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Browsing by Subject "diskursanalys"

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  • "Jag skäms – jag är alltid bara ensam. Ensamhet är ett stigma." : högskolestuderandes berättelser om ensamhet 
    Westerholm, Pia (2015)
    The tasks of this research are to identify different types of loneliness among academic students, clarify what kind of meaning loneliness is given in the students life and what kind of interpretation repertoires the student is using when talking about loneliness. In the study was identified social loneliness, emotional loneliness, fenomenological loneliness, normative loneliness, existential loneliness and physical loneliness. Typestories were constructed on the basis of Gergen and Gergens (1988) categorization of development of the plot of the story in regressive, progressive and stable plots. Students used following interpretation repertoires talk about fighting, talk about being a looser, talk about isolating herself and talk about being separated. The data consists of online discussions of loneliness on Nyytis website. Recommended measures are to improve affinity/fellowship among students and to develop activity which could prevent loneliness
  • Omedvetenhet och motstånd : finska lärarstuderandes diskurser om interkulturell pedagogik vid lärarutbildningen 
    Niemi, Kia-Maria (2020)
    Despite an increasing need for intercultural education, a lack of successful implementation seems to prevail both in Finland and internationally. This thesis offers insight into how student teachers talk about intercultural education in their respective teacher education pro-grams. Based on Gorski’s instructional challenges and previous research on student teachers’ perceived resistance towards intercultural education, this thesis seeks to examine and analyse current discourses among student teachers in Finland. To accomplish this, Gee’s model of discourse analysis was used to examine interviews with 25 student teachers, from four different teacher education programs across Finland. The interviews were conducted as semi-structured interviews in the beginning of 2016, and they were either group interviews or individual interviews. The findings of this study echo previous research, mirroring student teacher’s resistance towards and the use of intercultural education. Student teachers seem to view intercultural education as an abstract concept and something they must teach students as a subject matter, rather than an approach to teaching. The results, however, indicate that existing resistance originates from superficial learning experiences regarding intercultural education and misconceptions, as student teachers almost without exception use ethnicity and intercultural education interchangeably. Implications, including international collaboration between teacher education programs and mandatory substitution periods are additionally discussed

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