{"id":333,"date":"2014-04-11T14:54:29","date_gmt":"2014-04-11T13:54:29","guid":{"rendered":"http:\/\/ydhag.com\/carlhed\/?page_id=333"},"modified":"2023-01-03T00:12:49","modified_gmt":"2023-01-02T23:12:49","slug":"project-sites","status":"publish","type":"page","link":"https:\/\/ydhag.com\/carlhed\/research\/project-sites\/","title":{"rendered":"Project sites"},"content":{"rendered":"<h2><\/h2>\n<h2 style=\"font-weight: 400;\"><strong>Against all Odds &#8211; successful schools in superdiverse educational contexts<\/strong><\/h2>\n<p style=\"font-weight: 400;\">Segregated schools in territorial stigmatized urban areas with a large majority of immigrant students with low SES and poor study results are in public- and scientific discourse generally regarded as a schooling practice which foster social exclusion. Simultaneously, there are successful schools, located in such areas with similar characteristics that are performing in par with average national school results. In the research project \u201cAgainst all odds\u201d our main research question is: Why are these schools successful and how can their success be explained and used as an inspiration for other schools with similar characteristics?<\/p>\n<p style=\"font-weight: 400;\">The multidisciplinary research team brings together competences of established researchers in the field of education and sociology that will investigate two primary schools located in a socially challenged area according to the police authorities. By using ethnographic methods, the research team will conduct an analysis that take cultural ideals and norms seriously, acknowledge a changing urban reality and the potentiality of openness through interaction and organizational solutions in order to investigate successful schools. This analysis of what happens within successful schools, make it possible to highlight the inclusive potential of education and see sociability as a way of fostering non-alienating school achievement, instead of the dominant research focus on stigmatization and reproduction.<\/p>\n<p>The project is funded by Swedish Research Council 2023-2025.<\/p>\n<h4>The research team<\/h4>\n<p>Professor Carina Carlhed Ydhag (director), Dept of Education, Stockholm University<br \/>\nAssociate professor Ali Osman, Dept. of Education, Stockholm University<br \/>\nProfessor Anna Lund, Dept. of Sociology, Stockholm University<br \/>\nProfessor Stefan Lund, Dept. of Education, Stockholm University<\/p>\n<h2>Following footprints of resilient youth: successful educational trajectories and transition into higher education<\/h2>\n<h3>Aim of the project<\/h3>\n<p>The research project aims to examine the mechanisms and factors that contributed the academic success of students from households with low or no educational experience, or parents with low or no income (on welfare). In this study we will focus on how these students attained academic disposition that allowed to them to embark on a successful academic trajectory. In collecting the data we will elaborate with different qualitative data collection techniques to capture the complex interplays between resources, strategies these students activated to embark on the successful academic career. The project is funded by Swedish Research Council 2017-2022.<\/p>\n<h3>The research team<\/h3>\n<p>Associate professor, Director: Ali Osman, Stockholm University, email: ali.osman@edu.su.se<br \/>\nProfessor, Carina Carlhed Ydhag, Stockholm University, email: carina.carlhed@edu.su.se<br \/>\nProfessor Niclas M\u00e5nsson, S\u00f6dert\u00f6rn University, email: niclas.mansson@sh.se<\/p>\n<h2><a href=\"http:\/\/media-carlhed.ydhag.com\/2014\/02\/Footprintsga\u0308nget1.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-783\" src=\"http:\/\/media-carlhed.ydhag.com\/2014\/02\/Footprintsga\u0308nget1-300x158.jpg\" alt=\"\" width=\"300\" height=\"158\" srcset=\"http:\/\/media-carlhed.ydhag.com\/2014\/02\/Footprintsga\u0308nget1-300x158.jpg 300w, http:\/\/media-carlhed.ydhag.com\/2014\/02\/Footprintsga\u0308nget1-1024x539.jpg 1024w, http:\/\/media-carlhed.ydhag.com\/2014\/02\/Footprintsga\u0308nget1-768x404.jpg 768w, http:\/\/media-carlhed.ydhag.com\/2014\/02\/Footprintsga\u0308nget1-1536x808.jpg 1536w, http:\/\/media-carlhed.ydhag.com\/2014\/02\/Footprintsga\u0308nget1-2048x1078.jpg 2048w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/h2>\n<h3>Dissemination<\/h3>\n<p>Osman, A., Carlhed Ydhag, C., &amp; M\u00e5nsson, N. (2022). I fotsp\u00e5ren av motst\u00e5ndskraftiga unga: lyckade utbildningsv\u00e4gar och intr\u00e4det i h\u00f6gre utbildning. I Vetenskapsr\u00e5det (Red.) Resultatdialog.\u00a0<a href=\"https:\/\/www.vr.se\/download\/18.1bafb1a31841889d44311fd0\/1668431552769\/Resultatdialog%20VR%202022.pdf\">Kortfattade resultat fr\u00e5n forskning finansierad av Vetenskapsr\u00e5dets utbildningsvetenskapliga kommitt\u00e9<\/a>, pp\u00a067-71.<\/p>\n<p>Carlhed Ydhag, C., M\u00e5nsson, N., &amp; Osman, A. (2021).\u00a0Momentums of success, illusio and habitus: high-achieving upper secondary students&#8217; reasons for seeking academic success.\u00a0<em>International Journal of Educational Research<\/em> 109.\u00a0<a title=\"Persistent link using digital object identifier\" href=\"https:\/\/doi.org\/10.1016\/j.ijer.2021.101805\" target=\"_blank\" rel=\"noreferrer noopener\" data-cke-saved-href=\"https:\/\/doi.org\/10.1016\/j.ijer.2021.101805\">https:\/\/doi.org\/10.1016\/j.ijer.2021.101805<\/a><\/p>\n<p>Osman, A.,\u00a0M\u00e5nsson, N. &amp; Carlhed Ydhag, C. (2021). The\u00a0significance\u00a0of significant others: the perspective of high-achieving students of immigrant background.\u00a0<em>Nordic Journal of Transitions, Careers and Guidance<\/em>,\u00a0<em>2<\/em>(1), 27\u201339. DOI:\u00a0<a href=\"http:\/\/doi.org\/10.16993\/njtcg.36\">http:\/\/doi.org\/10.16993\/njtcg.36<\/a><\/p>\n<p>M\u00e5nsson, N., Carlhed Ydhag, C., &amp; Osman, A. (2021). <a href=\"https:\/\/noredstudies.org\/index.php\/nse\/article\/view\/2353\/5315\">I skuggan av kulturellt kapital. \u2013 om konsten att omforma habitus f\u00f6r skolframg\u00e5ng<\/a> [In the shadow of cultural capital &#8211; the art of transforming habitus for school success]. <em>Nordic Studies in Education <\/em><span lang=\"EN-US\">41(2), 130\u2013147.<\/span><span class=\"value\"><a href=\"https:\/\/doi.org\/10.23865\/nse.v41.2353\"><span lang=\"EN-US\">doi.org\/10.23865\/nse.v41.2353<\/span><\/a><\/span><\/p>\n<p>Osman, A., Carlhed Ydhag, C., &amp; M\u00e5nsson, N. (2020).\u00a0<a href=\"https:\/\/www.tandfonline.com\/doi\/pdf\/10.1080\/09620214.2020.1764379?needAccess=true\">Recipe for Educational Success:\u00a0 A study of successful school performance of students from low social cultural background<\/a>.\u00a0<em>International Studies in Sociology of Education.\u00a0<a href=\"https:\/\/doi.org\/10.1080\/09620214.2020.1764379\">https:\/\/doi.org\/10.1080\/09620214.2020.1764379<\/a><\/em><\/p>\n<p><strong>Submitted<\/strong><\/p>\n<p>M\u00e5nsson, N. &amp; Osman, A. (submitted). Designing a research project: The pitfalls of implementing deskwork research design.<\/p>\n<h3>Conferences<\/h3>\n<p>Osman, A., Carlhed Ydhag, C., &amp; M\u00e5nsson, N. (2022). T<em>racing the Dynamics, Composition and Nature of Social Networks in Educational Success of Students with Different Social Backgrounds<\/em>. Session Title: 14 Online 24 A: School-related Transitions \u2013 Secondary and Beyond. Presentation at the ECER European Conference on Educational Research conference, 1-10 Sep 2022.<\/p>\n<p>Carlhed Ydhag, C., M\u00e5nsson, N. &amp; Osman, A. (2020).\u00a0<em>Momentums of success and habitus: High-achieving upper secondary school students\u2019 reasons to seek success in school.<\/em>\u00a0Presented in NW 4, at NERA, 4-6th March 2020, University of Turku Finland.<\/p>\n<p>Osman, A., M\u00e5nsson, N. &amp; Carlhed Ydhag, C. (2020).\u00a0<em>The significance of significant others: the perspective of high achieving students from different backgrounds.<\/em>\u00a0Presented in NW 18, at NERA, 4-6th March 2020, University of Turku, Finland.<\/p>\n<p>Carlhed Ydhag, C., M\u00e5nsson, N. &amp; Osman, A. (2019).\u00a0<em>Roadmaps and momentums of success: Upper secondary school students\u2019 motivations and experiences of how to succeed in school<\/em>. Presented at the conference \u2018Critical perspectives on agency and social justice in transitions and career development\u2019, in Copenhagen 23-24 October 2019.<\/p>\n<p>Osman, A., Carlhed, C &amp; M\u00e5nsson, N. (2018). <em>Following the Footprints of Resilient Youth: Mapping Social Networks of High Achieving Students in Upper Secondary School<\/em>. Presentation at the ECER European Conference on Educational Research conference \u201cInclusion and Exclusion, Resources for Educational Research\u201c, 3-7 Sep 2018, Bolzano; Italy<\/p>\n<p>Osman, A., Carlhed, C &amp; M\u00e5nsson, N. (2017). \u00a0\u00a0<em>Following the Footprints of Resilient Students: Challenges in Mapping Social Networks of Students in Upper Secondary School<\/em>, \u201cTransitions, career learning and career management skills. Multi-disciplinary and critical perspectives\u201d, October 19-20, 2017, Stockholm University<\/p>\n<h2>Graveled expectations or successful reorientations. Switchers and dropouts from Swedish Higher education 1977-2007<\/h2>\n<p>The project generated three studies:<\/p>\n<p>Study I &#8211; enrolment patterns in higher education, and to study efficiency and completion among students in programmes with professional qualifications<\/p>\n<p>Study II &#8211; case study at one local university, a survey directed at three cohorts of students at risk of dropout from the university and on student record data and interviews with students<\/p>\n<p>Study III &#8211; the striving for comparative measures of dropout and continuation in European Higher Education and consequences of this for the ways that scientific knowledge is produced<\/p>\n<h3>Study I<\/h3>\n<p>1) Which forms of dropouts and transfers can be identified?<br \/>\n2) How are the different forms of dropouts and transfers associated with different student categories?<\/p>\n<p>The overall aim of the study was to analyse enrolment patterns in higher education, and to study efficiency and completion among students in programmes with professional qualifications. More specifically, to study how Swedish students use higher education and how their trajectories relate to the students\u2019 social and cultural resources. Factors as socioeconomic, residential, gender and ethnicity, living conditions, grades, family educational traditions were related to the types of dropouts\/transfers and different programs.<\/p>\n<p>The theoretical framework was mainly Pierre Bourdieu\u2019s work on social reproduction and other contributions from international sociology of education researchers.<\/p>\n<p>The theoretical underpinning in the design is constructed through concepts developed and used by Pierre Bourdieu such as social space and cultural capital (Bourdieu, 1986, 1989). Social space is understood as a social structure. Like a geographical space, regions could be identified within a social space, but here it is constructed by social distances. That is, the closer the individuals are in the social space under study, the more common properties they share and the reverse, the more distant they are, the fewer properties they have in common (Bourdieu, 1989). The properties, i.e. the students\u2019 social and cultural resources are operationalised according to the notion of cultural capital, which are embodied and accumulated through the individuals\u2019 socialisation within the family, the social class and society (Bourdieu, 1986). The students\u2019 relative positions and positioning in the social structure, here in terms of a specific social space of higher education, are analysed by the type and amount of cultural capital that the students possess. Educational capital is a sub-form of cultural capital, which can be inherited from the level of the parents\u2019 education or earned by students\u2019 own achievements in school, such as grades. The embodiment of cultural capital lies more or less implicitly in the educational strategies that students show when they make choices to enrol in an educational path at a specific university at a given period of time in their lives. The educational strategies were then matched with the variables in the data emanating from official statistics covering national enrolment data and population data.<\/p>\n<p>The students\u2019 educational strategies were operationalised and matched with existing or constructed variables derived from the data in terms of:<br \/>\n\u2022 preferences in the choice of the different study programmes and different universities at different periods in life. Thus, the age and family situation when they entered the study programme were central in the analysis.<br \/>\n\u2022 mobility and time lapses of study; for example, no time-outs\/pauses during their studies or single\/multiple pauses or different lengths of pauses. Mobility was operationalised in terms of staying at one university or transferring, staying within one discipline domain\/scientific branch or moving between different scientific domains, taking extra courses besides the specific programme.<br \/>\n\u2022 preparing themselves\/compensating for poor qualifications from upper secondary school by taking an aptitude test (SWESAT-test).<br \/>\n\u2022 choosing to work while taking courses, and\/or using study finance.<br \/>\n\u2022 formal ideal performance goals were also accounted for, such as achieving their goals in terms of earning credits in relation to the amount they had registered for, achieving a diploma\/degree within the normal timeframe , or dropping out.<\/p>\n<p>From the analysis of the educational strategies different patterns emerged and were constructed as different dimensions of the social space of educational strategies in higher education that is, patterns of enrolment, efficiency and completion.<\/p>\n<h4>Dissemination &#8211; study I<\/h4>\n<p>Carlhed, C. (2017). <a href=\"http:\/\/media-carlhed.ydhag.com\/2014\/02\/merged_SJER.pdf\">The Social Space of Educational Strategies: Exploring Patterns of Enrolment, Efficiency and Completion among Swedish Students in Undergraduate Programmes with Professional Qualifications.<\/a><i>Scandinavian Journal of Educational Research.Download article here (<a href=\"http:\/\/media-carlhed.ydhag.com\/2014\/02\/merged_SJER.pdf\">preprint<\/a>) or link to Journal\u2019s homepage and\u00a0<a href=\"http:\/\/www.tandfonline.com\/doi\/full\/10.1080\/00313831.2016.1172496\">published<\/a>\u00a0article. DOI:\u00a0<a href=\"http:\/\/dx.doi.org\/10.1080\/00313831.2016.1172496\">http:\/\/dx.doi.org\/10.1080\/00313831.2016.1172496<\/a><\/i><\/p>\n<p>Carlhed, C. (2016). Familjebakgrund avg\u00f6r strategi f\u00f6r h\u00f6gre studier. Det sociala rummet av utbildningsstrategier. I Vetenskapsr\u00e5det (Red.) (2016). <em>Resultatdialog 2016<\/em>. Stockholm: Vetenskapsr\u00e5det., s 28-35. <a href=\"https:\/\/www.vr.se\/download\/18.5f55e5e81618e003b7066f9e\/1555337702979\/Resultatdialog_VR_2016.pdf\">https:\/\/publikationer.vr.se\/produkt\/resultatdialog-2016\/<\/a><\/p>\n<p>Carlhed, C. (2014). Studiem\u00f6nster och avhopp inom h\u00f6gskolan. Sju yrkesprogram i fokus. Presented at the conference INCLUDE: Utbildning f\u00f6r alla? Uppsala May 8-9th 2014<\/p>\n<p>Carlhed, C. (2013), Exploring pathways in university education \u2013 study patterns among students in undergraduate programs with professional qualifications. Presented at the conference Gender and Education. Compelling Diversities, Educational Intersections: Policy, Practice, Parity, Tuesday 23 to Friday 26 April 2013, The Weeks Centre for Social and Policy Research at London South Bank University<\/p>\n<p>Carlhed, C. (2011). Graveled Expectations or Successful Reorientations? Switchers and Dropouts in Higher Education in Sweden 1977-2007. 9th Annual Conference Hawaii International Conference on Education, January 4-7, 2011, Honolulu.<\/p>\n<h3>Study II<\/h3>\n<p>In a case study at one local university the research questions were connected to two sets of data; The quantitative data (the survey data and data from the student record [LADOK]) and the interview data. The data was based on a survey directed at three cohorts of students at risk of dropout from the university (2006, 2011, 2012, n=203) and on student record data (LADOK) of all students in the three cohorts (n=708) and interviews with 31 students.