Research Expanding Current Understandings of Bullying in Sweden

This paper discusses the on-going research on the phenomenon of bullying in the Department of Child andYouth Studies at Stockholm University. The paper describes the reasons, and how to contribute with anunderstanding of bullying as a social group phenomenon, and specifically focuses on inductive ethnographicand cyberethnographic approaches toward peer-to-peer interactions in schools, preschools and on theInternet. The understanding of this phenomenon is based on a Swedish interdisciplinary approach whichincludes children’s perspectives. The objective is to explore bullying as a complex social group phenomenonwhich allows for a focus on the process of bullying, thus creating an opportunity for the enhancement of theunderstanding of inter- and intra-connected actions and perspectives. This article is intended to contribute toa discussion on a broadening of the conceptualization of the phenomenon of bullying

Pesquisa sobre a expansão do conhecimento atual do bullying na Suécia

This paper discusses the on-going research on the phenomenon of bullying in the Department of Child and Youth Studies at Stockholm University. The paper describes the reasons, and how to contribute with an understanding of bullying as a social group phenomenon, and specifically focuses on inductive ethnographic and cyberethnographic approaches toward peer-to-peer interactions in schools, preschools and on the Internet. The understanding of this phenomenon is based on a Swedish interdisciplinary approach which includes children’s perspectives. The objective is to explore bullying as a complex social group phenomenon which allows for a focus on the process of bullying, thus creating an opportunity for the enhancement of the understanding of inter- and intra-connected actions and perspectives. This article is intended to contribute to a discussion on a broadening of the conceptualization of the phenomenon of bullying.Este documento plantea la investigación permanente sobre el fenómeno de matoneo en el Departamento de Estudios de Niñez y Juventud de la Universidad de Estocolmo. El documento describe las razones, y cómo contribuir con el entendimiento del matoneo como un fenómeno de un grupo social, y específicamente se enfoca en el empleo de etnografía inductiva y ciber-etnografía hacia las interacciones entre pares en los colegios, preescolar y en Internet. La comprensión de este fenómeno se basa en un enfoque interdisciplinario sueco que incluye las perspectivas de los niños. El objetivo es explorar el matoneo como un fenómeno de grupo social complejo, que permite un enfoque en el proceso de matoneo, y por tanto creando una oportunidad de ampliar el entendimiento de acciones y perspectivas inter e intra- conectadas. La intensión de este artículo es contribuir a la discusión de ampliar la conceptualización del fenómeno del bullying.Este artigo discute a pesquisa em curso sobre o fenômeno do bullying no Departamento de Estudos da Criança e da Juventude na Universidade de Estocolmo. O documento descreve as razões, e como contribuir com a compreensão do bullying como um fenômeno social de grupo e, especificamente, enfoca-se em abordagens etnográficas e cyber-etnográficas indutivas sobre interações entre pares em escolas, pré-escolas e internet. A compreensão deste fenômeno está baseado numa abordagem interdisciplinar sueca que inclui a perspectiva das crianças. O objetivo é explorar o bullying como um fenômeno social complexo de grupo que permite enfocar o processo de bullying criando, assim, uma oportunidade para melhorar o conhecimento das ações e perspectivas inter e intra-conectadas. Este artigo tem a intenção de contribuir para uma discussão sobre a ampliação da conceptualização do bullying

Mortality from gastrointestinal congenital anomalies at 264 hospitals in 74 low-income, middle-income, and high-income countries: a multicentre, international, prospective cohort study

