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  • 1.
    Aarsand, Pål André
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Alternating between online and offline: tags and frame switches as interactional resources2007Manuskript (preprint) (Övrigt vetenskapligt)
    Abstract [en]

    The present data are based on an ethnographic study of computer use in everyday interactions in a seventh grade class (of 13-14 year-olds). The data were analysed in terms of activity frames and participation frameworks (Goffman 1981), exploring how students deployed online and offline activity frames in their identity performance. It is shown how MSN (online) identities are invoked in subsequent and intermittent face-to-face interaction; a dialogue can start on MSN and continue in faceto-face interaction, and vice versa. This means that frame switches are important features of the students’ identity work. Similarly, the students employed nicknames or tags, that is, textual-visual displays of ‘speaker’ identities, located in the boundary zone between online and offline activities. In terms of participation frameworks, it is also documented ways in which students engaged in crossplay (Goffman 1981), where a ratified participant communicated with a non-ratified participant. Yet, one problem in analysing participation frameworks and particularly byplay and sideplay (Goffman 1981) is that these concepts require that the analyst can identify one dominant activity. This was not possible in the present data. Instead, the data are primarily analysed in terms of borderwork, that here entails frame switchings, crossplay and a strategic use of tags.

  • 2. Beställ onlineKöp publikationen >>
    Aarsand, Pål André
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Around the Screen: Computer activities in children’s everyday lives2007Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    The present ethnography documents computer activities in everyday life. The data consist of video recordings, interviews and field notes, documenting (i) 16 students in a seventh grade class in a computer room and other school settings and (ii) 22 children, interacting with siblings, friends and parents in home settings. The thesis is inspired by discourse analytical as well as ethnographic approaches, including notions from Goffman (1974, 1981), e.g. those of activity frame and participation framework, which are applied and discussed.

    The thesis consists of four empirical studies. The first study focuses on students’ illegitimate use, from the school’s point of view, of online chatting in a classroom situation. It is shown that the distinction offline/online is not a static one, rather it is made relevant as part of switches between activity frames, indicating the problems of applying Goffman’s (1981) notions of sideplay, byplay and crossplay to analyses of interactions in which several activity frames are present, rather than one main activity. Moreover, it is shown that online identities, in terms of what is here called tags, that is, visual-textual nicknames, are related to offline phenomena, including local identities as well as contemporary aesthetics. The second study focuses on placement of game consoles as part of family life politics. It is shown that game consoles were mainly located in communal places in the homes. The distinction private/communal was also actualized in the participants’ negotiations about access to game consoles as well as negotiations about what to play, when, and for how long. It is shown that two strategies were used, inclusion and exclusion, for appropriating communal places for computer game activities. The third study focuses on a digital divide in terms of a generational divide with respect to ascribed computer competence, documenting how the children and adults positioned each other as people ‘in the know’ (the children) versus people in apprentice-like positions (the adults). It is shown that this generation gap was deployed as a resource in social interaction by both the children and the adults. The forth study focuses on gaming in family life, showing that gaming was recurrently marked by response cries (Goffman, 1981) and other forms of blurted talk. These forms of communication worked as parts of the architecture of intersubjectivity in gaming (cf. Heritage, 1984), indexing the distinction virtual/‘real’. It is shown how response cries, sound making, singing along and animated talk extended the virtual in that elements of the game became parts of the children’s social interaction around the screen, forming something of an action aesthetic, a type of performative action for securing and displaying joint involvement and collaboration. As a whole, the present studies show how the distinctions master/apprentice, public/private, virtual/real and subject/object are indexicalized and negotiated in computer activities.

    Delarbeten
    1. Alternating between online and offline: tags and frame switches as interactional resources
    Öppna denna publikation i ny flik eller fönster >>Alternating between online and offline: tags and frame switches as interactional resources
    2007 (Engelska)Manuskript (preprint) (Övrigt vetenskapligt)
    Abstract [en]

    The present data are based on an ethnographic study of computer use in everyday interactions in a seventh grade class (of 13-14 year-olds). The data were analysed in terms of activity frames and participation frameworks (Goffman 1981), exploring how students deployed online and offline activity frames in their identity performance. It is shown how MSN (online) identities are invoked in subsequent and intermittent face-to-face interaction; a dialogue can start on MSN and continue in faceto-face interaction, and vice versa. This means that frame switches are important features of the students’ identity work. Similarly, the students employed nicknames or tags, that is, textual-visual displays of ‘speaker’ identities, located in the boundary zone between online and offline activities. In terms of participation frameworks, it is also documented ways in which students engaged in crossplay (Goffman 1981), where a ratified participant communicated with a non-ratified participant. Yet, one problem in analysing participation frameworks and particularly byplay and sideplay (Goffman 1981) is that these concepts require that the analyst can identify one dominant activity. This was not possible in the present data. Instead, the data are primarily analysed in terms of borderwork, that here entails frame switchings, crossplay and a strategic use of tags.

    Nyckelord
    participation framework, activity frames, online activities, offline activities, identities, borderwork.
    Nationell ämneskategori
    Övrig annan samhällsvetenskap
    Identifikatorer
    urn:nbn:se:liu:diva-14501 (URN)
    Tillgänglig från: 2007-05-14 Skapad: 2007-05-14 Senast uppdaterad: 2010-10-11
    2. Gaming and Territorial Negotiations in Family Life
    Öppna denna publikation i ny flik eller fönster >>Gaming and Territorial Negotiations in Family Life
    2009 (Engelska)Ingår i: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 16, nr 4, s. 497-517Artikel i tidskrift (Refereegranskat) Published
    Abstract [en]

    This article examines territorial negotiations concerning gaming, drawing on video recordings of gaming practices in middle-class families. It explores how private vs public gaming space was co-construed by children and parents in front of the screen as well as through conversations about games. Game equipment was generally located in public places in the homes, which can be understood in terms of parents’ surveillance of their children, on the one hand, and actual parental involvement, on the other. Gaming space emerged in the interplay between game location, technology and practices, which blurred any fixed boundaries between public and private, place and space, as well as traditional age hierarchies.

    Nyckelord
    computer gaming • family politics • parental involvement • place/space • public/private
    Nationell ämneskategori
    Övrig annan samhällsvetenskap
    Identifikatorer
    urn:nbn:se:liu:diva-14502 (URN)10.1177/0907568209343879 (DOI)
    Anmärkning
    Tidigare titel: Computer gaming and territorial negotiations in family life Tillgänglig från: 2007-05-14 Skapad: 2007-05-14 Senast uppdaterad: 2017-12-13
    3. Computer- and Video games in Family Life: The digital divide as a resource in intergenerational interactions
    Öppna denna publikation i ny flik eller fönster >>Computer- and Video games in Family Life: The digital divide as a resource in intergenerational interactions
    2007 (Engelska)Ingår i: Childhood, ISSN 0907-5682, Vol. 14, nr 2, s. 235-256Artikel i tidskrift (Refereegranskat) Published
    Abstract [en]

    In this ethnographic study of family life, intergenerational video and computer game activities were videotaped and analysed. Both children and adults invoked the notion of a digital divide, i.e. a generation gap between those who master and do not master digital technology. It is argued that the digital divide was exploited by the children to control the game activities. Conversely, parents and grandparents positioned themselves as less knowledgeable, drawing on a displayed divide as a rhetorical resource for gaining access to playtime with the children. In these intergenerational encounters, the digital divide was thus an interactional resource rather than a problem.

