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Frånberg, Gun-Marie
Publications (10 of 49) Show all publications
Gyllencreutz, L., Rolfsman, E., Frånberg, G.-M. & Saveman, B.-I. (2020). Injury risks during outdoor play among Swedish schoolchildren: teachers' perceptions and injury preventive practices. Education 3-13, 48(1), 1-11
Open this publication in new window or tab >>Injury risks during outdoor play among Swedish schoolchildren: teachers' perceptions and injury preventive practices
2020 (English)In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 48, no 1, p. 1-11Article in journal (Refereed) Published
Abstract [en]

Approximately 36,000 Swedish children seek medical care annually because of injuries during school time. The purpose of this field study is to investigate risky outdoor play at the school yard and to describe teachers’ perceptions of risk and safety in relation to learning and development. The study includes observations of children (6–12 years old) during outdoor activities as part of the school’s activities and includes focus-group interviews with teachers and children. Children were seen climbing high in play facilities, speeding down slides, or competing with sticks in the woods. Different views of risk and safety among the participants influence outdoor play activities. Teachers’ knowledge of risk seems to be derived from common sense and personal experiences rather than from a professional perspective. A joint approach of educational and medicine disciplines is desirable when it comes to children’s health and development.

Place, publisher, year, edition, pages
Routledge, 2020
Keywords
Outdoor play, injury prevention, risk, safety, social representation
National Category
Medical and Health Sciences Pedagogy Pedagogical Work Nursing
Research subject
Caring Sciences
Identifiers
urn:nbn:se:umu:diva-153899 (URN)10.1080/03004279.2018.1551912 (DOI)000500210700001 ()2-s2.0-85057618110 (Scopus ID)
Available from: 2018-12-06 Created: 2018-12-06 Last updated: 2019-12-19Bibliographically approved
Frånberg, G.-M. (2015). Ambassadörer för kvinnors företagande: en teoribaserad utvärdering. Östersund: Myndigheten för tillväxtpolitiska utvärderingar och analyser
Open this publication in new window or tab >>Ambassadörer för kvinnors företagande: en teoribaserad utvärdering
2015 (Swedish)Report (Other academic)
Abstract [sv]

Ambassadörsprojektetsinriktning och utformning riskerar att konservera snarare än ändra bilden av kvinnors företagande.

Inledning

Som ett led i regeringens satsning på att främja kvinnors företagande gavs Tillväxtverket 2007 i uppdrag att utse ambassadörer för kvinnors företagande i syfte att lyfta fram före-tagandet som ett möjligt karriärval hos unga genom att företagarna berättar om sitt före-tagande. Projektet skullebidra till att synliggöra kvinnors företagande och bredda bilden av företagare och företagande. Sex miljoner kronor avsattes särskilt för detta ändamålunder perioden 2011–2015. Cirka 800 kvinnor valdes ut som ambassadörer i första omgången. Arbetet utfördes utan ersättning till ambassadörerna. Ambassadörerna har gjort drygt 7000 besök och mött knappt 130 000 personer under perioden 2011–2014. Projektet har i stort uppfyllt målen om uppmärksamhet i media.

Resultat

Cirka 14 procent av svenska kvinnor driver företag och cirka sju procent har företagandet som huvudsyssla. Andelen företagare som är kvinnor har legat konstant mellan 25 och 30 procent under de senaste50 åren. Kvinnors företagande är koncentrerat till arbetsintensiva tjänstebranscher, särskilt inom omsorgssektorn. Bilden av företagaren är starkt manligt kodad, i både policy och forskning. Kvinnors företagande beskrivs som fundamentalt annorlunda, drivet av annan rationalitet än mäns företag. Kvinnors företag sysselsätter färre och är mindre lönsamma än företag som drivs av män.

Slutsatser

Under programperioden 2011–2014 skulle projektet särskilt uppmärksamma kvinnor som drev innovativa företag i tjänstesektorn. Med tanke på att kvinnor traditionellt driver före-tag inom tjänstesektorn är potentialen att ändra den traditionella bilden av kvinnors företagande liten. Ambassadörerna arbetade ideellt, vilket förstärker bilden av den tjänande kvinnan, som inte drivs av samma ekonomiska intressen som män. Att upprätta en speciell arena för att synliggöra kvinnors företagande förstärker även bilden av kvinnor som fundamentalt annorlunda företagare än män.

