The study aimed to examine a deeper understanding of social workers´ perspective on identifying and asking questions about violence exposure within Intimate Partner Violence, using the theory of street-level bureaucracies with a focus on agency and knowledge and an intersectional perspective. The study is based on qualitative semi-structured interviews with eight professional social workers from Personal and family counselling services in a medium and small municipality in southern Sweden. The results indicate that social workers recognize symptoms and signs of violence exposure that appear in different ways in both children and adults. Adequate knowledge and ongoing education are considered essential for identifying and addressing violence exposure. The implementation of routines and guidelines varies and there are only general procedures for handling violence cases in all organizations, not specially for identifying or inquiring about exposure to violence. The theoretical framework highlights the social workers´ autonomy is challenged by the need to harmonize client needs with organizations goals when identifying and asking questions about violence exposure. Through the awareness of an intersectional perspective, the results reveal that social workers´ with adequate knowledge and ongoing education can decrease the possibility of subjective assessments and acknowledging that victims of violence have diverse needs and should not be categorized as a homogeneous group. / Denna uppsats ämnade att skapa en djupare förståelse för socialsekreterares perspektiv av att identifiera och ställa frågor om våldsutsatthet i våld i nära relationer, med hjälp av teorin om gräsrotsbyråkratier med fokus på handlingsutrymme och kunskap samt ett intersektionellt perspektiv. Studien grundar sig på kvalitativa halvstrukturerade intervjuer med åtta yrkesverksamma socialsekreterare som arbetar inom individ – och familjeomsorgen i en mellanstor och mindre kommun i södra Sverige. Resultatet visar att socialsekreterare identifierar symtom och tecken på våldsutsatthet som uppträder på olika sätt hos barn och vuxna. Adekvat kunskap och vidareutbildning bedöms nödvändigt för att identifiera och ställa frågor om våldsutsatthet. Tillämpande av rutiner och riktlinjer är varierande och det finns endast generella rutiner och riktlinjer för hantering av våldsärenden i alla verksamheter och inte specifika sådana för att identifiera och ställa frågor om våldsutsatthet. Det teoretiska ramverket synliggör socialsekreterarens handlingsutrymme som utmanas av att harmonisera klientens behov med organisationens mål gällande att identifiering och ställa frågor om våldsutsatthet. Genom en medvetenhet om ett intersektionellt perspektiv visar resultatet att socialsekreterare genom adekvat kunskap och vidareutbildning kan reducera möjligheten av subjektiva bedömningar och förståelsen för att våldsutsatta har olika behov och inte bör kategoriseras som en homogen grupp kan uppnås.

This diploma thesis presents the concept of lifelong learning as an ambitious political project born in the field of international organisations at the beginning of the 1970s which now reaches far beyond the borders of national states and education policy. The sphere of education still remains the responsibility of national governments, however, even here strong globalising tendencies have occurred since the 1990s, as a result of which the national policy is more and more being influenced by supranational institutions. Although the concept of lifelong learning now serves as a common framework, it has been interpreted differently during its evolution and a consensus on what it exactly means and how it should be put into practice still does not exist. Based on analysis of key documents, this thesis aims to compare the view of lifelong learning held by the international organisation UNESCO with that of OECD, as two distinctive perspectives on this issue. The comparison draws on Rubenson's model (2004), which examines lifelong learning through three key categories representing the main actors of social life - the state, the market and civil society. As this topic has not been widely explored in the Czech Republic, this thesis aims to present a complete overview, including a critical assessment of both...

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This dissertation explores the types of professional communities that are built when teachers work in initiatives that, in various forms, link them to teachers from other countries. In doing so it explores the types of knowledge that may be exchanged by the building of these communities and the value that teachers put upon these different forms of knowledge. Therefore, this study is situated in the broad theoretical context of discussions related to the building of professional communities but explores this within a specifically international context. The most significant findings that this dissertation identifies are: that the teachers involved built the professional communities that are most important to them in more exploratory ways and with more agency than is suggested by other related research, and in connection to this that those professional communities that the participants attached most significance to were consistently alternative to the immediate workplace. It was also found that whilst the teachers involved in this study problematised the possibility of directly transferring specific classroom strategies, stories about teaching were seen by all to be useful vehicles for exchanging other forms of knowledge, for enabling affirmation and for co-constructing moral purpose. These findings have potential implications for policy and practice as they indicate that structures that focus exclusively on developing communities within schools may need to be enriched by those that provide teachers with the flexibility to discover and build communities in alternative ways too. The primary data collection method used when conducting this research was interview. The participants who were interviewed came from two countries, namely England and Macedonia. This entirely qualitative approach is positioned within an interpretivist paradigm. However, it is argued that contributions to theoretical debates regarding the nature of professional communities can still be made.

This thesis questions a series of assumptions concerning the nineteenth- and early-twentieth-century modernization of European spaces. Current scholarship tends to concur with essayistic texts and images by contemporary intellectuals that technological and organizational developments increased the freedom of movement of those living in western-European societies, while at the same time alienating them from each other and from their environment. I assess this claim with the help of Dutch travel egodocuments such as travel diaries and letters. After a prosopographical investigation of all available northern-Netherlandish travel egodocuments created between 1500 and 1915, a selection of these documents is examined in greater detail. In these documents, travellers regarded the possession of identity documents, a correct appearance, and a fitting social identity along with their personal contacts, physical capabilities, and the weather as the most important factors influencing whether they managed to gain access to places. A discussion of these factors demonstrates that no linear increase, nor a decrease, occurred in the spatial power felt by travellers. The exclusion many travellers continued to experience was often overdetermined. The largest groups affected by this were women and less educated families. Yet travellers could also play out different access factors against each other. By paying attention to how practices matched hopes and expectations, it is possible to discover how gravely social inequities were really felt by travellers. Perhaps surprisingly, all social groups desired to visit the same types of places. Their main difference concerned the atmosphere of the places where the different groups felt at home. To a large degree this matched travellers' unequal opportunities. Therefore, although opportunities remained strongly unequal throughout the period, this was not always experienced as a problem. Also, in cases where it was, many travellers knew strategies to work around the obstacles created for them.