Acta Universitatis Gothoburgensis – förlag

A pioneer in his field, Knut Ström (1887–1971) was a Swedish scenographer and director, who became the first professional scenographer in Sweden. He had an early international career in Düsseldorf during the 1910s but later worked in Göteborg for 41 years. He made visual revolution in Swedish scenography putting his name at stake to navigate between technology, critique and audience. There are thousands of visual statements left from Ström’s extensive production, such as scenographic sketches, costume sketches, scenographic models, photographs and posters. Earlier studies have not to any great extent taken an interest in visual material of this kind. This thesis presents a model for how to deal with such an extensive visual material in relation to the long period of time encompassed by the study. The aim is to expose, understand and explain Knut Ström’s scenography and visual world. Three questions – who was Knut Ström, what did he strive for and what did he do? – have helped in the work.The thesis, with its ten chronological chaptersis geographically grounded. Case studies with scenographic angles are alternated with analyses of Ström’s personal experiences, professional positions and staging of himself. A selection of Ström’s scenographic work at Schauspielhaus Düsseldorf, Lorensbergsteatern and Göteborgs stadsteater is examined. Gordon Craig’s and Adolphe Appia’s theories about dramatic art and a formal analysis based in art history have been used as methodological tools in combination with a semiotic approach in the exposure and analysis of these. Theoretically the study has been carried out using the idea of a translating place inspired by Jacques Lacan’s concepts the symbolic, the imaginary and the real. Ström’s theatrical works are related to their contextual connections in a stepwise historically based process. It has been essential to illuminate political, aesthetic, economic, media, and class factors. In the concluding discussion some signifiers, such as film, technology, and visualization, are used to develop the scenography and visual world of Ström.

I Om arabiska presenterar Andreas Hallberg arabisk språkvetenskap på ett enkelt och tillgängligt sätt. Han beskriver bland annat det arabiska uttalet, hur skriften fungerar, skillnaderna mellan de arabiska dialekterna och standardarabiska och utmärkande drag i arabisk grammatik. Boken riktar sig till personer som studerar arabiska eller som kommer i kontakt med arabiska i sitt arbete, till arabisktalande personer intresserade av språkvetenskapliga perspektiv på sitt modersmål och till andra språkligt nyfikna.

The research interest in this thesis concerns what it means to be and to act as a SENCO. More specifically, the thesis explores nine SENCOs’ lived experiences of agency. To study this, focus has been directed towards existential aspects of their everyday worklife, such as intersubjectivity, corporality, temporality, spatiality and ethics. The research gap this thesis wants to address is further knowledge regarding the professional role of SENCOs in upper secondary schools, with a specific focus on agency.

This thesis takes its point of departure in an interest in exploring how children’s participation is expressed in policy texts as well as in preschool practice. Participation can be viewed as a discourse of considerable importance both in Swedish society and its preschools. The aim of this study is to scrutinize and analyze discourses in policy texts dealing with children’s participation (both at national and transnational level). Also, how these discourses are recontextualized and realized in preschool practice. A further aim is to study and analyze how conditions for pedagogical practice affect the manner in which children’s participation is staged. In the analyses, Bernstein’s theory of pedagogy has been applied. Particular use has been made of the pedagogic device, a concept which makes it is possible to explain how policy intentions and preschool conditions are related to the realization of children’s participation. In the study an ethnographic approach has been used. During a period of one year, field studies were conducted in two preschools with children aged 2 to 5 years. Field notes have been taken while participant observation have been carried out. The policy analysis documents related to children’s participation, both at transnational and national level, have been searched, chosen and analyzed.The studying of children’s participation expressed in policy documents showed that certain competencies, such as being active, autonomous and responsible were related to children’s participation were indicative of competencies regarded as necessary in society. It also showed how the intentions for children’s participation were repeated in different policy contexts and related to the demands of a knowledge society. The field studies showed how conditions related to a preschool context, for example concerning curriculum goals and time related structures, affected how the teachers organized their work with children’s participation. The field study also showed that teacher-led formations of children’s participation included a large degree of regulation. The moments of choice, arranged by the teachers, were structured to control the content of the choices made by children as well as their behavior. The moments of choice also worked as a way of grouping children within the learning environment and to prevent them from circulating in the classrooms. The other teacher-led formation of children’s participation, voting, turned out to be hard to comprehend for the children. This was due to a teacher’s lack of complete instruction and implementation of the principles for voting. For example, the children, had problems understanding that they only had one vote at a time, and what the consequences of majority vote were.

