LnuOpen (Linnaeus University)
Not a member yet
3576 research outputs found
Sort by
Innovative pedagogy in K-12 education: A comprehensive study of computational and design thinking with emerging technologies through the exten(DT)² project
Get PDFBridging computational thinking and artificial intelligence in Swedish classrooms: The potential of emergent technologies in K-12
Get PDFAI-supported methods for analysis of unstructured text responses in patient surveys in primary healthcare
Get PDFMigration and access to public and sexual health
Get PDFAlthough Sweden had an International Policy on Sexual and Reproductive Health and Rights since 2004, a national one (the National Strategy for Sexual and Reproductive Health and Rights) was not published until 2020. The strategy identifies “people with migration experiences” and “youths and young adults” as groups that their sexual and reproductive health and rights need to be improved. Despite this announced priority, little research has been done on the specific experiences and perceptions of this population.
Young migrants have almost doubled during the last two decades with currently more than one in five young people 16 to 29 years old are born outside Sweden.
Young migrants' sexual rights are less fulfilled compared to other young people in Sweden, especially for those who are men, non-binary, LGBTQ+, born in South Asia, without a residence permit, or from low economic backgrounds. These groups have also more challenges in and lower access to SRH services than their counterparts.
sexual and reproductive health services are generally available in Sweden, however, almost half of young migrants who need them do not utilize them due to various barriers such as lack of access to information about the services and to comprehensive sexual education, cultural insensitivity, fear of exposure, and lack of parental support. Long waiting times and not taking their problems seriously are also commonly reported.
While the "open environment" of Sweden and the good quality services facilitates access, there is still a need for better equity, respect, privacy, and non-prejudice for young migrants. Those who visit sexual and reproductive health services report that they are not treated with respect (7,4%), lack of privacy (12,1%), prejudice attitude of the staff (28,4%), received inadequate help (24,6%) and they are treated with discrimination (10,5%).Although Sweden had an International Policy on Sexual and Reproductive Health and Rights since 2004, a national one (the National Strategy for Sexual and Reproductive Health and Rights) was not published until 2020. The strategy identifies “people with migration experiences” and “youths and young adults” as groups that their sexual and reproductive health and rights need to be improved. Despite this announced priority, little research has been done on the specific experiences and perceptions of this population.
Young migrants have almost doubled during the last two decades with currently more than one in five young people 16 to 29 years old are born outside Sweden.
Young migrants' sexual rights are less fulfilled compared to other young people in Sweden, especially for those who are men, non-binary, LGBTQ+, born in South Asia, without a residence permit, or from low economic backgrounds. These groups have also more challenges in and lower access to SRH services than their counterparts.
sexual and reproductive health services are generally available in Sweden, however, almost half of young migrants who need them do not utilize them due to various barriers such as lack of access to information about the services and to comprehensive sexual education, cultural insensitivity, fear of exposure, and lack of parental support. Long waiting times and not taking their problems seriously are also commonly reported.
While the "open environment" of Sweden and the good quality services facilitates access, there is still a need for better equity, respect, privacy, and non-prejudice for young migrants. Those who visit sexual and reproductive health services report that they are not treated with respect (7,4%), lack of privacy (12,1%), prejudice attitude of the staff (28,4%), received inadequate help (24,6%) and they are treated with discrimination (10,5%)
Concurrent intimacies: Schooling, relationships and the boundaries of belonging
No full textEducation is often seen as the means of societal reproduction, where the desired norms, values, and behaviors of core groups are instilled in future generations. Schools hence becomes central arenas for constructing, negotiating, and managing not only knowledge but also desirable intimate practices and relationships. Comprehensive sexuality education as well as value-based work as stated in the curriculum are important venues for such processes.
In the current presentation, we explore how young people with migratory experience and educational professionals talk about education, relationships, and emotional closeness. The presentation builds on ethnographic interviews, which allows for an examination of the participants’ narratives of relationships within families and between students and teachers. By using the concept of "concurrences" (Brydon, Forsgren, and Fur 2017), the presentation argues that within the "lived forms of schooling" (Trondman, Willis, and Lund 2018), there is potential to rework the meaning of intimate practices and the boundaries of belonging.
