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Asplund, Stig-BörjeORCID iD iconorcid.org/0000-0002-2231-6386
Publications (10 of 83) Show all publications
Stahl, G. & Asplund, S.-B. (2024). Beyond Mental and Manual: Investigating the Historical and Contemporary Borderlands Between Working-Class and Middle-Class Masculinities. Sociological Research Online
Open this publication in new window or tab >>Beyond Mental and Manual: Investigating the Historical and Contemporary Borderlands Between Working-Class and Middle-Class Masculinities
2024 (English)In: Sociological Research Online, E-ISSN 1360-7804Article in journal (Refereed) Epub ahead of print
Abstract [en]

Historically, upwardly mobile working-class men have navigated the binary distinctions between a cerebral middle-class masculinity and a manual working-class masculinity. However, within an increasingly globalised world, the boundaries between the two are increasingly blurred and, therefore, distinctions between the two can often be quite complex. Part of the reason for this is the onset of post-industrialisation and increases in low-skilled service work which require certain facets of working-class masculinity to be readjusted. This conceptual article draws on existing historical and contemporary scholarship to delineate aspects of the borderlands between a working and middle-class manhood. We are interested in the identity work that occurs at the borderlands and what this may mean for upwardly mobile working-class men. The article acknowledges the role of sociological theory but instead foregrounds a social anthropological approach where we consider what the conceptual lens of liminality has to offer in light of historic and contemporary research.

Place, publisher, year, edition, pages
Sage Publications, 2024
Keywords
borderlands, liminality, masculinities, middle-class, working-class
National Category
Social Anthropology Gender Studies
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-102250 (URN)10.1177/13607804241285620 (DOI)001345985800001 ()2-s2.0-85207751402 (Scopus ID)
Available from: 2024-11-20 Created: 2024-11-20 Last updated: 2024-11-20Bibliographically approved
Asplund, S.-B., Kilbrink, N. & Enochsson, A.-B. (2024). Editorial: Vocational classroom research with a focus on teaching and learning in vocational education subjects. Nordic Journal of Vocational Education and Training, 14(2), iii-ix
Open this publication in new window or tab >>Editorial: Vocational classroom research with a focus on teaching and learning in vocational education subjects
2024 (English)In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 14, no 2, p. iii-ixArticle in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
Linköping University Electronic Press, 2024
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-101997 (URN)10.3384/njvet.2242-458x.24142iii (DOI)
Available from: 2024-10-11 Created: 2024-10-11 Last updated: 2024-10-11Bibliographically approved
Stahl, G., Asplund, S.-B. & Scholes, L. (2024). Investigating the role of identity versatility in the discursive production of working-class boyhood, learner identities and educational engagement. Review of Education/Pedagogy/Cultural Studies
Open this publication in new window or tab >>Investigating the role of identity versatility in the discursive production of working-class boyhood, learner identities and educational engagement
2024 (English)In: Review of Education/Pedagogy/Cultural Studies, ISSN 1071-4413, E-ISSN 1556-3022Article in journal (Refereed) Epub ahead of print
Abstract [en]

Internationally, boys from working-class backgrounds are often the most likely to disengage from their formal education. Research on the educational experience of working-class boys has focused heavily on their identity barriers, often positioning these young men as either vulnerable or volatile in their formal education. Social theorists have sought to address the historical and cultural embedded (gendered) practices which influence the identity work of working-class boys. This conceptual article contributes to the study of working-class boyhood and education through first synthesizing key themes present in the historic and contemporary literature before adopting a feminist post-structural stance to consider how these themes are informed by our understandings of the discursive production of masculinities. Then, in the second half of the paper, we make visible what has been at the margins in the scholarship - identity versatility - which we define as contextual and agentic adaptation. Attention to versatility, we feel, offers the potential for a nuanced analysis regarding working-class boyhood, learner identities and educational engagement.

