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Bylund, Anna
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Publications (7 of 7) Show all publications
Martín Bylund, A. & Stenliden, L. (2020). Closer to far away: transcending the spatial in transnational families’ online video calling. Journal of Multilingual and Multicultural Development, 1-14
Open this publication in new window or tab >>Closer to far away: transcending the spatial in transnational families’ online video calling
2020 (English)In: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, p. 1-14Article in journal (Refereed) Epub ahead of print
Abstract [en]

This paper studies how transnational children and their distantly locatedbut emotionally close family members recreate their relationship usingapplications for online video calling. The focus is on the interaction ofbodies and language, and if/how proximity of any kind is enabled. Acritical posthumanist applied linguistics is embraced and communicationis viewed as a bodily coordination ocurring in real time. This includes amaterial and dynamic view of language in constant transformation.Video captures are produced with three transnational, multilingualfamilies in China and their adult relatives residing abroad (Europe).Moment analysis informs the processing of data. The analysis includesmultipart semiotic assemblages of critical/creative moments and appliesthe Deleuzian concept of sense. The results suggest, the multi-localanalogue/digital situation in online calling transcends conventionallyimagined spatial ‘boundaries’. Furthermore, a bodily, multisensoryproximity emerge as simultaneously critical to and created by thistranscending spatiality. Multi-local communicative practices shed lighton the multiple, material and semiotic components of the humansenses, and how a rational understanding of proximity might be twisted.Proximity constantly emerges ‘in new copies’ transcending the far awayand close.

Place, publisher, year, edition, pages
Routledge, 2020
Keywords
Transnational families; online video calling; posthumanist applied linguistics; semiotic assemblages; multisensory interaction; proximity; sense
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-165075 (URN)10.1080/01434632.2020.1749643 (DOI)
Available from: 2020-04-14 Created: 2020-04-14 Last updated: 2020-05-05Bibliographically approved
Bylund, A. (2018). Andraspråk och andra språk i familjer. In: Polly Björk-Willén (Ed.), Svenska som andraspråk i förskolan: (pp. 123-141). Stockholm: Natur och kultur, sidorna 123-141
Open this publication in new window or tab >>Andraspråk och andra språk i familjer
2018 (Swedish)In: Svenska som andraspråk i förskolan / [ed] Polly Björk-Willén, Stockholm: Natur och kultur, 2018, Vol. sidorna 123-141, p. 123-141Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2018
Keywords
Andraspråk, Tvåspråkighet hos barn, Familjer
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-164025 (URN)9789127822740 (ISBN)
Available from: 2020-03-02 Created: 2020-03-02 Last updated: 2020-03-02Bibliographically approved
Stenliden, L., Bylund, A. & Reimers, E. (2018). Post-humanist Qualitative Data Production in Classroom Studies: A Research Machine put to Work.. Reconceptualizing Educational Research Methodology (RERM), 9(2), 22-37
Open this publication in new window or tab >>Post-humanist Qualitative Data Production in Classroom Studies: A Research Machine put to Work.
2018 (English)In: Reconceptualizing Educational Research Methodology (RERM), ISSN 1892-042X, E-ISSN 1892-042X, Vol. 9, no 2, p. 22-37Article in journal (Refereed) Published
Abstract [en]

This paper describes a methodological inquiry that explores ways of performing classroom studies, where posthuman theory and data production are plugged in to each other from the very outset of this effort. Posthuman theory insists on research practices that demand attention to materialities, research practices that seek to detach the investigations from human concerns and positionality, research practices that consider how data and researcher(s) are entangled producing each other and by that try to operationalize the ‘unself’ of the researcher(s). Hence, a research machine was constructed and put to work in one Physics classroom in an upper secondary school. Five researchers focused on various multiparty interactions, whilst attempting to background the interpersonal interactions. Subsequently, the research machine was plugged into different concepts and turned into workshops where changes in configurations became significant for emergences in the classroom. In this process the concept affraction emerged as an effort to map how material-semiotic processes become observable in classrooms. The work of the research machine points to possible ways of avoiding commonly privileged perspectives in classroom observations. This attempt to deconstruct boundaries between human and non-human and the human as a bounded non-porous subject may affect possibilities to produce research that aids what otherwise might be shadowed actions in classrooms.

Place, publisher, year, edition, pages
Oslo, Norway: Oslo Metropolitan University - Storbyuniversitetet, 2018
Keywords
posthumanism, Deleuze & Guattari, qualitative data production, research machine, configuration, classroom studies
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-164283 (URN)
Available from: 2020-03-13 Created: 2020-03-13 Last updated: 2020-04-02Bibliographically approved
Wessbo, S., Rahm, L., Forsell, J., Martín-Bylund, A. & Vestergren, S. (2017). Open issue. Confero: Essays on Education, Philosophy and Politics, 5(1), 5-10
Open this publication in new window or tab >>Open issue
Show others...
2017 (English)In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 5, no 1, p. 5-10Article in journal, Editorial material (Other academic) Published
Abstract [en]

This open issue of Confero presents four essays that all relate to questions of education and power. Laila Nielsen and Ralph Leighton compare how conditions of citizenship regarding ethnicity, gender, and social class are understood, based on interviews with teachers and students in upper secondary schools in England and Sweden. The second essay is written by Rasoul Nejadmehr who gives a thorough account of the "scientific education" as the dominant educational paradigm of the present. Through a historical analysis, Nejadmehr shows how this paradigm is deeply embedded with racial, colonial, and Eurocentric biases. The third essay by Marcus Samuelsson analyzes offical and unofficial inspections of the classroom that takes place when authorities conduct audits, but also when pupils post videos on social media. In the fourth essay of this issue, Tomas Wedin discusses changes in the Swedish school during the period of 1946-2000. 

