Publikationer från Stockholms universitet
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Cooperation Regarding Pupils with Problematic School Absenteeism in Years 4-9 : A Study of School Social Workers´Experiences of Interprofessional Cooperation with Schools
No full textStudien är en kvalitativ intervjustudie med åtta skolsocionomer från hela Sverige, från norr till söder som utgår från semistrukturerade intervjuer kring deras erfarenheter av samverkan med skolan. Syftet med studien var att undersöka skolsocionomers erfarenheter av att samverka skolan och deras arbete med att ge stöd till elever i årskurserna 4–9 med en problematisk skolfrånvaro. Frågeställningarna utgick från hur skolsocionomers erfarenheter av samverkan med skolan upplevs och hur de förstår möjligheter och utmaningar med tvärprofessionell samverkan kring elever med problematisk skolfrånvaro. Den tidigare forskningen som ligger till grund för studien baseras på både skolforskning och sociologisk forskning. I denna forskning betonas att arbetet med att stödja elever i skolfrånvaro förutsätter en samordnad samverkan mellan flera samhälleliga aktörer. Analysen genomfördes med stöd av tematisk analys, med en teoretisk förankring i teorier om samverkan samt lärande i tvärprofessionella praktiker. Studiens resultat visade att skolsocionomer och skolpersonal delar vissa synsätt, men betonar olika aspekter: skolpersonal kopplar frånvaro till psykisk ohälsa och otillgängliga lärmiljöer, medan skolsocionomer lyfter brister i skolmiljö som lärarens bemötande och behovet av tillgängliga vuxna som kan ge psykosocialt stöd. Gemensamma beröringspunkter är elevens situation i skolmiljön och vikten av ett enas om ett gemensamt mål. Studien är relevant för den specialpedagogiska professionen eftersom samverkan utgör en central del av uppdraget. Att utveckla tillgängliga och inkluderande lärmiljöer kräver ett systematiskt samarbete med lärare, övrig skolpersonal och externa aktörer. Genom samverkan bidrar den specialpedagogiska kompetensen till att skapa förutsättningar för elevers delaktighet, engagemang och långsiktiga skolframgångar. Slutsatsen är att effektiv samverkan kräver tydliga roller, kunskapsutbyte och ett holistiskt perspektiv på elevens livssituation. Studien ger en praktisk vägledning för skolledare, elevhälsan och socialtjänsten om hur samverkan kan organiseras för att skapa hållbara stödinsatser.The study is a qualitative interview study with eight school social workers from across northern and southern Sweden, based on semi-structured interviews about their experiences of collaboration with schools. The aim of the study was to examine school social workers’ experiences of cooperation with schools and their work in supporting students in grades 4–9 with problematic absenteeism. The research questions focused on how school social workers perceive cooperation with schools and how they understand the opportunities and challenges of interprofessional cooperation regarding students with problematic absenteeism. The previous research in this study on both educational and sociological research. Within this body of research, it is emphasized that supporting students experiencing school absenteeism requires coordinated collaboration among multiple societal stakeholders. The analysis was thematic, with a theoretical foundation in theories of cooperation and learning in interprofessional practices. The results show that school social workers and school staff share some perspectives but emphasize different aspects: school staff link absenteeism to mental health issues and inaccessible learning environments, while school social workers highlight shortcomings in the school environment, such as teacher attitudes and the need for available adults who can provide psychosocial support. Common ground includes the student’s situation in the school environment and the importance of agreeing on a shared goal. The study is relevant to the field of special education, as collaboration constitutes a central component of the professional mission. Developing accessible and inclusive learning environments necessitates systematic cooperation with teachers, school staff, and external stakeholders. Through this collaborative process, special education professionals contribute to creating conditions that promote student participation, engagement, and long-term academic success. The conclusion is that effective collaboration requires clear roles, knowledge exchange, and a holistic perspective on the student’s life situation. The study provides practical guidance for school leaders, student health teams, and social services on how collaboration can be organized to create sustainable support interventions.
