https://www.mdu.se/

Vi vill i vår presentation samtala om de existentiella frågorna som teoretiskt ramverk i arbete med inkludering, social hållbarhet och bildning. Den existentiella hälsan i samhället är relaterad till ensamhet och isolering. I en debattartikel från Socialdepartementet 2023 skriver Jakob Forssmed att nästan 2 miljoner svenskar över 16 år besväras av ensamhet och isolering. 26 procent av barnen i årskurs 3–6 uppger att de känner sig ensamma i skolan. En av tre unga vuxna upplever besvär av ensamhet och isolering, liksom 40 procent av kvinnorna och nästan 30 procent av männen över 85 år (Regeringen.se). Ofrivillig ensamhet är ett stort lidande och det finns starka skäl att betrakta den som en samhällsutmaning och existentiella samtal är ett sätt att lyfta frågor om ensamhet och meningsfullhet.

I pressmeddelandet från socialministeriet i april 2024 säger samme socialminister att: ”Forskning visar att insatser för en god existentiell hälsa leder till ökad livskvalitet och stärker människors möjligheter att hantera livets svårigheter. Världshälsoorganisationen, WHO, ser existentiell hälsa som en viktig del av hälsobegreppet men i Sverige har vi varit sämre på att beakta den här aspekten av folkhälsoarbetet. Det är en viktig komponent som har saknats och som behövs för att se till hela människan och alla hennes behov – andliga och själsliga likaväl som materiella”. Enligt Världshälsoorganisationen (WHO) kan man se existentiell hälsa som bestående av åtta olika betydelsegivande aspekter som är relaterade till människors existentiella hälsa. Dessa är: 1) Harmoni och inre lugn, 2) Upplevelse av sammanhang, 3) Existentiell styrka och kraft, 4) Tillit som livskraft, 5) Meningen med livet, 6) Upplevelse av helhet. 7) Upplevelse av förundran och 8) Förhoppning.

Vår idé är att högskolor och universitet kan ta ansvar för de studenter som de utbildar och stötta dem att kunna samtala om de betydelsegivande aspekterna av existentiella hälsa med sina studentkollegor. De kan också vara viktiga i arbetet med att leda likande samtal i sina olika samhällsbärande roller i yrkeslivet efter examen. Med utgångpunkt i 1) den gedigna kunskap vi har på HVV gällande vikten av att våra studenter får läsa sig att prata om existentiella frågor, 2) uttalande ovan och 3) det uppdrag som regeringen givit Folkhälsomyndigheten har vi arbetat fram en kurs i existentiella gruppsamtal för beteendevetare som kommer att ges hösten 2025. Det är den satsningen vi vill presentera och samtala med andra om.

Syftet med utvärderingen är att ta tillvara de erfarenheter och kunskaper som finns inom projekten, samt se vilka spår Arvsfondens finansiering har lämnat. 

I utvärderingsuppdraget har följande frågeställningar ingått:

Vilka spår lämnar Arvsfondens pengar och under vilka förutsättningar lämnar pengarna spår? Vilka framkomliga vägar finner projekten och vilka hinder stöter de på? Hur upplever målgruppen insatserna? Hur många har deltagit i och/eller nåtts av den aktuella verksamheten?

I utvärderingsuppdraget har också ingått att, utifrån Arvsfondens kategorisering av överlevnad, bedöma vad som lever vidare efter projektslut, för de projekt som avslutats vid tiden för utvärderingen.

Genomförande

Utvärderingen omfattar 25 projekt inriktade på jämställdhet och som antingen främst riktats till flickor och kvinnor (17 projekt) eller pojkar och män (8 projekt). I forskarnas genomgång av projekten har det visat sig att flera av de projekt som riktats till flickor och kvinnor också vänt sig till icke-binära och transpersoner. Projekten har pågått under perioden 2016–2023. Utvärderingen slutfördes i juni 2023. Projekten som ingår i utvärderingen har framför allt riktat sig till två av Arvsfondens målgrupper: Barn (0–11 år) och ungdomar (12–25 år).

Utvärderingen har bestått av tre olika delstudier: telefonintervjuer med projektledare i ett urval av projekten, en dokumentstudie baserad på ansökningar, årsrapporter samt slutrapport från de projekt som avslutats vid tiden för utvärderingens slutförande, samt fördjupade studier av tre projekt.

Since the MeToo hashtag went viral in 2017, the movement has burgeoned across social media, moving beyond Twitter and into living rooms and courtrooms. It has spread unevenly across the globe, with some countries and societies more impacted than others, and interacted with existing feminist movements, struggles, and resistances.

This interdisciplinary handbook identifies thematic and theoretical areas that require attention and interrogation, inviting the reader to make connections between the ways in which the #MeToo movement has panned out in different parts of the world, seeing it in the context of the many feminist and gendered struggles already in place, as well as the solidarities with similar movements across countries and cultures.

With contributions from gender experts spanning a wide range of disciplines including political science, history, sociology, law, literature, and philosophy, this groundbreaking book will have contemporary relevance for scholars, feminists, gender researchers, and policy-makers across the globe.

