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  • 1.
    Bulow, Pia
    et al.
    Avdelningen för beteendevetenskap och socialt arbete Hälsohögskolan i Jönköping .
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Sandén, Inger
    Linköping University, Department of Medical and Health Sciences, Division of Nursing Science. Linköping University, Faculty of Health Sciences.
    Delaktighet i och genom samtal inom vård, omsorg och socialt arbete2012In: Delaktighetens praktik: det professionella samtalets villkor och möjligheter / [ed] Pia Bülow, Daniel Persson Thunqvist & Inger Sandén, Malmö: Gleerups Utbildning AB, 2012, 1, p. 7-17Chapter in book (Other academic)
    Abstract [sv]

    Delaktighet och kommunikation är centrala ideal inom vård, omsorg och socialt arbete. Men vad innebär delaktighet i praktiken och hur kan teorier om delaktighet och professionella samtal förstås i olika praktiska sammanhang? Med utgångspunkt i svensk och internationell forskning ger den här boken en djupare inblick i villkor och möjligheter för professionella samtal. I ett tvärvetenskapligt perspektiv på kommunikation presenteras exempel från nya studier på vad delaktighet innebär inom en rad miljöer: nödsamtal, akut- och specialistsjukvård, äldreomsorg, biståndsbedömning, arbetsrelaterad rehabilitering och vårdutbildning. Boken passar väl för utbildningar till sjuksköterska, socionom, arbetsterapeut, sjukgymnast och läkare. I boken beskrivs även olika metoder för datainsamling och analys av data. Det innebär att boken med fördel kan knytas till metodundervisning och examensarbete på avancerad nivå.

  • 2.
    Bulow, Pia
    et al.
    Avdelningen för beteendevetenskap och socialt arbete Hälsohögskolan i Jönköping .
    Persson Thunqvist, DanielLinköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.Sandén, IngerLinköping University, Department of Medical and Health Sciences. Linköping University, Faculty of Health Sciences.
    Delaktighetens praktik: det professionella samtalets villkor och möjligheter2012Collection (editor) (Other academic)
    Abstract [sv]

    Delaktighet och kommunikation är centrala ideal inom vård, omsorg och socialt arbete. Men vad innebär delaktighet i praktiken och hur kan teorier om delaktighet och professionella samtal förstås i olika praktiska sammanhang? Med utgångspunkt i svensk och internationell forskning ger den här boken en djupare inblick i villkor och möjligheter för professionella samtal. I ett tvärvetenskapligt perspektiv på kommunikation presenteras exempel från nya studier på vad delaktighet innebär inom en rad miljöer: nödsamtal, akut- och specialistsjukvård, äldreomsorg, biståndsbedömning, arbetsrelaterad rehabilitering och vårdutbildning. Boken passar väl för utbildningar till sjuksköterska, socionom, arbetsterapeut, sjukgymnast och läkare. I boken beskrivs även olika metoder för datainsamling och analys av data. Det innebär att boken med fördel kan knytas till metodundervisning och examensarbete på avancerad nivå.

  • 3.
    Bulow, Pia
    et al.
    Avdelningen för beteendevetenskap och socialt arbete Hälsohögskolan i Jönköping .
    Thunqvist Persson, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Cedersund, Elisabet
    Linköping University, Department of Social and Welfare Studies, Division Ageing and Social Change. Linköping University, Faculty of Arts and Sciences.
    Samtal som familjestödjande praktik: barn som anhöriga när föräldrar har psykiska problem2017Report (Other academic)
    Abstract [sv]

    Rapporten redovisar resultatet av en forskningsstudie om familjestödjande samtal med barn och föräldrar i familjer där mamma och/eller pappa har psykiska problem som föranleder kontakt med vuxenpsykiatrin. Det studerade familjestödet bygger på ett utvecklat samarbete mellan en landstingsdriven vuxenpsykiatrisk mottagning och en familjeenhet inom socialtjänsten i en medelstor kommun i Mellansverige. Den del av familjestödet som har studerats är den serie samtal som erbjuds genom familjeenheten och som genomförs där.

    Studiens övergripande syfte var att undersöka hur familjestödjande samtal fungerar och organiseras i samspel mellan barn, föräldrar och professionella. Mer specifikt avsåg studien belysa om och hur barn genom dessa samtal får stöd att prata om föräldrars psykiska problem samt huruvida och på vilket sätt familjestödet kan bistå föräldrarna i deras föräldraskap.

    Inom ramen för forskningsstudien samlades data in från 21 familjestödssamtal samt intervjuer med sju föräldrar och fyra barn efter avslutat familjestöd. Dessutom genomfördes sju intervjuer med samtalsledarna som medverkat vid de studerade familjestödssamtalen. Tre familjer följdes genom hela samtalsserien som för dessa familjer omfattade mellan sex och åtta samtal. Samtliga familjestödssamtal spelades in med ljud och bild medan enbart ljud gällde för intervjuerna.

    Familjestödssamtalen analyserades med samtalsanalytiska och narrativa metoder. Viktiga teoretiska utgångspunkter var det som brukar kallas institutionella samtal och teorier om socialt samspel i interaktion. Av betydelse var också tidigare forskning om barnsamtal och familje-samtal som kommunikativ praktik och i institutionella kontexter t.ex. familjeterapi, samt internationella och nationella studier om familjestödjande interventioner av typen Beardslees preventiva familjeinterventionoch den finska kortversionen Föra barnen på tal.

