No description available.

Lärare, pedagoger, författare, forskare och myndigheter – i stort sett alla som har en yrkesmässig koppling till fritidshem – har olika tankar, idéer och tal om som formar och omformar diskurser gällande fritidshemmets didaktik. Fritidshemmet har numera ett skolnära uppdrag och ska komplettera skolan. Fritidshemmets pedagogiska verksamhet är dock något annat än skolans vilket även motiverar behovet av denna studie. En pedagogisk verksamhet som bidrar till att stimulera elevers lärande och utveckling av förmågor genom att ha fokus på deras intressen, behov, nyfikenhet och erfarenhet. Fritidshemmets unika verksamhet kan möjliggöra en större självständighet i såväl val av innehåll samt med andra medel och metoder än skolans generellt mer inrutade verksamhet. Syftet med studien är att ur ett diskursteoretiskt perspektiv undersöka hur diskursen gällande didaktik i fritidshem framställs i tolv lärosätens självvärderingar och Universitetskanslersämbetets tolv yttrande vid bedömning av kvaliteten på grundlärarutbildningar med inriktning mot arbete i fritidshem. Utifrån ett diskursteoretiskt perspektiv och en diskursanalytisk ansats studeras de diskursiva bilder som de olika institutionerna och myndigheten tilldelar begreppet didaktik i relation till undervisning i fritidshemmet och studenters blivande yrkesroll.Resultatet visar att det finns hegemoniska intentioner som riktas mot att förtydliga såväl didaktiken som den ämnesspecifika didaktiken i relation till fritidshemmets pedagogik. Examensmålet som uttalar att studenter specifikt ska visa förmåga att tillämpa sådan didaktik och ämnesdidaktik inklusive metodik som krävs för undervisning och lärande inom det fritidspedagogiska området och inom det eller de ämnen som utbildningen avser och för yrkesutövningen i övrigt blir en hegemonisk ekvivalenskedja i sig själv. Resultatet visar att begreppet didaktik beskrivs ur flera olika aspekter men vad som är fritidshemmets didaktik eller ämnesdidaktik redogörs inte mer än i ett fåtal antagonistiska exempel. Utifrån de analyserade texterna ger resultat ett den hegemoniska intentionen i att precisera didaktiken inte innebär att definiera begreppet utan snarare att beskriva på vilka sätt studenterna tillägnar sig denna didaktiska kompetens. / Teachers, educators, authors, researchers and authorities - virtually everyone who has a professional connection to School-Age Educare - have different thoughts, ideas and speeches that shape and reshape discourses regarding the didactics of the School-Age Educare. The School-Age Educare now has a school-based mission and will complement the school. The pedagogical activities are, however, something other than the school's needs, which also justifies the need for this study. An educational activity that helps to stimulate students' learning and development of abilities by focusing on their interests, needs, curiosity and experience. I believe that the School Age-Educare´s unique activities thus give children greater independence in both the choice of content and with other means and methods than the school's generally more structured activities do. The purpose of this study is to, from a discourse theoretical perspective, examine how the discourse regarding didactics in School-Age Educare is presented in twelve higher education institutions' self-evaluations and the University Chancellor's Office's twelve opinions when assessing the quality of primary teacher education with a focus on work in School-Age Educare. With a discourse theoretical approach, the discursive image that the various institutions and the authority give the concept of didactics in relation to teaching in School-Age Educare and students' future professional role is studied.The results show that there are hegemonic intentions aimed to clarify both the didactics and the subject-specific didactics in relation to the School-Age Educare pedagogy. The degree objective, which states that students must specifically demonstrate the ability to apply such didactics and subject didactics, including methodology required for teaching and learning in the School-Age Educare area and in the subject or subjects to which the education relates and for professional practice in general, becomes in itself a hegemonic chain of equivalence. The results show that the concept of didactics is described from several different aspects, but what the didactics of the School-Age Educare or subject didactics are, is not reported more than in a few antagonistic examples. The hegemonic intention of the University Chancellor's Office as an authority in specifying didactics does not mean defining the concept but rather describing the ways in which students acquire this didactic competence.

