Profiles

Camilla Thunborg, professor i pedagogik

Camilla Thunborg

Professor

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Arbetar vid Institutionen för pedagogik och didaktik
Telefon 08-16 39 29
E-post camilla.thunborg@edu.su.se
Besöksadress Frescativägen 54
Rum 2422
Postadress Institutionen för pedagogik och didaktik 106 91 Stockholm

Om mig

Jag är professor i pedagogik och har ett särskilt intresse för hur identiteter formas och förändras i relation till olika livssituationer och miljöer. Jag har t.ex. studerat hur identiteter formas under högre studier, icke-traditionella HR studenters anställningsbarhet efter högre utbildning, hur yrkesidentiteter formas i hälso- och sjukvården och hur nya organisationsformer och förändringar påverkar människors yrkesidentiteter.

I ett nytt projekt "Fickor av ojämlikhet" studeras unga vuxna i förorts- och landsbygdsområden som kan betraktas som utsatta. I projektet intresserar vi oss för hur unga vuxnas utbildnings- och livsvillkor formas av deras sociala bakgrund och uppväxtvillkor, de geografiska områden som de bor i samt de virtuella miljöer som de deltar i.

Teoretiskt utgår jag från sociala perspektiv som t.ex. symbolisk interaktionism, socio-kulturell lärteori och nyinstitutionalism för att förstå lärande, identitetsformning, förändring samt organisering.

Jag använder mig också av flera olika metodologiska utgångspunkter som t.ex. fallstudier, biografisk forskning och har också arbetat med tidsgeografi.

 

Undervisning

Jag undervisar på kurser som handlar om vuxnas lärande och arbetsplatslärande samt organisationspedagogik. Jag undervisar också gärna i olika metodkurser om såväl design och analys främst utifrån kvalitativa ansatser. Jag handleder uppsatser på kandidat och masternivå samt inom forskarutbildningen.

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2019. Camilla Thunborg, Agnieszka Bron. Studies in the Education of Adults 59 (1), 36-54

    The aim of this article is to examine non-traditional graduates’ life transitions before, during, and after higher education (HE) in Sweden. The article builds on a theory called biographical work, which is used for understanding non-traditional graduates’ identity formation and transformation. The article is based on the narratives of two non-traditional graduates who were selected from biographical interviews with nine non-traditional graduates, 2–5 years after graduation from HE. By exploring significant events, learning paths and the formation and transformation of identities in the two graduates’ lives, we identified two expressions of their ongoing life transitions: being in recurrent formation and being in constant transition. Being in recurrent formation means returning to well-known paths in life and learning reactively by reflecting on experiences, whereas being in constant transition means a constant focus on what is next in life and a constant commuting between reactive and proactive learning, i.e. by both reflecting on experiences and preparing oneself for the next move. In the article, we discuss what it means to be in transition as a non-traditional graduate. We conclude that the theory of biographical work helps to understand identity formation and transformation processes in periods of transition, and also how periods of transition occur as parts of biographical learning.

  • 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. 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.

Visa alla publikationer av Camilla Thunborg vid Stockholms universitet

Senast uppdaterad: 14 januari 2020

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