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There has been a tremendous rise in media coverage and medical research on the rapid increase of so-called non-communicable diseases. Such diseases have apparently reached epidemic proportions worldwide. In this article, I argue for the fruitfulness of investigating the communicable aspect of non-communicable diseases from a distinct sociological view of non-communicable diseases as infectious. I conduct a historical anamnesis of sociological theories that inform contemporary sociological thinking about contagion and/or collective action and the social clustering of (health) behaviour, with a particular focus on the notions of imitation, suggestion, and habitus formation. I argue that the notion of contagion is not only about biology but also about being actualised by lifestyle diseases. Based on the seminal work of Philip Strong on epidemic psychology, I discuss how – in dealing with the present threat to public order – a societal reaction in terms of a profound sense of public alarm and the generation of an outbreak of control strategies has emerged as another powerful epidemic or moral panic challenged by how to isolate the source of 'infection'. The article concludes by asserting that there still very much remains a divide between the paradigms of the individual and the social in the production of scientific knowledge about these diseases and causality. Considering health-related risk behaviour as a socially organised rather than an individual phenomenon provides more useful data for public health interventions aimed at changing health lifestyles.

This paper reports on a qualitative study of the onset of acquired hearing impairment. The focus of attention is about why a person seeks treatment. The Danish welfare state serves the population 'in need' such as those with an audiological need and gives them guidance on becoming hearing aid wearers in order to rehabilitate them back to 'normal'. However, within audiological research, noncompliance has attracted much attention as investigations have shown that more than 20 percent of hearing aids are very seldom, if ever, in use and 19 percent are used only occasionally. As shown in the paper the form a problem takes is in large part a product of micro-political struggles. Hence, at the onset 'need' is often embedded in social pressure from significant others. The paper examines these two discursive frameworks and their constitution of (hearing) problems and concludes that norms of disease are complex and epistemologically contested and can help explain why noncompliance is dominant when it comes to hearing rehabilitation for hearing impaired adults.

This dissertation investigates Danish hearing health care and the rehabilitation of working-age people with onset hearing impairment. The focus is on the structure and function of Danish hearing health care and its impact on the hearing impaired, in terms of their experiences of the impairment and their conduct in relation to the rehabilitation service offered. The dissertation is based on a report from the Danish National Centre for Social Research (SFI) on the effect of reduced hearing on labour-market attachment and working life, which raises the ostensible issues that there is a large group who seem reluctant to acknowledge their hearing impairment, and that many hearing- impaired persons do not continue to use hearing aids after the fitting, and that those who do use them continue to report communication difficulties in everyday life. By considering audiological rehabilitation from different qualitative sociological perspectives, the dissertation brings new insights into the continuing paucity of sociological literature around hearing disability, and into the construction of hearing disability and hearing disabled identities in clinical settings. In the dissertation, I present five articles that explore the research question in different ways. The articles are based on empirical data constructed by means of text analyses, observations, and interviews at two public hearing clinics in Denmark. In the first article, co-authored with Agnete Parving, we trace the history of those forms of rationality that comprise the present situation in hearing clinics. The article briefly describes the history of Danish audiology during the last 60 years, starting from the 1950s when audiology became a public service. The formation of the field of audiology is framed according to Bourdieu's conception of fields, which means that there are medical, technological, and rehabilitative subfields with different agents, roots, and interests. In the second article, I explore the patients' reasons for attending the hearing clinic, as up to 40 % of hearing-impaired people do not use their hearing aid as prescribed. The article describes how the reason for people seeking help at the clinic is often due to significant others who assist them in defining their 'need'. The theoretical basis of the article is theories of normality and meanings of normality, and is based on interviews with patients. In the third article, drawing on Foucault's theories on power/knowledge and Goffman's theory of interaction rituals, the article analyses 41 video-recorded encounters between audiologists and first- time users of hearing aids in two public hearing clinics in Denmark. The article identifies a ritualised pattern in the interactions, which helps explain how only some of the patients' experiences are allowed to be brought to the audiological encounter. In the fourth article, I explore how governmental rationalities and techniques for mobilising the elective consumer translate into audiological practice by 'studying though' policy. The article investigates the way in which neoliberalism can claim empirical validity and concludes that, on the conceptual level, a change has occurred from having been viewed earlier as passive clients of welfare to now being mobilised as active consumers. In present-day hearing clinics a co-presence of multilevel ways of governance has transpired and few of the hearing-impaired patients feel able to embrace the new consumer ethos. In the fifth article, I explore how working-age people confront and handle the medical diagnosis of the onset of hearing impairment, and what it means for their sense of identity. Based on interviews with hearing-impaired people, the article describes how, in order to overcome potential stigmatisation, 'passing' as normal becomes predominant for the impaired. Wearing a hearing aid works against the contemporary attempt to create socially ideal bodily presentations of the self, as the hearing aid is considered to be a symbolic extension of the body's lack of functionality. ; This dissertation investigates Danish hearing health care and the rehabilitation of working-age people with onset hearing impairment. The focus is on the structure and function of Danish hearing health care and its impact on the hearing impaired, in terms of their experiences of the impairment and their conduct in relation to the rehabilitation service offered. The dissertation is based on a report from the Danish National Centre for Social Research (SFI) on the effect of reduced hearing on labour-market attachment and working life, which raises the ostensible issues that there is a large group who seem reluctant to acknowledge their hearing impairment, and that many hearing-impaired persons do not continue to use hearing aids after the fitting, and that those who do use them continue to report communication difficulties in everyday life. By considering audiological rehabilitation from different qualitative sociological perspectives, the dissertation brings new insights into the continuing paucity of sociological literature around hearing disability, and into the construction of hearing disability and hearing disabled identities in clinical settings. In the dissertation, I present five articles that explore the research question in different ways. The articles are based on empirical data constructed by means of text analyses, observations, and interviews at two public hearing clinics in Denmark.