    Analysen av de studerade familjestödssamtalen – som enskilda samtal och som samtalsserier – visar att familjestödet på flera sätt skiljer sig från många andra institutionella samtal som beskrivs i forskningen, genom att till sin karaktär vara samarbetsinriktade och samtidigt både kartläggande och rådgivande. Familjestödet liknar istället mer terapeutiska möten såsom familjeterapeutiska samtal med den avgörande skillnaden att det i familjestödssamtal är föräldrars psykiska problem som står i fokus medan det klassiska i familjeterapi är att barn är den identifierade patienten.

    Inom familjestödet har framför allt föräldrar, men också barn i viss utsträckning, möjlighet till stort inflytande när det gäller upplägg av samtalsserien som trots ett tydligt gemensamt mönster modifieras utifrån varje familjs livsomständigheter och konstellation. Både barn och föräldrar kan också styra vilken information som föras vidare från enskilda samtal till övriga i familjen.

    Att det studerade familjestödet har formen av en serie samtal med det övergripande målet att stödja barn genom att ge föräldrar stöd i att samtala med barnet/barnen om sina psykiska problem, innebär också att de olika samtalen i serien – som sker i varierande konstellationer avseende personer och antal deltagare – knyts till varandra genom ett fokus på barnet/barnen och dess/deras behov av information om föräldrars psykisk hälsa/ohälsa.

    Tre viktiga aspekter på familjestödet som identifierades var: 1) hur det tycktes öka barns möjlighet att prata om föräldrars psykiska problem utifrån sitt behov av information samt att tydliggöra barns position som anhörig med rätt att få vetskap; 2) den lärande dimensionen av familjestödsamtal; och 3) hur familjestödet realiseras genom en balansakt av de professionella men där barn och föräldrar aktivt deltar.

    I relation till andra institutionella samtal med barn och föräldrar, tycktes barnen i familjestödet få sitt perspektiv belyst i relativt hög utsträckning, och barn kom till tals särskilt i barnsamtalen. Ett viktigt tema i familjestödet och speciellt i enskilda samtal med barn, handlade om huruvida barn tog eller kände ett för sin ålder alltför stort ansvar för sin/sina föräldrar. Analysen av barnsamtalen tydliggör dock att det kan krävas mycket samtalstid för att barn på eget initiativ ska ta upp frågor om oro beroende av föräldrars sjukdom. För barn är det krävande att förmedla sina funderingar kring svåra frågor till andra vuxna och särskilt i ett institutionellt sammanhang.

    Samtidigt indikerar analysen att barns roll som anhörig inte är självklar eller oproblematisk då barn i hög grad tycktes medverka utifrån föräldrars önskan snarare än en egen uttalad vilja att delta. Inte heller stod det helt klart att barnen fullt ut förstod vilken typ av samtal de skulle medverka i när de kom till sitt första samtal inom ramen för familjestödet.

    Den lärande dimensionen av familjestödet hör delvis ihop med den seriekoppling som tydligt skedde mellan olika samtal genom att samtalsledare rekapitulerade tidigare möten, återberättade vad andra familjemedlemmar hade sagt i tidigare möten samt upprepade planen för nästkommande samtal liksom målet för familjestödet i sin helhet. I detta märktes även den utmaning det innebar för de professionella när det gällde att anta ett barnperspektiv då flertalet samtal utgjordes av föräldrasamtal. Anläggandet av ett barnperspektiv kan därför ses både som en professionell hållning och som en del av den lärande aspekten i familjestödssamtalen där just barnperspektivet tycktes bidra till att konstituera familjestödet som en helhet genom t.ex. att hålla fokus och att seriekoppla möten.

    Till skillnad från den kamp mellan ett professionellt perspektiv och klientens livsvärlds-perspektiv som ofta beskrivs i tidigare forskning som gällt samtal och samtalsserier inom välfärdsinstitutioner som socialtjänst, hälso- och sjukvård, försäkringskassan och arbetsförmedlingen, visar analysen av familjestödet hur samtalsledaren växlar mellan flera olika perspektiv – föräldraperspektivet, barnperspektivet och ett professionellt perspektiv. Detta sker på ett flexibelt sätt anpassat till samtalens dynamik och föräldrars och barns individuella förutsättningar och utgör på övergripande plan den balansakt de professionella utför.

    Analysen av familjestödet visar att det finns tydliga likheter med den struktur som beskrivs för Beardslees preventiva familjeintervention. Därmed kan studien av familjestödet bidra till ökad förståelse också för den typen av samtalsserier med barn och föräldrar och för vilken det saknas naturalistiska studier av autentiska möten.

  • 4.
    Cromdal, Jakob
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Landqvist, Håkan
    Akademin för utbildning, kultur och kommunikation, Mälardalens högskola.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Finding out what’s happened: Two procedures for opening emergency calls2012In: Discourse Studies, ISSN 1461-4456, E-ISSN 1461-7080, Vol. 14, no 4, p. 371-397Article in journal (Refereed)
    Abstract [en]

    This article examines two corpora of telephone calls to the Swedish emergency services SOSAlarm. The focus of analysis is on the procedural consequentiality of the routine opening by theoperator. In the first corpus, the summons are answered by identification of the service via the emergency number. In the second corpus, the protocol has been altered, such that the opening entails the emergency number combined with a standard query concerning the nature of the incident. Through sequential and categorial analysis of the two collections, we highlight the distinct trajectories of action ensuing from the two opening protocols. The stand-alone emergency number opening typically results in callers asking for a specific service. In contrast, opening turns that endwith a direct query about the incident tend to solicit brief descriptions of the trouble. We discuss the benefits of the latter procedure in terms of topical progression and institutional relevance, proposing that the work of emergency assistance agencies worldwide might consider implementing opening routines with a similar design.

