Profiles

Camilla THunborg

Camilla Thunborg

Professor

Visa sidan på svenska
Works at Department of Education
Telephone 08-16 39 29
Email camilla.thunborg@edu.su.se
Visiting address Frescativägen 54
Room 2422
Postal address Institutionen för pedagogik och didaktik 106 91 Stockholm

About me

I am Professor in Education with a main interest in how identities are formed and changed in and through adult life and in relation to different life settings. I have previously studied how non-traditional students form and transform identities in higher education, non-traditional students employability within the HR sector after higher education, how professional identites are formed in health care services and how new ways of organising work and organisational changes affect the formation of identity.

In a new project 'Spatial pockets of inequalities' young adults in rural and surburb areas that are seen as disadvantaged are studied. In the project we are interested in how social background, geographical and virtual spaces impact on the educational and life careers of young adults.

Theoretically I often take my point of departure from social perspectives such as symbolic interactionism, socio-cultural learning perspectives and new institutionalism concerning issues of learning, organization and identity formation and transformation.

I am also trying to use different methodolgogical approaches such as case studies, biographical research and time geography.

Teaching

I am teaching in courses concerning adult learning and workplace learning and organization pedagogics. I am also teaching in methodological design and analysis and are supervising essays on bachelor, master and doctorial level.

Publications

A selection from Stockholm University publication database
  • 2016. Camilla Thunborg. Kollektivt lärande, 77-100
  • 2016. Camilla Thunborg. Diversity and equality in health and care 13 (1), 162-168

    This article examines workplace learning in health care organisations, particularly focusing on the forming of occupational identities of health care assistants in Sweden. The specific aim is to deepen the understanding of health care assistants’ learning of occupational identities in daily health care practices and the potentials for developing their occupational identities. The article focuses on two interrelated concepts: workplace learning and occupational identity. It is based on case studies of four different health care wards within two clinics at two hospitals in Sweden. The results show that health care assistants’ learning is related to their participation in daily work where the ways of organising work, as well as the social interaction relationship with registered nurses and physicians are crucial. Previous life and work experiences are also of high importance for their motivation to learn in both formal settings and in their daily work. The identity of the health care assistant are reproduced and governed by routineson the one hand, and flexible in both adapting to other groups, urgent situations or to other needs at the ward on the other. From the results four contradictions are found as potentials for developing occupational identities: Formal versus informal learning, Adaptive versus developmental learning, formal versus informal legitimacy and weak status versus strong identity. One conclusion is that they adapt to other groups, are practice oriented and learn behind the curtains. These are aspects of their history as a group which is evident in the individual adaption to a hierarchical system of professions. This article examines workplace learning in health care organisations, particularly focusing on the for¬ming of occupational identities of health care assistants in Sweden. The specific aim is to deepen the under¬standing of health care assistants’ learning of occupational identities in daily health care practices and the potentials for developing their occupational identities. The article focuses on two interrelated concepts: workplace learning and occupational identity. It is based on case studies of four different health care wards within two clinics at two hospitals in Sweden. The results show that health care assistants’ learning is related to their participation in daily work where the ways of organising work, as well as the social interaction relation¬ship with registered nurses and physicians are crucial. Previous life and work experiences are also of high importance for their motivation to learn in both formal settings and in their daily work. The identity of the health care assistant are reprodu¬ced and governed by routines¬ on the one hand, and flexible in both adapting to other groups, urgent situations or to other needs at the ward on the other. From the results four contradictions are found as potentials for developing occupational identities: Formal versus informal learning, Adaptive versus developmental learning, formal versus informal legitimacy and weak status versus strong identity. One conclusion is that they adapt to other groups, are practice oriented and learn behind the curtains. These are aspects of their history as a group which is evident in the individual adaption to a hierarchical system of professions.

  • 2016. Camilla Thunborg, Maria Gustavsson. Pedagogisk forskning i Sverige 21 (3-4), 165-190
  • 2016. Camilla Thunborg, Jon Ohlsson. Pedagogisk forskning i Sverige 21 (3-4), 191-211

    Ökad flexibilitet och ökad standardisering har och har haft stor betydelse för hur arbetslivet har organiserats det senaste decenniet. Vid en första anblick kan dessa organiseringssätt ses som motsägelsefulla där ökad flexibilitet förknippas med minskad styrning och kontroll med större autonomi och frihet för den enskilda individen, medan standardisering antas bidra till en ökad kontrol och minskad autonomi. I artikeln analyseras och diskuteras vilken betydelse flexibilitet och standardisering har och har haft för lärande i arbetslivet. Av analysen framkommer att såväl ökad flexibilitet som standardisering tycks främja ett individuellt och anpassningsinriktat lärande, med begränsat utrymme för reflektion. Samtidigt finns flexibla arbeten, som t.ex. arbeten i tillfälliga projekt, som kan skapa goda villkor för lärande på kort sikt, men löper svårigheter att skapa villkor för ett långsiktigt kollektivt utvecklingsinriktat lärande i organisaitoner. Sammanfattningsvis visar artikeln att det finns väsentliga utmaningar i dagens och morgondagens arbetsliv. En fråga som ställs är huruvida arbetslivet har tjänat ut sin funktion som arena för lärande i en mer djupgående mening.

  • 2017. Agnieszka Bron, Camilla Thunborg. International Journal of Contemporary Sociology 54 (2), 112-127
  • 2018. Camilla Thunborg, Agnieszka Bron. Continuity and Discontinuity in Learning Careers, 125-131

    The chapter is concerned with European policies for employability of graduate students from higher education to the labour market and a Swedish higher education system which has traditionally invluded widening access students. The chapter highlight issues of inequality relating to employability particularly in relation to working class an minority ethynic students. The study indicates that in relation to employability non-traditional students experience greater challenges than traditional students in the labour market resulting in a segregated labour market.

Show all publications by Camilla Thunborg at Stockholm University

Last updated: October 29, 2018

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