The study aims at deepening the knowledge about how teachers learn as they collaborate to improve their teaching practices through action research. The research questions are as follows: How does teachers’ professional learning unfold in school practice as they engage in improving their teaching practices through action research? What opportunities and challenges emerge from and for teachers’ professional learning at the boundaries between school and research practices? What is the significance of the social context, which also involves students, for teachers’ learning? This action research study, involving an upper secondary school in Sweden, was carried out in the academic year 2017/2018. The action research methodology entailed the abductive process of combining empirical work with the theoretical framework developed by Wenger and colleagues, commonly referred to as ‘communities of practice’. Teacher learning through action research is explored in three papers. Together, the findings show how teachers learn collectively by developing their repertoire, developing forms of mutual engagement, and tuning their enterprise when negotiating on the local improvement work and the action research approach. The process involves dialogues, the use of research and theory, planning and realising interventions, and reflecting on experiences. Joint work between the teachers and the professional development leader functions as a boundary process where two sets of practices, classroom and research, are coordinated and contribute to the learning process in the professional development practice. The process involves negotiations on three competing sets of norms and values: the school’s local development area, the action research approach, and the teachers’ individual values in relation to classroom practice. Collaboration within the local community is essential for meaningful value creation and thus, learning. Findings suggest that teachers should be given recurrent opportunities to define values throughout the process. Learning at the boundaries in between school and research practices entails a mutual openness to deal with differences and engaging uncertainty in the process of learning of what is yet unknown. In addition, the findings show how student participation can contribute to teachers’ learning by adding valuable viewpoints regarding classroom experiences. The study contributes with knowledge about how teachers learn in a social mix of practice, meaning and contexts.

The Swedish Prince Eugen (1865-1947) was not only a royal prince and a culturally involved artist and patron of the arts but also an art collector. His art collecting has mostly been considered a matter of course and has not yet been discussed thoroughly. Stereotypes of the Prince as an art collector have flourished and disseminated. Eugen has been looked upon as a patron of the arts who mainly supported his artist friends and less fortunate younger artists in need of financial support. The abundant art collection at the museum Prins Eugens Waldemarsudde, left by bequest to the Swedish government and today State-owned, supports the theory of a different force behind the prince s art acquisition. In this study art collecting is examined in terms of social promotion. The main focus is put on Prince Eugen and some of his roles on the domestic art scene and in particular Eugen the art collector. The Prince s personality was full of nuances and questions are posed regarding autonomity and heteronomity, legitimacy and approval in the Swedish art life of the time. Prince Eugen collected art for 60 years. The Prince s art collection is described and interpreted as well as its growth. What Eugen bought and how and where he purchased art are of importance in this study. This starting point illustrates the Prince s social radius of action as an art collector and highlights his relations with artists and the art world. Also the opening of the museum Prins Eugens Waldemarsudde after Eugen s death has been considered a matter of course and this study illustrates how the museum developed. Eugen was financially independent and did not have to worry about the state of the market or having to dispose of his art collection. The collection being privately owned made it possible for Eugen to sell it if he wanted to, but he made a conscious choice to keep his collection.Prince Eugen s royal position in combination with his chosen career as an artist invites to further discussions. Prince Eugen s favorable position as a member of the Swedish royal family did not always work in his favor. Through the collecting process, the dissertation discusses how one can become an active participant of the Swedish art scene and how a seemingly fulfilled person still needs to work hard to earn a position. The theoretical basis has been the French sociologist Pierre Bourdieu s conception of habitus and capital and parts of his extensive field theory. Prince Eugen s position on the Swedish art scene did improve without a doubt and this dissertation will illustrate how and in what way the Prince s collecting contributed to his promotions on the Swedish art field from his period of training in Paris in the late 1880 s up to his death in 1947. Eugen s prospects of promotion might have been better than many other agents on the art field, but there are no short cuts, not even for a royal prince. The ultimate result of such a reading allows for a clearer picture not only of Prince Eugen s different roles and achievements in Swedish art life, but also of the art field in itself and Swedish art life and its agents in general.