In this study I search for the real understanding of the Lauclanian concept of ”populism” from both the viewpoint of William Connollys essentially contested concepts and the conceptual historian Reinhart Koselleck. My starting point for the analysis takes its inspiration from the more contemporary notion of ”constructing the social” but tries to focus on a result that can be free from the highly abstract discourse theory put forward by Ernesto Laclau and Chantal Mouffe. The result is a peculiar paradox in which the concept of populism reconstructed by Laclau not only is contested but contested in such way that even the meaning of the word could lose its contextual use in place of another – the political. At the same time, the concepts favorability through a more common usage (or in Koselleckian terminology, its more democratized meaning) must be acknowledged, and in relation to the leftist political parties that uses this theoretic, strategic and analytical conceptual category it instead becomes much clearer why its usage is applied but also favoured by Laclau. It could be said that it is the most effective concept in determining the strategic discursive landscape and to shape it in favour of a future left-wing populist movement. At the same time, the concepts claim of being more democratic is not entirely as convincing in regard to the signifier that must be as empty as possible to fulfill the populistic demands of its political subjects. This means that its value entirely comes from the political subjects meaningful projection, and in one way only can be said to engage with these subjects through the channeling of the already expected dissent and disaffection of the people behind the discursive and overdetermined identities.

The aim of our study was to examine social work students’ career motives to apply for social work studies and conceptions about their future career in relation to their gender and compare it with the gender distribution for the most and least coveted jobs. The study was based on a quantitative method with two web-surveys, one distributed to social work students at Linnéuniversitetets two centres of learning in Kalmar and Växjö. The other web-survey was distributed to department and unit managers for a middle sized municipitality. The results were analyzed using Hirdman’s theory of gender contracts, Connell’s theory of hegemony and the career paths Kullberg describe. Our results show the career paths male social work students prefer are vertical and for female students horizontal. The result also shows that male students get their study choice questioned more often than female students. The results also indicate that female students prefer to work close to clients (or social work users) whilst men tend to want work as managers.

Syftet med vår studie är att undersöka hur manliga lärare ser på maskuliniteter och om manliga lågstadielärares syn på maskulinitet och praktiker i relation till dessa skiljer sig från manliga gymnasielärares. Studien är kvalitativ och baseras på semistrukturerade intervjuer med fem lågstadielärare och fem gymnasielärare. Teorin som genomgående appliceras i analysen är Connells teori om hegemonisk maskulinitet som används för att synliggöra hur hegemoniska ideal påverkar lärarnas förhållningssätt till maskulinitet och femininitet. Goffmans teorier rörande roller och personliga fasader används för att synliggöra hur lärare möter krav på maskulinitet i lärarrollen, och slutligen används Goffmans teori om stigma i analysen.  Studiens resultat visar att det finns likheter och skillnader mellan lågstadielärare och gymnasielärare, samt inom respektive grupp där samtliga lärare resonerar på olika sätt. Hos lågstadielärarna hittar vi större krav på mjukare maskulinitet i yrkesrollen jämfört med gymnasielärarna. Dock delar de flesta lärare en positionering av underordning till hegemoniska ideal då de på olika sätt praktiserar och/eller lär ut mjukare maskulina ideal. Komplexitet i förhållningssätten till maskuliniteter är synlig i vårt slutresultat då positionering gentemot hegemoniska ideal inte är statisk, utan något som förändras beroende på vem läraren interagerar med, där maskulinitetspraktiker sker utifrån elevernas behov.

The significant growth of the social media platform TikTok over the past years has led to trends being evoked on the platform. One trend, of which this study explores, is content related to ideals of masculinity that includes how men can change themself to become successful and achieve wealth. This study “Boys focus on girls, men focus on money – A qualitative analysis of masculinity ideals on TikTok” aims to disclose how TikTok’s recommendation algorithm contributes to create and maintain ideals of masculinity on the platform, as well to identify discourses within the content of this ideal to gain an understanding on how they may affect gender norms from a societal aspect. This study finds that TikTok’s recommendation algorithm is able to create and maintain an ideal of masculinity by recommending content to the user that is sorted by patterns within the type content of which the user engages with. Three identified patterns that relate to content within the ideal of masculinity that we explore on TikTok are wealth, lifestyle change and motivation as well as world view. These three identified patterns conclude norms within these ideals of which we further research to enlighten the contents discourses. The analysis of these norms from a discursive perspective found that the ideal of masculinity on TikTok is established on men being expected to achieve institutional power and authority. This is problematic from the perspective of male supremacy and female subordination in an historical context of gender norms.

