Syftet med studien är att uppmärksamma, förstå samt öka kunskapen om funktionen och meningen med skolans rast. På så vis bidrar studien till ökad kunskap kring såväl barns perspektiv och vilket handlingsutrymme de såväl skapar som nämner som meningsskapande. Genom att använda etnografi som vetenskaplig teknik avser studien belysa rasten utifrån aktiviteter och handlingar som sker.   Utifrån 50 timmars deltagande observation under en skolas förmiddags- och lunchraster består empirin av fältanteckningar, inspelade intervjuer och samtalspromenader . Data har från studiens början producerats under bearbetning, tolkning och analys av materialet. Utifrån denna har tre områden synliggjorts i såväl observationer, intervjuer och samtalspromenader. I studien redogörs detta för under följande rubriker: Skillnader i handlingsutrymme mellan flickor och pojkar,  Utemiljöns betydelse  för barns aktörskap och Vuxnas normer versus barns normer.   Studiens resultat lyfter fram viktiga aspekter av hur barnen själva uppfattar sitt aktörskap och handlingsutrymme utifrån rastens kontext genom sina berättelser och de observationer som genomförts. Resultatet visar skillnader i agerande och handlingsutrymme utifrån kön, där flickor uttrycker ett tydligt behov i att få förhandla kring vad som ska göras under rasten. Naturliga inslag i utemiljön som träd och buskar får en större betydelse och påverkan för barns meningsskapande än rastaktiviteter. Vuxnas normer versus barnens normer skapar hinder för det handlingsutrymme som barnen har behov av, framförallt när det gäller vissa former av lek och regelsättande men resultatet visar även skillnader i hur vuxna förhåller sig till skolans rast kontra hur barnen vill att de vuxna ska agera. / The purpose of the study is to pay attention to, understand and increase the knowledge of the school's recess. In this way, the study contributes to increased knowledge about both children´s perspective and what room of action they feel they have and need in order to create meaning. By being inspired and by using ethnography as a method, the study aims to highlight the recess based on activities and actions that take place  Based on 50 hours of participant observation during one school's morning and lunch breaks, the empiricism consists of field notes, interviews and walk-and-talk sessions. Data has since the beginning of the study been produced during processing, interpretation and analysis of the material. The process has made three areas visible in both observations, interviews and conversation walks. The study describes this under the following headings:  Differences in space of action between girls and boys, Environmental importance for the children’s agency and Adult norms versus children's standards.  The findings of the study highlight important aspects of how the children themselves perceive their agency and room of action, based on the context of the recess through their own stories and the observations made. The result shows differences in behavior and space of action based on gender, where girls express a clear need to negotiate what to do during the recess. Natural elements in the outdoor environment such as trees and shrubs have a greater significance and impact on children's meaning creation than adult controlled recess activities. Adult norms versus children's standards create barriers to the room for maneuver that the children need, especially when it comes to certain forms of play and regulation, but findings also show differences in how adults relate to the school's recess versus how the children want the adults to act.

According to the Conventions on the Rights of the Child, children have the right to make their voices heard and express their opinion in situations concerning them. With this paper the authors have chosen to explore social worker’s view’s on children’s participation and influence, and how these are manifested through the entire case process. The focus in this study has also been the positive and negative effects the children’s influence may have. To investigate this, a qualitative study using semi-structured interviews has been conducted. The interviews of social workers has shown that children have influence, but the extent may vary due to various factors. There are different perceptions of what participation and influence really relate, something that both the interviewed social workers and previous research has pointed out. In doing so, it may be of great importance that social workers continue to talk about children's influence, as well as developing new and more effective methods to make children more involved and give them more influence. This is especially important because of the devastating effects it can have when children are excluded from the decision-making.

