Publikationer

Asghari, H. (2025). Newly arrived women’s educational and professional choices. Vocations and Learning, 18(1), 1-22. https://doi.org/10.1007/s12186-025-09356-7

Asplund, S-B., Ljung Egeland, B., & Olin-Scheller, C. (2024). Sharing is caring: young people’s narratives about BookTok and volitional reading. Language and Education, 38(4), 635–651. https://doi.org/10.1080/09500782.2024.2324947 

Asghari, H. (2024). Vocational didactics based on industrial teachers’ stories: A study on vocational teaching and vocational learning in Swedish vocational upper secondary schools. SJVD-Scandinavian Journal of Vocations in Development, 9(1), 91-109. https://doi.org/10.7577/sjvd.5710

Asghari, H. (2023). Towards industrial supply in Sweden – A narrative study of students choosing the industrial technology program. SJVD-Scandinavian Journal of Vocations in Development, 8(1), 1-20. https://doi.org/10.7577/sjvd.5087

Asplund, S.-B., & Goodson, I. (2022). Rural Working-Class Males in Sweden and Reading: Processes for Re-appropriating Written Culture. Language and Literacy, 24(3), 68–87. https://doi.org/10.20360/langandlit29585

Asghari, H. (2022). Teacher’s stories about teaching newly arrived refugee youths at a vocational upper secondary school in Sweden. Educare - Vetenskapliga Skrifter (3), 160-185. https://doi.org/10.24834/educare.2022.3.7

Asghari, H., & Andersén, A. (2022). The effect of frame factors on (vocational) teacher educators’ teaching work - A narrative study within short-track teacher education at a Swedish university. SJVD-Scandinavian Journal of Vocations in Development, 7(1), 62–83. https://doi.org/10.7577/sjvd.4582

Asghari, H., & Yacob Abraham, G. (2022). Newly arrived vocational students’ situation in life and at school - Understanding teacher stories through Foucault’s power and counter-power. SJVD-Scandinavian Journal of Vocations in Development, 7(1), 102-121. https://doi.org/10.7577/sjvd.4593

Öhman, A. (2022). Gymnasieelevers erfarenheter av särskilt stöd: berättelser om utanförskap och tillhörighet. Pedagogisk forskning i Sverige. Förhandspublicerad online: https://open.lnu.se/index.php/PFS/article/view/2831/2741

Ljung Egeland, B. (2022). Emotionella positioneringar i elevers berättelser om ämnet modersmål. Pedagogisk forskning i Sverige, 27(1).

Asplund, S-B. (2022). Att skolas till en läsare – om den svenska skolans läsundervisning under 1990-och 2000-talet genom en ung arbetarmans berättelser. Pedagogisk forskning i Sverige, 27(1), 36-60.

Scholes, L., & Asplund, S-B. (2021). The making of male reader identities across generations: assemblages of rural places in shaping life as a male reader in Australia and Sweden. British Journal of Sociology of Education, 42(8), 1192-1209.

Kuksa, K., Lyngfelt, A., & Ljung Egeland, B. (2021). Svenskundervisning i språkligt heterogena klasser: Lärares uppfattningar om språk och social hållbarhet. Forskning om undervisning och lärande 3(9), 69-88.

Asplund, S-B. (2021). Books as happy objects: on Swedish rural masculine reader identities. NORMA: International Journal for Masculinity Studies, 16(2), 98-117.

Asplund, S.-B., & Ljung Egeland, B. (2020). Maskulina läspraktiker genom tid och rum. Educare – Vetenskapliga Skrifter (4), 33-59.