In athletics, there are few strategies for detecting and managing ill health and poor well-being. New innovative collaborations are needed for coaches to meet the challenge of promoting health and creating well-being among athletes while developing top performers. This research explores the conditions for coaches’ professional development to develop a more sustainable elite sport. In addition, this study problematizes the coaches’ development work towards a more sustainable elite sport in Gothenburg athletics. The thesis consists of several theoretical perspectives. The theory of practice architecture and ecologies of practice are used as overarching theories to identify, understand, and describe how coaches develop. Careership theory is used to explore professional development. The theoretical concept of sustainability, the theory of ethics of care and practical wisdom are used to explore a deeper understanding of sustainability. The thesis is based on an action research project where the data are produced from semi-structured interviews, focus group interviews, meeting recordings, observations, and logbook notes. The results show that coaches’ professional development for creating a more sustainable elite sport takes place while reflecting with other coaches about their coaching role and their lack of knowledge. The results also show that focus on holistic perspectives and long-term processes on athletes’ development enabled the athletes to develop and perform. However, there were no structures, requirements, or support for the athletes or coaches to prioritize long-term goals over short-term goals. The coaches’ meeting practice became a forum for professional development through cooperation although the coaches’ own drive to develop the practice was constrained by the fact that there was no support from the clubs for this organized professional development. Furthermore, the results also show that the coaches expressed an ambition to develop more knowledge to be able to work towards a more sustainable elite sport, but were constrained by unclear requirements as a coach and by their athletes’ focus on results. Parts of work I. Dohlsten, J., Barker-Ruchti, N., Lindgren, E-C. (2020) Caring as sustainable coaching in elite athletics: benefits and challenges, Sports Coaching Review, 9:1, 48-70. II. Dohlsten, J., Barker-Ruchti, N., Lindgren, E-C. (2020) Sustainable elite sport: Swedish athletes voices of sustainability in athletics, Qualitative Research in Sport, Exercise and Health. III. Dohlsten, J., Rönnerman, K., Lindgren, E-C. How practice architectures enable and constrain Swedish elite athletics coaches organized meetings. Resubmitted.

Through an analysis of old boats and craft reconstructions, this thesis explores historical boatbuilding traditions in the Stockholm archipelago and how craftsmanship skills were shaped and transmitted in the past. The thesis investigates how these and other craft traditions can be understood and reconstructed when no living tradition remains. The focus of the thesis is on the practical reconstruction process, where the interaction between boatbuilders, materials and functions in local waters is central, and on the historical context, where archival material provides insight into the lives of 19th-century boatbuilders.

The field of ‘Craft Sciences’ refers to research conducted across and within different craft subjects and academic contexts. This anthology aims to expose the breadth of topics, source material, methods, perspectives, and results that reside in this field, and to explore what unites the research in such diverse contexts as, for example, the arts, conserva-tion, or vocational craft education. The common thread between each of the chapters in the present book is the augmented attention given to methods—the craft research methods—and to the relationship between the field of inquiry and the field of practice. A common feature is that practice plays an instrumental role in the research found within the chapters, and that the researchers in this publication are also practitioners. The aut-hors are researchers but they are also potters, waiters, carpenters, gardeners, textile artists, boat builders, smiths, building conservators, painting restorers, furniture designers, il-lustrators, and media designers. The researchers contribute from different research fields, like craft education, meal sciences, and conservation crafts, and from particular craft subjects, like boat-building and weaving. The main contribution of this book is that it collects together a number of related case studies and presents a reflection on concepts, perspectives, and methods in the general fields of craft research from the point of view of craft practitioners. It adds to the existing academic discussion of crafts through its wider acknowledgement of craftsmanship and extends its borders and its discourse outside the arts and crafts context. This book provides a platform from which to develop context-appropriate research strategies and to associate with the Craft Sciences beyond the bor-ders of faculties and disciplines.

This thesis investigates academic self-concept, defined as students’ perceptions of their academic ability. Academic self-concept is an important construct in educational psychology, both as an outcome of students’ academic experiences and as a predictor of later educational and life outcomes. Although previous research has shown that academic self-concept is related to achievement, motivation, educational choices, and attainment, questions remain regarding how it is formed, how it develops during adolescence, and how it is associated with outcomes beyond the educational system.