<\/p>\n<p>Research questions from the survey\/student record data collection:<br \/>\n\u2022 The study aims to explore and explain risk factors as well as protective factors for student dropout from teacher training programmes in Sweden and to analyse the results in relation to the international patterns of structural differences in low completion rates<\/p>\n<p>Research questions from the interviews:<br \/>\n\u2022 What are the experiences of students regarding studying at the Teacher training programmes? How are the enduring and recurring experiences shaping paths and horizons related to their studies, which become i.e. \u201cpossible\u201d, \u201cdesirable\u201d, \u201cimpossible\u201d or \u201cmanageable\u201d? How do the paths change and how are the horizons renegotiated or reinforced? How are academic success constructed by the students? How do they see themselves being at-risk for dropping out or being stragglers? Do the experiences differ in relation to age, gender, social background, migration or educational setting?<\/p>\n<h4>Dissemination study II<\/h4>\n<p>Carlhed Ydhag, C. (2018). <em>Narratives of Teacher Training students who postponed their studies.<\/em> Presentation at the ECER European Conference on Educational Research conference \u201cInclusion and Exclusion, Resources for Educational Research\u201c, 3-7 Sep 2018, Bolzano; Italy<\/p>\n<p>Carlhed, C. (2016). <em>The Impact of Students\u2019 Financial Situation on Dropping out from Professional Degree Programmes in Sweden. <\/em>Presented at the conference Nordic Fields of Higher Education \u2013 Organisation, Expansion and Recruitment, Session 6: Financing Higher Education, 28-29.9.2016 &#8211; Uppsala, Sweden<\/p>\n<p>Carlhed, C. (2015).\u00a0<a href=\"http:\/\/media-carlhed.ydhag.com\/2015\/09\/carlhed-2015-sec-54.pdf\"><em>Vid den normala studietaktens utkanter. Analyser av studieavbrott\u00a0p\u00e5 l\u00e4rarutbildningar vid Uppsala universitet.\u00a0<\/em><\/a>Rapporter fr\u00e5n Forskningsgruppen f\u00f6r utbildnings- och kultursociologi \/ SEC Research Reports, 54<\/p>\n<p>Carlhed, C. (2015). Pursuers, Dropouts and Transfers \u2013 Educational strategies within the Teacher Programmes. Presented at ECER \u2013 European Educational Research Conference 2015 \u201dEducation and Transition. Contributions from Educational Research\u201d, Corvinus University of Budapest, Hungary, September 7th-11th 2015<\/p>\n<p>Carlhed, C. (2014), Dropouts and pursuers from the teacher programs \u2013 a local study. Presented at the conference Nordic Fields of Higher Education, Wednesday 8th to Thursday 9th 2014, NIFU, Nordisk institutt for studier av innovasjon, forskning og utdanning, Oslo, Norway.<\/p>\n<h3>Study III<\/h3>\n<p>The aim of the study was to analyse and discuss the striving for comparative measures of dropout and continuation in European Higher Education and consequences of this for the ways that scientific knowledge is produced. The analysis theme \u2018Resistances\u2019 is associated with the critical sociological perspective, which further enables symbolic, epistemological and methodological questioning of the knowledge production of the phenomenon student progression in HE. The study is based in critical sociology and uses theoretical tools mainly from Pierre Bourdieu\u2019s perspective on social space and symbolic power (1989) and draws on Alain Desrosi\u00e8res\u2019 work on controversies in statistical reasoning (1998). The empirical materials are statistics from statistics agencies in Sweden; The Swedish Higher Education Authority and Statistics Sweden, and from the Higher Education Statistics Agency HESA and Higher Education Funding Council for England HEFCE in the UK, and statistics from OECD documents, as well as from Eurostat and Eurydice. Analysis of policy texts from the EU, the European Commission, such as &#8221;Education and Training 2020&#8221; (ET 2020), documents from ESS and the European Statistical System Committee (ESSC) and data collection manuals are compared and analysed. Practices of knowledge production in the student progress area, in terms of measurement practices within the standardisation agenda, as well as the measures per se are analysed. Particular interest is directed towards analysis of measurement practices in terms of comparability between different measures in different countries, where examples of measures used in Sweden and the UK are the main cases.<\/p>\n<h4>Dissemination study III<\/h4>\n<p>Carlhed Ydhag, C. (2019). Understanding the complexity in measuring student progression in European higher education. Special issue: Student dropout in Higher education. <em>Hungarian Educational Research Journal 9(2), 1-25.\u00a0\u00a0<\/em><br \/>\n<a href=\"https:\/\/akademiai.com\/doi\/full\/10.1556\/063.9.2019.1.21\">https:\/\/akademiai.com\/doi\/full\/10.1556\/063.9.2019.1.21<\/a><\/p>\n<p>Carlhed Ydhag, C. (2018). <em>Different position takings in statistical reasoning \u2013 European educational policy evaluation practices and the position of critical educational research<\/em>. Paper presented at the International Symposium Governing by numbers at international scale. New relationships between the State and Professions in Education?, University of Strasbourg (France) 08-09\u00a0October 2018.<\/p>\n<p>Carlhed, C. (2017). Resistances to scientific knowledge production of comparative measurements of dropout and completion in European Higher Education\u201d\u00a0<a href=\"http:\/\/dx.doi.org\/10.1177\/1474904116667363\">doi:10.1177\/1474904116667363<\/a>.\u00a0<em>European Educational Research Journal.<\/em><\/p>\n<p>Carlhed, C. (2016). <em>Resistances to scientific knowledge production of comparative measurements of dropout and completion in European Higher Education<\/em>. Paper presented at ECER conference: &#8221;Leading Education: The Distinct Contributions of Educational Research and Researchers&#8221;, University College Dublin 22-26 August, 2016<\/p>\n<h2>Study loans, wage and wealth within higher education. Social groups and their study financing, 1998-2006<\/h2>\n<p>Studenterna i den svenska h\u00f6gskolan har inte bara \u00f6kat explosionsartat de senaste tjugo \u00e5ren, de har ocks\u00e5 blivit fattigare. P\u00e5 en \u00f6vergripande niv\u00e5 vet vi att studiemedelsbeloppen inte \u00e4r tillr\u00e4ckliga f\u00f6r att t\u00e4cka studenternas levnadsomkostnader, men vi vet inte var i det svenska utbildningslandskapet och f\u00f6r vilka grupper de statliga studiemedlen \u00e4r s\u00e4rdeles otillr\u00e4ckliga. I detta projekt unders\u00f6ker vi studenternas bruk av statliga studiemedel men ocks\u00e5 deras inkomster fr\u00e5n olika k\u00e4llor samt \u00e4rvda och f\u00f6rv\u00e4rvade f\u00f6rm\u00f6genheter. Vi kartl\u00e4gger allts\u00e5 studenternas hela ekonomiska handlingsutrymme, det vill s\u00e4ga de materiella f\u00f6ruts\u00e4ttningarna f\u00f6r att i praktiken kunna \u201dV\u00e4lja fritt och v\u00e4lja r\u00e4tt\u201d i utbildningssystemet (J\u00e4mf\u00f6r SOU 2008:69, V\u00e4lja fritt och v\u00e4lja r\u00e4tt: drivkrafter f\u00f6r rationella utbildningsval).<\/p>\n<p>Projektet best\u00e5r av tre delstudier. I den f\u00f6rsta kartl\u00e4ggs hur olika typer av ekonomiska resurser \u00e4r f\u00f6rdelade i hela h\u00f6gskolelandskapet, i den andra unders\u00f6ks hur studiefinansieringen (eller bristen d\u00e4rav) \u00e4r relaterad till avhopp fr\u00e5n utbildningar och i den tredje analyseras \u2013 f\u00f6r ett strategiskt urval av sociala grupper \u2013 kopplingen mellan ekonomiska resurser och val av utbildning i h\u00f6gskolan. Vi \u00e4r ocks\u00e5 intresserade av hur ekonomiska tillg\u00e5ngar (l\u00e5n, l\u00f6n, f\u00f6rm\u00f6genhet) samspelar med utbildningsm\u00e4ssiga tillg\u00e5ngar (betyg etc.), samt hur allt detta har f\u00f6r\u00e4ndrats mellan 1998 och 2006.<\/p>\n<p>Projektet \u00e4r finansierat av Vetenskapsr\u00e5det (VR). F\u00f6rutom Martin Gustavsson (projektledare) deltar Andreas Melldahl, Donald Broady och Carina Carlhed (alla tre vid Uppsala universitet).<\/p>\n<h3>Dissemination<\/h3>\n<p>Carlhed, C. (2016). <em>The Impact of Students\u2019 Financial Situation on Dropping out from Professional Degree Programmes in Sweden. <\/em><em>Presented at the conference<\/em> Nordic Fields of Higher Education \u2013 Organisation, Expansion and Recruitment, Session 6: Financing Higher Education, 28-29.9.2016 &#8211; Uppsala, Sweden[\/vc_column_text][\/vc_tta_section][vc_tta_section add_icon=&#8221;true&#8221; title=&#8221;Professions&#8221; tab_id=&#8221;1484426576083-1e338d76-e7a8&#8243;][vc_wp_text title=&#8221;Carriers of the Knowledge Society&#8221;]The main objective of the study is to provide a comprehensive view of the historical emergence of the professional stratum and in detail explore its current conditions, dynamics and functions, and its varying relations to society at large. A second objective is to use the empirical material for contributing to the theoretical development of studies of professions, esp. by proposing an alternative definition of the concept and phenomenon of profession.<\/p>\n<p>Methodologically, the study employs a comparative method for case studies, called \u201dstructured, focused, comparative case-study.\u201d The fields are described from a number of shared clusters of questions keeping the study together.<\/p>\n<p>The study is conducted by a research team specializing in research on the professions, belonging to sociology, educational science, and\u00a0 social work research. They come from the Swedish universities of Lund, Uppsala, Gothenburg, and the Linn\u00e9us University, as well as Bergen University, Norway. Two researchers with specialist competence are responsible for each field<\/p>\n<h2>Dissemination \u2013 The field of Medicine<\/h2>\n<p>Carlhed Ydhag, C. (2020). <em>Uppkomsten av ett\u00a0professionellt medicinskt f\u00e4lt. L\u00e4kares, sjuksk\u00f6terskors och laboratorieassistenters formering<\/em>. [The rise of a professional medical field. The formation of doctors, nurses and laboratory assistants]. Monograph in Stockholm Studies in Education, Stockholm University Press, 221 pp). Open access <a href=\"https:\/\/doi.org.\/10.16993\/bbc\">https:\/\/doi.org.\/10.16993\/bbc<\/a><\/p>\n<p>Carlhed Ydhag, C. (2019). Det medicinska f\u00e4ltet. (The medical field). In Thomas Brante, Kerstin Svensson &amp; Lennart G Svensson (Eds).\u00a0<a href=\"https:\/\/www.studentlitteratur.se\/#9789144122052\/Det+professionella+landskapets+framv%C3%A4xt\"><em>Det professionella landskapets framv\u00e4xt<\/em><\/a>. [The rise of the professional landscape]. Lund: Studentlitteratur. (67 p).<\/p>\n<p>Carlhed, C. (2013). <a href=\"http:\/\/dx.doi.org\/10.7577\/pp.562\" target=\"_blank\" rel=\"noopener noreferrer\">The rise of the professional field of Medicine in Sweden<\/a>. Professions &amp; Professionalism. Vol.3, no 2, p. 562.Carlhed, C. (2012). <em>The rise of the professional field of Health and its hegemony \u2013 doctors, nurses and biomedical analysts in Sweden<\/em>. Paper presented at the conference Professioner &#8211; Gamle autoriteter og ny legitimitet Det nordiske netv\u00e6rk i professionsforskning, NORPRO, 25-26 oktober 2012, VIA University College, Aarhus, Denmark.<\/p>\n<p>Carlhed, C. (2012).\u00a0<em>Social processes in the rise of the hegemonic medicine in Sweden \u2013 hinges and avatars in question.<\/em> Paper presented at the conference Scientific Knowledge and Systems of Professions IUC, 7th \u2013 11th May 2012, Dubrovnik, Croatia.<\/p>\n<p>Carlhed, C. (2011). <a href=\"http:\/\/svt.forsa.nu\/Documents\/Forsa\/Documents\/Socialvetenskaplig%20tidskrift\/Artiklar\/2011\/F%C3%A4lt,%20habitus%20och%20kapital%20som%20kompletterande%20redskap%20i%20professionsforskning%20av%20Carina%20Carlhed.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">F\u00e4lt, habitus och kapital som kompletterande redskap i professionsforskning<\/a>. [Field, habitus and capital as supplementing tools in research on professions.] Socialvetenskaplig tidskrift. nr 4:2011, 283-300.<\/p>\n<h2>Research Group \u2013\u00a0Carriers of Knowledge Society<\/h2>\n<h3>Project manager<\/h3>\n<p><a href=\"http:\/\/www3.soc.lu.se\/index.php?id=58\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Thomas Brante<\/b><\/a><br \/>\nProfessor, Department of Sociology and Social Work, Lund University<br \/>\nEmail:\u00a0<a href=\"mailto:Thomas.Brante@soc.lu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Thomas.Brante@soc.lu.se<\/a><\/p>\n<p>The field of the academy<br \/>\n<a href=\"http:\/\/lnu.se\/employee\/gunnar.olofsson?l=en\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Gunnar Olofsson<\/b><\/a><br \/>\nProfessor, Department of Sociology, Linnaeus University, V\u00e4xj\u00f6<br \/>\nmail:\u00a0<a href=\"mailto:Gunnar.Olofsson@lnu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Gunnar.Olofsson@lnu.se<\/a><\/p>\n<p><a href=\"http:\/\/lnu.se\/employee\/ola.agevall?l=en\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Ola Agevall<\/b><\/a><br \/>\nProfessor, Department of Sociology, Linnaeus University, V\u00e4xj\u00f6<br \/>\nmail:\u00a0<a href=\"mailto:Ola.Agevall@lnu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Ola.Agevall@lnu.se<\/a><\/p>\n<p>The field of education<br \/>\n<a href=\"http:\/\/www.hb.se\/wps\/portal\/research\/researchers\/dennis-beach\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Dennis Beach<\/b><\/a><br \/>\nProfessor, School of Education and Behavioural Sciences, University of Boras<br \/>\nEmail:\u00a0<a href=\"mailto:Dennis.Beach@hb.se\" target=\"_blank\" rel=\"noopener noreferrer\">Dennis.Beach@hb.se<\/a><\/p>\n<p><a href=\"http:\/\/www3.soc.lu.se\/index.php?id=122\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Margareta Nilsson Lindstr\u00f6m<\/b><\/a><br \/>\nSenior lecturer, Sociology, Lund University<br \/>\nEmail:\u00a0<a href=\"mailto:Margareta.Nilsson-Lindstrom@soc.lu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Margareta.Nilsson-Lindstrom@soc.lu.se<\/a><\/p>\n<p>The field of health<br \/>\n<a href=\"http:\/\/www.carlhed.eu\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Carina Carlhed<\/b><\/a><br \/>\nAssociate professor, Department of Education,\u00a0Uppsala University<br \/>\nEmail:\u00a0<a href=\"mailto:Carina.Carlhed@edu.uu.se\">Carina.Carlhed@edu.uu.se<\/a><\/p>\n<p><b><a href=\"http:\/\/www.socwork.gu.se\/english\/Contact\/teachers_and_researchers\/Eva_Palmblad\/?languageId=100001&amp;disableRedirect=true&amp;returnUrl=http%3A%2F%2Fwww.socwork.gu.se%2Fkontaktaoss%2FPersonlig_hemsida%2FEva_Palmblad%2F\" target=\"_blank\" rel=\"noopener noreferrer\">Eva Palmblad<\/a><br \/>\n<\/b>PhD, Senior lecturer, Associate Professor<br \/>\nE-mail:\u00a0<a href=\"mailto:eva.palmblad@socwork.gu.se\">eva.palmblad@socwork.gu.se<\/a><\/p>\n<p><a href=\"http:\/\/www.soch.lu.se\/o.o.i.s\/22045\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Sune Sunesson<\/b><\/a><br \/>\nProfessor, School of Social Work, Lund University<br \/>\nEmail:\u00a0<a href=\"mailto:Sune.Sunesson@soch.lu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Sune.Sunesson@soch.lu.se<\/a><\/p>\n<p>The field of technology<br \/>\n<a href=\"http:\/\/lnu.se\/employee\/glenn.sjostrand?l=en\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Glenn Sj\u00f6strand<\/b><\/a><br \/>\nAssociate professor, Department of Social Science, Linneaus University, V\u00e4xj\u00f6<br \/>\nEmail:\u00a0<a href=\"mailto:Glenn.Sjostrand@lnu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Glenn.Sjostrand@lnu.se<\/a><\/p>\n<p><a href=\"http:\/\/www.fpi.lu.se\/staff\/mats.benner\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Mats Benner<\/b><\/a><br \/>\nProfessor, Institute of Research Policy, Lund University<br \/>\nEmail:\u00a0<a href=\"mailto:Mats.Benner@fpi.lu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Mats.Benner@fpi.lu.se<\/a><\/p>\n<p>The field of social integration<br \/>\n<a href=\"http:\/\/www.soch.lu.se\/o.o.i.s\/23232\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Eva Johnsson<\/b><\/a><br \/>\nAssociate professor, School of Social Work, Lund University<br \/>\nmail:\u00a0<a href=\"mailto:Eva.Johnsson@soch.lu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Eva.Johnsson@soch.lu.se<\/a><\/p>\n<p><a href=\"http:\/\/www.av.gu.se\/kontaktaoss\/professorer\/svensson-lennart\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Lennart G Svensson<\/b><\/a><br \/>\nProfessor emeritus, Department of Sociology, University of Gothenburg<br \/>\nEmail:\u00a0<a href=\"mailto:Lennart.Svensson@socav.gu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Lennart.Svensson@socav.gu.se<\/a><\/p>\n<p>The field of social control<br \/>\n<a href=\"http:\/\/www.soch.lu.se\/o.o.i.s\/21976\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Kerstin Svensson<\/b><\/a><br \/>\nProfessor, School of Social Work, Lund University<br \/>\nEmail:\u00a0<a href=\"mailto:Kerstin.Svensson@soch.lu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Kerstin.Svensson@soch.lu.se<\/a><\/p>\n<p><a href=\"http:\/\/www.soclaw.lu.se\/o.o.i.s\/26094\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Karsten \u00c5str\u00f6m<\/b><\/a><br \/>\nProfessor, Department of Sociology of Law, Lund University<br \/>\nEmail:\u00a0<a href=\"mailto:Karsten.Astrom@soclaw.lu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Karsten.Astrom@soclaw.lu.se<\/a><\/p>\n<p>Research assistant<b><br \/>\n<a href=\"http:\/\/www.soch.lu.se\/o.o.i.s\/21969\" target=\"_blank\" rel=\"noopener noreferrer\">Karin Kullberg<\/a><\/b><br \/>\nSenior lecturer, School of Social Work, Lund University<br \/>\nEmail:\u00a0<a href=\"mailto:Karin.Kullberg@soch.lu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Karin.Kullberg@soch.lu.se<\/a>[\/vc_wp_text][\/vc_tta_section][vc_tta_section i_icon_fontawesome=&#8221;fa fa-wpforms&#8221; add_icon=&#8221;true&#8221; title=&#8221;Social fields&#8221; tab_id=&#8221;1484426719657-38dd93d5-0a2a&#8221;][vc_column_text]<\/p>\n<h2>The glow and shadows of the Medicine. Doxa and symbolic power in the area of services to young children with disabilities 1960\u20151980<\/h2>\n<div id=\"outer_page_1\" class=\"outer_page only_ie6_border \">\n<div id=\"page1\" class=\"newpage\">\n<div class=\"text_layer\">\n<div class=\"ie_fix\">\n<h3 class=\"ff0\">Dissemination<\/h3>\n<div class=\"ff0\">\n<p>Carlhed, C. (2009).