Nerabezaroko maitasun bizipenen etnografia: Harremanen antolaketa, gorputz-lana eta heteroaraua Bilboko gaztetxoen artean

406 p.

Um espaço pioneiro de modernidade educacional: Grupo Escolar Augusto Severo -Natal/RN -1908-13

Cette recherche a pour but d analyser l Ecole Augusto Severo, située dans la ville de Natal dont la construction date de 1907,étant le premier établissement d enseignement primaire à l état du Rio Grande do Norte, pendant le processus de restructuration de l enseignement républicain. On cherche à comprendre la représentation de ce milieu scolaire, comme équipement urbain, dans le processus de modernisation de la ville et comme modèle éducationnel pour l état entre 1908 et 1913. En se servant des études historiographes sur le processus de modernisation de quelques villes brésiliennes et des innovations de l enseignement public primaire au pays, à la fin du dix-neuvième siècle et pendant la première décennie du vingtième siècle, comme source pour mieux saisir le contexte général et spécifique. On reconstitue les aspects économiques, sociaux et politiques déterminants des interventions publiques réalisées dans cette ville par les gouvernements républicains ayant comme obectif la construction d une ville embellie,hygiénique et civilisée. Située au quartier Ribeira, principal scénario de la modernité de Natal, l Ecole Augusto Severo est mise em relief comme symbole de civilité du paysage urbain de l époque pour le citoyen du Rio Grande do Norte. Elle disposait de services d énergie et d un tram électrique. Il y avait devant, un grand lac arborisé et une station ferroviaire. A côté, il y avait le théâtre Carlos Gomes (actuellement Alberto Maranhão). Par suíte de son imposante architecture, raffiné style éclectique,on reflète l idéal républicain des elites locales, avec une conception d espace symbolique et éducative de surveillance et contrôle, caractéristiques de l école graduée républicaine

A etnografia da comunicação

Todo aquele que se dedica a fazer investigação em Ciências Sociais depara-se com a necessidade de uma escolha metodológica favorecendo uma abordagem quantitativa ou uma abordagem qualitativa. A etnografia constitui uma das metodologias de pesquisa empírica que podem ser aplicadas à pesquisa em Ciências da Comunicação. Este artigo apresenta o modo como esta ferramenta metodológica se consolidou no estudo da comunicação, sublinhando as condições contextuais que permitiram o deslocamento desde ao campo da antropologia até ao campo das Ciências da Comunicação. Caracteriza a etnografia da comunicação, desde a sua primeira formulação por Dell Hymes, e descreve, a concluir, como a abordagem etnográfica tem sido aplicada aos estudos jornalísticos, mais especificamente, à investigação empírica em torno da produção noticiosa.

As questões de género e o uso de tecnologias da informação e comunicação em contexto educacional – uma revisão de literatura

Neste artigo apresenta-se uma revisão de literatura sobre as questões de género e o uso de tecnologias da informação e comunicação (TIC). Esta revisão, que não se pretende exaustiva, apresenta um conjunto de estudos nacionais e internacionais com vista a dar um contributo para identificação e caracterização das diferenças de género no contexto de uso de tecnologia. A presente revisão de literatura indica que é vasta a investigação nesta área e, apesar de no panorama nacional as relações de género no que respeita o uso das tecnologias não serem alvo de muitas pesquisas, denota-se que muito recentemente começaram a surgir algumas publicações dedicadas a esta questão. De um modo geral, os diversos estudos apontam no sentido da existência de uma fraca participação feminina no setor específico das TIC, apesar de se começar a verificar uma tendência na diminuição do fosso digital de género e dos estereótipos no uso de tecnologia.

O futuro na agenda educacional: uma mudança essencial de perspectiva no ensino - do passado para o futuro

A leitura de "O Erro de Decartes" suscitou-nos uma natural curiosidade pela forma rigorosa e ao mesmo tempo criativa como os diversos assuntos são apresentados. Este interesse redobrou ao vermos abordados temas que, em geral, são omitidos ou completamente ignorados. A nosso ver, Damásio tem sobretudo a virtude de pôr em diálogo áreas do conhecimento que não é comum serem relacionadas entre si, propondo hipóteses arrojadas mas sempre motivadoras.