People intuitively think that there is a strong connection between having a right to make decisions and to be morally responsible for those decisions. This thesis explores the relationship between these notions in the context of healthcare. The exploration particularly focuses on what I call fringe decisional agents, e.g. adolescents and people who suffer from mental disorder, who have uncertain decision-making competence and exist at the intersection of different institutions. I argue that even though the two notions are strongly connected they can come apart. First, even though both notions are concerned with the moral status of a person there is a potential conflict between the appropriate responses to a person who has the right to decide and someone who is morally responsible. Second, even if conditions for having the right to decide and being morally responsible are very similar they can come apart. Moral responsibility requires that a person exercises a certain degree of control over their actions, a condition that has no clear equivalent for the right to decide. Furthermore, even though both have cognitive conditions, the condition for having the right to decide is directed towards information regarding oneself, whereas the condition for moral responsibility is primarily directed towards information about other people. Finally, if an agent is the concern of different institutions, these might have different conditions for assigning the relevant status and may furthermore do so at different times. Parts of work I. Hartvigsson, T., Munthe, C., & Forsander, G. (2018). Error-Trawling and Fringe Decision Competence: Ethical Hazards in Monitoring and Address Patient Decision Capacity in Clinical Practice. Clinical Ethics, 13(3), 126-136. https://doi.org/10.1177/1477750917749955 II. Munthe, C., El-Alti, L., Hartvigsson, T., & Nijsingh, N. (2018). Disputing with Patients in Person-Centered Care: Ethical Aspects in Standard Care, Pediatrics, Psychiatry, and Public Health. Journal of Argumentation in Context, 7(2), 231-244 https://doi.org/10.1075/jaic.18022.mun III. Hartvigsson, T. and Munthe, C. (manuscript) Responsibilities in Change: Modelling Parental Authority and Children's Autonomy IV. Hartvigsson, T. (submitted) Between Punishment and Care: Autonomous Offenders Who Commit Crimes Under the Influence of Mental Disorder.

All scientific knowledge is analytic in a general sense. The knowledge is based on that parts of the world are discerned, investigated, and described, as research objects. Contextual analysis starts from a preliminary delimitation of research objects as wholes, and continues with discerning and delimiting main parts of the objects, and parts within the main parts. It is characteristic of the analysis that the research objects are seen as wholes of related and organized parts. In contextual analysis, information and data are used to clarify the character of main parts of the research objects, and how those can be delimited and described more precisely. There is an interest in what character the relation between main parts has, and what character this gives to the object as a whole. The analysis is analytic in discerning and delimiting research objects as cases, main parts of the cases, smaller parts within the main parts, and relations between parts. All those delimitations are made through contextual interpretation. Delimitations of all units are made as dependent on their relation to their contexts. The meaning of a unit and its context is interpreted interdependently to delimit the meaning of each. The approach is analytic also concerning the result, which has the form of explicitly described cases, parts and relations. In contextual analysis, case based investigation is seen as the fundamental scientific form of development of knowledge, both in natural and human sciences. It may perhaps be considered self-evident that research starts from the phenomena and cases to be investigated, but it is not. Often the starting point is taken in theoretical concepts, data materials, and/or in data collection and data treatment methods, rather than in the parts of the world that is to be investigated. The result becomes a compilation of data, where the relation to parts of the world is unclear. In contextual analysis there is an emphasis on clarification of research objects as cases of phenomena.

This study examines votive gifts from Heraion, a sanctuary situated at the mouth of the River Sele in the ancient Greek colony of Poseidonia (Paestum), Italy. It is focusing the significance of votive gifts by examining two categories of objects - terracotta figurines depicting groups of dancing women and votive keys. The concept of a “triple function” of votive offerings is introduced to highlight the agency of votive gifts within the dynamic interplay between humans, deities, and society, and to accentuate how their meanings are reinforced through dedication and display within the sanctuary. The dissertation combines iconological methods of analysis with life history approaches and theories of materiality to investigate the votives functions, symbolic connotations, and agency across different phases of their “biographies”. Through an analysis of previous scholarship and how the objects are exhibited at the Museo Archeologico Nazionale di Paestum, the study demonstrates how votives are interpreted and presented in museum contexts. The analysis shows that the votives represent central gendered roles, offering an important yet previously underexplored interpretation that has largely been lost in museum contexts. Emphasis is placed on gender perspectives and critical heritage studies to illustrate how women’s roles in cultic contexts are represented, or rendered invisible, in both scholarly interpretations as well as in museum displays. The study demonstrates how selective narratives shape their perceived meanings and influence contemporary understandings of the past. The study underscores the active role of material objects in both historical and contemporary heritagization processes.