Summary Background Congenital anomalies are the fifth leading cause of mortality in children younger than 5 years globally. Many gastrointestinal congenital anomalies are fatal without timely access to neonatal surgical care, but few studies have been done on these conditions in low-income and middle-income countries (LMICs). We compared outcomes of the seven most common gastrointestinal congenital anomalies in low-income, middle-income, and high-income countries globally, and identified factors associated with mortality. Methods We did a multicentre, international prospective cohort study of patients younger than 16 years, presenting to hospital for the first time with oesophageal atresia, congenital diaphragmatic hernia, intestinal atresia, gastroschisis, exomphalos, anorectal malformation, and Hirschsprung’s disease. Recruitment was of consecutive patients for a minimum of 1 month between October, 2018, and April, 2019. We collected data on patient demographics, clinical status, interventions, and outcomes using the REDCap platform. Patients were followed up for 30 days after primary intervention, or 30 days after admission if they did not receive an intervention. The primary outcome was all-cause, in-hospital mortality for all conditions combined and each condition individually, stratified by country income status. We did a complete case analysis. Findings We included 3849 patients with 3975 study conditions (560 with oesophageal atresia, 448 with congenital diaphragmatic hernia, 681 with intestinal atresia, 453 with gastroschisis, 325 with exomphalos, 991 with anorectal malformation, and 517 with Hirschsprung’s disease) from 264 hospitals (89 in high-income countries, 166 in middleincome countries, and nine in low-income countries) in 74 countries. Of the 3849 patients, 2231 (58·0%) were male. Median gestational age at birth was 38 weeks (IQR 36–39) and median bodyweight at presentation was 2·8 kg (2·3–3·3). Mortality among all patients was 37 (39·8%) of 93 in low-income countries, 583 (20·4%) of 2860 in middle-income countries, and 50 (5·6%) of 896 in high-income countries (p<0·0001 between all country income groups). Gastroschisis had the greatest difference in mortality between country income strata (nine [90·0%] of ten in lowincome countries, 97 [31·9%] of 304 in middle-income countries, and two [1·4%] of 139 in high-income countries; p≤0·0001 between all country income groups). Factors significantly associated with higher mortality for all patients combined included country income status (low-income vs high-income countries, risk ratio 2·78 [95% CI 1·88–4·11], p<0·0001; middle-income vs high-income countries, 2·11 [1·59–2·79], p<0·0001), sepsis at presentation (1·20 [1·04–1·40], p=0·016), higher American Society of Anesthesiologists (ASA) score at primary intervention (ASA 4–5 vs ASA 1–2, 1·82 [1·40–2·35], p<0·0001; ASA 3 vs ASA 1–2, 1·58, [1·30–1·92], p<0·0001]), surgical safety checklist not used (1·39 [1·02–1·90], p=0·035), and ventilation or parenteral nutrition unavailable when needed (ventilation 1·96, [1·41–2·71], p=0·0001; parenteral nutrition 1·35, [1·05–1·74], p=0·018). Administration of parenteral nutrition (0·61, [0·47–0·79], p=0·0002) and use of a peripherally inserted central catheter (0·65 [0·50–0·86], p=0·0024) or percutaneous central line (0·69 [0·48–1·00], p=0·049) were associated with lower mortality. Interpretation Unacceptable differences in mortality exist for gastrointestinal congenital anomalies between lowincome, middle-income, and high-income countries. Improving access to quality neonatal surgical care in LMICs will be vital to achieve Sustainable Development Goal 3.2 of ending preventable deaths in neonates and children younger than 5 years by 2030

Ordinary people, meaningful pasts – Negotiating narratives in public pedagogical spaces of family history research