Ett lyckat arbete enligt BBIC? – Socialsekreterares syn på dokumentationssystemet BBIC – Barns behov i centrum Maria Schyllander och Julia Olsson Den kvalitativt förankrade studiens syfte var att erhålla fördjupad kunskap kring socialsekreterares uppfattningar gällande dokumentations- och handläggningssystemet BBIC, Barns Behov I Centrum. Studiens frågeställningar fokuserade på att se hur organisation och handlingsutrymme är förenade med arbetet enligt BBIC. Kvalitativa intervjuer med socialsekreterare som arbetar med barnavårdsutredningar genomfördes och data analyserades med hjälp av kvalitativ innehållsanalys, organisationsteori och handlingsutrymme. Huvudresultatet visade att socialsekreterarna var positivt inställda till att använda ett dokumentationssystem i utredningsarbetet men att BBIC var omfattande och tidskrävande. Organisatoriska förutsättningar och handlingsutrymmet var betydande för arbetet med BBIC. Varken handlingsutrymme eller organisation var anpassat till BBIC och arbetet med BBIC var inte utformat efter organisatoriska villkor. BBIC som dokumentations- och handläggningssystem i det sociala barnavårdsarbetet uppfattades som en bra grund men med ett behov av revidering och förändring. / A successful work according to BBIC? – Social workers’ view on BBIC – a Swedish child investigation system Maria Schyllander and Julia Olsson BBIC (Children’s Need In Focus) is a Swedish system used in child welfare investigations which was brought from the British method Integrated Children’s System, ICS. The aim of this thesis was to receive increased knowledge of attitudes towards the system from social workers point of view. Qualitative interviews with social workers working with child welfare investigations were performed and analysed using qualitative content analysis and theoretical concepts according organisation and the space of action. The main result showed that social workers were in favour of working with a system during the investigation, but that BBIC is time consuming due to the magnitude of the system. Organisational conditions and the space of action were important while working according to BBIC. Neither the space of action nor the organisation was adapted to BBIC and BBIC was not designed after the organisational conditions. BBIC as documentation and management systems in the social child care was perceived as a good foundation but in need for revision and change.

Syftet med föreliggande studie är att utifrån ett genusperspektiv studera det sociala och musikaliska samspelet i ensembleundervisning på högstadiet och gymnasiet. Studien utgår från ett genusperspektiv där genus ses som en social konstruktion. Datamaterialet består av videoobservationer av tre musiklektioner där ensemblespel stod på schemat. Resultatet visar att eleverna aktivt återskapade könsstereotypa instrumentfördelningar och på så vis befäste den heteronormativa hierarkin. Resultatet visade dessutom ett mer dominant platstagande hos vissa killar i grupperna och ett generellt sett mer understödjande beteendemönster hos tjejerna i grupperna. Diskussionen antyder att ramarna för handlingsutrymme är snävare för tjejerna än för killarna (bland annat i och med kopplingen till de informella läroprocesserna i undervisningen) och erbjuder genuskontraktets regelsystem som möjlig förklaringsmodell för tjejers och killars olika platstagande. / The purpose of this study is to examine, from a gender point of view, the social and musical interaction in ensemble groups during ensemble lessons at secondary levels. The study is based on a gender perspective where gender is seen as a social construction. The data consists of video observations of three separate music lessons where ensemble playing was on the curriculum. The result showed the pupils actively recreating gender stereotypical instrument allocations and, in doing so, consolidating the heteronormative hierarchy. Furthermore, the result showed a more dominant behaviour amongst certain of the boys in the groups, and amongst the girls a predominantly more supporting behavioural pattern. The discussion suggests the space for action for girls being narrower than that for the boys, and presents the set of rules accompanying the gender contract as possible key for understanding girls' and boys' different place-taking.

This study examines processes connected to teacher’s transformation of the Montessori theory and it's described application to a daily practice.  The aim is to create knowledge about what constitutes possibilities and limitations for teachers in their daily work with Montessori education. This does not only refer to what constitutes opportunities and limitations in teachers'  everyday work with teaching, but also to what constitutes opportunities and limitations for teachers to learn at work. The theoretical framework is based on action theory and theories on adult learning and connects to a tradition called workplace-learning in which learning is considered to take place in, but also between, individuals. This approach indicates that the contextual conditions which the teachers were imbedded in are important to identify. The study was conducted in four different Montessori-environments and involved nine Montessori teachers. The methods used were participant observation, interviews, informal conversations and review of teacher produced material and documents. Possibilities and limitations in teachers work were related to if they had access to Montessori materials or not. In work with Montessori materials teachers identified the children's abilities to a greater extent than they did when other materials were in use. This identification directed their interventions. When the teachers did not have access to Montessori material their method often appeared to be the same as “individual work” with the provided material. Furthermore, interventions of the teacher were then significantly often procedural rather than content-related, although the teachers clearly expressed that they wanted to go into a dialogue with children about the treated subject area. The survey therefore contradicts with the opinion that Montessori-teachers withdraw in favor of Montessori materials that sometimes has been brought up by interpreters of the pedagogy. Rather, teachers stepped back when other materials were in use. The study also shows how a prerequisite for a collective development-oriented learning among the teachers was dependent on whether teachers made their own private understanding of the pedagogy available to each other. At times, however, teachers took the use of the materials for granted. Some of the teachers also deliberately refrained from making their personal understanding available to others due to the fact that they then could be seen as a less competent Montessori-teacher. This maintaining of a “false” collective understanding is seen as an expression of an institutionalization of teaching practice which was maintained by sanctions from the environment if the individual didn´t recognize the institutionalization in question. Since teacher’s “space for action” in this way was limited, the institution created conditions that prevented a possible development of the working methods in use. In those cases when conditions for a collective development-oriented learning were more favorable, it was clear that the teachers did not perceive Montessori education as a given method but rather saw it as a "model" for teaching in which the teachers had to interpret and define their own method from. The teachers thus came to take advantage of a potential “space for action” which was not noticed when the pedagogy was seen as a method.

