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  • 1.
    Nilsson, Carina
    et al.
    Sunnerbo High School, Sweden.
    Svensson, Anette
    Fogde Preschool, Sweden.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Linnéuniversitetet, Kunskapsmiljöer Linné, En ifrågasatt demokrati. Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Pre-school teachers’ professional identity and multilingual children: An interactionist analysis of pre-school teachers’ practical work with multilingual children’s language development2023Ingår i: Cogent Education, E-ISSN 2331-186X, Vol. 10, nr 1, artikel-id 2194223Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this article was to re-examine the empirical research focused on the creation and recreation of pre-school teachers’ identity and their practices with multilingual children and language development. The analysis was based on empirical sequences from previously published qualitative analyses with the assistance of an interactionist perspective and earlier research revolving around the phenomenon of “social interaction and learning”. Pre-school teachers emphasised the significance of everyday practical interactions for language development and presented themselves as competent parties who build upon their knowledge via interaction with multilingual children. Thus, the interaction with multilingual children becomes a fundamental dimension of the pre-school teachers’ professional identity. The interactive dimension is important to the successful involvement and integration of multilingual children in the pre-school context and social pedagogical recognition of the identity of pre-school teachers who engage in practical work among these children.

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  • 2.
    Johnsson, Anna
    et al.
    Sunnadal Elementary School, Sweden.
    Blivik, Gerd
    Af Chapman High School, Sweden.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Linnéuniversitetet, Kunskapsmiljöer Linné, En ifrågasatt demokrati. Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Newly arrived parents and collaboration in Swedish school context: an interactionally and ethnomethodologically inspired analysis2021Ingår i: Education, ISSN 0013-1172, Vol. 141, nr 3, s. 127-144Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study is to analyse 1) newly arrived parents’ accounts of collaboration in Swedish school context and 2) depicted triads and alliance constellations presented during interviews with recently arrived parents regarding the collaboration in Swedish school context. The study’s analysis is based on secondary empirical material (empirical sequences from previously published qualitative analyses). Its analytical discoveries are presented as three themes: (1) collaboration identity through distancing, (2) invitation to collaboration alliance, and (3) home- and school-focused collaboration. Analysis shows that the parents dramatise the need for collaboration between teachers and parents and construct and reconstruct collaborative alliances and triads in their narratives. Members who appear in these interactions are parents, children, and teachers. In the parents’ narratives about the collaboration, a picture emerges of an invitation to teachers to form an alliance partnership. The alliance partnership seems to strengthen stability in the triad with the objective of creating a successful collaboration in the children’s best interests and to draw attention to the importance of parents’ participation in collaboration in the school context. Successful collaboration in the school context seems to be a basic prerequisite for the successful involvement and integration of parents from different ethnic backgrounds into general society.

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  • 3.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Linnéuniversitetet, Kunskapsmiljöer Linné, En ifrågasatt demokrati.
    Coherent triads and successful inter-professional collaboration: narratives of professional actors in the Swedish child welfare system2019Ingår i: Nordic Social Work Research, ISSN 2156-857X, E-ISSN 2156-8588, Vol. 9, nr 3, s. 235-249Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this study is to analyze how and when the professional actors within the Swedish child welfare system portray successful cooperation and determine which discursive patterns are involved in the construction of this phenomenon. The empirical basis for this study is formed by 147 recorded interviews with institution-placed youths, their parents, and different occupational categories within the social services and the Swedish National Board of Institutional Care. Analytical findings with the following themes are presented: (1) coherent vision triad, (2) coherent rhetorically accepted triad, and (3) coherent exclusive triad. The personal interactive aspect of cooperation among professional actors in the care of children is important for successful collaboration. This aspect also appears to be significant for producing and reproducing joint collaboration identities. However, joint collaboration identities and the coherence triad can limit the sphere of cooperation to the entities involved in the care of youths and the juvenile or his/her parents are left out.

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  • 4.
    Björk, Kaisa
    et al.
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Lindeberga-Sjöängen Preschool, Sweden.
    Danielsson, Eva
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Vasa Primary School, Sweden.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Linnéuniversitetet, Kunskapsmiljöer Linné, En ifrågasatt demokrati. Linnéuniversitetet, Kunskapsmiljöer Linné, Utbildning i förändring.
    Collaboration and identity work: a linguistic discourse analysis of immigrant students’ presentations concerning different teachers’ roles in a school context2019Ingår i: Review of Education/Pedagogy/Cultural Studies, ISSN 1071-4413, E-ISSN 1556-3022, Vol. 41, nr 1, s. 26-47Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study was to provide new understanding of teachers’ and immigrant students’ collaboration and identity work in a school context. Linguistic discourse analysis of immigrant student presentations of teachers’ different roles in a school context was based on empirical sequences from interviews in previously published qualitative analyses. The analysis was carried out with the help of linguistic discourse and previous research on the phenomena of ‘individual needs’, ‘dilemmas’, and ‘cooperation’. Analytical findings with the following themes are presented: (1) discursive presentation of disinterested and disrespected teachers, and (2) discursive presentation of active and strategic teachers. The discursive presentations of disinterested and disrespected teachers, and active and strategic teachers, painting a rhetorically charged picture of major challenges involved in teachers’ practical work with immigrant students. Implicit in these linguistic discursive representations is the portrayal of school teachers as both incompetent and competent actors, and students as competent actors. In this way, representations concerning school practice become a fundamental dimension in the creation and re-creation of students’ personal identities and teachers’ professional identities. Immigrant students occasionally create an interactive distance from categories upon which they depend in different ways and that are linked to the school context. Their identities are brought to the fore and preserved through both the distinction in relation to others and interactions with others (i.e., teachers, other students, and parents). The study provides an indication that recognition of identities is an important dimension for successful collaboration and learning in the school context.