Fortsatt lärande

Attityder till kvinnors företagande är ett löst definierat begrepp och sambandet mellan attityder i stort och praktiska livsval för individen är indirekt och långsiktigt. Valet av utbildningsinriktning är många gånger centralt för valet av företagande som form för yrkesarbete. Genom att studeraolika attityder till företagande i grupper med olika utbildningsbakgrund, kanske det är möjligt att förstå hur olika aspekter –inklusive attityder –påverkar valet att bli företagare. Denna förståelse kan sedan ligga till grund för mer precist formulerade insatser för att förändra attityder till kvinnors företagande.

Abstract [en]

The project Ambassadors for Women’s Entrepreneurship was implemented by the Swedish government as part of a larger programme that was started in order to encourage women’s entrepreneurship. The purpose of the project was to change the current view of women’s entrepreneurship by making women entrepreneurs, especially those managing innovative firms in service industries, more visible. The current study is a theory-based evaluation of the Ambassador project.

Some 800 female entrepreneurs were recruited as ambassadors. Their mission was to present themselves and their companies to students in schools and universities and in other public forums. The ambassadors made some 11,000 public appearances and met around 170,000 people between 2008 and 2014. Most of the stated targets for media exposure for the ambassadors were met.

Around 14 per cent of Swedish women over the age of 16 run a business, and the manage-ment of the firm is the primary source of income for around 7 per cent of Swedish women. Between 25% and 30% of Swedish entrepreneurs and firm-managers are women, a share that has been fairly constant for the past fifty years. Women’s entrepreneurship is concentrated in labour-intensive service industries, especially in care industries. The entrepreneur as a profession has strong male connotations in both policy and research. Female entrepreneurship is described as fundamentally different from male entrepreneurship and driven by different rationales. Companies managed by women tend to have fewer employees and lower profitability than companies run by men.

The Ambassador project had the specific objective of making women entrepreneurs more visible, especially women who manage innovative businesses in service industries. The potential for successfully challenging the public image of female entrepreneurship is limited considering that these are industries where women traditionally are entrepreneurs and firm managers. Ambassadors were not remunerated for their participation in the project, which may reinforce the image of the subservient (servicing) woman who is not driven by the same economic incentives that men are. The establishment of a separate arena for women entrepreneurs reinforced the image of women as a fundamentally different kind of entrepreneur compared to the male norm.

Place, publisher, year, edition, pages
Östersund: Myndigheten för tillväxtpolitiska utvärderingar och analyser, 2015. p. 45
Series
PM 2015:13
Keywords
kvinnor, företagande, tillväxt
National Category
Social Sciences
Identifiers
urn:nbn:se:umu:diva-108635 (URN)
Available from: 2015-09-15 Created: 2015-09-15 Last updated: 2018-06-07Bibliographically approved
Frånberg, G.-M. (2015). Den krympande måttstocken: Om normer och barnsyn i 2000-talets förskola. In: Frånberg, Gun-Marie (Ed.), Efter barnets århundrade: Utmaningar för 2000-talets förskola (pp. 13-30). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Den krympande måttstocken: Om normer och barnsyn i 2000-talets förskola
2015 (Swedish)In: Efter barnets århundrade: Utmaningar för 2000-talets förskola / [ed] Frånberg, Gun-Marie, Lund: Studentlitteratur AB, 2015, p. 13-30Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2015
Keywords
barnsyn, normer, kränkningar
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-108634 (URN)978-91-44-10346-4 (ISBN)
Available from: 2015-09-15 Created: 2015-09-15 Last updated: 2018-06-07Bibliographically approved
Frånberg, G.-M. (Ed.). (2015). Efter barnets århundrade: utmaningar för 2000-talets förskola (1ed.). Lund: Studentlitteratur
Open this publication in new window or tab >>Efter barnets århundrade: utmaningar för 2000-talets förskola
2015 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2015. p. 170 Edition: 1
Keywords
förskola
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-108626 (URN)978-91-44-10346-4 (ISBN)
Available from: 2015-09-15 Created: 2015-09-15 Last updated: 2018-06-07Bibliographically approved
Hällgren, C., Dunkels, E. & Frånberg, G.-M. (2015). Exploring the making of boys. In: Camilla Hällgren, Elza Dunkels, Gun-Marie Frånberg (Ed.), Invisible Boy: the making of contemporary masculinities (pp. 7-13). Umeå: Umeå University
Open this publication in new window or tab >>Exploring the making of boys
2015 (English)In: Invisible Boy: the making of contemporary masculinities / [ed] Camilla Hällgren, Elza Dunkels, Gun-Marie Frånberg, Umeå: Umeå University , 2015, p. 7-13Chapter in book (Other academic)
Place, publisher, year, edition, pages
Umeå: Umeå University, 2015
Keywords
Boys, invisibility
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-108639 (URN)978-91-7601-232-1 (ISBN)
Available from: 2015-09-15 Created: 2015-09-15 Last updated: 2018-06-07Bibliographically approved
Hällgren, C., Dunkels, E. & Frånberg, G.-M. (Eds.). (2015). Invisible Boy: the making of contemporary masculinities. Umeå: Umeå universitet
Open this publication in new window or tab >>Invisible Boy: the making of contemporary masculinities
2015 (English)Collection (editor) (Refereed)
Abstract [en]

