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  • 101.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    The School as an Arena for Citizenship Education: Multi competence acquisition, values, ideologies and social dynamics2006Conference paper (Refereed)
  • 102.
    Stier, Jonas
    Växjö University (Sweden).
    The True Identity of Identity2001In: Antropologicas, ISSN 0873-819X, no 5Article in journal (Refereed)
    Abstract [en]

    Every human being has a psychological need for an identity, the same way any group of people needs to focus on a collectively shared identity. For the people, individuals or groups, an identity represents a concept-somewhat illusory although relatively persistent-of whom and of what one is, thus defining both the physical, psychological, social and cultural relations with other people and with the surrounding world. Life and the individual growth comprise the discovery of oneself with the continuing presence of change and personal evolution.

  • 103.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Tracing the fluid identity of human identity: Identity in social psychological discourse roughly from Potsdam to the Fall of the Wall2012Conference paper (Refereed)
  • 104.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    (Van)modernitet och identitet2012Book (Other academic)
  • 105.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Vikten av samarbetet mellan praktiker och teoretiker2002In: Svensk idrott, no MajArticle, book review (Other (popular science, discussion, etc.))
  • 106.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare.
    Öronmärk resurser för möten2011In: Universitetsläraren, ISSN 0282-4973, Vol. 8Article in journal (Other (popular science, discussion, etc.))
  • 107.
    Stier, Jonas
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Blomberg, Helena
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    “(Non-)abusive leadership in Swedish national level gymnastics: Portrayed and dramatized in and by the media”2013In: 11th conference of the European Sociological Association, 26-29 august, Torino., 2013Conference paper (Refereed)
  • 108.
    Stier, Jonas
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare. School of Humanities and Media Studies, Dalarna University, Sweden.
    Blomberg, Helena
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    The quest for truth: The use of discursive and rhetorical resources in newspaper coverage of the (mis)treatment of young Swedish gymnasts2016In: Discourse & Communication, ISSN 1750-4813, E-ISSN 1750-4821, Vol. 10, no 1, p. 65-81Article in journal (Refereed)
    Abstract [en]

    In 2012, the Swedish newspaper Dagens Nyheter (DN) published a series of articles criticising Swedish national level gymnastics for being abusive. This text analyses the subsequent debate by identifying the discursive and rhetorical resources used by the involved parties. The analysis shows how the parties negotiate accountability, manage dilemmas of stake and what the possible social consequences of these are. Five narratives are singled out in the debate: the counter narrative, the victim narrative, the defence-speech narrative, the expert narrative and the ‘not-us-narrative’. In these narratives, the involved parties used rhetorical resources to account for reality. Hence, the gymnastics community, the research community, individuals and journalists are all portrayed as actors co-producing a social problem.

  • 109.
    Stier, Jonas
    et al.
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Börjesson, Mats
    Mälardalen University, School of Sustainable Development of Society and Technology.
    The internationalised university as discourse: Institutional self-presentations, rhetoric and benchmarking in a global market2010In: International Studies in Sociology of Education, ISSN 0962-0214, E-ISSN 1747-5066, Vol. 20, no 4, p. 335-353Article in journal (Refereed)
    Abstract [en]

    In the last half century higher education has had to respond to a rapidly accentuated process of globalisation. Consequently, universities worldwide are more concerned with internationalisation than before. Stier identifies three intrinsic internationalisation ideologies (idealism,instrumentalism and educationalism) in higher education. Drawing from these ideologies and using discourse analysis, written documentation on internationalisation from 31 universities in 12 countries has been analysed to explore the self-presentations that universities project of themselves in discursive space. Focal questions were: (1) what types of rhetorical devices are used in university's self-presentations and (2) what are the ideological consequences of this use? Five idealtypical selfpresentations were discussed. One conclusion drawn is that universities must harmonize politically controversial dichotomies, which produces consensus narratives. Yet there are potential tensions between these dichotomies. On the language level these tensions are resolved by harmonising different ideals.