This dissertation examines three family history research experiences as public pedagogical spaces, analysing the narratives presented and participants’ negotiations with these. In the context of enhanced digitalisation and rapidly developing technologies, disturbances in the form of pandemics, hackers, and wars remind us of the instability of the present, raising existential questions and reinforcing the desire to anchor oneself in the past. Despite this growing interest, academic research focusing on family history is sparse. This dissertation project is unique in its focus on a Swedish context, the selection of three specific family history experiences as case studies, and its use of a public pedagogical perspective examining relational learning beyond formal institutions intrinsically woven within the fabric of society. This dissertation uses three case studies as reflections of more extensive experiences of the phenomenon of interest in family history and the past. These include the Swedish family history television series Allt för Sverige’s previous contestants’ narratives, the results from four genetic ancestry testing companies, and participants’ narratives from two Swedish non-formal family history research courses. Analysing these further within this compilation dissertation engages a conceptual framework consisting of Rüsen’s historical narrative typology, Hall’s decoding/encoding model, and Ellsworth’s use of Public Pedagogy as relational and facilitating transitional spaces for knowledge in the making. An emphasis on the process of pedagogy, rather than the product of knowledge, is prominent in this hermeneutic phenomenological study and reflects the concept of Bildung as the cultivation of the whole person. The findings reveal a more complex picture of family historians, history, and family history research experiences than what is often portrayed. Participants deem not only the effervescent or exceptional findings and activities valuable, but the everyday banal is perceived as significant and contributes to the development of understanding and meaning. Moreover, regardless of the physical site of the experience, the infused pedagogical intent is illustrated through participants’ interactions and negotiations. In a field surrounded by rock walls their ancestor built, discovering a relative had only five spoons in a testament, or examining a deep map to trace the movements of ancestors all provide opportunities to juxtapose, confirm, and/or challenge previous knowledge with new information and experiences, reiterating the extensive reach of public pedagogy. Despite narratives presenting conflicting depictions of the past, participants of this study demonstrate agency in their negotiations, resulting in enhanced empathy and enriched historical consciousness. By exploring these family history research experiences as pedagogical spaces, this dissertation provides a more nuanced understanding of the broader field of public pedagogy and contributes new insights from Swedish and participants’ perspectives to the growing body of research on family history. It highlights the potential and benefits of examining the small, seemingly insignificant, everyday items and events. Moreover, it contributes a more comprehensive illustration of the seepage/pervasiveness of public pedagogy as complex and relational.I denna avhandling undersöks tre släktforskningsupplevelser som utgår från en svensk kontext och fungerar som exempel av det som på engelska kallas för public pedagogical spaces. Avhandlingen analyserar vilka narrativ som framträder och deltagarnas förhandlingar av dessa. Ökad digitalisering och snabbt utvecklad teknik påminner oss om hur instabil samtiden är. Problem och utmaningar i form av pandemier, hackerattacker och krig väcker existentiella frågor och underblåser människors strävan mot att förankra sig i det förflutna. Dessa tendenser förstärker även behovet av att studera släktforskning vetenskapligt vilket ännu inte fullt ut återspeglas av det växande intresset. I avhandlingen ses public pedagogy som relationellt lärande bortom formella institutioner men nära sammanvävt med samhället. Det omfattande intresset för släktforskning och det förflutna representeras i denna avhandling av tre fallstudier. De inkluderar narrativen hos deltagare i den svenska släktforsknings-tv-serien Allt för Sverige, resultat från fyra genetiska släktforskningsföretag samt deltagares narrativ i två svenska icke-formella släktforskningskurser. För att analysera dessa används ett konceptuellt ramverk bestående av Rüsens historiska narrativa typologi, Halls encoding-/decodingmodell och Ellsworth användning av public pedagogy som relationellt och format av vad Ellsworth benämner transitional spaces i byggandet av kunskap. Centralt i denna hermeneutisk-fenomenologiska avhandling är betoningen av den pedagogiska processen, snarare än kunskapen som produkt, vilket återspeglas i användandet av begreppet Bildung som kultivering av hela människan. Resultaten ger en mer nyanserad bild av familjehistoria, historieintresse och släktforskningsupplevelser än den som ofta presenteras. Deltagarna anser inte bara att de extraordinära resultaten och aktiviteterna som värdefulla, utan även att det vardagliga uppfattas som betydelsefullt och bidrar till utvecklingen av förståelse och mening. Oavsett den fysiska platsen för upplevelsen illustreras dessutom den pedagogiska avsikten genom deltagarnas interaktioner och förhandlingar. Att besöka en bondgård omgiven av stenmurar byggda av deras förfäder, upptäcka att en släkting bara hade fem skedar enligt testamentet, eller utforska en djupkarta för att spåra förfädernas rörelser ger ytterligare möjligheter att jämföra, bekräfta och/eller utmana tidigare kunskaper med ny information och nya erfarenheter, vilket bekräftar den breda räckvidden av public pedagogy. Trots förekomsten av motsägelsefulla framställningar av det förflutna i de undersökta fallen, visar deltagarna aktörskap i sina förhandlingar, vilket resulterar i ökad empati och ett berikat historiemedvetande. Att utforska släktforskningsupplevelser som pedagogiska miljöer för lärande ger en mer nyanserad inblick i det breda fältet public pedagogy. Denna avhandling bidrar med nya insikter från en svensk kontext, från ett deltagarperspektiv och med en pedagogisk inriktning, till det växande intresset för släktforskning. Avhandlingen belyser potentialer i att undersöka de små, till synes triviala, vardagliga föremålen och händelser. Dessutom bidrar den med en mer omfattande förståelse av public pedagogy som synnerligen komplext och relationellt.The three original papers are interleaved in the thesis text. All are published under Creative Commons licenses.</p