What does it mean to become a boy today? How does boyhood manifest itself in different contexts? How can we describe fathers and sons in contemporary society? And can we make the invisible boy visible in ways alternative to those of media?

This publication is the outcome of an international, multidisciplinary exploration of how boys become boys and how boys form identities today. The project was global in its scope and included 24 artists and academics from Sweden, USA, Turkey, UK, Finland, New Zealand, Croatia, Nigeria, Switzerland, India, Canada and Italy have contributed to the Invisible Boy. The publication with its 20 chapters includes academic papers, video, drawings, digital images, photography and music. Combining a variety of intellectual expressions the chapters forms a joint example of multimodal explorations to further understandings of complex matters such as gendered identity making.

The contributions are organised in four themes: Negotiating Identity, Bodily Existence, Boyhood Interrupted, and Gender and Contemporary Media.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2015. p. 226
Keywords
gender, identity, youth, boys, art, multidisciplinary, boyhood
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-117911 (URN)978-91-7601-232-1 (ISBN)
Available from: 2016-03-04 Created: 2016-03-04 Last updated: 2018-06-07Bibliographically approved
Mendonça, M. & Frånberg, G.-M. (2014). Exploring an experience of active learning in higher education. Journal of education and training, 1(2), 1-14
Open this publication in new window or tab >>Exploring an experience of active learning in higher education
2014 (English)In: Journal of education and training, ISSN 2330-9709, Vol. 1, no 2, p. 1-14Article in journal (Refereed) Published
Abstract [en]

This article presents a subjective experience of attending a pedagogical training course for higher education teaching staff at Umea University, in Sweden. A participant observation was carried out based on an inductive approach. Data were collected through reports done in form of narratives at the end of eachsession. The analysis was done by critical reflection and the narratives were selected and thematically grouped according to the activities carried out during the course. Further, the analysis was supported by relevant literature related to educational theories that sustain student’s accountability in learning and interactive classes. The results of the study conclude that the role ofthe teacher is crucial to make students active, motivated and self-regulated. However, students’ active learning also depends on other factors such as contextual, social and psychological aspects. In addition, the communication involved in the process of teaching and learning develops confidence, empathy and achievement of good academic results.

