Malmö University
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Resilience as Deterrence : Towards a Comprehensive Security Panorama
No full textThis volume examines the strategic transformation of NATO’s borderland regions from perceived vulnerabilities to recognised strategic assets within the Alliance’s collective defence architecture. Since Russia’s full-scale invasion of Ukraine in February 2022, the European security landscape has undergone profound changes, exposing limitations of traditional deterrence models and necessitating NATO’s recalibration toward greater emphasis on civil preparedness and resilience alongside conventional military strength. Rather than viewing borderlands as vulnerable peripheries requiring protection, this work demonstrates how regions sharing direct frontiers with Russia have emerged as critical centres of security innovation whose proximity to threat vectors grants them unique experiential knowledge and adaptive capabilities essential for broader Alliance security. Borderland communities have developed sophisticated approaches to managing hybrid threats through whole-of-society defence models that integrate civilian and military efforts while maintaining democratic governance under pressure. Their lived experience with Russian aggression has produced practical knowledge about deterrence implementation, early warning systems, and cross-domain threat management that complements theoretical strategic planning with operational reality. The volume argues that resilience should be conceptualised not merely as recovery from disruption but as transformative capacity enabling systems to reorganise, innovate, and evolve in response to changing threat environments, positioning these borderlands as force multipliers within NATO’s deterrence framework
Cities and borrowed size
No full textIn a system of cities, smaller cities can exhibit characteristics of large cities even if they do not have the size themselves. This means that there is a disconnection between the size of a city and its characteristics. Cities can borrow or host characteristics that are not on proportion to their size. To make this possible there needs to be geographical proxiity between cities and functional connections where cities can draw on interactions and interdependencies. Network connections are not always positive, as as competition between cities can affect cities negatively. Such instances are referred to as agglomeraion shadows
Concepts and Bodies : Creating together in affective bodying
No full textThe present paper discusses the importance of making space and time for affective bodying in mathematics education so that to open conditions for concepts and bodies to engage together and for sad affects to be affirmed as core for the learning experience. Affective bodying allows to explore our capacity to act together in-common and for our commons by moving together with our bodies, languages and minds toward exploring ways to sense and express thinking and feeling. It can be a response to oppressive learning experiences with mathematical concepts in early year teacher education. With affective bodying, the research aims to move beyond the deadening bipolar discourses of children failing and succeeding in mathematics -a dichotomy that perpetuates alienation from the materiality of knowledge. Instead, the paper argues for the need to affirm creative experimentation in affective bodying with mathematical concepts, bodies and difference
Nurse Educators' Conceptions of How They Facilitate Critical Thinking in Bachelor Nursing Students: A Phenomenographic Study
No full textAim: To describe the variation in nurse educators' conceptions of how they facilitate critical thinking in bachelor nursing students. Design: Qualitative study with a phenomenographic approach. Methods: Data was collected through twenty‐six semi‐structured interviews with nurse educators conducted in Sweden between March and June 2024. Results: The result of this study can be understood as five descriptive categories: Creating a safe and trustful relationship with the students, Encouraging a dialogue with the students, Using space as a tool, Using artefacts as a tool, and Using oneself as a tool. Conclusion: The conclusion is that the facilitation of critical thinking needs to be based on a safe and trustful relationship between educators and students. Without this relationship, it is not possible to establish the central dialogue, where the educator can facilitate critical thinking through asking counterquestions and provoking the students. Implication for the Profession: To become critical thinkers, the students need to put their knowledge and assumptions in a new light and question them. Here, the educator has a vital role in being the guide and facilitator. Impact: The result indicated that it is vital for the educators to build a safe relationship with the students. The relationship is a precondition for the facilitative dialogue where the educators can ask reflective and provoking questions to stimulate critical thinking. Future nurses need to be prepared with critical thinking to enable evidence‐based clinical decisions both during clinical practice as well as when being registered nurses. Reporting Method: SRQR guidelines. Patient and Public Involvement: This study did not include patient or public involvement in its design, conduct, or reporting
On demand-responsive transport configurations, traveller interaction and preferences : a survey from the perspective of older people
No full textOver the years, demand-responsive transport (DRT) and similar concepts have been implemented and tested in different environments and in different configurations. However, many of these transport services have been abandoned, for various reasons. Previous research shows that some of the most important success factors for a DRT service to sustain over the years are low-cost solutions adjusted to a market that is susceptible to DRT. Therefore, it is important to have sufficient knowledge of the potential travel groups before implementing the service. Older people represent a group of travellers that may, if the service is adequately designed, increase in ridership, while the service also provides an opportunity for increased mobility. This paper is based on a questionnaire survey targeting people above 70 years living in southern Sweden. The aim of the study is to investigate which DRT system configurations and interaction solutions are acceptable and not acceptable for potential travellers, as well as their preferences towards using DRT. An additional aim is to explore older people’s preferences for different trip attributes, using a stated preference experiment. The preferences and acceptance boundaries open up for efficiency gains, for instance, in route planning, that can reduce costs. The results show that the majority of older travellers are positive towards using DRT; however, they would use the service relatively infrequently. The results also show that there is room for efficiency gains by changing different travel conditions, such as adding 10 min of delay, while still maintaining the majority of the older travellers