Många människor använder sig idag av olika sociala medier som sin främsta utgångspunkt för information och kommunikation. Bland de sociala medier som används mest har TikTok kommittill att bli en av de mest populära, främst bland den yngre publiken. Innehållet på TikTok har kommit till att bli ett nav för delvis humor och underhållning, men å andra sidan opinionsbildning och åsiktsspridning. Eftersom TikTok är en sådan ny plattform finns det stora forskningsluckorkring mediets funktioner och hur dessa funktioner kan användas för att sprida budskap av alla olika slag. Detta resulterar i spridning av åsikter som inte alltid är hälsosamma. Ett ämne som har på senare tid fått stor spridning på plattformen är kring vad det är att vara “man” idag. Det finns många studier om maskulinitet, men forskning om maskulinitet på TikTok är bristande. Denna studie är därav ämnad till att undersöka hur åsikter kring maskulinitet kan konstrueras i plattformens videomaterial. I denna studie analyserade vi, sammantaget, sex olika videoklipp från TikTok med hjälp av en multimodal kritisk diskursanalys. Den kvalitativa textanalys metoden valdes för att ge oss möjlighet till att analysera och utvinna så många olika visuella och auditiva komponenter i videoklippen somvi ansåg vara relevanta och på så sätt hitta underliggande konnotationer i allt från kroppsspråk till musikval. Vi analyserar videoklippen utifrån ett teoretiskt ramverk som består av bland annat representation, stereotyper och hegemoni. Vårt resultat gav oss två diskurser; Hotad maskulinitet och Maskulinitet som ett spektrum, som presenterar sambanden i vårt material. Det gav oss en ökad insikt om hur TikTok material konstruerar och reproducerar maskulinitet genom semiotiska resurser grundade i hegemoni. De åtskilda trenderna har en tendens att försöka positionera den motsvarande representationen av maskulinitet som överlägsen gentemot andra. Det konstrueras ytterligheter för att visa på rätt och fel. Slutsatsen är att konstruktionen av maskulinitet grundar sig i samma stam, men växer sig ut i olika förgreningar. Vår studie bidrar till insikt kring hur toxisk maskulinitet reproduceras genom TikTok, likt genom andra plattformar, och förhoppningsvis kan insikterna förebygga att detta mönster fortsätter att froda. / Many people today use various social media as their starting point for information and communication. Among the most used social media, TikTok has developed into one of the most popular, mainly among the younger audience. The content on TikTok has come to be a hub for partly humor and entertainment but on the other hand for advocacy and opinion spreading. Because TikTok is such a new platform, there are large research gaps around the medium's functions and how these functions can be used to spread messages of all different kinds. This results in the spread of opinions that are not always healthy. A topic that has recently been widely spread on the platform is about what it is to be a "man" today. There are many studies on masculinity, but research on masculinity on TikTok is lacking. This study is therefore intended to investigate how opinions about masculinity can be constructed in the platform's video material. In this study, we analyzed six different videos from TikTok using multimodal critical discourse analysis. The qualitative text analysis method was chosen to allow us to analyze and extract as many different visual and auditory components in the clips as we thought relevant and thus find underlying connotations in everything from body language to music choices. We analyze the clips based on a theoretical framework that consist of, among other things, representation, stereotypes and hegemony. Our result gave us two discourses; Threatened Masculinity and Masculinity as a Spectrum, which present the connections in our material. It gave us an increased insight into how TikTok material construct and reproduce masculinity through semiotic resources grounded in hegemony. The separate trends tend to try to position the corresponding representation of masculinity as superior to others. Extremes are constructed to demonstrate right and wrong. The conclusion is that the construction of masculinity is based on the same stem but grows in different branches. Our study contributes to insight in how toxic masculinity is reproduced through TikTok, much as through other platforms, and hopefully the insights can prevent this pattern from continuing to thrive.