Place, publisher, year, edition, pages
Macrothink Institute, 2014
Keywords
active learning, communication, experience, higher education, self-regulation
National Category
Educational Sciences Social Sciences
Identifiers
urn:nbn:se:umu:diva-87302 (URN)10.5296/jet.v1i2.5153 (DOI)
Available from: 2014-03-28 Created: 2014-03-28 Last updated: 2018-06-08Bibliographically approved
Frånberg, G.-M. (2013). Flickor, pojkar och kränkningar. In: Skolverket (Ed.), Kränkningar i skolan: analyser av problem och lösningar (pp. 51-66). Stockholm: Fritzes
Open this publication in new window or tab >>Flickor, pojkar och kränkningar
2013 (Swedish)In: Kränkningar i skolan: analyser av problem och lösningar / [ed] Skolverket, Stockholm: Fritzes, 2013, p. 51-66Chapter in book (Other (popular science, discussion, etc.))
Abstract [sv]

Insatser mot mobbning har olika effekt på mobbning av flickor och pojkar. En förklaring är att mobbning av flickor oftare är social och mobbning av pojkar oftare är fysisk. En annan är att samhällets normer om kvinnligt och manligt också finns i skolan, och kommer till uttryck till exempel i lärarnas förväntningar på eleverna. Elever utvecklar ofta sin identitet i förhållande till vad de uppfattar som ideal för sitt kön. En enskild individ kan inte förstås utifrån vilket kön den tillhör, men kunskaper om generella könsmönster kan bidra till en bredare förståelse för vad som utspelar sig i skolan.

Place, publisher, year, edition, pages
Stockholm: Fritzes, 2013
Keywords
kränkningar, skolan, flickor. pojkar
National Category
Social Sciences
Identifiers
urn:nbn:se:umu:diva-84184 (URN)978-91-7559-075-2 (ISBN)
Available from: 2013-12-17 Created: 2013-12-17 Last updated: 2018-06-08Bibliographically approved
Mendonça, M., Popov, O., Frånberg, G.-M. & Cossa, E. (2012). Introducing a student-centred learning approach in current curriculum reform in Mozambican higher education. Education Inquiry, 3(1), 37-48
Open this publication in new window or tab >>Introducing a student-centred learning approach in current curriculum reform in Mozambican higher education
2012 (English)In: Education Inquiry, E-ISSN 2000-4508, Vol. 3, no 1, p. 37-48Article in journal (Refereed) Published
Abstract [en]

The Eduardo Mondlane University (UEM) in Mozambique is introducing new participative forms of pedagogical practices into the process of its current curriculum reform. This article presents a case study of the introduction of a student-centred approach at one department and discusses some of the lecturers’ perceptions and experiences concerning the process. A qualitative study was carried out based on classroom observations and interviews. Activity theory was used in the analysisof the results. The findings show that the lecturers do not feel ownership of the curriculum reformintroducing student-centred learning. They express a need for training and the creation of adequatematerial conditions to apply the innovation. The findings also reveal contextual factors affecting student engagement in learning. In the conclusions, reflections are presented concerning the place of the generic values of learner-centeredness in the academic culture of the UEM.

Place, publisher, year, edition, pages
Umeå: Umeå Universitet, 2012
Keywords
activity theory, Mozambican context, student-centred approach, university pedagogy
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-53350 (URN)10.3402/EDUI.V3I1.22012 (DOI)2-s2.0-85042195893 (Scopus ID)
Available from: 2012-03-22 Created: 2012-03-22 Last updated: 2023-03-23Bibliographically approved
Frånberg, G.-M., Hällgren, C. & Dunkels, E. (2012). Introductory chapter. In: Gun-Marie Frånberg, Camilla Hällgren, Elza Dunkels (Ed.), Invisible Girl: "Ceci n'est pas une fille" (pp. 9-15). Umeå: Umeå universitet
Open this publication in new window or tab >>Introductory chapter
2012 (English)In: Invisible Girl: "Ceci n'est pas une fille" / [ed] Gun-Marie Frånberg, Camilla Hällgren, Elza Dunkels, Umeå: Umeå universitet , 2012, p. 9-15Chapter in book (Refereed)
Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2012
Keywords
Gender, girls, girlhood, invisibility, identity, bodily existence, contemporary media, genus, flicka, flickor, flickskap, osynliggörande, identitet, kroppslig existens, samtia medier
National Category
Social Sciences
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-60922 (URN)978-91-7459-462-1 (ISBN)
Available from: 2012-11-02 Created: 2012-11-02 Last updated: 2018-06-08Bibliographically approved
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