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Kampen för att bli vuxen: unga som lämnar samhällsvård och deras väg till bostad, utbildning och försörjning
Get PDFDet gradvisa inträdet till vuxenlivet är en komplex process för alla ungdomar, men i synnerhet för ungdomar som lämnar placeringar i samhällsvård, då de ofta saknar ekonomiska resurser och stödjande sociala nätverk och därmed löper en påtaglig risk för social marginalisering. De ogynnsamma livsvillkoren som karaktäriserar denna sårbara och underprivilegierade grupp är väldokumenterade i både svensk och internationell forskning. Ungdomar som lämnar samhällsvård är inbegripna i en kamp på livets alla områden, som de i regel måste klara av på egen hand.
I studien Kampen för att bli vuxen: unga som lämnar samhällsvård och deras väg till bostad, utbildning och försörjning (finansierad av Stiftelsen Allmänna Barnhuset) genomfördes tre fokusgruppintervjuer med familjehems- och socialsekreterare, samt tolv individuella semi strukturerade intervjuer med unga i åldern 17-24. Studiedeltagarna, både ungdomar och de yrkesverksamma som arbetar med denna grupp, rekryterades från två västsvenska kommuner samt genom forskarnas professionella nätverk. Projektets syfte var att söka kunskap om de ungas övergångsprocess och befintliga stödbehov.
De familjehemssekreterare och barnsekreterare som deltog i fokusgrupperna var överens om att de behov som unga främst behövde få tillgodosedda var bostad, sysselsättning och vuxna som bryr sig om dem. De menade att de hade en god uppfattning om de ungas behov, men att den administrativa struktur som styr då ungdomar lämnar samhällsvården i många fall utgjorde ett hinder för dem att ge de unga adekvat stöd.
De intervjuade ungdomarna berättade om övergångsprocessen främst i termer av erfarenheter av att bli administrerade ut ur systemet och lämnade utan ett långsiktigt och kvalitativt stöd; en brist på information och delaktighet i planeringsprocessen vid avslut; och en kamp för att ordna med en fungerande boendesituation och ekonomi. Detta försatte ungdomarna i en mångsidig otrygghet som de till stor del behöver hantera på egen hand. Ur ungdomarnas perspektiv framträder övergången som präglad av en hög grad av variation, osäkerhet och slump, villkorad av det stöd som erbjuds av socialtjänsterna i olika kommuner, kontinuiteten och kvaliteten på de relationer och kontakter ungdomarna har med enskilda socialsekreterare, samt tillgången till formella och informella nätverk som kan tillhandahålla vägledning och stöd med avseende på bostad, arbete, ekonomi, utbildning och fritid.
Sammanfattningsvis visar studiens resultat att socialtjänstens stöd vid övergången från samhällsvård på flera sätt är bristfälligt. Att lämna samhällsvård handlar inte om att erbjudas ett kvalificerat stöd och eftervård, utan snarare om erfarenheter av ett administrerande socialt system som lämnar unga att klara övergången och det stundande vuxenlivets komplexa och utdragna kamp på egen hand. Vad som behöver införas i socialtjänsten är ett kvalificerat, relationellt och långsiktigt socialt arbete, och en ändrad lagstiftning som fokuserar på ungas behov
Erfarenheter av delaktighet och icke-delaktighet vid planering och genomförande av öppenvårdsinsatser
Get PDFPresentationen bygger på preliminära resultat från en studie om barns delaktighet i övergången mellan utredning och öppenvårdsinsats. Under de senaste åren har barns rättigheter och barns delaktighet lyfts i svensk lagstiftning. År 2020 blev barnkonventionen svensk lag och den 1 juli 2023 infördes ny lagstiftning som sänker åldersgränsen för öppenvårdstjänster för barn utan föräldrars samtycke från 15 till 12 år. Tidigare forskning visar att det finns en bred överenskommelse om att barns delaktighet är viktig i det sociala arbetet, samtidigt som det tycks vara svårt att omsätta detta i praktiken (Leviner, 2018; Toros, 2021; van Bijleveld et al., 2020). Den här presentationen kommer att ta upp resultat av en studie som undersöker barns delaktighet i socialtjänstens