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  • 1.
    Ambrose, Anna
    Södertörn University, Teacher Education, Education.
    Meningsfulla möten: Betydelsen av omsorg, engagemang och tillit inom en studiestödsverksamhet2024In: Synliggjord skolkultur: Att forma en inkluderande och formbar skolvardag för ungdomar i socialt utsatta områden / [ed] Lovisa Bergdahl; Elisabet Langmann, Huddinge: Södertörns högskola, 2024, 1, p. 155-178Chapter in book (Refereed)
    Download full text (pdf)
    Meningsfulla möten: Betydelsen av omsorg, engagemang och tillit inom en studiestödsverksamhet
  • 2.
    Ivemark, Biörn
    et al.
    University of Gothenburg, Sweden.
    Ambrose, Anna
    Södertörn University, Teacher Education, Education.
    From doxic breach to cleft habitus: affect, reflexivity and dispositional disjunctures2023In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 44, no 5, p. 944-961Article in journal (Refereed)
    Abstract [en]

    Previous research has examined how mismatched dispositions within a divided or ?cleft? habitus are subjectively experienced but has not adequately explored nor theorized the variety of ways in which the dispositional disjunctures that progressively give rise to a cleft habitus are initially generated. Combining recent sociological work on ontological ruptures with an affective reading of Bourdieu?s social theory, we use an empirical case to illustrate how subtle processes of social influence set in motion by affective ties can come to sever the ontological bond between the habitus and the social space that initially shaped it, setting an affectively driven and reflexively negotiated process of habitus change in motion. By shedding light upon some of the sufficient conditions underpinning the development of dispositional disjunctures and the psychosocial forces that mediate this process, we extend the literature on habitus change and conflict in several ways.

  • 3.
    Ambrose, Anna
    Södertörn University, Teacher Education, Education.
    Värderingsövningar som ett praktiskt verktyg för att öka omdömesförmågan inom professionsutbildningar2023In: Högre Utbildning, E-ISSN 2000-7558, Vol. 13, no 2, p. 17-23Article in journal (Refereed)
    Abstract [en]

    This reflective text explores the importance of providing opportunities for students to develop a professional judgement and reflect on the theme of a course. Drawing on a teaching example from teacher education, the text discusses how using value- based exercises can become a tool to reflect on a theme and as an introduction to the literature in a course. These value-based exercises can also serve to develop a professional judgement.While the reflection is based on a specific teaching context, the final section of the text suggests that this exercise easily can be adapted for a use in a variety of other professional programs.

  • 4.
    Ivemark, Björn
    et al.
    Örebro University, Sweden.
    Ambrose, Anna
    Södertörn University, School of Culture and Education, Education.
    Habitus Adaptation and First-Generation University Students’ Adjustment to Higher Education: A Life Course Perspective2021In: Sociology of education, ISSN 0038-0407, E-ISSN 1939-8573, Vol. 94, no 3, p. 191-207Article in journal (Refereed)
    Abstract [en]

    In recent years, research has brought attention to the heterogeneity of resources that first-generation students bring with them to higher education and the factors that assist in these students’ social and academic adjustment to university life. However, few studies have focused on how these students’ early socialization and experiences over the life course influence their adjustment experiences to university. Drawing on Bourdieu’s habitus concept to explore the life histories of first-generation students at a midranked Swedish university, we identify three types of adjustment profiles—Adjusters, Strangers, and Outsiders—and highlight five key factors over the life course that explain why they differ: family resources, early social environment, educational experiences and opportunities, peers, and partners. Our findings suggest that class-related adjustment challenges in college can be traced to different levels of cultural capital acquired during first-generation students’ early socialization but also to capital acquired through sustained contact with cultural capital–abundant social environments throughout their life course, resulting in subtle but consequential habitus adaptations. This study extends previous research in the field by exploring a broader set of social contexts that can spur first-generation students’ cultural capital acquisition before college and facilitate their adjustment to higher education.

