Robert Ohlsson, Institutionen för pedagogik och didaktik, Stockholms universitet

Robert Ohlsson


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Arbetar vid Institutionen för pedagogik och didaktik
Telefon 08-120 763 03
Besöksadress Frescativägen 54
Rum 2636
Postadress Institutionen för pedagogik och didaktik 106 91 Stockholm

Om mig

Robert Ohlsson är lektor i pedagogik med inriktning mot hälsa, vård och omsorg. Han disputerade 2009 i pedagogik vid Stockholms universitet med en avhandling om meningsskapande om psykisk ohälsa. Han har också arbetat med studier av hur föreställningar formas i samtal med särskilt fokus på diagnosers och berättelsers betydelse för meningsskapande om olika hälsoproblem. För närvarande arbetar han med forskningsprojekt om olika perspektiv på psykisk ohälsa i samhället och popularisering av medicinsk kunskap i massmedia. 


Robert är ansvarig för studiegången Hälsa på masterprogrammet i pedagogik och undervisar bl.a. inom Kandidatprogrammet i pedagogik och folkhälsovetenskap och Studie- och yrkesvägledarutbildningen, samt på kurser i Pedagogik och Hälsopedagogik.


I urval från Stockholms universitets publikationsdatabas
  • 2018. Robert Ohlsson. Mellan hälsa och ohälsa, 85-106
  • 2018. Robert Ohlsson. Learning, Culture and Social Interaction 18, 113-123

    Student-teacher conferences are mandatory in Swedish upper secondary school. Steering documents prescribe that these conversations should be characterised by equality between the interlocutors and “dialogue” is presented as an ideal for these interactions. This is a challenging task since this institutional discourse actualises the formal roles of student and teacher, and the interlocutors' relationship is inherently asymmetrical. This paper presents findings from an empirical study of audiotaped student-teacher conferences. By drawing on the concepts of perspectivisation and dominance the findings highlight ways that perspectives are related to each other in the conferences. The results show that the teachers' interactional role in the conversations was characterised by interactional dominance, while forms that had been filled out in preparation were used as tools that mediated student-teacher interaction and dominated the conferences semantically. Results pertaining to dominance and perspectivisation are further presented in terms of: perspective elicitation in the conversations; validation of the student perspective; playing down of asymmetry; and the ways that verticality between perspectives is established. It is concluded that when using guidelines involving self-assessment in a routine way as an agenda, the conferences acquires an educational and formative character rather than the open exploratory character prescribed in policy documents.

  • 2017. Robert Ohlsson. Health

    Mass media plays a central role in shaping public discourse on health and illness. In order to examine media representations of mental health and expert knowledge in this field, two major Swedish daily newspapers from the year 2009 were qualitatively analysed. Drawing on the theory of social representations, the analysis focused on how issues concerning mental health and different perspectives are represented. The results show how the concept of mental illness is used in different and often taken-for-granted ways and how the distinction between normal and pathological is a central underlying question. Laypersons’ perspectives are supplemented by views of professionals in the newspapers, where signs of confidence and dependence on expert knowledge are juxtaposed with critique and expressions of distrust. The newspaper discourse thus has salient argumentative features and the way that conflicts are made explicit and issues concerning authoritative knowledge are addressed indicates ambivalence towards the authoritative role of expert knowledge concerning mental health. In this way, the newspapers provide a complex epistemic context for everyday sense-making that can be assumed to have implications for relations between laypersons and professionals in the field of mental health.

  • 2016. Robert Ohlsson. Papers on Social Representations 25 (1), 12.1-12.24

    The theory of social representations has been applied in empirical research that examines shared understandings of mental illness in different communities. Another line of inquiry, drawing on a number of theoretical perspectives, has dealt with the functions of diagnosis in everyday sense-making regarding mental problems. This paper suggest how the theoretical model of social representation can be extended in order to account for representation as interactive sense-making in which diagnostic concepts serve as a mediating resource. An empirical study of discourse in self-help groups with people sharing experiences of mental health problems is used to explore the role of diagnosis in establishing shared understandings and identity. It is argued that when diagnoses are anchored in lay knowledge, they acquire new meaning potentials and serve new functions for representation that have ontological, epistemological, and moral dimensions.

  • 2012. Robert Ohlsson. Dialogen som idé och praktik, 103-162
Visa alla publikationer av Robert Ohlsson vid Stockholms universitet

Senast uppdaterad: 16 oktober 2019

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