    Nyckelord
    computer games, digital divide, family, knowledge-relations, participation framework, video games
    Nationell ämneskategori
    Övrig annan samhällsvetenskap
    Identifikatorer
    urn:nbn:se:liu:diva-14503 (URN)10.1177/0907568207078330 (DOI)
    Tillgänglig från: 2007-05-14 Skapad: 2007-05-14 Senast uppdaterad: 2009-04-21
    4. Response cries and other gaming moves: Building intersubjectivity in gaming
    Öppna denna publikation i ny flik eller fönster >>Response cries and other gaming moves: Building intersubjectivity in gaming
    2009 (Engelska)Ingår i: Journal of Pragmatics, ISSN 0378-2166, Vol. 41, nr 8, s. 1557-1575Artikel i tidskrift (Refereegranskat) Published
    Abstract [en]

    The present study focuses on the ways in which response cries (Goffman, 1981) are deployed as interactional resources in computer gaming in everyday life. It draws on a large-scale data set of video recordings of the everyday lives of middleclass families. The recordings of gaming between children and between children and parents show that response cries were not arbitrarily located within different phases of gaming (planning, gaming or commenting on gaming). Response cries were primarily used as interactional resources for securing and sustaining joint attention (cf. Goodwin, 1996) during the gaming as such, that is, during periods when the gaming activity was characterized by a relatively high tempo. In gaming between children, response cries co-occurred with their animations of game characters and with sound making, singing along, and code switching in ways that formed something of an action aesthetic, a type of aesthetic that was most clearly seen in gaming between game equals (here: between children). In contrast, response cries were rare during the planning phases and during phases in which the participants primarily engaged in setting up or adjusting the game.

    Nyckelord
    Computer gaming; Response cries; Intersubjectivity; Everyday life; Action aesthetic
    Nationell ämneskategori
    Övrig annan samhällsvetenskap
    Identifikatorer
    urn:nbn:se:liu:diva-14504 (URN)10.1016/j.pragma.2007.05.014 (DOI)
    Tillgänglig från: 2007-05-14 Skapad: 2007-05-14 Senast uppdaterad: 2010-02-05
    Ladda ner fulltext (pdf)
    FULLTEXT01
  • 3.
    Aarsand, Pål André
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Computer- and Video games in Family Life: The digital divide as a resource in intergenerational interactions2007Ingår i: Childhood, ISSN 0907-5682, Vol. 14, nr 2, s. 235-256Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this ethnographic study of family life, intergenerational video and computer game activities were videotaped and analysed. Both children and adults invoked the notion of a digital divide, i.e. a generation gap between those who master and do not master digital technology. It is argued that the digital divide was exploited by the children to control the game activities. Conversely, parents and grandparents positioned themselves as less knowledgeable, drawing on a displayed divide as a rhetorical resource for gaining access to playtime with the children. In these intergenerational encounters, the digital divide was thus an interactional resource rather than a problem.

  • 4.
    Aarsand, Pål André
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Aronsson, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Response cries and other gaming moves: Building intersubjectivity in gaming2009Ingår i: Journal of Pragmatics, ISSN 0378-2166, Vol. 41, nr 8, s. 1557-1575Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study focuses on the ways in which response cries (Goffman, 1981) are deployed as interactional resources in computer gaming in everyday life. It draws on a large-scale data set of video recordings of the everyday lives of middleclass families. The recordings of gaming between children and between children and parents show that response cries were not arbitrarily located within different phases of gaming (planning, gaming or commenting on gaming). Response cries were primarily used as interactional resources for securing and sustaining joint attention (cf. Goodwin, 1996) during the gaming as such, that is, during periods when the gaming activity was characterized by a relatively high tempo. In gaming between children, response cries co-occurred with their animations of game characters and with sound making, singing along, and code switching in ways that formed something of an action aesthetic, a type of aesthetic that was most clearly seen in gaming between game equals (here: between children). In contrast, response cries were rare during the planning phases and during phases in which the participants primarily engaged in setting up or adjusting the game.

  • 5.
    Aarsand, Pål
    et al.
    Department of Education and Life long learning, Norweigan University Of Science and Technology, Trondheim, Norway.
    Sparrman, Anna
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Visual transcriptions as socio-technical assemblages2021Ingår i: Visual Communication, ISSN 1470-3572, E-ISSN 1741-3214, Vol. 20, nr 2, s. 289-309Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    With the development of visual digital technologies it has become more common in the social sciences to both use and present research visually. This article explores different strategies for working with and including images in ethnomethodology and conversation analysis (EMCA) transcriptions. The purpose is to investigate how, and if, the ontology of the transcript changes when verbal transcripts become visual transcripts. The article explores what ensures that a transcript is still a transcript and what happens to the reflexive interpretative strategy fundamental to EMCA when new digital technologies make it possible to incorporate images in transcripts. The articles focus is on the social life of methods as well as methodological productivity showing how images can enact different social realities and scientific knowledge.

  • 6.
    Ackesjö, Helena
    et al.
    Linnéuniversitetet.
    Persson, Sven
    Malmö universitet.
    Lago, Lina
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Utbildningsvetenskap.
    Rektorers och skolhuvudmäns meningsskapande om förskoleklassens position i utbildningslandskapet2022Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 16, nr 2, s. 7-26Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The preschool class has been subject to several policy reforms, which principals and local education authorities are responsible. for implementing and evaluating. The aim of this study is to contribute with knowledge about how principals and local education authorities make meaning of the position and organization of the preschool class in relation to these policy reforms and to the existing practices. The method used in the study is interviews with principals and local education authorities and shows how they reason about and relate to various regulatory, normative, and cultural-cognitive elements of governance. The analysis shows that the principals have arguments for three basic positions for the preschool class: a bridge between preschool and primary school, a knowledge-oriented position, and a socially oriented position. A key argument put forward by the principals is that the preschool class should be integrated into a continuous primary school organisation. The local education authorities, on their part, interpret the new policy as an ongoing qualification and homogenization process, which affects the preschool class’s position in the education system.

  • 7.
    Ackesjö, Helena
    et al.
    Linnéuniversitetet, Sverige.
    Persson, Sven
    Malmö universitet, Sverige.
    Lago, Lina
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Utbildningsvetenskap.
    Utbildning för barn i skolstartsålder2022 (uppl. 1)Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Det ligger något av ett magiskt skimmer över skolstarten. Många barn har längtat efter dagen då de får packa sin ryggsäck och träda in genom porten till det mytomspunna skolhuset där nya klasskamrater, lärare och utmaningar väntar.

    Denna bok handlar om hur utbildningen för barn i skolstartsåldern har förändrats under de senaste decennierna och hur man kan förstå mekanismerna bakom dessa förändringar. Idag råder ett starkt kunskaps- och lärandefokus, där huvudsyftet är att elever ska kvalificeras till nästa nivå i skolsystemet. Detta beskriver vi i boken som en skolarisering av utbildningen och dess konsekvenser berör alla aspekter av utbildning. 

    Skolariseringen syns på policynivå. Den påverkar den pedagogiska praktiken och undervisningen; den förändrar synen på barnet och dess förmågor, och inte minst påverkar den vår syn på vad utbildning är till för. I denna bok används skolstarten och förskoleklassen som exempel, men analysen av skolariseringen är allmängiltig för utbildning och undervisning av barn i hela skolsystemet. Hur kan dessa förändringar beskrivas? Vad bidrar till skolariseringen? Vilken betydelse har denna utveckling? Detta är angelägna frågor för alla som är engagerade i utbildning. Därför är det viktigt att lärare och lärarstudenter får ett språk för att kritiskt kunna granska och diskutera vad skolariseringen innebär - både för dem själva och för deras profession.