Missbruksproblematik är ett globalt samhällsproblem som kräver insatser, särskilt från verksamheter som socialtjänsten. Missbruk i kombination med psykisk ohälsa är komplextoch utmanande för individen. Det innebär att socialsekreterare, vårdpersonal och behandlare behöver samverka för att uppnå effektiv behandling. Studien syftar till att förstå socialsekreterares och behandlares upplevelser av samverkan, gällande klienter som lider av dubbbelproblematik i form av psykisk ohälsa och missbruk. Detta är en kvalitativ studie som använder sig av sociala representationer, handlingsutrymme och makt som teoretiska utgångspunkter. Genom sju semistrukturerade intervjuer samlades data in för att vidare analyseras utifrån de teoretiska utgångspunkterna i den tematiska analysen.Resultatet visar att de intervjuade socialsekreterarna och behandlarna upplever att samverkan är hjälpsam och nödvändig för personer med missbruk och dubbelproblematik. Trots detta framhålls det svårigheter med samverkan när yrkesverksammas åsikter kring insatser skiljer sig åt. Det framkommer otydligheter gällande ansvarsområden, där socialsekreterare och behandlare upplever att klienter flyttas mellan psykiatrin och socialtjänsten. Det visar även att socialsekreterare upplever hinder inom ansvarsområden vid början av ärendet, medan behandlare uttrycker liknande utmaningar under pågående behandling. Resultatet visar att behandlares handlingsutrymme verkar vara mer flexibelt än socialsekreterares vid val av metoder och strategier. Några faktorer som påverkar socialsekreterarnas handlingsutrymme är ekonomiska ramar, politiska begränsningar och brist på resurser. Avslutningsvis lyfter studien i sin helhet förståelsen för hur samverkan kan påverkas av olika faktorer, men även hur det kan påverka yrkesverksammas möjligheter att hjälpa klienter. / Substance abuse is a global societal issue that requires efforts, especially from social services. Substance abuse in combination with mental illness is complex and challenging for the individual. This means that social secretary, therapists and psychiatry need to cooperate to achieve effective treatment. The study aims to understand social workers and therapist experience of collaboration regarding clients who suffer from co-morbidity in form of mental illness and addiction. This is a qualitative study that utilizes social representations, space for action and power as theoretical foundations. Through seven semi-structured interviews. data is collected and further analyzed based on the theoretical foundations in thematic analyses.The results indicate that the interviewed social workers and therapists perceive collaboration as helpful and necessary for individuals with substance abuse and co-morbidity. Although, it appears difficulties with collaboration when professionals have differing opinions on interventions. Difficulties in collaboration are highlighted regarding responsibilities where social workers feel that clients are shifted between psychiatry and social services. The study's results showed that therapists appear to have more flexible space for action than social workers in choosing methods and strategies. Some factors affecting social workers' space for action are financial constraints, political limitations and lack of resources. In conclusion, the study highlights overall understanding of how cooperation can be influenced by various factors but also how it can impact the roles of professionals.

<p>The purpose of this paper is to study how people without home experience social services and how they experience their space of action when they meet social services. In order to answer these questions, a qualitative approach has been used. The empirical material consists of five interviews with people who have contact with social services because they are homeless. To support my analysis of the space of action for the persons being interviewed, I’ve used two theoretical perspectives, power analysis by Michel Foucault and Rational Choice. The result shows that the interviewed often feel insulted when they meet social services, that they have little or no involvement and that their space of action is small. According to Michel Foucault, the normalising power of the social services oppresses the clients and the clients in their turn are doing different forms of resistance. According to Rational Choice, interaction between people is based on power, exchange and interest. From the clients point of view the only thing they can exchange to get a place to live is to be submissive. Therefore they don’t have many resources to widen their space of action.</p>

The purpose of this paper is to study how people without home experience social services and how they experience their space of action when they meet social services. In order to answer these questions, a qualitative approach has been used. The empirical material consists of five interviews with people who have contact with social services because they are homeless. To support my analysis of the space of action for the persons being interviewed, I’ve used two theoretical perspectives, power analysis by Michel Foucault and Rational Choice. The result shows that the interviewed often feel insulted when they meet social services, that they have little or no involvement and that their space of action is small. According to Michel Foucault, the normalising power of the social services oppresses the clients and the clients in their turn are doing different forms of resistance. According to Rational Choice, interaction between people is based on power, exchange and interest. From the clients point of view the only thing they can exchange to get a place to live is to be submissive. Therefore they don’t have many resources to widen their space of action.