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  • 5.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL).
    Observed successful collaboration in social work practice: coherent triads in Swedish juvenile care: [Observerad framgångsrik samverkan i socialt arbete. Samstämmiga triader inom svensk ungdomsvård]2018Ingår i: European Journal of Social Work, ISSN 1369-1457, E-ISSN 1468-2664, Vol. 21, nr 2, s. 193-206Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Syftet med denna studie är att analysera observerade situationer av framgångsrik samverkan även om dessa utspelas under kortare sekvenser av interaktion. Syftet är även att analysera hur och när aktörerna inom ungdomsvården i Sverige visar upp lyckad samverkan och vilka interaktiva mönster som är involverade i konstruktionen av detta fenomen. Den empiriska grunden för denna studie är 119 fältobservationer av organiserade möten samt informella träffar före och efter dessa möten, vid besök på institutioner i Sverige, socialtjänst kontor och Statens institutionsstyrelses huvudkontor. Det lyckade samarbetet har i denna studie definieras via markörer i det empiriska materialet där aktörer som tillhör minst tre olika kategorier framträder (samstämmigtriad). De professionella aktörerna kan också forma en samstämmig triad med ungdomar eller föräldrar som t.ex. i fall när tidigare konflikter aktualiseras under interaktionen. Genom att vissa professionella tar avstånd från andra professionella samarbetsparter kan konflikter suddas bort så att det skapas nya förutsättningar för samstämmighet i triaden. Konstruktion och rekonstruktion av framgång i samverkan är en ständigt pågående interaktiv process. Uppvisande av den rätta interaktionsmoralen skapas och återskapas i myriader av vardagsinteraktioner. 

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  • 6.
    Basic, Goran
    Linnéuniversitetet, Fakulteten för samhällsvetenskap (FSV), Institutionen för pedagogik och lärande (PEL). Lund University, Sweden.
    Successful Collaboration in Social Care Practice: Beneficial Success Points of Interest for the Young Person in Swedish Juvenile Care2018Ingår i: Journal of Comparative Social Work, E-ISSN 0809-9936, Vol. 13, nr 2, s. 56-77Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this ethnographic study is to analyse themes for ‘the successful collaborations’ that emerge from the study field notes on youth in Swedish juvenile care, and that can be interpreted as beneficial for these youth. These successful collaborations were observed, for instance, at meetings where the young persons were being discussed, and where an observer could distinguish planning for them that was carried out practically. The empirical base for this study is its total of 119 field observations/notes. The examples analysed reference a completed appointment for an eye test, a practical realization of active leisure, homework help and an internship placement that works. The coherence of three actors belonging to three different categories (coherent triads), and success points of interest that benefit the youth in the situation, create the image of a positive development for them. In this way, common identities of interplay that are useful for the young person are created and elucidated. The physical presence of the young person in these situations is an especially important theme for the ‘successful collaboration’. This study shows that trust and motivation are important aspects for a successful collaboration and inclusion of less powerful individuals and groups of individuals within a community. Young people discussed in this study receive confirmation of their identities by participating in the community, with a successful interaction between actors in juvenile care a prerequisite for successful involvement and integration.

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  • 7.
    Basic, Goran
    Lund University.
    Ethnic monitoring and social control: Descriptions from juveniles in juvenile care institutions2015Ingår i: Nordic Social Work Research, ISSN 2156-857X, E-ISSN 2156-8588, Vol. 5, nr 1, s. 20-34Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Previous research has emphasized the institutional racism in total institutions. Researchers have highlighted the importance of narratives but have not focused on narratives about ethnic monitoring and social control. This article tries to fill this gap by analysing stories related to descriptions of ethnic monitoring and social control as told by juveniles of non-Swedish ethnicity in Swedish juvenile care institutions. A juvenile’s ethnicity was highlighted by drawing attention to the staff’s monitoring and social control. Interviews elucidated the victimhood that non-Swedish juveniles portrayed in relation to the staff and/or Swedish juveniles. When juveniles of non-Swedish ethnicity described ethnic monitoring and social control, they generally distanced themselves from staff behaviour and portrayed a victim identity. In constructing their identity, juveniles sometimes used their ethnic background rhetorically when describing everyday situations in the institution. The juveniles portrayed a humiliated self through dissociation from the staff and through the descriptions that they were treated differently than Swedish juveniles.

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  • 8.
    Basic, Goran
    Lund University.
    A case of what?: Methodological lessons from a reanalysis of conflicts within Swedish Juvenile Care2013Ingår i: Journal of Comparative Social Work, E-ISSN 0809-9936, Vol. 8, nr 2, s. 222-250Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    “Collaboration” is generally portrayed as being beneficial to authorities, even if previous collaborative research shows that conflicts are common between authorities who are supposed to cooperate. What takes place when different actors in the collaboration meet in practice? And what is the best way to analyse this? In qualitative studies, it is often problematic to go from an exhaustive analysis of individual empirical instances to an overall picture of the context or phenomenon in which all instances taken together can be viewed as a case. Years of close engagement with the data may interfere with the analyst’s capacities and opportunities to contextualize a study more broadly and theoretically, and detailed knowledge about a range of situations in the field may make novel contextualizations difficult. This article discusses how to overcome such obstacles, using examples from a study about a “collaboration” project in Swedish youth care.

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