  • 5.
    Cromdal, Jakob
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Osvaldsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Persson Thunqvist, Daniel
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute.
    Barn ringer 1122007In: Signalen - Tidningen "För ett tryggare samhälle" från SOS Alarm, ISSN 1651-6958, no 2, p. 28-30Article in journal (Other (popular science, discussion, etc.))
  • 6.
    Cromdal, Jakob
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Persson-Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Sociology . Linköping University, Faculty of Arts and Sciences.
    Context that matters: Producing “thick-enough descriptions” in initial emergency reports2008In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 40, p. 927-959Article in journal (Refereed)
    Abstract [en]

    This article examines how troublesome events are described in children’s emergency calls. In focus forthe analysis are the procedures through which participants methodically deal with contextual informationconcerning the reported emergency event during the early phases of the call, i.e., up to the point where theoperator is able to set emergency priority. This choice is motivated by a set of institutional concerns thatsurface in the interaction typically, but not solely, through the operator’s ways of receiving and managing thecaller’s unfolding report. The initial phase of emergency calls thus offers a locus of order, a phenomenon initself, in addition to offering access to some of the finer details of sequential and categorical organisation ofinteraction in emergency calls. Applying Ryle’s (1968) distinction between ‘thin’ vs. ‘thick’ description(roughly, the description of an observed event vs. description of the meaning of an observed event) to thereporting of emergencies, we argue that determining the relevant level of ‘thickness’ is, above all, a task forthe participants themselves. Hence, our analysis shows that interaction during the early phases of emergencycalls is distinctively geared towards producing a ‘thick-enough’ description of the reported event. Thesefindings are discussed in terms of the methodological problem of how features of the context can enterinteraction analytic accounts of institutional exchanges. Specifically, we argue that relevant features ofcontext ‘brought along’ to emergency calls (to do, for instance, with operators’ institutional agendas orcallers’ situations) are also ‘brought about’ by the participants as part of the interactional work throughwhich one party’s observations are jointly transformed into descriptions that form accountable reports ofemergency events.

  • 7.
    Cromdal, Jakob
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Persson-Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Educational Sciences.
    Osvaldsson, Karin
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    ‘‘SOS 112 what has occurred?’’: Managing openings in children’s emergency calls2012In: Discourse, Context & Media, ISSN 2211-6958, Vol. 1, no 4, p. 183-202Article in journal (Refereed)
    Abstract [en]

    This article examines the initial exchanges in calls to the Swedish emergency services, focusing on callers’ responses to the standardised opening phrase “SOS one one two, what has occurred?”. Comparisons across three age groups – children, teenagers and adults – revealed significant differences in caller behaviour. Whereas teenagers and adults offered reports of the incident, child callers were more prone to request dispatch of specific assistance units. This pattern was only observable when children were accompanied by an adult relative, which leads us to propose that child callers may be operating under prior adult instruction concerning how to request help. The second part of the analysis examines the local organisation of participants' actions, showing how turn-design and sequencing manifest the local concerns of the two parties. The analysis thus combines quantitative and qualitative methods to explore the ways through which the parties jointly produce an early sense of emergency incidents. These results are discussed in terms of children's agency and competence as informants granted to them by emergency operators, and how such competence ascriptions run against commonsense conceptualisations of children as less-than-full-fledged members of society.

  • 8.
    Ferm, Lisa
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Gustavsson, Maria
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Persson-Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Elevers strategier för lärande av ett yrke på arbetsplatser2018In: Yrkesutbildning – mellan skola och arbetsliv / [ed] Maria Gustavsson och Susanne Köpsén, Lund: Studentlitteratur AB, 2018, 1, p. 101-117Chapter in book (Other academic)
  • 9.
    Gustavsson, Maria
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Persson-Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences. Linköping University, HELIX Competence Centre.
    Students’ Vocational Learning: Enabling Conditions for Putting Knowledge to Work2018In: Handbook of Vocational Education and Training: Developments in the Changing World of Work, / [ed] Simon McGrath, Martin Mulder, Joy Papier and Rebecca Suart, Springer, 2018, p. 1-18Chapter in book (Refereed)
    Abstract [en]

    The purpose of this chapter is to contribute knowledge about school-related and workplace-related conditions that enable students’  vocational learning during workplace-based learning within vocational education. The research underpinning the chapter draws on evidence from a research project on students’  vocational learning in the industrial vocational education program at six different Swedish upper secondary schools. The theoretical concept of recontextualization contributes to uncovering the dynamic conditions that enable students’  vocational learning as they bring knowledge from the school context to the workplace context and back in vocational education programs. The argument is that both school- and workplace-related conditions must support putting knowledge to work in the workplace context. The ways in which different types of knowledge are put to use form the basis for examining how school-related and work-related conditions can support students in their vocational learning. The students’  ways of making sense of workplace-based learning as an extension of their educational program and of putting knowledge to work in the workplace are connected with their identity formation processes. Students use different learning strategies to bridge school-based and workplace-based knowledge that support changes in the workplace. The implications of this study are discussed in terms of potential changes in practices for vocational learning in the context of vocational education.