  • 8.
    Adelsvärd, Viveka
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Kommunikation.
    Aronsson, Karin
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Linell, Per
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Kommunikation.
    Discourse of blame. Courtroom construction of social reality from the perspective of the defendant.1988Ingår i: Semiotica, ISSN 0037-1998, E-ISSN 1613-3692, Vol. 71, s. 261-284Artikel i tidskrift (Refereegranskat)
  • 9.
    Adelswärd, Viveka
    et al.
    Linköpings universitet, Institutionen för tema, Tema Kommunikation. Linköpings universitet, Filosofiska fakulteten.
    Sparrman, Anna
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Cromdal, Jakob
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Evaldsson, Ann-Carita
    Linköpings universitet, Institutionen för beteendevetenskap och lärande. Linköpings universitet, Utbildningsvetenskap.
    Den väsentliga vardagen2009Ingår i: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild, Stockholm: Carlssons , 2009, 1, s. 9-12Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Här ger arton forskare som alla varit doktorander till professor Karin Aronsson sin beskrivning av olika former av vardagliga fenomen. Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för de författare som bidrar i boken är att de är eller har varit doktorander vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang.

  • 10.
    Altin, Carolina
    et al.
    Karolinska Institutet, Stockholm, Sweden.
    Kvist Lindholm, Sofia
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Wejdmark, Mats
    Nature School, Municipality of Nynäshamn, Stockholm, Sweden.
    Lättman-Masch, Robert
    Nature School, Municipality of Nynäshamn, Stockholm, Sweden.
    Boldemann, Cecilia
    Karolinska Institutet, Stockholm, Sweden; Centre for Epidemiology and Community Medicine, Stockholm County Council, Stockholm, Sweden .
    Upgrading Preschool Environment in a Swedish Municipality: Evaluation of an Implementation Process2015Ingår i: Health Promotion Practice, ISSN 1524-8399, E-ISSN 1552-6372, Vol. 16, nr 4, s. 583-591Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Redesigning outdoor preschool environment may favorably affect multiple factors relevant to health and reach many children. Cross-sectional studies in various landscapes at different latitudes have explored the characteristics of preschool outdoor environment considering the play potential triggering combined physical activity and sun-protective behavior due to space, vegetation, and topography. Criteria were pinpointed to upgrade preschool outdoor environment for multiple health outcomes to be applied in local government in charge of public preschools. Purposeful land use policies and administrative management of outdoor land use may serve to monitor the quality of preschool outdoor environments (upgrading and planning). This study evaluates the process of implementing routines for upgrading outdoor preschool environments in a medium-sized municipality, Sweden, 2008-2011, using qualitative and quantitative analysis. Recorded written material (logs and protocols) related to the project was processed using thematic analysis. Quantitative data (m2 flat/multileveled, overgrown/naked surface, and fraction of free visible sky) were analyzed to assess the impact of implementation (surface, topography, greenery integrated in play). The preschool outdoor environments were upgraded accordingly. The quality of implementation was assessed using the theory of policy streams approach. Though long-term impact remains to be confirmed the process seems to have changed work routines in the interior management for purposeful upgrading of preschool outdoor environments. The aptitude and applicability of inexpensive methods for assessing, selecting, and upgrading preschool land at various latitudes, climates, and outdoor play policies (including gender aspects and staff policies) should be further discussed, as well as the compilation of data for monitoring and evaluation.

  • 11.
    Anatoli, Olga
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Swedish-English preschool as a site for the collaborative discovery of bilingual meanings2024Ingår i: Journal of Early Childhood Education Research, E-ISSN 2323-7414, Vol. 13, nr 1, s. 92-121Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper examines spontaneous conversations about word meaning in a bilingual preschool in Sweden. This qualitative empirical study is grounded in an ethnomethodological theoretical framework and contributes to research on multilingualism by using a sociocultural lens to examine mundane linguistic experiences of very young children who learn to speak in more than one language. The data comprise video-recordings of naturally occurring interactions among teachers and children in a Swedish-English preschool with a one teacher-one language policy. The data were collected during ethnographic fieldwork in an urban area in Sweden. Approached with multimodal interactional analysis, the data draw attention to teachers’ everyday didactics, including their professional strategies for initiating spontaneous vocabulary work and orchestrating multiparty engagement in the collaborative discovery of meaning, and children’s participation. The analysis discusses strategies for providing word definitions and demonstrates mundane institutional contexts outside of the classroom setting where such interactions were possible. Both teachers and children engaged in vocabulary exploration by using words in a situated, locally meaningful way. The study highlights that the teachers followed the preschool’s language policy and embodied monolingual identities, while orienting to children as multilingual learners and supporting their language development.

  • 12.
    Anatoli Smith (Ivanova), Olga
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Čekaitė, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Child-initiated informings and conversational participation in a bilingual preschool2023Ingår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 217, s. 33-48Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper explores children's interactional competence in the context of bilingual early childhood education, looking specifically at how very young children initiate conversations with teachers by informing them about something interesting and new. Video recordings collected from ethnographic fieldwork in a Swedish–English preschool are investigated from the conversation analytic perspective, paying particular attention to multimodal aspects of naturally-occurring interactions. The analysis reveals that in initiating informings aimed at teachers in a multiparty institutional setting, children practice their bilingual skills in turn-taking and recipient design, and present their topic as relevant and coherent within the local material and conversational context. In so doing, children navigate institutional constraints on participation, secure teachers' recipiency, and establish themselves as knowledgeable speakers. Child-initiated participation in multiparty institutional settings provides a co-operative, transformative social process that constitutes an essential affordance for children's development of interactional competence in a bilingual educational context.

    Ladda ner fulltext (pdf)
    fulltext
  • 13. andersson, gunvor
    et al.
    Aronsson, Karin
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    hessle, sven
    hollander, anna
    lundström, tommy
    Haverier i social barnavård? Fem fallstudier2001Bok (Övrigt vetenskapligt)
    Abstract [sv]

    HAVERIER i social barnavård är lyckligtvis mycket ovanliga. I detta arbete analyseras fem fall som alla vid någon tidpunkt har utvecklats på ett olyckligt sätt. De olika fallen ger tillsammans en bred belysning av dilemmor och möjligheter i socialt och psykiatriskt arbete med utsatta barn. Genom att analysera olika vändpunkter i fallen diskuteras både haverier och god praktik. Läsaren kan själv ta ställning: Vad är ett haveri? Hur kan haverier undvikas? Det finns också rikligt med stoff för debatt kring barnets bästa, barns rättigheter, och mediernas och allmänhetens ansvar. Boken har alla förutsättningar att engagera både den intresserade allmänheten och journalister, liksom personer under utbildning eller fortbildning vid socialhögskolor, psykiatriutbildningar och jurist- eller polishögskolor. FALLSTUDIEN som metod har varit av avgörande betydelse inom hjärnforskningen och annan medicinsk forskning. Inom samhällsvetenskaperna har den däremot varit försummad. I denna bok illustreras olika angreppssätt genom fem olika typer av fall. Dessutom presenteras teori kring fallstudier och berättande, liksom metodiska synpunkter på fallstudien som forsknings- och utredningsmetod.