The post-seminar gathering took place at one o’clock in the cafeteria. People were drinking, and many colleagues were attending. The senior faculty member walked up to a female colleague, placed his hand on her bum and groped her. This happened in front of everyone. Up to this point she had been socializing and taking part in the event. When she was groped, she froze, went to the back of the room and sat down. She probably felt violated and ashamed, I think. I saw her try to make eye contact with her colleagues, as if she expected someone to do something. The next day, someone told her in private that she should file a complaint. No open or collective action was taken by any of her colleagues, not even those who saw the groping. She was new to the department and unfamiliar with the procedures for how to file a report or complaint, or to whom. She was also dependent on the senior faculty member, as he was her co-supervisor. She left academia. He stayed, and is now supervising another doctoral student in a project for which he has external funding. (Female junior scholar during #akademiuppropet)

The testimony above exemplifies the 100 real testimonies that were shared in a unsearchable Facebook group with the aim of raising awareness of sexual harassment in Swedish higher education. It is an example of the types of testimonies that formed the basis of what later would be called #akademiuppropet. It can also be seen as a typical testimony, as it shares many of the themes that occur in the real testimonies, such as the dilemma of asymmetric power dynamics in academia, sexist and misogynist organizational cultures, and various kinds of sexual harassment that women in Swedish academia had experienced. The testimonies also included bystanders’ reactions, flawed reporting processes, and women’s feelings of marginalization, disappointment, shame and guilt. The testimonies are consistent with those from other academic organizational contexts, countries and times (see for example Husu, 2000). The consistency of the testimonies is something that I have thought about a great deal since the #metoo movement peaked in November 2017. These thought are presented in this article.

In this paper I analyze #akademiuppropet from a digital feminist perspective. Feminist activists are increasingly turning to digital technologies and social media platforms to dialogue, network and organize against sexism, misogyny, harassment and rape (Mendes et al., 2018) and #akademiuppropet is one example where women working in Swedish academic institutions got together to highlight the issue of sexual harassment. Data is gathered through qualitative interviews with 14 women that experienced sexual harassment in academia. During the interviews we talked about what #akademiuppropet and #metoo meant for them, and how they thought it might be a force for change. Results show that the use of social media, as one of many tools in organizing and mobilising the movement, has made it possible to put equal opportunity high on the agenda. This also indicates that many “small whisperings” can be turned into a powerful collective voice – as we have seen with the #metoo movement. Even so, the work is not finished, and we will have to continue to work together in our organizations and with a long-term perspective.

This report presents the results from a pedagogical project focusing students’ writing in higher education. Literature in this field conclude that student writing should be integrated in teaching of the subject with a plan for progression. Teachers’ and students’ experience indicate that students write a lot during their education, but only occasionally get concrete feedback on the writing as such. Focus groups with students showed that students found it difficult to write distinct and to differentiate between text genres. The teachers reported lack of ”tools” to help the students to improve their writing. The report suggest a model for the work with students writing based on goal setting; inventory; identifying problem areas; prioritizing; implementation; and follow-up and revision.

Statistics made available by the Swedish Migration Agency (SMA) make it possible to follow the outcomes of asylum applications made by unaccompanied children (types of permits, percentage of rejections etc.). Yet, we know little about what unaccompanied children report in asylum procedure, or how their heterogeneous asylum claims influence the possibilities of being approved or rejected. In addition, we do not know if there are differences in reporting between boys and girls, and if so, these potential differences influence the possibility of receiving residency.

We decided to explore what unaccompanied children report using a mixed method approach. Asylum decisions concerning unaccompanied children were first coded inductively. These codes were later merged into larger categories that were analyzed quantitatively by regression analysis. The data sample consisted of 2321 asylum decisions (one calendar year) issued by the SMA. Overall, the results show that female gender has a negative influence on asylum outcomes. This difference is however reduced if the girl has reported a violent death by a next of kin. Moreover, there is an indication that girls report sexual violence to a larger extent than boys. However, the number of girls in the data sample was smaller (14.1 %), so when examining the group of children reporting sexual violence, the reporting by boys was slightly higher (in percentage). The results can provide insights about gender equality in asylum procedure, perceptions of children as active migrants and victimization.

In this paper we explore the research literature relating to the guardianship of unaccompanied minors seeking asylum. In particular, we seek to find out what type of dilemmas have been identified by research concerning the guardianship of unaccompanied minors, and the focus that the literature has therefore taken. A comprehensive search of identified databases was conducted. Ultimately, 38 publications were selected for analysis. The review was qualitative and inductive. The results of the review suggest that research has identified and focused on challenges in the form of diverging policy such as gaps and inconsistencies in guardianship institutions, as well as challenges in balancing different objectives concerning the guardianship role, such as conflicting interest in the guardianship assignment or between different actors involved in protecting the child's interest.

The conclusion is that different configurations of guardianship institutions, as well as the identified challenges for practice, appear to be related to the welfare state model. Therefore, future research concerning guardianship for unaccompanied minors needs to move beyond legal sources and policy documents by focusing on empirically informed research on the relationship between child care/protection, principles of assessing the best interest of the child and the welfare state systems.