barnavårdsutredningar och i efterföljande öppenvårdsinsatser. Studien fokuserar på barnens upplevelser av delaktighet i planering och utformande av en insats samt i påbörjat genomförande av insatsen. Det finns få studier som belyser öppenvården och den forskning som finns visar på att barns tillgång till öppenvårdsinsatser påverkas av föräldrarnas samtycke (Heimer & Pettersson, 2022). Forskning visar också att de barn som själva har kontakt med socialtjänsten ofta saknar information både om vad som händer i det egna ärendet, om sina rättigheter exempelvis i relation till vuxenvärlden och om vilken hjälp som finns att få från socialtjänsten i den situation som de befinner sig i (van Bijleveld et al., 2015). I den här studien undersöker vi barns upplevelser av delaktighet i övergången mellan utredning och öppenvårdsinsatser, exempelvis avseende på vilket sätt och i vilken utsträckning de får del av information samt i vilken utsträckning deras önskemål och synpunkter beaktas under processen. Studien bygger på intervjuer med barn i åldern 6-18 år
Image circulation struggles: the George-Floyd uprisings and the intermedial infrastructures of contemporary capital
Get PDFThe capitalist world-system is in a crisis of stagnation, of declining profitability and productivity, characterized by a shift from industrial production to logistical circulation as its engine. This has entailed the primary form of struggle swinging from the strike to the riot (Joshua Clover). Concomitantly, ubiquitous digitization and social media has enabled ever-greater means to participate in, document, and coordinate these networked protests through digital images. This paper takes the uprisings following the murder of George Floyd in 2020 as a paradigmatic case through which to analyze how the algorithmic circulation of images across platforms is imbricated with the circulation of capital. Floyd’s murder was caught on video and uploaded online, sparking outrage from screen to street and back, as social media became awash with images of masses marching, clashes with police, and property destruction. These images illustrate the intermediality of communications infrastructure, for the technical networks that allowed these images to appear as information threatened not only to turn them into “trends” for the attention economy’s churn of content, but also enabled the tracking of activists through surveillance images taken from drones and body cameras. These latter examples evince the genealogy of racial capitalism from which digitality emerges (Simone Browne, Seb Franklin) and which the uprisings were fundamentally protesting against. Moreover, the intermedial analysis of the George Floyd uprisings aims to historicize the digital present’s image surplus within dwindling surplus value whose effect is the growth of under- or unemployed, indebted, and historically racialized “surplus populations” (Marx)
Violence against women as an AI-driven business model
Get PDFWith generative AI based on large language models, personalized chatbots swept the globe in 2023. The new technology enables an interaction between users and AI, so suggestive that it can cognitively induce a hallucinatory experience of the machine as human. Thus, AI developers have rapidly brought the technology to market in various applications, including the creation of so-called sexting chatbots. Our initial investigation indicates that these chatbots both reproduce and reinforce core aspects of violence against women. It is not only about what is seen on the screen itself - where AI-girlfriends invite the user to control and victimize them - but also in the very communicative interaction where the sexting chatbot appears to reinforce patterns that draw on coercive control. In reality, domestic violence unfolds as a pattern over time where the perpetrator gradually entraps the woman. In the interaction with a sexting chatbot, however, the user owns the 'AI-girlfriend' from the first moment. She is shaped entirely according to the man's preferences.