A etnografia da comunicação

Todo aquele que se dedica a fazer investigação em Ciências Sociais depara-se com a necessidade de uma escolha metodológica favorecendo uma abordagem quantitativa ou uma abordagem qualitativa. A etnografia constitui uma das metodologias de pesquisa empírica que podem ser aplicadas à pesquisa em Ciências da Comunicação. Este artigo apresenta o modo como esta ferramenta metodológica se consolidou no estudo da comunicação, sublinhando as condições contextuais que permitiram o deslocamento desde ao campo da antropologia até ao campo das Ciências da Comunicação. Caracteriza a etnografia da comunicação, desde a sua primeira formulação por Dell Hymes, e descreve, a concluir, como a abordagem etnográfica tem sido aplicada aos estudos jornalísticos, mais especificamente, à investigação empírica em torno da produção noticiosa.

Are we there yet? Early years reform in Queensland : stakeholder perspectives on the introduction of funded preschool programs in long day care services

Australian educators are currently engaging with wide-ranging, national early childhood reform that is reshaping early childhood education and care. The Australian reform agenda reflects many of the early childhood policy directions championed by bodies such as the Organisation for Economic Cooperation and Development and the United Nations Children's Education Fund, and is based on the dual discourse of (i) starting strong and (ii) investing in the early years. However, despite its traction in policy rhetoric and policy there is little empirical evidence of how reform is being played out. This paper reports on research undertaken in collaboration with the Queensland Office for Early Childhood Education and Care to generate sector feedback on one element of the reform agenda, the implementation of universal preschool in Queensland. The study aimed to determine the efficacy of the new policy in supporting the provision of 'approved preschool programs' within long day care services. Drawing together the views and experiences of a range of stakeholders, including peak organisations, service providers, directors, preschool teachers and government policy officers, it provides a situated case study of the implementation of universal preschool, and offers empirical evidence of how this policy is being played out at the local level. The paper identifies the opportunities and challenges in implementing universal preschool in Queensland that may have bearing on early childhood reform in Australia as well as other countries. Discussion of key findings is set within an overview of the ECEC policy agenda in Australia, with a particular focus on the commitment to universal preschool. Les éducateurs australiens s’engagent présentement dans une vaste réforme nationale de la petite enfance qui remodèle l'éducation et l’accueil de la petite enfance. Le programme de la réforme australienne reflète plusieurs des orientations en politique de la petite enfance soutenues par des organismes comme l'Organisation de coopération et de développement économiques (OCDE) et le Fonds des Nations Unies pour les enfants (UNICEF). Il s’appuie sur le double discours de (i) un bon départ et de (ii) l’investissement dans les premières années. Cependant, en dépit de son attrait en rhétorique de politique et en politique il y a peu de données empiriques sur la façon dont la réforme se déroule. Cet article rend compte de la recherche entreprise en collaboration avec le bureau de l'éducation et l’accueil à la petite enfance du Queensland afin d’obtenir une rétroaction du secteur sur un élément de la réforme, la mise sur pied du préscolaire universel dans le Queensland. L'étude visait à déterminer l'efficacité de la nouvelle politique pour soutenir la disposition «programmes préscolaires approuvés» dans les services de garde à temps plein. En regroupant les perspectives et les expériences d'une gamme d’intervenants, y compris d’importantes organisations, des prestataires de service, des directeurs, des enseignants du préscolaire et des fonctionnaires de politique gouvernementale, elle constitue une étude de cas localisée de l'exécution la mise sur pied du préscolaire universel, et fournit des données empiriques sur la façon dont cette politique se met en place au niveau local. L’article identifie les opportunités et les défis liés à l’implantation du préscolaire universel au Queensland, qui pourraient avoir une portée sur la réforme de petite enfance en Australie ainsi que dans d'autres pays. La discussion des principaux résultats est faite en lien avec un aperçu global de la politique d'éducation et d’accueil de la petite enfance en Australie, avec un accent particulier sur l'engagement envers le préscolaire universel. Los educadores australianos actualmente están involucrados en una amplia reforma de la educación temprana nacional que está revolucionando la educación preescolar y los servicios de cuidado. El programa de reforma Australiana refleja muchas de las direcciones políticas relacionadas con la infancia temprana incitadas por organismos como la Organización de Cooperación y Desarrollo Económicos y el Fondo Educacional Infantil de las Naciones Unidas, y se basa en el doble discurso de (i) empezando fuertemente e (ii) invertir en los primeros años. Sin embargo, a pesar de su política de tracción en retórica y política, hay pocos datos empíricos de cómo la reforma se está llevando a cabo. Este documento informa sobre las investigaciones llevadas a cabo en colaboración con la Oficina de Queensland de Educación tempana y cuidados, para generar comentarios del sector, sobre uno de los elementos de la agenda de reforma, la aplicación del preescolar universal en Queensland. El estudio tiene como objetivo determinar la eficacia de la nueva política para apoyar la prestación de "programas preescolares aprovados" dentro se los servicios de guardería y cuidado. Reuniendo los puntos de vista y las experiencias de una serie de interesados, entre ellos algunas organizaciones cumbre, proveedores de servicios, los directores, los maestros preescolares y oficiales de política y gobierno, se logra un estudio simulado de la implementación del preescolar universal, y ofrece evidencia empírica de cómo esta política se está llevando a cabo en el plano local. El documento identifica las oportunidades y desafíos en la implementación del preescolar universal en Queensland, que puede repercutir en la reforma de la indancia temprana en Australia, así como en otros países. La discusión de los resultados claves se encuentra en el interior de una visión de la agenda política de ECEC en Australia, con un enfoque particular en el compromiso con el preescolar universal.