  • 14.
    Andersson, Ingrid
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Bilingual and Monolingual Children's Narration: Discourse Strategies and Narrative Styles1997Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This thesis investigates twenty bilingual and twenty monolingual 6-year-old preschool children's discourse strategies and narrative styles. It is theoretically based on an interdiciplinary framework combining theories of narration with discourse theories. Methodologically, the study draws on micro-analyses of children's spontaneous sharing time narrations, on the one hand, and elicited retellings of a fable, on the other. A new method was developed for analysing Labovian story points from a collaborative perspective: differentiating between child contributions, teacher contributions, and joint contributions. Moreover, all children were interviewed about their literary repertoires and about narrative practices at home. It was found that children's vocabulary was closely linked to their literary repertoires and cultural habits. By calculating the repair:error ratio, the present study shows that there is a linear development in children's repair work, instead of an inverted U-curve as previously suggested. Language repairs were rare in both groups. The children primarily focused on meaning, not on linguistic form. However, there were more language errors in the bilingual group. Moreover, the bilingual group had a more restricted vocabulary. Yet, the findings reveal that narrative coherence was comparable in the monolingual and bilingual groups. In an analysis of participation during sharing time sessions, it was found that peer comments and child initiatives were more frequent in the monolingual group, and in specific preschool settings. Collaboration was investigated both in terms of teacher support, co-narration, and in  terms of indirect ways of collaborating, like the employment of communication strategies and self-repairs. It was found that bilingual children received  more collaborative support and employed more communication strategies than their monolingual peers.

  • 15.
    Andersson, Kjerstin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Above All Else, Do Not Snitch: Constructing Criminal Identities and Negotiating Masculinities in Agression Replacement Training2008Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    In the present article, the issue of snitching is analysed as part of a convict code, drawn upon by young men detained for assessment at a youth detention home and participating in Aggression Replacement Training (ART). ART is viewed in light of other research on peer interventions. The analysis shows how sticking to the convict code facilitates positioning oneself as knowledgeable within a field of criminality. Perhaps more important, however, is how drawing on the code regulates the relationship to other men and polices one's own behaviour, as well as that of others. Both the trainers and the young men can be seen to use different discourses of masculinity as interactional resources.

  • 16.
    Andersson, Kjerstin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    “Allt började med en sockerbit!”: Ett diskursivt perspektiv på unga mäns berättelser om eget våldsutövande2010Ingår i: Locus, ISSN 1100-3197, nr 2-3, s. 77-90-Artikel i tidskrift (Övrigt vetenskapligt)
  • 17.
    Andersson, Kjerstin
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Ambiguity as Resource in Doing Masculinities - a troubled boy's narrative2005Ingår i: Childhoods 2005 Oslo Children and Youth in Emerging and Transforming Societies,2005, 2005, s. 171-171Konferensbidrag (Övrigt vetenskapligt)
  • 18.
    Andersson, Kjerstin
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Att be om ursäkt - interpersonell färdigthet och ART i praktiken2007Ingår i: Socionomens forskningssupplement, Vol. 6, s. 36-49Artikel i tidskrift (Refereegranskat)
  • 19.
    Andersson, Kjerstin
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Att be om ursäkt. Interpersonell färdighet och ART i praktiken2006Ingår i: Utsatt barndom, sårbara familjer och samhällets insatser,2006, 2006Konferensbidrag (Övrigt vetenskapligt)
  • 20.
    Andersson, Kjerstin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Constructing the Other: Ethnic and Racist Categorizations in Talk on Violence2012Ingår i: Social inequality & The Politics of Representation: A Global Landscape / [ed] Celine-Marie Pascale, Thousand Oaks: SAGE , 2012, s. -339Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

       "In a global landscape the representational practices through which inequalities gain meaning are central--both within and across national boundaries. Social Inequality & The Politics of Representation takes a fresh look at how inequalities of class, race, sexuality, gender and nation are constructed in 20 countries on 5 continents. It offers both rich insight and cultural critique--yet it does not offer a universal paradigm, nor is it concerned with debates about scholarship from "the center" or "the periphery." The collection de-centers North American/European paradigms by placing scholarship from countries around the globe on equal footing. Social Inequality & The Politics of Representation examines timely issues including: Muslim veiling in Austria; poverty among Otomi in Mexico; Indian immigrants in Uganda; race and class in South Africa; Romany rights in Serbia; the (mis)education of Kurdish women in Turkey; collective memory-making in Argentina; internet censorship in China; women's sexuality in Nigeria; orphans in Russia; and transgender cultures in Malaysia. Readers will find a variety of analytical styles including frame analysis, semiotics, poststructural discourse analysis, critical discourse studies, and conversation analysis. Each chapter provides an overview of relevant cultural and historical contexts for an international audience as well as a brief introduction to relevant methodological and theoretical frameworks. Consequently, it is both a richly diverse and easily accessible collection."--Publisher's website.

  • 21.
    Andersson, Kjerstin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Constructing the Other: Ethnic and Racist Categorizations in Talk on Violence2008Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    Sweden is increasingly becoming multiethnic, resulting in a complex ethnic landscape. The present article documents how two young men in Sweden use ethnic and racist categories in talk about violence, from two distinct but mirroring positions: one explicitly non-Swedish and one a former neo-Nazi. Both young men describe being the target of violence due to being identified as the Other, and both use ethnic and racist categorizations to describe their fighting opponents. It is also argued here that both men are problematizing and deconstructing present and previous identities.

  • 22.
    Andersson, Kjerstin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Construction Young Masculinity: A Case of Heroic Discourse of Violence2008Ingår i: Discourse & Society, ISSN 0957-9265, E-ISSN 1460-3624, Vol. 19, nr 2, s. 139-161Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, a young man's narratives of violence are analysed, and a culturally shared storyline is identified as the basis of these narratives. It is argued that the stories are organized so as to construct a preferred self-presentation. One strategy to achieve this is to establish boundaries for what type of violence to use, whom to fight, where and for what reasons. I also argue that the narratives are structured to avoid being categorized as either victim or perpetrator, although both categories are drawn upon. Issues of masculinity are made relevant through categorization of the characters in the narrative, and positions are made available. Different masculine categories such as the hero/villain/non-man become relevant in the analysis. Different gendered positions are used in negotiating a masculine identity around narratives of and through telling about violence.

  • 23.
    Andersson, Kjerstin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Manlig farlighet. Pedofilen som undandtag2012Ingår i: Andra män : maskulinitet, normskapande och jämställdhet / [ed] Lucas Gottzén och Rickard Jonsson, Malmö: Gleerups , 2012, 1, s. -183Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Sverige är världens mest jämställda land, med världens mest jämställda män. Åtminstone framställs det ofta så, både i offentlig debatt och i vardagliga samtal. Denna bild av den normale svenska mannen upprätthålls dock genom att något annat - eller någon annan - skapas som avvikande, annorlunda, obegriplig eller sjuk.

    I den här antologin diskuteras hur det som uppfattas som goda handlingar används för att representera det gemensamma, medan våldsbrott, kvinnomisshandel och sexism förklaras som ett verk av Andra män. Är det därför som män som misshandlat kvinnor har så svårt att se sig själva som kvinnomisshandlare? Är det därför som fördomsfulla stereotyper av invandrarmän används som förklaring till brott eller sexism?

    Hur kommer det sig i så fall att även feministiska män skapas som avvikande? Och vilka föreställningar utmanas egentligen när äldre män beskriver sina växande bröst som sexuellt laddade och njutbara? Varför kan män med funktionsnedsättning inte debattera hjälp till sex utan att ses som kvinnoförtryckare? Eller varför är pedofilen så närvarande i samtal mellan unga män på ett behandlingshem, medan mäns sexuella våld mot barn är så frånvarande i svenska diskussioner om mäns föräldraskap och män i barnomsorg?

    I Andra män diskuterar forskare från antropologi, genusvetenskap, socialt arbete, sociologi och ungdomsvetenskap hur Andra män pekas ut som avvikande, men också hur dessa män hanterar utpekandet.