  • 10.
    Helms Jurgensen, Christian
    et al.
    Roskilde University, Denmark.
    Olsen, Ole JohnnyDepartment of Sociology, University of Bergen, Norway.Persson Thunqvist, DanielLinköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Vocational Education in the Nordic Countries: Learning from Diversity2018Collection (editor) (Refereed)
    Abstract [en]

    Vocational Education in the Nordic Countries: Learning from Diversity is the second of two books that disseminates new and systematic knowledge on the strengths and weaknesses of the different models of vocational education and training (VET) in four Nordic countries. Vocational education in Europe has resisted standardisation to a higher degree than other fields of education, and during the last decade, there has been a growth in international, comparative VET research. While the Nordic countries provide an ideal case for comparative education studies, the literature in English on the Nordic VET systems is at present very limited.

    This book provides thorough examinations of VET in Sweden, Denmark, Norway and Finland. Each section examines the current challenges for VET, compares how these challenges are managed, and explores recent reforms and institutional innovations. Contributors also analyse institutions and policies at the national level and include comparative studies of two occupations at the micro-level in the four countries. The book explores what can be learned from the diversity of the VET systems in the Nordic countries, which otherwise have many similarities and share a common heritage in education policy.

    This volume will help strengthen the knowledge base required for transnational policy learning, and for developing vocational education internationally for the future. As a result, the book will be of interest to researchers, academics and postgraduate students involved in the study of vocational education, educational studies and educational policy, as well as policy makers.

  • 11.
    Helms Jørgensen, Christian
    et al.
    Roskilde University.
    Michelsen, Svein
    Olofsson, Jonas
    Malmö University .
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Faculty of Arts and Sciences.
    Same, but different - The Emergence of VET in three Nordic Countries2016In: History of Vocational Education and Training in Europe: Cases, Concepts and Challenges / [ed] Esther Berner & Philipp Gonon, Bern: Peter Lang Publishing Group, 2016Chapter in book (Other academic)
  • 12.
    Jukneviciute, Laura
    et al.
    Kaunas University of Technology, Lithuania.
    Liubiniene, Vilmante
    Kanuas University of Technology, Lithuania.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    The Role of Media in Transforming Outlooks on Environmental Issues: A Comparative Study of Lithuania and Sweden2011In: Social Sciences - Socialiniai, ISSN 1392-0758, E-ISSN 2029-7319, Vol. 73, no 3, p. 23-31Article in journal (Refereed)
    Abstract [en]

    Environmental issues on media channels are current topics these days. The governmental policy as well as the media come together to influence how people perceive, interpret and act on environmental issues.

    So far little has been researched on the subject of the environmental communication across the Baltic Sea. By comparative research on media coverage of environmental issues in Lithuania and Sweden, the paper aims at analyzing the role of media in facilitating learning in the society about environmental protection on the two different sides of the Baltic Sea. The research findings have revealed that in Sweden media coverage is rich with environmental content, thus the level of awareness in Sweden regarding the environmental issues is high and people are environmentally active. To compare, in Lithuania education of the society related to environmental issues is the main goal leading to the sustainable development and the rise of the environmental activism, which is currently comparatively low.

  • 13.
    Landqvist, Håkan
    et al.
    Mälardalen University, Sweden.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Om man frågar får man svar: Två öppningsrutiner för SOS-ärenden och deras konsekvenser för samtalens inledning2012In: Språk & Stil, ISSN 1101-1165, Vol. 22, no 2, p. 127-152Article in journal (Refereed)
    Abstract [en]

    This is a conversation analytic study examining how two ways of answering emergency calls have different implications and consequences for the ensuing interaction. In an older corpus of 22 calls to a Swedish emergency center, the calls were routinely answered with an identification phrase “ninety thousand” (i.e. the telephone number 90 000) or “SOS ninety thousand”, whereas the 52 calls in a recently collected corpus are routinely answered with an identification phrase followed by a question, taking the format “SOS 1-1-2, what has occurred?” The analysis shows how the different answering formats affect what is being brought up at different sequential positions during call beginnings, and also how the standardized relational pair of “help provider” and “help seeker”, each with its respective rights and obligations, is constructed. The article concludes with a discussion of the benefits of the latter way of answering emergency calls, arguing that it helps making the distribution of responsibilities among the interactants clear, and that it allows for a truncation of an unnecessary sequence. In this way, the latter format enhances topical progression and promotes institutional relevance.

  • 14.
    Larsen, Lene
    et al.
    Roskilde University, Denmark.
    Persson-Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Balancing the esteem of vocational education and social inclusion in four Nordic countries2018In: Vocational Education in the Nordic Countrie: Learning from Diversity / [ed] Christian Helms Jurgensen, Ole-Johnny Olsen, Daniel Persson Thunqvist, Abingdon: Routledge, 2018, 1, p. 74-95Chapter in book (Refereed)
  • 15.
    Linell, Per
    et al.
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Moving in and out of framings: Activity contexts in talks with young unemployed people within a training project2003In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 35, no 3, p. 409-434Article, review/survey (Refereed)
    Abstract [en]

    This paper is concerned with talk activities in and through which parties simulate another talk activity. Data are drawn from a social and vocational training project for young unemployed people involving talk activities of multiple ambiguous kinds. In particular, we analyze simulated job interviews in which the young people are supposed to learn how to behave in real job interviews, but the parties seem to orient to several other goals simultaneously. Participants do not sustain a unified definition of what is going on and activities involve complexities and hybridities on several planes. This allows us to probe issues having to do with concepts like context, frame, activity type, and genre. In terms of theory, we challenge some approaches to context as developed within Conversation Analysis. © 2003 Elsevier Science B.V. All rights reserved.

