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  • 151.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Förebyggande föräldrastöd och tvärsektoriell samverkan2012Report (Other academic)
    Abstract [en]

    In 2009, the Swedish National Institute of Public Health instigated the development of and research on universal parental support services by funding projects in which local authorities collaborated with universities. The overarching goals were to increase health-promoting services to parents and to increase the integration of services across different actors within the municipality as well as between local authorities and private organizations. The present report investigates efforts to intensify the co-operation of parental support services between The Department of Culture and Leisure (DCL), The Department of Education (DE), and The Department of Social Services (DSS) in a middle-sized Swedish municipality. The study is based on document analyses, notes from meetings and conferences, and interviews with local politicians and civil servants. The data were continuously collected over a two-year period, 2010-2011. The main results are:

    • The reasons for developing universal parental support were unclear among many politicians and civil servants, i.e. those who were to implement the ideas, as were the benefits of the departments working together. This, clearly, obstructed achievement of the project goals.
    • The vagueness with which the responsibility for offering parent support is regulated in national ordinances affects prioritysetting negatively. The question of responsibility has been recurrently negotiated among the local departments – who is responsible?
    • In addition, negotiations concerning who is responsible have been affected by the unclear definition of universal parental support. Thus, the questions have been: Who is responsible, and for what? These uncertainties have had a negative impact on efforts to increase co-operation on parental support services.
    • Despite obstacles of various kinds, it is important to note that the project has instigated new ways of working with parental support; it has put it on the political agenda, and two of the departments decided to co-finance some services in 2012.
  • 152.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Förskolans uppdrag: omsorg, utveckling och lärande2010In: Locus, ISSN 1100-3197, Vol. 22, no 1, p. 60-69Article in journal (Other academic)
    Abstract [sv]

    I skollagberedninges förslag till ny skollag föreslås att förskolan ska bli en egen skolform. Uppdraget är att utforma verksamheten så att omsorg, lärande och utveckling bildar en helhet. Lärande och utveckling har dock fått allt större genomslag - också i verksamheter där små barn med stora omsorgsbehov befinner sig.

  • 153.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Föräldraskapets värde2009In: Barn, barndom och föräldraskap / [ed] Markström, Ann-Marie, Simonsson, Maria, Söderlind, Ingrid and Änggård, Eva, Stockholm: Carlssons , 2009, 1, p. 241-253Chapter in book (Other academic)
    Abstract [sv]

    Barn, barndom och föräldraskap handlar om några av samhällets viktigaste angelägenheter – barnet och föräldrarna. Detta är områden som vi alla har erfarenheter av och som har betydelse på alla plan i samhället. Frågor som rör barn, barndom och föräldraskap är ständigt närvarande i samhällsdebatt och politik liksom i människors vardag. De är idag också betydelsefulla kunskapsområden och forskning pågår inom en rad olika discipliner. I denna bok medverkar 21 forskare från skilda forskningstraditioner. Utifrån olika perspektiv skriver de om en rad olika frågor: Hur gränserna för vad som är ett barn har dragits historiskt; betydelsen av barns insatser och arbete; barns ställning som medborgare; hur människor, verkliga och fiktiva, förhandlar positioner i de vardagsliv som levs i familjen, förskolan och skolan; synen på föräldraskap och hur föräldrar ser på uppfostran och barns behov. Boken innehåller också texter som diskuterar teoretiska redskap för att utveckla forskning kring barn, barndom, föräldraskap och familj. barn, barndom och föräldraskap är angelägen läsning för alla som av olika skäl intresserar sig för barns villkor och plats i samhället.

    Bokens redaktörer är Ann-Marie Markström, Linköpings universitet; Maria Simonsson, Linköpings universitet; Ingrid Söderlind, Institutet för Framtidsstudier i Stockholm och Linköpings universitet och Eva Änggård, Stockholms universitet.

  • 154.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Föräldrastöd genom skolan: Diskursiva tillämpningar av nationell politik inom en svensk kommun2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 35, no 1, p. 70-83Article in journal (Refereed)
    Abstract [en]

    The present paper conducts a conceptual analysis of how parent support is recontextualised when connected to the education system in a Swedish local authority. Official documents and interviews with officials are analyzed. The study shows that in the discourse on parent support, supporting activities are commonly connected to the teachers, and consequently the teachers are made responsible for the provision of support. The student health services or other professionals such as leisure time personnel are less prominent in the discourse. The paper asks for reflection on the part of compulsory schooling in health promoting and risk preventing work.

  • 155.
    Bergnéhr, Disa
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies.
    Love and family: Discussions between swedish men and women concerning the transition to parenthood2007In: Forum qualitative Sozialforschung, E-ISSN 1438-5627, Vol. 8, no 1, p. Art. 23-Article in journal (Refereed)
    Abstract [en]

    This study is an exploration of how young Swedish adults talk about intimate relationships and the transition to parenthood. It is suggested that people carefully reflect over their relationship with their partner before deciding to embark on parenthood, and it is shown that reproductive decision making is imbued with contradictory ideals that may cause stress and anxiety. To have and to raise a child in a nuclear family arrangement is one prominent ideal that is illuminated by this study, but parallel with this is the notion of intimate relationships breaking down, dwindling. These two discourses are contradictory and create dilemmas in the process of family formation. Some individuals find the risk of relationship dissolution especially stressful, drawing on their own childhood experiences of growing up with separated parents. This is a study based on focus group interviews containing men and women, ranging from 24 to 39 years old, with different educational, occupational and geographical backgrounds, some are parents and some are not. The data are analysed using a discourse analytical approach, and much of the discussion is based on Anthony GIDDENS', Zygmunt BAUMAN's and Ulrich BECK and Elisabeth BECK-GERNSHEIM's reasoning about love and intimacy in the contemporary Western world. © 2006 FQS.

  • 156.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Natur, utomhusmiljö och den goda barndomen i tidningen Förskolan2009In: Naturen som symbol för den goda barndomen / [ed] Gunilla Halldén, Stockholm: Carlssons , 2009, 1, p. 59-77Chapter in book (Other academic)
    Abstract [sv]

    Barndomen och naturen ses ofta som sammankopplade med varandra. Naturen uppfattas som god för barn och barn anses må bra av att vara i naturen. Men hur har egentligen  denna tankefigur uppstått och vad hänger samman med den i det pedagogiska arbetet med barn. Här diskuterar en rad framstående forskare hur barn och natur förhåller sig till varandra, alltifrån Rousseau. Vilka filosofiska ingångar finns i relationen människa/natur, hur förhåller sig natur och kultur till varandra, hur visualiseras naturen i t ex skolfilmer. Vidare granskas natur och barndom i förskolans utbildningsmaterial, liksom natur och genus. Och vilken plats har naturen i barndomsminnen.Bokens skribenter kommer från olika forskningsfält. Gunilla Halldén är professor på tema Barn vid Linköpings universitet.  Hennes forskning har rört föräldrars vardagspsykologi, barns föreställningar om familj samt barndomsbegreppets förändring under 1900-talet. Tidigare utgivning bl a Barnet och boet (2001) och Den moderna barndomen (2007).

