Unn-Doris Bæck

University of Tromsø, Education, Faculty Member

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Papers by Unn-Doris Bæck

Hans Dorf og Jens Rasmussen (red.): Pædagogisk sociologi

Sosiologisk tidsskrift, 2015

Parents in School Governance: The Case of Norway

Proceedings of the 2021 AERA Annual Meeting, 2021

It is the air that we breathe. Academic socialisation as a key component for understanding how parents influence children’s schooling

Source at https://doi.org/10.1080/20020317.2017.1372008 .It is well known from the research liter... more Source at https://doi.org/10.1080/20020317.2017.1372008 .It is well known from the research literature that parents are important when it comes to determining individual school experiences, achievements and careers. However, in what way parental background influences education outcomes is less clear. In this article, the focus is on academic socialization as a specific aspect of parents’ influence on children’s school achievements. The main aims are to discuss the relationship between academic socialization and school performance and to discuss some implications of this relationship for the educational system’s role as a producer and reproducer of social inequalities. Firstly, an understanding of the concept of academic socialization is presented. Secondly, implications of research findings pointing to the importance of academic socialization are critically assessed in terms of social inequalities in education. Thirdly, the educational system’s presupposition for academic socializat...

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The Morphogenesis of the Norwegian Educational System

Kjønnsforskjeller og yrkespreferanser

Tidsskrift for Ungdomsforskning, 2014

Learning environment and cultural encounters in school. A study of parental involvment in lower secondary school, 2007, parental file

This study looks at the meeting and relations between parents and school; minority-parents, fathe... more This study looks at the meeting and relations between parents and school; minority-parents, fathers and mothers, and parents with different levels of education. From the teachers point of view, the parents are mostly seen as a practical resource. A lot of the parents wish to participate more than they are given the opportunity to. Parents with high education are more involved then the parents with less education. The study also shows that the mothers are the most eager to participate, and that the minorityparents sees the cooperation as more challenging than the Norwegian parents. Both partens and teachers thinks of the parental involvement as important. Still there are few models and guidelines.

Norway

Om sosiale prestasjonsforskjeller i skolen og den sosiale konstruksjonen av intelligente barn

Norsk pedagogisk tidsskrift

Towards a critical realist ontology for spatial education analysis

The Morphogenesis of the Norwegian Educational System

Bokomtaler

Sosiologisk tidsskrift

Emerging Educational Subjectivities in the Global Periphery

In the global north the idea of rurality takes on a particular inflection. Northern places, which... more In the global north the idea of rurality takes on a particular inflection. Northern places, which are often considered to be rural and 'isolated', have often been marginalized in metrocentric discourses of development. Associated with these peripheral places are equally marginal backward, rough and uneducated identity stereotypes that have been well explored in the rural studies literature. But things are changing. In this chapter, focusing on the Canadian and Scandinavian contexts, we argue that contemporary resource development has complicated established discourses of modernity and that places outside the metropolis are increasingly central to national development agendas. We investigate how contemporary forms of resource production, and the identity structures that they facilitate, integrate into emerging national cultural imaginaries and educational policy narratives in and about northern and rural regions as either utopian or dystopian constructions. This in turn leads...

Introduction: Choices, opportunities and coping in the face of unemployment

Coping with unemployment in rural and urban Karelia

Rural Futures?: Finding one's place within changing labour markets

Rural Location and Academic Success—Remarks on Research, Contextualisation and Methodology

Scandinavian Journal of Educational Research, 2015

In this article the focus is on the relationship between rural location and education outcomes, a... more In this article the focus is on the relationship between rural location and education outcomes, a field that has not received enough attention either by educational authorities or by educational researchers. Main goals are to argue for an increased focus on rural education and for the need for contextualisation of educational research in general. Research on issues such as school size, local adaption, population composition, parental involvement and rural approaches to learning are presented in order to map significant areas in rural education research. Perspectives focusing on compositional and contextual effects explaining spatial variations in academic success are highlighted. In addition, an outline of some methodological consequences following from the latter goal is provided.

The Urban Ethos

YOUNG, 2004

The purpose of this article is to study adolescents’ attitudes to rural living in relation to a d... more The purpose of this article is to study adolescents’ attitudes to rural living in relation to a dominant urban ethos.The question is raised whether processes of urbanization and individualization have left ‘place’ with a less important frame of reference than before. Are young people from the provinces nowdrawn towards the same values as city youth? If this is true, it is consistent with sociological theories about central developmental traits of our time,but in opposition to common assumptions among Norwegian researchers concerning special characteristics of growing up in local communities, especially in north Norway. The empirical analyses demonstrate that groups of pupils relate to these questions along different dimensions. District pupils have a more negative outlook on where they live and on settling there than do city pupils. Irrespective of geographical background, youth express similar preferences in relation to their home place. This leads to a discussion about the diminis...

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Some Things Never Change: Youth and Occupational Preferences

Acta Sociologica, 2001

The purpose of this article is to study patterns of occupational preferences among young people i... more The purpose of this article is to study patterns of occupational preferences among young people in Norway. What do they consider important when they are planning their future occupation? Are their preferences the result of gender, residence or the education of their father? There are different ways of understanding the formation of individual preferences and values. Pierre Bourdieu's concept of habitus is a perspective where such preferences are considered to be the products of structural variables such as educational background, geographical background and gender. As an alternative, a perspective is presented where the underlying assumption is that such determinants have ceased to function and individual freedom is central. In the second part of the article, empirical data are used to test the hypotheses posed by these two opposing perspectives. The data are from a survey conducted among upper secondary school pupils in Norway. The pupils were asked what they regarded as important and less important when choosing their future occupation. The results indicate that, although many pupils embrace postmaterial values such as self-realization, others think differently. Some of the differences may be explained by educational background and gender. This leads to the conclusion that both perspectives, structural reproduction and individual freedom, are justified when modern society is being discussed.

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Sociology of Education: Outlines Towards a Diagnosis and Thoughts on Some Major Challenges

Scandinavian Journal of Educational Research, 2012

Sociology of education in Norway has traditionally been preoccupied with the classic problems rel... more Sociology of education in Norway has traditionally been preoccupied with the classic problems related to education and the reproduction of social inequality. As the general social scientific and political focus on inequality decreased, the sociology of education also became less visible. At the same time, the sociology of youth evolved, and brought with it a shift from theories of reproduction towards theories of individualization and cultural detachment. New challenges for sociology of education are also discussed. These are related to the educational system's position as the main socialization arena for young people, as well as new developments within educational policy, and thus within school. What kind of identities are "produced" within the educational system?

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Anmeldelse av boken ”Ung i Norge. Skole, fritid og ungdomskultur” av Åse Strandbu og Tormod Øia (red.)

Unemployment, self-esteem and the interplay between latent functions of unemployment

Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

This study explores the influence of geographical location on young pupils’ educational orientati... more This study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, th...

Hans Dorf og Jens Rasmussen (red.): Pædagogisk sociologi

Sosiologisk tidsskrift, 2015

Parents in School Governance: The Case of Norway

Proceedings of the 2021 AERA Annual Meeting, 2021

It is the air that we breathe. Academic socialisation as a key component for understanding how parents influence children’s schooling

Download

The Morphogenesis of the Norwegian Educational System

Kjønnsforskjeller og yrkespreferanser

Tidsskrift for Ungdomsforskning, 2014

Learning environment and cultural encounters in school. A study of parental involvment in lower secondary school, 2007, parental file