Reflecting on Bourdieu's theory of symbolic power, the aim of our study was todetermine the degree to which prestige ranking follows a logic of socialrecognition that transcends health professional group boundaries. Based on aprevious cross-sectional survey, in which 605 health professionals ranked 19diseases and 17 specialties, this paper draws on data from 25 in-depthinterviews with nurses, doctors and nursing/medical students with theobjective to understand to what degree each of the four groups dissociatesthemselves from the prestige ranking demonstrated in the survey. We foundthat all four groups have similar perceptions of prestige. However, whiledoctors and nurses defend the hierarchy of specialisations in medicine,medical students and nursing students to a greater degree challenge the statusquo. This has no real impact, as their dissenting opinions are articulated frompositions defined by their rank in the distribution of capital. Therefore, thesepositions cannot significantly threaten the stability of the healthcare field.

The public health sector in welfare states is increasingly subject to organisational changes, particularly in hospitals, as organisations comprise coali-tions of various (healthcare) professionals. In this context, due to interprofessional competition, knowledge claims play an important role in achieving jurisdictional control. In this paper, we investigate the manifestations of and health professionals' reactions to competing institutional discourses. Through qualitative interviews with hospital management, middle managers, and staff employees at three hospitals in Denmark, we demonstrate how managerial attempts to control tenacious profes-sional bureaucracies are exercised through both bureaucratic forms of control and cultural-ideological modes of control with an introduction of new discourses of in-terprofessional teamwork. The findings suggest that hospitals seek not only to con-tain ambiguity through bureaucratic features of control, but also to cultivate it when seeking to strengthen cooperation between professions. Thereby, ambiguity itself becomes a mechanism for management.

