En antologi med skönlitterära texter av studenter på C-nivå i ämnet Kreativt skrivande.

This is a study of students’ meaning making in web-based higher education courses. Conditions for students meaning-making change when interaction technology is used to support educational practices. Widened Participation policy activities often use web-based programs to attract “new” groups of more experienced students. The study used a communicative approach and focused on how previous experiences influenced actions and meaning making when students encountered challenges related to course objectives. Mediated Discourse Analysis was used to analyse asynchronous communication in 10 groups during 18 weeks of a 4-year part-time distance education program, training childminders for a Bachelor of Education, specialising in early childhood.  Appearances of meaning-making were traced to changes and breaks in student communication and presented as themes of orientations of actions namely:  • participation, the manifestation of presence, engagement in course work and the creation of space for engagement  • positioning, the creation of a student identity, the organisation of work, and the construction of a group culture  • reference, the orientation actions took in a nexus of practices. Where did students go for examples and to challenge theoretical concepts? • changing experience is a collection of moments of reification, when students came to make realisations of relevance to subject and task.  This study tells an alternative story to research on web-based education stating difficulties to achieve in-depth communication. The mediated environment offered strength for meaning-making and knowledge building as time, in the opportunity to develop new perspective through thinking and in encountering concepts again and again. As numbers, in the necessary impact of other’s experiences. And as distance, provided by the shift of actions in asynchronous communication, forcing thoughts into written language and making them accessible for reflection and criticism. If we are serious about widening participation we should regard students not only as numbers but instead as a valuable resource that may contribute to change in education. In this context, the combination of new groups of students and web-based scenarios provides future avenues for an informed pedagogical approach to higher education.

The purpose of this dissertation is to analyze the People’s House in Bromölla as an arena for a plebeian public sphere. More specific, the analysis revolves around how the labour movement created a plebeian public sphere, the construction of the very arena and the activities there, including study circles, labour library, theatre plays, film showings, dance evenings and other amusements as parts of adult education among the working class people. It also comprises examinations of the labour movement’s acting in the local political arena, the labour movement’s connections with the local bourgeoisie on matters concerning politics and the People’s House. The main theoretical perspective is based on Jürgen Habermas’ theory of bourgeois public sphere, reformulated to a plebeian public sphere.

The adult education in study circles mainly focused on subjects related to the work in the local politics and in the trade union, i.e. for the activities in the public sphere. These parts of the adult education were primarily a matter for the male part of the labour movement. This mirrors the situation in politics and in the trade union, where foremost men were engaged. Beside the trade union and political studies, subjects like Swedish, English, Esperanto, mathematics and literature were common. From time to time socialism and Marxism were studied. The women mainly studied humanistic subjects with individual development and hold thus the vision of the education ideologists within the labour movement. In the 1940’s the study circles decreased, and finally, in the end of the 1950’s almost ceased. Despite this the education did not cease, but were replaced by music, singing, dancing and machine sewing courses arranged by commercial companies and aesthetic associations.

The People’s House was from the beginning open even for associations outside the labour movement. In the 1940’s and, in particularly, the 1950’s the People’s House became an assembly hall for a huge range of associations. Among the tenants were Free Church parishes, athletic associations, hobby associations, temperance societies, political parties from left to right, trade unions, authorities, companies, and the municipal of Bromölla. People’s house was also a place for wedding and birthday celebrations and other private parties. Among the more frequent tenants were Free Churches and music, singing and athletic associations, beside Bromölla municipal, which were a permanent tenant, for instance for the municipal library. The amount of associations from outside the labour movement among the tenants exceeded for some years in the end of 1950’s the labour movement’s meetings.

This cross class policy was a conscious strategy by the People’s House association, in order to be a cultural institution for all inhabitants in Bromölla. The municipal council of Bromölla was even a part of this policy when subsidizing the People’s House association. It was in accordance with the cross class and consensus policy which the social democratic movement by this time was an exponent of. The People’s House in Bromölla was thus an arena not only for the labour movement, but also for the entire society.