  • 110.
    Stier, Jonas
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Eriksson, Maria
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Leadership culture and the position of girls and young women within elite gymnastics2015Conference paper (Other academic)
    Abstract [en]

    Mainstream discourse on sport and young people brings positive aspects, such as enjoyment, development and health promotion to the fore. Sport is also presumed to be secure. Drawing on a study of leadership culture within Swedish elite gymnastics, the paper examines how coaches and gymnasts approach issues such as food and diet, weight and weight control, injuries and pain, sport relationships (coach-gymnast, coach-gymnast-parents, coach-sport association, etcetera), knowledge and competence, as well as the relationship between leadership culture and policy documents such as the National guidelines for elite gymnastics and the UN convention on the rights of the child. The analysis brings the gendering practices of the coaches – often an adult man - to the fore and indicates that girls and young women are subjected to more control, verbal abuse, and stricter demands on both obedience and diet than boys and young men. Boys and young men seem to be treated more democratically and receive more positive feedback and social support. These results are discussed in relation to the intersection of age and gender inequality, as well as constructions of both gender and the child, for example, how the treatment of girls and young women is associated with a well-established notion that female gymnasts need a child-like body to be able to perform at the elite level. Furthermore, prevailing conceptions of the optimal body of a successful gymnast is discussed, particularly in the light of the pubertal development of girl's' and boys' bodies.

  • 111.
    Stier, Jonas
    et al.
    Mälardalen University, School of Health, Care and Social Welfare.
    Finell, Peter
    Central Ostrobotnia University, Finland.
    Internationalisation at home: The way forward or the emperor’s new clothes?2010Conference paper (Refereed)
  • 112.
    Stier, Jonas
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Fredriksson, Matilda
    Vård- och omsorgscollege –: en förstudie2014Manuscript (preprint) (Other academic)
  • 113.
    Stier, Jonas
    et al.
    Mälardalen University, School of Health, Care and Social Welfare.
    Hageskog, Car-Axel
    After the last performance: A biographical interview-study of ex-professional tennis players2003Conference paper (Refereed)
  • 114.
    Stier, Jonas
    et al.
    Högskolan Dalarna, Sweden.
    Holmström, Inger
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Tillgren, Per
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Östlund, Gunnel
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Samarbete, samverkan, samproduktion2016In: Samproduktionens retorik och praktik: inom området hälsa och välfärd, Lund: Studentlitteratur AB , 2016, 1Chapter in book (Other academic)
  • 115.
    Stier, Jonas
    et al.
    Högskolan Dalarna, Sweden.
    Holmström, Inger
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Tillgren, Per
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Östlund, Gunnel
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Samproduktionens praktik och teori2016In: Samproduktionens retorik och praktik: inom området hälsa och välfärd, Lund: Studentlitteratur AB , 2016, 1Chapter in book (Other academic)
  • 116.
    Stier, Jonas
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Hopstadius, Maria
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Att förebygga ungas utanförskap: en utvärdering av ett samverkansprojekt mellan Hallstahammar kommun och polisen2014Report (Other academic)
  • 117.
    Stier, Jonas
    et al.
    Mälardalen University, School of Health, Care and Social Welfare.
    Kizildag, Ayse
    Sandström, Margareta
    Comparative studies in Turkey and in Sweden of critical incidents for learning2010Conference paper (Refereed)
  • 118.
    Stier, Jonas
    et al.
    Mälardalen University, School of Health, Care and Social Welfare.
    Sandström Kjellin, Margareta
    Mälardalen University.
    Communicative challenges in multinational project work: Obstacles and tools for reaching common understandings2009In: Journal of Intercultural Communication, ISSN 1404-1634, no 21Article in journal (Refereed)
    Abstract [en]

    Focus of this article is communicative challenges in multinational project work as well as how such challenges can be managed. By analyzing their communication in so called reflective dialogues and email correspondence the discussion sheds light upon how the participants of one such project talk about the meaning and pedagogical fruitfulness of horizontal classroom dialogue, and the degree to which they themselves actually communicate in a horizontal fashion within the project group.Drawing upon the discourse on classroom communication and intercultural communication data was subject to a qualitative analysis. Among other things, different aspects of horizontality in the dialogues were discerned but no significant differences in terms of indexicality were found. It was also shown that variations in the degree of horizontality-verticality in the dialogues and email correspondence may originate in different views on gender, project management and relationships between colleagues.Moreover, it was shown how reflective dialogues can be a useful tool for arriving at a common conceptual framework within a crossnational collaborative project. This said, the results can presumably be transferred to multicultural, and monocultural classrooms, to teacher teams analyzing problematic (or successful!) learning situations before ’taking measures’, or in order to raise teachers’ intercultural awareness.