This article addresses a particular area of welfare institutions, namely the hospitals, which are characterized by major change processes. Politically, the focus is on performance management, which can be seen as an accentuation of key elements of NPM with waiting list guarantees, increased productivity and budget compliance. In the hospital context, patients are seeking cure and influence, and the employees expect professional challenges and a good working environment. In this context of new rationalization and organizational forms, the appearance of some management technologies focus particularly on developing collaboration among the hospital staff and an awareness of each other's roles in the performance of the work. Particularly the concepts of relational coordination IPLS have emerged in response to the discursive shifts. These concepts are based on the idea that, through common goals, hospital employees ensure the best possible coordination of work, which improves productivity, quality and work environment. They are launched as evidence-based effective methods challenge silo thinking, professional centricity and specialization in return for establishing coherent patient outcomes that provide 'better results', 'enhances quality and work satisfaction' and improves patient satisfaction through patient involvement and improved patient safety. Thus, a re-orientation is made in relation to professional standards and workflows, and the concepts thus address some structures and frameworks that determine the conditions of possibility of health professionals. Based on an empirical work where we interviewed differently positioned health professionals at three major hospitals in Denmark, we draw on Bourdieu's concept of fields to better understand how the introduction of the new concepts involves displacements in the various health professionals' space for action with both match and also mismatch between the different dispositions and what the 'new' job position implies. Our data shows how a focus on interdisciplinary cooperation is instrumental in strengthening the mono-professionalism of the health care professionals. This clarifies and visualizes the particular professionalism of each profession, and creates mutual recognition and knowledge of each other's strengths and weaknesses, which are beneficial to the health care professionals. Our empirical focus is on the two professions of nurses and doctors. Here, cooperation is improving and both groups experience only few conflicts when considering the values of their own profession and the new concepts. As for the nurses, we see that the professional foundation for nursing care is redefined in a way that more closely matches their own ideals of good nursing work. This process, however, is heavily challenged by the introduction of a new IT-system, which can be considered as a representative of the field of power /the bureaucratic field with its own agenda. We see that especially the professionalism of physicians and their working conditions are challenged by this technology, as they have to perform new work functions that were previously done by other professions and move the attention from the patient to fulfill the demands from the IT system. This new comprehensive technology challenges the doxa of the field and the work of strengthening interprofessional cooperation