The title of this study is Blues & the Political: Identity, Conflict & Feminist Resistance in the Stockholm Informal Blues Music Network. The aim of this study is to examine struggles over power, the construction of identity and the role of the meanings of blues within the Stockholm blues music network from a feminist and intersectionalist perspective. The overarching research question is how the informal network could be seen as political in the sense of a societal struggle over power. Three major power struggles were identified in the interviews with white female blues musicians.   The first struggle takes place between female musicians and older men where conflicts about representation, recognition and authenticity are articulated. A major conflict is about how the blues should be played. Most of the interviewed musicians see themselves as playing modern blues, whereas the older men mostly are portrayed as “organizers”, “blues police”, or “puritans” with a conservative view of blues, and thereby discursively excluding the blues women from the genre, causing negative affect, mostly expressed by cursing. Especially younger blues women are contesting the concept of blues as a twelve-bar structure. Paradoxically, they all partly see it as a very significant element of blues, which indicates a masculine hegemony influencing their minds. Feminist resistance is expressed through irony, anger, debate, lyrics, and performance. Two out of seven musicians do not express a feminist ideology and several express fatigue and resignation. One of them, however, said that taking to the stage is almost enough as a form of resistance. In this way all musicians are ‘claiming space’.   The second power struggle takes place between younger and older musicians, where the younger ones can be seen as part of reproducing a hegemonic masculinity rendering the older blues women invisible. The third struggle concerns cultural appropriation. Black female musicians are said to be not good enough, not welcome because of critique of cultural appropriation or excluded because of their association with jazz, as the white musicians construct jazz as opposed to blues. Although the younger musicians partly express feelings of understanding towards their opponents and there is consensus about the importance of representation in general, the older blues women are more inclined to see accusations of appropriation as racism.

This study aims to investigate and analyse the knowledge gap between the Swedish high school and geography syllabus, on one hand, and scientific research on the other. This study is emphasizing on the need for a future-oriented approach in the Swedish curriculum, which is needed to address future challenges. In this study the focus is directed towards climate and environmental education, where sustainable development is a key component of the current geography syllabus, in contrast of scientific research where climate emergency and the geological epoch Anthropocene makes the current knowledge. Utilizing discourse analysis to examine factors such as the underlying values, roles, and power of actors in the shaping process of educational documents, such as the policy and educational documents. The study is conducted in two sub-studies which will be conducted separately and later being compared to each other. The results of the two sub-studies revealed an existing knowledge gap and revealed the influence of politics and science on values, shaping attitudes by education. By applying Lindes (2021) curriculum codes, the analysis indicates a prevalence of the political code in the current curriculum, while Spratt´s (2022) scientific research aligns with the scientific-rational code.  The conclusion drawn from this study is that an updated curriculum is essential to transform attitudes towards climate and environmental issues. The discourse analysis of the current curriculum emphasizes the prioritization of values over current knowledge, which has contributed to the planetary crisis that science has identified as a climate emergency.

Syftet med studien var att undersöka hur supporterklubbarna till SHL-föreningarna ser på hanteringen av dem för att vidare koppla det till den kommersiella riktningen SHL-föreningarna innehar. För att svara på syftet har två frågeställningar uppkommit i form av 1) Hur upplever supporterklubbarna i SHL att deras respektive ishockeyföreningar behandlar dem? Och 2) Vilka likheter och skillnader finns det mellan olika SHL-föreningars hantering av supportrarna? Informationsinsamling skedde genom semistrukturerade intervjuer av respondenter aktiva inom supporterklubbar. Den analysmetod som vidare användes var tematisk analys och där uppkom tre huvudteman i form av 1) kommunikation, 2) generellt supporterskap och 3) supporterklubben och föreningens förhållande till varandra. I den genomförda analysen följdes de teoretiska ramverken McDonaldisering och hegemoni med kopplingar till den tidigare forskningen och informationsinhämtningen. Resultat som framkom under studien var att för att de mjuka värdena hos supportrarna skall uppnås behöver de känna sig hörda och respekterade vilket visar på vikten av en fungerande kommunikation mellan supporterklubben och SHL-föreningen. Vidare uppkom resultatet att de supporterklubbarna som har en god kommunikation och relation med SHL-föreningen har en ökad förståelse för de kommersiella besluten. / The purpose of the study was to investigate how the supporters' clubs of the SHL associations view the management of the supporters in order to further connect it to the commercial direction of the SHL-associations. To answer the purpose, two questions have arisen in the form of 1) How do the supporter clubs in the SHL feel that their respective ice hockey associations treat them? and 2) What similarities and differences are there between different SHL associations' handling of the supporters? Information collection took place through semi-structured interviews with respondents active in supporter clubs. The analysis method thematic analysis was used where three main themes in the form of 1) communication, 2) general supportership and 3) the relationship between the supporters' clubs and the association emerged. In the conducted analysis, the theoretical frameworks of McDonaldization and hegemony were followed with connections to the previous research and information gathering. Results that emerged during the study were that in order for the soft values of the supporters to be achieved, they need to feel heard and respected, which shows the importance of a functioning communication between the supporters' club and the SHL-associations. Furthermore, the result emerged that the supporter clubs that have a good communication and relationship with the SHL-associations have an increased understanding of the commercial decisions.