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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Bli vuxen i arbetarstad : fem ungdomar berättar om skola, arbete och det egna livetJohansson, Kerstin January 2003 (has links)
In this dissertation, the lives of five young people living in Norrköping follows for five years (1998 – 2002) through fieldwork involving observations and recurring interviews. The objective of the study is to describe and analyse the development into adulthood and the creation of a (cultural) identity among a group of young people in a town, which used to be heavily working class. The objective is also to relate this to gender and class, institutional practices, the cultural legacy and changes in society. Primarily qualitative sociological research methods have been applied in the study. Ideas about social interaction and social processes derived from symbolic interactionism constitute one of the scientific foundations of the study. The study deals with the three key transitions; education, work and personal life. These transitions, which are essential to attaining adulthood, are emphasised and problematised in the study. In this study we can see that the process of individualisation in modern society has, in the context of the development of young people into adulthood, taken the form of a stream of messages to which they relate and in which society has, via institutional practices and rhetoric, played an active role. Factors such as gender, class and culture have constituted the conditions for the individualisation process. The mixed messages received by these young people have been representative of the discrepancy between general career possibilities and the actual opportunities which the youths in the study have encountered. These mixed messages have been mediated, as biographical schemes, at home (by parents), at school, in the context of institutional practices and, not least, via local politics, local media and in literature about the town. In its conclusion, this study points out that political and public discourse in Norrköping constitutes a bearer and “preserver” of a patriarchal tradition which contributes to preserving the negative image of the working-class town of Norrköping.
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Från adlig uppfostran till borgerlig utbildning : Kungl. Krigsakademien mellan åren 1792 och 1866 / From Upbringing to Education : The Swedish Royal War Academy, 1792 to 1866Larsson, Esbjörn January 2005 (has links)
This thesis presents an analysis of cadet training at the Royal War Academy between 1792 and 1866. The purposes of this study are to problematise the Academy's function and to investigate male social reproduction amongst the Swedish upper classes. Two different aspects of social reproduction are studied: the transmission of social position between generations; and the communication of ideals and lifestyle that were linked to the position that was reproduced. The former was studied with the help of Pierre Bourdieu's terminology, while the latter necessitated the use of theoretical perspectives on masculinity. This thesis demonstrates the changes in the preconditions for male social reproduction, and relates them to the transition from a late feudal to a capitalist society. At the end of the eighteenth century, the usual route to a military career was still through the family's personal contacts in the armed forces. In Bourdieu's terms, this was a very direct means of transferring symbolic capital, and one that also required social capital. With the emergence of the middle class, the Academy's recruitment patterns altered. This process coincided with the emergence of a Swedish education system, and cadet training gradually adapted to fit with other elements in the school system. The ability to transfer symbolic capital directly to the next generation crumbled in the face of a system where education was necessary for the reproduction of a social position. Unlike the shifting shape of social reproduction, masculine upbringing was central at the Academy throughout the whole period. The cadets entered as boys and left as men. In this process, relationships within the cadet corps were of crucial importance. The new cadets first had to subordinate themselves to their elders, and then in turn subordinate others. It was this social order that ensured the cadets learnt a harsh lesson in leadership.
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