In the Shadow of Freedom : Life on board the oil tanker

The aim of this study was to look at the freedom of ordinary people as they construct it. The scope, however, was limited to contemporary Finnish sailors and their freedom discourses. The study belongs to the field of the anthropology of religions, which is part of comparative religion. Worldview, which is one of the key concepts in comparative religion, provided the broader theoretical basis of the study. The data consisted of 92 interviews with Finnish professional seafarers conducted in 1996, 1999, 2000 and 2005, field journals that were written during two periods of fieldwork in 1996 and 1999-2000, and correspondence with some of the seafarers during 1999-2005. The analysis process incorporated new rhetoric and metaphor theory. The thesis is in three parts. The first part discusses the methodological challenges of this type of ethnography, the second an ethnography of modern Finnish shipworld focuses on work, organization, hierarchy and gender, and the third part discusses the freedom concepts of seafarers. It was found that seafarers use two kinds of freedom discourse. The first is in line with the stereotypical Jack Tar, a free-roving sailor who is not bound to land and its mundane routines, and the second views shipworld as freedom from freedom, meaning one is not responsible for one s own actions because one is not free to make a choice. It was also found that seafarers are well aware of the stereotypical images that are attached to their profession: they not only deny them, but also utilize, reflect on and construct them.

School and choice : Anethnography of a primary school with bilingual classes

Based on a one-year ethnographic study of a primary school in Finland with specialised classes in Finnish and English (referred to as bilingual classes by research participants), this research traces patterns of how nationed, raced, classed and gendered differences are produced and gain meaning in school. I examine several aspects of these differences: the ways the teachers and parents make sense of school and of school choice; the repertoires of self put forward by teachers, parents and pupils of the bilingual classes; and the insitutional and classroom practices in Sunny Lane School (pseudonym). My purpose is to examine how the construction of differentness is related to the policy of school choice. I approach this questions from a knowledge problematic, and explore connections and disjunctions between the interpretations of teachers and those of parents, as well as between what teachers and parents expressed or said and the practices they engaged in. My data consists of fieldnotes generated through a one-year period of ethnographic study in Sunny Lane School, and of ethnographic interviews with teachers and parents primarily of the bilingual classes. This data focuses on the initial stages of the bilingual classes, which included the application and testing processes for these classes, and on Grades 1─3. In my analysis, I pursue poststructural feminist theorisations on questions of knowledge, power and subjectivity, which foreground an understanding of the constitutive force of discourse and the performative, partial, and relational nature of knowledge. I begin by situating my ethnographic field in relation to wider developments, namely, the emergence of school choice and the rhetoric of curricular reform and language education in Finland. I move on from there to ask how teachers discuss the introduction of these specialised classes, then trace pupils paths to these classes, their parents goals related to school choice, teachers constructions of the pupils and parents of bilingual classes, and how these shape the ways in which school and classroom practices unfold. School choice, I argue, functioned as a spatial practice, defining who belongs in school and demarcating the position of teachers, parents and pupils in school. Notions of classed and ethnicised differences entered the ways teachers and parents made sense of school choice. Teachers idealised school in terms of social cohesiveness and constructed social cohesion as a task for school to perform. The hopes parents iterated were connected to ensuring their children s futurity, to their perceptions of the advantages of fluency in English, but also to the differences they believed to exist between the social milieus of different schools. Ideals such as openmindedness and cosmopolitanism were also articulated by parents, and these ideals assumed different content for ethnic majority and minority parents. Teachers discussed the introduction of bilingual classes as being a means to ensure the school s future, and emphasised bilingual classes as fitting into the