    Download full text (pdf)
    fulltext
  • 5.
    Ambrose, Anna
    et al.
    Södertörn University, Teacher Education.
    Ivemark, Biörn
    Linjen mellan högstadiet och högre utbildning: En fallstudie om breddad rekrytering och breddat deltagande2020Report (Other academic)
    Download full text (pdf)
    fulltext
  • 6.
    Ambrose, Anna
    School of Humanities, Education and Social Sciences (HuMUS), Örebro University, Sweden.
    To belong or not?2020In: Immigrant Incorporation, Education and the Boundaries of Beloning / [ed] Stefan Lund, Switzerland: Palgrave Macmillan, 2020, 1, p. 41-64Chapter in book (Refereed)
    Abstract [en]

    The chapter focuses on how feelings of belonging are enacted with place, residential, and school segregation. Furthermore, it focuses on how these feelings are negotiated in daily school practice and how they affect thoughts around school choices. The study is situated in one of Sweden’s bigger cities, at a school located in a territorially stigmatized suburb. Data was collected using ethnographical methods, and the theoretical inspiration for the chapter was drawn from the concepts of belonging, non-belonging, and constructions of symbolic boundaries. The study shows that thoughts around school choice are relational, and furthermore that it is important to understand where students feel they belong in order to fully understand the logics and practices behind school choice.

  • 7.
    Bunar, Nihad
    et al.
    Stockholms universitet; Polishögskolan.
    Ambrose, Anna
    Stockholms universitet.
    Urban polarisering och marknadens förlorare2018In: Skolan, marknaden och framtiden / [ed] Magnus Dahlstedt; Andreas Fejes, Lund: Studentlitteratur AB, 2018, p. 169-186Chapter in book (Other (popular science, discussion, etc.))
  • 8.
    Ambrose, Anna
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Att navigera på en lokal skolmarknad:en studie av valfrihetens geografi i tre skolor2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis explores and analyses how school choices are made and perceived in an urban local school market. The thesis uses concepts from the French sociologist Pierre Bourdieu and theories working with the concept of place and space. Using ethnographical methods, it explores the geography of school choice, while the empirical material describes and analyses school choices in a local school market structured by socio-economic as well as symbolic boundaries. The five empirical chapters discuss and analyse imaginary geographies, school habitus, hot and cold knowledge, and symbolic boundaries. The concluding chapter discusses the main findings and addresses some questions regarding how to make the educational system more equitable. 

  • 9.
    Bunar, Nihad
    et al.
    Department of Child and Youth Studies, Stockholm University, Sweden.
    Ambrose, Anna
    Department of Child and Youth Studies, Stockholm University, Sweden.
    Schools, choice and reputation: Local school markets and the distribution of symbolic capital in segregated cities2016In: Research in Comparative and International Education, E-ISSN 1745-4999, Vol. 11, no 1, p. 34-51Article in journal (Refereed)
    Abstract [en]

    An exploration is presented of how urban spaces, polarized by class and ethnicity, structure the basic conditions of emerging local school markets. The authors investigate how the distribution of symbolic capital, or ‘hot knowledge’ of the market, affects schools, the market, and the urban spaces themselves. The study is guided by theoretical notions involving lived local school markets, competitive spaces and symbolic capital. Methodologically, the study is based on ethnographic fieldwork at three compulsory schools in Stockholm. Analytically, the ways in which relations among urban spaces and school choice, and actors’ perceptions of these relations, affect the actors’ subsequent positioning in the local market, are illustrated. The authors’ main conclusion is that despite nationally defining principles mandating fairness, transparency and integration, school choice policy is being implemented on an uneven playing field, aggravating current patterns of segregation in education and even housing. Consequently, a call is made for an urgent reframing of some of the policy’s nationally defining principles.

1 - 9 of 9
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Cite
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  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • sodertorns-hogskola-harvard.csl
  • sodertorns-hogskola-oxford.csl
  • Other style
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
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  • sv-SE
  • Other locale
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