Keyword: widening participation, non-traditional students, teacher strategies, postnational educational system According to Hickling-Hudson et al. (2004:6) 'Indigenous peoples and Indigenous knowledges are marginalized by a view of the world through 'imperial eyes', a view which (re)inscribes the dominant, exclusionary Western beliefs'. Other things being equal, teachers in general are said to draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students (Shulman, 1987; Turner-Bisset, 1999). As a dimension of pedagogic practice, the management of non-compliant classroom behavior is varied and historically shaped, subject to ideological, legislative and policy shifts over time. The relation between university teachers and students has to all times been characterized as an asymmetric relation since the teachers have the power of definition of what counts as academic standards. We have seen considerable studies on student perspectives (Stuart, et al 2012). However, a review reveals scarce knowledge about how university teachers try to compensate and include the non-traditional and first-generational students. In this paper, we pay special attention to curricular and pedagogical traditions or management strategies in postnational educational systems, where the majority of students are first-generation and at higher risk of attrition. Assuming that the academic staff (Both Greenlandic and Danish) has bodily incorporated an awareness of these circumstances since they are part of common knowledge of Greenlandic history, an ideal of emancipatory approach derives from compensating both teacher- and postcolonial dominance. The research question asked is how university teachers navigate in this context, what are their experiences and how do they manage to integrate and make students participate more actively and achieve what they consider to be academic standards? The experiences of teachers working in these contexts have rarely been reported in the literature. Our aim is to highlight the ambiguous nature of change of a particular educational system, the Greenlandic University which can be considered a representative of a neocolonial university with Western conceptions of curriculum, pedagogy, and language. In this way the Greenlandic case can be seen as an institution struggling to match western/European standards and at the same time acknowledging the non-traditional behavior. The theoretical framework is based on Bourdieus theory of practice and selective concepts. To understand how the teachers act when teaching, the notion of strategy is used referring to something that rests on a practical 'feel for the game.' Strategies are the result of combining practical good sense with commonly accepted practices. Symbolic power is used to understand and explain the nature of the strategies. The structures of the field arise from differentiation, which is grounded in a defining principle of what is of value. Thus, teachers have the authority and the means to assess students, and do so based on a certain set of assumptions, expectations, and values that are not always explicit. The notion of cultural capital is therefore used to understand the experiences of teachers' strategies in higher education. (Bourdieu, 1986). Methods This study is based on classroom observations and interviews of teachers who joined a university requested pedagogic course to improve their teaching. 18 teachers participated in the course. The teacher participants (of both Danish and Greeenlandic origin) taught in their practices a range of subjects and used Danish, Greenlandic (and English) as the medium of instruction. In order to explore the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students, lectures focused on the teachers' descriptions of the learner characteristics of Greenlandic students, their professional roles whilst teaching at the university, and curriculum and pedagogic design. We were interested in understanding how the various teachers are actually working and exploring their various ethical and epistemological stands on the nature of 'true' knowledge, on the 'right' teacher and the 'right' student. To this end, our interviews focused on episodes of classroom trouble that provoked the respondent's intervention and what moral expectations the teachers invoked and legitimated in their efforts to regulate student behaviour (ex. increase participation or student activation). In the interviews, we also queried the two groups of teachers (Danish and Greenlandic) on the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching. Expected outcomes / results We have identified 4 teacher strategies which have not yet been refined. Here we present 3. Zero-fault on Greenlandic language-strategy in contrast to "teaching in the dark". A Greenlandic teacher expresses a distinct awareness of how she masters her Greenlandic language when teaching students in her mother tongue, Greenlandic. When she writes major pieces/instructions, she consults what she considers "language experts" within and outside the university. During lectures, she enhances her students to correct her if she uses "wrong" words or grammar. In contrast to this rigorous self-policing, we see how Danish teachers on the opposite are ready to give up on the use of understandable language. Several Danish teachers frame disciplinary discussions followed up by plenary sessions where the students are allowed to discuss and work in Greenlandic which is a language the teacher does not understand. The teachers argue that activating the students is crucial in spite of the fact that they are unable to validate or respond to the academic content. One teacher talks about "teaching in the dark". Teaching formalia-strategy A Greenlandic female teacher in her 50's tries to neutralize a classic problem with students not knowing what is expected from them by making an effort teaching in explaining the learning goals. She makes exercises on how to translate the Danish concepts of the learning goals and the key concepts. She makes a virtue out of the semantic translation of the concepts from Danish to Greenlandic, and argues within the framework of Biggs