<i> The glow and shadows of Medicine. <\/i>3rd ISIH \u2013 In Sickness and in Health international conference \u201cGovernment of the Self in the Clinic &amp; Community\u201d, April 15 \u2013 17, 2009, Victoria, British Columbia, Canada<\/p>\n<p>Carlhed, C. (2009). <em>Om tru, f\u00f8restilling og symbolsk makt innan habiliteringa 1960 \u2013 1980; Eit empirisk arbeid med bruk av Bourdieu sine omgrep.<\/em> Inbjuden g\u00e4stf\u00f6rel\u00e4sare p\u00e5 konferensen \u201dLivshistorieforsking og kvalitative intervju med fokus p\u00e5 Pierre Bourdieus forst\u00e5ing, metodologiske refleksjonar og praktiske tiln\u00e6rming\u201d, 17- 18. november 2009, Institutt for samfunnsmedisinske fag, Universitetet i Bergen, Norge.<\/p>\n<p>Carlhed, C. (2008). Pionj\u00e4rer, avf\u00e4llingar och k\u00e4ttare. [Pioneers, Renegades and Heretics]. I Petersen, K-A. &amp; H\u00f8yen, M. (Red.). <i>At s\u00e6tte spor p\u00e5 en vandring fra Aquinas til Bourdieu \u2013 \u00e6resbog til Staf Callewaert<\/i>. Hexis forlag, s 257-272.<\/p>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Carlhed, C. (2008).<i> Pioneers, renegades and heretics. <\/i>Paper presented at NFPF\/NERA 36th Congress of Nordic Educational Research Association in Copenhagen, March 6 \u2013 8, 2008.<\/p>\n<p>Carlhed, C. (2008). <em>I skuggan av medicinen<\/em>. F\u00f6rel\u00e4sning vid tv\u00e5dagarsseminarium \u201dBourdieu-seminar\u201d 17-18 april 2008, H\u00f8gskolen i Harstad, Institutt for helse- och sosialfag, Norge<\/p>\n<p>Carlhed, C. (2008).<i> I skuggan av medicinen. <\/i>F\u00f6rel\u00e4sning vid tv\u00e5dagarsseminarium \u201dBourdieu-seminar\u201d 17-18 april 2008, H\u00f8gskolen i Harstad, Institutt for helse- och sosialfag, Norge<\/p>\n<\/div>\n<\/div>\n<p>Carlhed, C. (2007). <i><a href=\"http:\/\/uu.diva-portal.org\/smash\/record.jsf?searchId=1&amp;pid=diva2:171084\" target=\"_blank\" rel=\"noopener noreferrer\">Medicinens lyskraft och skuggor. Om trosf\u00f6rest\u00e4llningar och symbolisk makt inom habiliteringen 1960\u20151980<\/a>.<\/i> [The Glow and Shadows of the Medicine. Doxa and Symbolic Power in the area of Services to Young Children with Disabilities 1960-1980]. Acta Universitatis Upsaliensis. Uppsala Studies in Education 116. PhD dissertation.<\/p>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Carlhed, C. (2006).<i> Habiliteringsf\u00e4ltets genes och struktur.<\/i> Paper presenterat vid 3:e Pedagogikhistoriska konferensen, L\u00e4rarh\u00f6gskolan i Stockholm, 28-29 september, 2006<\/p>\n<p>Carlhed, C. (2006). <em>Genesis and Structure of the Habilitation field<\/em>. Presentation vid workshop. Viborg, 14-16 juni, 2006 anordnat av VIBORG Ph.d.-network, Sygeplejeuddannelsen i Viborg Amt och Viborg-Seminariet, Danmark.<\/p>\n<p>Carlhed, C. (2005). <em>Habilitation practices in a sociological perspective. <\/em>Posterpresentation, den 23 maj, 2005. Institutet f\u00f6r handikappvetenskap, Link\u00f6ping<\/p>\n<p>Carlhed, C. (2005). <em>Habilitation practices in a sociological perspective.<\/em> Posterpresentation vid konferensen Morgondagens v\u00e5rd och omsorgsforskning, Advanced Health Sciences of tomorrow. V\u00e4ster\u00e5s 9-10 Nov 2005<\/p>\n<\/div>\n<\/div>\n<h3>English summary<\/h3>\n<\/div>\n<div class=\"ff2\"><span class=\"a\">The aim in the dissertation is to analyze beliefs and symbolic power in\u00a0<\/span><span class=\"a\">habilitation\u00a0<\/span><span class=\"a\">(the area of services to young children with disabilities) \u2015 a field of\u00a0<\/span><span class=\"a\">sy<span class=\"l6\">mbo<span class=\"l7\">lic forces<span class=\"l8\">, which were created by formation of specific groups, their\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">interests and positions related to children with disabilities and their education\u00a0<\/span><span class=\"a\">and care in Sweden developed during the period\u00a0<\/span><span class=\"a\">1960\u20151980.<\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\">In ch<span class=\"l7\">ap<span class=\"l6\">ter II the analytical frame is presente<span class=\"l8\">d. In this section I have also\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">positioned the dissertation in relation to studies of child- and youth habilitation in<\/span><span class=\"a\">Sweden, other studies of relevant professions, organizations and social spaces\u00a0<\/span><span class=\"a\">related to boundaries between health care, social care and education. Pierre\u00a0<\/span><span class=\"a\">Bourdieu\u2019s sociological theory of social space works as the theoretical framework\u00a0<\/span><span class=\"a\">and is presented in this section. Central concepts are social space\/field, agents,<\/span><span class=\"a\">positions, position-takings, different forms of capital, symbolic economies, doxa\u00a0<\/span><span class=\"a\">and symbolic power. In this chapter the methodological considerations are also\u00a0<\/span><span class=\"a\">presented with information about the material and how the reconstruction of the\u00a0<\/span><span class=\"a\">\u201cha<span class=\"l6\">bilitation sph<span class=\"l7\">ere\u201d was conducted through agents and their positions. The\u00a0<\/span><\/span><\/span><span class=\"a\">occupational groups were paediatric doctors\/child psychiatrists, physiotherapists,<\/span><span class=\"a\">occ<span class=\"l8\">upa<span class=\"l6\">tional the<span class=\"l7\">rapists, social workers (counsellors), psychologists and pre-<\/span><\/span><\/span><\/span><span class=\"a\">school teachers. The other positions were related to the county council union<\/span><span class=\"a\">(Landstingsf\u00f6rbundet), four disability organizations (<\/span><span class=\"a\">DHR, FUB, RBU\u00a0<\/span><span class=\"a\">and\u00a0<\/span><span class=\"a\">HCK<\/span><span class=\"a\">), two\u00a0<\/span><span class=\"a\">of which were parent organizations and in addition, the research field of social\u00a0<\/span><span class=\"a\">medicine.<\/span><span class=\"a\">\u00a0These positions were reconstructed through journals of ten professional\u00a0<\/span><span class=\"a\">org<span class=\"l6\">anizat<span class=\"l7\">ions covering six occupations and four disability organiz<span class=\"l8\">ations. One<\/span><\/span><\/span><\/span><span class=\"a\">\u00a0journal represents the pos<span class=\"l6\">ition as researchers of social medicine (Socialmedicinsk\u00a0<\/span><\/span><span class=\"a\">ti<span class=\"l9\">dskr<span class=\"l8\">ift). <\/span><\/span><\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\"><span class=\"l9\"><span class=\"l8\">The materi<span class=\"l7\">als from journals w<span class=\"l6\">ere mainly articles, notes and\u00a0<\/span><\/span><\/span><\/span><\/span><span class=\"a\">announcements and book reviews. Other material used in the thesis are: an\u00a0<\/span><span class=\"a\">interview with a government official that were engaged in supervision of \u201cThe\u00a0<\/span><span class=\"a\">mental retardation care\u201d (Sinnessl\u00f6v\u00e5rden) at the time, reports of Government-<\/span><span class=\"a\">appointed committees or commissions of inquiry (statens offentliga utredningar)<\/span><span class=\"a\">con<span class=\"l7\">cerning the occupatio<span class=\"l6\">nal groups and the specific areas and organizations\u00a0<\/span><\/span><\/span><span class=\"a\">where children with disabilities were attended to, (e.g. \u201cThe cerebral palsy care\u201d<\/span><span class=\"a\">and \u201cThe mental retardation care\u201d)\u00a0<\/span><span class=\"a\">or areas related to specific issues in social<\/span><span class=\"a\">po<span class=\"l7\">lic<span class=\"l9\">y (e.g. disab<span class=\"l6\">ilities). In order to ex<span class=\"l8\">plore the social foundations of the\u00a0<\/span><\/span><\/span><\/span><\/span><span class=\"a\">occupations, material from archives about the wages of the occupational groups\u00a0<\/span><span class=\"a\">has bee<span class=\"l8\">n use<span class=\"l7\">d. Complementary st<span class=\"l6\">atistics about wages and numbers of the\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">occupations at different times come from official statistics.<\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\">Chapter III is a historical overview of the development of the Swedish health<\/span><span class=\"a\">care system, the discipline of medicine and its increased strong position within\u00a0<\/span><span class=\"a\">th<span class=\"l7\">e we<span class=\"l8\">lf<span class=\"l6\">are state from medieval times into the 20<\/span><\/span><\/span><\/span><span class=\"a\">th\u00a0<\/span><span class=\"a\">cent<span class=\"l6\">ury. The historical\u00a0<\/span><\/span><span class=\"a\">overview also comprises organizations of \u201cspecial\u201d children. This chapter has a\u00a0<\/span><span class=\"a\">descriptive character and is based on secondary sources such as dissertations\u00a0<\/span><span class=\"a\">and other research by historians and sociologists. A conclusive discussion and\u00a0<\/span><span class=\"a\">reinterpretation by means of Bourdieu\u2019s conceptual framework ends this chapter,\u00a0<\/span><span class=\"a\">which also outlines a background for the main analysis in chapter VI.<\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\">Cha<span class=\"l7\">pter IV focuses on rep<span class=\"l6\">orts of com<span class=\"l8\">missions of inquiry (Statens offentliga\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">utr<span class=\"l7\">edning<span class=\"l6\">ar) concerning the occupational groups and the spe<span class=\"l8\">cific areas and\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">organ<span class=\"l6\">izations where children with disabilities were attended to at the time (e.g.<\/span><\/span><span class=\"a\">\u201cThe cerebral palsy care\u201d and \u201cThe mental retardation care\u201d) or areas related to\u00a0<\/span><span class=\"a\">spec<span class=\"l6\">ific issues in social policy such as disability. These commiss<span class=\"l7\">ion\u00a0<\/span><\/span><\/span>reports, the\u00a0<span class=\"a\">definitions\u00a0<\/span><span class=\"a\">th<span class=\"l7\">at we<span class=\"l8\">re us<span class=\"l6\">ed and produced, combined with their\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">reception\u00a0<\/span><span class=\"a\">of\u00a0<\/span><span class=\"a\">political groups or occupational groups\u00a0<\/span><span class=\"a\">contribute to the shaping of an economy\u00a0<\/span><span class=\"a\">of symbolic values relevant to the specific \u201chabilitation sphere\u201d<\/span><span class=\"a\">. In the context of\u00a0<\/span><span class=\"a\">Bourdieu\u2019s terminology, the commission reports are interpreted as consecration\u00a0<\/span><span class=\"a\">authorities, who sanctify certain agents and their actions based on recognition of\u00a0<\/span><span class=\"a\">their specific symbolic capital. Examples of symbolic goods produced within this\u00a0<\/span><span class=\"a\">classification process were social problems and categories, which the authorities\u00a0<\/span><span class=\"a\">sh<span class=\"l7\">ou<span class=\"l6\">ld attend to. Consequently, the comm<span class=\"l8\">issions of inquiry worked as an\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">impo<span class=\"l6\">rtant asse<span class=\"l7\">mbling and determinative \u201cqualifier\u201d for citizens seeking welfare\u00a0<\/span><\/span><\/span><span class=\"a\">se<span class=\"l6\">rvices as well as patien<span class=\"l7\">ts suitable for \u201chabilitation services\u201d. This is very\u00a0<\/span><\/span><\/span><span class=\"a\">important to recognize if one is to understand both the specificity of habilitation\u00a0<\/span><span class=\"a\">practices and the welfare organizations as well. The symbiotic relationships that\u00a0<\/span><span class=\"a\">chara<span class=\"l6\">cterize occupations, organizations and clients within the welfare system\u00a0<\/span><\/span><span class=\"a\">depend on the fact that they are all defined within the same system. Ultimately,\u00a0<\/span><span class=\"a\">all agents within the welfare system, including agents within \u201dthe habilitation\u00a0<\/span><span class=\"a\">sp<span class=\"l7\">here\u201d, ha<span class=\"l6\">ve to orientate themselves and their actions in order position\u00a0<\/span><\/span><\/span><span class=\"a\">themselves in relation to the State \u2013 \u201cThe bureaucratic field\u201d.<\/span><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"outer_page_2\" class=\"outer_page only_ie6_border \">\n<div id=\"page2\" class=\"newpage\">\n<div class=\"text_layer\">\n<div class=\"ie_fix\">\n<div class=\"ff0\"><\/div>\n<div class=\"ff0\"><span class=\"a\">In chapter V the social foundations of the occupational groups are explored by\u00a0<\/span><span class=\"a\">use of the con<span class=\"l7\">cepts of cultur<span class=\"l6\">al and educat<span class=\"l8\">ional capital. Material from three\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">different county archives about the wages of the occupational groups has been\u00a0<\/span><span class=\"a\">used. Complementary statistics about the wages of, as well as the numbers\u00a0<\/span><span class=\"a\">employed in the occupations at different times stems from official statistics. A\u00a0<\/span><span class=\"a\">ra<span class=\"l6\">nk<span class=\"l8\">ing orde<span class=\"l7\">r of economic capit<span class=\"l9\">al between the occupational groups was\u00a0<\/span><\/span><\/span><\/span><\/span><span class=\"a\">constructed based on the archive material. The stable top ranking position over\u00a0<\/span><span class=\"a\">the twenty year period\u00a0<\/span><span class=\"a\">1960\u20151980\u00a0<\/span><span class=\"a\">was held by the doctors, they had the highest\u00a0<\/span><span class=\"a\">wages of all the groups. The psychologists held the second place, the social\u00a0<\/span><span class=\"a\">workers held the third position, the physiotherapists held the fourth ranking and\u00a0<\/span><span class=\"a\">the pre-school teachers and the occupational therapists took turns in the fifth and\u00a0<\/span><span class=\"a\">sixth ranking position during these years. This ranking order was stable and\u00a0<\/span><span class=\"a\">id<span class=\"l9\">en<span class=\"l8\">tical to the rankin<span class=\"l7\">g of e<span class=\"l6\">ducational capital. A ranking order of social\u00a0<\/span><\/span><\/span><\/span><\/span><span class=\"a\">recru<span class=\"l6\">itment to the different educations was established, which revea<span class=\"l7\">led that\u00a0<\/span><\/span><\/span><span class=\"a\">students from high status families went preferably to medical and psychology\u00a0<\/span><span class=\"a\">studies. The students in physiotherapist education were predominantly women\u00a0<\/span><span class=\"a\">from high status families at least in the early years of the time period being\u00a0<\/span><span class=\"a\">researched. Students from middle and low status families went to social work\u00a0<\/span><span class=\"a\">studies, pre-school teacher studies and occupational therapist studies. Agents\u00a0<\/span><span class=\"a\">other than the occupational groups could not be compared by their amounts of\u00a0<\/span><span class=\"a\">educational and economic capital, because their positions in \u201dthe habilitation\u00a0<\/span><span class=\"a\">sphere\u201d depended on their parenthood or disability or being clients\/patients.