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Markström, Ann-Marie
Publications (10 of 54) Show all publications
Markström, A.-M. (2019). School and Child Protection Services Professionals’ Views on the school’s Mission and Responsibilities for Children Living with Domestic Violence: Tensions and Gaps. Journal of family Violence, 1-14
Open this publication in new window or tab >>School and Child Protection Services Professionals’ Views on the school’s Mission and Responsibilities for Children Living with Domestic Violence: Tensions and Gaps
2019 (English)In: Journal of family Violence, ISSN 0885-7482, E-ISSN 1573-2851, p. 1-14Article in journal (Refereed) Published
Abstract [en]

The purpose of the work presented here was to study how the Swedish compulsory school, identifies and acts relative to the social problem of children living with domestic violence. More specifically: how do the various professional groups in school and professionals within the child protection services (CPS) describe and understand their own and other professionals’ responsibilities and tasks with respect to children living with domestic violence? The study consisted of 10 focus groups whose members were taken from five professional groups in schools and the CPS in Sweden. The results show that professionals in school lack knowledge about living with domestic violence, one example of which is child abuse. They navigate through the large open space that exists between the pedagogic and psychosocial missions of schools, and use different strategies to interpret the child’s symptoms of maltreatment. They point at an unclear distribution of responsibility between different professionals in school, which can be interpreted as a tension between domains within the institutional school domain. They also point at a “gap” between the school and CPS domains, and find confidentiality to be an obstacle to collaboration. Furthermore, the article sheds light on the complexities, the conflicting understandings, and the different priorities of the different professionals and institutions working with children living with domestic violence. It also discusses practical implications of the results.

Place, publisher, year, edition, pages
Springer-Verlag New York, 2019
Keywords
Domestic violence, School professionals, Child protection services
National Category
Social Work
Identifiers
urn:nbn:se:liu:diva-154078 (URN)10.1007/s10896-019-00035-5 (DOI)2-s2.0-85060685240 (Scopus ID)
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare
Available from: 2019-01-28 Created: 2019-01-28 Last updated: 2019-03-07Bibliographically approved
Markström, A.-M. (2019). Utmaningar i samverkan mellan hem och skola. In: Ann Pihlgren (Ed.), Skolans konflikter: Vad varje lärare bör veta (pp. 123-147). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Utmaningar i samverkan mellan hem och skola
2019 (Swedish)In: Skolans konflikter: Vad varje lärare bör veta / [ed] Ann Pihlgren, Lund: Studentlitteratur AB, 2019, p. 123-147Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-157158 (URN)9789144124056 (ISBN)
Available from: 2019-05-30 Created: 2019-05-30 Last updated: 2019-06-05Bibliographically approved
Markström, A.-M. & Simonsson, M. (2018). Utvecklingssamtal: Kommunikation mellan hem och förskola (2ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Utvecklingssamtal: Kommunikation mellan hem och förskola
2018 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018. p. 160 Edition: 2
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-153454 (URN)9789144120331 (ISBN)
Funder
Swedish Research Council
Available from: 2018-12-18 Created: 2018-12-18 Last updated: 2018-12-18Bibliographically approved
Markström, A.-M. & Münger, A.- . C. (2017). Fokusgruppssamtal om svåra frågor. Nättidskrift Venue, LiU
Open this publication in new window or tab >>Fokusgruppssamtal om svåra frågor
2017 (Swedish)In: Nättidskrift Venue, LiUArticle, review/survey (Other academic) Published
Place, publisher, year, edition, pages
Linköping: Venue, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-140682 (URN)
Available from: 2017-09-07 Created: 2017-09-07 Last updated: 2017-09-15Bibliographically approved
Markström, A.-M. & Simonsson, M. (2017). Introduction to preschool: strategies for managing the gap between home and preschool. Nordic Journal of Studies in Educational Policy, 1-10
Open this publication in new window or tab >>Introduction to preschool: strategies for managing the gap between home and preschool
2017 (English)In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, p. 1-10Article in journal (Refereed) Published
Abstract [en]

The overall aim of this article is to investigate Swedish preschool teachers’ perceptions of the interaction between home and institution in relation to children’s introduction to preschool. The focus of this article is on their talk about how they manage the gap between home and preschool in the introduction process. A discourse analysis is carried out, based on focus group interviews with seven preschool teacher teams that have started to use a more parent-active approach during the introduction of children to preschool. The results show that a parent-active introduction positions and governs parents to take a more self-regulative role in preschool from the beginning. The construction of the parent-active introduction discourse/practice produces new subject positions for the parents (and teachers) and creates expectations of intensified parental involvement in this institutional practice. Furthermore, the results indicate that the parents’ active introduction also changes the teachers’ own role and their attitudes toward the parents. The boundary work between the home and preschool seems to consist of negotiations and of the construction of an intermediate domain between home and preschool that draws on discourses of responsibility, performativity and efficiency.

