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BETA
Närvänen, Anna-LiisaORCID iD iconorcid.org/0000-0002-3596-4809
Alternative names
Publications (10 of 44) Show all publications
Elvstrand, H. & Närvänen, A.-L. (2016). Children's own perspectives on participation in Leisure-time centers in Sweden. American Journal of Educational Research, 4(6), 496-503.
Open this publication in new window or tab >>Children's own perspectives on participation in Leisure-time centers in Sweden
2016 (English)In: American Journal of Educational Research, ISSN 2327-6126, Vol. 4, no 6, 496-503 p.Article in journal (Refereed) Published
Abstract [en]

This article presents a study conducted at two different leisure time centers (LTCs) in Sweden. LTC is a voluntary after-school setting that according to the national curriculum should support for example development of values and children’s social skills. The analysis is a part of a larger action research project comprising various research issues relating to LTCs. The present article focuses on the democratic objective of LTCs. The Swedish educational system, of which LTCs form a part, is considered to be rights-based with reference to the United Nations Conventions on the Rights of the Child. The national curriculum stresses citizenship education, and both schools and LTCs are considered venues where children should have the opportunity and ability to practice democracy in their everyday activities. The point of departure in the theoretical framework is children’s participation and agency. This article focuses on data gathered through ‘drawing and talking with children’ that reveals children’s perspectives as to their own participation at LTCs. A total of 19 children participated in the study and were asked to draw a map of their LTC and describe their experiences of participation at the LTC. The results show that children clearly favored activities that, at least to some extent, could be carried out with less adult supervision, such as free, unstructured play. Opportunities to participate were described in terms of formal proceedings such as voting or writing suggestions and depositing them in the suggestion box. The children also described their participation in terms of opportunities to make individual choices in accordance with their preferences. When asked to name obstacles to participation, the children mentioned rules that were decided on by adults, and fixed routines that structured the children’s afternoon hours in terms of both time and space.

Place, publisher, year, edition, pages
Sciep, 2016
Keyword
participation, leisure time center, agency, children’s perspective, democracy
National Category
Educational Sciences Pedagogy
Identifiers
urn:nbn:se:liu:diva-127988 (URN)10.12691/education-4-6-10 (DOI)
Projects
framtidens fritidshem
Available from: 2016-05-15 Created: 2016-05-15 Last updated: 2016-06-02
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, 546-563 p.Article 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
Keyword
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
Närvänen, A.-L. & Elvstrand, H. (2014). Action research in after-school care units: Analysis of teacher's interpretative frames in talking visions and making action plans. In: : . Paper presented at NERA 42nd Congress,Education for sustainable development, 5-7 March 2014, Lillehammer, Norway. .
Open this publication in new window or tab >>Action research in after-school care units: Analysis of teacher's interpretative frames in talking visions and making action plans
2014 (English)Conference paper, Oral presentation only (Other academic)
Keyword
Action research, after-school care, teacher's interpretive frames
National Category
Pedagogical Work Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:liu:diva-107535 (URN)
Conference
NERA 42nd Congress,Education for sustainable development, 5-7 March 2014, Lillehammer, Norway
Available from: 2014-06-14 Created: 2014-06-14 Last updated: 2016-08-31Bibliographically approved
Elvstrand, H. & Närvänen, A. L. (2014). Children's Participation in After-School Care: Visions and Realities. In: : . Paper presented at ECER, European Conference in Educational Research. Porto, Portugal, 2nd-6th August, 2014. Network: 25. Research on Children's Rights in Education. .
Open this publication in new window or tab >>Children's Participation in After-School Care: Visions and Realities
2014 (English)Conference paper, Published paper (Other academic)
Abstract [en]

Participation is highly valued as a central goal in the Swedish curriculum and the Swedish Education Act (2011), which also includes after-school care. The issue of children’s participation at school has been object for some studies in Sweden (Elvstrand 2009; Aspán2009; Forsberg 2000) but research on children’s participation at after-school care is still lacking.  