<\/span><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"outer_page_3\" class=\"outer_page only_ie6_border \">\n<div id=\"page3\" class=\"newpage\">\n<div class=\"text_layer\">\n<div class=\"ie_fix\">\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\">Chapter VI is the presentation of the main analysis in the dissertation. It focuses\u00a0<\/span><span class=\"a\">on the social mobilization of both the occupational groups and the disability\u00a0<\/span><span class=\"a\">organizations, as a key to understanding the symbolic reproduction of the groups\u00a0<\/span><span class=\"a\">(and their leaders). These mobilization processes also contribute to shaping the\u00a0<\/span><span class=\"a\">symbolic economy, which rules the recognition of specific symbolic capital. \u201cThe\u00a0<\/span><span class=\"a\">habilitation sphere\u201d was dominated by the medical doxa. All the agents were\u00a0<\/span><span class=\"a\">involved in defining and redefining \u201cthe Cause\u201d \u2015 in this particular case how to\u00a0<\/span><span class=\"a\">deal with children with disabilities and who should do it and how to do it in the\u00a0<\/span><span class=\"a\">be<span class=\"l6\">st way<span class=\"l7\">. The proces<span class=\"l8\">ses of definition and redefinition took place in relation\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">towards the dominant medical agents, i.e. the doctors and subsequently also to\u00a0<\/span><span class=\"a\">the bureaucratic field \u2015 the State. The defining and redefining practices are\u00a0<\/span><span class=\"a\">interpreted as\u00a0<\/span><span class=\"a\">c<\/span><span class=\"a\">lassification struggles in order to enhance the symbolic power,\u00a0<\/span><span class=\"a\">which promotes monopolizing of ways to systemize knowledge and to dominate\u00a0<\/span><span class=\"a\">the social space.<\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\">The analysis of the classification struggles is structured by the\u00a0<\/span><span class=\"a\">gro<span class=\"l6\">ups<span class=\"l7\">\u2019 orthodox and heterodox position-takings. This analysis reveals the\u00a0<\/span><\/span><\/span><span class=\"a\">underlying doxic visions and the distance that existed from \u201cthe holy sphere\u201d in\u00a0<\/span><span class=\"a\">the medical doxa (and in the medical field) and the other agents. It thereby\u00a0<\/span><span class=\"a\">exposes their amount of their specific symbolic capital.<\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\">Chapter VII synthesizes the conclusions about the dominating doxa and the other<\/span><span class=\"a\">dox<span class=\"l7\">as, from the previous chapters. The ear<span class=\"l6\">ly constitution of a \u201dhabilitation\u00a0<\/span><\/span><\/span><span class=\"a\">sphere\u201d was related to \u201cthe profane sphere\u201d in the medical field and which was a<\/span><span class=\"a\">bo<span class=\"l7\">un<span class=\"l6\">dary area between the dominant me<span class=\"l8\">dical doxa, a dominated social\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">bureaucratic doxa and a dominated pedagogical doxa. The cultural dimension\u00a0<\/span><span class=\"a\">(the sphere of position-takings) and the social dimension (the sphere of social\u00a0<\/span><span class=\"a\">positions) were amplified by the symbolic dimension (the rules of vision) within<\/span><span class=\"a\">\u201dthe habilitation sphere\u201d. This specific structure is illustrated by three figures in<\/span><span class=\"a\">chapter VII. For the same reasons as discussed earlier, the disability agents could\u00a0<\/span><span class=\"a\">not be fully compared with the others in these illustrations. However in relation to\u00a0<\/span><span class=\"a\">the dominant doxa, they were the furthest away from the medical positions.<\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\">Chapter VIII is the conclusion of the dissertation.\u00a0<\/span><span class=\"a\">On<span class=\"l7\">e finding was quit<span class=\"l6\">e surpris<span class=\"l9\">ing and it is probably the most important\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">c<span class=\"l6\">on<span class=\"l10\">clu<span class=\"l9\">sion. It wa<span class=\"l11\">s the strength and power of the social space and its\u00a0<\/span><\/span><\/span><\/span><\/span><span class=\"a\">opportunities to be a \u201cshield\u201d for its agents. If someone left that field to work in\u00a0<\/span><span class=\"a\">another, he or she was \u201cout in the cold\u201d. This \u201cstructural gap\u201d means for example t<\/span><span class=\"a\">hat if a pre-school teacher, who was raised within a pedagogic doxa with its\u00a0<\/span><span class=\"a\">spec<span class=\"l6\">ific visions about her responsibility to ensure the best interests of children,\u00a0<\/span><\/span><span class=\"a\">should enter the medical field, she would thereby be accorded a low symbolic\u00a0<\/span><span class=\"a\">position in that receiving field. This would be due to her radically different way of\u00a0<\/span><span class=\"a\">acting and talking compared to the occupational groups within the medical field.\u00a0<\/span><span class=\"a\">Her strategies would not be recognized as valuable, because she had the wrong\u00a0<\/span><span class=\"a\">or le<span class=\"l6\">ss sy<span class=\"l8\">mb<span class=\"l7\">olic capital. Subsequently, a physiotherapist who entered a\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">pedagogic sphere (the school) would meet a similar structural gap, as well as the\u00a0<\/span><span class=\"a\">psy<span class=\"l8\">cho<span class=\"l7\">logist who entered the sc<span class=\"l6\">hool as a school psychologist and so forth.\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">Consequently, the receiving field would not recognize their capital as valuable.<\/span><span class=\"a\">\u00a0This could be seen as a \u201cshield function\u201d for external influences. But the shield\u00a0<\/span><span class=\"a\">fu<span class=\"l6\">nction wor<span class=\"l7\">ked eve<span class=\"l8\">n more strongly at the internal level when their former\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">colleagues in the field they left, they would not show no compassion for those\u00a0<\/span><span class=\"a\">who had gon<span class=\"l7\">e. Therefore, the pioneers in \u201cnew areas\u201d in oth<span class=\"l6\">er fie<span class=\"l8\">lds were\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">tr<span class=\"l9\">ea<span class=\"l8\">ted by their former coll<span class=\"l7\">eagues as renegades or as pariahs, who had\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">the<span class=\"l8\">ms<span class=\"l6\">elves to bla<span class=\"l7\">me if they experienced difficulties. But it is interesting to\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">consider whether the same applied to medical doctors entering other fields than\u00a0<\/span><span class=\"a\">that field of medicine? Or is it a matter of the relation between \u201cthe holy sphere\u201d<\/span><span class=\"a\">and \u201cthe profane sphere\u201d? Does leaving the \u201chome-field\u201d always mean losing a\u00a0<\/span><span class=\"a\">particular esteem from the eyes of the dominant positions in one\u2019s own field,\u00a0<\/span><span class=\"a\">because one is viewed as a deserter? This is a challenging and an interesting\u00a0<\/span><span class=\"a\">phenomenon which could be further explored.\u00a0<\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\">As a metaphoric conclusion, one could say that in the \u201cglow\u201d of Medicine there\u00a0<\/span><span class=\"a\">is a charismatic promise and tribute to successful development. Medicine has to\u00a0<\/span><span class=\"a\">conquer new areas, new riddles \u2015 if something has been explored and explained,<\/span><span class=\"a\">the interest fades. This powerful \u201cglow\u201d has been strengthed and fuelled with\u00a0<\/span><span class=\"a\">ideologies and myths for a long time. The messages have been that medicine is\u00a0<\/span><span class=\"a\">the most important human practice and doctors\u2019 privileges and dominant visions\u00a0<\/span><span class=\"a\">are parts of a natural order. The silent medical doxa embraces all this. If it is\u00a0<\/span><span class=\"a\">questioned \u2015 it will defend itself through discourse.\u00a0<\/span><span class=\"a\">At the same tim<span class=\"l6\">e, within the &#8221;shadows&#8221; of med<span class=\"l8\">icine symbo<span class=\"l7\">lic power rules,\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">dominating the vision of \u201cthe Cause\u201d, of those who belong and who do not, of\u00a0<\/span><span class=\"a\">wh<span class=\"l7\">at is impo<span class=\"l6\">rtant and wh<span class=\"l8\">at is not. <\/span><\/span><\/span><\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\"><span class=\"l7\"><span class=\"l6\"><span class=\"l8\">This dissertation has demonstrated the\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">following: the constitution of a \u201dthe habilitation sphere\u201d; its agents who invested\u00a0<\/span><span class=\"a\">in the new \u201ccause\u201d; and their dependence on the medical doxa. That domination\u00a0<\/span><span class=\"a\">has its roots in the homologies of the symbolic and social order in Swedish\u00a0<\/span><span class=\"a\">we<span class=\"l6\">lfare soc<span class=\"l7\">iety. The dissertation has also presented an alternative vie<span class=\"l8\">w of\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">ha<span class=\"l7\">bi<span class=\"l6\">lit<span class=\"l8\">ation practices during a certain perio<span class=\"l9\">d of time and a perhaps more\u00a0<\/span><\/span><\/span><\/span><\/span><span class=\"a\">pe<span class=\"l6\">ssi<span class=\"l7\">mistic view of the resistance which could mee<span class=\"l8\">t collaboration between\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">different occupational and interest groups \u2015 in the shape of doxas.<\/span><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<h1>Dimension of parent-professional collaboration in habilitation services<\/h1>\n<p>This research described below is connected to three research projects<\/p>\n<p>2007 \u2013\u00a0Mutual demands and expectations in encounters between parents to children with disabilities and professionals within habilitation centers and the school. Pilot study using the theoretical framework elaborated by Pierre Bourdieu. Funded by Sunnerdahls handikappfond.<\/p>\n<p>2003 \u2013\u00a0Regional habilitation practices. A case study analyzing documents, using interviews and a questionnaire (n=256), In Uppsala county and three habilitation centers.<\/p>\n<p>2000\u20132003 \u2013\u00a0The DIIS-project. \u201dDimensions of parent collaboration within habilitation area, the research programme CHILD Children-Health-Intervention-Learning-Development. Document studies, interviews with executives and teamleaders in the Child and Youth habilitation in the counties of S\u00f6rmland, Uppsala och Dalarna. Directed by: Eva Bj\u00f6rck-\u00c5kesson och Mats Granlund, M\u00e4lardalen University Funded by Swedish Research Council.<\/p>\n<p>1997\u20132000 \u2013\u00a0PROFECT. Participation in the research programme \u201dProcesses and effects of intervention.\u201d Data collection and analysis using quantitative and qualitative designs in several substudies. Statistical analysis (i.e. CFA &#8211; Confirmatory factor analysis and multivariate structural equation modeling SEM), Directed by: Eva Bj\u00f6rck-\u00c5kesson, M\u00e4lardalen University<\/p>\n<h2>Dissemination<\/h2>\n<h3>Peer reviewed articles<\/h3>\n<p>Carlhed, C. &amp; G\u00f6ransson, K. (2012). Sekvensmodellen \u2013 en ny metod f\u00f6r att studera institutionella villkor och \u00f6msesidiga f\u00f6rv\u00e4ntningar avseende samverkan mellan professionella och f\u00f6r\u00e4ldrar. [The sequence model \u2013 new ways to research institutional conditions and mutual expectations in parent-professional collaboration]. <em>Fokus p\u00e5 familien. Nordisk tidsskrift for familie- og relasjonsarbeid, <\/em>nr 4, 2012, pp 294-312.<\/p>\n<p>Carlhed, C. (2003). Defining dimensions in family-oriented services in early childhood intervention. <em>Scandinavian Journal of Disability Research<\/em>. Vol 5, No 2. Pp. 185-202.<\/p>\n<p>Carlhed, C., Bj\u00f6rck-\u00c5kesson, E., &amp; Granlund, M. (2003). Parent Perspectives on Early Intervention: The Paradox of Needs and Rights. <em>The British Journal of Developmental Disabilities<\/em>. Vol.49, Part 2, No.97. Pp 79-89.<\/p>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<h3>Conferences<\/h3>\n<p>Carlhed, C. (2004).<i> Regional habiliteringspraktik \u2013 en forskningsskiss. <\/i>Forskningsseminarium om funktionshinder och handikapp \u00d6rebro, Anordnat av arbetsgruppen f\u00f6r forskningskonferenser\/seminarier. Nationella n\u00e4tverket f\u00f6r forskning om funktionshinder och handikapp, finansierat av Vetenskapsr\u00e5det och FAS, 22-23 april, 2004<\/p>\n<p><i><\/i>Carlhed, C. (2005).<i> Habilitering f\u00f6r barn, ungdom och vuxna i ett sociologiskt perspektiv. <\/i>Forskning och utvecklingsarbete p\u00e5g\u00e5r. En m\u00f6tesplats mellan forskare och praktiker. 31 oktober 2005. Konferens arrangerad av kommunerna i Uppsala l\u00e4n, Uppsala universitet och Landstinget i Uppsala L\u00e4n.\u00a0<i>\u00a0<\/i><\/p>\n<\/div>\n<\/div>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Carlhed, C. (2005).<i> Habilitation practices in Sweden. <\/i>Presentation at conference held by the Interuniversity research collaboration University of Pretoria, South Africa.<code><br \/>\n<\/code><\/p>\n<\/div>\n<\/div>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Carlhed, C. (2002).<i> Diskurser om f\u00f6r\u00e4ldrasamverkan i habiliteringen. <\/i>Forskningskonferensen Vardagsliv, Livskvalitet och Habilitering. 8:e Forskningskonferensen i \u00d6rebro, 13 \u20131 4 mars, 2002. Programbok, 159 \u2013 162<code><br \/>\n<\/code><\/p>\n<\/div>\n<\/div>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Carlhed, C. (2001).<i> Samverkan med familjen kring barns aktivitet och samspel: Dimensioner i f\u00f6r\u00e4ldrasamverkan. <\/i>Presentation vid Konferensen \u201dSamspel, lek och inl\u00e4rning ur ett specialpedagogiskt perspektiv\u201d vid M\u00e4lardalens h\u00f6gskola, V\u00e4ster\u00e5s, 17-18 maj 2001.<code><br \/>\n<\/code><\/p>\n<\/div>\n<\/div>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Carlhed, C. (2001).<i> Dimensions of family involvement in the habilitation process. <\/i>Sven Jerring symposium, European Academy of Childhood Disabilities \u2013 EACD, Developmental Medicine and Child Neurology. Supplement No.89 October 2001, Vol. 43, p 16-17. London: Mac Keith Press.<code><br \/>\n<\/code><\/p>\n<\/div>\n<\/div>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Carlhed, C. (2000).<i> Assessing validity in measuring dimensions in family-oriented services. <\/i>Paper presenterat vid Centrum f\u00f6r v\u00e4lf\u00e4rdsforskning, M\u00e4lardalens h\u00f6gskola, Eskilstuna, 14 juni, 2000.<code><br \/>\n<\/code><\/p>\n<\/div>\n<\/div>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Carlhed, C. (1999).<i> Familjen och de professionella. <\/i>Paper presenterat vid konferensen Rendez-vous. M\u00e4nniska \u2013 Livsvillkor \u2013 Handikapp, 13 \u2013 15 april, 1999, \u00d6rebro<code><br \/>\n<\/code><\/p>\n<\/div>\n<\/div>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Bj\u00f6rck-\u00c5kesson, E., Carlhed, C., &amp; Granlund, M. (1998).<i> The impact of early intervention on the family system. <\/i>Paper presented at the 4th European Symposium of EURYLAID. Equal opportunities and quality of life for families with a young disabled child. Butgenbach, Belgium, October 14th -17th, 1998\u00a0<i>\u00a0<\/i><code><br \/>\n<\/code><\/p>\n<\/div>\n<\/div>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Bj\u00f6rck-\u00c5kesson, E. &amp; Carlhed, C.