  • 24.
    Andersson, Kjerstin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Mellan offer och förövare – att berätta om våld2009Ingår i: Den väsentliga vardagen / [ed] Sparrman, Anna, Cromdal, Jakob, Evaldsson, Ann-Carita, Adelswärd, Viveka, Stockholm: Carlssons , 2009, 1, s. 335-Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Här ger arton forskare som alla varit doktorander till professor Karin Aronsson sin beskrivning av olika former av vardagliga fenomen. Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för de författare som bidrar i boken är att de är eller har varit doktorander vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang.

  • 25.
    Andersson, Kjerstin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Over gravlax sandwiches: A lunch conversation on masculinities with Professor James W. Messerschmidt2008Ingår i: NORMA, ISSN 1890-2138, Vol. 3, nr 1, s. 5-12Artikel i tidskrift (Refereegranskat)
  • 26.
    Andersson, Kjerstin
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Rather a Killer than a Rapist: Gendering the Convict Code2007Ingår i: Past, Present and Future. From Womens Studies to Post-Gender Research,,2007, 2007Konferensbidrag (Övrigt vetenskapligt)
  • 27. Beställ onlineKöp publikationen >>
    Andersson, Kjerstin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Talking Violence, Constructing Identity: Young Men in Institutional Care2008Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [sv]

    Avhandlingens övergripande syfte är att undersöka hur unga män konstruerar identiteter kring berättelser om eget våldsutövande. Den bygger på en studie gjord vid ett särskilt ungdomshem i Sverige. Såväl enskilda intervjuer som videoinspelningar av behandlingsprogrammet Aggression Replacement Training (ART) har utgjort analysmaterialet. Ingående analyser har gjorts av samtalen mellan de unga männen, mellan de unga männen och behandlingspersonalen, och berättelserna i de enskilda intervjuerna. Avhandlingen bygger på en socialkonstruktionistisk ansats där identitet analyseras i social interaktion med andra. Ett viktigt analytiskt perspektiv i studien är hur sociala kategorier och underkategorier skapas. Ett särskilt fokus ligger på genus och då främst maskulinitet, men även ålder och etnicitet lyfts fram som viktiga perspektiv.

    Avhandlingen omfattar fyra delstudier. Studien visar hur de unga männen konstruerar en positiv självpresentation när de talar om våldshändelser. Våldsberättelserna är antingen erfarenhetsbaserade eller utgår ifrån tal om hypotetiskt våld. Det erfarenhetsbaserade våldet problematiseras och legitimeras genom att talas om som självförsvar, försvar av kompisar, återhållsamt eller rättmätigt. Studien visar att våldsberättelser är interaktionella resurser för de unga männen. Genom att tala om våld reglerar de sociala relationer och positionerar sig i relation till vissa maskulinitetsdiskurser. Den specifika förståelsen av vad det innebär att vara en man, möjliggör användandet av våld avhängigt andra sociala kategorier, så som ålder, etnicitet och kriminell identitet. Studien indikerar också att behandlingsprogrammet ART ger möjlighet att underlätta upprätthållandet av en kriminell identitet.

    Delarbeten
    1. Construction Young Masculinity: A Case of Heroic Discourse of Violence
    Öppna denna publikation i ny flik eller fönster >>Construction Young Masculinity: A Case of Heroic Discourse of Violence
    2008 (Engelska)Ingår i: Discourse & Society, ISSN 0957-9265, E-ISSN 1460-3624, Vol. 19, nr 2, s. 139-161Artikel i tidskrift (Refereegranskat) Published
    Abstract [en]

    In this article, a young man's narratives of violence are analysed, and a culturally shared storyline is identified as the basis of these narratives. It is argued that the stories are organized so as to construct a preferred self-presentation. One strategy to achieve this is to establish boundaries for what type of violence to use, whom to fight, where and for what reasons. I also argue that the narratives are structured to avoid being categorized as either victim or perpetrator, although both categories are drawn upon. Issues of masculinity are made relevant through categorization of the characters in the narrative, and positions are made available. Different masculine categories such as the hero/villain/non-man become relevant in the analysis. Different gendered positions are used in negotiating a masculine identity around narratives of and through telling about violence.

    Ort, förlag, år, upplaga, sidor
    London, UK: Sage Publications, 2008
    Nyckelord
    Discourses of masculinity, hero, morality-in-practice, narrative identity, preferred self-presentation, storyline, victim/perpetrator, violence
    Nationell ämneskategori
    Övrig annan samhällsvetenskap
    Identifikatorer
    urn:nbn:se:liu:diva-12593 (URN)10.1177/0957926507085949 (DOI)000255167100001 ()
    Tillgänglig från: 2008-09-17 Skapad: 2008-09-17 Senast uppdaterad: 2017-12-13Bibliografiskt granskad
    2. To Slap A ‘Kraxelhora’: Violence as Category-Bound Activity in Young Men's Talk
    Öppna denna publikation i ny flik eller fönster >>To Slap A ‘Kraxelhora’: Violence as Category-Bound Activity in Young Men's Talk
    2007 (Engelska)Ingår i: Nordic Journal for Masculinity Studies, ISSN 1890-2138, Vol. 2, nr 2, s. 144-162Artikel i tidskrift (Refereegranskat) Published
    Abstract [en]

    Much of the research, on young men’s violence towards girls is problematised, and linked to sexist attitudes held by young men towards girls. In this article I intend to show that, in discussing violence, violence towards girls is not generally accepted among the young men with a documented history of violence. In a study of violent young men in residential care, undergoing Aggression Replacement Training (ART) the issue becomes pertinent in an ART-discussion. One of the young men discloses that he has hit a girl once. In different accounts he elaborates the motives for doing this, and works to justify his actions. He gives two accounts of the episode in the ART-lesson; in an interview afterwards he produces yet another version. In this article I examine the variations he gives of what happened, how he is striving to position himself as morally justifiable and produce a successful masculine position for himself.

    Ort, förlag, år, upplaga, sidor
    Oslo: Universitetsforlaget, 2007
    Nyckelord
    Masculinity, violence, interaction, categorisations, discourse analysis, child studies
    Nationell ämneskategori
    Övrig annan samhällsvetenskap
    Identifikatorer
    urn:nbn:se:liu:diva-12594 (URN)10.18261/ISSN1890-2146-2007-02-05 (DOI)
    Tillgänglig från: 2008-09-17 Skapad: 2008-09-17 Senast uppdaterad: 2023-12-06
    3. Above All Else, Do Not Snitch: Constructing Criminal Identities and Negotiating Masculinities in Agression Replacement Training
    Öppna denna publikation i ny flik eller fönster >>Above All Else, Do Not Snitch: Constructing Criminal Identities and Negotiating Masculinities in Agression Replacement Training
    2008 (Engelska)Artikel i tidskrift (Övrigt vetenskapligt) Submitted
    Abstract [en]

    In the present article, the issue of snitching is analysed as part of a convict code, drawn upon by young men detained for assessment at a youth detention home and participating in Aggression Replacement Training (ART). ART is viewed in light of other research on peer interventions. The analysis shows how sticking to the convict code facilitates positioning oneself as knowledgeable within a field of criminality. Perhaps more important, however, is how drawing on the code regulates the relationship to other men and polices one's own behaviour, as well as that of others. Both the trainers and the young men can be seen to use different discourses of masculinity as interactional resources.