Ordinary people, meaningful pasts – Negotiating narratives in public pedagogical spaces of family history research

This dissertation examines three family history research experiences as public pedagogical spaces, analysing the narratives presented and participants’ negotiations with these. In the context of enhanced digitalisation and rapidly developing technologies, disturbances in the form of pandemics, hackers, and wars remind us of the instability of the present, raising existential questions and reinforcing the desire to anchor oneself in the past. Despite this growing interest, academic research focusing on family history is sparse. This dissertation project is unique in its focus on a Swedish context, the selection of three specific family history experiences as case studies, and its use of a public pedagogical perspective examining relational learning beyond formal institutions intrinsically woven within the fabric of society. This dissertation uses three case studies as reflections of more extensive experiences of the phenomenon of interest in family history and the past. These include the Swedish family history television series Allt för Sverige’s previous contestants’ narratives, the results from four genetic ancestry testing companies, and participants’ narratives from two Swedish non-formal family history research courses. Analysing these further within this compilation dissertation engages a conceptual framework consisting of Rüsen’s historical narrative typology, Hall’s decoding/encoding model, and Ellsworth’s use of Public Pedagogy as relational and facilitating transitional spaces for knowledge in the making. An emphasis on the process of pedagogy, rather than the product of knowledge, is prominent in this hermeneutic phenomenological study and reflects the concept of Bildung as the cultivation of the whole person. The findings reveal a more complex picture of family historians, history, and family history research experiences than what is often portrayed. Participants deem not only the effervescent or exceptional findings and activities valuable, but the everyday banal is perceived as significant and contributes to the development of understanding and meaning. Moreover, regardless of the physical site of the experience, the infused pedagogical intent is illustrated through participants’ interactions and negotiations. In a field surrounded by rock walls their ancestor built, discovering a relative had only five spoons in a testament, or examining a deep map to trace the movements of ancestors all provide opportunities to juxtapose, confirm, and/or challenge previous knowledge with new information and experiences, reiterating the extensive reach of public pedagogy. Despite narratives presenting conflicting depictions of the past, participants of this study demonstrate agency in their negotiations, resulting in enhanced empathy and enriched historical consciousness. By exploring these family history research experiences as pedagogical spaces, this dissertation provides a more nuanced understanding of the broader field of public pedagogy and contributes new insights from Swedish and participants’ perspectives to the growing body of research on family history. It highlights the potential and benefits of examining the small, seemingly insignificant, everyday items and events. Moreover, it contributes a more comprehensive illustration of the seepage/pervasiveness of public pedagogy as complex and relational.I denna avhandling undersöks tre släktforskningsupplevelser som utgår från en svensk kontext och fungerar som exempel av det som på engelska kallas för public pedagogical spaces. Avhandlingen analyserar vilka narrativ som framträder och deltagarnas förhandlingar av dessa. Ökad digitalisering och snabbt utvecklad teknik påminner oss om hur instabil samtiden är. Problem och utmaningar i form av pandemier, hackerattacker och krig väcker existentiella frågor och underblåser människors strävan mot att förankra sig i det förflutna. Dessa tendenser förstärker