“Mom first, dad second” : A qualitative study on collaboration between educators and caregivers from a class and gender perspective
No full textEnligt Läroplanen för förskolan (Skolverket, 2018) är samverkan mellan hem och förskola viktigför att främja barnens utveckling och lärande. Relationen och samverkan mellan pedagoger ochvårdnadshavare kan präglas av föreställningar vilket i sin tur kan bidra till reproducering ochupprätthållande av normer, vilket kan bidra till exempelvis diskriminering och ojämliktbemötande. Vi har undersökt hur pedagogers föreställningar om vårdnadshavares klass och genuspåverkar samverkan utifrån ett intersektionellt och normkritiskt perspektiv. Det intersektionellaperspektivet har hjälpt oss att synliggöra och problematisera maktstrukturer och det normkritiskaperspektivet har hjälpt oss att få syn på normer och ifrågasätta reproduktionen av dem. Vi valdeatt genomföra kvalitativa intervjuer för att ta reda på hur pedagoger upplever samspelet mellandem och vårdnadshavare. Resultatet visade att klass och genus präglade samverkan på olika sätt.Exempelvis genom att klasskillnader kan bidra till ojämlika förutsättningar för kontakt ochinflytande och att pedagogernas bemötande och agerande upprätthåller genusnormer. Analysenvisade att pedagoger sällan reflekterar över hur de bemöter vårdnadshavare ur ett klass ochgenusperspektiv och att de omedvetet reproducerar och upprätthåller normer i verksamheten
“Creating ripple effects” : Preschool teacher´s perspectives on approaches to reading activities in preschool
No full textFictionalism and dogmatism in education : Employing Plato's Republic as a paradigmatic example
No full textThe aim of this essay is to track two parallel currents in educational theory. These currents have a long-standing and varied history, traceable to at least as far back as ancient Greek philosophy. This essay is not primarily concerned with the history of these currents, however, but is rather conceived as an endeavor to identify and grapple with a persistent tension at the heart of the philosophy of education, one that remains alive and well to this day. The tension in question is between the current of fictionalism and the current of dogmatism. For this tension to make sense, the two different currents (and their respective conceptual landscapes) need to be unpacked. The best way of doing this, to my mind, is via an example that in some ways stands out as paradigmatic within the history of the philosophy of education; Plato’s Republic. It is paradigmatic in the sense that it clearly illustrates how both of these currents or opposing impulses intertwine and collide within the same educational landscape
Feminist Climate Policy in Industrialised States : A Gender-Just Climate Emergency Response
No full textFeminist Climate Policy in Industrialised States explores ways in which policymakers can overcome institutional barriers and conventions in pursuit of the radical changes necessary for a gender-just climate emergency response. In 2021, the Intergovernmental Panel on Climate Change acknowledged that addressing the climate emergency must involve social justice and equality. Feminist approaches to decision-making, policy-making, community organising and their underpinning methodologies can enable this. The authors draw critically on case studies, research and interviews with feminist practitioners, legislators and leaders who have implemented significant changes, to signal how change might be achieved and ask what lessons can be drawn. The book posits that we need to ultimately move beyond the gender mainstreaming and gender equality issues which have been integrated into existing – and failing – structures, to more transformative feminist approaches. It concludes by identifying key strands of feminist-oriented praxis that offer the potential to expedite responses to climate change across multiple levels of governance. With industrialised states shifting rightwards to a politics which diminishes the importance and urgency of gender equality, diversity, human rights and the need for climate action, this volume will inspire, guide, and provide tools for policymakers, politicians, community activists, academics, and students to take transformative action to address the climate emergency
Providing Parental Education to Mothers with Immigrant Backgrounds in Sweden - Course Leaders' Views of the Self-Assured Parents Programme
No full textPrevention programmes targeting parents with ethnic minority backgrounds and aiming to strengthen their parenting practices is a developing field of intervention. The aim of this study was to gain understanding of how course leaders perceive working with Self-Assured Parents (SAP), a Swedish culturally informed parenting programme targeting immigrant mothers with teenage children living in disadvantaged neighbourhoods. We conducted four focus groups with 17 course leaders and analysed the interviews with Braun and Clarke’s thematic analysis approach. Four themes were identified: general assessment of SAP, language issues, cultural adaptation, and emotional energy. Course leaders reported a high degree of programme acceptability, feasibility, and appropriateness. They found recruitment and use of interpreters the main challenges and perceived few challenges regarding cultural adaptation beyond language issues. The work with the programme and the social interactions with participants were described as producing feelings of enthusiasm comparable to the concept of emotional energy. The findings suggest the importance of creating social bonds and safe spaces in parenting programmes, which plausibly may lead to an increased motivation for immigrant mothers to engage in positive parenting practices. We suggest that attention to emotional energy on both practical and theoretical levels may further development of parenting programmes