Perspectives on income and health : Cohort change, intergenerational social mobility, and the role of personal attributes and childhood friends
No full textThis thesis examines how income and income mobility shape health over the life course and across generations in Sweden, with particular attention to how historical context, personal attributes, and childhood peer relations structure later-life opportunities and health outcomes. Drawing on nationwide register data and the Stockholm Birth Cohort Multigenerational Study (SBC Multigen), the thesis integrates perspectives from social determinants of health, life course epidemiology, and social mobility research to clarify how socioeconomic advantage and disadvantage are produced, transmitted, and embodied in health. Four empirical studies address complementary questions. Study 1 compared two Swedish birth cohorts, 1922–1926 and 1951–1955, to assess how income inequalities in cohort temporary life expectancy between ages 50 and 61 changed before and after the establishment of the welfare state. Among men, income-related inequalities increased across cohorts, largely because life expectancy gains stagnated below roughly the 25th percentile of the income distribution, while gains were fairly stable above this point. Studies 2–4 were based on data from the SBC Multigen, comprising 14,608 individuals followed up to age 68. Study 2 investigated whether childhood friendships can function as self-acquired social capital. Using sixth-grade sociometric data and classroom fixed effects, it found that friendships with classmates from higher-income families were associated with higher adult income and upward mobility, with the strongest associations among children from disadvantaged backgrounds. These patterns persisted after adjustment for parental resources and individual characteristics. Our results suggest that friendships across socioeconomic backgrounds matter beyond shared classroom context and observed selection. Study 3 evaluated pathways linking childhood economic conditions to all-cause mortality in adulthood. Parental income showed only a modest association with adult mortality, which was substantially attenuated after accounting for cognitive ability and social skills in adolescence and later adult socioeconomic attainment, especially education and income. Intergenerational income mobility was not clearly associated with mortality in this study. Study 4 examined mental health at ages 52–66, proxied by psychotropic drug dispensation, using diagonal reference models that separate mobility from origin and destination. Intergenerational income mobility was associated with psychotropic drug dispensation among men but not women, with downward mobility linked to higher dispensation and upward mobility to lower dispensation. These results remained robust to extensive confounder adjustment, with similar patterns observed in a national sample. Overall, the thesis shows that income-related health inequalities reflect both intergenerational transmission and intragenerational pathways. Social and historical context, as well as individual attributes, constrain and enable the ability to achieve income mobility and good health. Efforts to reduce these inequalities should address not only adult socioeconomic conditions but also earlier-life social environments and opportunities
Intermedial Encounters : Developing a Co-Reading Method of the Contemporary Novel and Art Exhibition
No full textThis thesis investigates what a co-reading and co-attendance method of the contemporary, experimental novel and art exhibition would look like. This study also seeks to reveal what formal affordances the contemporary novel and exhibition share, to examine how they are moving towards each other, and to understand what can be gained from studying them together. The method is grounded in theoretical frameworks from literary studies, intermedial studies, and auto-ethnography, combined with an exploratory approach. Three case studies of thematically paired novels and exhibitions apply this preliminary method. Within the case studies, various structures – orders, times, and intervals – guide the meeting with exhibitions and literary texts to test which structures produce the most effective, sustained, and reciprocal encounters. The primary result is the presentation of an ideal, co-reading method that a reader could readily implement. The findings also reveal the key shared and non-shared formal affordances and formal logics that the novel and the exhibition harness to construct storyworlds. Ultimately, this study asserts that when paired together under a theme, a novel and an exhibition can successfully provide access to a multitude of complementary sensorial and multimodal experiences. The constructed co-reading and co-attendance method advocates new, interdisciplinary ways of thinking about novels, exhibitions, theory, and contemporary topics
En plats vid bordet, en röst i skymundan : En intervjustudie om specialpedagogens roll och perspektiv i elevhälsoteamets arbete med problematisk skolfrånvaro
No full textProbing Superluminous Supernovae with X-shooter Spectroscopy : Identifying pre-explosion eruptions and investigating spectral diversity