The present book studies metaphors relating to the Ancient Greek banquet and symposion (drinking party) in the poetry of Pindar from Thebes (518–438 BC). The focus is on the First Olympian Ode composed in honor of Hieron, the ruler of Syracuse, whose horse and its jockey were victorious in the single horse race in Olympia in 476 BC. The first part of the First Olympian includes a celebration of Hieron’s hospitality around his table in Syracuse. The final part celebrates a banquet in Olympia in honor of Pelops, the legendary founder of the Olympic games. The book argues that the drawback of earlier scholarship is the monosemous view, according to which only one interpretation of a word or passage is possible. Instead, this monograph proposes that the Theban poet always looks for as many complementary compliments to say about his heroes, gods, patrons and himself as possible but using as few words as possible. To achieve that aim, Pindar uses intentional ambiguities. The book has two parts. The first one studies metaphors relating to water, gold, hearth/Hestia, apples, sheep, and crater. The second part analyses the symbolism of wine, blood, couch, grave, servant, and altar. This monograph also examines the subject of personification in the chapters “Hestia,” “La klinê,” and “La tombe comme serviteur.”

Konstnären Arvid Carlsson (1895-1962) var en av medlemmarna i Hallandsringen, en konstnärssammanslutning som under 1930- och 1940-talen existerade parallelt med den välkända Halmstadgruppen. Boken försöker besvare frågor som: Hur kan det komma sig att halländsk konst så ofta identifieras med Halmstadsgruppens måleri? Varför är det så få som känner till Hallandsringen? Med fokus på Arvid Carlson liv och konstnärskap lyfter Ingrid Fredin fram ett skikt av konstnärer som inte brukar uppmärksammas i konstvetenskapliga undersökningar: den regionalt verksamme och av den breda allmänheten uppskattade konstnären.

För ungefär hundra år sedan började särlingars bilder och skulpturer att uppmärksammas som konst. Detta var då en del av en utvidgning av konstbegreppet som inte bara gällde särlingskonst. I avhandlingen analyserar författaren några tidiga klassiska texter om särlingskonst för att se vilka kvalitéer man vi sekleskiftet 1900 och årtionden därefter kunde se i den här typen av bilder och hur detta kan relateras till det samtidiga genombrottet för modernismen i konsten och formandet an en ny modern konstnärsmyt. Bland de diskuterade författarna märks särskillt Marcel Réja, Walter Morgenthaler och Hans Prinzhorn. Här finns också ett avsnitt om den franske konstnären och teoretikern Jean Dubuffet som är den som utvecklar en teori om särlingskonsten senare under 1900-talet.

Today historic ships are recognised and publicly valued as an important part of Nor-way’s cultural heritage, with substantial annual government funding for preservation. State funds finance not only docking and repairs of listed ships at commercial shipyards, but also encourage volunteer activity with provision of parts and materials for projects that can take a decade or more to achieve the typical aim of making a historic vessel once again seaworthy. Even though this volunteer effort is crucial for restoring and maintaining the maritime heritage of Norway, little is known about its background, organization, scope and impact. This study aims to find: 1) how ship preservation in Norway has developed as a field dominated by volunteers grassroot-organizations 2) who the volunteers are, and what is the scope and impact of their ef-forts3) the volunteers’ motivations and personal experiences and the impact on their proximate social environment. Methods: The study was carried out with three sub-studies. Sub-study I is based on a literature review and discourse analysis. Sub-study II is based on a survey with data from 82 volunteer leaders and analysed quantitatively. Sub-study III is based on 14 semi-structured interviews with volunteers, using content-analysis to identify and organize different categories in the volunteers’ statements. Results: • The discourse analysis of sub-study I shows a shift in praxis, framework and argumentation for ship preservation during the period from 1964 to 1975. From ad-hoc fund-raising activities with the aim of securing ships for museums, the volunteer organisations after 1964 became permanent organisations, taking care of their own ships. In 1967 the first state funding changed the framework for ship preservation in Norway. During the 1970ies ship preservation and a new grassroot-movement promoting costal culture merged, leading to a shift in the argumentation for preserving ships: The argument changed from ships representing important maritime trades to ships representing Norwegian national culture. • The quantitative analysis in sub-study II shows that the change in praxis, framework and arguments in ship preserving in the decade from 1964 marks the beginning of a steep and continuous increase in ship preservation organizations and volunteers. Being male, elderly, and having a strong relationship with the region and/or the specific ship are the most important correlates of volunteering for this work, whose annual value is estimated to be the equivalent of 5.5 million euros in 2009. • The qualitative analysis in sub-study III shows that the ship preservation organizations are closely linked to their local communities and history, and their efforts are widely appreciated. Volunteering in a context of skilled, group-bonded, culturally prestigious activity adds considerably to social capital among this group of elderly Norwegian men. The volunteers’ experiences resemble closely the stages of the empowerment process. Conclusion: Volunteer ship preservation has played an important part in changing the way Norwegians perceive their history and national identity. Volunteers are crucial for the restoration and maintenance of Norway’s listed fleet, and those volunteering are mainly elderly males, a group generally underrepresented as volunteers in Norway.