rubric of Finnish comprehensive schooling which, they maintained, is committed to equality. Parents were expected to accommodate their views and adopt the position of the responsible, supportive parent that was suggested to them by teachers. Teachers assumed a posture teachers of appreciating different cultures, while maintaining Finnishness as common ground in school. Discussion on pupils knowledge and experience of other countries took place often in bilingual classes, and various cultural theme events were organized on occasion. In school, pupils are taught to identify themselves in terms of cultural belonging. The rhetoric promoted by teachers was one of inclusiveness, which was also applied to describe the task of qualifying pupils for bilingual classes, qualifying which pupils can belong. Bilingual classes were idealised as taking a neutral, impartial posture toward difference by ethnic majority teachers and parents, and the relationship of school choice to classed advantage, for example, was something teachers, as well as parents, preferred not to discuss. Pupils were addressed by teachers during lessons in ways that assumed self responsibility and diligence, and they assumed the discursive category of being good, competent pupils made available to them. While this allowed them to position themselves favourably in school, their participation in a bilingual class was marked by the pressure to succeed well in school.

Lähiympäristö nepalilaisessa arjessa - oppilaiden ja opettajien käsityksiä omista vaikutusmahdollisuuksistaan

Aims. Sustainable development has become the most important theme in the development co-operation in the 21st century. Sustainable development is pursued by environmental education among other things. This research rose from the discussion about the meaning of environmental education in developing countries and especially the effect it might have in the environment and society. Nepal and one of its rural private schools was selected as a research object. The themes and questions of the research are: 1. Conceptions of the immediate environment of students and teachers: What does immediate environment mean according to the students and teachers? 2. Students most important acts in the environment: What kind of effect do the students think they can have on the environment in their everyday life? 3. Teachers opinions, experiences and methods in environmental education: What do teachers think should be taught to the students in environmental education? What are the teachers actually teaching? What kind of methods are the teachers using while teaching environmental education? Researching the conceptions of immediate environment and acts in the environment gives information about the students and teachers relation with the nature in their everyday life and the baseline from which environmental education will be implemented from. Teachers opinions, experiences and methods in environmental education provide information on the current implementation of the environmental education. Methods. Ethnography was selected as a research method. Before collecting the actual data, a pre-study was conducted. The aim of the pre-study was to specify the research themes and practice the cross-cultural interview as a research method. The actual data was collected in the last week of January 2010 in Dhangadhi, Nepal. The data included twenty-two drawings and captions from the students and one group interview with the teachers. The data was analyzed with brief quantitative analysis and full analysis was done with a qualitative method called content analysis. Results and conclusions. Teachers and student s conceptions of immediate environment differ from each other. Students saw the immediate environment from the scientific approach while the teachers thought it was more social conception. The interface was found in their own personal environment. This interface is a good baseline for environmental education. The most important acts in the environment for the students were protection towards the environment. The students saw their possibilities to have an influence in the environment through the school. A connection between the school and acting in the environment was evident. In the teachers opinions and experiences of environmental education, environmental problems and the importance of teaching attitudes and values were found. No logic thematic entities were discovered but the teachers did use different kinds of methods in their teaching. Achieving the international aims for environmental education was very challenging in the research school because of the teachers lack of information and skills to teach the subject. The context where the school works was also challenging.