  • 157.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Nicht zu jung und nicht zu alt: Alter, Biologie und Körper als Aspekte des Timings der Familiengrundung2011In: Jugend als Akteurin sozialen Wandels: Veränderte Ubergangsverläufe, strukturelle Barrieren und Bewältigungsstrategien / [ed] Pohl, Axel, Stauber, Barbara & Walther, Andreas, Weinheim, Munchen: Juventa Verlag , 2011, p. 109-132Chapter in book (Refereed)
    Abstract [de]

    Der Band führt eine theoretische und empirische Auseinandersetzung um die Handlungsfähigkeit Jugendlicher und junger Erwachsener, die die Perspektive auf Jugend als Akteurin sozialen Wandels mit der Analyse struktureller Barrieren und Voraussetzungen dialektisch verknüpft. Es werden Befunde aus nationalen und international vergleichenden Studien vorgestellt und unter der Frage der Handlungsfähigkeit im sozialen Wandel diskutiert. Was bestimmt das Handeln von jungen Frauen und Männern? Sind sie eher Opfer oder eher aktiv Gestaltende der Verhältnisse und des sozialen Wandels? Handeln sie anders als frühere Generationen, anders als Erwachsene und Institutionen es erwarten? Oder tragen sie durch ihr Handeln gar zum sozialen Wandel bei? Der vorliegende Band führt eine theoretische und empirische Auseinandersetzung um die Handlungsfähigkeit Jugendlicher und junger Erwachsener, die die Perspektive auf Jugend als Akteurin sozialen Wandels mit der Analyse struktureller Barrieren und Voraussetzungen dialektisch verknüpft. Im Zentrum stehen drei Konstellationen des Übergangs in das Erwachsenenalter, an denen sich der Wandel von jugendlichen Lebensverhältnissen in vielen europäischen Gesellschaften besonders konturiert zeigt: - die Familiengründung – unter dem Aspekt des Übergangs in Elternschaft, - der Übergang in Erwerbsarbeit – besonders prekär unter dem Aspekt von Übergängen Jugendlicher mit Migrationshintergrund und - die Übernahme politischer Verantwortung und des Staatsbürgerstatus – also die tatsächliche Partizipation Jugendlicher. Zu diesen drei Konstellationen werden Befunde aus nationalen und international vergleichenden

  • 158.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Nina Tryggvarson, Emma Sorbring & Gösta Samuelson, Unga föräldrar: Identitet, möjligheter och utmaningar. Liber, 2012 [Young parents: Identity, opportunities and challenges]2014In: Sociologisk forskning, ISSN 0038-0342, Vol. 51, no 2, p. 188-190Article, book review (Other academic)
  • 159.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Social influence and the timing of parenthood2009In: Interpersona, ISSN 1981-6472, E-ISSN 1981-6472, Vol. 3, no 1, p. 61-83Article in journal (Refereed)
    Abstract [en]

    There is a general trend of postponing entry into parenthood in Europe, Scandinavia being no exception. Previous research has suggested a range of reasons for this pattern to emerge, but comparatively little attention has been given the possible impact of the social network on the decision to try for a child. This paper explicates ways in which young Swedish adults in focus group discussions reason about the impact of friends and family in their reproductive decision-making. The analysis is based on a discourse analytical approach and inspired by social influence theory. The result of the focus group data indicates that the desire to maintain belonging and rootedness to friends as well as to kin is influential in procreative decision-making. Friends and family are recurrently referred to in the participants’ reasoning about when parenthood is preferably entered.

  • 160.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Stöd till barn och föräldrar - introduktion till temanummer2012In: Barn, ISSN 0800-1669, no 4, p. 5-11Article in journal (Other academic)
  • 161.
    Bergnéhr, Disa
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Timing parenthood: Independence, family and ideals of life2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The present thesis is a qualitative study of reproductive decision-making. It explores ways in which Swedish young adults talk about the timing of parenthood, the ideal life, good parenthood and the auspicious childhood. The work contributes to the debate on why fertility rates are declining and why the transition to parenthood is being postponed in the contemporary Western world.

    The empirical analysis is based on focus group data including in total 35 participants, between 24 and 39 years of age, with varying educational, occupational, and geographical backgrounds. The participants were new first-time parents, a few who were expecting their first child and some who were childless. The broad guiding questions of the focus group discussions were the timing of parenthood, the general postponement of parenthood, and the childless life contra life as a parent.

    The focus group method proved to be very useful in exploring ideas and ideals related to the timing of parenthood, as did the discourse analytical approach that was applied. The study illuminates the complexity of reproductive decision-making; it is an exploration of a range of notions and discourses that impact on people’s lives and ways of understanding the world, such as discourses on kin, family, friendship, the romantic relationship, parenthood, age, biology, and the independent, individualized individual. It is also a study of individual positioning towards different, often contradictory ideals, and individual strategies when trying to solve the pertinent dilemmas caused by contrasting notions. Thus, the study is an exploration of general, cultural discursive structures as well as of the different ways in which the subject actively draws upon them.

  • 162.
    Bergnéhr, Disa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Unemployment and conditional welfare: Exclusion and belonging in immigrant women's discourse on being long-term dependent on social assistance2016In: International Journal of Social Welfare, ISSN 1369-6866, E-ISSN 1468-2397, Vol. 25, no 1, p. 18-26Article in journal (Refereed)
    Abstract [en]

    Long-term unemployment with dependency on social assistance in Sweden has increased and is particularly high among foreign-born persons. The present study explored immigrant recipients' experiences of being welfare reliant. Swedish-Iraqi women's construction of exclusion and belonging in relation to policies and welfare regulations was scrutinised. The women referred to unemployment with frustration, expressing that it renders dependence on social welfare and enforces adherence to the stipulations of the social services. The individual's mobility and agency are restricted and concerted efforts to obtain employment are futile, which increase the sense of exclusion. However, the entitlement to social assistance also engenders feelings of belonging, of being connected to and cared for by the new country. More research is needed to examine the role that social assistance regulations play in forming feelings of belonging and exclusion. It appears essential that political initiatives be taken to reverse the trend of high unemployment among foreign-born persons.

  • 163.
    Bergnéhr, Disa
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bernhardt, Eva
    Sociologiska institutionen, Stockholms universitet, Sweden.
    The non-modern child? Ambivalence about parenthood among young adults2013In: The Social Meaning of Children and Fertility Change in Europe / [ed] Anne Lisa Ellingsaeter, An-Magritt Jensen & Merete Lie, London and New York: Routledge, 2013, 1, p. 102-119Chapter in book (Refereed)
    Abstract [en]

    In the present study, we investigate the meanings that having a child connotes for youngadults in Sweden. In a rare research design, we draw on both survey data and focus groupinterviews, and thus we utilize the strengths of both quantitative and qualitative information.The child connotes dependence and stability and is likely to restrict the personal freedom ofits parents, while at the same time children are supposed to make life more meaningful. Thispotentially creates ambivalent feelings about having a child, and possibly also about the(potential) child itself. We investigate and discuss the ambivalence found in the data byasking the following questions: How do men and women answer survey questions about thepositive and negative implications having a child may have on their life? How do men andwomen in focus group interviews reason about the implications a child may have on their life?Both sorts of data provide evidence that young adults in Sweden are concerned aboutrestrictions in their personal freedom as an expected negative consequence of becomingparents. The child connotes dependence and responsibilities in a society where independenceand self-actualization are highly valued, and may thus be referred to as non-modern. Judgingfrom the analysis of the survey data, it seems that young men are more worried aboutrestricted personal freedom than are the young women, and this is the main reason behindtheir feeling more ambivalent. Post-secondary education increases the likelihood that therespondent is ambivalent. The overwhelming majority, of both men and women, in the dataexpect to make the transition to parenthood, at some point in their life, as this is regarded as anatural step to take and that the child adds meaning to life being a symbol of dependence,belonging and social relations – also valued aspects of life. However, they appear to strive topostpone the transition, so that they can enjoy the unrestricted freedom of single life for quitesome time. This ambivalence is likely to contribute to an increasing age of becoming a motheror a father, without necessarily leading to more (final) childlessness. The present studycontributes to the understanding of what notions and ideals young adults face, reproduce andact in relation to. It illuminates contemporary connotations of the child, and the ambivalencethat different meanings of the child may cause.