The work builds on the presentation:
Trulsson, A, Baral, A. & High, C. (2022) Re-Imagining Families: Everyday Negotiations around Family and Schooling. Presented at Re-Migration: New Perspectives on Movement, Research and Society, Nordic Migration Research Conference, Copenhagen University 17 – 19 August
Education is often seen as the means of societal reproduction, where the desired norms, values, and behaviors of core groups are instilled in future generations. It hence also becomes a central arena for constructing and managing desirable intimate practices and relationships. In the current presentation, we examine how young people of migratory experiences, as well teachers and other professionals within the educational system, talk about education, relationships, and knowledge around the body. By using the concepts of “concurrences” (Brydon, Forsgren, and Fur 2017) and “friction” (Tsing 2005), the presentation argues that “the lived form of schooling” (Trondman, Willis and Lund 2008), also offers potential to rework the meaning of intimate practices as well as the boundaries of belonging
Honor-related violence and oppression in education
Get PDFThe talk addresses the topic of “honor-related violence and oppression” in the context of the new 2022 curriculum for Swedish primary schools. Lgr22 includes, for the first time, explicit references to "honor-related violence and oppression." However, the specific implications of this change are still unknown. The talk explores the challenges and opportunities for education considering the public debate and controversies surrounding these changes by briefly addressing broader societal discourse. It then provides a forward-looking examination of how the theme of “honor-related violence and oppression” can be addressed within the school subject of religious studies, including its sub-topic “ethics”. In this, particular emphasis is put on the vagueness of the concept of “honor-related violence and oppression” and the difficulties in defining its boundaries and hence of providing a clear direction for teaching practice. It is argued that the concept encompasses a wide range of actions, from murder to bullying, with two major common denominators, a connection to sexuality, and perpetrators that have an ethnic background outside of Sweden. Interestingly enough “honor-related violence and oppression”, as used in a wider social discourse, need not have any explicit connections to any concept of honor.The talk suggests that the demands of inclusion for “honor-related violence and oppression” in primary school teaching in religious studies is best met by reframing the issue as one of norms concerning sexuality, and the ways in which such norms are related to religious beliefs and practices, within a comparative perspective across time and space.The talk addresses the topic of “honor-related violence and oppression” in the context of the new 2022 curriculum for Swedish primary schools. Lgr22 includes, for the first time, explicit references to "honor-related violence and oppression." However, the specific implications of this change are still unknown. The talk explores the challenges and opportunities for education considering the public debate and controversies surrounding these changes by briefly addressing broader societal discourse. It then provides a forward-looking examination of how the theme of “honor-related violence and oppression” can be addressed within the school subject of religious studies, including its sub-topic “ethics”. In this, particular emphasis is put on the vagueness of the concept of “honor-related violence and oppression” and the difficulties in defining its boundaries and hence of providing a clear direction for teaching practice. It is argued that the concept encompasses a wide range of actions, from murder to bullying, with two major common denominators, a connection to sexuality, and perpetrators that have an ethnic background outside of Sweden. Interestingly enough “honor-related violence and oppression”, as used in a wider social discourse, need not have any explicit connections to any concept of honor.The talk suggests that the demands of inclusion for “honor-related violence and oppression” in primary school teaching in religious studies is best met by reframing the issue as one of norms concerning sexuality, and the ways in which such norms are related to religious beliefs and practices, within a comparative perspective across time and space
När skolproblem når socialtjänsten: Perspektiv på socialtjänstens utredningar och insatser vid skolfrånvaro som orsak till orosanmälan