Det övergripande syftet i denna avhandling är att, med stöd av interaktionsteorier och ett mikrosociologiskt perspektiv, bidra med kunskap om hur interaktionsmönster, social anpassning och emotioner framträder i interaktionen mellan förskollärare och barn i målorienterade dokumentationsaktiviteter på förskolan. Samtidigt som interaktion och relationsskapande processer framhålls som grundläggande i utbildningssammanhang, förs internationellt såväl som nationellt diskussioner gällande tidiga utbildningsinsatser och skolförberedande åtgärder. Således placeras min forskning i en samtida förskola där förskollärare och barn förväntas interagera på sätt som utvecklar relationer samtidigt som praktiken skall anpassas till de allt ökade akademiska förväntningarna. Genom empiriska exempel i tre delstudier, visas sårbarhet i interaktionen mellan förskollärare och barn och därmed också det oförutsägbara i målorienterade sammanhang. Studiernas resultat åskådliggör att ickeverbal interaktion – emotionsuttryck – har en betydande funktion i interaktion, social anpassning och för sociala band. Resultaten diskuteras bland annat utifrån de frågor som väcks gällande balansgången mellan att bedriva målorienterad utbildning och att följa barns intressen i förskolan.

Textbooks in civics are one of the main sources of knowledge and a primary instructional tool for teaching civics in Swedish compulsory schools. Given the importance of civics texts for students’ knowledge construction and their development into active and informed citizens in a democracy, developing reading abilities is key, particularly considering the dense, abstract, and discipline-specific nature of civics texts. L2 students, with diverse linguistic and educational backgrounds, represent over 26% of the student population in Swedish compulsory schools. Despite this, research on L2 students’ difficulties in relation to reading and understanding civics textbook texts is limited. Moreover, in studies focusing on L2 students’ civics learning, teachers’ perspectives often dominate over those of the students. This thesis aims to explore possible sources of difficulties that L2 students encounter in comprehending Grade 9 civics textbook texts, focusing on the students’ perspectives. It also investigates resources that L2 students and their civics teachers perceive as useful for enhancing comprehension of civics texts. To closely study the complexities of challenges with civics texts, a four-field model has been constructed and serves as the theoretical framework and analytical tool with which the data in each of the four studies in the thesis are analyzed. This model illustrates four key components and their interplay with each other. These are: a) literacy abilities, b) disciplinary literacy abilities, c) prior knowledge, and d) content-area knowledge. The four studies collectively explore L2 students’ civics learning from various perspectives. The first study is a thematic literature review, examining how components a–d interact in teachers’ descriptions across the ten reviewed studies. The second study employs think-aloud sessions with eighteen L2 students to understand their perceptions of challenges and opportunities with civics texts. In the third study, individual semi-structured interviews with the L2 students’ civics teachers are conducted. In the fourth study, data from think-aloud sessions are revisited, focusing on L2 students’ use of prior knowledge when engaging with civics texts.

Torben Gruts verksamhet som arkitekt och arkitekturdebattör sammanfaller med en brytningstid och en guldålder för den svenska byggnadskonsten under 1900-talets tre första årtionden. Han var en av de tongivande bakom propagandan för en ny arkitektur som återspeglade den nya tiden och dess möjligheter, bland annat som redaktör för facktidskriften Arkitektur och dekorativ konst.