  • 164.
    Bergnéhr, Disa
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Lärande samspel: Ett manualbaserat skolprogram med barn- och relationsperspektiv och lokal anpassning2012Report (Other academic)
    Abstract [en]

    Title: ‘Learning in interaction’ – a locally adaptable manual-based refresher course for teachers, emphasising the child’s perspective and learning as an interactive process.

    The present report investigates a manual-based refresher course for school staff. The aim of the course is to provide the teachers with strategies on how to improve the relationship between children and teachers, and how to reduce behaviour that causes problems for learning/teaching. A central feature of the course is positive reinforcement as a way to behavioural change. The course consists of 8 meetings, 3 hours each, with 6-8 teachers and an instructor. The results are based on three different materials; a) text analysis of the course manual, b) notes from observations of course meetings, 3 groups of teachers from three schools, in total 24 course meetings, 72 hours and 250 pages, and c) 4 group interviews with teachers and 1 group interview with the instructors and developers of the course.

    Central findings:

    • The manual is based on acknowledged theories on learning, interaction and behavior where learning as an interactive process, between child and teacher, is emphasized.
    • The course provides the teachers with strategies on how to improve social relations and learning.
    • The child’s perspective is a central topic, reflected upon and discussed in all unfolding parts of the course.
    • The course admits to local adaptations tailored in relation to the targeted school, its teachers and students.
    • The course provides the teachers with an arena where interacttional aspects of teaching and learning, pedagogical issues and preventive strategies are discussed and shared, an arena not provided for within the ordinary school organization.
  • 165.
    Bergnéhr, Disa
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Zetterqvist Nelson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Where is the child? A discursive exploration of the positioning of children in research on mental-health-promoting interventions2015In: Sociology of Health and Illness, ISSN 0141-9889, E-ISSN 1467-9566, Vol. 37, no 2, p. 184-197Article in journal (Refereed)
    Abstract [en]

    The present study explores the discursive positioning of children in research articles on mental–health-promoting interventions. The questions under investigation are: are children positioned as active or passive agents, are children’s health and wellbeing contextualised, and if so how? How is the child perceived; that is, how are age, gender, socioeconomic status, family structure, dis/ability, and so on accounted for? We found that the positioning of the child as passive and formed by adults prevails; health is largely individualised and decontextualised in that it is depicted as being contingent on the person’s own capabilities. However, there are instances in which children are positioned as active subjects, their opinions are in focus, and their health and wellbeing are connected to social relations and context. We propose a more active discussion about how children and wellbeing are conceptualised in the outlining, implementation and research of public health interventions. Moreover, children – just like adults – should be increasingly regarded as service users who are entitled to have a say in matters that concern them.

  • 166.
    Bergqvist, Kerstin
    et al.
    Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Faculty of Educational Sciences.
    Petersson, KennethLinköping University, Department of Social and Welfare Studies, Society, Diversity, Identity. Linköping University, Faculty of Arts and Sciences.Sundkvist, MariaLinköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Korsvägar. En antologi om möten mellan unga och institutioner förr och nu1995Collection (editor) (Other academic)
    Abstract [sv]

    Vad är det som händer ute på de olika institutioner där barn och ungdomar tillbringar stora delar av sina liv? Varför vill vuxna i till exempel skolan en sak, medan de unga vanligen är intresserade av någonting helt annat? Det är sådana frågor som Korsvägar försöker ge svar på. Bokens titel syftar på de ibland konfliktfyllda möten som sker mellan barn, ungdomar och vuxna. De olika artiklarna vill synliggöra spelet mellan unga och olika institutioner utifrån de ungas perspektiv. Likaså studeras hur de vuxnas ideal om den goda barn- och ungdomstiden förändrats under de senaste hundra åren och hur ungdomarna förhållit sig till detta.  

  • 167.
    Berner, Boel
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Samuelsson, Tobias
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Effektivare vård på distans med multidisciplinära medicinska videokonferenser?2014In: Arbetsmarknad & Arbetsliv, ISSN 1400-9692, Vol. 20, no 4, p. 23-37Article in journal (Refereed)
    Abstract [sv]

    Användning av telemedicin förväntas möjliggöra access till expertråd oavsett var patienten eller läkaren befinner sig geografiskt. I artikeln analyseras, utifrån intervjuer med specialistläkare vid ett universitetssjukhus, hur en form av telemedicin, multidisciplinära videokonferenser mellan olika sjukhus, påverkar beslut och relationer i vården. Begrepp som ”artikuleringsarbete”, ”tyst integrering” och ”skript” används för att förstå beslutsfattandet på distans. Artikeln visar att effektivitet i vården kan tolkas på olika sätt, tar upp hur samarbete mellan specialområden uppfattas samt visar på ambivalenser vad gäller centralisering eller decentralisering av medicinsk kunskap mellan sjukhus med teknikens hjälp.

  • 168.
    Björk-Willén, Polly
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Educational Sciences.
    Jag vill sitta med dig.2009In: Den väsentliga vardagen.: Några diskursanalytiska perspektiv på tal, text och bild. / [ed] Anna Sparrman; Jakob Cromdal;& Ann-Carita Evaldsson, Stockholm: Carlssons , 2009, 1, p. 335-Chapter in book (Other academic)
    Abstract [sv]

    Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för bokens skribenter är att de är eller har varit doktorander för  professor Karin Aronsson 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. Boken vänder sig till studenter, lärare, forskare samt praktiker med intresse för samtal, kulturella utryck och andra vardagliga fenomen som t.ex. tolkade samtal, flerspråkighet, visuell kultur, kamratrelationer, läsning, bildanvändning, grupparbete, etc. Kapitlen i boken kan med fördel användas såväl inom utbildning, arbetsliv som på fritiden för att fördjupa förståelsen av igenkännbara vardagliga fenomen och öka kunskapen om dessa fenomens komplexitet och mångfacetterade betydelser.

  • 169.
    Björk-Willén, Polly
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Lära och leka med flera språk: Socialt samspel i flerspråkig förskola2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The present thesis investigates children’s social interaction and participation in a multilingual preschool context. More specifically, it explores the children’s language use in combination and coordination with other semiotic resources in play and instructional activities, and also how these resources bring about participation in the daily activities of the preschool. The data corpus consists of video recordings from two preschools, a smaller corpus from an Australian preschool and a larger corpus from a Swedish preschool setting. The theoretical framework of the thesis is influenced by ethnomethodological perspective on social action, and conversation analysis (CA) has served as a tool for the analytical work, which includes detailed transcriptions and analyses.