Place, publisher, year, edition, pages
Routledge, 2024
Keywords
Discursive construction, post-structural identities, working-class boyhood
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-99173 (URN)10.1080/10714413.2024.2326391 (DOI)001185858100001 ()2-s2.0-85188449341 (Scopus ID)
Available from: 2024-04-04 Created: 2024-04-04 Last updated: 2024-07-09Bibliographically approved
Asplund, S.-B., Ljung Egeland, B. & Olin-Scheller, C. (2024). Sharing is caring: young people’s narratives about BookTok and volitional reading. Language and Education, 38(4), 635-651
Open this publication in new window or tab >>Sharing is caring: young people’s narratives about BookTok and volitional reading
2024 (English)In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 38, no 4, p. 635-651Article in journal (Refereed) Published
Abstract [en]

This paper explores young people’s narratives about BookTok and volitional reading. The data consist of narrative interviews with eight students (all girls) from two different classes in year 1 and year 2 of a preparatory programme for higher education, that is, students aged 17–18 years old. Using the framework of Wenger’s notion of communities of practice and Bamberg’s theory of narrative positioning, the findings indicate that the volitional reading practices described by the participants are strongly characterised by social, physical, and emotional dimensions that are generated and made possible by the book as an artefact. The findings also show that young people use the digital media platform TikTok and its subcommunity BookTok as a resource in constructing their own volitional reading practices and as a means to strengthen their reader identities. In view of their use of BookTok, this article contributes insights into young people’s volitional reading practices and the construction of reader identities outside of school. The results also contribute to the ongoing discussion about how to support and motivate young people to read literature.

Place, publisher, year, edition, pages
Routledge, 2024
Keywords
BookTok, literacy, reader identity, reading, volitional reading
National Category
Pedagogy
Research subject
Educational Work; Swedish; Comparative Literature
Identifiers
urn:nbn:se:kau:diva-99272 (URN)10.1080/09500782.2024.2324947 (DOI)2-s2.0-85188629711 (Scopus ID)
Note

Downloads before file update (240709): 79

Available from: 2024-04-09 Created: 2024-04-09 Last updated: 2024-07-09Bibliographically approved
Asplund, S.-B., Kilbrink, N. & Enochsson, A.-B. (Eds.). (2024). Special issue: Vocational classroom research. Linköping University Electronic Press
Open this publication in new window or tab >>Special issue: Vocational classroom research
2024 (English)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Linköping University Electronic Press, 2024. p. 126
Series
NJVET - Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X ; 14:2
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-101996 (URN)10.3384/njvet.2242-458X.24v14i2 (DOI)
Available from: 2024-10-11 Created: 2024-10-11 Last updated: 2024-10-11Bibliographically approved
Arvidsson, M., Asplund, S.-B., Enochsson, A.-B. & Kilbrink, N. (2024). Spegeln som resurs i hår- och makeupstylistklassrummet: Yrkesämnesundervisning på hantverksprogrammet. Nordic Journal of Vocational Education and Training, 14(2), 30-54
Open this publication in new window or tab >>Spegeln som resurs i hår- och makeupstylistklassrummet: Yrkesämnesundervisning på hantverksprogrammet
2024 (Swedish)In: Nordic Journal of Vocational Education and Training, E-ISSN 2242-458X, Vol. 14, no 2, p. 30-54Article in journal (Refereed) Published
Abstract [en]

This study explores the interaction between students and teachers in subject-specific

vocational education, specifically focusing on the hair and make-up stylist classroom

within the handicraft programme in Swedish upper secondary school. The aim is to

understand the role and significance of the mirror in enabling teacher-student

interaction and mutual understanding. By integrating Conversation Analysis and

Variation Theory into a unified approach (CAVTA), the study seeks to provide

comprehensive insights into the ‘what’ and ‘how’ aspects of learning. CAVTA enables

the identification of the visible content in teaching and how it manifests in the staged

vocational education setting. The findings reveal the teacher’s strategic use of the mirror

to emphasise critical aspects of the Object of learning, in this study referring to the

application of eye shadow. This utilisation of the mirror serves as a valuable teaching

tool in the interaction between the teacher and student.

Place, publisher, year, edition, pages
Linköping University Electronic Press, 2024
Keywords
vocational education, conversation analysis, variation theory, CAVTA, vocational learning, hair- and make-up stylist classroom, interaction, object of learning
National Category
Pedagogical Work Didactics
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-101352 (URN)10.3384/njvet.2242-458x.2412230 (DOI)
Projects
Yrkeslärande i teknisk gymnasial yrkesutbildning
Funder
Swedish Research Council, 2017-03552
Available from: 2024-08-15 Created: 2024-08-15 Last updated: 2024-09-12Bibliographically approved
Asplund, S.-B. & Ljung Egeland, B. (2024). Teaching about reader identities. Stories from a reading project: [Undervisning om läsaridentiteter. Berättelser från ett läsprojekt]. Acta Didactica Norden, 18(1), Article ID 15.
Open this publication in new window or tab >>Teaching about reader identities. Stories from a reading project: [Undervisning om läsaridentiteter. Berättelser från ett läsprojekt]
2024 (English)In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 18, no 1, article id 15Article in journal (Refereed) Published
Abstract [en]

