescence is a unique period in which there is a high potential to influence and change both issues at school and drug abuse problems. However, it may require productive collaboration between professional in the social services and treatment centres and school staff. The environment at school can help create stability in a drug-abusing youths’ life, and the combination of education and treatment is a key factor necessary for these students to build independence. Much remains unknown about improving schooling for students with alcohol and drug problems and the factors involved should therefore be investigated. This study aims to identify and analyse (1) factors in practical and organizational work at senior high schools that are obstructive and promotive to students with alcohol and drug problems; (2) the circumstances teachers and other professional actors in the Swedish school system need to promote the success of students with alcohol and drug problems; (3) implications of school attendance for inclusion, learning, and change in these youths; and (4) implications for the identity construction of these young people related to school situations. By examining the details of the work done by professionals, the results from this study will provide missing knowledge about how to improve schooling for young people with alcohol and drug problems and how this contributes to their inclusion and participation in society. Our hope is that the study will identify conditions and opportunities needed to support young people with alcohol and drug problems in senior high school. Additionally, the information obtained will be used to develop a model for improved collaboration between schools, social services, and various treatment services to improve graduation rates for young people in the target group. In this specific target group, studies are lacking that identify factors that promote or obstruct such cooperation.

  • 3. Edin, Fredrik
    Exkluderande design2017Book (Other (popular science, discussion, etc.))
  • 4.
    Wahlgren, Paula
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Brottsprevention i straffvälfärdspolitikens tid: Samverkanstankens historiska rötter2019In: Nordisk Tidskrift for Kriminalvidenskab, Vol. 106, no 1Article in journal (Refereed)
  • 5.
    Wahlgren, Paula
    Stockholm University.
    De laglydiga: Om skolans brottsförebyggande fostran2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Politicians and scholars often frame schooling as one of society’s most important crime preventive measures. The object of the study is to examine and problematize the hopes and ambitions that have evolved around what the study conceptualizes as the crime preventive educational task of public schooling and its historical trajectory as articulated in government publications. Drawing on governmentality theory, the study focuses on the liberal conception of the autonomous and self-regulating subject, and how the liberal mode of government works through the governing of freedom. The study identifies three discourses on crime preventive education: The emancipatory (1970s onwards), the deterrence (late 1980s onwards) and the safety/security discourse (21st century). The discursive shifts identified are further analysed in respect to how i) the explanation of crime, and the relationship between the deviant and the law-abiding subject, ii) control and iii) freedom and responsibility, are conceptualized over time. The conceptualization of criminal behaviour goes from being caused by social deprivation, becoming instead a calculated rational act. Subsequently, the deviant is altered from a person in need of reintegration to a deterrent example and a risk. The problematization of control has a trajectory from being a matter of social control and integration, ending instead as a matter of risk control and prudentialism. The conceptualization of the kind of freedom and responsibility the crime preventive education should foster is also reframed, from a strategy to counter a lack of democracy and influence, to a way of making prudent citizens. In this, the notion of a collective responsibility has been superseded by a belief in individual responsibility. The key problematization vindicating the process has gone from how to integrate youths into a society in constant flux, to how to restore control if lost and how to protect a pre-given social order.

  • 6.
    Wahlgren, Paula
    Linnaeus University, Faculty of Social Sciences, Department of Social Work.
    Demokratifostran som brottsprevention2015In: Vägval i skolans historia, ISSN 2002-0147, no 2Article in journal (Other academic)
    Abstract [sv]

    När regeringens samordnare mot våldsbejakande extremism tidigare i år släppte ett undervisningsmaterial till skolor fick det stor uppmärksamhet.

  • 7.
    Wahlgren, Paula
    Linnaeus University, Faculty of Social Sciences, Department of Social Work.
    Polisen som fostrare: ett historiskt perspektiv2015In: The Past, the Present and the Future of Police Research: Proceedings from the fifth Nordic Police Research Seminar / [ed] Rolf Granér, Ola Kronkvist, Växjö: Linnéuniversitetet , 2015, p. 117-130Chapter in book (Other academic)
  • 8.
    Wahlgren, Paula
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Andersson, Robert
    Linnaeus University, Faculty of Social Sciences, Institute of Police Education.
    Brottslighet som socialt problem eller ordningsproblem?2018In: Manifest: för ett socialt arbete i tiden / [ed] Magnus Dahlstedt & Philip Lalander, Lund: Studentlitteratur AB, 2018, p. 151-161Chapter in book (Other academic)
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