Place, publisher, year, edition, pages
CoAction Publishing, 2017
Keywords
Preschool, parent-active introduction, accountability, domains, soft governance
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-140818 (URN)10.1080/20020317.2017.1337464 (DOI)
Available from: 2017-09-12 Created: 2017-09-12 Last updated: 2017-11-29Bibliographically approved
Münger, A.- . C. & Markström, A.-M. (2017). Recognition and identification of children in preschool and school who are exposed to domestic violence. Education Inquiry
Open this publication in new window or tab >>Recognition and identification of children in preschool and school who are exposed to domestic violence
2017 (English)In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508Article in journal (Refereed) Accepted
Place, publisher, year, edition, pages
Routledge, 2017
Keywords
children exposed to domestic violence, identification, preschool, school, private and intermediate domains
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-142029 (URN)10.1080/20004508.2017.1394133 (DOI)
Projects
FORTE-projektet "Det osynliga behovet. Förskolan och skolans (o)förmåga att identifiera och bemöta barn som upplever våld inom familjen"
Funder
Forte, Swedish Research Council for Health, Working Life and Welfare, 2014-0489
Available from: 2017-10-18 Created: 2017-10-18 Last updated: 2018-05-18Bibliographically approved
Markström, A.-M. & Närvänen, A.-L. (2017). Ålder som meningsbärande och normerande resurs i förskolans utvecklingssamtal. In: Krekula, C. & Johansson, B. (Ed.), Introduktion till kritiska åldersstudier: (pp. 125-140). Lund: Studentlitteratur
Open this publication in new window or tab >>Ålder som meningsbärande och normerande resurs i förskolans utvecklingssamtal
2017 (Swedish)In: Introduktion till kritiska åldersstudier / [ed] Krekula, C. & Johansson, B., Lund: Studentlitteratur, 2017, p. 125-140Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-140680 (URN)978-91-44-12094-2 (ISBN)
Funder
Swedish Research Council
Available from: 2017-09-07 Created: 2017-09-07 Last updated: 2017-09-15Bibliographically approved
Markström, A.-M. (2016). Föräldrars anmälningar till skolinspektionen. (1ed.). In: Anna-Lena Eriksson Gustavsson, Karin Forslund Frykedal & Marcus Samuelsson (Ed.), Specialpedagogik: i, om, för och med praktiken (pp. 72-89). Stockholm: Liber
Open this publication in new window or tab >>Föräldrars anmälningar till skolinspektionen.
2016 (Swedish)In: Specialpedagogik: i, om, för och med praktiken / [ed] Anna-Lena Eriksson Gustavsson, Karin Forslund Frykedal & Marcus Samuelsson, Stockholm: Liber, 2016, 1, p. 72-89Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2016 Edition: 1
Keywords
skolinspektionen, anmälan, hem-skola
National Category
Pedagogy Educational Sciences
Identifiers
urn:nbn:se:liu:diva-125700 (URN)9789147111947 (ISBN)
Available from: 2016-02-29 Created: 2016-02-29 Last updated: 2017-02-02Bibliographically approved
Markström, A.-M. (2015). Childrens Views of Documentation in the Relations between Home and School. Children & society, 29(3), 231-241
Open this publication in new window or tab >>Childrens Views of Documentation in the Relations between Home and School
2015 (English)In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 29, no 3, p. 231-241Article in journal (Refereed) Published
Abstract [en]

The aim of the article was to shed light on childrens experiences and views of documentation in home-school relations. The study draws on qualitative interviews with 52 pupils in Year 6 in Sweden. The analyses reveal pupils understanding of documents and documentation and how they form an important part of the communication between home and school. Furthermore, the analyses show that children see themselves positioned as objects and messengers between home and school, but also as subjects who resist and use documents and documentation in their own interests.

Place, publisher, year, edition, pages
Wiley: 24 months, 2015
Keywords
child perspective; documentation; home and school relations
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-117783 (URN)10.1111/chso.12114 (DOI)000352527100007 ()
Available from: 2015-05-11 Created: 2015-05-08 Last updated: 2017-12-04
Markström, A.-M. & Närvänen, A.-L. (2015). Co-producing Children´s Sociality in Parent-teacher Conferences. Scandinavian Journal of Educational Research, 59(5), 546-563
Open this publication in new window or tab >>Co-producing Children´s Sociality in Parent-teacher Conferences
2015 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, no 5, p. 546-563Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to describe how parents and preschool teachers talk about children's interactional skills in parent–teacher conferences in the Swedish preschool and how this can be related to socialization processes. The analyses show that children's communicative skills, such as turn-taking in conversation and co-operation, are considered as important for both parents and teachers and talked about in terms of trouble or success. Children's skills are often assessed by using chronological age as a parameter. Our analysis suggests that the talk about children's interactional skills may be interpreted in terms of deficiency discourses founded primarily on theories in developmental psychology, and that parents, and particularly the teachers, present themselves as socializing agents with regard to children.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2015
Keywords
parent-teacher conferences, preschool, socialization, social skills
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-111426 (URN)10.1080/00313831.2014.965786 (DOI)000360540700004 ()
Funder
Swedish Research Council
Available from: 2014-10-16 Created: 2014-10-16 Last updated: 2017-12-05
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