Get PDFNäst efter polisen är skolan den verksamhet som tillsammans med hälso- och sjukvård och tandvård gör flest orosanmälningar till socialtjänsten. Under 2022 stod skolan för ungefär en femtedel av anmälningarna och en orsak till orosanmälningar från skolan som tycks ha ökat betydligt är skolfrånvaro. Trots att skolresultat och sociala relationer i skolan är kända risk- och skyddsfaktorer för barns framtida utveckling så finns lite forskning om hur socialtjänsten förhåller sig till skolrelaterad problematik i samband med barnavårdsutredningar. Det faktum att skolfrånvaro är ett problem som ofta har komplexa orsaker gör också att gränsen mellan skolans ansvar och socialtjänstens ansvar när det gäller tidiga insatser inte är helt självklar och där olika förståelser av problemet också kan förekomma mellan olika aktörer. Samtidigt pekar forskning på vikten av tidiga åtgärder och att skolfrånvaro innebär risk för negativ utveckling på kort och lång sikt när det gäller skolprestationer, skolavhopp, hälsa och social problematik. I denna presentation redovisas preliminära resultat från en studie av socialsekreterares erfarenheter av och perspektiv på situationer där skolfrånvaro varit en anledning till orosanmälan till socialtjänsten för ett barn/ungdom. Studien är en del av forskningsprogrammet ”Barnets färd genom den sociala barnavården” och bygger på fokusgruppsintervjuer med socialsekreterare (n=16) från fyra av åtta stockholmskommuner som ingår i programmet. För att få en konkret uppfattning av socialsekreterarnas perspektiv så användes under intervjuerna bl.a. två olika fingerade fall på orosanmälningar som socialsekreterarna fick förhålla sig till och diskutera sinsemellan om hur de skulle ta sig an anmälan, deras handlingsutrymme i ärendet, liksom deras möjligheter att kunna erbjuda insatser från socialtjänsten. Preliminära resultat som kommer att presenteras handlar om socialsekreterarnas erfarenheter av och perspektiv på problemens karaktär, deras syn på socialtjänstens ansvar och möjlighet till insatser i relation till skolfrånvaro, samt upplevelser av samverkan med andra aktörer i dessa ärenden. Resultaten kommer diskuteras med utgångspunkt i institutionella principer som vägleder svensk social barnavård, samt teoretiska begrepp kopplade till organisationsteori
Att (åter)skapa föräldraskap: Institutionsvårdens konsekvenser för föräldrarna
Get PDFPresentationen är en del av symposiet:Hur kan föräldrar stödjas när deras barn placeras i samhällsvård – en kritisk diskussion om föräldrars erfarenheter och ställning i relation till socialtjänsten. (Sofia Enell, Anna Melke och Therése Wissö)
Låst institutionsvård är den mest ingripande interventionen i social barnavård. I Sverige är det Statens institutionsstyrelse som ansvarar för de institutioner, de så kallade särskilda ungdomshemmen, som har de mest långtgående tvångsbefogenheterna. Det är endast på dessa institutioner som tvång kan användas för att begränsa de ungas rörelse- och handlingsfrihet. Inlåsningen och tvångsåtgärderna innebär tillsammans att kontakten mellan de unga och deras familjemedlemmar blir begränsade. En stor del av studier om låst institutionsvård, som de särskilda ungdomshemmen, är inriktade på vilka konsekvenser sådan vård får för de unga. Men för varje ungdom som placeras på särskilt ungdomshem påverkas minst dubbelt så många familjemedlemmar. Föräldrarna till de unga behöver därför också hantera konsekvenserna av den låsta institutionsvården. Det är därför lika angeläget att förstå hur de särskilda ungdomshemmen påverkar föräldrarna som att förstå hur de påverkar de unga. För att utforska detta genomförde vi, Monika Allgurin och Sofia Enell, en studie där vi intervjuade 11 föräldrar till åtta unga som hade placerats på särskilt ungdomshem under deras uppväxt. Studien har publicerats i två artiklar (Enell & Wilińska 2022; Allgurin & Enell 2023). I denna presentation kommer jag att återge föräldrarnas berättelser med fokus på hur de positioneras och positionerar sig själva i relation till socialtjänst och institutionsvård. Syftet är att utforska hur föräldraskap och relationen mellan barn och förälder (åter)skapas genom placering på särskilt ungdomshem. I studien ser vi familj och föräldraskap som något som görs och som är föränderligt (Finch 2007; Morgan 2011).
Med en narrativ ansats fann vi hur föräldrarnas berättelser anspelar på metaforer av olika positioner i krig. Krigsmetaforerna synliggör hur föräldrarna, på olika sätt, kämpar med hur de ska vara förälder under och efter placeringen. Vi identifierade berättelser om ”det sargade föräldraskapet”, ”det överlämnade föräldraskapet”, ”föräldraskap på paus” och ”det opponerande föräldraskapet”. Berättelserna visar hur alla föräldrar, men framför allt ensamstående mödrar, påverkas av deras olika socio-ekonomiska positioner och de rigida familjeramar som de möttes av genom socialtjänst och institutionsvård. Deras sätt att göra föräldraskap framstår här snarare handla om en social praktik än en förmåga hos dem själva. Framför allt visar föräldrarnas berättelser hur sårbara och utsatta deras föräldraskap blir i mötet med den sociala barnavården. Resultaten väcker flera kritiska frågor om hur föräldrar med olika tillgång till samhälleliga resurser bemöts och får stöd när deras barn blir och är placerade på särskilt ungdomshem