The aim of the paper is to analyze and describe children’s participation in after-school care everyday practices. This paper embraces some parts of data obtained within the frame of an action-research study on after-school care in six different schools in Sweden during 2013 and 2014 (Närvänen & Elvstrand 2013; Närvänen & Elvstrand, forthcoming). In this paper our observations of everyday activities at after-school care and interviews with children and teachers are analyzed concerning children’s participation. The research question in this paper is: What kind of issues may children influence and what are the possibilities and obstacles as regards their influence at after-school care?

In the study children’s active behavior is emphasized as is the idea of participation as something that is created in interaction with others. Theoretically the study is grounded in interactionist theories on the significance of the definition of the situation that is created in interaction with others, but also on the import of different perspectives on activities as well as their meanings  in everyday practices (for example Blumer, 1969).  Children’s understanding and interpretation of participation in terms of opportunities and restraints, that is, children’s definition of various situations and possibilities to influence the situations is created with other children as well as with teachers during the activities, but the definition of the situation is also influenced by children’s past and present experiences (Närvänen & Näsman 2007). After-school care may be seen as local culture, and as such it provides opportunity structures (standards for action) for children as well as teachers. Theoretically one point of departure in this study is in understanding of the meanings of the local context and group dynamics with respect to interpretation of action (for example Fine 2010; Harrington & Fine 2006).

Method

Ethnographic research methods are used in the study (Bath 2009), as our interest is on issues concerning interaction and relationships, and the meaning making processes. Understanding local cultures requires being present at the site of the study and documenting what is going on between people in everyday practices (Hammersley & Atkinsson 2007). Consequently, we have conducted observations during one semester at the after-school care. The observations are conducted by the researchers, and documented by writing field notes. Observations are complemented by photographs (taken by children), documents, and interviews with children and teachers. Our ambition has been to develop child centered methods which give children opportunities to express their experiences and even to influence the agenda of the study (MacNaughton et al 2005; Närvänen & Näsman 2006). The material is analyzed by using thematic analyses.

Keyword
Children's participation, democracy, deficiency discourses, culture
National Category
Educational Sciences
Research subject
Social Sciences, Sociology Education
Identifiers
urn:nbn:se:liu:diva-112140 (URN)
Conference
ECER, European Conference in Educational Research. Porto, Portugal, 2nd-6th August, 2014. Network: 25. Research on Children's Rights in Education
Projects
Fritidshem i Framtiden
Available from: 2014-09-17 Created: 2014-11-17 Last updated: 2015-06-02Bibliographically approved
Närvänen, A. L. & Häll, L. (2014). Perspektiv på ålder i vardagslivets interaktioner [Perspective on age in everyday interactions]. Sociologisk forskning, 51(1), 15-28.
Open this publication in new window or tab >>Perspektiv på ålder i vardagslivets interaktioner [Perspective on age in everyday interactions]
2014 (Swedish)In: Sociologisk forskning, ISSN 0038-0342, Vol. 51, no 1, 15-28 p.Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Sveriges Sociologförbund, 2014
Keyword
ålder, ålderssociologi, etnometodologi, symbolisk interaktionism
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Identifiers
urn:nbn:se:liu:diva-105856 (URN)000345491600003 ()
Available from: 2014-04-10 Created: 2014-04-10 Last updated: 2017-12-05
Närvänen, A. L. & Elvstrand, H. (2014). På väg att (om)skapa fritidshemskulturer: Om visioner, gränsdragningar och identitetsarbete. Barn (3), 9-25.
Open this publication in new window or tab >>På väg att (om)skapa fritidshemskulturer: Om visioner, gränsdragningar och identitetsarbete
2014 (Swedish)In: Barn, ISSN 0800-1669, no 3, 9-25 p.Article in journal (Refereed) Published
Abstract [sv]