Mies, talli ja moottoripyörä : Etnografinen tutkimus Misfit MC:stä ja bikerkulttuurin eetoksesta

Tutkimuksen punaisena lankana kulkee kysymys siitä, millainen on bikerkulttuurin eetos? Miten se on syntynyt, miten sitä ylläpidetään ja miten Misfit MC:n jäsenet sitä tulkitsevat ja toteuttavat omassa elämässään? Tarkastelen eetosta kahdenlaisen aineiston valossa. i) Kenttätyöllä (vuosina 1995-1998 ja 2000-2001) kerätyn aineiston valossa tarkastelen yhtä pääkaupunkiseudulla toimivaa HD-moottoripyöräkerhoa, vuonna 1989 toimintansa aloittanutta Misfit MC:tä. Jäsenet kutsuvat kerhoaan useimmiten talliksi, joskus pajaksi, kerhoksi tai klubiksi. Puhuessaan tallista, miehet voivat viitata kerhorakennukseen ("tuut sä tallille?") mutta myös ryhmään ("meidän talli") ja sen olemassaoloon ajallisesti ja paikallisesti. Aloittaessani kenttätyön vuonna 1995 Misfit MC:n kuului kymmenen 25-30-vuotiasta miestä. ii) Kenttätyöllä kerätyn aineiston lisäksi käytän materiaalia, joka koostuu Harley-Davidson-moottoripyörän ympärille rakentuneen bikerkulttuurin historiasta ja kulttuurituotteista, kuten kertomuksista, elokuvista, musiikista, kuvataiteesta ja moottoripyörälehdistä. Aineiston avulla valotan bikerkulttuurin eetoksen syntyä, alkuvaiheita, leviämistä ja keskeisiä elementtejä. Lähdeaineiston monimuotoisuus ja runsaus palautuu kenttätyöhöni jolloin vakuutuin siitä, että tutkimusmatka bikerkulttuurin historiaan, perinteisiin ja median välittämiin (mieli)kuviin on välttämätöntä, sillä menneisyys ja Harrikkaan ajan kuluessa varastoituneet merkitykset vaikuttavat ja ovat vahvasti läsnä Misfit MC:n toiminnassa ja talliin kuuluvien miesten elämäntyylissä. Tutkimus etenee seuraavanlaisesti. Luku I on Johdanto. Luvussa II Etnografia käsittelen etnografisen tiedon luonnetta niin tutkimusasenteena kuin kenttätyön valossa. Pohdin kenttätyötä ja sen suhdetta etnografian kirjoittamiseen eli miten kenttätyöllä kerätty aineisto muuntuu etnografiseksi monografiaksi. Käsittelen myös kenttätyöni reunaehtoja, kuten tyttöystävyyden ja sukupuolen merkitystä, ja tarkastelen tutussa kulttuurissa tehdyn kenttätyön ominaispiirteitä. Reunaehtojen kuvailu toimii myös johdatuksena bikerkulttuuriin sellaisena kuin se ilmenee Misfit MC:n tallielämässä ja käytänteissä. Lopuksi pohdin "tiheän kuvauksen" mahdollisuuksia