  • 119.
    Stier, Jonas
    et al.
    Mälardalen University, School of Health, Care and Social Welfare.
    Sandström Kjellin, Margareta
    Davies, Trevor
    Asunta, Tuula
    Teacher identity : Comparative Studies in England, Finland and Sweden2009Conference paper (Refereed)
  • 120.
    Stier, Jonas
    et al.
    Mälardalen University, School of Health, Care and Social Welfare.
    Sandström Kjellin, Margareta
    Einarsson, Tanja
    Davies, Trevor
    Asunta, Tuula
    Pupils’  Voices about Citizenship Education : A Comparative Study from Finland, Sweden and The United Kingdom2007Conference paper (Refereed)
  • 121.
    Stier, Jonas
    et al.
    Högskolan Dalarna, Sweden.
    Sandström, Margareta
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    En interkulturell förskola?: Förhållningssätt och kunskapsformer hos förskolepersonal i Rinkeby-Kista2017Report (Other academic)
  • 122.
    Stier, Jonas
    et al.
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Sandström, Margareta
    Mälardalen University, School of Education, Culture and Communication.
    Interkulturellt samspel i skolan2009 (ed. 1)Book (Other academic)
  • 123.
    Stier, Jonas
    et al.
    Högskolan Dalarna, Sweden.
    Sandström, Margareta
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Managing the Symbolic Power of Halal Meat in Swedish Preschools: A ‘Food for Thought’ in Discussions on Diversity”In: Journal of Intercultural Communication, ISSN 1404-1634, E-ISSN 1404-1634Article in journal (Refereed)
  • 124.
    Stier, Jonas
    et al.
    Högskolan Dalarna, Sweden.
    Sandström, Margareta
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Managing the unmanageable: curriculum challenges and teacher strategies in multicultural preschools in Sweden2018In: Journal of Intercultural Communication, ISSN 1404-1634, E-ISSN 1404-1634, Vol. 48Article in journal (Refereed)
    Abstract [en]

    In its political ambitions and pedagogical spirit to address an increasingly diverse population, the Swedish national curriculum for the preschool contains contradictory or even conflicting goals. On the one hand, the curriculum stipulates openness to, tolerance for and appreciation of cultural, ethnic, religious and social differences, and respect for the unique background of children. On the other hand, it stresses universal human rights and the fundamental values of Swedish society. How preschool teachers work with and make sense of such contradictory or even conflicting goals in everyday practice is the focus of this text. The research questions are: (1) How do preschool teachers describe the challenges they face in their daily work when they attempt to honour the stipulations of the curriculum? (2) Which strategies do they describe as using to manage these challenges? The empirical material consists of 14 focus group interviews with 41 preschool teachers from two highly ethnically and culturally diverse urban areas of metropolitan Stockholm. Results suggest that there are a number of recurring preschool situations where cultural and religious differences lead to dilemmas and potential friction between children, preschool teachers and parents. Results also show that the preschool curriculum provides little guidance and instead the preschool teachers must develop their own strategies to handle children’s and parents’ expectations and demands, for instance by using the children as cultural intermediaries. Overall, the preschool teachers adopt strategies that enable them to avoid “difficult” situations, which in effect risks placing the challenges on the shoulders of the children.

  • 125.
    Stier, Jonas
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Sandström, MargaretaUppsala universitet, Sweden.Nilsson, LenaUppsala universitet, Sweden.
    Inkludering: möjligheter och utmaningar.2014Collection (editor) (Other academic)
  • 126.
    Stier, Jonas
    et al.
    Högskolan Dalarna, Sweden.
    Smit, Sharon
    University of Groningen, Holland.
    De-dramatising societal impact: The nuts and bolts of co-creation and impact2018Conference paper (Refereed)
  • 127.
    Stier, Jonas
    et al.
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Tryggvason, Marja-Tertuu
    Uppsala universitet.
    Sandström, Margareta
    Mälardalen University, School of Education, Culture and Communication.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication.
    Diversity management in preschools using a critical incident approach2012In: Intercultural Education, ISSN 1467-5986, Vol. 23, no 4, p. 285-296Article in journal (Refereed)
    Abstract [en]