Notre recherche porte sur des écrivains très peu reconnus de Rhône-Alpes (i.e. publiés chez de petits éditeurs régionaux sans légitimité littéraire, à compte d’auteur ou en autoédition). Elle s’attache à décrire et à expliquer leur investissement dans les différentes dimensions de l’activité littéraire (l’écriture, la publication, les activités publiques, etc.). Elle repose principalement sur une enquête par questionnaires auprès de 503 écrivains, répartis en plusieurs degrés de reconnaissance (les « très peu reconnus » forment une sous-population de 163 enquêtés), et sur des entretiens approfondis avec 31 auteurs très peu reconnus. À partir de l’objectivation de leurs modes d’existence littéraire (lieux d’édition et de visibilité, genres publiés, etc.), de leurs ressources extra-littéraires (position et origines sociales, niveau de diplôme, etc.), et de leurs niveaux de compétences et d’ambitions littéraires, notre analyse montre dans un premier temps que ces auteurs ne sont pas des « amateurs » évoluant dans un espace différent de celui des « professionnels », mais des membres dominés du jeu littéraire, au même titre (mais pas au même niveau) que les écrivains reconnus. Elle s’intéresse ensuite à la pluralité des degrés et des formes de leurs investissements dans cinq types d’enjeux littéraires différents, et elle met au jour des variations intra-individuelles en fonction des types d’enjeux considérés. Parce que l’engagement des enquêtés révèle des degrés de reconnaissance et de connaissance des manières légitimes de jouer au jeu littéraire, notre travail est aussi l’occasion d’une réflexion sur les rapports que des acteurs dominés entretiennent à la domination. / Our research is about Rhône-Alpes writers with low recognition (i.e. published by little regional publishing houses without literary legitimacy, with the author’s financial participation, or privately printed). It aims to describe and to explain their investment in the different dimensions of literary activity (writing, publishing, public activities, etc.). It is based mainly on a survey by questionnaires answered by 503 writers, analysed in their various degrees of recognition (those with “low recognition” form a subpopulation of 163 respondants), and on in-depth interviews with 31 authors with low recognition. From the objectivation of their literary ways of existing (places of publishing and of visibility, published genres, etc.), of their extra-literary resources (social position and origins, level of qualification, etc.), and of theirs levels of literary competences and ambitions, our analysis shows that these authors are not “amateurs” playing in a space different from the “professional” one, but dominated members of the literary game, in the same way (but not at the same level) as the recognized writers. Then, it focuses on the plurality of degrees and forms of their investments in five kinds of literary stakes, and it uncovers intra-individual variations according to the kinds of stakes which are studied. Given that the investigated authors’ involvement reveals degrees of recognition and knowledge of legitimate ways of playing the literary game, our work is also an opportunity to rethink the relations that dominated actors have with domination.

The world is in a pandemic situation. Shifting to remote working has become a priority for many companies and remote work has become new normal. In doing so, industrial organizations are experiencing new challenges. Moving to the online way of working, new working conditions and different practical challenges they bring have created empirical context highly relevant for studying leadership which is currently a hot topic among scholars. Almost all studies, in the context of remote working, emphasize the importance of leadership.  Nevertheless, it is argued that the most recent literature and work on leadership have remained the leader-centered approach highly employed within traditional leadership literature. The leader-centered approach focuses on individual leaders and their traits, abilities, and actions, and thus contributes to placing the abstract phenomenon of leadership into distinct individuals, thereby supporting the taken-for-granted assumption that leadership is a single-person, heroic, task. Instead, scholars call for more studies that investigate leadership as ongoing social production of direction through constructions of space of action by actors in certain practice/practices. This emergent movement in leadership research is known as leadership as practice.  Accordingly, the aim of this thesis is to investigate leadership within the remote working environment, from leadership as practice perspective and through the construction of actors’ space of action. This includes an analysis of current leadership practices in relation to the construction of space of action as well as the analysis of practices that might potentially contribute to improving the current ones in doing so.  An interview study has been carried out at the three companies in Serbia, Germany, and the UK with a qualitative approach. The thesis builds on a theoretical framework and empirical data that have been collected through an extensive literature review and semi-structured interviews using an open-ended interview guide.  The result suggests that the current leadership practices are narrowing down the space of action. Also, the analysis of empirical data revealed that certain leadership practices have the potential to contribute to the construction of space of action within a remote working environment. The thesis’s insights might help companies to improve their own practices.