ja vaateita aineistoni puitteissa. Luvussa III Bikerkulttuurin eetosta kartoittamassa, kuvailen Harley-Davidson-moottoripyörän ympärille rakentuneen elämäntavan syntyä, levittäytymistä ja keskeisiä elementtejä. Tarkastelen media- ja populaarikulttuurisia tekstejä (elokuvien kertomat tarinat, musiikkikappaleiden sanoitukset ja HD- ja bikerlehtien artikkelit) ja kuvia (elokuvien audiovisuaaliset aspektit, kuvataide ja HD- ja bikerlehtien kuvitus), jotka ovat vaikuttaneet bikerkulttuurin eetokseen. Luvun keskeisiä - aineistosta nousevia ja miessukupuoleen vahvasti sidoksissa olevia - käsitteitä ovat biker, outlaw ja chopper, jotka ovat bikerkulttuurissa säilyneet alkuperäisessä muodossa maantieteellisestä tai kielialueesta riippumatta. Luvussa IV Misfit MC ja bikerkulttuurin eetos temaattinen painopiste siirtyy Suomeen ja Misfit MC:hen. Aluksi käyn läpi suomalaisen bikerkulttuurin muotoutumista ja ominaispiirteitä. Alkukappaleiden jälkeen keskityn Misfit MC:n jäsenten elämäntyylin sävyihin ja heidän käsityksiinsä bikerkulttuurin eetoksesta. Analyysin kiintopisteitä ovat Misfit MC:n jäsenten näkemys bikeriydestä ja tallitoiminnasta, miesten elämäntyylin moraaliset ja esteettiset sävyt, tallirakennus miesyhteisöllisyyttä ja bikerkulttuurin eetosta luovana ja ylläpitävänä sosiaalisena tilana ja Misfit MC miesten yhteisönä. Luvussa V Eetoksen ytimessä: mies ja Harley-Davidson keskityn bikerkulttuurin ytimeen: miehen ja Harley-Davidson-moottoripyörän väliseen suhteeseen. Luvun alussa esittelen ruotsalaisen yhteiskuntatieteilijä Lars Lagergrenin moottoripyörään soveltamaa työkalu - leikkikalu - toteemi - välittäjä -typologiaa ja tarkastelen moottoripyörän olemusta sukupuolittavana ja sukupuolittuvana artefaktina. Johdanto-osion jälkeen siirryn kuvailemaan Misfit MC:n jäsenten suhdetta Harley-Davidson-moottoripyörään. Lähestyn miesten ja moottoripyörien suhdetta kahden toiminnan - moottoripyörän kunnostamisen ja rakentamisen sekä moottoripyörällä ajamisen - kautta. Avainsanat: aineellinen kulttuuri, arvot, biker, bikerkulttuuri, chopper, eetos, elämäntapa, etnografia, Harley-Davidson-moottoripyörä, Harley-Davidson-moottoripyöräkerho, kenttätyö, maskuliinisuus, mieskulttuuri, mieskuva, moottoripyöräily, osakulttuurit, outlaw, populaarikulttuuri, sukupuoliroolit, yhteisöt