This article reports on findings from a reading project about reader identities carried out in collaboration with a teacher in the school subject Swedish in two classes in traditionally male dominated vocational programmes at an upper secondary school in Sweden. The study is based on the narrative research tradition where narratives and narration are important resources in the work of developing teaching, and on ecological literacy theories that emphasize the mutual interaction between the individual, the context, and reading as a social practice. Life story interviews have been conducted with four students in each class where the focus has been on rural boys’ narrated experiences of the reading instruction provided in the context of their vocational education. The study shows that the reading instruction has initiated a process among the boys of reevaluating what reading can be and themselves as readers. Further, some of the boys position themselves against the dominant discourse about boys and their problematic relationship to reading that they have encountered in various contexts. Through these counter-narratives, the boys also construct alternative narratives about themselves and other boys as readers where they are given space to talk about themselves as readers of different types of texts. The study shows that it is possible to set into play a reading instruction with quite limited efforts through which a group of students who are often described as reluctant readers show agency in their storytelling and both reconstruct and reclaim their reader identities.

Place, publisher, year, edition, pages
Universitetet i Oslo, 2024
Keywords
läsning, pojkar, literacy, läsaridentitet, ruralitet, läsundervisning
National Category
Pedagogy Pedagogical Work
Research subject
Swedish; Educational Work
Identifiers
urn:nbn:se:kau:diva-101590 (URN)10.5617/adno.10212 (DOI)2-s2.0-85201281918 (Scopus ID)
Available from: 2024-09-12 Created: 2024-09-12 Last updated: 2024-09-12Bibliographically approved
Axelsson, J., Kilbrink, N. & Asplund, S.-B. (2023). ”Du hör att nu liksom spinner han som en katt”: Transformation av ett yrkeskunnande till ett undervisningsinnehåll. Forskning om undervisning och lärande, 1(11), 29-54
Open this publication in new window or tab >>”Du hör att nu liksom spinner han som en katt”: Transformation av ett yrkeskunnande till ett undervisningsinnehåll
2023 (Swedish)In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 1, no 11, p. 29-54Article in journal (Refereed) Published
Abstract [sv]

Transformation av yrkeskunnande till ett undervisningsinnehåll behandlas i denna studie. I fokus är hur svetslärare synliggör ljud och hörselintryck i förhållande till lärandeobjektet ’inställningar av strömkällan i svetsmetoden MIG/MAG’, samt hur elevers förståelse kan uppvisas i undervisningen. Det saknas både praktiknära studier och ämnesdidaktisk forskning i det forskningsfält som behandlar yrkesutbildning. Syftet är därför att bidra med kunskap om vad som händer när svetslärare i en learning study systematiskt transformerar yrkesämneskunskap i undervisning av ett lärandeobjekt i svetsmetoden MIG/MAG.

Empirin består av dokumenterade lärarlagssamtal och filmade undervisningspass. Resultaten påvisar yrkesämnesdidaktikens komplexitet och däri görs kopplingar till ett yrkeskunnandes transformation till ett undervisningsinnehåll.

Abstract [en]

Transformation of welding teachers’ vocational knowing into subject-specific educational content is focused in this study. The article displays the process of a learning study, in which welding teachers make the sound visible as an aspect of making the correct settings in MIG/MAG welding and give the students’ the opportunity to display their understanding in the interaction. The aim of the study is to contribute with knowledge regarding what happens when welding teachers in a learning study systematically transform subject-specific vocational knowledge to an object of learning in the welding method MIG/MAG. 

The data consists of the welding teacher team’s documented meetings and film material from teaching situations. The complexity of subject-specific education within VET is shown with the use of the transformation concept. 