I denna avhandling undersöks hur generella och specifika förändringar har påverkat organiserandet av makt och relationer i gymnasieskolan, men också hur lärare och rektorer reagerar på och resonerar kring konsekvenserna av dessa förändringar. Avhandlingen tar avstamp i den neoliberala transformation som skett i och av den svenska skolan de senaste tre decennierna för att sedan landa i förändringsprocesser i den lokala kontexten. Den huvudsakliga platsen som undersökts är en gymnasieskola i södra Sverige där Mikael R Karlsson har genomfört etnografiska undersökningar under flera års tid. Under dessa år hamnade tre genomgripande förändringar i lärarnas och rektorernas knän. Dels ett stort utvecklingsprojekt i formativ bedömning, dels karriärstegsreformen – eller Förstelärarreformen som den vanligen benämns i vardagligt tal – och slutligen Lärarlönelyftet. Förändringarna påverkade lärarna relation till varandra, förändrade inflytande och maktrelationer, men också synen på den professionella identiteten.

Det senaste decenniet har frågan om hur grundskolan ska organisera undervisningen för nyanlända elever diskuterats flitigt i forskning, media och policy. I den här avhandlingen undersöks en subgrupp inom denna breda kategori, nämligen de nyanlända elever i högstadieåldern som saknar eller har kort tidigare erfarenhet av skolgång. Detta är en elevgrupp som återkommande omtalas som ett problem för grundskolan att hantera; dels förväntas eleverna ha stora svårigheter att nå gymnasiebehörighet, dels framställs skolan som dåligt rustad att möta dessa elevers behov. Samtidigt tenderar gruppen att osynliggöras i den bredare kategorin nyanlända elever, vilka främst konstitueras som elever i behov av att lära sig svenska. Detta återspeglas exempelvis i att det saknas särskilda stödåtgärder eller riktlinjer riktade mot nyanlända elever med kort skolbakgrund. I avhandlingen undersöks hur nyanlända elever med kort skolbakgrund omtalas och hanteras i undervisningspraktiker, utbildningspolicy och skolpersonals tal och om och hur dessa elever därigenom begripliggörs som en viss sorts elever. Detta undersöks genom en etnografisk studie utförd på tre grundskolor i tre svenska kommuner, samt genom analys av policydokument.

The overall aim of this dissertation is to generate a theory explaining the variation in the way the Spaniards, particularly the Spanish women, designate female professionals. Three different studies are included, the first one a quantitative survey on how the use of the three main strategies for referring to female professionals (the feminine: la abogada; the common gender: la abogado; lexical modification: mujer abogado) is determined by the sex, the age and the educational level of the speakers. The material consists of 40 professions and includes job titles of various types, representing different socioeconomic levels in the Spanish society. The results show that 18 of the 40 professsions are used in the feminine, 22 in the common gender and, consequently, no profession is used in the third variant by the majority of the informants. The conclusions regarding the impact of the social factors confirm a majority use of feminine designations by the women, the oldest age group and the speakers with the highest level of education, respectively. However, the differences between the groups are marginal counted in absolute numbers. The analysis of the extent to which the informants are ready to accept the feminine of the professions demonstrates the highest values in the following groups: the women, the youngest age group and the informants with the lowest educational level. The results of the qualitative study show that several factors influence the election of variant in the 22 cases not used in the feminine according to the first study, which indicates the predomination of idiosyncrasy in this field. Due to the small differences between the groups concerning the feminine use, the aim of the third study is to find out what factors determine the female use. In 31 in-depth interviews, cards illustrating different professions, practised by both men and women, are presented and discussed. The analysis of this study is couched within the Grounded Theory framework, according to which the aim is to generate a new theory, not to confirm an existing one. Such a theory is entirely grounded in the empiric data that emerge throughout the analysis, when data are compared for similarities and formed into categories. The core category – existence in our study – is the one which accounts for most of the variation around the concern. Thus, the prerequisite of the use of a feminine title is its approval by the Royal Spanish Academy. However, its power is twofold. The academic norm is prescriptive only in non-existing cases, since nobody uses, unless in very specific contexts, a feminine title that is not accepted. In the opposite case, the use of the feminine is optional and determined by the factors awareness, presence, habit, aesthetics, attitude and idiosyncrasy. To ensure the highest degree of reliability and validity of our final conclusions, the last step consists of triangulating the three studies.

Göteborg brukar kallas donatorernas stad. Det stämmer i stor utsträckning när det gäller uppbyggnaden av konstlivet i Göteborg. Den här boken beskriver konstlivet under den dynamiska tiden 1840 till 1870.