  • 16.
    Liubiniené, Vilmante
    et al.
    Kaunas University of Technology .
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Media Literacy and Digital Divide: A cross-cultural case study of Sweden and Lithuania2015In: Creativity Studies, ISSN 2345-0479, Vol. 8, no 2, p. 134-149Article in journal (Refereed)
    Abstract [en]

    A case study of Sweden and Lithuania aims at analysing the important question of inclusion and exclusion when it comes to the media literacy and the digital divide. Analysis of country-level factors, such as social-stratification, technological infrastructure, educational system, cultural values is provided with the goal to identify the keen factors widening the digital divide of certain population groups in both countries. The study has revealed that in regard to media literacy, age matters the most in case of Lithuania. On the contrary, in Sweden the digital divide between different age groups is diminishing but the media literacy of socio-economically marginalized groups (immigrants in particular) is much lower as compared to the general trends in population. The digital generation – children and teenagers – have got much more in common in both countries as opposed to the senior adult populations.

  • 17.
    Olofsson, Jonas
    et al.
    Malmö University.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life.
    The Swedish Model of Vocational Education and Training: Establishment, recent changes and future challenges2014Report (Refereed)
  • 18.
    Olofsson, Jonas
    et al.
    Fakulteten för hälsa och samhälle, Malmö University, Sweden.
    Persson-Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Sweden: the formative period for VET (1850-1945)2018In: Vocational Education in the Nordic Countries: The Historical Evolution / [ed] Svein Michelsen and Marja-Lena Stenström, Abingdon: Routledge, 2018, 1, p. 46-66Chapter in book (Refereed)
    Abstract [en]

    Is there any such thing as a Swedish model of vocational education? The answer is ‘yes’ there probably is. Development of the Swedish model of vocational education during the past 100 years has entailed a less prominent role for apprenticeship as compared to school-based education. In Sweden, the involvement and operative responsibility of trade and industry in relation to education came to be less evident than in countries with strong apprenticeship systems (Nilsson, 2013; Olofsson, 2005).

  • 19.
    Olofsson, Jonas
    et al.
    Fakulteten för hälsa och samhälle, Malmö University, Sweden.
    Persson-Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    The modern evolution of VET in Sweden (1945-2015)2018In: Vocational Education in the Nordic Countries: The Historical Evolution / [ed] Svein Michelsen and Marje-Lena Stenström, Abingdon: Routledge, 2018, 1, p. 124-146Chapter in book (Refereed)
  • 20.
    Olsen, Ole Johnny
    et al.
    University of Bergen, Norway.
    Persson-Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Building and construction: a critical case for the future of vocational education2018In: Vocational Education in the Nordic Countries: Learning from Diversity / [ed] Christian Helms Jurgensen, Ole Johnny Olsen, Daniel Persson Thunqvist, Abingdon: Routledge, 2018, 1, p. 136-156Chapter in book (Refereed)
  • 21.
    Osvaldsson, Karin
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Pranks or accidents?: Problematic calls to the emergency services2011In: Abstracts: 12th International Pragmatics Conference, 2011 / [ed] IPRA, 2011, p. 280-280Conference paper (Other academic)
  • 22.
    Osvaldsson, Karin
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Comprehension checks, clarifications, and corrections in an emergency call with a nonnative speaker of Swedish2013In: International Journal of Bilingualism, ISSN 1367-0069, E-ISSN 1756-6878, Vol. 17, no 2, p. 205-220Article in journal (Refereed)
    Abstract [en]

    This article reports on a case study of an emergency call with a 12-year-old girl, who is hearably not a native speaker of Swedish. A sequential analysis of the recorded call revealed two interesting interactional practices through which the participants can be seen to pursue mutual understanding. The first type of practice involves the participants’ orientation toward potential or projected problems of comprehension and should therefore be understood in terms of preemptive management of mutual understanding. This is chiefly accomplished by either party (a) making sure that the other party has understood; (b) checking the correctness and adequacy of one’s own understanding; and finally (c) displaying one’s own understanding of the other party en passant, that is, without requiring the other party’s confirmation. The second type of practice, commonly known as conversational repair, is used to deal with established problems of comprehension. The methods through which these problems are managed involve (d) repeating and paraphrasing preceding turns or their problematic fragments; (e) finding alternative ways of talking about demonstrably noncomprehended information; and finally (f) postponing such problematic exchanges. The study demonstrates that despite the institutionally asymmetric character of emergency calls, both participants are actively engaged in working toward intersubjectivity, and the analysis identifies several different ways through which the parties orient to and handle interactional trouble so as to secure mutual comprehension in a socially smooth yet efficient manner.

  • 23.
    Osvaldsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Persson-Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Sociology. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Att säkra förståelse i larmsamtal: Förtydliganden och korrigeringar i SOS-samtal med personer som har svenska som främmandespråk2007In: Språklig mångfald och hållbar samhällsutveckling / [ed] Jarmo Lainio, Annaliina Leppänen, Uppsala: Swedish Science Press , 2007, p. 241-264Chapter in book (Other academic)
  • 24.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Faculty of Arts and Sciences.
    Bridging the gaps: Recent reforms and innovations in Swedish VET to handle the current challenges2015Report (Other academic)
    Abstract [en]

    In this report we discuss the recent reforms and other innovations within Swedish initial VET since the mid of 1990s. Using a descriptive approach, we will analyse the current state of play for initial VET in relation to what we in the Nord-VET project address as key challenges for the Nordic VET systems. One of the challenges concerns the double challenge of creating and maintaining strong links between education and the labour market while at the same time securing young people’s pathways to further studies and higher education. Related to this double challenge is the associated policy-goal for achieving parity of esteem between general and vocational upper secondary education respective social inclusive goals. However, the different policy-goals of initial VET can sometimes come in conflict. That is, something that is intended as an improvement in one area can have negative side effects in another area, thus leading to a numbers of dilemmas for policy-makers.