&amp; Granlund, M. (1998).<i> The impact of early intervention on the family system \u2013 perspectives on process and outcome. <\/i>IX Reuni\u00f3n Interdisciplinar sobre Poblaciones de Alto Riesgo de Deficiencias.<\/p>\n<\/div>\n<\/div>\n<h2><\/h2>\n<h2><\/h2>\n<h2><\/h2>\n<h2><\/h2>\n<h2>Following footprints of resilient youth: successful educational trajectories and transition into higher education<\/h2>\n<h3>Aim of the project<\/h3>\n<p>The research project aims to examine the mechanisms and factors that contributed the academic success of students from households with low or no educational experience, or parents with low or no income (on welfare). In this study we will focus on how these students attained academic disposition that allowed to them to embark on a successful academic trajectory. In collecting the data we will elaborate with different qualitative data collection techniques to capture the complex interplays between resources, strategies these students activated to embark on the successful academic career. The project is funded by Swedish Research Council 2017-2022.<\/p>\n<h3>The research team<\/h3>\n<p>Associate professor, Director: Ali Osman, Stockholm University, email: ali.osman@edu.su.se<br \/>\nProfessor, Carina Carlhed Ydhag, Stockholm University, email: carina.carlhed@edu.su.se<br \/>\nProfessor Niclas M\u00e5nsson, S\u00f6dert\u00f6rn University, email: niclas.mansson@sh.se<\/p>\n<h2><a href=\"http:\/\/media-carlhed.ydhag.com\/2014\/02\/Footprintsga\u0308nget1.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone size-medium wp-image-783\" src=\"http:\/\/media-carlhed.ydhag.com\/2014\/02\/Footprintsga\u0308nget1-300x158.jpg\" alt=\"\" width=\"300\" height=\"158\" srcset=\"http:\/\/media-carlhed.ydhag.com\/2014\/02\/Footprintsga\u0308nget1-300x158.jpg 300w, http:\/\/media-carlhed.ydhag.com\/2014\/02\/Footprintsga\u0308nget1-1024x539.jpg 1024w, http:\/\/media-carlhed.ydhag.com\/2014\/02\/Footprintsga\u0308nget1-768x404.jpg 768w, http:\/\/media-carlhed.ydhag.com\/2014\/02\/Footprintsga\u0308nget1-1536x808.jpg 1536w, http:\/\/media-carlhed.ydhag.com\/2014\/02\/Footprintsga\u0308nget1-2048x1078.jpg 2048w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><\/a><\/h2>\n<h3>Dissemination<\/h3>\n<p>Osman, A., Carlhed Ydhag, C., &amp; M\u00e5nsson, N. (2022). I fotsp\u00e5ren av motst\u00e5ndskraftiga unga: lyckade utbildningsv\u00e4gar och intr\u00e4det i h\u00f6gre utbildning. I Vetenskapsr\u00e5det (Red.) Resultatdialog.\u00a0<a href=\"https:\/\/www.vr.se\/download\/18.1bafb1a31841889d44311fd0\/1668431552769\/Resultatdialog%20VR%202022.pdf\">Kortfattade resultat fr\u00e5n forskning finansierad av Vetenskapsr\u00e5dets utbildningsvetenskapliga kommitt\u00e9<\/a>, pp\u00a067-71.<\/p>\n<p>Carlhed Ydhag, C., M\u00e5nsson, N., &amp; Osman, A. (2021).\u00a0Momentums of success, illusio and habitus: high-achieving upper secondary students&#8217; reasons for seeking academic success.\u00a0<em>International Journal of Educational Research<\/em> 109.\u00a0<a title=\"Persistent link using digital object identifier\" href=\"https:\/\/doi.org\/10.1016\/j.ijer.2021.101805\" target=\"_blank\" rel=\"noreferrer noopener\" data-cke-saved-href=\"https:\/\/doi.org\/10.1016\/j.ijer.2021.101805\">https:\/\/doi.org\/10.1016\/j.ijer.2021.101805<\/a><\/p>\n<p>Osman, A.,\u00a0M\u00e5nsson, N. &amp; Carlhed Ydhag, C. (2021). The\u00a0significance\u00a0of significant others: the perspective of high-achieving students of immigrant background.\u00a0<em>Nordic Journal of Transitions, Careers and Guidance<\/em>,\u00a0<em>2<\/em>(1), 27\u201339. DOI:\u00a0<a href=\"http:\/\/doi.org\/10.16993\/njtcg.36\">http:\/\/doi.org\/10.16993\/njtcg.36<\/a><\/p>\n<p>M\u00e5nsson, N., Carlhed Ydhag, C., &amp; Osman, A. (2021). <a href=\"https:\/\/noredstudies.org\/index.php\/nse\/article\/view\/2353\/5315\">I skuggan av kulturellt kapital. \u2013 om konsten att omforma habitus f\u00f6r skolframg\u00e5ng<\/a> [In the shadow of cultural capital &#8211; the art of transforming habitus for school success]. <em>Nordic Studies in Education <\/em><span lang=\"EN-US\">41(2), 130\u2013147.<\/span><span class=\"value\"><a href=\"https:\/\/doi.org\/10.23865\/nse.v41.2353\"><span lang=\"EN-US\">doi.org\/10.23865\/nse.v41.2353<\/span><\/a><\/span><\/p>\n<p>Osman, A., Carlhed Ydhag, C., &amp; M\u00e5nsson, N. (2020).\u00a0<a href=\"https:\/\/www.tandfonline.com\/doi\/pdf\/10.1080\/09620214.2020.1764379?needAccess=true\">Recipe for Educational Success:\u00a0 A study of successful school performance of students from low social cultural background<\/a>.\u00a0<em>International Studies in Sociology of Education.\u00a0<a href=\"https:\/\/doi.org\/10.1080\/09620214.2020.1764379\">https:\/\/doi.org\/10.1080\/09620214.2020.1764379<\/a><\/em><\/p>\n<p><strong>Submitted<\/strong><\/p>\n<p>M\u00e5nsson, N. &amp; Osman, A. (submitted). Designing a research project: The pitfalls of implementing deskwork research design.<\/p>\n<h3>Conferences<\/h3>\n<p>Osman, A., Carlhed Ydhag, C., &amp; M\u00e5nsson, N. (2022). T<em>racing the Dynamics, Composition and Nature of Social Networks in Educational Success of Students with Different Social Backgrounds<\/em>. Session Title: 14 Online 24 A: School-related Transitions \u2013 Secondary and Beyond. Presentation at the ECER European Conference on Educational Research conference, 1-10 Sep 2022.<\/p>\n<p>Carlhed Ydhag, C., M\u00e5nsson, N. &amp; Osman, A. (2020).\u00a0<em>Momentums of success and habitus: High-achieving upper secondary school students\u2019 reasons to seek success in school.<\/em>\u00a0Presented in NW 4, at NERA, 4-6th March 2020, University of Turku Finland.<\/p>\n<p>Osman, A., M\u00e5nsson, N. &amp; Carlhed Ydhag, C. (2020).\u00a0<em>The significance of significant others: the perspective of high achieving students from different backgrounds.<\/em>\u00a0Presented in NW 18, at NERA, 4-6th March 2020, University of Turku, Finland.<\/p>\n<p>Carlhed Ydhag, C., M\u00e5nsson, N. &amp; Osman, A. (2019).\u00a0<em>Roadmaps and momentums of success: Upper secondary school students\u2019 motivations and experiences of how to succeed in school<\/em>. Presented at the conference \u2018Critical perspectives on agency and social justice in transitions and career development\u2019, in Copenhagen 23-24 October 2019.<\/p>\n<p>Osman, A., Carlhed, C &amp; M\u00e5nsson, N. (2018). <em>Following the Footprints of Resilient Youth: Mapping Social Networks of High Achieving Students in Upper Secondary School<\/em>. Presentation at the ECER European Conference on Educational Research conference \u201cInclusion and Exclusion, Resources for Educational Research\u201c, 3-7 Sep 2018, Bolzano; Italy<\/p>\n<p>Osman, A., Carlhed, C &amp; M\u00e5nsson, N. (2017). \u00a0\u00a0<em>Following the Footprints of Resilient Students: Challenges in Mapping Social Networks of Students in Upper Secondary School<\/em>, \u201cTransitions, career learning and career management skills. Multi-disciplinary and critical perspectives\u201d, October 19-20, 2017, Stockholm University<\/p>\n<h2>Graveled expectations or successful reorientations. Switchers and dropouts from Swedish Higher education 1977-2007<\/h2>\n<p>The project generated three studies:<\/p>\n<p>Study I &#8211; enrolment patterns in higher education, and to study efficiency and completion among students in programmes with professional qualifications<\/p>\n<p>Study II &#8211; case study at one local university, a survey directed at three cohorts of students at risk of dropout from the university and on student record data and interviews with students<\/p>\n<p>Study III &#8211; the striving for comparative measures of dropout and continuation in European Higher Education and consequences of this for the ways that scientific knowledge is produced<\/p>\n<h3>Study I<\/h3>\n<p>1) Which forms of dropouts and transfers can be identified?<br \/>\n2) How are the different forms of dropouts and transfers associated with different student categories?<\/p>\n<p>The overall aim of the study was to analyse enrolment patterns in higher education, and to study efficiency and completion among students in programmes with professional qualifications. More specifically, to study how Swedish students use higher education and how their trajectories relate to the students\u2019 social and cultural resources. Factors as socioeconomic, residential, gender and ethnicity, living conditions, grades, family educational traditions were related to the types of dropouts\/transfers and different programs.<\/p>\n<p>The theoretical framework was mainly Pierre Bourdieu\u2019s work on social reproduction and other contributions from international sociology of education researchers.<\/p>\n<p>The theoretical underpinning in the design is constructed through concepts developed and used by Pierre Bourdieu such as social space and cultural capital (Bourdieu, 1986, 1989). Social space is understood as a social structure. Like a geographical space, regions could be identified within a social space, but here it is constructed by social distances. That is, the closer the individuals are in the social space under study, the more common properties they share and the reverse, the more distant they are, the fewer properties they have in common (Bourdieu, 1989). The properties, i.e. the students\u2019 social and cultural resources are operationalised according to the notion of cultural capital, which are embodied and accumulated through the individuals\u2019 socialisation within the family, the social class and society (Bourdieu, 1986). The students\u2019 relative positions and positioning in the social structure, here in terms of a specific social space of higher education, are analysed by the type and amount of cultural capital that the students possess. Educational capital is a sub-form of cultural capital, which can be inherited from the level of the parents\u2019 education or earned by students\u2019 own achievements in school, such as grades. The embodiment of cultural capital lies more or less implicitly in the educational strategies that students show when they make choices to enrol in an educational path at a specific university at a given period of time in their lives. The educational strategies were then matched with the variables in the data emanating from official statistics covering national enrolment data and population data.<\/p>\n<p>The students\u2019 educational strategies were operationalised and matched with existing or constructed variables derived from the data in terms of:<br \/>\n\u2022 preferences in the choice of the different study programmes and different universities at different periods in life. Thus, the age and family situation when they entered the study programme were central in the analysis.<br \/>\n\u2022 mobility and time lapses of study; for example, no time-outs\/pauses during their studies or single\/multiple pauses or different lengths of pauses. Mobility was operationalised in terms of staying at one university or transferring, staying within one discipline domain\/scientific branch or moving between different scientific domains, taking extra courses besides the specific programme.<br \/>\n\u2022 preparing themselves\/compensating for poor qualifications from upper secondary school by taking an aptitude test (SWESAT-test).<br \/>\n\u2022 choosing to work while taking courses, and\/or using study finance.<br \/>\n\u2022 formal ideal performance goals were also accounted for, such as achieving their goals in terms of earning credits in relation to the amount they had registered for, achieving a diploma\/degree within the normal timeframe , or dropping out.<\/p>\n<p>From the analysis of the educational strategies different patterns emerged and were constructed as different dimensions of the social space of educational strategies in higher education that is, patterns of enrolment, efficiency and completion.<\/p>\n<h4>Dissemination &#8211; study I<\/h4>\n<p>Carlhed, C. (2017). <a href=\"http:\/\/media-carlhed.ydhag.com\/2014\/02\/merged_SJER.pdf\">The Social Space of Educational Strategies: Exploring Patterns of Enrolment, Efficiency and Completion among Swedish Students in Undergraduate Programmes with Professional Qualifications.<\/a><i>Scandinavian Journal of Educational Research.Download article here (<a href=\"http:\/\/media-carlhed.ydhag.com\/2014\/02\/merged_SJER.pdf\">preprint<\/a>) or link to Journal\u2019s homepage and\u00a0<a href=\"http:\/\/www.tandfonline.com\/doi\/full\/10.1080\/00313831.2016.1172496\">published<\/a>\u00a0article. DOI:\u00a0<a href=\"http:\/\/dx.doi.org\/10.1080\/00313831.2016.1172496\">http:\/\/dx.doi.org\/10.1080\/00313831.2016.1172496<\/a><\/i><\/p>\n<p>Carlhed, C. (2016). Familjebakgrund avg\u00f6r strategi f\u00f6r h\u00f6gre studier. Det sociala rummet av utbildningsstrategier. I Vetenskapsr\u00e5det (Red.) (2016). <em>Resultatdialog 2016<\/em>. Stockholm: Vetenskapsr\u00e5det., s 28-35. <a href=\"https:\/\/www.vr.se\/download\/18.5f55e5e81618e003b7066f9e\/1555337702979\/Resultatdialog_VR_2016.pdf\">https:\/\/publikationer.vr.se\/produkt\/resultatdialog-2016\/<\/a><\/p>\n<p>Carlhed, C. (2014). Studiem\u00f6nster och avhopp inom h\u00f6gskolan. Sju yrkesprogram i fokus. Presented at the conference INCLUDE: Utbildning f\u00f6r alla? Uppsala May 8-9th 2014<\/p>\n<p>Carlhed, C. (2013), Exploring pathways in university education \u2013 study patterns among students in undergraduate programs with professional qualifications. Presented at the conference Gender and Education. Compelling Diversities, Educational Intersections: Policy, Practice, Parity, Tuesday 23 to Friday 26 April 2013, The Weeks Centre for Social and Policy Research at London South Bank University<\/p>\n<p>Carlhed, C. (2011). Graveled Expectations or Successful Reorientations? Switchers and Dropouts in Higher Education in Sweden 1977-2007. 9th Annual Conference Hawaii International Conference on Education, January 4-7, 2011, Honolulu.<\/p>\n<h3>Study II<\/h3>\n<p>In a case study at one local university the research questions were connected to two sets of data; The quantitative data (the survey data and data from the student record [LADOK]) and the interview data. The data was based on a survey directed at three cohorts of students at risk of dropout from the university (2006, 2011, 2012, n=203) and on student record data (LADOK) of all students in the three cohorts (n=708) and interviews with 31 students.<\/p>\n<p>Research questions from the survey\/student record data collection:<br \/>\n\u2022 The study aims to explore and explain risk factors as well as protective factors for student dropout from teacher training programmes in Sweden and to analyse the results in relation to the international patterns of structural differences in low completion rates<\/p>\n<p>Research questions from the interviews:<br \/>\n\u2022 What are the experiences of students regarding studying at the Teacher training programmes? How are the enduring and recurring experiences shaping paths and horizons related to their studies, which become i.e. \u201cpossible\u201d, \u201cdesirable\u201d, \u201cimpossible\u201d or \u201cmanageable\u201d? How do the paths change and how are the horizons renegotiated or reinforced? How are academic success constructed by the students? How do they see themselves being at-risk for dropping out or being stragglers? Do the experiences differ in relation to age, gender, social background, migration or educational setting?<\/p>\n<h4>Dissemination study II<\/h4>\n<p>Carlhed Ydhag, C. (2018). <em>Narratives of Teacher Training students who postponed their studies.<\/em> Presentation at the ECER European Conference on Educational Research conference \u201cInclusion and Exclusion, Resources for Educational Research\u201c, 3-7 Sep 2018, Bolzano; Italy<\/p>\n<p>Carlhed, C. (2016). <em>The Impact of Students\u2019 Financial Situation on Dropping out from Professional Degree Programmes in Sweden. <\/em>Presented at the conference Nordic Fields of Higher Education \u2013 Organisation, Expansion and Recruitment, Session 6: Financing Higher Education, 28-29.9.2016 &#8211; Uppsala, Sweden<\/p>\n<p>Carlhed, C. (2015).\u00a0<a href=\"http:\/\/media-carlhed.ydhag.com\/2015\/09\/carlhed-2015-sec-54.pdf\"><em>Vid den normala studietaktens utkanter. Analyser av studieavbrott\u00a0p\u00e5 l\u00e4rarutbildningar vid Uppsala universitet.