Studien bygger på ett aktionsforskningsprojekt där tre svenska skolor och sammanlagt åtta fritidshemsavdelningar deltog med syfte att lärare på fritidshem skulle initiera, genomföra och utvärdera utvecklingsarbete på det egna fritidshemmet. Det empiriska materialet i artikeln utgörs av de reflektionssamtal med pedagoger som skedde inom ramen för studien. Fokus i artikeln är på gränsdragningar som görs i relation till skola och lärare i skolan, och vad som beskrivs som fritidshemmens kärnverksamhet (aktiviteter), vilket relateras till skapande av fritidshemskulturer och identiteter. Studiens resultat visar att kultur- och identitetsskapande har blivit viktigt i fritidshem, vilket kan bero på omfattande reformer som ägt rum de senaste decennierna. En konsekvens av reformerna är nya krav men också otydlighet i lärarrollen i fritidshem. Lärare som deltog i projektet uttrycker ett starkt intresse att yrkesrollen och det pedagogiska uppdraget i fritidshem måste tydliggöras för att uppfylla läroplanens mål men också för att tillvarata lärares fritidspedagogiska kompetens både i skola och på fritidshem.

Place, publisher, year, edition, pages
Trondheim: Norsk senter for barneforskning, 2014
Keyword
Aktionsforskning, kultur-och identitetsskapande, fritidshem, lärare
National Category
Sociology
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:liu:diva-112141 (URN)
Projects
Fritidshem i Framtiden
Available from: 2014-11-11 Created: 2014-11-17 Last updated: 2017-12-05Bibliographically approved
Närvänen, A. L. (2013). Sociala världar, socialisation och identitetsskapande (1ed.). In: Anders Fjällhed & Mikael Jensen (Ed.), Barns livsvillkor: i mötet med skola och fritidshem (pp. 61-76). Lund: Studentlitteratur.
Open this publication in new window or tab >>Sociala världar, socialisation och identitetsskapande
2013 (Swedish)In: Barns livsvillkor: i mötet med skola och fritidshem / [ed] Anders Fjällhed & Mikael Jensen, Lund: Studentlitteratur, 2013, 1, 61-76 p.Chapter in book (Other academic)
Abstract [sv]

Hur är det att leva och växa upp som barn i början på 2000-talet? Den frågan är central i boken Barns livsvillkor - i mötet med skola och fritidshem. Svenska forskare och universitetslärare har valt att beskriva olika aspekter av barns livsvillkor i relation till skola, fritidshem, familj, kamrater och fritid. En gemensam nämnare är att det inte alltid är så lätt att vara barn i dagens samhälle och att det finns en rad faktorer som påverkar hur livet och uppväxten blir.

 

Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2013 Edition: 1
Keyword
Barn sociala aspekter
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-103708 (URN)978-91-44-09092-4 (ISBN)
Available from: 2014-01-24 Created: 2014-01-24 Last updated: 2016-08-31Bibliographically approved
Närvänen, A. L. & Elvstrand, H. (2013). The Everyday practice in after-school care. In: The 41st Annual Congress of the Nordic Educational Research Association. Disruptions and eruptions as opportunities for transforming education, 7 – 9 March 2013 in Reykjavik: . Paper presented at The 41st Nordic Educational Research Association (NERA) Conference 2013, March 7-9, Reykjavik, Iceland. .
Open this publication in new window or tab >>The Everyday practice in after-school care
2013 (English)In: The 41st Annual Congress of the Nordic Educational Research Association. Disruptions and eruptions as opportunities for transforming education, 7 – 9 March 2013 in Reykjavik, 2013Conference paper, Published paper (Other academic)
Abstract [en]

The aim is to present a research project on after-school care that will be initiated during the spring 2013. As the project is initiated as an ethnographic action research, the main research issues, as well as the action, are defined by the teachers during the first phase of the research, in co-production with the researchers, inventing visions, restraints, possibilities and a plan of action. We are also planning to conduct ethnographic observations at the units and qualitative interviews with teachers, and even children. The design is though necessarily quite flexible at this point of time as it depends on the action and the issues that then may be identified as important for closer study. Depending on the financial resources of the project, the research will be conducted during about 3 years on either 3 or 6 after-care units. The presentation will focus upon the initial phase of the project and point out the research questions which are formulated in co-production with teachers who work in the after-school care. These questions can also be seen as important questions to investigate further in the area.

