Publikationer

From, T., Asplund, S. B., & Öhman, A. (2026). Governing togetherness: Revisiting the politics of space in 1970s Nordic comprehensive schools through former pupils’ narratives. Paedagogica Historica, 1-21.

Asplund, S. B., Egeland, B. L., Bladh, G., & Stolare, M. (2025). Reading to Stay: The role of reading in the lives of Swedish rural males across generations. Journal of Rural Studies, 119, 103808.

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.