    The findings are documented in three studies. The first study shows how children transform and explore interactional resources and educational routines when they enact previously experienced second language activities within ‘free play’. The second study explores interactional phenomena like ‘shadowing’ and different forms of language choice; resources that children use in combination with non-vocal moves to gain and sustain participation in peer play. The third study identifies and discusses interactional trouble in educational activities in terms of the teachers’ elaboration of some routine features of these activities, resulting in a mismatch between the teachers’ local aims and the children’s projections of relevant next actions.

    As a whole, children’s social interaction is treated in terms of practical and local concern, where language is one of several semiotic resources for children’s participation in everyday preschool activities. Accordingly, studies of children’s language use demonstrate interactional routines that organise children’s socialisation and language learning.

    List of papers
    1. When education seeps into 'free play': How preschool children accomplish multilingual education
    Open this publication in new window or tab >>When education seeps into 'free play': How preschool children accomplish multilingual education
    2009 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 41, no 8, p. 1493-1518Article in journal (Refereed) Published
    Abstract [en]

    In this article, we examine how bilingual preschoolers enact, in the course of ‘free play’, previous experiences from secondlanguage instructional activities. In so doing, the participants transform a set of educational routines for their own purposes withinthe current activity. Hence, apart from merely drawing on multilingual interactional resources, participation in such activities allowschildren to exploit some normative features of educational practice. The interactional organization of these events is explicatedsequentially, examining in some analytic detail the children’s methods for invoking, repairing and acting upon educational routinesand practices within non-instructional activities. The analyses are discussed in terms of children’s understanding and production ofinstitutional order(s) in and through mundane interaction.# 2008 Elsevier B.V. All rights reserved.

    Keywords
    Children's play; Conversation analysis; Ethnomethodology; Instructional settings; Learning; Participation; Social interaction
    National Category
    Specific Languages Other Social Sciences not elsewhere specified Sociology Pedagogy
    Identifiers
    urn:nbn:se:liu:diva-19054 (URN)10.1016/j.pragma.2007.06.006 (DOI)
    Available from: 2009-06-10 Created: 2009-06-10 Last updated: 2018-01-13Bibliographically approved
    2. Participation in multilingual preschool play: Shadowing and crossing as interactional resources
    Open this publication in new window or tab >>Participation in multilingual preschool play: Shadowing and crossing as interactional resources
    2007 (English)In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 39, no 12, p. 2133-2158Article in journal (Refereed) Published
    Abstract [en]

    The present paper explores how children participate in peer play activities in a multilingual preschool setting. Participation is understood as a practical achievement in social interaction. Through in-depth analyses of video recordings of peer play, the study demonstrates how the children artfully exploit a range of multimodal resources in play activities. Of special interest are: the children's coordination of nonvocal actions with talk, and: how such complex action types are produced to accomplish and sustain participation in multi-party play. The analyses highlight two interactional phenomena of interest for our understanding of the children's conduct, namely 'shadowing' and 'crossing'. Shadowing refers to the carefully tailored delivery of an action, which repeats an immediately preceding move of another participant. Crossing (Rampton, 1995) relates to a specific instance of language alternation, through which participants align with and make use of their interlocutors' linguistic and ethnic backgrounds. It is shown how these different types of verbal as well as nonvocal resources are intertwined, sequentially organized and collaboratively deployed in children's construction of locally accountable actions. © 2007 Elsevier B.V. All rights reserved.

    Keywords
    Code-switching, Conversation analysis, Crossing, Language alternation, Nonvocal action, Preschool children, Shadowing, Social interaction
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-47421 (URN)10.1016/j.pragma.2007.05.010 (DOI)
    Available from: 2009-10-11 Created: 2009-10-11 Last updated: 2017-12-13
    3. Routine Trouble: How Preschool Children Participate in Multilingual Instruction
    Open this publication in new window or tab >>Routine Trouble: How Preschool Children Participate in Multilingual Instruction
    2008 (English)In: APPLIED LINGUISTICS, ISSN 0142-6001, Vol. 29, no 4, p. 555-577Article in journal (Refereed) Published
    Abstract [en]

    This paper examines the turn-by-turn organization of social actions during educational activities at a multilingual preschool in Sweden. Specifically, it focuses on instructional exchanges within two commonplace activities: sharing time and Spanish group. The study builds on earlier research arguing that interactional routines facilitate childrens participation in social activities, and therefore promote language learning. Several instances of interactional trouble are identified and discussed in terms of the teachers elaboration of some routine features of these activities, resulting in a mismatch between the teachers local aims and the childrens projections of relevant next actions. The analysis further highlights a range of interactional means through which the participants act to come to terms with the trouble. These findings are discussed in terms of the participants local concerns as well as the childrens orientations to the routine features of preschool activities. Some educational implications are finally proposed on the basis of these findings.

    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-16230 (URN)10.1093/applin/amm051 (DOI)
    Available from: 2009-01-12 Created: 2009-01-09 Last updated: 2015-05-05
  • 170.
    Björk-Willén, Polly
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Participation in multilingual preschool play: Shadowing and crossing as interactional resources2007In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 39, no 12, p. 2133-2158Article in journal (Refereed)
    Abstract [en]

    The present paper explores how children participate in peer play activities in a multilingual preschool setting. Participation is understood as a practical achievement in social interaction. Through in-depth analyses of video recordings of peer play, the study demonstrates how the children artfully exploit a range of multimodal resources in play activities. Of special interest are: the children's coordination of nonvocal actions with talk, and: how such complex action types are produced to accomplish and sustain participation in multi-party play. The analyses highlight two interactional phenomena of interest for our understanding of the children's conduct, namely 'shadowing' and 'crossing'. Shadowing refers to the carefully tailored delivery of an action, which repeats an immediately preceding move of another participant. Crossing (Rampton, 1995) relates to a specific instance of language alternation, through which participants align with and make use of their interlocutors' linguistic and ethnic backgrounds. It is shown how these different types of verbal as well as nonvocal resources are intertwined, sequentially organized and collaboratively deployed in children's construction of locally accountable actions. © 2007 Elsevier B.V. All rights reserved.

  • 171.
    Björk-Willén, Polly
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Preschool children as learners in a multicultural environment2004In: Second International Symposium on Bilingualism: Bilingualism and educationfrom the family to the school,2002, Vigo, Galicia-Spain: Servizo de Publicacións da Universidade de Vigo , 2004, p. 195-205Conference paper (Other academic)
    Abstract [en]

    In many western countries, pre-school are the first place where immigrant children really get in touch with the majority language (in this case Swedish) and therefore a place where they begin to develop a bilingual or multilingual identity. This presentation will focus on immigrant children-s interaction in play and other informal events. However rather than viewing the individual children as, in the first place, second language learners, I will focus on the use and construction of socially distributed knowledge in a bilingual preschool setting. How do we understand the learning process in a bilingual environment, and how do bilingual children use their language resources in social interaction? The bilingual children in the present study are aged three to five, with Swedish as their second or third language. In-depth analyses of situated -classroom- interaction explicate participants- methods for accomplishing pedagogic activities, that is, their ways of exploiting and reflexively producing contexts for learning. The results are discussed from a discourse psychological perspective on learning, highlighting the collaborative aspects of children-s learning and social development. On this view, children are seen as competent constructers of the social and cultural order. It is finally argued that language has a central role in educational studies because analysis of language use is the analysis of the active production of social organisation.