\u00a0<\/em><\/a>Rapporter fr\u00e5n Forskningsgruppen f\u00f6r utbildnings- och kultursociologi \/ SEC Research Reports, 54<\/p>\n<p>Carlhed, C. (2015). Pursuers, Dropouts and Transfers \u2013 Educational strategies within the Teacher Programmes. Presented at ECER \u2013 European Educational Research Conference 2015 \u201dEducation and Transition. Contributions from Educational Research\u201d, Corvinus University of Budapest, Hungary, September 7th-11th 2015<\/p>\n<p>Carlhed, C. (2014), Dropouts and pursuers from the teacher programs \u2013 a local study. Presented at the conference Nordic Fields of Higher Education, Wednesday 8th to Thursday 9th 2014, NIFU, Nordisk institutt for studier av innovasjon, forskning og utdanning, Oslo, Norway.<\/p>\n<h3>Study III<\/h3>\n<p>The aim of the study was to analyse and discuss the striving for comparative measures of dropout and continuation in European Higher Education and consequences of this for the ways that scientific knowledge is produced. The analysis theme \u2018Resistances\u2019 is associated with the critical sociological perspective, which further enables symbolic, epistemological and methodological questioning of the knowledge production of the phenomenon student progression in HE. The study is based in critical sociology and uses theoretical tools mainly from Pierre Bourdieu\u2019s perspective on social space and symbolic power (1989) and draws on Alain Desrosi\u00e8res\u2019 work on controversies in statistical reasoning (1998). The empirical materials are statistics from statistics agencies in Sweden; The Swedish Higher Education Authority and Statistics Sweden, and from the Higher Education Statistics Agency HESA and Higher Education Funding Council for England HEFCE in the UK, and statistics from OECD documents, as well as from Eurostat and Eurydice. Analysis of policy texts from the EU, the European Commission, such as &#8221;Education and Training 2020&#8221; (ET 2020), documents from ESS and the European Statistical System Committee (ESSC) and data collection manuals are compared and analysed. Practices of knowledge production in the student progress area, in terms of measurement practices within the standardisation agenda, as well as the measures per se are analysed. Particular interest is directed towards analysis of measurement practices in terms of comparability between different measures in different countries, where examples of measures used in Sweden and the UK are the main cases.<\/p>\n<h4>Dissemination study III<\/h4>\n<p>Carlhed Ydhag, C. (2019). Understanding the complexity in measuring student progression in European higher education. Special issue: Student dropout in Higher education. <em>Hungarian Educational Research Journal 9(2), 1-25.\u00a0\u00a0<\/em><br \/>\n<a href=\"https:\/\/akademiai.com\/doi\/full\/10.1556\/063.9.2019.1.21\">https:\/\/akademiai.com\/doi\/full\/10.1556\/063.9.2019.1.21<\/a><\/p>\n<p>Carlhed Ydhag, C. (2018). <em>Different position takings in statistical reasoning \u2013 European educational policy evaluation practices and the position of critical educational research<\/em>. Paper presented at the International Symposium Governing by numbers at international scale. New relationships between the State and Professions in Education?, University of Strasbourg (France) 08-09\u00a0October 2018.<\/p>\n<p>Carlhed, C. (2017). Resistances to scientific knowledge production of comparative measurements of dropout and completion in European Higher Education\u201d\u00a0<a href=\"http:\/\/dx.doi.org\/10.1177\/1474904116667363\">doi:10.1177\/1474904116667363<\/a>.\u00a0<em>European Educational Research Journal.<\/em><\/p>\n<p>Carlhed, C. (2016). <em>Resistances to scientific knowledge production of comparative measurements of dropout and completion in European Higher Education<\/em>. Paper presented at ECER conference: &#8221;Leading Education: The Distinct Contributions of Educational Research and Researchers&#8221;, University College Dublin 22-26 August, 2016<\/p>\n<h2>Study loans, wage and wealth within higher education. Social groups and their study financing, 1998-2006<\/h2>\n<p>Studenterna i den svenska h\u00f6gskolan har inte bara \u00f6kat explosionsartat de senaste tjugo \u00e5ren, de har ocks\u00e5 blivit fattigare. P\u00e5 en \u00f6vergripande niv\u00e5 vet vi att studiemedelsbeloppen inte \u00e4r tillr\u00e4ckliga f\u00f6r att t\u00e4cka studenternas levnadsomkostnader, men vi vet inte var i det svenska utbildningslandskapet och f\u00f6r vilka grupper de statliga studiemedlen \u00e4r s\u00e4rdeles otillr\u00e4ckliga. I detta projekt unders\u00f6ker vi studenternas bruk av statliga studiemedel men ocks\u00e5 deras inkomster fr\u00e5n olika k\u00e4llor samt \u00e4rvda och f\u00f6rv\u00e4rvade f\u00f6rm\u00f6genheter. Vi kartl\u00e4gger allts\u00e5 studenternas hela ekonomiska handlingsutrymme, det vill s\u00e4ga de materiella f\u00f6ruts\u00e4ttningarna f\u00f6r att i praktiken kunna \u201dV\u00e4lja fritt och v\u00e4lja r\u00e4tt\u201d i utbildningssystemet (J\u00e4mf\u00f6r SOU 2008:69, V\u00e4lja fritt och v\u00e4lja r\u00e4tt: drivkrafter f\u00f6r rationella utbildningsval).<\/p>\n<p>Projektet best\u00e5r av tre delstudier. I den f\u00f6rsta kartl\u00e4ggs hur olika typer av ekonomiska resurser \u00e4r f\u00f6rdelade i hela h\u00f6gskolelandskapet, i den andra unders\u00f6ks hur studiefinansieringen (eller bristen d\u00e4rav) \u00e4r relaterad till avhopp fr\u00e5n utbildningar och i den tredje analyseras \u2013 f\u00f6r ett strategiskt urval av sociala grupper \u2013 kopplingen mellan ekonomiska resurser och val av utbildning i h\u00f6gskolan. Vi \u00e4r ocks\u00e5 intresserade av hur ekonomiska tillg\u00e5ngar (l\u00e5n, l\u00f6n, f\u00f6rm\u00f6genhet) samspelar med utbildningsm\u00e4ssiga tillg\u00e5ngar (betyg etc.), samt hur allt detta har f\u00f6r\u00e4ndrats mellan 1998 och 2006.<\/p>\n<p>Projektet \u00e4r finansierat av Vetenskapsr\u00e5det (VR). F\u00f6rutom Martin Gustavsson (projektledare) deltar Andreas Melldahl, Donald Broady och Carina Carlhed (alla tre vid Uppsala universitet).<\/p>\n<h3>Dissemination<\/h3>\n<p>Carlhed, C. (2016). <em>The Impact of Students\u2019 Financial Situation on Dropping out from Professional Degree Programmes in Sweden. <\/em><em>Presented at the conference<\/em> Nordic Fields of Higher Education \u2013 Organisation, Expansion and Recruitment, Session 6: Financing Higher Education, 28-29.9.2016 &#8211; Uppsala, Sweden[\/vc_column_text][\/vc_tta_section][vc_tta_section add_icon=&#8221;true&#8221; title=&#8221;Professions&#8221; tab_id=&#8221;1484426576083-1e338d76-e7a8&#8243;][vc_wp_text title=&#8221;Carriers of the Knowledge Society&#8221;]The main objective of the study is to provide a comprehensive view of the historical emergence of the professional stratum and in detail explore its current conditions, dynamics and functions, and its varying relations to society at large. A second objective is to use the empirical material for contributing to the theoretical development of studies of professions, esp. by proposing an alternative definition of the concept and phenomenon of profession.<\/p>\n<p>Methodologically, the study employs a comparative method for case studies, called \u201dstructured, focused, comparative case-study.\u201d The fields are described from a number of shared clusters of questions keeping the study together.<\/p>\n<p>The study is conducted by a research team specializing in research on the professions, belonging to sociology, educational science, and\u00a0 social work research. They come from the Swedish universities of Lund, Uppsala, Gothenburg, and the Linn\u00e9us University, as well as Bergen University, Norway. Two researchers with specialist competence are responsible for each field<\/p>\n<h2>Dissemination \u2013 The field of Medicine<\/h2>\n<p>Carlhed Ydhag, C. (2020). <em>Uppkomsten av ett\u00a0professionellt medicinskt f\u00e4lt. L\u00e4kares, sjuksk\u00f6terskors och laboratorieassistenters formering<\/em>. [The rise of a professional medical field. The formation of doctors, nurses and laboratory assistants]. Monograph in Stockholm Studies in Education, Stockholm University Press, 221 pp). Open access <a href=\"https:\/\/doi.org.\/10.16993\/bbc\">https:\/\/doi.org.\/10.16993\/bbc<\/a><\/p>\n<p>Carlhed Ydhag, C. (2019). Det medicinska f\u00e4ltet. (The medical field). In Thomas Brante, Kerstin Svensson &amp; Lennart G Svensson (Eds).\u00a0<a href=\"https:\/\/www.studentlitteratur.se\/#9789144122052\/Det+professionella+landskapets+framv%C3%A4xt\"><em>Det professionella landskapets framv\u00e4xt<\/em><\/a>. [The rise of the professional landscape]. Lund: Studentlitteratur. (67 p).<\/p>\n<p>Carlhed, C. (2013). <a href=\"http:\/\/dx.doi.org\/10.7577\/pp.562\" target=\"_blank\" rel=\"noopener noreferrer\">The rise of the professional field of Medicine in Sweden<\/a>. Professions &amp; Professionalism. Vol.3, no 2, p. 562.Carlhed, C. (2012). <em>The rise of the professional field of Health and its hegemony \u2013 doctors, nurses and biomedical analysts in Sweden<\/em>. Paper presented at the conference Professioner &#8211; Gamle autoriteter og ny legitimitet Det nordiske netv\u00e6rk i professionsforskning, NORPRO, 25-26 oktober 2012, VIA University College, Aarhus, Denmark.<\/p>\n<p>Carlhed, C. (2012).\u00a0<em>Social processes in the rise of the hegemonic medicine in Sweden \u2013 hinges and avatars in question.<\/em> Paper presented at the conference Scientific Knowledge and Systems of Professions IUC, 7th \u2013 11th May 2012, Dubrovnik, Croatia.<\/p>\n<p>Carlhed, C. (2011). <a href=\"http:\/\/svt.forsa.nu\/Documents\/Forsa\/Documents\/Socialvetenskaplig%20tidskrift\/Artiklar\/2011\/F%C3%A4lt,%20habitus%20och%20kapital%20som%20kompletterande%20redskap%20i%20professionsforskning%20av%20Carina%20Carlhed.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">F\u00e4lt, habitus och kapital som kompletterande redskap i professionsforskning<\/a>. [Field, habitus and capital as supplementing tools in research on professions.] Socialvetenskaplig tidskrift. nr 4:2011, 283-300.<\/p>\n<h2>Research Group \u2013\u00a0Carriers of Knowledge Society<\/h2>\n<h3>Project manager<\/h3>\n<p><a href=\"http:\/\/www3.soc.lu.se\/index.php?id=58\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Thomas Brante<\/b><\/a><br \/>\nProfessor, Department of Sociology and Social Work, Lund University<br \/>\nEmail:\u00a0<a href=\"mailto:Thomas.Brante@soc.lu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Thomas.Brante@soc.lu.se<\/a><\/p>\n<p>The field of the academy<br \/>\n<a href=\"http:\/\/lnu.se\/employee\/gunnar.olofsson?l=en\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Gunnar Olofsson<\/b><\/a><br \/>\nProfessor, Department of Sociology, Linnaeus University, V\u00e4xj\u00f6<br \/>\nmail:\u00a0<a href=\"mailto:Gunnar.Olofsson@lnu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Gunnar.Olofsson@lnu.se<\/a><\/p>\n<p><a href=\"http:\/\/lnu.se\/employee\/ola.agevall?l=en\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Ola Agevall<\/b><\/a><br \/>\nProfessor, Department of Sociology, Linnaeus University, V\u00e4xj\u00f6<br \/>\nmail:\u00a0<a href=\"mailto:Ola.Agevall@lnu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Ola.Agevall@lnu.se<\/a><\/p>\n<p>The field of education<br \/>\n<a href=\"http:\/\/www.hb.se\/wps\/portal\/research\/researchers\/dennis-beach\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Dennis Beach<\/b><\/a><br \/>\nProfessor, School of Education and Behavioural Sciences, University of Boras<br \/>\nEmail:\u00a0<a href=\"mailto:Dennis.Beach@hb.se\" target=\"_blank\" rel=\"noopener noreferrer\">Dennis.Beach@hb.se<\/a><\/p>\n<p><a href=\"http:\/\/www3.soc.lu.se\/index.php?id=122\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Margareta Nilsson Lindstr\u00f6m<\/b><\/a><br \/>\nSenior lecturer, Sociology, Lund University<br \/>\nEmail:\u00a0<a href=\"mailto:Margareta.Nilsson-Lindstrom@soc.lu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Margareta.Nilsson-Lindstrom@soc.lu.se<\/a><\/p>\n<p>The field of health<br \/>\n<a href=\"http:\/\/www.carlhed.eu\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Carina Carlhed<\/b><\/a><br \/>\nAssociate professor, Department of Education,\u00a0Uppsala University<br \/>\nEmail:\u00a0<a href=\"mailto:Carina.Carlhed@edu.uu.se\">Carina.Carlhed@edu.uu.se<\/a><\/p>\n<p><b><a href=\"http:\/\/www.socwork.gu.se\/english\/Contact\/teachers_and_researchers\/Eva_Palmblad\/?languageId=100001&amp;disableRedirect=true&amp;returnUrl=http%3A%2F%2Fwww.socwork.gu.se%2Fkontaktaoss%2FPersonlig_hemsida%2FEva_Palmblad%2F\" target=\"_blank\" rel=\"noopener noreferrer\">Eva Palmblad<\/a><br \/>\n<\/b>PhD, Senior lecturer, Associate Professor<br \/>\nE-mail:\u00a0<a href=\"mailto:eva.palmblad@socwork.gu.se\">eva.palmblad@socwork.gu.se<\/a><\/p>\n<p><a href=\"http:\/\/www.soch.lu.se\/o.o.i.s\/22045\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Sune Sunesson<\/b><\/a><br \/>\nProfessor, School of Social Work, Lund University<br \/>\nEmail:\u00a0<a href=\"mailto:Sune.Sunesson@soch.lu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Sune.Sunesson@soch.lu.se<\/a><\/p>\n<p>The field of technology<br \/>\n<a href=\"http:\/\/lnu.se\/employee\/glenn.sjostrand?l=en\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Glenn Sj\u00f6strand<\/b><\/a><br \/>\nAssociate professor, Department of Social Science, Linneaus University, V\u00e4xj\u00f6<br \/>\nEmail:\u00a0<a href=\"mailto:Glenn.Sjostrand@lnu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Glenn.Sjostrand@lnu.se<\/a><\/p>\n<p><a href=\"http:\/\/www.fpi.lu.se\/staff\/mats.benner\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Mats Benner<\/b><\/a><br \/>\nProfessor, Institute of Research Policy, Lund University<br \/>\nEmail:\u00a0<a href=\"mailto:Mats.Benner@fpi.lu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Mats.Benner@fpi.lu.se<\/a><\/p>\n<p>The field of social integration<br \/>\n<a href=\"http:\/\/www.soch.lu.se\/o.o.i.s\/23232\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Eva Johnsson<\/b><\/a><br \/>\nAssociate professor, School of Social Work, Lund University<br \/>\nmail:\u00a0<a href=\"mailto:Eva.Johnsson@soch.lu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Eva.Johnsson@soch.lu.se<\/a><\/p>\n<p><a href=\"http:\/\/www.av.gu.se\/kontaktaoss\/professorer\/svensson-lennart\/\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Lennart G Svensson<\/b><\/a><br \/>\nProfessor emeritus, Department of Sociology, University of Gothenburg<br \/>\nEmail:\u00a0<a href=\"mailto:Lennart.Svensson@socav.gu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Lennart.Svensson@socav.gu.se<\/a><\/p>\n<p>The field of social control<br \/>\n<a href=\"http:\/\/www.soch.lu.se\/o.o.i.s\/21976\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Kerstin Svensson<\/b><\/a><br \/>\nProfessor, School of Social Work, Lund University<br \/>\nEmail:\u00a0<a href=\"mailto:Kerstin.Svensson@soch.lu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Kerstin.Svensson@soch.lu.se<\/a><\/p>\n<p><a href=\"http:\/\/www.soclaw.lu.se\/o.o.i.s\/26094\" target=\"_blank\" rel=\"noopener noreferrer\"><b>Karsten \u00c5str\u00f6m<\/b><\/a><br \/>\nProfessor, Department of Sociology of Law, Lund University<br \/>\nEmail:\u00a0<a href=\"mailto:Karsten.Astrom@soclaw.lu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Karsten.Astrom@soclaw.lu.se<\/a><\/p>\n<p>Research assistant<b><br \/>\n<a href=\"http:\/\/www.soch.lu.se\/o.o.i.s\/21969\" target=\"_blank\" rel=\"noopener noreferrer\">Karin Kullberg<\/a><\/b><br \/>\nSenior lecturer, School of Social Work, Lund University<br \/>\nEmail:\u00a0<a href=\"mailto:Karin.Kullberg@soch.lu.se\" target=\"_blank\" rel=\"noopener noreferrer\">Karin.Kullberg@soch.lu.se<\/a>[\/vc_wp_text][\/vc_tta_section][vc_tta_section i_icon_fontawesome=&#8221;fa fa-wpforms&#8221; add_icon=&#8221;true&#8221; title=&#8221;Social fields&#8221; tab_id=&#8221;1484426719657-38dd93d5-0a2a&#8221;][vc_column_text]<\/p>\n<h2>The glow and shadows of the Medicine. Doxa and symbolic power in the area of services to young children with disabilities 1960\u20151980<\/h2>\n<div id=\"outer_page_1\" class=\"outer_page only_ie6_border \">\n<div id=\"page1\" class=\"newpage\">\n<div class=\"text_layer\">\n<div class=\"ie_fix\">\n<h3 class=\"ff0\">Dissemination<\/h3>\n<div class=\"ff0\">\n<p>Carlhed, C. (2009).<i> The glow and shadows of Medicine. <\/i>3rd ISIH \u2013 In Sickness and in Health international conference \u201cGovernment of the Self in the Clinic &amp; Community\u201d, April 15 \u2013 17, 2009, Victoria, British Columbia, Canada<\/p>\n<p>Carlhed, C. (2009). <em>Om tru, f\u00f8restilling og symbolsk makt innan habiliteringa 1960 \u2013 1980; Eit empirisk arbeid med bruk av Bourdieu sine omgrep.