    Regarding the sources or agency for innovations in the field of initial VET one may distinguish a range of various sources, such as: politically initiated innovations; internal initiation of education change (e.g. the initiatives of education personnel); external transactions where groups outside education impose new demands and pressures on schools (Lundahl, 2011; Billett, 2014). The first part of the report illuminates governmental reforms and innovations that might indicate more or less profound changes within the school-based VET-system in Sweden. Here, the latest educational reform of upper secondary school and the political movement to create a stronger fit between initial VET and working life, including the reintroduction of regular apprenticeship programmes in the gymnasium, is a case in point.

    Such politically driven reforms and innovations can in turn be analysed in relation to the institutional preparedness of school institutions and labour market organisations to make the indented education changes to happen in reality. Even if school institutions are influenced by educational policies, they enjoy a relative autonomy vis-á-vis governmental politics. In consequence, adjustments and different interpretations of political reforms are made in school settings in accordance with the values, norms, and conditions that constitute and reproduce the institutions (Streek & Thelen, 2005). Besides changes initiated by governmental politics, the report will also point at the recent innovations emerging from different labour market sectors that need skills provisions from upper secondary schools.

  • 25.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Identitetsarbete i kommunala ungdomsprojekt2006In: Att hantera arbetslöshet: Om social kategorisering och identitetsformering i det senmoderna / [ed] Åsa Mäkitalo, Stockholm: Arbetslivsinstitutet , 2006, 1, p. 133-163Chapter in book (Other academic)
    Abstract [sv]

    Temat om arbetslöshet och social kategorisering kom för första gången upp påheldagskonferensen ”Föreställning eller fakta? Seminarium om arbetslöshet,etnicitet och kön” vid CFL i Söderhamn 2003, där Maria var initiativtagare ochtre av författarna bidrog med resultat från sina avhandlingar. Konferensen rördefrågor kring diskriminering och kategorisering, arbetslöshet, etnicitet och kön.Idén till en gemensam publikation började på allvar ta form något år efter detta,då fler författare kom med i processen. Vi vill tacka Hans-Erik Hermansson somläste manuset i ett tidigt skede, samt förlagets anonyma reviewer för kritiska ochkonstruktiva synpunkter.

  • 26.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Faculty of Arts and Sciences.
    "Jag vill inte ta ner dig, men...": Kritikens former i gymnasieskolans oppositionsseminarier2012In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 17, no 1-2, p. 23-45Article in journal (Refereed)
  • 27.
    Persson Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Metoder i kommunikationsvetenskap2001In: NORDICOM - Information, ISSN 0349-5949, Vol. 23, no 2, p. 99-103Article, book review (Other academic)
  • 28.
    Persson Thunqvist, Daniel
    Linköping University, The Tema Institute, Department of Communications Studies. Linköping University, Faculty of Arts and Sciences.
    Samtal för arbete: Kommunikativa verksamheter i kommunala ungdomsprojekt2003Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is an ethnographic exploration of young unemployed people's encounters with three municipal youth projects in Sweden. The overall aim of the study, is to investigate the communicativeactivities and institutional practices that make up the daily life routines in the youth projects. The data were collected through ethnographic fieldwork in three municipal youth projects, along with taperecordingsof different types of communicative activities, including social guidance talks, lectures, group discussions and simulated job-interviews. The analyses draw upon the concept of communicative activity (kommunikativ verksamhet) and focus such issues as frarning/defmition of situation, communicative goals, activity roles, social identity and footing. Examination of these activities reveals howthe young people, the project leaders as well as the counsellors deal with different social and communicative dilemmas. The analyses attend questions of how different types of communicative activitiesfunction as practices of a socialization process that aims to change the young people's attitudes toward work and education, and daily habits by offering as well as training desirable social identities, such as a"good employee", "active and competent job-seeker", "student", or "active democratic citizen". At the same time, the analyses highlight the young people's strategies for resisting these organizational goals.Participants do not sustain a unified defmition of the situation and activities involve complexities and hybridities on several levels. It is argued that a dynamic conception of joint construction of meaning,frames and institutional practice, is particularly applicable to complex communicative activities, such as those taking place within the youth projects. This approach also cast doubts on assumptions that ascribe fixed situational definitions and activity roles to what we do in, and across, interactional encounters.

  • 29.
    Persson Thunqvist, Daniel
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology.
    Émile Durkheim2014In: Sociologins teoretiker / [ed] Lucas Gottzén, Ulrik Lögdlund, Malmö: Gleerups Utbildning AB, 2014, p. 41-57Chapter in book (Other academic)
  • 30.
    Persson Thunqvist, Daniel
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Faculty of Arts and Sciences.
    Axelsson, Bodil
    Linköping University, Department for Studies of Social Change and Culture, Culture, Society, Media Production. Linköping University, Faculty of Arts and Sciences.
    Deltagande under förhandling: Yrkesidentitet och produktion i gymnasieskolans medieprogram2012In: Resultatdialog 2012 / [ed] Vetenskapsrådet, Stockholm: Vetenskapsrådet , 2012, p. 131-136Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Tidigare kunskap visar att gymnasieskolan ofta har problem att närma sig arbetslivet. Samtidigt har svensk gymnasial yrkesbildning under årtionden, till skillnad från många andra länder, balanserat flera, ibland svårförenliga, samhällsuppdrag såsom allmänutbildning, yrkesutbildning, medborgerlig fostran och långsiktigt lärande (t.ex. Lundahl m.fl., 2010). I ljuset av sådana spänningsförhållanden har detta projekt utforskat elevers formande av yrkesidentiteter och yrkeskunskaper i gymnasieskolans medieprogram. Programmet skulle utveckla elevers kunskaper både som en förberedelse för yrkesverksamheter inom medieområdet och inom högre utbildning.