    Nyckelord
    Aggression Replacement Training, convict code, identity, peer intervention, violence
    Nationell ämneskategori
    Övrig annan samhällsvetenskap
    Identifikatorer
    urn:nbn:se:liu:diva-12595 (URN)
    Tillgänglig från: 2008-09-17 Skapad: 2008-09-17 Senast uppdaterad: 2011-03-02
    4. Constructing the Other: Ethnic and Racist Categorizations in Talk on Violence
    Öppna denna publikation i ny flik eller fönster >>Constructing the Other: Ethnic and Racist Categorizations in Talk on Violence
    2008 (Engelska)Artikel i tidskrift (Övrigt vetenskapligt) Submitted
    Abstract [en]

    Sweden is increasingly becoming multiethnic, resulting in a complex ethnic landscape. The present article documents how two young men in Sweden use ethnic and racist categories in talk about violence, from two distinct but mirroring positions: one explicitly non-Swedish and one a former neo-Nazi. Both young men describe being the target of violence due to being identified as the Other, and both use ethnic and racist categorizations to describe their fighting opponents. It is also argued here that both men are problematizing and deconstructing present and previous identities.

    Nyckelord
    Categorization, ethncity, neo-Nazi, positioning, racism, Sweden, violence, young men
    Nationell ämneskategori
    Övrig annan samhällsvetenskap
    Identifikatorer
    urn:nbn:se:liu:diva-12596 (URN)
    Tillgänglig från: 2008-09-17 Skapad: 2008-09-17 Senast uppdaterad: 2011-03-02
    Ladda ner fulltext (pdf)
    FULLTEXT02
    Ladda ner (pdf)
    COVER02
  • 28.
    Andersson, Kjerstin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    To Slap A ‘Kraxelhora’: Violence as Category-Bound Activity in Young Men's Talk2007Ingår i: Nordic Journal for Masculinity Studies, ISSN 1890-2138, Vol. 2, nr 2, s. 144-162Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Much of the research, on young men’s violence towards girls is problematised, and linked to sexist attitudes held by young men towards girls. In this article I intend to show that, in discussing violence, violence towards girls is not generally accepted among the young men with a documented history of violence. In a study of violent young men in residential care, undergoing Aggression Replacement Training (ART) the issue becomes pertinent in an ART-discussion. One of the young men discloses that he has hit a girl once. In different accounts he elaborates the motives for doing this, and works to justify his actions. He gives two accounts of the episode in the ART-lesson; in an interview afterwards he produces yet another version. In this article I examine the variations he gives of what happened, how he is striving to position himself as morally justifiable and produce a successful masculine position for himself.

  • 29.
    Andersson, Kjerstin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Unga män och våld - att studera våld i ett genusperspektiv2007Rapport (Övrigt vetenskapligt)
    Abstract [sv]

      

  • 30.
    Andersson, Kjerstin
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Nehlin, Ann
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Muftee, Mehek
    Linköpings universitet, Institutionen för tema. Linköpings universitet, Filosofiska fakulteten.
    Becevic, Zulmir
    Linköpings universitet, Institutionen för tema.
    Barns perspektiv på jämställdhet i skolan: En kunskapsöversikt2010Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Rapporten är en kunskapsöversikt över forskningen om barns perspektiv på jämställdhet i skolan. Den visar att det finns frågor som inte behandlas av forskningen om jämställdhet i skolan. Några exempel på frågorna är barns och ungas upplevelser av hur jämställd skolan är, vilka möjligheter till delaktighet de ges i skolan och hur de anser att skolan är och bör vara organiserad. Kunskapsöversikten har tagits fram av fil dr. Kjerstin Andersson, fil. dr. Ann Nehlin, doktorand Mehek Muftee och doktorand Zulmir Becevic, samtliga verksamma vid Tema barn, Linköpings universitet. Denna rapport ingår som nummer åtta i en serie av forskarrapporter från DEJA.

  • 31.
    Andersson, Kjerstin
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Osvaldsson, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Utvärdering av BRIS Internetbaserade stödkontakter2012Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    I denna utvärdering av BRIS Internetbaserade stödjande kontakter har de barn som kontaktat BRIS via mejl eller chatt ombetts besvara ett antal frågor om hur de upplever sitt mående, den svårighet som är anledningen till att de kontaktar BRIS och hur de upplever att de blivit bemötta av BRIS. Dessa frågor har ställts före den stödjande kontakten, direkt efter kontakten och därefter 10 dagar efter att barnen mejlat eller chattat med BRIS. Därutöver har en förfrågan om att delta i en enkätstudie gått ut till alla barn som varit aktiva på BRIS diskussionsforum, där de tillfrågats om hur ofta de besökerforumet, vilka funktioner de uppskattar med forumet och hur de upplever den hjälp de får i forumet. Barnen har fått skatta sitt mående på en skala mellan 1 och 9, där 1 motsvarar ”jättedåligt” och 9 ”jättebra”. Undersökningen har designats efter den kvasiexperimentella studie som gjorts av holländska Kindertelefoon (Fukkink & Herrmanns 2007). Den teoretiska utgångspunkten för frågorna i undersökningen har varit KASAM (Antonovsky 1991) och BRISsamtalsmetod (Iwarsson 2007).

    Ladda ner fulltext (pdf)
    Utvärdering av BRIS Internetbaserade stödkontakter
  • 32.
    Andersson, Kjerstin
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Thapar-Björkert, Suruchi
    Uppsala University, Sweden.
    Hearn, Jeff
    Linköpings universitet, Institutionen för tema, Tema Genus. Linköpings universitet, Filosofiska fakulteten.
    Mediated communications of violence: The example of “happy slapping”2011Ingår i: Journal of Children and Media, ISSN 1748-2798, Vol. 5, nr 2, s. 230-234Artikel, forskningsöversikt (Refereegranskat)
  • 33.
    Andersson, Sven
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Social scaling and children's graphic strategies: A comparative study of children's drawings in three cultures1994Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    This cultural comparative study examines social scaling in children's drawings and whether children's formal graphic strategies follow the lines of traditional develop­mental stage models. Moreover, an attempt is made to develop methodological tools for comparative cultural research on children's social worlds.

    For this purpose, children in three communities were asked to make drawings of classroom life (fourth-graders) and their future family (fifth-graders). In total, 591 children were recruited from three settings: a Tanzanian town, a refugee settlement in Tanzania of the African National Congress, South Africa and a Swedish small-town. These settings were chosen in order to involve cultural variation in terms of pedagogical practices and child-rearing ideologies. Instead of absolute measures, relative rating scales (within drawings) were developed for the scoring of children's drawings and for the comparison of drawings between cultures.

    The findings of the present work lend support to the notion of social scaling, that is, social space in drawings (relative size, distances and degree of detailing, etc.) reflects children's hierarchies of importance. Thus, children's self-representations in relation to teacher representation vary with pedagogical practices across cultures. Swedish children produced more self-centered (child-centered) representations of classroom life than any of the African groups. The children in the traditional respect-oriented culture (Tanzanian town group) drew the most sociocentric and least child-centered representations, whereas children from South Africa produced drawings that were intermediate. Differences in social scaling were thus related to cultural differences in pedagogical practices and child-rearing ideologies. Likewise, children's social worlds, as reflected in family figure drawings, vary with child-rearing ideologies in the three different settings.

    The analyses of graphic strategies for both tasks indicated that the African groups employed X-ray strategies to a greater extent than the Swedish children. Quite contradictorily, if viewed from stage-type theorising, the African children simultaneously employed advanced projection systems to a greater extent than the Swedish children. Moreover, the children in the two African settings would in many cases combine these theoretically incompatible drawing strategies. A second analysis of formal graphic strategies showed that children in the two African settings independently employed the same specific local drawing conventions by depicting buildings in a non-representational way. Such local conventions are of theoretical interest in that they question representational models of drawing development. The present results challenge claims for universal or stage-type models in the way children's drawing develops. Instead, the results can be seen to support sociocultural approaches to child development.