and Blooms taxonomy. She argues theoretically with the concept of "parallel languaging" where the idea is to use both mother tongue and the second language intertwined or parallel. References: A. Marshall, C. (2016). Barriers to accessing higher education. Widening participation, higher education and non-traditional students: Supporting transitions through foundation programmes (pp. 1-18). Macmillan Publishers Ltd. London: Springer Nature. Ball, S., Hoskins, K., Maguire, M., & Braun, A. (2011). Disciplinary texts: A policy analysis of national and local behaviour policies. Critical Studies in Education, 52(1), 1-14. Bourdieu, P. (1977). Outline of a theory of practice Cambridge university press. Bourdieu, P. (1990a). In other words: Essays towards a reflexive sociology Stanford University Press. Bourdieu, P. (1990b). The logic of practice Stanford University Press. Bowl, M. (2003). Non-traditional entrants to higher education: "They talk about people like me.". PO Box 605, Herndon, VA 20172-0605.: Stylus Publishing. Chen, X., & Carroll, C. D. (2005). First-generation students in postsecondary education: A look at their college transcripts. postsecondary education descriptive analysis report. NCES 2005-171. (). Washington, DC: U.S. Government Printing Office.: U.S. Department of Education, National Center for Education Statistics. Hemsley-Brown, J. (2012). 'The best education in the world': Reality, repetition or cliché? international students' reasons for choosing an english university. Studies in Higher Education, 37(8), 1005-1022. Hickling-Hudson, A., Matthews, J. M., & Woods, A. (2004). Education, postcolonialism and disruptions. Disrupting preconceptions: Postcolonialism and education (pp. 1-16). Flaxton: Post Pressed. Langgård, P. (2002). Greenland and the university of. In D. C. Nord, & G. R. Weller (Eds.), Higher education across the circumpolar north: A circle of learning (1st ed., pp. 77-99). New York: PALGRAVE MACMILLAN. greenland Scott, I. (2012). Access, success and curriculum: Aspects of their organic relationship. Alternative Access to Higher Education: Underprepared Students Or Underprepared Education, , 25-49. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. doi:10.17763/haer.57.1.j463w79r56455411 Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. doi:10.17763/haer.57.1.j463w79r56455411 Skatte- og Velfærdskommissionen. (2010). Hvordan sikres (). Denmark: Skatte- og Velfærdskommissionen. vækst og velfærd i Grønland? Spiegler, T., & Bednarek, A. (2013). First-generation students: What we ask, what we know and what it means: An international review of the state of research. International Studies in Sociology of Education, 23(4), 318-337. doi:10.1080/09620214.2013.815441 Thomas, L. (2002). Student retention in higher education: The role of institutional habitus. Journal of Education Policy, 17(4), 423-442. Turner-Bisset, R. (1999). The knowledge bases of the expert teacher. British Educational Research Journal, 25(1), 39-55. doi:10.1080/0141192990250104 ; According to Hickling-Hudson et al. (2004:6) 'Indigenous peoples and Indigenous knowledges are marginalized by a view of the world through 'imperial eyes', a view which (re)inscribes the dominant, exclusionary Western beliefs'. Other things being equal, teachers in general are said to draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students (Shulman, 1987; Turner-Bisset, 1999). As a dimension of pedagogic practice, the management of non-compliant classroom behavior is varied and historically shaped, subject to ideological, legislative and policy shifts over time. The relation between university teachers and students has to all times been characterized as an asymmetric relation since the teachers have the power of definition of what counts as academic standards. We have seen considerable studies on student perspectives (Stuart, et al 2012). However, a review reveals scarce knowledge about how university teachers try to compensate and include the non-traditional and first-generational students. In this paper, we pay special attention to curricular and pedagogical traditions or management strategies in postnational educational systems, where the majority of students are first-generation and at higher risk of attrition. Assuming that the academic staff (Both Greenlandic and Danish) has bodily incorporated an awareness of these circumstances since they are part of common knowledge of Greenlandic history, an ideal of emancipatory approach derives from compensating both teacher- and postcolonial dominance. The research question asked is how university teachers navigate in this context, what are their experiences and how do they manage to integrate and make students participate more actively and achieve what they consider to be academic standards? The experiences of teachers working in these contexts have rarely been reported in the literature. Our aim is to highlight the ambiguous nature of change of a particular educational system, the Greenlandic University which can be considered a representative of a neocolonial university with Western conceptions of curriculum, pedagogy, and language. In this way the Greenlandic case can be seen as an institution struggling to match western/European standards and at the same time acknowledging the non-traditional behavior. The theoretical framework is based on Bourdieus theory of practice and selective concepts. To understand how the teachers act when teaching, the notion of strategy is used referring to something that rests on a practical 'feel for the game.' Strategies are the result of combining practical good sense with commonly accepted practices. Symbolic power is used to understand and explain the nature of the strategies. The structures of the field arise from differentiation, which is grounded in a defining principle of what is of value. Thus, teachers have the authority and the means to assess students, and do so based on a certain set of assumptions, expectations, and values that are not always explicit. The notion of cultural capital is therefore used to understand the experiences of teachers' strategies in higher education. (Bourdieu, 1986).