No full textWide-field time-domain surveys have become essential tools for discovering and characterizing astrophysical transients, particularly supernovae (SNe). These explosive events mark the terminal stages of stellar evolution. Stars spend the majority of their lives fusing hydrogen in their cores, but in the most massive stars, those exceeding roughly 8-10 solar masses, the nuclear burning progresses through advanced stages until an iron core is formed. Unable to support itself against gravity, this core implodes, triggering a core-collapse supernova (CCSN), violently expelling the outer layers of the star. Among CCSNe, superluminous supernovae (SLSNe) shine as some of the most extraordinary explosions in the Universe, outshining typical events by up to two orders of magnitude. Their extreme luminosities, extended light curves, and unusual spectra suggest massive progenitors and possibly exotic powering mechanisms. Yet, even within this rare class, significant diversity exists: some SLSNe exhibit spectral features that hint at unusual chemical compositions, while others show clear signs of eruptive mass loss at the onset of explosion. These events raise important questions about the late stages of stellar evolution, the variety of SLSN progenitors, and the physical mechanisms by which massive stars shed their outer layers in their final moments. This thesis addresses these questions in two main components. The first part (Paper I) explores the spectral diversity of SLSNe, revealing how subtle differences in their observed features reflect variations in progenitor systems and/or powering mechanisms. The second part (Paper II and Paper III) probes pre-explosion mass loss, uncovering how some progenitors undergo eruptions shortly before core collapse. Using a high-quality spectroscopic sample and advanced modeling techniques, this work demonstrates that the observed diversity in SLSNe is a direct window into the lives of massive stars, offering new insights into the final moments of the stellar evolution
From Screening Results to Support Interventions - Special Education Teachers’ Experiences of Supporting Students with Reading Difficulties in Grades 4–6
No full textInternationella undersökningar, PIRLS 2021 och PISA 2022, som mäter elevers läsförståelse, påvisar en nedgång i svenska elevers läsförståelse jämfört med tidigare mätningar. Därav framträder vikten av screening av läsförmåga och rätt insatser för att identifiera elever i lässvårigheter. Syftet med studien är att synliggöra speciallärares erfarenheter och beskrivningar av insatser för elever i lässvårigheter i årskurs 4–6 med utgångspunkt i screeningresultat inom läsning. Studiens teoretiska ram utgår från ett sociokulturellt perspektiv på lärandet samt läsmodellen The Simple View of Reading, gällande speciallärarnas utsagor om screeningsmaterial och insatser. Dessa två perspektiv har utgjort grunden för såväl tolkning som analys av det empiriska datamaterialet. Genom en kvalitativ studie har det empiriska datamaterialet samlats in via semistrukturerade intervjuer med tio verksamma speciallärare inom årskurs 4–6. Datamaterialet har analyserats med stöd av tematisk analys. Studiens resultat visar att speciallärarna vanligen använde screeningsmaterialen LegiLexi, DLS och Bravkod, som tillsammans mätte avkodning, språkförståelse och läsförståelse. Dessa screeningmaterial utgjorde en grund på skolorna för att identifiera och planera insatser för elever i lässvårigheter, vilket främst gjordes i samverkan mellan speciallärare och berörda lärare. Det framkom att flertalet speciallärare arbetade utifrån Response to Intervention (RtI). Slutsatsen som dras av studien är att de främsta stödinsatserna bestod av intensiv avkodningsträning, likaså framträdde intensivläsning som vanligt förekommande insats i ordinarie undervisning. Medan språkförståelse och läsförståelse fick mindre utrymme i insatserna.Ventilering och opponering skedde 13/1 2026 på självständiga arbetet, via Zoom.</p
Racial Play : Representations of Blackness in Court Festivals of the Early Modern Holy Roman Empire and Scandinavia
No full textThis dissertation explores representations of blackness in court festivals in the Holy Roman Empire (HRE) and Scandinavia from the late sixteenth to the late seventeenth century, aiming to expand our understanding of the expressions and functions of blackness in early modern Europe beyond established interpretative frameworks. Court festivals were monarchical celebrations of important events, such as weddings and baptisms. Their main attraction was a public theatrical procession, followed by an equestrian tournament. For these events, noblemen frequently dressed in exoticized costumes and applied blackface to represent Africans. Despite the political significance and public character of the court festivals, representations of blackness in accounts from such events have been little explored in previous research. The source material consists primarily of illustrated festival books, commissioned by the courts and circulated among the social elite. Premodern Critical Race Studies constitutes the main theoretical point of departure, enabling a historically grounded analysis of early modern racial formation without reducing it to a pre-scientific precursor of modern racism. Performativity theory serves as a complementary framework, allowing the analysis to capture the theatrical, rhetorical, and symbolic dimensions of Baroque art. Previous research has often linked the enactment of racial blackness to state interests in the transatlantic slave trade. However, this dissertation demonstrates that representations of sub-Saharan Africans also served functions within an entirely different political project. In the highly tense situation between Catholic and Protestant states within the HRE preceding the Thirty Years’ War, the blackening of various out-groups had a unique function in making a joint Protestant identity. Blackness further worked as a sign for unwanted social elements relating to moral, class, and masculinity. The connection between outer blackness and inner vice was confirmed as well as contested, but