  • 172.
    Björk-Willén, Polly
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    When education seeps into 'free play': How preschool children accomplish multilingual education2009In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 41, no 8, p. 1493-1518Article in journal (Refereed)
    Abstract [en]

    In this article, we examine how bilingual preschoolers enact, in the course of ‘free play’, previous experiences from secondlanguage instructional activities. In so doing, the participants transform a set of educational routines for their own purposes withinthe current activity. Hence, apart from merely drawing on multilingual interactional resources, participation in such activities allowschildren to exploit some normative features of educational practice. The interactional organization of these events is explicatedsequentially, examining in some analytic detail the children’s methods for invoking, repairing and acting upon educational routinesand practices within non-instructional activities. The analyses are discussed in terms of children’s understanding and production ofinstitutional order(s) in and through mundane interaction.# 2008 Elsevier B.V. All rights reserved.

  • 173.
    Bolin Hort, Per
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bringing in the Inspector: the Framing and Enforcement of the Early Factory legislation in Britain, 1825-19001996Report (Other academic)
    Abstract [en]

    The question of child labour in textile factories was a recurrent issue in British politics during the early decades of the 19th century. In fact, during the turbulent politics of the early 1830s the issue of 'infant slavery' in the textile mills was an issue which threatened to make or break governments. This fact leads to a row of questions that need to be asked. How can we explain that child labour in factories could emerge as a major political question? Why was this kind of child labour perceived, and formulated, as a major problem? Which were the social forces behind the child labour agitation? In what way was the issue resolved politically? How was the actual legislation on industrial child labour constructed?

  • 174.
    Cardell, David
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Användbar metodbok för idrottsforskare2011In: Idrottsforum.orgArticle, book review (Other academic)
  • 175.
    Cardell, David
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Barnidrottens spridning, kulturindustrin och kulturstudiernas möjligheter2011In: Kulturstudier, kropp och idrott: perspektiv på fenomen i gränslandet mellan natur och kultur / [ed] Tolvhed, Helena & Cardell, David, Malmö: Idrottsforum.org , 2011, p. 85-105Chapter in book (Other academic)
    Abstract [sv]

    I denna antologi diskuteras idrott som ett föränderligt samhällsfenomen i gränslandet mellan kultur och natur. Bland annat diskuteras idrotts-hybrider inom turism- och kulturindustrin, som till exempel nöjesparker och lekland, och friluftslivets sportifiering som ett uttryck för samtida äventyrlig entreprenörskultur.

    Det kapitel som Klas Sandell (Friluftsliv i förändring och Karlstads universitet) skrivit, tillsammans med Johan Arnegård (Stockholms universitet), fokuserar två dagsaktuella tendenser i idrottens "gränstrakter" till delvis överlappande samhällsfenomen som sport, friluftsliv och naturturism. Dessa tendenser är friluftslivets sportifiering samt idrottsaktiviteternas frigörelse från landskapet. Med friluftslivets sportifiering avses tendensen att traditionella friluftsaktiviteter som att vandra, klättra eller paddla i naturpräglade landskap transformeras till tävling (multisport), samtidigt som nyare idrottsaktiviteter som brädsporter, kiting och glidflygning å andra sidan ofta karakteriseras av äventyr, upplevelser och tävlingskritiska förhållningssätt, traditionellt närliggande friluftsliv. 

    Mediers framställningar av dessa "livsstilsporter" poängterar också ofta upplevelse och känsla snarare än tävlingsresultat. Det nya språnget i idrottsaktiviteternas friställning från landskapet ("landskapsdekontextualisering") som man lyfter fram handlar om att den landskapsrationalitet som ligger i att standardisera de rumsliga förutsättningarna för att t.ex. springa ikapp, idka bollspel eller kasta spjut — och som sedan länge är helt integrerad i stora delar av idrotten — nu håller på att dramatiskt förändra referensramarna även för aktiviteter som traditionellt har behållit en starkt platsberoende landskapsanknytning. Detta är en tendens som vi kan se både i sedan länge etablerade fenomen som äventyrsbad och klätterväggar, men också i ännu så länge mer spekulativa varianter som skidåkning inomhus, såväl utför som på längden, forspaddlingsbanor med vattenpumpar och datorspel i fullskala.

  • 176.
    Cardell, David
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Evenemangskultur och idrott: spänningar och samspel2009In: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 18, no 3, p. 41-45Article in journal (Refereed)
  • 177.
    Cardell, David
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Family theme parks, happiness and children’s consumption: From roller-coasters to Pippi Longstocking2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This book provides an ethnographic contribution to research on children’s consumption, family life and happiness. Various and shifting notions of happiness are explored, as well as conditions for and challenges to happiness, through an analysis of video-recorded interviews and mobile ethnography conducted in two of the most popular theme parks in Sweden. Initially, the study outlines how previous research has conceptualized happiness in association with time and place in a rather static way. Based on a treatise of notions of happiness in philosophy and the social sciences, there is a turn in this thesis towards practice. It generates fundamental knowledge about the complexity of happiness. By employing this approach, it is possible to highlight how happiness is enacted as part of and in relation to ideals of family life, time, childhood, money, consumption, experiences and material things. As we explore the practices of children and their families, we discover that shifting meanings of happiness are located in contemporary culture, where emotions and consumption are of central importance.

    The approach is interdisciplinary, and draws on theoretical and methodological contributions in sociology, anthropology and Science and Technology Studies (STS). Notions of meshwork and enactment become important for the exploration of happiness as a complex and changing matter, which productively involves social relations and material things. Throughout the thesis there is a dialogue with previous research on happiness, consumption and childhood which highlights the importance of exploring messy practices, in movement. It is argued that explorations of practice contribute to a critical understanding of how happiness and contemporary ideals of childhood can be approached – through consumption and as part of citizenship in a consumer society where happiness is of central importance.

  • 178.
    Cardell, David
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Förhållandet idrott och musik, inte helt klarlagt: Anthony Bateman & John Bale (red) Sporting Sounds: Relationships Between Sport and Music 274 sidor, inb., ill. Abingdon, Oxon: Routledge 2009 ISBN 978-0-415-44367-82009In: Idrottsforum.org, ISSN 1652-7224, no 25 novemberArticle, book review (Other academic)
    Abstract [sv]

    Idrott och musik kan förenas som kulturella uttryck, sida vid sida, i lokala, regionala, nationella eller globala kontexter, framsprungna ur behov av att skapa sammanhang mellan uttrycksformer, eller att förmedla känslor, eller att blott berätta om något som ska hända eller har hänt. Idrott och musik förenas också i modern arenasport där musiken har till uppgift att lägga band på åskådarnas otålighet vid avblåsningar, sidbyten, samt före och efter match. I till exempel konståkning är musiken en oskiljbar del av sporten. Tjänstgörande redaktör var spänd på vad den beställda recensionsboken Sporting Sounds skulle bjuda. Det var också den tilltänkte recensenten, idrotts- och kulturstudieforskaren David Cardell. Möjligen blev båda besvikna. Sporting Sounds (Routledge) är en antologi sammanställd av Anthony Bateman och John Bale, och som antologier plägar så spretar också denna i skilda riktningar, utan, menar vår recensent, den nödvändiga, handfasta sammanhållning och vägledning som man nog förväntar sig av dess redaktörer. Cardell har tagit det oväntade steget att i sin recension inkludera hela innehållsförteckningen, i förmodat syfte att visa på de svårigheter som boken erbjuder en recensent. Vi noterar till vår glädje att en av forumets medarbetare, Dan Porsfelt, bidrar med en förkortad version av den text han publicerade i dessa spalter i september 2005. Ytterligare en forumskribent, Henning Eichberg, medverkar med en text. Däremot letar vi förgäves efter en text av Mike Huggins och Keith Gregson, till exempel deras tidigare publicerade ”Northern Songs, Sporting Heroes and Regional Consciousness, c. 1800-c. 1880”.