We intend to continue the examination of sexting chatbots and its link to gender-based violence. Our initial investigation raises questions beyond the sexting chatbot industry. What could be traced through this phenomenon is a more general business model for generative AI that appears to be based on the search for pre-existing cognitive patterns in users followed by reinforcement of these via fictitious mass-produced individual relationships. Such model could have a rapid and profound impact on the world, in more ways than we have examined so far
Colourized Histories and “Presentification” of the Past
Get PDF“At the dawn of the 20th century, a rapidly changing world was being captured for the first time by a wonderful new device, the movie camera. Now, more than a hundred years later, we can see those black-and-white images in colour, letting us witness what the cameraman saw through his lens.” – explains the narrator of Revolution in Colour (Martin Dwan, 2016) at the beginning of the film. In this documentary about the Irish Civil War, West Wing Studios’ specialists have digitized and colourized archival black-and-white newsreel footage, then arranged it chronologically to present the Civil War as “it has never been seen before”. However, to what extent can we speak of novelty in this case, and can the spectacle that “the cameraman saw through his lens” really be reconstructed? In my presentation, I analyse the problem of colouring black-and-white archival footage in two films: the Revolution in Colour (Martin Dwan, 2016) and Warsaw Uprising (Powstanie Warszawskie, Jan Komasa, 2014). The focus of my analysis is to explore how does the contemporary cultural and media environment effect our perceptual mechanisms and make the colourisation of archival black-and-white footage so attractive? Why the contemporary consumer feels the need to make old footage “alive” with colours? At the beginning of my presentation, I will focus on the ontology of digital imagery: how the archival footage are transformed or translated from analogue to digital, and what concepts can be used to describe their new state. I will then examine the possible social causes of digital colourisation and the visual consequences of adding colour to archival footage: in the case of Irish film, I will discuss this problem in detail along a typology specifically created for this analysis. In the second half of my presentation, I will analyse the phenomenological consequences of ‘over-restoration’ in terms of perception: in the case of Polish film, my analytical focus is no longer on the examination of colour alone, but on the strange, ghostly visual effect of the striking postproduction, which almost completely erases the traces of the past
The school of the digitized dancer: Learning to dance with a virtual partner
Get PDFThe focus of my presentation will be on the intermedial dance work Falling (2019), involving live undergraduate dancers who interact and connect with digital video projections of themselves. It is a work where I have explored with the students how, by creating interactions between the live and the digitized dancers, they are transformed into a new place, a world of “of possibilities” (Turner, 1974) – a threshold to something new, a liminal performance through intermediality. Showing selected video clips of the work, I will illustrate how our digital dance lab presents us with a “revolving door of possibilities” for devising in and with new creative spaces. (Brooks, 2010) I will discuss the three-stages of the intermedial creative process I have adopted, that of preparation, playful creativity and performance. It is a process to help students (used to dancing in traditional settings where live dancers breathe, make sounds on the stage floor, and with whom physical connections can be made through touch) transition to an intermedial setting with digitized dancers, who are 2D projections on screens that can be seen but not felt or heard. To immerse the dance students in the project they created the soundtracks, functioned as camera operators, film directors/editors. They also helped to shape the movement with their visceral partners. I will outline how together we explored combining and refining the live and the digital to interact and co-exist, resulting in the final and third stage, an intermedial performance. I will consider how ludic strategies are a key part of the devising process and to integrating the live performers with technology and the digital performers. I will share student reflections, firstly on the challenges and frustrations they felt from ‘collaborating’ with digitised dancers. Secondly, I will discuss their reflections on how some discovered “magical moments”, flashes of shared insights and exhilaration when they experienced “order” among the chaos that enabled them to link with ‘other’ (both digitized and live) as well as ‘self’. Thus students were enabled to find a connectedness, bringing them to a place where they could learn to dance with a virtual partner
Enhancing writing process insights: A study on master students' perceptions and evaluation of process-oriented feedback
Get PDFContext: Process-oriented feedback has great potential to promote students’ learning process in writing. It increases their understanding of personal writing strategies, promotes self-regulation, and can improve writing performance.
Aim: In this study, we report on the design of a feedback workshop that aims to give 60 master students a thorough insight into their writing processes. The study’s purpose is to explore students’ perceptions on writing process feedback.
Method: Students performed a written task during class. Their writing processes were logged with keystroke logging software Inputlog. During writing, students had access to the course materials (online learning module with theory and exercises) and were allowed to consult online language tools and generative AI tools to support their writing. In addition, students’ self-efficacy for writing and self-monitoring were measured via questionnaires. One week later, students participated in the workshop. They received personal feedback based on the questionnaire data and a feedback report with keystroke logging data (Vandermeulen et al., 2020). Students compared visualisations of their process to model processes and processes of their peers. Via a personalised dynamic source graph, they explored their source use during writing. Process strategies to make effective use of sources and of generative AI were discussed.
Results: The presentation will provide insights into the different feedback materials, tools, and activities. We will evaluate this type of writing process feedback based on data from two questionnaires measuring the participants’ feedback literacy behaviours (Dawson et al., 2023) and evaluation of the feedback.