  • 34.
    Andresen, Astri
    et al.
    Universitetet i Bergen, Norge.
    Gardarsdottir, Olöf
    Islands universitet, Reykjavik, Island.
    Janfelt, Monika
    Syddansk Universitet, Odense, Danmark.
    Lindgren, Cecilia
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Markkola, Pirjo
    Jyväskylä universitet, Jyväskylä, Finland.
    Söderlind, Ingrid
    Linköpings universitet, Hälsouniversitetet. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Socialt arbete.
    Barnen och välfärdspolitiken: Nordiska barndomar 1900-20002011 (uppl. 1)Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Dagens diskussion om barn och barns rättigheter och villkor tar ofta sin utgångspunkt i 1989 års barnkonvention, men dessa frågor hör inte bara till vår egen tid. I Norden har barn under hela 1900-talet haft en viktig plats i det offentliga samtalet och i välfärdspolitiken, men det uppmärksammas sällan i forskningen. I den här boken beskrivs den välfärdshistoriska utvecklingen utifrån ämnet barn i ett jämförande nordiskt perspektiv. De nordiska länderna har mycket gemensamt och det har under hela 1900-talet funnits ett nära samarbete när det gäller barnpolitik och barns rättigheter.Barnen har setts, inte bara som de enskilda nationernas framtid utan som Nordens framtid.Boken diskuterar vad nordiskt samarbete inneburit för barn både i fråga om lagstiftning och barnpolitik i praktiken, och i vilken utsträckning nordisk välfärdspolitik har utvecklats som ett resultat av samarbete, tävlan och politik komparation. Vad är nordiskt, vad är nationellt och vad är internationellt i nordiska välfärdsmodeller?

     

     

  • 35.
    Andrén, Mats
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Children's expressive handling of objects in a shared world2017Ingår i: Intercorporeality: emerging socialities in interaction / [ed] Christian Meyer, J Streeck and J. Scott Jordan, Oxford: Oxford University Press, 2017, s. 105-141Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Theories of embodied interaction and environmental coupling have come a long way in their struggle with the slippery notions of mind, matter and sociality, but there is a need for systematic documentation of actual social practices to be carried out from this perspective, especially in relation to children. When parent- child interaction takes place in contexts where physical objects are involved, the handling of an object may suddenly stand out as having expressive (gestural) qualities over and above the instrumental aspects that may also be involved. What sort of expressive qualities may be found in such actions? What is it about these movements, in their context, that provide for their expressive qualities? In short, how do they come to mean (see also Cuffari & Streeck, this volume)? The aim is to provide a principled and systematic approach to address these questions, by focusing on micro-ecologies of expression that have their basis in how human bodies handle objects. The approach is applied to data from five Swedish children, recorded longitudinally between 18–30 months, in an attempt to begin answering the questions above. Asking such questions — empirically, theoretically, and conceptually — is a logical consequence of an approach to intersubjectivity that views it as emergent from embodied interaction. This view of intersubjectivity is a synthesis of, first and foremost, the work of Schutz, Mead and Merlau-Ponty.

  • 36.
    Andrén, Mats
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Blomberg, Johan
    Lund University, Lund, Sweden.
    Children’s use of gesture and action with static and dynamic verbs2018Ingår i: Language, Interaction and Acquisition, ISSN 1879-7865, E-ISSN 1879-7873, Vol. 9, nr 1, s. 22-39Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present study investigates the use of gestures by 18-, 24- and 30-month-old Swedish children, as well as their practical actions in coordination with verbs. Previous research on connections between children’s verbs and gestures has mainly focused only on iconic gestures and action verbs. We expand the research foci in two ways: we look both at gestures and at practical actions, examining how the two are coordinated with static verbs (e.g. sleep) and dynamic verbs (e.g. fall). Thanks to these additional distinctions, we have found that iconic gestures and iconic actions (the latter in particular) most commonly occurred with dynamic verbs. Static verbs were most commonly accompanied by deictic actions and deictic gestures (the latter in particular). At 30 months, deictic bodily expressions, including both gestures and actions, increased, whereas iconic expressions decreased. We suggest that this may reflect a transition to less redundant ways of using bodily expressions at 30 months, where bodily movement increasingly takes on the role of specifying verb arguments rather than expressing the semantics of the verb itself.

  • 37.
    Andrén, Mats
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Don't laugh!: socialization of laughter and smiling in pre-school and school settings2017Ingår i: Children's knowledge-in-interaction: studies in Conversation Analysis / [ed] Amanda Bateman, Amelia Church, Singapore: Springer, 2017, s. 127-147Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Although laughter and smiling is generally thought of in terms of positive emotions and values, this is not always the case. In this paper we analyze situations where children’s smiling and laughter are treated as undesirable by other participants—peers and teachers—in preschool and school settings. Participants’ treatment of children’s laughs and smiles as accountable, even sanctionable, provides one piece of the larger puzzle of how emotional expressions form an emerging social competence, negotiated and co-constructed in and through social interaction. The analysis shows how emotional expressions such as laughter and smiling are part of, and subject to, processes of socialization, i.e., social knowledge about embodied moral norms

  • 38.
    Andrén, Mats
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Zetterqvist Nelson, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Att lyssna på barn. Om lyssnandets teori och etik2022Ingår i: Barn, ISSN 0800-1669, E-ISSN 2535-5449, Vol. 40, nr 3, s. 101-118Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    I många samhälleliga sammanhang återkommer en uppmaning att lyssna på barn, inte sällan med hänvisning till FN:s barnkonvention och kanske särskilt artikel 12 om rätten att bli hörd. Men vad innebär det att lyssna på barn? Mängder av böcker om lyssnande till barn som riktar sig till yrkespraktiker och andra som möter barn i sitt vardagsliv publiceras kontinuerligt. Vi saknar emellertid en kritisk diskussion som sätter frågor om lyssnande, lyssnande på barn och det goda lyssnandet i en större teoretisk kontext. Mot den bakgrunden har föreliggande artikel tillkommit. Lyssnandets problematik diskuteras här primärt i relation till monologiska och dialogiska perspektiv på kommunikation samt i relation till olika synsätt på barn (barnsyn) som lika eller olika vuxna. Avslutningsvis pekar vi på etiska implikationer som följer i kölvattnet av olika teoretiska perspektiv på lyssnande och lyssnande på barn.

    Ladda ner fulltext (pdf)
    fulltext
  • 39.
    Andrén, Mats
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Zetterqvist Nelson, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Introduktion: Att lyssna på barn – nya infallsvinklar, nya perspektiv2022Ingår i: Barn, ISSN 0800-1669, E-ISSN 2535-5449, Vol. 40, nr 3, s. 1-7Artikel i tidskrift (Refereegranskat)
    Ladda ner fulltext (pdf)
    fulltext
  • 40.
    Andrén, Mats
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Zetterqvist Nelson, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Listening to children: theories and ethics of listening2024Rapport (Refereegranskat)
    Abstract [en]

    In many societal contexts, the importance of listening to children is underscored, not seldom with reference to the UN Convention on the Rights of the Child and especially Article 12 on the right to be heard. But what does it mean to listen to children? A plethora of books on listening to children aimed at professionals and others who meet children in their daily lives are published on a regular basis. However, we miss a critical discussion of listening as such, and more specifically about (good) listening to children, framed within a larger theoretical context. The aim of this article is to discuss listening in relation to monological and dialogical perspectives on communication, as well as in relation to different notions of children as similar to or different from adults. Also discussed is how different theoretical perspectives on listening and listening to children tends to lead to different ethical conclusions regarded what constitutes good listening and listening to children.