  • 179.
    Cardell, David
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Lynn M. Jamieson & Thomas J. Orr Sport and Violence: A Critical Examination of Sport, 237 sidor, hft. Oxford, Oxon: Elsevier Butterworth-Heinemann 2009 ISBN 978-0-7506-8405-72010In: Idrottsforum.org, ISSN 1652-7224, no November 3Article, book review (Other academic)
    Abstract [sv]

    Idrott och våld. De hänger samman på mer än ett sätt, och sammanhangen är ställvis ganska komplexa. En fråga som diskuteras på svensk botten i dagarna är huruvida våld på plan, till exempel i en fotbollsmatch, ska kunna prövas enligt brottsbalken i allmänt åtal, eller om det faktum att våldsutövningen sker under speltid i ett av ett idrottsförbund organiserat idrottsligt arrangemang alltid innebär att idrottens egna utrednings- och sanktioneringssystem måste vara enda instans. David Cardell oroas av supportervåld och kampsportsvåld. Han gav sig därför entusiastiskt i kast med uppgiften att recensera boken Sport and Violence: A Critical Examination of Sport av Lynn M. Jamieson och Thomas J. Orr (Elsevier Butterworth-Heinemann). Dessvärre motsvarade den inte förväntningarna – eller ens titeln. Den kritiska utgångspunkten visade sig kraftigt undermineras av synsättet att sport i grunden alltid är av godo, och av en definition av våld som bland annat också inkluderar dopning och publika okvädingsord från läktaren i begreppet.

  • 180.
    Cardell, David
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Prisbelönt studie av den amerikanska skejtarkulturen: Emily Chivers Yochim. Skate Life: Re-Imagining White Masculinity. 225 sidor, hft. Ann Arbor: University of Michigan Press 2010. ISBN 978-0-472-05080-22012In: Idrottsforum.org, ISSN 1652-7224, no 145Article, book review (Other academic)
  • 181.
    Cardell, David
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    The funzone and industrial play: The choreography of childhood spaces in a Swedish context2010In: Entertainment and Sports Law Journal (Online), ISSN 1748-944X, E-ISSN 1748-944X, Vol. 8, no 1Article in journal (Refereed)
    Abstract [en]

    Over recent years, a cultural industrial branch of play and fun, focused on children, has been established in Swedish cities. Under names such as ‘the mischief factory’, ‘play and mischief land multisport’ and ‘funhouse’, opportunities to consume spaces filled with tools for play, so-called sports zones and celebration milieus with different themes, are offered. Children and their parents as well as schools can stay in these spaces for hours or days, as camps are one of the services provided. In information and advertisements for these businesses, playfulness, speed, parties and celebrations are marked out as key components; everything in a world that is claimed to be created for children. This paper critically investigates the temptations and the activities portrayed within this ‘children’s culture industry’ (Langer, 2002) by analyzing informational material and advertisements as presented on websites. The study is based on the hypothesis that these spaces offer, encourage and make possible certain forms of social choreography (Hewitt, 2005) that are connected to logics of productive consumption (Lefebvre, 1991). The paper develops a picture of the characteristics of industrial play in what is conceptualized as the ‘funzone’. The concept of the funzone is developed with support from research on childhood that has highlighted the tensions between nature and culture during this life phase.

  • 182.
    Cardell, David
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Underhållningsidrott som upplevelseindustri: Review of Hans Lundberg (2009) Kommunikativt entreprenörskap [diss.]2010In: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224Article, book review (Other academic)
    Abstract [sv]

    Utvecklingen av idrotten – ursprungligen den obefläckade kampen mellan vackra nakna grekiska ynglingar, överflyttad till engelska public school-gräsmattor med på- och välklädda, och inte alltid så vackra överklassynglingar, i något skede som folklig kultur med brödrafolksambitioner, till dagens underhållningsidrott med ekonomiska snarare än ädla motiv – har beskrivits i många texter av skilda slag, inklusive avhandlingar. Det har stundtals klagats på en alltför deterministisk hållning inför utvecklingen, som vore den obehindrad, okontrollerbar, oförklarlig – och värst av allt, inte i behov av förklaring. Inte sällan tar studier avstamp i fait accompli som utvecklingens krona, snapshots från en ny tid. Men även i snävt avgränsade tidsrymder kan skeenden fångas, vilket Hans Lundberg, gammal forumrecensent och nybliven ekonomie doktor visar i sin avhandling Kommunikativt entreprenörskap: Underhållningsidrott som totalupplevelse före, under och efter formeringen av den svenska upplevelseindustrin 1999–2008 (Växjö University Press). Vi bad en annan forumrecensent, tillika nybliven idrottsvetenskaplig licentiat, David Cardell om en recension av Lundbergs idé- och empiritäta bok. Sin recension, som på ett närmast impressionistiskt sätt fångar avhandlingen essenser i smått och stort, avslutar Cardell med reflektionen att textens ställvisa svårgenomtränglighet till trots är Lundbergs dióktorsopus läsvärt för alla som uppmärksammat och häpnat inför idrottens senmoderna utveckling, och kanske än mer angelägen för den som inte ens noterat denna utveckling.

  • 183.
    Cardell, David
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Enacting money at an amusement park2012In: Situating child consumption: rethinking values and notions of children, childhood and consumption / [ed] Anna Sparrman, Bengt Sandin and Johanna Sjöberg, Lund: Nordic Academic Press , 2012, 1, p. 115-132Chapter in book (Other academic)
    Abstract [en]

    Providing extensive examples of the conditions of children's everyday consumption as well as how children themselves understand issues of work, money, scarcity, and consumer products, this book challenges the prevailing theories of consumption and opens up new ways of thinking about children. Arguing that consumption simultaneously reflects on the changing social role of children, family relations, market interaction, and state regulations, this account marries consumer studies with perspectives that emanate from the disciplines of childhood sociology and the history of childhood. With contributions from novice and established researchers, it generates consumer values no longer based on the idea of the naive or competent child.