Conclusion: This study will provide useful insights to further shape writing process feedback
Cracking the alphabetic code: instruction in phonics and morphology for elementary school students with reading difficulties
Get PDFThe ability to read is essential in order to succeed in school. However, in 2022/23, approximately 8% of the students in elementary school did not achieve the required reading goals for the subject Swedish (Skolverkets statistikdatabas). Applying the best possible reading instruction methods at different stages of development is key in order to provide all students with equal chances in school. Previous studies show that phonics is effective in early reading instruction (Wanzek et al., 2018). Yet, few studies have explored what should come after this initial phase of reading instruction. Some studies indicate that instruction in morphology should be the next step to support word recognition of orthographically and morphologically complex words (Carlisle, 2010). This quasi-experimental intervention study aims to evaluate two complementary reading instruction methods – phonics vs. morphology – and their possible effects on word recognition and spelling in students with reading difficulties early in grade 2 or after “cracking the code” in grade 4. Participants were 57 students in grade 2 and 82 students in grade 4, with word reading skills at z < -0.7. A cross-over study design was used. Students in grade 2 received instructions in phonics (6 weeks) or phonics + morphology (6 weeks), while students in grade 4 received instruction in morphology (6 weeks) or phonics + morphology (6 weeks). A control condition of repeated reading (6 weeks) was used in both grade 2 and 4. Instruction was given in small groups. A mixed ANOVA will be used to analyse possible between- and within-group effects of the experimental and control conditions. The results will be discussed in relation to previous studies and theories on word recognition, spelling and reading instruction
Teaching materials mediating a teacher-researcher collaboration on a multilingual writing pedagogy
Get PDFEven though teachers of the language of schooling (LoS) and of foreign languages (FL) teach writing in their respective language classrooms, few cross-curricular connections are made in their teaching practices. The present research project attends to this gap, aiming at (1) gaining a deeper understanding of how teachers of different languages teach writing, and (2) exploring the extent to which the same teachers may align their writing pedagogies through collaboration with each other and a researcher. The project took place in German (LoS), English, French and Spanish (FLs) classes at secondary schools in Berlin, Germany. Theoretically, the project uses the Discourses of Writing (Ivanič, 2004) to describe and align current writing pedagogies. Methodologically, it builds on nexus analysis (Scollon & Scollon, 2004) and combines ethnography with design research: after ten weeks of ethnographic observations in all language classrooms, the project culminated in the collaborative design of new teaching materials that mediated a multilingual teaching approach to writing in German and Spanish classes.
This presentation will focus on the collaborative process of designing teaching materials that involved a German and a Spanish teacher as well as me as a researcher. Ethnographic observations had revealed that the teachers had divergent teaching approaches to writing: the German teacher foregrounded the Genre Discourse in their practices while the Spanish teacher foregrounded the Skills Discourse. Both teachers lamented that students lack awareness of the communicative purpose of writing tasks. Based on these observations, I created an initial design for multilingual teaching materials to afford their use in both language classrooms and to promote the Social Practice Discourse of Writing. Through engaging teachers in discussions on the communicative purpose of writing tasks, these materials were then collaboratively adapted to the upcoming lessons. In the presentation, I will discuss to what extent teachers’ perspectives on writing converged (or not) in their teaching practices with the new materials
How to be young and how to belong: An identity-in-practice perspective on language and literacy learning
Get PDFBased on Higgins’ (20011) call for an expanded view on language learning that considers he relations between identity construction and language development in the light of contemporary globalization processes, in this presentation, we examine how a group of multilingual students negotiate ethnolinguistic identity during a literacy task, where they have been encouraged to include different linguistic and multimodal resources.
Data consists of detailed transcriptions of a video recording of three multilingual students' group work which is part of a longitudinal research project on literacy and linguistic diversity (2008-2018) (Author 1, 2019). In analyzing the students’ (aged 14-15) peer interaction, we draw on studies of talk-in-interaction examining the use of categories as they are made relevant, oriented to, and negotiated during conversation (Antaki & Widdicombe, 1998).
The analysis shows how the adolescents in their talk and embodied practice draw on and play with their heteroglossic semiotic resources to explore discourses around multilingualism and multiculturalism. During this exploration they reflect on their own social, local, and translocal experiences examining possibilities for forming hybrid identities and establishing and affirming social relationships. In that way, the school-framed literacy activity evolves into a performative investigation of difference, sameness, and in between-ness.
Our analysis calls for a perspective on multilingualism that does not use pre-established and monolithic categories to understand student identity and interaction. Instead, it argues for the importance of paying attention to students’ different orientations and affiliations to language and the ways they create links between language and social identifications to better create opportunities for students to integrate their multilingual and multimodal experiences into their literacy learning