the idea that blackness was unpleasant and unattractive persisted. These workings are dependent on a semiotic structure of blackness specific for sources from the HRE. A feature common to Sweden and the HRE states was the use of blackness in the shaping of a common Western European identity. Although these characters were othered and often denigrated, they were acknowledged as having agency. In stark contrast, black characters in Swedish, Danish, and German sources portrayed as enslaved or in positions of servitude were consistently surrounded by a verbal silence, stripped of agency and personhood, producing a notion of the black person as socially dead. This was the case in tournament exercises where black characters were used as targets for deadly violence. The dissertation also gives special attention to paintings from the Danish court, where ideas of gender, violence, and absolutism served to assert an unlimited power over black bodies, in a time when the Danish state increased its involvement in the transatlantic slave trade. By analyzing festival accounts produced in the HRE and Scandinavia, the dissertation provides new insights into how blackness was staged to articulate power, exclusion, social instability, and social death in the early modern period
Six experiments to understand the use of stone battle-axes and axe-hammers from northern Britain and the Isle of Man through experimental archaeology and use-wear analysis
No full textA combined approach of use-wear analysis and experimental archaeology can be highly beneficial when assessing the functionalities and itineraries of artefacts and has huge potential for analysis of bladed ground and polished stone artefacts. Despite this, their application to bladed ground and polished stone artefacts is limited. The function of bladed ground stone artefacts, such as British and Manx Early Bronze Age (EBA) ground and polished stone battle-axes and axe-hammers, are often based on form and the damage which is visible macroscopically. This approach can lead to productive hypotheses, but only when methods are devised which can test such propositions. This paper presents the first application of experimental archaeology combined with use-wear analysis to question the non-functional hypotheses of northern British and Manx battle-axes and axe-hammers. Successful comparison with the archaeological records was enabled by analysis of use-wear development throughout the experiments. The experiments included chopping and splitting wood, land clearance and animal slaughter. The research determines that these implements were utilitarian tools, which could be used easily when hafted correctly. As such, the application of the experimental and use-wear methodology created a reference collection of use-wear formations which can be comparable to other types of bladed stone tools and has been used to successfully infer the function of the archaeological assemblage of battle-axes and axe-hammers
Vem svarar på remiss? : Statistiska trender i 25 år av remissvar
No full textThis thesis analyzes how non-public actors’ participation in Sweden’s government consultation procedure (remissförfarandet) has changed over the past 25 years, focusing on and comparing legislative bills from the Ministry of Justice and the Ministry of Education. Using a descriptive statistical quantitative approach, approximately 1,200 proposition documents were collected and processed to extract and categorize consultations. Respondents were counted and computationally classified into public (state, regional, municipal) and non-public categories (civil society, private-commercial, other/unknown) using a LLM method. The results show a decline over time in the share of civil society responses in Ministry of Justice propositions, alongside a minor increase in the share of public-actor responses. No robust overall trend is identified for the Ministry of Education, largely due to incomplete and inconsistent availability of consultation lists. The study discusses potential implications of the statistical trends through the lens of democratic theory, while emphasizing that causal and normative conclusions are limited by data limitations and classification uncertainty
Constructing Multipolar Worlds: A Critical Discourse Analysis of Indian and Russian Identities in BRICS
No full textThis study examines how India and Russia have constructed their geopolitical identities within BRICS between 2015 and 2024. The study begins from the observation that while BRICS as an organisation has grown in visibility and ambition, its members continue to express divergent understandings of the organisation, raising questions about how major states present themselves within this multilateral institution. To investigate this, the thesis applies a historical-diachronic Critical Discourse Analysis. This analysis is supported by a mix of 3 theories; Constructivism, Critical Geopolitics and Postcolonialism, with constructivism working as the foundation and overarching theory. This allows for a purposive sample of key BRICS summit speeches delivered by both countries. The analysis shows that over the years, India develops a hybrid identity grounded in reform, postcolonialism, and technological leadership, while Russia moves from economic and technocratic framing toward a civilisational and oppositional narrative aimed at projecting an anti-western stance, an identity grounded in a broader postcolonial struggle. The findings suggest that these identity constructions differ significantly, and that BRICS functions as a discursive arena where member states project different roles and claims, rather than a cohesive multilateral organisation