Keyword
action research, after school care, visions
National Category
Sociology
Identifiers
urn:nbn:se:liu:diva-103709 (URN)
Conference
The 41st Nordic Educational Research Association (NERA) Conference 2013, March 7-9, Reykjavik, Iceland
Available from: 2014-01-24 Created: 2014-01-24 Last updated: 2016-08-31Bibliographically approved
Andersson, J., Lukkarinen Kvist, M., Nilsson, M. & Närvänen, A.-L. (2011). Att leva med tiden: Samhälls- och kulturanalytiska perspektiv på ålder och åldrande (1ed.). Lund: Studentlitteratur.
Open this publication in new window or tab >>Att leva med tiden: Samhälls- och kulturanalytiska perspektiv på ålder och åldrande
2011 (Swedish)Book (Other academic)
Abstract [sv]

Att leva med tiden handlar om vad ålder och åldrande kan betyda i olika sammanhang och hur betydelsen förändras över tid och rum. I boken diskuteras olika samhälls- och kulturvetenskapliga perspektiv på ålder och åldrande. Boken belyser vilka konsekvenser vetenskapliga sätt att se på åldrande kan få i analys av, och relation till, vardagsliv, vetenskaplig verksamhet och i det offentliga livet. Förutom historiska tillbakablickar presenteras också teorier om ålder, normalitet och identitet samt ålder ur ett intersektionellt perspektiv.

Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2011. 173 p. Edition: 1
Keyword
Aging -Social aspects, Older people-Sweden, Äldre, Åldrande- Sverige
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-74440 (URN)978-91-44-05524-4 (ISBN)
Available from: 2012-01-27 Created: 2012-01-27 Last updated: 2018-01-12Bibliographically approved
Närvänen, A.-L. (2009). Ålder, livslopp, åldersordning (1ed.). In: Håkan Jönson (Ed.), Åldrande, åldersordning, ålderism (pp. 18-29). Linköping: Linköpings University Electronic Press.
Open this publication in new window or tab >>Ålder, livslopp, åldersordning
2009 (Swedish)In: Åldrande, åldersordning, ålderism / [ed] Håkan Jönson, Linköping: Linköpings University Electronic Press , 2009, 1, 18-29 p.Chapter in book (Other academic)
Abstract [sv]

I detta kapitel diskuteras vad som avses med social kategorisering och hur denna kan ses som en grund för maktordning och ett verktyg för socialt ordnings-skapande i ett samhälle. Frågorna illustreras genom en diskussion om olika ålderskategoriseringar såsom ålderskohorter som bygger på samma födelse-år och öppna ålderkategorier men också genom att lyfta fram social ålder som en kontextuell relativ ålderskategorisering. I avsnittet därpå belyses en åldersrelaterad kategorisering som hänför sig till föreställningar om ett normalt livslopp och hur det struktureras i olika på varandra följande livsfa-ser mellan födelse och död. Också dessa frågor knyts till socialt ordnings-skapande och åldersordning i ett samhälle. Begreppet ålders- och livsfas-normativisering introduceras här i syfte att lyfta fram sådana processer som verkar för att skapa och upprätthålla ålders- och livsfasrelaterade normer i samhället.

Place, publisher, year, edition, pages
Linköping: Linköpings University Electronic Press, 2009 Edition: 1
Series
Linköping University Interdisciplinary Studies, ISSN 1650-9625 ; 10
Keyword
Age, life, course, age, order, age categorization
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-19241 (URN)978-91-7393-713-9 (ISBN)
Available from: 2009-06-15 Created: 2009-06-15 Last updated: 2016-08-31Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3596-4809

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