The family firm sector is volatile due to for example challenges associated with management and ownership succession. Family businesses in Sweden, as well as globally, make an important part of the economy. It is well known that successions are critical transition processes for these firms. While this problem has been approached mainly as an internal managerial or financial challenge, this dissertation discusses the social dimensions of how successors transform family firms and especially personal networks during successions. Triads are used to create understanding for succession processes; the successor and the C.E.O. always contribute to triads. The third (wo)man is another family member, a co-worker, or an external actor, frequently a customer. To make sense out of the triad, one must understand the individuals and their relations. Particularly the relation between the C.E.O. and the successor is being analyzed. Further internal and external relations and how they are being transferred and transformed in a triadic context during successions provide a context for the triads and are considered as well.

Accounts from four Swedish manufacturing family firms and their business partners show that the C.E.O.’s personal network infiltrates the environment, both internally and externally, and that the successor must earn trustworthiness to be able to transform the companies and the C.E.O.’s network. The trustworthiness seems to be easier to create on an external arena where the C.E.O. is not present. On that arena the successors can build their own platforms from where they can conquer other relations. It appears that the successor first has to show capability of creating their own external business relations before they can transform the existing internal and external network. Successors should also focus on working, for the family business, in new projects that contribute a new competence to the firm. When a family business is transformed identity development is crucial. The “child” must change its identity from being the next generation to be an obvious C.E.O. on own merits.

Keywords: family business, succession, trust, relation, triad, network, identity

Abstract

Olsson, Karin (2009). Den (över)levande demokratin. En idékritisk analys av demokratins reproducerbarhet i Robert Dahls tänkta värld. (Sustainable Democracy. Exploring the Idea of a Reproducible Democracy in the Theory of Robert A. Dahl). Acta Wexionensia 185/2009, ISSN: 1404-4307, ISBN: 978-91-7636-677-6. With a summary in English.

Everybody loves democracy. The problem is that while everybody calls himself democratic, the ideal form of democracy is hard to come by in the real world. But if we believe in democracy and believe that it is the best form of government, I argue that we should try to design a theory of democracy that is realisable – and reproducible. This thesis, then, focuses primarily on the question whether we find support in democratic theory for an idea of a self-reproducing democracy. It proceeds by means of an investigation of Robert A. Dahl’s theory of democracy. He is one of the most well-known and highly regarded theorists in the field of democratic research, whose work covers both normative and empirical analysis.

When analysing the reproducible democracy, I argue that it is essential to study both normative values and empirical assumptions: the values that count as intrinsic to democracy, the assumptions that are made about man, and the institutions that are needed for the realisable and reproducible democracy. In modern social science man is often pushed into the background. This is also the case in theories of democracy, even though man (the individual) is the one who has the right to vote, the one who has the autonomy to decide – the one who has to act democratically in order to preserve democracy.

The study yields the following findings. First, in Dahl’s theory political equality and autonomy come out as intrinsic values. Second, the assumptions made about man show that even if he seems to be ignored, he is always present. When Dahl construes his theory, he does it with full attention to man’s qualities, interests, manners of acting and reacting, and adaptability to the values of democracy. Third, the institutions needed to realise and reproduce democracy go further than the institutions of polyarchy. They need support from the judicial system, political culture, education and the market. Fourth, when it comes down to making democracy work and reproducing democracy, Dahl puts the full responsibility on man as he is not willing to allow too rigid constitutional mechanisms. Fifth, even though Dahl puts the emphasis on the empirical situation of the real world, he does not alter his normative ideals in order to make the theory more adaptive. For him, political equality and autonomy are imperative demands, too important to alter. And the only way to get full procedural democracy is to trust the democratic man.        

The usage of biofuel as well as wood fuel has increased in Sweden and all of Europe during recent decades, and there are several reasons to believe that this increase will continue. An important reason for this increase is that the environmental and climate problems caused by fossil fuels are becoming even more evident. By replacing fossil fuel with biofuel, the problem of emissions from, among others carbon dioxide and sulphur compounds can be alleviated. However, substitution requires in many cases high quality processed biofuel. An early stage in the processing of biofuel is drying. Previous work treats the possibility of drying wood fuel in an efficient and environmentally sustainable manner.

