Studien belyser utifrån ett arbetsmiljöperspektiv förändringar i lärarstudenters och universitetslärares arbetspraktiker under den oförutsedda övergången till distansutbildning. Studiens tematiska analys av kvalitativa enkäter förankras teoretiskt i Karaseks och Theorells (1990) tredimensionella modell bestående av komponenterna krav, kontroll och socialt stöd i det egna arbetet. Studien visar att övergången till distansundervisning har skapat svårigheter på grund av bristande kontroll över nya studie- och undervisningsrutiner samt minskad tillgång till olika former av kollegialt stöd. Deltagarna ser samtidigt vissa pedagogiska och effektiviseringsmässiga förtjänster med bruket av ny teknik. I båda grupperna poängteras därtill att tid sparas genom distansundervisningens frånvaro av resor och pauser på campus, vilket tycks minska kraven och öka kontrollen över arbetet. Svårigheten att väga dessa förtjänster och förluster mot varandra betonas i studien då positiva upplevelser av ökad arbetsflexibilitet kontrasteras av deltagarna med upplevelser av minskat stöd när campusstrukturen försvinner och ökade krav tillkommer i form av extraarbete, större ansvarstagande och ökad kognitiv arbetsbelastning. Studien fokuserar även distraktioner i hemmiljön och hur avsaknad av informella möten påverkar studiemotivationen och försämrar arbetsmiljön. I studien framhävs övergången till distansläge emellertid som en process där vissa studenter har utvecklat olika strategier för att öka kontrollen.

The study illuminates, from a work environment perspective, changes in teacher students’ and university teachers’ work practices during emergency remote teaching. The study’s thematic analysis of qualitative surveys is theoretically grounded in Karasek and Theorell’s (1990) three-dimensional model consisting of the components demands, control, and social support. The study reveals that the transition has led to a lack of control due to new routines and reduced access to collegial support. However, the participants also recognize certain educational and efficiency benefits with the use of new technologies and emphasize that time is saved through the absence of travel and breaks on campus, which appears to reduce demands and increase the control over work. Balancing these benefits and losses is difficult, as positive experiences of increased flexibility are contrasted with experiences of reduced support and increased demands in the form of extra work, greater responsibility, and increased cognitive workload. The study also focuses distractions within the home environment and how the absence of informal meetings affects study motivation and degrades the work environment. However, the study also illustrates the transition as a process where some students have developed strategies resulting in increased control.

Utbildning och arbete ses ofta som synonyma med social rörlighet. I detta kapitel fokuserar vi på de relationsskapande praktiker i andra sammanhang som ofta glöms bort, men som personer som har invandrat till Sverige ser som viktiga för sin sociala rörlighet. I kapitlet lyfts särskilt sport, civilsamhället och praktikplatser fram som viktiga sammanhang där meningsfulla relationer tar form.

Arbete lyfts i det offentliga samtalet nästan uteslutande fram som den viktigaste vägen till inkludering, något som människor själva ofta instämmer med. I detta kapitel tittar vi närmare på migranters egna berättelser om vägen till arbete. Vi lyfter fram både hinder och möjligheter som framträder i deras berättelser.

I detta projekt undersöker vi vilka sammanhang och aktiviteter som framträder som centrala för migranters sociala inkludering. Vi har följt 58 vuxna migranter i tre år och resultaten pekar på att det civila samhället spelar stor roll för deras bana mot inkludering. Vidare framträder migranternas bakgrund i termer av ålder, utbildning och yrkeserfarenhet som centrala faktorer som villkorar möjligheten till social inkludering.

In public discourse, the social inclusion of migrants is often regarded as a challenge demanding migrants to increase their engagement in adapting to the new host country. Such imaginaries commonly declare migrants as being unwilling to acquire language skills and specific cultural values. In parallel, formal education is often proposed as the single most important remedy to inclusion, which generally solely implies labor market participation. However, there is a range of other, often neglected, practices that migrants themselves regard as important for their social inclusion in society. This article aims to analyze what practices are assigned meaning by newly arrived migrants in Sweden on their path toward social inclusion in the country. This is a longitudinal interview study with 19 newly arrived adult migrants that were interviewed on two occasions, three years apart. Drawing on a sociocultural perspective, we understand social inclusion as an ongoing process by which individuals become members of different communities. The result shows that important for social inclusion is access to valuable relationships and close social ties. These relations are important in all communities in which the migrants participate. The analysis illustrates three different communities, outside of formal education and employment, that migrants ascribe meaning to concerning language learning and social inclusion. These communities are sports, internships, and civil society engagements. Through its longitudinal design, this study also illustrates how migrants’ narratives and their meanings shift with time and how migrants relate to these communities over time.

The Swedish berry industry relies today on two categories of agricultural seasonal workers: ‘third country nationals’, commonly from South-East Asia, who are granted seasonal work permits for berry picking; and another category designated as ‘free pickers’, mostly EU citizens who sell the harvested berries directly to Swedish berry buyers. With regard to both categories of berry-pickers, successive scandals have plagued the industry. Workers who arrive in Sweden hoping for lucrative employment have ended up with large debts, not able to return home, or have become trapped into ‘forced labour’. This article builds partly on results from our previous research projects on berry pickers in Sweden that centre upon recurrent crises, highlighting the social invisibility of berry-pickers that both enables and adds to their precarity and exploitability. In this paper, our research objective is to study the visibilisation of the pickers' situation of socio-economic precarity and their need for substantive rights. The empirical data comprises interviews and observations collected in 2010–2013, and additional follow-up interviews gathered in 2019–2020. The analytical approach follows theoretical notions of ruptures and acts of citizenship,leading to visibilisation and mobilisation. Key findings identify the occurrence of ruptures contributing to a visibilisation of the berry pickers' plight and to civil society calls for the improvement of their employment rights. Berry-worker protests that make their situation visibile are acts of citizenship which have led to wider mobilisations, but in recent years these have been counteracted, not least, by co-ordinated (local and national) authorities and by landowner responses to such challenges. We argue that these counter-responses can add to invisibilisation, thus becoming pre-emptive bureaucratic actions.

Adult education and its teachers have an important role when it comes to providing knowledge that prepares asylum seekers for a potential life in a new country of residence. In this article we focus on the study circles organised by study associations and analyse the way study circle leaders (SCLs) mobilise their experience of migration in their work with asylum seekers. The article is based on interviews with SCLs and managers, who have been SCLs themselves, and by drawing on a social psychological approach, we analyse SCLs’ relational work with the participants. The analysis shows that SCLs’ migrant background is mobilised as a pedagogical resource and has a prominent influence on the relationship with the participants. However, the relationship is a balancing act, since there is a risk that the asymmetrical pedagogical relationship becomes more symmetrical and thus turns into friendship, guardianship and/or social work.

Svenska(r) från dag ett är den andra forskningsrapporten i ABFs skriftserie folkbildning och forskning.

Rapporten beskriver folkbildningen och specifikt ABFs verksamhet för asylsökande i satsningen ”Svenska från dag ett”. Den tar upp hur verksamheten bidrar till migranters sociala inkludering, hur lärandet organiseras och den speciella ovissa situation som deltagaren befinner sig i samt hur det påverkar ledare och lärandet.

Den har tillkommit i samarbetet mellan ABF och Linköpings universitet och är en del av forskningsprogrammet Migration, lärande och social inkludering.