Ali Osman

Ali Osman


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Works at Department of Education
Telephone 08-120 763 01
Visiting address Frescativägen 54
Room 2432
Postal address Institutionen för pedagogik och didaktik 106 91 Stockholm


A selection from Stockholm University publication database
  • 2019. Ali Osman, Camilla Thunborg. Nordic Journal of Working Life Studies 9 (1), 3-18

    The aim of this article is to explore organisational recruitment practices from human resources (HR) experts’ narratives and discuss the challenges of recruiting underrepresented groups in relation to these practices. From the HR experts’ narratives, we identify four organisational recruitment practices: the informal, the pragmatic, the standardised and the strategic. These practices consist of, for example, ‘subjective’ judgements versus ‘objective’ criteria and are construed in relation to different rationalities, which also give rise to various dilemmas in relation to underrepresented groups. From our analysis, there seems to be a paradox between enhancing diversity and counteracting discrimination. Organisational recruitment practices that are counteracting discrimination do not necessarily enhance diversity and recruitment practices that radically work with enhancing diversity can be seen as discriminatory. We thereby draw the conclusion that there is no effective practice for the recruitment of underrepresented groups in the labour market. This is a dilemma for HR experts and a challenge for the Swedish labour market in general.

  • 2018. Marianne Teräs, Osman Ali, Johanna Lasonen. Emergent issues in vocational education & training , 607-624
  • Ali Osman.
  • 2008. Per Andersson, Ali Osman. Adult Education Quarterly 59, 42-60

    The purpose of this article is to describe and analyze how recognition of prior learning acts as a dividing practice and a technique for inclusion/exclusion of immigrants in their vocations in Swedish working life. It is a qualitative study of three pilot programs in Swedish urban centers, and the data consist of interviews and documents pertaining to these programs. The theoretical starting point of the analysis is three Foucauldian concepts: order of discourse, dividing practice, and technology of power. The results show how recognition of prior learning acts as a dividing practice; in the process of recognition, the targeting of certain vocations for assessment, the degrading of competence in the process, and the differing opportunities vis-à-vis further training and the labor market are part of the process of inclusion/exclusion in/from the orders of the labor market. Technologies of power—surveillance, observation, and examination— are part of this process.

Show all publications by Ali Osman at Stockholm University

Last updated: January 7, 2020

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