    Projektens resultat baseras på fältarbete (2008–2009) i två gymnasieskolor. Kurser i medieproduktion utgjorde ett nav i programmets yrkesinriktning. Det empiriska materialet omfattar observationer av kurser i radioproduktion, tv-produktion, filmproduktion, multimedia/exponering och videoinspelningar av elever och yrkeslärare samt informella intervjuer. Intervjuer genomfördes även med avgångseleverna (sista terminen) och visade hur de tillskrev yrkesutbildningen betydelse i ett sammanhang av framtida yrkesroller och karriärmöjligheter. Forskningsstrategin att kombinera intervjuer, observationer och videoinspelningar resulterade i en mångdimensionell bild av en komplex skolidentitet. Skolans medieproduktioner gav eleverna rikliga tillfällen till kreativt skapande och att uttrycka sig själva genom olika medieteknologier. Produktionsarbetet genomkorsades av expressiva, sociala och kulturella, inklusive genusrelaterade, identitetsaspekter samt populärkultur. Genom kurserna riktades eleverna mot särskilda yrken och yrkeskrav samtidigt som de måste förhålla sig till osäkra karriärmöjligheter inom dessa yrken efter utbildningen. I den senaste gymnasiereformen anfördes svårigheter för medieprogrammets elever att etablera sig inom medieområdet som ett skäl till att lägga ned programmet. Kurser i medieproduktion integrerades istället i samhällsvetenskapliga programmet

    Projektet har inte syftat till att utvärdera medieprogrammet. Istället tillför projektet mer generell kunskap om hur spänningar mellan skola och yrkesliv manifesteras, hanteras och förhandlas i samspelet mellan yrkeslärare och elever i skolbaserad yrkesträning (jfr Berner, 2010). Studiens resultat tydliggör vidare yrkeslärarnas roll. De axlar ansvaret som bärare av professionell yrkeskunskap och förmedlar mellan ”skolans värld” och ”yrkeslivets värld”, dvs. de olika kunskapskrav som skolan och det särskilda yrket ställer. De varierande sätt varmed lärarna hanterar multipla roller och positioner samt spänningar mellan olika utbildningstraditioner har implikationer för utvecklandet av elevers yrkeskunskaper.

  • 31.
    Persson Thunqvist, Daniel
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology.
    Axelsson, Bodil
    Linköping University, Department for Studies of Social Change and Culture, Department of Culture Studies. Linköping University, Faculty of Arts and Sciences.
    "Now Its Not School, Its For Real!": Negotiated Participation in Media Vocational Training2012In: Mind, culture and activity, ISSN 1074-9039, E-ISSN 1532-7884, Vol. 19, no 1, p. 29-50Article in journal (Refereed)
    Abstract [en]

    By taking up the strand in Lave and Wengers writing on situated learning that directs attention to social dynamics and issues of power and positioning, the present article argues for the fruitfulness of including the concept of negotiated participation in approaches to teaching and learning. Based on a fieldwork in vocational media production projects, this study demonstrates the tensions and contradictions that came out of the hybrid nature of these vocational practices in high school. Establishing the professionally relevant modes of participation in the projects was fraught with struggles in which the project members had to bracket institutionalized school routines as well as handle and negotiate particular work life conditions (including cooperation with old timers in the target professions). It is argued that the way institutional contradictions are manifested and negotiated in everyday teaching and interaction can inform our understanding of the premises for multifunctional educational praxis.

  • 32.
    Persson Thunqvist, Daniel
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Faculty of Arts and Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The current state of the challenges for VET in Sweden2015Report (Other academic)
    Abstract [en]

    The present report is based on a review of previous research and it expands an earlier report2(Olofsson & Persson Thunqvist, 2014). By highlighting the various forms of initial VET that havebeen established in Sweden during the last decades (1991 and onwards), the present report willilluminate how different challenges have been tackled in various ways. What are the experiencesof different VET-tracks in providing access to higher education as well as work-based learningand skilled employment? In addition, in accounting for these VET-forms, we will point out thepossibilities for change within the existing educational model. The ambition is to go beyond astatic description of the “theoretically school-based regime” in Sweden and explore the potentialsfor institutional change.

  • 33.
    Persson Thunqvist, Daniel
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Faculty of Arts and Sciences.
    Jørgensen, Christian Helms
    Roskilde University.
    Inclusion and equal access at the same time: Comparing VET in Sweden and Denmark2015In: Proceedings of the ECER VETNET Conference 2015 / [ed] Evans, Karen; Gessler, Michael; Malloch, Marg; Manning, Sabine, Berlin: Wissenschaftsforum Bildung und Gesellschaft e.V. , 2015, p. 1-10Conference paper (Refereed)
  • 34.
    Persson Thunqvist, Daniel
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    "SOS 112 - Vad har inträffat": När barn ringer och ber om hjälp2012In: Delaktighetens praktik: Det professionella samtalets villkor och möjligheter / [ed] Bulow, Pia, Persson Thunqvist, Daniel, Sandén Inger, Malmö: Gleerups Utbildning AB, 2012, 1, p. 57-73Chapter in book (Other academic)
    Abstract [sv]

    Delaktighet och kommunikation är centrala ideal inom vård, omsorg och socialt arbete. Men vad innebär delaktighet i praktiken och hur kan teorier om delaktighet och professionella samtal förstås i olika praktiska sammanhang? Med utgångspunkt i svensk och internationell forskning ger den här boken en djupare inblick i villkor och möjligheter för professionella samtal. I ett tvärvetenskapligt perspektiv på kommunikation presenteras exempel från nya studier på vad delaktighet innebär inom en rad miljöer: nödsamtal, akut- och specialistsjukvård, äldreomsorg, biståndsbedömning, arbetsrelaterad rehabilitering och vårdutbildning.