    Ladda ner fulltext (pdf)
    fulltext
    Ladda ner (png)
    presentationsbild
  • 41.
    Andrén, Mats
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Zetterqvist Nelson, KarinLinköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Specialnummer: Att lyssna på barn2022Samlingsverk (redaktörskap) (Refereegranskat)
  • 42.
    Angen Rye, Ståle
    et al.
    Høgskolen i Agder.
    Simonsen, Pål Aarsand
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    IKT i skolens utvikling2003Ingår i: IKT som prosjekt i skolen, Bergen: Fagbok forlaget , 2003, s. 122-138Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 43.
    Angen Rye, Ståle
    et al.
    Høgskolen i Agder.
    Simonsen, Pål Aarsand
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Mellom tradisjon og ny teknologi2004Rapport (Övrigt vetenskapligt)
  • 44.
    Annerbäck, Johanna
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Sparrman, Anna
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    The Child Tourist: Agency and Cultural Competence in VFR Travel2022Ingår i: Tourism and Hospitality, ISSN 2673-5768, nr 2, s. 451-465Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, we meet a seven-year-old boy, Matti, who was adopted from his birth country in Africa by a family in Sweden. We meet him together with his family as they are planning a family adoption return trip to his birth country and again after their return. We argue that an adoption return trip is a form of family travel and/or visiting friends and relatives (VFR) travel. By methodologically using a so-called children’s perspective we are primarily focusing on Matti and how he talks about the return trip. We explore some key concepts from child studies through Matti’s relational encounters in the world. By presenting agency and cultural competence as something that is enacted in practice, we show how they are enacted through the dependencies between Matti, his mother and his sister. The analysis shows that cultural competence and agency are fluid in the sense that they can be changed by how topics of discussion are woven through one another. Staying with Matti’s lived practices makes it possible to elaborate on and demonstrate different forms of competence and agency that are important for understanding children as tourists and children’s roles in family travel.

    Ladda ner fulltext (pdf)
    fulltext
  • 45.
    Antilla, Sten
    et al.
    Socialstyrelsen.
    Hydén, Margareta
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Utfall och effekter av sociala metoder för kvinnor som utsatts för våld i nära relationer2006Rapport (Övrigt vetenskapligt)
    Abstract [sv]

      

  • 46.
    Areschoug, Judith
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Between compulsory schooling and sterilization. Education for feeble-minded children 1925-19542005Ingår i: History of Education Researcher, ISSN 1740-2433, Vol. 75, nr May, s. 14-25Artikel i tidskrift (Övrigt vetenskapligt)
  • 47.
    Areschoug, Judith
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    "De hvilka på grund af bristande fattningsgåfva icke kunna i folkskola tillgodogöra sig den undervisning som där meddelas": Avskiljanden av barn till särklasser och sinnesslöanstalter i Norrköping 1879-19201996Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Det huvudsakliga syftet för den här rapporten är att försöka belysa vad som ansågs motivera ett barns intagning på sinnesslöanstalt under decenniema kring sekelskiftet 1900. I nära anslutning till detta problem ligger naturligtvis frågan om definitionen av det sinnesslöa barnet i praktiken. I mitt arbete studeras enligt vilka kriterier beslut om placeringar av barn från Norrköping på sinnesslöanstalter fattades under perioden 1885-1920.

    Rapporten består av huvudsakligen tre delar. Avsnitt tre beskriver särklassundervisningens organisation och sinnesslöskolans tillkomst i Norrköping. Avsnitt fyra behandlar huvudsakligen skolrådets och -styrelsens samt bamavårdsnämnden roll beträffande rekryteringen av elever till särklasserna och sinnesslövården. Slutligen analyseras i avsnitt fern sammansättningen av sinnesslöskolans elevklientel.

    Ladda ner fulltext (pdf)
    "De hvilka på grund af bristande fattningsgåfva icke kunna i folkskola tillgodogöra sig den undervisning som där meddelas": Avskiljanden av barn till särklasser och sinnesslöanstalter i Norrköping 1879-1920
  • 48.
    Areschoug, Judith
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Det sinnesslöa skolbarnet: Undervisning tvång och medborgarskap 1925-19542000Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    In 1944 special compulsory schooling for feeble-minded children was introduced in Sweden. This meant that these children could no longer be taught in ordinary elementary school classes. Instead they now had to be transferred to schools for the feeble-minded.

    The main purpose of the study is to investigate the meaning assigned to feeble-mindedness, the arguments in favour of compulsory schooling for the feeble-minded, and the significance that it subsequently had for the citizenship of these individuals in society. For this purpose, articles published in 1925-54 in four professional journals, reports of inquiries, legislation, and material from two schools for the feeble-minded have been studied.

    In the study the complexity that characterized compulsory tuition for the feeble-minded is revealed and related to contemporary welfare policy as a whole. Because of the special compulsory schooling, its institutional form, and the link to legislation on sterilization, the special education for the feeble-minded was to be both a form of tuition adjusted to the special needs of the children and an efficient instrument of control, at once a benefit and an imposition. The compulsory schooling made it possible to enrol feeble-minded children and keep them in the institutions, if necessary against their will and that of the parents. The sterilization laws also meant that sterilization could be made a condition for discharge. At the same time, the feeble-minded children were said to be given not only tuition adjusted to their abilities but also a suitable and sheltered environment in which to grow up with classmates of equal status and in many cases a better home than their parents could offer.

    Arguments in favour of special tuition for the feeble-minded were that it prevented them from growing up into asocial adults, while furthering their development into socially well-adjusted citizens. Work and social adjustment were also the characteristics of the feeble-minded individuals- citizenship, as this was described both in the professional debate and in the parents- correspondence with the Storängen institution for the feeble-minded. However, this citizenship did not include the right to form a family and have children.

  • 49.
    Areschoug, Judith
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Ska du med och dra en braja, Micke? - Utbildningsprogram om narkotika2005Ingår i: Samhällets experter och samhällsproblem. Utbildningsprogram om narkotika och läs- och skrivsvårigheter, Lund: Arkiv förlag , 2005, s. 15-91Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 50.
    Areschoug, Judith
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    "Ska du med och dra en braja, Micke?" Utbildningsprogram om narkotika 1970-20012005Ingår i: Samhällets experter och samhällsproblem.: Utbildningsprogram om narkotika och läs- och skrivsvårigheter / [ed] Bengt Sandin, Arkiv förlag & tidskrift, 2005, 1, s. 17-91Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Den här antologin handlar om hur samhällsproblem framställs och diskuteras av experter i utbildningsprogram. I två studier, av program om narkotika respektive program om läs- och skrivproblem, tecknas sambanden mellan utbildningsprogram, stat och samhälle. Författarna visar hur utbildningsprogrammen blev ett redskap för riktade utbildningssatsningar i medierna, där också frivilligrörelser fick göra sina röster hörda. Utbildningsprogrammen erbjöd möjligheter att etablera nya experter på ämnesområdet och att paketera och förmedla budskap som skulle påverka tidens expertkunskap.Båda studierna behandlar på ett utmärkt sätt sambanden mellan utbildningsprogram, stat och samhälle. Boken är lättläst och ger en bra bakgrund om UR:s specialprogram och om dyslexins samt det drogförebyggande arbetets närhistoria i Sverige. -- Bibliotekstjänsts katalog

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