även behovet av att studera släktforskning vetenskapligt vilket ännu inte fullt ut återspeglas av det växande intresset. I avhandlingen ses public pedagogy som relationellt lärande bortom formella institutioner men nära sammanvävt med samhället. Det omfattande intresset för släktforskning och det förflutna representeras i denna avhandling av tre fallstudier. De inkluderar narrativen hos deltagare i den svenska släktforsknings-tv-serien Allt för Sverige, resultat från fyra genetiska släktforskningsföretag samt deltagares narrativ i två svenska icke-formella släktforskningskurser. För att analysera dessa används ett konceptuellt ramverk bestående av Rüsens historiska narrativa typologi, Halls encoding-/decodingmodell och Ellsworth användning av public pedagogy som relationellt och format av vad Ellsworth benämner transitional spaces i byggandet av kunskap. Centralt i denna hermeneutisk-fenomenologiska avhandling är betoningen av den pedagogiska processen, snarare än kunskapen som produkt, vilket återspeglas i användandet av begreppet Bildung som kultivering av hela människan. Resultaten ger en mer nyanserad bild av familjehistoria, historieintresse och släktforskningsupplevelser än den som ofta presenteras. Deltagarna anser inte bara att de extraordinära resultaten och aktiviteterna som värdefulla, utan även att det vardagliga uppfattas som betydelsefullt och bidrar till utvecklingen av förståelse och mening. Oavsett den fysiska platsen för upplevelsen illustreras dessutom den pedagogiska avsikten genom deltagarnas interaktioner och förhandlingar. Att besöka en bondgård omgiven av stenmurar byggda av deras förfäder, upptäcka att en släkting bara hade fem skedar enligt testamentet, eller utforska en djupkarta för att spåra förfädernas rörelser ger ytterligare möjligheter att jämföra, bekräfta och/eller utmana tidigare kunskaper med ny information och nya erfarenheter, vilket bekräftar den breda räckvidden av public pedagogy. Trots förekomsten av motsägelsefulla framställningar av det förflutna i de undersökta fallen, visar deltagarna aktörskap i sina förhandlingar, vilket resulterar i ökad empati och ett berikat historiemedvetande. Att utforska släktforskningsupplevelser som pedagogiska miljöer för lärande ger en mer nyanserad inblick i det breda fältet public pedagogy. Denna avhandling bidrar med nya insikter från en svensk kontext, från ett deltagarperspektiv och med en pedagogisk inriktning, till det växande intresset för släktforskning. Avhandlingen belyser potentialer i att undersöka de små, till synes triviala, vardagliga föremålen och händelser. Dessutom bidrar den med en mer omfattande förståelse av public pedagogy som synnerligen komplext och relationellt.The three original papers are interleaved in the thesis text. All are published under Creative Commons licenses.</p

Navigating narratives of genetic categorization at the frayed edges of identity

History can be described as a story, or narrative reporting on past events to create meaning and explanation for the present/future. Narratives of genetic history are presented in the genetic ancestry testing (GAT) results specifically maps, percentages, and related information to consumers expecting “answers” related to identity and belonging. Engaging in thematic narrative analysis I ask how GAT results’ narratives use ethnicity/race/nationality to categorize sameness/difference and what these narratives inform about group boundaries through the comparison of online result materials received from four GAT companies: 23andMe, Ancestry, MyHeritage, and FamilyTreeDNA. These results are presented as an in-between space where bio-historic-cultural contents are negotiated with previous knowledge/experiences. This study found results narrate dichotomies of “self” and others, individual and collective, personal and private, and the present and the historical, and serves to highlight problematic perceptions of genetics history as an essential/unchanging product, reducing and ignoring diversity within and moving between groups