  • 184.
    Cardell, David
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Tolvhed, Helena
    Malmö Högskola.
    Kulturstudier, idrott och forskningens utmaningar2011In: Kulturstudier, kropp och idrott: perspektiv på fenomen i gränslandet mellan natur och kultur / [ed] Tolvhed, Helena & Cardell, David, Malmö: Idrottsforum.org , 2011, p. 7-21Chapter in book (Other academic)
    Abstract [sv]

    I denna antologi diskuteras idrott som ett föränderligt samhällsfenomen i gränslandet mellan kultur och natur. Bland annat diskuteras idrotts-hybrider inom turism- och kulturindustrin, som till exempel nöjesparker och lekland, och friluftslivets sportifiering som ett uttryck för samtida äventyrlig entreprenörskultur.

    Det kapitel som Klas Sandell (Friluftsliv i förändring och Karlstads universitet) skrivit, tillsammans med Johan Arnegård (Stockholms universitet), fokuserar två dagsaktuella tendenser i idrottens "gränstrakter" till delvis överlappande samhällsfenomen som sport, friluftsliv och naturturism. Dessa tendenser är friluftslivets sportifiering samt idrottsaktiviteternas frigörelse från landskapet. Med friluftslivets sportifiering avses tendensen att traditionella friluftsaktiviteter som att vandra, klättra eller paddla i naturpräglade landskap transformeras till tävling (multisport), samtidigt som nyare idrottsaktiviteter som brädsporter, kiting och glidflygning å andra sidan ofta karakteriseras av äventyr, upplevelser och tävlingskritiska förhållningssätt, traditionellt närliggande friluftsliv. 

    Mediers framställningar av dessa "livsstilsporter" poängterar också ofta upplevelse och känsla snarare än tävlingsresultat. Det nya språnget i idrottsaktiviteternas friställning från landskapet ("landskapsdekontextualisering") som man lyfter fram handlar om att den landskapsrationalitet som ligger i att standardisera de rumsliga förutsättningarna för att t.ex. springa ikapp, idka bollspel eller kasta spjut — och som sedan länge är helt integrerad i stora delar av idrotten — nu håller på att dramatiskt förändra referensramarna även för aktiviteter som traditionellt har behållit en starkt platsberoende landskapsanknytning. Detta är en tendens som vi kan se både i sedan länge etablerade fenomen som äventyrsbad och klätterväggar, men också i ännu så länge mer spekulativa varianter som skidåkning inomhus, såväl utför som på längden, forspaddlingsbanor med vattenpumpar och datorspel i fullskala.

  • 185.
    Cederborg, Ann-Christin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Family therapy as collaborative work1994Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The present investigation forms a part of a larger project on family therapy talk "Family therapy and social interaction". Discourse analyses are based on different subsets of more than a hundred videotaped family therapy sessions (with 20 families) and post-therapy interviews with the families and their therapists. This work comprises an introduction, summarizing the whole work, and 5 studies. three on conflict talk in families with teenagers and two on conflict talk in families with preschoolers. Although the child's participation in family therapy talk was the rnain focus, the parents' and the therapists' participation was also analyzed. A second focus was on discursive strategies. Theoretically, the analyses are based on Goffman (facework, participation), Bakhtin (voice) and Ochs et al. (eo-narration). Family therapy talk is analyzed as an asymmetricaltype of collaboration. When eo-narrating in teenage therapies, the family members ratify same side-stories and disqualify alternative stories. It was possible to trace family alignments and realignments in the ways stories were told or challenged. Therapists seem to arrange talk by perspective setting. This was partly achieved through a discursive strategy for co ordinating therapy talk, i.e. orchestration, which refers to how therapists monitor who is to talk to whom. In terms of what I refer to as time space analyses, preschoolers participated interactively (14%) to a greater extent than word space analysesindicated (3.5%). Yet, in many ways the preschoolers were somewhat peripheral participants. The parents of the preschoolers were the therapists' main conversational partners. On the whole, the parents primarily addressed the therapists, and not each other. Moreover, mothers dominated as narrators of children's problems.

  • 186.
    Cederborg, Ann-Christin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Sexuella övergrepp mot barn: Analys av polisförhör med barn som misstänks varit utsatta för sexuella övergrepp som genomgång av deras domstolsprotokoll. En beskrivning av och en delrapport från ett projekt1996Report (Other academic)
    Abstract [sv]

    Sexuella övergrepp mot barn är inte ett nytt fenomen bara för att anmälningarna till polismyndigheter har fördubblats de senaste 20 åren. Debatten kring detta känslomässigt laddade ämne har varit och är moraliskt infekterad. Kunskapen om sexuella övergrepp har ökat men det saknas fortfarande en hel del information som kan öka förståelsen för detta fenomen. Polisens förhör med barnet har en avgörande betydelse för den juridiska handläggningen av ett övergreppsärende. Det här projektet syftar till att öka forståelsen för hur barnets berättelse konstrueras och förstås av polis, åklagare och domstol. Specifikt innebär detta en kartläggning och analys av samtalsmönster i 192 videoinspelade polisförhör med bam/ungdomar som misstänks ha varit utsatta för sexuella övergrepp vid ett polisdistrikt under perioden 1986-1995. Genom att järnföra polisförhör och akter för de 61 barn vars ärende gick till åtal med de resterande 126 vars ärende ej ledde till åtal (5 är ännu ej redovisade) finns möjlighet att skapa förståelse för vad polis, åklagare och domstol bedömer som trovärdiga berättelser. Åklagaren kan som stöd för sitt avgörande också inkludera bampsykiatriska bedömningar. Därför syftar projektet ocksa till att undersöka de kliniska kriterierna för trovärdiga berättelser. Vilken överenstämmelse finns det mellan de kliniska och de juridiska instansemas bedömningar på vad som är att betrakta som trovärdiga berättelser om sexuella övergrepp? Den här delrapporten är inriktad på att beskriva projektet som helhet men ocksa att ge en översiktsbild av de i studien inblandade personerna.

  • 187.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Affective stances in teacher-novice student interactions: Language, embodiment, and willingness to learn in a Swedish primary classroom2012In: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 41, p. 641-670Article in journal (Refereed)
    Abstract [en]

    The present study explores a child, language, and cultural novices affective and moral socialization during her first year in a Swedish first-grade classroom. Within the language socialization framework, it focuses on the lexico-grammatical and embodied organization of the novices affectively charged noncompliant responses to (teacher) instructional directives, and the teachers socializing responsive moves (contextualizing them within local and wider societal values and ideologies). The methods adopted combine a microanalytic approach with ethnographic analyses of socialization within a classroom community.<br><br>Longitudinal tracking of the novices stances demonstrated a trajectory across which socialization into normatively predictable cultural patterns did not occur. As shown, the students affective stances and the teachers socializing responses were consequential for the emergence of her "bad subject," that is, her socioculturally problematic identity (from a "resigned" to an "oppositional" student who was "unwilling" to learn). Such deviant cases, it is argued, provide insights into the contested and dynamic aspects of second language socialization and demonstrate how affective (and moral) stances are mobilized as resources in the indexing of institutional identities.