    Boken passar väl för utbildningar till sjuksköterska, socionom, arbetsterapeut, sjukgymnast och läkare. I boken beskrivs även olika metoder för datainsamling och analys av data. Det innebär att boken med fördel kan knytas till metodundervisning och examensarbete på avancerad nivå.

  • 35.
    Persson Thunqvist, Daniel
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Work and Working Life. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Sandén, Inger
    Linköping University, Department of Medical and Health Sciences, Division of Nursing Science. Linköping University, Faculty of Health Sciences.
    Bulow, Pia
    Avdelningen för beteendevetenskap och socialt arbete Hälsohögskolan i Jönköping .
    Kommunikation som praktik: En teoretisk bakgrund2012In: Delaktighetens praktik: det professionella samtalets villkor och möjligheter / [ed] Pia Bulow, Daniel Persson Thunqvist, Inger Sandén, Malmö: Gleerups Utbildning AB, 2012, 1, p. 17-31Chapter in book (Other academic)
    Abstract [sv]

    Delaktighet och kommunikation är centrala ideal inom vård, omsorg och socialt arbete. Men vad innebär delaktighet i praktiken och hur kan teorier om delaktighet och professionella samtal förstås i olika praktiska sammanhang? Med utgångspunkt i svensk och internationell forskning ger den här boken en djupare inblick i villkor och möjligheter för professionella samtal. I ett tvärvetenskapligt perspektiv på kommunikation presenteras exempel från nya studier på vad delaktighet innebär inom en rad miljöer: nödsamtal, akut- och specialistsjukvård, äldreomsorg, biståndsbedömning, arbetsrelaterad rehabilitering och vårdutbildning.

    Boken passar väl för utbildningar till sjuksköterska, socionom, arbetsterapeut, sjukgymnast och läkare. I boken beskrivs även olika metoder för datainsamling och analys av data. Det innebär att boken med fördel kan knytas till metodundervisning och examensarbete på avancerad nivå.

  • 36.
    Persson-Thunqvist, Daniel
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Yrkesutbildningen i ett nutidshistoriskt perspektiv2018In: Yrkesutbildning: Mellan skola  och arbetsliv / [ed] Maria Gustavsson och Susanne Köpsén, Lund: Studentlitteratur AB, 2018, 1, p. 23-65Chapter in book (Refereed)
  • 37.
    Persson-Thunqvist, Daniel
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    Hagen Tonder, Anna
    Fafo Institute for Labour and Social Research, Norway.
    Reegård, Kaja
    Fafo Institute for Labour and Social Research, Norway.
    A tale of two reforms: Institutional change in vocational education and training in Norway and Sweden in the 1990s2019In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 1, no 0, p. 1-24Article in journal (Refereed)
    Abstract [en]

    Political reforms of the 1990s ushered in sweeping socio-economic changes in the Nordic countries, including radical changes in their vocational education and training systems. However, the reforms led to a school-based vocational education and training system with a strong orientation towards higher education in Sweden, and a hybrid system with a stronger apprenticeship component in Norway. Drawing on comparative literature about institutional change in education systems, the aim of this article is to consider why such different vocational education and training systems emerged in countries that shared numerous commonalities following political reforms with similar neoliberal agendas. Our findings, based on secondary data analyses, show that national education reforms played a key role in transforming vocational education and training systems to promote greater flexibility and lifelong learning in line with societal changes. They also show that differences in the roles played by the social partners in Sweden and Norway in the reform processes, in conjunction with differences in political priorities, have led to major differences despite the similarities of national histories and attitudes.

  • 38.
    Persson-Thunqvist, Daniel
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Sociology . Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Språkligt arbete i nödsamtal: En kunskapsöversikt med forskningsutblickar2008In: Språk & Stil, ISSN 1101-1165, Vol. 18, p. 67-92Article in journal (Refereed)
    Abstract [en]

    Emergency calls are an important public service and comprise the first step in an emergency response.This service is essentially mediated through talk. The article presents a review of conversationanalytic studies of the interaction taking place in real-life emergency calls. Some of thesestudies focus on analyzing the highly specialized conversational structure of calls to the emergencyservices. Others explore a variety of routine interactional troubles, including, for instance, misunderstandingsarising from the asymmetries in knowledge about the institutional setting, as well asdifferent expectations the parties bring to the interaction. A further subset of studies includes analysesof deviant cases, in which emergency calls not only evinced interactional troubles but alsoproved seriously consequential for the response operation. The present review reveals that there isa lack of studies targeting emergency calls with certain specific categories of callers that may provecommunicatively problematic, such as non-native callers and children. An analysis of a few exchangesbetween an immigrant child and the operator serves to illustrate some specific languagerelatedsources of interactional trouble. This demonstrates, more broadly, the need for analytic researchto highlight the procedures through which the parties work to manage and remedy such interactionalproblems, thus allowing for the accomplishment of a successful emergency assistance.

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