This thesis studies the bed drying technique, conducted both experimentally and through modeling of the drying process. The experimental work is based on continuous temperature measurements in the fuel bed and provides characteristics of the drying zone that develops in the bed during drying. The character of the drying zone is affected by both the qualities of the fuel and the operating parameters, and is decisive regarding the possibility of making the drying more efficient, i.e. optimize the usage of energy and produce a fuel with low and homogeneous moisture content.

A mathematical simulation model has been developed to increase the understanding of bed drying. The model is based on fundamental physical principles and is made up of five differential equations that describe vapor flow, air flow, the fuel’s moisture content, and the bed’s pressure and temperature. The modeling work complements the experimental work and a simulation of the temperature distribution, pressure and the drying zone’s dispersion is in agreement with the experimental result.

The drying of wood can signify an environmental and human health risk, since volatile organic compounds (VOC) are emitted during drying. The thesis studies these emissions with regards to type and quantity. The measurements show that the majority of the emitted compounds from Norway spruce and Scots pine are volatile monoterpenes, but also that other compounds are emitted, especially higher terpenes. Further, major differences between how the compounds are emitted and the quantities of the emitted compounds from heartwood and sapwood are shown. There are also large differences between types of wood, i.e. spruce and pine. It can be stated that both emission rate and total amount of emitted compounds increase with an increase in temperature.

To reduce VOC emissions, the drying temperature should be maintained low. To develop an efficient bed drying process for wood biofuels, additional parameters must be analyzed further and weighed against each other. Based on the experimental method and the simulation model presented here, the drying can be optimized towards a more efficient use of thermal energy and a low and even moisture content in the dried biofuel.

This thesis concerns the mediation of history in a public arena in society, namely in historical exhibitions in museums. The foci of the thesis are exhibitions on migration history, cultural encounters, “Us” and “the Others”, and in particular how relations based on the principles of class, gender and ethnicity are mediated. The research concerns two exhibitions – "Afrikafararna" (The Travellers to Africa) and "Kongospår" (Traces of Congo).

In this thesis museums are viewed as arenas for public education and meaning-making. It explores how the historical contents as well as the forms of mediation in the exhibitions correspond to the task of promoting democracy that has been assigned to Swedish museums. This task is expressed in the intentions of the respective museums, in the general policies on culture and also in the policy documents for schools. Therefore the thesis also explores how pupils and teachers understand the mediation of history and use the museum as a source for learning.

Exhibitions are regarded in this thesis as mediation processes of history. Three distinct phases can be seen in this process – the phase of production, the phase of mediation and the phase of reception. People connected to the different phases, such as curators, producers, museum educators, and pupils, have been interviewed. These interviews show how conditions, convictions and scope for action influence how the stories of migration and cultural encounters are told and understood. The contents of the exhibitions are analysed from a perspective of class, gender and ethnicity. Furthermore, the limitations and possibilities for the visitors to intensify their historical consciousness are discussed.

The study shows how economic conditions and access to historical source material influence the way history is mediated, but also, and to a very large extent, convictions on pedagogy and concepts of history among museum staff. The latter two are determining factors when it is made clear that the way the historical source material is used results in the fact that history is mediated in a way that does not correspond to the intentions and goals to promote democratic values, such as equality, and active democratic readiness for action.

The study shows that the exhibitions in question mediate patterns of subordination and asymmetrical relations between women and men and between Swedes/Scandinavians and Africans in their mediation of history. There are sometimes very distinct lines between “Us” and “the Others”. One of the exhibitions offers more space for individual meaning-making and reflection than the other, however, because of its problematization of the occurrence of African artefacts in Scandinavia and because there are more stories and more voices in the exhibition.

The interviews with teachers and pupils show that the visits to the exhibitions are often isolated events that are rarely incorporated into the students’ education in a prolonged theme or perspective. Several students uncritically accepted the mediation in the exhibition, others were provoked and challenged, but the students had little opportunity to discuss these experiences in either the museum or in school. In summing up, several of the results of the analysis show that the mediation of history in the exhibitions cannot be described as corresponding to the demands of a democratic conception of education.