Purpose
The purpose of this paper is to examine, first, how social capital was crafted and transformed from a theoretical concept to an organizational tool for public sector improvement that was adopted by a Danish region and implemented in all regional hospitals. Second, the paper examines the application of social capital in one of these hospitals and, further, in a department of the hospital with the purpose of showing how it was applied by the managerial levels and responded to by the nurses of the department.


Design/methodology/approach
A Bourdieusian ethnographic approach was used for understanding the local and subjective understandings of social capital as well as the wider context in which the new tool was crafted.


Findings
Social capital as a tool for organizational improvement was constructed in a gray zone between science and consultancy. The paper demonstrates that the application of social capital in practice is connected with paradoxes because the concept is inherently ambiguous and Janus-faced in that its official representation is "soft" and voluntary with a working environment focus yet, it envelopes concealed steering intentions. These contrary working features of the concept produce a pressure on the department management and the nurses.


Originality/value
The explanatory critical framework combined with the ethnographic approach is a useful approach for theorizing and understanding social capital as an example of the emergence and consequences of new managerial tools in public organizations.

AbstractWhat characterises the similarities and differences in body investments among professions in the Danish healthcare field? This can be important when healthcare professionals relate to each other and to bodies of patients regarding differences in class, gender, age, and disease group. The study takes inspiration from Bourdieu's sociology and the concept of health capital. We ask whether health capital can explain distinctions in the empirical data? We used the explorative–descriptive method multicorrespondence analysis (MCA) on data from 440 respondents gathered through an online survey. The respondents range from chief physicians to healthcare students. MCA makes it possible to condense frequency statistics and examine patterns of body investments through an examination of variables such as food intake, exercise, and medicine use that are then further related to supplementary variables such as social class and age. The analysis supports the concept of health capital and shows that some groups in the Danish healthcare field have a more instrumental body perception, such as the young age group (e.g. open to surgery, consume medicine, high exercise), while the upper-middle-class and older respondents have a more naturalistic perception of the body (e.g. read often, eat vegetables, practice yoga).

This article unravels the genesis and history of neurorehabilitation (NR) in Denmark in order to understand the transformation that this subfield has undergone since the 1970s and how this is reflected in the present structure. Seen through the lens of Bourdieu's concept of field and based on a document review strategy of historical sources and political documents the article constructs three analytic periods: 1. the genesis of NR until the first half of the 1980s, 2. the institutionalization of NR from 1985-2006 and 3. the political restructuring of NR after the local government reform in 2007. Our analysis shows that NR is a multi- and interdisciplinary practice characterized by heterogeneity, although with growing homogeneity in clinical practice due to an increased number of NR institutions, and later political guidelines. We conclude that despite an increased power to psycho-social and comprehensive approaches, biomedical knowledge is still dominant and reflected in doxa ; publishedVersion

This article unravels the genesis and history of neurorehabilitation (NR) in Denmark in order to understand the transformation that this subfield has undergone since the 1970s and how this is reflected in the present structure. Seen through the lens of Bourdieu's concept of field and based on a document review strategy of historical sources and political documents the article constructs three analytic periods: 1. the genesis of NR until the first half of the 1980s, 2. the institutionalization of NR from 1985-2006 and 3. the political restructuring of NR after the local government reform in 2007. Our analysis shows that NR is a multi-and interdisci-plinary practice characterized by heterogeneity, although with growing homogeneity in clin-ical practice due to an increased number of NR institutions, and later political guidelines. We conclude that despite an increased power to psycho-social and comprehensive approaches, biomedical knowledge is still dominant and reflected in doxa. ; This article unravels the genesis and history of neurorehabilitation (NR) in Denmark in order to understand the transformation that this subfield has undergone since the 1970s and how this is reflected in the present structure. Seen through the lens of Bourdieu's concept of field and based on a document review strategy of historical sources and political documents the article constructs three analytic periods: 1. the genesis of NR until the first half of the 1980s, 2. the institutionalization of NR from 1985-2006 and 3. the political restructuring of NR after the local government reform in 2007. Our analysis shows that NR is a multi- and interdisciplinary practice characterized by heterogeneity, although with growing homogeneity in clinical practice due to an increased number of NR institutions, and later political guidelines. We conclude that despite an increased power to psycho-social and comprehensive approaches, biomedical knowledge is still dominant and reflected in doxa.