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-144380 (URN)10.3384/confero.2001-4562.171208 (DOI)
Available from: 2018-01-17 Created: 2018-01-17 Last updated: 2019-11-11
Bylund, A. & Björk-Willén, P. (2015). Multilingual becoming in reading: a picture storybook-reading-assemblage in early years education (1ed.). In: Sandie Mourão and Mónica Lourenco (Ed.), Early Years Second Language Education: International perspectives on theory and practice (pp. 78-92). Abingdon och New York: Routledge
Open this publication in new window or tab >>Multilingual becoming in reading: a picture storybook-reading-assemblage in early years education
2015 (English)In: Early Years Second Language Education: International perspectives on theory and practice / [ed] Sandie Mourão and Mónica Lourenco, Abingdon och New York: Routledge, 2015, 1, p. 78-92Chapter in book (Other academic)
Place, publisher, year, edition, pages
Abingdon och New York: Routledge, 2015 Edition: 1
Series
Routledge research in early childhood education
Keywords
multilingualism, preschool, literacy, Multiple Literacies Theory
National Category
Sociology
Identifiers
urn:nbn:se:liu:diva-117976 (URN)978-0-415-70527-1 (ISBN)978-1-315-88994-8 (ISBN)
Projects
Språkpolicy i flerspråkiga förskolor och familjer: institutionella och vardagliga praktiker
Funder
Swedish Research Council, 721-2011-5842
Available from: 2015-05-19 Created: 2015-05-19 Last updated: 2017-08-17
Björk-Willén, P., Puskás, T. & Bylund, A. (2013). Flera språk i förskolan: teori och praktik. Stockholm: Skolverket
Open this publication in new window or tab >>Flera språk i förskolan: teori och praktik
2013 (Swedish)Book (Other (popular science, discussion, etc.))
Abstract [sv]

Förskolepersonal i landets förskolor kommer i kontakt med allt fler barn och föräldrar som talar ett annat modersmål än svenska. Eftersom majoriteten av förskolepersonalen i första hand talar svenska uppstår många frågor och funderingar kring hur man ska kunna följa läroplanens direktiv. Enligt förskolans läroplan ska förskolan sträva efter att varje barn som har ett annat modersmål än svenska utvecklar sin förmåga att kommunicera både på svenska och på modersmålet. Dessutom säger skollagen att förskolan ska medverka till att barn med annat modersmål än svenska får möjlighet att utveckla både det svenska språket och sitt modersmål.

Det här stödmaterialet handlar om språkutveckling och språkande i förskolor där barn talar två eller flera språk till vardags. Syftet med materialet är emellertid inte att ge några färdiga metoder, eftersom det inte finns några enkla svar på frågan hur man ska stödja barns tvåspråkiga eller flerspråkiga utveckling i förskolan. Avsikten är snarare att diskutera hur barns flerspråkiga utveckling kan främjas i förskolan. Ökad kunskap om språkutveckling och språkanvändning kan dessutom ge förskolepersonal redskap för det fortsatta arbetet med barns språkande. Varje förskola är unik i sin sammansättning av vuxna och barn, och därför är det viktigt att varje arbetslag arbetar utifrån sina särskilda förutsättningar.

Stödmaterialet tar avstamp i läroplanens språkutvecklingsrelaterade mål, men gör inget anspråk på att vara allomfattande. Materialet lyfter däremot olika aspekter av hur förskolan kan uppmärksamma, stödja och uppmuntra barns flerspråkiga utveckling. Samtidigt poängteras särskilt, eftersom förskolan huvudsakligen är en svenskspråkig domän, att det är viktigt att förskolepersonalen har kunskaper om såväl flerspråkighet i allmänhet som barns andraspråksutveckling i synnerhet för att kunna skapa en stimulerande språkmiljö.

Place, publisher, year, edition, pages
Stockholm: Skolverket, 2013. p. 84
Series
Stödmaterial / Skolverket, ISSN 1651-9787
Keywords
Multilingualism in children, Education, Preschool, Flerspråkighet hos barn, Förskolan
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-97009 (URN)978-91-7559-041-7 (ISBN)
Available from: 2013-09-02 Created: 2013-09-02 Last updated: 2017-08-17Bibliographically approved
Björk-Willén, P., Gruber, S. & Puskás, T. (2013). Förskolan som nationell välfärdsinstitution: perspektiv och begrepp (1ed.). In: Polly Björk-Willén, Sabine Gruber, Tünde Puskás (Ed.), Nationell förskola med mångkulturellt uppdrag: (pp. 11-23). Stockholm: Liber
Open this publication in new window or tab >>Förskolan som nationell välfärdsinstitution: perspektiv och begrepp
2013 (Swedish)In: Nationell förskola med mångkulturellt uppdrag / [ed] Polly Björk-Willén, Sabine Gruber, Tünde Puskás, Stockholm: Liber, 2013, 1, p. 11-23Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2013 Edition: 1
Keywords
etnicitet, förskola, samtalsanalys
National Category
Humanities Social Sciences
Identifiers
urn:nbn:se:liu:diva-129896 (URN)9789147100255 (ISBN)
Funder
Swedish Research Council, 721-2008-4820
Available from: 2014-04-09 Created: 2014-04-09 Last updated: 2015-05-05Bibliographically approved
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