Keywords
CAVTA, learning study, samtalsanalys, transformation, variationsteori, yrkesämnesdidaktik
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-94467 (URN)
Projects
Konsten att lära sig svetsa (Skolfi)
Funder
Swedish Institute for Educational Research, 2017-00056
Available from: 2023-04-27 Created: 2023-04-27 Last updated: 2024-07-04Bibliographically approved
Asplund, S.-B. & Ljung Egeland, B. (2023). Engaging Rural Vocational Boys in Reading. Teaching and Learning About Reader Identities. In: : . Paper presented at The 17th annual Teacher Education Policy in Europe (TEPE) conference, Karlstad university, Sweden, 8th – 10th May 2023.
Open this publication in new window or tab >>Engaging Rural Vocational Boys in Reading. Teaching and Learning About Reader Identities
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This study reports findings from a reading project with a focus on the reader, which has been carried out in collaboration with a Swedish teacher at a vocational upper secondary school. Rural vocational boys are often described as reluctant readers, and the study is about how their narrated experiences of reading can provide knowledge about reader identities and local reading practices, and how these can be used as subject content in Swedish education. Based on a narrative research tradition that sees narratives and narration as important resources in the work of developing teaching (Goodson, et al., 2010; Goodson & Gill, 2011, 2014) the study also aims to contribute knowledge about what a reading instruction that takes its starting point in such local reading practices does to vocational students’ narratives about themselves as readers. 

Data consist of topical life story interviews with 19 vocational male upper secondary students. Taking an ecological perspective on literacy (Barton & Hamilton, 1998/2012; Green & Corbett, 2013) which emphasize the interaction between readers, context and reading as a social practice, the results indicate an existing gapbetween reading practices in school and the more informal reading practices the boys engage in outside school (cf. Asplund & Goodson, 2022; Scholes & Asplund, 2021). Our analysis also shows that the boys have strengthened their identities as readers when their own reading practices and stories have formed the starting point for the reading instruction they encountered. The boys’ stories open up for didactic discussions about reading as a generic and subject-specific ability which is to be taught and learned in all subjects. Therefore, knowledge about reading is also expected to be taught and learned in teacher education. 

National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-95772 (URN)
Conference
The 17th annual Teacher Education Policy in Europe (TEPE) conference, Karlstad university, Sweden, 8th – 10th May 2023
Available from: 2023-06-27 Created: 2023-06-27 Last updated: 2023-06-30Bibliographically approved
From, T., Asplund, S.-B. & Pérez Prieto, H. (2023). Inclusion and democratization in Nordic basic schools of the 1970’s with a life history approach. In: : . Paper presented at NERA Conference 2023. Digitalization and Technologies in Education Opportunities and Challenges, Oslo, March 15 -17 March, 2023..
Open this publication in new window or tab >>Inclusion and democratization in Nordic basic schools of the 1970’s with a life history approach
2023 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper presents a subproject that aims to examine inclusion and democratization in Nordic basic schools by adopting a life history approach. The focus is on the students of the 70’s and their narratives about school experiences as they talk about their memories and experiences from the standpoint of the present. We ask how the basic school spaces provided opportunities for pupils to engage in social relations with peers with diverse social backgrounds, and what the perceived long-term implications are of the relations established in school.

The theoretical framework of this study is grounded on the concepts of space, place and time, seeking analytical connections between physical objects, narrated experiences, bodies and places. Informed by Doreen Massey’s (2005) notion of throwntogetherness, we aim to describe the plurality of individual trajectories that come together in the construction of the school as a social and physical space. This enables us to explore how the different social backgrounds of pupils have merged in the construction of schools as meeting places in the past and how these encounters have further influenced the lives of the previous pupils.

Methodologically, this study sets out from interviews of informants who attended the partner schools of this project in the 70’s. The interviews include elements of walk-along interviews where informants are encouraged to interact with objects and photos that can set into play storytelling that informs the analysis of social relations, interactions, and material, cultural and historical constructions in which the life story is embedded. The interviews will be conducted in and near the school buildings and in the informants’ present homes or other places of their preference. 8-12 informants will be recruited and interviewed 2-3 times each. First interviews are carried out in Sweden and Finland in the fall 2022 and the spring 2023. The interviews will be analyzed in a framework of narrative analysis with a life history approach.

The life history approach will give access to the narrated memories and experiences of the school as a meeting place, the opportunities it provided to the informants and the difficulties they encountered. It also contributes with knowledge of what these lived experiences of the social relations established in the local school as a meeting place with its specific architectural divisions and spatial arrangements have meant for the students of the 70’s across the lifespan, providing socio-historical insight into the development of the Nordic basic school as a political and a educational project.

National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-94179 (URN)
Conference
NERA Conference 2023. Digitalization and Technologies in Education Opportunities and Challenges, Oslo, March 15 -17 March, 2023.
Projects
Nordic basic schools as past, present and future sites
Available from: 2023-04-04 Created: 2023-04-04 Last updated: 2023-05-03Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2231-6386

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