Prisoners of Freedom : A Study on Worldview of Contemporary Finnish Seamen

The aim of this study was to look at the metaphors contemporary merchant seamen use for their ship and for their life at sea. The larger theoretical framework of the study consisted of worldview, which is one of the key concepts of comparative religion. The data for the study consisted of 91 interviews with Finnish professional seafarers that were conducted in 1996, 1999, and 2000, field journals that were written during two periods of fieldwork in 1996 and 1999-2000, and correspondence with some of the Finnish seafarers during 1999-2002. The data was analyzed by using metaphor theory. The study consists of two parts. The first part is ethnography of modern Finnish shipworld. This entails work, organization, hierarchy and gender. The second part discusses the metaphors the seafarers use. The study belongs to the field of anthropology of religions which is part of comparative religion.

I kläm mellan vision och verklighet - en etnografisk fallstudie av en webbredaktion

I avhandlingen analyseras arbetsprocesserna vid en webbredaktion. Undersökningen är en etnografisk fallstudie där Hufvudstadsbladets webbproduktion fungerar som case. Den övergripande frågeställningen är hur växelverkan mellan tidningsredaktionen och webbredaktionen fungerar och varför. Syftet var att hitta och synliggöra de underliggande spänningar i organisationen som bimedialiteten kan ha gett upphov till, och analysera produktionen mot bakgrund av tidigare forskning. Analysen behandlar tre områden som ofta återkommer i mediekonvergensforskningen, det vill säga organisation, innehåll och inställning. Forskningsmaterialet är insamlat med hjälp av observation, intervjuer och en e-postenkät. Arbetet på redaktionen observerades under sex arbetsskift. Webbreporterns arbete observerades, observationerna antecknades och efter varje arbetsskift bandades en intervju med webbreportern. Utöver dessa intervjuer gjordes ytterligare tre intervjuer med två nyhetschefer och chefredaktören. En e-postenkät med öppna frågor skickades ut till samtliga redaktionsmedlemmar. Avhandlingen tar avstamp i mediekonvergensforskning, redaktionsforskning och aktivitetsteori. Eftersom den teoretiska utgångspunkten delvis ligger inom aktivitetsteori och utvecklande arbetsforskning räknades samtidigt störningar i arbetsprocessen för att kunna identifiera underliggande spänningar i organisationen. Alla händelser som innebar ett längre eller kortare avbrott i arbetsprocessen antecknades och delades in i kategorier. Sammanlagt sextio störningar identifierades, varav den största andelen, en tredjedel, konstaterades bero på organisations- och kommunikationsfaktorer, främst till följd av bristfällig intern kommunikation. Slutsatserna är webbproduktionen till följd av heterogena objekt i aktivitetssystemet - oklara mål och oklarhet gällande webbens roll i organisationen sitter fast i klyftan mellan ledningens vision och verkligheten på redaktionen. Ett flertal motstridiga uppfattningar om webbproduktionens roll råder på redaktionen. Det leder till störningar i arbetsprocessen som i sin tur gör att produktionen haltar och inte utvecklas. Oklarheten kring målen leder till oklarhet kring konkret praxis, kommunikationssvårigheter, missförstånd och en sned arbetsfördelning, som samtliga inverkar på smidigheten i produktionen.

Äldres upplevelser av att flytta till ett servicehus

Mänga äldre är med om en förändring i deras hemmiljö. Ofta sker denna förändring dä den äldre inte klarar av att bo hemma längre. Jag är intresserad av hur äldre upplever denna förändring och om flytten päverkar känslan av att anpassa sig till ett nytt hem. Jag är ocksä intresserad av att undersöka vad den omgivande miljön betyder för den äldre och om hurudana känslor ett miljöombyte väcker hos den äldre. Jag har undersökt detta genom att halla en diskussionsgrupp för äldre som bor pä det finskspräkiga, kommunala servicehuset i Östra centrum. Diskussionsgruppen träffades en gang i veckan under en tidsperiod pä tvä mänader. Fyra äldre deltog aktivt i diskussionsgruppen. Som forskningsmetod har jag använt mig av narrativa livsberättelser. Jag bad de äldre i diskussionsgruppen om skrivna livsberättelser. Som forskningsmaterial användes dessutom de äldres skrivna dikter och tankar, bade nya men också gamla texter. Jag använde mig av narrativ analys enligt det paradigmatiska tänkandet. Jag farm sex olika huvudteman i mitt material: hemmets betydelse, miljöns betydelse, upplevelsen av att flytta till ett servicehus, sociala samverkan, värden och upplevelsen av älderdom. De äldre i min undersökning uppgav att miljöns betydelse hade ökat för dem efter att de flyttade tili servicehuset. De äldre uppskattade särskilt känslan av lugn och stillhet dä de vistades ute i naturen. Hemmets betydelse hade däremot sjunkit totalt. Ingen av de äldre uppgav lägenheten pä servicehuset vara ett hem för dem, utan främst använde de ordet rum. Upplevelsen av att flytta tili servicehuset hade för dem flesta i diskussionsgruppen värit positiv. Det som de äldre uppgav att de längtade mest efter pä servicehuset handlade förutom smä konkreta saker främst om dagliga hemsysslor. De äldre kände sig ocksä ensamma och en orsak tili detta var att den sociala samverkan uppgavs vara mycket fattig pä servicehuset. De viktigaste kalloina som jag har använt i denna undersökning är doktorsavhandlingarna av Anni Vilkko, Omaelämänkerta kohtaamispaikkana. Naisen elämän kerronta ja luenta (1997) och Annukka Klemola, Omasta kodista hoitokotiin. Etnografia keskipohjalaisten vanhusten siirtymävaiheesta (2006). Jag har ocksä utgått från Sinikka Hakonens Kirjoittaminen merkityksellistää elämää (2003).