    Using the critical incident approach, preschool teachers at 10 preschools in Sweden were asked to describe their work with respect to ethnic and cultural diversity. The study attempted to provide insights that go beyond commonly used models of intercultural sensitivity and intercultural competence (e.g. Gudykunst and Kim; Landis, Bennett, and Bennett). Four different understandings and approaches to ethnic and cultural diversity were discernible in the empirical material (i.e. 'instrumental,' 'co-productive,' 'facilitative proactive,' and 'agitative proactive'). The data suggest that preschool teachers, in order to be interculturally competent, need to work systematically with intercultural pedagogy, intercultural communication skills, and with their discursive awareness. Moreover, it is concluded that if preschool teachers fail to scrutinize their own values, modes of behavior, and a-priori understanding of what 'is' cultural behavior, they may sustain cultural stereotypes.

  • 128.
    Talman, Lena
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Gustafsson, Christine
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Wilder, Jenny
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Insufficient documentation of participation: A study of contents in implementation plans for adults with profound intellectual disabilities2016In: Journal of Intellectual Disability Research, ISSN 0964-2633, E-ISSN 1365-2788, Vol. 60, no 7-8, p. 747-747Article in journal (Refereed)
  • 129.
    Talman, Lena
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Gustafsson, Christine
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Wilder, Jenny
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Staffs’ documentation of participation for adults with profound intellectualdisability or profound intellectual and multiple disabilities2018In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 40, no 21, p. 2527-2537Article in journal (Refereed)
    Abstract [en]

    Purpose: This study investigated what areas of International Classification of Functioning, Disability and Health were documented in implementation plans for adults with profound intellectual disability or profound intellectual and multiple disabilities with focus on participation.

    Methods: A document analysis of 17 implementation plans was performed and International Classification of Functioning, Disability and Health was used as an analytic tool.

    Results: One hundred and sixty-three different codes were identified, especially in the components Activities and participation and Environmental factors. Participation was most frequently coded in the chapters Community, social and civic life and Self-care. Overall, the results showed that focus in the implementation plans concerned Self-care and Community, social and civic life. The other life areas in Activities and participation were seldom, or not at all, documented.

    Conclusions: A deeper focus on participation in the implementation plans and all life areas in the component Activities and participation is needed. It is important that the documentation clearly shows what the adult wants, wishes, and likes in everyday life. It is also important to ensure that the job description for staff contains both life areas and individual preferences so that staff have the possibility to work to fulfill social and individual participation for the target group.

    • Implications for rehabilitation
    • There is a need for functioning working models to increase participation significantly for adults with profound intellectual disability or profound intellectual and multiple disabilities.

    • For these adults, participation is achieved through the assistance of others and support and services carried out must be documented in an implementation plan.

    • The International Classification of Functioning, Disability and Health can be used to support staff and ensure that information about the most important factors in an individual’s functioning in their environment is not omitted in documentation.

  • 130.
    Talman, Lena
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Wilder, Jenny
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Stier, Jonas
    Mälardalen University, School of Business, Society and Engineering. Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Gustafsson, Christine
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Participation for adults with profound intellectual disabilities: Perceptions of managers and staff2016In: Journal of Intellectual Disability Research, ISSN 0964-2633, E-ISSN 1365-2788, Vol. 60, no 7-8, p. 812-812Article in journal (Other academic)
  • 131.
    Talman, Lena
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Wilder, Jenny
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Stockholm Univ, Stockholm, Sweden..
    Stier, Jonas
    Mälardalen University, School of Business, Society and Engineering. Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare. Dalarna Univ, Falun, Sweden..
    Gustafsson, Christine
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Participation in daily life for adults with profound intellectual (and multiple) disabilities: How high do they climb on Shier's ladder of participation?2019In: Journal of Intellectual Disabilities, ISSN 1744-6295, E-ISSN 1744-6309, article id UNSP 1744629519863959Article in journal (Refereed)
    Abstract [en]