<\/em> Inbjuden g\u00e4stf\u00f6rel\u00e4sare p\u00e5 konferensen \u201dLivshistorieforsking og kvalitative intervju med fokus p\u00e5 Pierre Bourdieus forst\u00e5ing, metodologiske refleksjonar og praktiske tiln\u00e6rming\u201d, 17- 18. november 2009, Institutt for samfunnsmedisinske fag, Universitetet i Bergen, Norge.<\/p>\n<p>Carlhed, C. (2008). Pionj\u00e4rer, avf\u00e4llingar och k\u00e4ttare. [Pioneers, Renegades and Heretics]. I Petersen, K-A. &amp; H\u00f8yen, M. (Red.). <i>At s\u00e6tte spor p\u00e5 en vandring fra Aquinas til Bourdieu \u2013 \u00e6resbog til Staf Callewaert<\/i>. Hexis forlag, s 257-272.<\/p>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Carlhed, C. (2008).<i> Pioneers, renegades and heretics. <\/i>Paper presented at NFPF\/NERA 36th Congress of Nordic Educational Research Association in Copenhagen, March 6 \u2013 8, 2008.<\/p>\n<p>Carlhed, C. (2008). <em>I skuggan av medicinen<\/em>. F\u00f6rel\u00e4sning vid tv\u00e5dagarsseminarium \u201dBourdieu-seminar\u201d 17-18 april 2008, H\u00f8gskolen i Harstad, Institutt for helse- och sosialfag, Norge<\/p>\n<p>Carlhed, C. (2008).<i> I skuggan av medicinen. <\/i>F\u00f6rel\u00e4sning vid tv\u00e5dagarsseminarium \u201dBourdieu-seminar\u201d 17-18 april 2008, H\u00f8gskolen i Harstad, Institutt for helse- och sosialfag, Norge<\/p>\n<\/div>\n<\/div>\n<p>Carlhed, C. (2007). <i><a href=\"http:\/\/uu.diva-portal.org\/smash\/record.jsf?searchId=1&amp;pid=diva2:171084\" target=\"_blank\" rel=\"noopener noreferrer\">Medicinens lyskraft och skuggor. Om trosf\u00f6rest\u00e4llningar och symbolisk makt inom habiliteringen 1960\u20151980<\/a>.<\/i> [The Glow and Shadows of the Medicine. Doxa and Symbolic Power in the area of Services to Young Children with Disabilities 1960-1980]. Acta Universitatis Upsaliensis. Uppsala Studies in Education 116. PhD dissertation.<\/p>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Carlhed, C. (2006).<i> Habiliteringsf\u00e4ltets genes och struktur.<\/i> Paper presenterat vid 3:e Pedagogikhistoriska konferensen, L\u00e4rarh\u00f6gskolan i Stockholm, 28-29 september, 2006<\/p>\n<p>Carlhed, C. (2006). <em>Genesis and Structure of the Habilitation field<\/em>. Presentation vid workshop. Viborg, 14-16 juni, 2006 anordnat av VIBORG Ph.d.-network, Sygeplejeuddannelsen i Viborg Amt och Viborg-Seminariet, Danmark.<\/p>\n<p>Carlhed, C. (2005). <em>Habilitation practices in a sociological perspective. <\/em>Posterpresentation, den 23 maj, 2005. Institutet f\u00f6r handikappvetenskap, Link\u00f6ping<\/p>\n<p>Carlhed, C. (2005). <em>Habilitation practices in a sociological perspective.<\/em> Posterpresentation vid konferensen Morgondagens v\u00e5rd och omsorgsforskning, Advanced Health Sciences of tomorrow. V\u00e4ster\u00e5s 9-10 Nov 2005<\/p>\n<\/div>\n<\/div>\n<h3>English summary<\/h3>\n<\/div>\n<div class=\"ff2\"><span class=\"a\">The aim in the dissertation is to analyze beliefs and symbolic power in\u00a0<\/span><span class=\"a\">habilitation\u00a0<\/span><span class=\"a\">(the area of services to young children with disabilities) \u2015 a field of\u00a0<\/span><span class=\"a\">sy<span class=\"l6\">mbo<span class=\"l7\">lic forces<span class=\"l8\">, which were created by formation of specific groups, their\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">interests and positions related to children with disabilities and their education\u00a0<\/span><span class=\"a\">and care in Sweden developed during the period\u00a0<\/span><span class=\"a\">1960\u20151980.<\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\">In ch<span class=\"l7\">ap<span class=\"l6\">ter II the analytical frame is presente<span class=\"l8\">d. In this section I have also\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">positioned the dissertation in relation to studies of child- and youth habilitation in<\/span><span class=\"a\">Sweden, other studies of relevant professions, organizations and social spaces\u00a0<\/span><span class=\"a\">related to boundaries between health care, social care and education. Pierre\u00a0<\/span><span class=\"a\">Bourdieu\u2019s sociological theory of social space works as the theoretical framework\u00a0<\/span><span class=\"a\">and is presented in this section. Central concepts are social space\/field, agents,<\/span><span class=\"a\">positions, position-takings, different forms of capital, symbolic economies, doxa\u00a0<\/span><span class=\"a\">and symbolic power. In this chapter the methodological considerations are also\u00a0<\/span><span class=\"a\">presented with information about the material and how the reconstruction of the\u00a0<\/span><span class=\"a\">\u201cha<span class=\"l6\">bilitation sph<span class=\"l7\">ere\u201d was conducted through agents and their positions. The\u00a0<\/span><\/span><\/span><span class=\"a\">occupational groups were paediatric doctors\/child psychiatrists, physiotherapists,<\/span><span class=\"a\">occ<span class=\"l8\">upa<span class=\"l6\">tional the<span class=\"l7\">rapists, social workers (counsellors), psychologists and pre-<\/span><\/span><\/span><\/span><span class=\"a\">school teachers. The other positions were related to the county council union<\/span><span class=\"a\">(Landstingsf\u00f6rbundet), four disability organizations (<\/span><span class=\"a\">DHR, FUB, RBU\u00a0<\/span><span class=\"a\">and\u00a0<\/span><span class=\"a\">HCK<\/span><span class=\"a\">), two\u00a0<\/span><span class=\"a\">of which were parent organizations and in addition, the research field of social\u00a0<\/span><span class=\"a\">medicine.<\/span><span class=\"a\">\u00a0These positions were reconstructed through journals of ten professional\u00a0<\/span><span class=\"a\">org<span class=\"l6\">anizat<span class=\"l7\">ions covering six occupations and four disability organiz<span class=\"l8\">ations. One<\/span><\/span><\/span><\/span><span class=\"a\">\u00a0journal represents the pos<span class=\"l6\">ition as researchers of social medicine (Socialmedicinsk\u00a0<\/span><\/span><span class=\"a\">ti<span class=\"l9\">dskr<span class=\"l8\">ift). <\/span><\/span><\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\"><span class=\"l9\"><span class=\"l8\">The materi<span class=\"l7\">als from journals w<span class=\"l6\">ere mainly articles, notes and\u00a0<\/span><\/span><\/span><\/span><\/span><span class=\"a\">announcements and book reviews. Other material used in the thesis are: an\u00a0<\/span><span class=\"a\">interview with a government official that were engaged in supervision of \u201cThe\u00a0<\/span><span class=\"a\">mental retardation care\u201d (Sinnessl\u00f6v\u00e5rden) at the time, reports of Government-<\/span><span class=\"a\">appointed committees or commissions of inquiry (statens offentliga utredningar)<\/span><span class=\"a\">con<span class=\"l7\">cerning the occupatio<span class=\"l6\">nal groups and the specific areas and organizations\u00a0<\/span><\/span><\/span><span class=\"a\">where children with disabilities were attended to, (e.g. \u201cThe cerebral palsy care\u201d<\/span><span class=\"a\">and \u201cThe mental retardation care\u201d)\u00a0<\/span><span class=\"a\">or areas related to specific issues in social<\/span><span class=\"a\">po<span class=\"l7\">lic<span class=\"l9\">y (e.g. disab<span class=\"l6\">ilities). In order to ex<span class=\"l8\">plore the social foundations of the\u00a0<\/span><\/span><\/span><\/span><\/span><span class=\"a\">occupations, material from archives about the wages of the occupational groups\u00a0<\/span><span class=\"a\">has bee<span class=\"l8\">n use<span class=\"l7\">d. Complementary st<span class=\"l6\">atistics about wages and numbers of the\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">occupations at different times come from official statistics.<\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\">Chapter III is a historical overview of the development of the Swedish health<\/span><span class=\"a\">care system, the discipline of medicine and its increased strong position within\u00a0<\/span><span class=\"a\">th<span class=\"l7\">e we<span class=\"l8\">lf<span class=\"l6\">are state from medieval times into the 20<\/span><\/span><\/span><\/span><span class=\"a\">th\u00a0<\/span><span class=\"a\">cent<span class=\"l6\">ury. The historical\u00a0<\/span><\/span><span class=\"a\">overview also comprises organizations of \u201cspecial\u201d children. This chapter has a\u00a0<\/span><span class=\"a\">descriptive character and is based on secondary sources such as dissertations\u00a0<\/span><span class=\"a\">and other research by historians and sociologists. A conclusive discussion and\u00a0<\/span><span class=\"a\">reinterpretation by means of Bourdieu\u2019s conceptual framework ends this chapter,\u00a0<\/span><span class=\"a\">which also outlines a background for the main analysis in chapter VI.<\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\">Cha<span class=\"l7\">pter IV focuses on rep<span class=\"l6\">orts of com<span class=\"l8\">missions of inquiry (Statens offentliga\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">utr<span class=\"l7\">edning<span class=\"l6\">ar) concerning the occupational groups and the spe<span class=\"l8\">cific areas and\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">organ<span class=\"l6\">izations where children with disabilities were attended to at the time (e.g.<\/span><\/span><span class=\"a\">\u201cThe cerebral palsy care\u201d and \u201cThe mental retardation care\u201d) or areas related to\u00a0<\/span><span class=\"a\">spec<span class=\"l6\">ific issues in social policy such as disability. These commiss<span class=\"l7\">ion\u00a0<\/span><\/span><\/span>reports, the\u00a0<span class=\"a\">definitions\u00a0<\/span><span class=\"a\">th<span class=\"l7\">at we<span class=\"l8\">re us<span class=\"l6\">ed and produced, combined with their\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">reception\u00a0<\/span><span class=\"a\">of\u00a0<\/span><span class=\"a\">political groups or occupational groups\u00a0<\/span><span class=\"a\">contribute to the shaping of an economy\u00a0<\/span><span class=\"a\">of symbolic values relevant to the specific \u201chabilitation sphere\u201d<\/span><span class=\"a\">. In the context of\u00a0<\/span><span class=\"a\">Bourdieu\u2019s terminology, the commission reports are interpreted as consecration\u00a0<\/span><span class=\"a\">authorities, who sanctify certain agents and their actions based on recognition of\u00a0<\/span><span class=\"a\">their specific symbolic capital. Examples of symbolic goods produced within this\u00a0<\/span><span class=\"a\">classification process were social problems and categories, which the authorities\u00a0<\/span><span class=\"a\">sh<span class=\"l7\">ou<span class=\"l6\">ld attend to. Consequently, the comm<span class=\"l8\">issions of inquiry worked as an\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">impo<span class=\"l6\">rtant asse<span class=\"l7\">mbling and determinative \u201cqualifier\u201d for citizens seeking welfare\u00a0<\/span><\/span><\/span><span class=\"a\">se<span class=\"l6\">rvices as well as patien<span class=\"l7\">ts suitable for \u201chabilitation services\u201d. This is very\u00a0<\/span><\/span><\/span><span class=\"a\">important to recognize if one is to understand both the specificity of habilitation\u00a0<\/span><span class=\"a\">practices and the welfare organizations as well. The symbiotic relationships that\u00a0<\/span><span class=\"a\">chara<span class=\"l6\">cterize occupations, organizations and clients within the welfare system\u00a0<\/span><\/span><span class=\"a\">depend on the fact that they are all defined within the same system. Ultimately,\u00a0<\/span><span class=\"a\">all agents within the welfare system, including agents within \u201dthe habilitation\u00a0<\/span><span class=\"a\">sp<span class=\"l7\">here\u201d, ha<span class=\"l6\">ve to orientate themselves and their actions in order position\u00a0<\/span><\/span><\/span><span class=\"a\">themselves in relation to the State \u2013 \u201cThe bureaucratic field\u201d.<\/span><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"outer_page_2\" class=\"outer_page only_ie6_border \">\n<div id=\"page2\" class=\"newpage\">\n<div class=\"text_layer\">\n<div class=\"ie_fix\">\n<div class=\"ff0\"><\/div>\n<div class=\"ff0\"><span class=\"a\">In chapter V the social foundations of the occupational groups are explored by\u00a0<\/span><span class=\"a\">use of the con<span class=\"l7\">cepts of cultur<span class=\"l6\">al and educat<span class=\"l8\">ional capital. Material from three\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">different county archives about the wages of the occupational groups has been\u00a0<\/span><span class=\"a\">used. Complementary statistics about the wages of, as well as the numbers\u00a0<\/span><span class=\"a\">employed in the occupations at different times stems from official statistics. A\u00a0<\/span><span class=\"a\">ra<span class=\"l6\">nk<span class=\"l8\">ing orde<span class=\"l7\">r of economic capit<span class=\"l9\">al between the occupational groups was\u00a0<\/span><\/span><\/span><\/span><\/span><span class=\"a\">constructed based on the archive material. The stable top ranking position over\u00a0<\/span><span class=\"a\">the twenty year period\u00a0<\/span><span class=\"a\">1960\u20151980\u00a0<\/span><span class=\"a\">was held by the doctors, they had the highest\u00a0<\/span><span class=\"a\">wages of all the groups. The psychologists held the second place, the social\u00a0<\/span><span class=\"a\">workers held the third position, the physiotherapists held the fourth ranking and\u00a0<\/span><span class=\"a\">the pre-school teachers and the occupational therapists took turns in the fifth and\u00a0<\/span><span class=\"a\">sixth ranking position during these years. This ranking order was stable and\u00a0<\/span><span class=\"a\">id<span class=\"l9\">en<span class=\"l8\">tical to the rankin<span class=\"l7\">g of e<span class=\"l6\">ducational capital. A ranking order of social\u00a0<\/span><\/span><\/span><\/span><\/span><span class=\"a\">recru<span class=\"l6\">itment to the different educations was established, which revea<span class=\"l7\">led that\u00a0<\/span><\/span><\/span><span class=\"a\">students from high status families went preferably to medical and psychology\u00a0<\/span><span class=\"a\">studies. The students in physiotherapist education were predominantly women\u00a0<\/span><span class=\"a\">from high status families at least in the early years of the time period being\u00a0<\/span><span class=\"a\">researched. Students from middle and low status families went to social work\u00a0<\/span><span class=\"a\">studies, pre-school teacher studies and occupational therapist studies. Agents\u00a0<\/span><span class=\"a\">other than the occupational groups could not be compared by their amounts of\u00a0<\/span><span class=\"a\">educational and economic capital, because their positions in \u201dthe habilitation\u00a0<\/span><span class=\"a\">sphere\u201d depended on their parenthood or disability or being clients\/patients.<\/span><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div id=\"outer_page_3\" class=\"outer_page only_ie6_border \">\n<div id=\"page3\" class=\"newpage\">\n<div class=\"text_layer\">\n<div class=\"ie_fix\">\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\">Chapter VI is the presentation of the main analysis in the dissertation. It focuses\u00a0<\/span><span class=\"a\">on the social mobilization of both the occupational groups and the disability\u00a0<\/span><span class=\"a\">organizations, as a key to understanding the symbolic reproduction of the groups\u00a0<\/span><span class=\"a\">(and their leaders). These mobilization processes also contribute to shaping the\u00a0<\/span><span class=\"a\">symbolic economy, which rules the recognition of specific symbolic capital. \u201cThe\u00a0<\/span><span class=\"a\">habilitation sphere\u201d was dominated by the medical doxa. All the agents were\u00a0<\/span><span class=\"a\">involved in defining and redefining \u201cthe Cause\u201d \u2015 in this particular case how to\u00a0<\/span><span class=\"a\">deal with children with disabilities and who should do it and how to do it in the\u00a0<\/span><span class=\"a\">be<span class=\"l6\">st way<span class=\"l7\">. The proces<span class=\"l8\">ses of definition and redefinition took place in relation\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">towards the dominant medical agents, i.e. the doctors and subsequently also to\u00a0<\/span><span class=\"a\">the bureaucratic field \u2015 the State. The defining and redefining practices are\u00a0<\/span><span class=\"a\">interpreted as\u00a0<\/span><span class=\"a\">c<\/span><span class=\"a\">lassification struggles in order to enhance the symbolic power,\u00a0<\/span><span class=\"a\">which promotes monopolizing of ways to systemize knowledge and to dominate\u00a0<\/span><span class=\"a\">the social space.