    Participation is the goal of Swedish disability policy, but it is difficult to achieve for adults with profound intellectual (and multiple) disabilities (PI(M)D). Since these adults are dependent on others in every aspect of their lives, others control their ability to participate in everyday life decisions. This study used observations, analyzed with Shier's ladder of participation, to elucidate and describe participation in daily life for adults with PI(M)D living in a group home. The results showed that the adults often reached the first three levels of Shier's ladder, one adult reached the fourth level once, and no one reached the fifth level. Participation on a higher level, therefore, seems hard to reach for adults. Staff members' attitudes toward the adults' capability can also be a barrier to participation. Applying Shier's ladder of participation can provide valuable information that might lead to increased participation in daily life for adults with PI(M)D.

  • 132.
    Talman, Lena
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Wilder, Jenny
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Stockholm university, Sweden.
    Stier, Jonas
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare. Dalarna university, Sweden.
    Gustafsson, Christine
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Staff members and managers’ views of the conditions for the participation of adults with profound intellectual and multiple disabilities2019In: JARID: Journal of applied research in intellectual disabilities, ISSN 1360-2322, E-ISSN 1468-3148, Vol. 32, no 1, p. 143-151Article in journal (Refereed)
    Abstract [en]

    Background

    Participation is a central aspect of quality of life, and it is indicative of high‐quality outcomes for people with intellectual disabilities. However, participation is difficult to achieve for adults with profound intellectual and multiple disabilities.

    Aim

    To describe staff members’ perceptions of what participation means for adults with profound intellectual and multiple disabilities.

    Method

    Using a phenomenographic approach, 27 interviews were analysed resulting in variations in the conditions for participation.

    Results

    The interviews revealed conditions for participation at individual, staff and organisational levels.

    Conclusion

    Participation appears to be an un‐reflected phenomenon, and several conditions must be met to achieve it. The conditions are experienced being fundamental for adults within the target group to achieve any kind of participation. The staff members and managers’ perceptions of participation as conditional can make it more difficult for adults within the target group to achieve the Swedish disability policy goal of participation.

  • 133.
    Talman, Lena
    et al.
    Mälardalen University, School of Health, Care and Social Welfare.
    Wilder, Jenny
    Stockholm University, Sweden.
    Stier, Jonas
    Dalarna University, Sweden.
    Gustafsson, Christine
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Staff’s and managers’ conceptions of participation for adults with profound intellectual disabilities or profound intellectual and multiple disabilities2019In: Scandinavian Journal of Disability Research, ISSN 1501-7419, E-ISSN 1745-3011, Vol. 21, no 1, p. 78-88Article in journal (Refereed)
    Abstract [en]

    One goal of disability policies in Sweden and other countries is to ensure that people with disabilities are afforded an equal level of daily life participation as other citizens. However, few studies have examined this in adults with profound intellectual disabilities (PID) or profound intellectual and multiple disabilities (PIMD). This study used a phenomenographic approach to interview managers and staff at a social care organisation in a medium-sized Swedish municipality. It aimed to elucidate and describe conceptions of participation to highlight conceptual variations. Divergent conceptualisations were found, reflecting a lack of organisational consensus about the meaning of participation. Trying to fulfil policy goals of daily life participation for adults with PID or PIMD without a common understanding of the meaning of participation is difficult, so people at all levels of an organisation need to have a shared understanding and definition of it.

  • 134.
    Tillgren, Per
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare. Mälardalens högskola.
    Stier, Jonas
    Högskolan Dalarna, Sweden.
    Perspektivet samproduktion inom hälsa och välfärd2016In: Samproduktionens retorik och praktik: inom området hälsa och välfärd, Lund: Studentlitteratur AB , 2016, 1Chapter in book (Other academic)
  • 135.
    Tryggvason, Marja-Terttu
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Sandström, Margareta
    Uppsala Universitet, Sweden.
    Stier, Jonas
    Mälardalen University, School of Sustainable Development of Society and Technology.
    Mångfald i förskolan2012In: Kritiska händelser för lärande i förskolan / [ed] Anette Sandberg & Margareta Sandström, Lund: Studentlitteratur, 2012, 1, p. 39-58Chapter in book (Other academic)
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