<\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\">The analysis of the classification struggles is structured by the\u00a0<\/span><span class=\"a\">gro<span class=\"l6\">ups<span class=\"l7\">\u2019 orthodox and heterodox position-takings. This analysis reveals the\u00a0<\/span><\/span><\/span><span class=\"a\">underlying doxic visions and the distance that existed from \u201cthe holy sphere\u201d in\u00a0<\/span><span class=\"a\">the medical doxa (and in the medical field) and the other agents. It thereby\u00a0<\/span><span class=\"a\">exposes their amount of their specific symbolic capital.<\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\">Chapter VII synthesizes the conclusions about the dominating doxa and the other<\/span><span class=\"a\">dox<span class=\"l7\">as, from the previous chapters. The ear<span class=\"l6\">ly constitution of a \u201dhabilitation\u00a0<\/span><\/span><\/span><span class=\"a\">sphere\u201d was related to \u201cthe profane sphere\u201d in the medical field and which was a<\/span><span class=\"a\">bo<span class=\"l7\">un<span class=\"l6\">dary area between the dominant me<span class=\"l8\">dical doxa, a dominated social\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">bureaucratic doxa and a dominated pedagogical doxa. The cultural dimension\u00a0<\/span><span class=\"a\">(the sphere of position-takings) and the social dimension (the sphere of social\u00a0<\/span><span class=\"a\">positions) were amplified by the symbolic dimension (the rules of vision) within<\/span><span class=\"a\">\u201dthe habilitation sphere\u201d. This specific structure is illustrated by three figures in<\/span><span class=\"a\">chapter VII. For the same reasons as discussed earlier, the disability agents could\u00a0<\/span><span class=\"a\">not be fully compared with the others in these illustrations. However in relation to\u00a0<\/span><span class=\"a\">the dominant doxa, they were the furthest away from the medical positions.<\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\">Chapter VIII is the conclusion of the dissertation.\u00a0<\/span><span class=\"a\">On<span class=\"l7\">e finding was quit<span class=\"l6\">e surpris<span class=\"l9\">ing and it is probably the most important\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">c<span class=\"l6\">on<span class=\"l10\">clu<span class=\"l9\">sion. It wa<span class=\"l11\">s the strength and power of the social space and its\u00a0<\/span><\/span><\/span><\/span><\/span><span class=\"a\">opportunities to be a \u201cshield\u201d for its agents. If someone left that field to work in\u00a0<\/span><span class=\"a\">another, he or she was \u201cout in the cold\u201d. This \u201cstructural gap\u201d means for example t<\/span><span class=\"a\">hat if a pre-school teacher, who was raised within a pedagogic doxa with its\u00a0<\/span><span class=\"a\">spec<span class=\"l6\">ific visions about her responsibility to ensure the best interests of children,\u00a0<\/span><\/span><span class=\"a\">should enter the medical field, she would thereby be accorded a low symbolic\u00a0<\/span><span class=\"a\">position in that receiving field. This would be due to her radically different way of\u00a0<\/span><span class=\"a\">acting and talking compared to the occupational groups within the medical field.\u00a0<\/span><span class=\"a\">Her strategies would not be recognized as valuable, because she had the wrong\u00a0<\/span><span class=\"a\">or le<span class=\"l6\">ss sy<span class=\"l8\">mb<span class=\"l7\">olic capital. Subsequently, a physiotherapist who entered a\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">pedagogic sphere (the school) would meet a similar structural gap, as well as the\u00a0<\/span><span class=\"a\">psy<span class=\"l8\">cho<span class=\"l7\">logist who entered the sc<span class=\"l6\">hool as a school psychologist and so forth.\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">Consequently, the receiving field would not recognize their capital as valuable.<\/span><span class=\"a\">\u00a0This could be seen as a \u201cshield function\u201d for external influences. But the shield\u00a0<\/span><span class=\"a\">fu<span class=\"l6\">nction wor<span class=\"l7\">ked eve<span class=\"l8\">n more strongly at the internal level when their former\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">colleagues in the field they left, they would not show no compassion for those\u00a0<\/span><span class=\"a\">who had gon<span class=\"l7\">e. Therefore, the pioneers in \u201cnew areas\u201d in oth<span class=\"l6\">er fie<span class=\"l8\">lds were\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">tr<span class=\"l9\">ea<span class=\"l8\">ted by their former coll<span class=\"l7\">eagues as renegades or as pariahs, who had\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">the<span class=\"l8\">ms<span class=\"l6\">elves to bla<span class=\"l7\">me if they experienced difficulties. But it is interesting to\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">consider whether the same applied to medical doctors entering other fields than\u00a0<\/span><span class=\"a\">that field of medicine? Or is it a matter of the relation between \u201cthe holy sphere\u201d<\/span><span class=\"a\">and \u201cthe profane sphere\u201d? Does leaving the \u201chome-field\u201d always mean losing a\u00a0<\/span><span class=\"a\">particular esteem from the eyes of the dominant positions in one\u2019s own field,\u00a0<\/span><span class=\"a\">because one is viewed as a deserter? This is a challenging and an interesting\u00a0<\/span><span class=\"a\">phenomenon which could be further explored.\u00a0<\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\">As a metaphoric conclusion, one could say that in the \u201cglow\u201d of Medicine there\u00a0<\/span><span class=\"a\">is a charismatic promise and tribute to successful development. Medicine has to\u00a0<\/span><span class=\"a\">conquer new areas, new riddles \u2015 if something has been explored and explained,<\/span><span class=\"a\">the interest fades. This powerful \u201cglow\u201d has been strengthed and fuelled with\u00a0<\/span><span class=\"a\">ideologies and myths for a long time. The messages have been that medicine is\u00a0<\/span><span class=\"a\">the most important human practice and doctors\u2019 privileges and dominant visions\u00a0<\/span><span class=\"a\">are parts of a natural order. The silent medical doxa embraces all this. If it is\u00a0<\/span><span class=\"a\">questioned \u2015 it will defend itself through discourse.\u00a0<\/span><span class=\"a\">At the same tim<span class=\"l6\">e, within the &#8221;shadows&#8221; of med<span class=\"l8\">icine symbo<span class=\"l7\">lic power rules,\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">dominating the vision of \u201cthe Cause\u201d, of those who belong and who do not, of\u00a0<\/span><span class=\"a\">wh<span class=\"l7\">at is impo<span class=\"l6\">rtant and wh<span class=\"l8\">at is not. <\/span><\/span><\/span><\/span><\/div>\n<div class=\"ff2\"><\/div>\n<div class=\"ff2\"><span class=\"a\"><span class=\"l7\"><span class=\"l6\"><span class=\"l8\">This dissertation has demonstrated the\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">following: the constitution of a \u201dthe habilitation sphere\u201d; its agents who invested\u00a0<\/span><span class=\"a\">in the new \u201ccause\u201d; and their dependence on the medical doxa. That domination\u00a0<\/span><span class=\"a\">has its roots in the homologies of the symbolic and social order in Swedish\u00a0<\/span><span class=\"a\">we<span class=\"l6\">lfare soc<span class=\"l7\">iety. The dissertation has also presented an alternative vie<span class=\"l8\">w of\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">ha<span class=\"l7\">bi<span class=\"l6\">lit<span class=\"l8\">ation practices during a certain perio<span class=\"l9\">d of time and a perhaps more\u00a0<\/span><\/span><\/span><\/span><\/span><span class=\"a\">pe<span class=\"l6\">ssi<span class=\"l7\">mistic view of the resistance which could mee<span class=\"l8\">t collaboration between\u00a0<\/span><\/span><\/span><\/span><span class=\"a\">different occupational and interest groups \u2015 in the shape of doxas.<\/span><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<h1>Dimension of parent-professional collaboration in habilitation services<\/h1>\n<p>This research described below is connected to three research projects<\/p>\n<p>2007 \u2013\u00a0Mutual demands and expectations in encounters between parents to children with disabilities and professionals within habilitation centers and the school. Pilot study using the theoretical framework elaborated by Pierre Bourdieu. Funded by Sunnerdahls handikappfond.<\/p>\n<p>2003 \u2013\u00a0Regional habilitation practices. A case study analyzing documents, using interviews and a questionnaire (n=256), In Uppsala county and three habilitation centers.<\/p>\n<p>2000\u20132003 \u2013\u00a0The DIIS-project. \u201dDimensions of parent collaboration within habilitation area, the research programme CHILD Children-Health-Intervention-Learning-Development. Document studies, interviews with executives and teamleaders in the Child and Youth habilitation in the counties of S\u00f6rmland, Uppsala och Dalarna. Directed by: Eva Bj\u00f6rck-\u00c5kesson och Mats Granlund, M\u00e4lardalen University Funded by Swedish Research Council.<\/p>\n<p>1997\u20132000 \u2013\u00a0PROFECT. Participation in the research programme \u201dProcesses and effects of intervention.\u201d Data collection and analysis using quantitative and qualitative designs in several substudies. Statistical analysis (i.e. CFA &#8211; Confirmatory factor analysis and multivariate structural equation modeling SEM), Directed by: Eva Bj\u00f6rck-\u00c5kesson, M\u00e4lardalen University<\/p>\n<h2>Dissemination<\/h2>\n<h3>Peer reviewed articles<\/h3>\n<p>Carlhed, C. &amp; G\u00f6ransson, K. (2012). Sekvensmodellen \u2013 en ny metod f\u00f6r att studera institutionella villkor och \u00f6msesidiga f\u00f6rv\u00e4ntningar avseende samverkan mellan professionella och f\u00f6r\u00e4ldrar. [The sequence model \u2013 new ways to research institutional conditions and mutual expectations in parent-professional collaboration]. <em>Fokus p\u00e5 familien. Nordisk tidsskrift for familie- og relasjonsarbeid, <\/em>nr 4, 2012, pp 294-312.<\/p>\n<p>Carlhed, C. (2003). Defining dimensions in family-oriented services in early childhood intervention. <em>Scandinavian Journal of Disability Research<\/em>. Vol 5, No 2. Pp. 185-202.<\/p>\n<p>Carlhed, C., Bj\u00f6rck-\u00c5kesson, E., &amp; Granlund, M. (2003). Parent Perspectives on Early Intervention: The Paradox of Needs and Rights. <em>The British Journal of Developmental Disabilities<\/em>. Vol.49, Part 2, No.97. Pp 79-89.<\/p>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<h3>Conferences<\/h3>\n<p>Carlhed, C. (2004).<i> Regional habiliteringspraktik \u2013 en forskningsskiss. <\/i>Forskningsseminarium om funktionshinder och handikapp \u00d6rebro, Anordnat av arbetsgruppen f\u00f6r forskningskonferenser\/seminarier. Nationella n\u00e4tverket f\u00f6r forskning om funktionshinder och handikapp, finansierat av Vetenskapsr\u00e5det och FAS, 22-23 april, 2004<\/p>\n<p><i><\/i>Carlhed, C. (2005).<i> Habilitering f\u00f6r barn, ungdom och vuxna i ett sociologiskt perspektiv. <\/i>Forskning och utvecklingsarbete p\u00e5g\u00e5r. En m\u00f6tesplats mellan forskare och praktiker. 31 oktober 2005. Konferens arrangerad av kommunerna i Uppsala l\u00e4n, Uppsala universitet och Landstinget i Uppsala L\u00e4n.\u00a0<i>\u00a0<\/i><\/p>\n<\/div>\n<\/div>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Carlhed, C. (2005).<i> Habilitation practices in Sweden. <\/i>Presentation at conference held by the Interuniversity research collaboration University of Pretoria, South Africa.<code><br \/>\n<\/code><\/p>\n<\/div>\n<\/div>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Carlhed, C. (2002).<i> Diskurser om f\u00f6r\u00e4ldrasamverkan i habiliteringen. <\/i>Forskningskonferensen Vardagsliv, Livskvalitet och Habilitering. 8:e Forskningskonferensen i \u00d6rebro, 13 \u20131 4 mars, 2002. Programbok, 159 \u2013 162<code><br \/>\n<\/code><\/p>\n<\/div>\n<\/div>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Carlhed, C. (2001).<i> Samverkan med familjen kring barns aktivitet och samspel: Dimensioner i f\u00f6r\u00e4ldrasamverkan. <\/i>Presentation vid Konferensen \u201dSamspel, lek och inl\u00e4rning ur ett specialpedagogiskt perspektiv\u201d vid M\u00e4lardalens h\u00f6gskola, V\u00e4ster\u00e5s, 17-18 maj 2001.<code><br \/>\n<\/code><\/p>\n<\/div>\n<\/div>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Carlhed, C. (2001).<i> Dimensions of family involvement in the habilitation process. <\/i>Sven Jerring symposium, European Academy of Childhood Disabilities \u2013 EACD, Developmental Medicine and Child Neurology. Supplement No.89 October 2001, Vol. 43, p 16-17. London: Mac Keith Press.<code><br \/>\n<\/code><\/p>\n<\/div>\n<\/div>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Carlhed, C. (2000).<i> Assessing validity in measuring dimensions in family-oriented services. <\/i>Paper presenterat vid Centrum f\u00f6r v\u00e4lf\u00e4rdsforskning, M\u00e4lardalens h\u00f6gskola, Eskilstuna, 14 juni, 2000.<code><br \/>\n<\/code><\/p>\n<\/div>\n<\/div>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Carlhed, C. (1999).<i> Familjen och de professionella. <\/i>Paper presenterat vid konferensen Rendez-vous. M\u00e4nniska \u2013 Livsvillkor \u2013 Handikapp, 13 \u2013 15 april, 1999, \u00d6rebro<code><br \/>\n<\/code><\/p>\n<\/div>\n<\/div>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Bj\u00f6rck-\u00c5kesson, E., Carlhed, C., &amp; Granlund, M. (1998).<i> The impact of early intervention on the family system. <\/i>Paper presented at the 4th European Symposium of EURYLAID. Equal opportunities and quality of life for families with a young disabled child. Butgenbach, Belgium, October 14th -17th, 1998\u00a0<i>\u00a0<\/i><code><br \/>\n<\/code><\/p>\n<\/div>\n<\/div>\n<div class=\"wpb_text_column wpb_content_element \">\n<div class=\"wpb_wrapper\">\n<p>Bj\u00f6rck-\u00c5kesson, E. &amp; Carlhed, C.&amp; Granlund, M. (1998).<i> The impact of early intervention on the family system \u2013 perspectives on process and outcome. <\/i>IX Reuni\u00f3n Interdisciplinar sobre Poblaciones de Alto Riesgo de Deficiencias.<\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Against all Odds &#8211; successful schools in superdiverse educational contexts Segregated schools in territorial stigmatized urban areas with a large majority of immigrant students with low SES and poor study results are in public- and scientific discourse generally regarded as a schooling practice which foster social exclusion. Simultaneously, there are successful schools, located in such [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":53,"menu_order":1,"comment_status":"closed","ping_status":"open","template":"page-pagebuilder.php","meta":{"footnotes":""},"class_list":["post-333","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/ydhag.com\/carlhed\/wp-json\/wp\/v2\/pages\/333","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ydhag.com\/carlhed\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ydhag.com\/carlhed\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ydhag.com\/carlhed\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ydhag.com\/carlhed\/wp-json\/wp\/v2\/comments?post=333"}],"version-history":[{"count":67,"href":"https:\/\/ydhag.com\/carlhed\/wp-json\/wp\/v2\/pages\/333\/revisions"}],"predecessor-version":[{"id":868,"href":"https:\/\/ydhag.com\/carlhed\/wp-json\/wp\/v2\/pages\/333\/revisions\/868"}],"up":[{"embeddable":true,"href":"https:\/\/ydhag.com\/carlhed\/wp-json\/wp\/v2\/pages\/53"}],"wp:attachment":[{"href":"https:\/\/ydhag.com\/carlhed\/wp-json\/wp\/v2\/media?parent=333"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}<!-- WP Super Cache is installed but broken. 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