  • 188.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Att minnas och lära med stavningsprogram2011In: Lärande och minnande: som social praktik / [ed] Roger Säljö, Stockholm: Norstedts , 2011, p. 161-180Chapter in book (Other academic)
    Abstract [sv]

    Minnesfunktioner är något som det forskas intensivt om. Flera traditioner existerar parallellt. När det gäller minne i kombination med lärande är idag det socialpsykologiska perspektivet på frammarsch. Det går i korthet ut på att inget lärande sker som något isolerat utan alltid i samspel med andra människor och det sker också i samspel med allehanda hjälpmedel eller artefakter. Hur går lärande och minnande till? Vad är det egentligen? Det är detta denna bok försöker besvara. För att förstå det har en tvärvetenskaplig grupp samlats under Roger Säljös ledning för att utforska lärande och minnande. Varför är det viktigt att veta? Den nya kunskap som presenteras i denna bok får konsekvenser för framtida undervisning, för utformande av kommunikation av varierande slag och av artefakter. Vad är "minnande"? Det är en aktiv form av att minnas, minnande är något man lär sig, alltså ingen statisk förmåga. Det sker i samspel med andra människor och artefakter. Minnande är en del av lärandet och vice versa. Man kan inte lära något om man inte samtidigt minns. När man lär något sker ett minnande. Dessa tankar om minnande och lärande grundar sig alla medverkande författare på när de berättar om sina respektive forskningsprojekt. Deras berättelser spänner över många mänskliga områden, från hur tolvåringar arbetar med naturvetenskapliga experiment via dataspelande till polisförhör och från specialpedagogik via kontroverser till minnande och lärande i arkitektur.

  • 189.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Child pragmatic development2012In: The encyclopedia of applied linguistics / [ed] Carol A. Chapelle, Wiley-Blackwell, 2012, 1, p. 1-7Chapter in book (Refereed)
    Abstract [en]

    This ground-breaking reference work, available online or as a 10-volume print set, is a comprehensive resource covering the highly diverse field of applied linguistics.  Truly global in scope, and led by General Editor Carol A.

  • 190.
    Cekaite, Asta
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Children's discourse: Person, space and time across languages.2006In: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 35, no 5, p. 750-753Article, book review (Other academic)
  • 191.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Collaborative corrections with spelling control2009In: International Journal of Computer-Supported Collaborative Learning, ISSN 1556-1607, E-ISSN 1556-1615, Vol. 4, no 3, p. 319-341Article in journal (Refereed)
    Abstract [en]

    The present study has explored how pairs of students deployed digital tools (spelling software) as resources in spontaneously occurring corrections of spelling errors. Drawing on the sociocultural theory of learning and ethnomethodological (Conversation Analytic) insights into social interaction, it has identified a range of consistent practices and uses of the spelling tools that were emergent in the everyday educational activities. As demonstrated, technology-assisted error corrections constituted a complex situation, where a number of socioculturally significant factors (goals of the task, properties of the software, and physical access to computer applications) shaped the trajectories of joint work. The present analysis shows in detail how the students approached the visually manifested language production errors by using two kinds of software resources, spelling lists, and a diagnostic tool. The inherent conceptual distinctions, characteristic of these tools, configured joint interpretative work and efforts to correct the errors in different ways. Recurrently, the students’ technology-based corrections were designed as autonomous, stepwise, locally improvised problem solutions, which were subsequently submitted for the evaluation of the diagnostic software. Overall, the study shows that the under-specification of the software’s instructions opened a space for the students’ creative engagement. The potentials of joint spelling software-assisted corrections for collaborative learning are discussed.

  • 192.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Developing conversational skills in a second language: Language learning affordances in a multiparty classroom setting2008In: Second language acquisition and the young learner: child's play?, John Benjamins , 2008, 1, p. 105-130Chapter in book (Refereed)
    Abstract [en]

    This new volume of work highlights the distinctiveness of child SLA through a collection of different types of empirical research specific to younger learners. Characteristics of children's cognitive, emotional, and social development distinguish their experiences from those of adult L2 learners, creating intriguing issues for SLA research, and also raising important practical questions regarding effective pedagogical techniques for learners of different ages. While child SLA is often typically thought of as simple (and often enjoyable and universally effortless), in other words, as “child's play”, the complex portraits of young second language learners which emerge in the 16 papers collected in this book invite the reader to reconsider the reality for many younger learners. Chapters by internationally renowned authors together with reports by emerging researchers describe second and foreign language learning by children ranging from pre-schoolers to young adolescents, in home and school contexts, with caregivers, peers, and teachers as interlocutors.

  • 193.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Emotional stances and interactional competence: learning to disagree in a second language2016In: Talking emotion in multilingual settings / [ed] Matthew T. Prior, Gabriele Kasper, Amsterdam: John Benjamins Publishing Company, 2016, p. 131-152Chapter in book (Refereed)
  • 194.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Härma, skoja, retas: repetition som ett sätt att förhandla sociala positioner i ett flerspråkigt klassrum2009In: Den väsentliga vardagen, Carlssons , 2009, 1, p. 244-255Chapter in book (Other academic)
    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.

  • 195.
    Cekaite, Asta
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Kommunikationsstrategier i undervisningssituationen1999In: Den Fjerde Nordiske Konference om Nordiske sprog som Andre sprog,1998, Köbenhavn: Danmarks Lärerhöjskole , 1999, p. 151-Conference paper (Refereed)
  • 196.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Shepherding the child: embodied directive sequences in parent-child interactions2010In: TEXT and TALK, ISSN 1860-7330, Vol. 30, no 1, p. 1-25Article in journal (Refereed)
    Abstract [en]

    The present study explores how directives are constituted in and through situated verbal, bodily, and spatial practices. The foci are parental directives requesting routine family tasks to be carried out in an immediate situational context and necessitating the childs locomotion from one place to another (e.g., to take a bath, brush his/her teeth). As documented, such directive sequences were designed with what is here called parental shepherding moves, that is, "techniques of the body" (Mauss 1973 [1935]) that monitor the childs body for compliance. Body twist, a form of tactile intervention, was deployed to terminate the childs prior activity and initiate a relevant activity by perceptually reorienting the child in the lived architecture of the home. Tactile and non-tactile steering constituted means for monitoring and controlling the direction, pace, and route of the childs locomotion. Overall, these embodied directives served as multifunctional cultural tools that scaffolded the child into reflexive awareness of the dialogic and embodied characteristics of social action and accountability.

  • 197.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Socializing emotionally and morally appropriate peer group conduct through classroom discourse2013In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 24, no 4, p. 511-522Article in journal (Refereed)
    Abstract [en]

    Adopting a socioculturally informed perspective on emotions, the present study explores institutional practices for socializing first grade students’ emotionally and morally appropriate peer group conduct. The methods adopted combine an ethnographic fieldwork and interaction analyses of language socialization. The study examines teacher-solicited children's reports on peer group events (similar to Sharing time narratives), their design features, and the teachers’ evaluative responses in primary school classroom interactions. The analysis shows that event descriptions and narratives were imbued with moral and emotional meanings, constituting the primary discursive site where participants engaged in ‘emotion talk’ and oriented to a range of (mostly negative) emotions. The teachers inculcated the understanding of emotions as relational phenomena with moral and social consequences. Children participated actively, negotiated and resisted specific versions of events and their moral and emotional consequences. In all, the study shows that these discursive practices served as multifaceted socializing sites for (i) learning how to evaluate the moral aspects of actions and emotions; (ii) practicing how to discursively present oneself as a morally responsible person.

  • 198.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Soliciting teacher attention in an L2 classroom: Affective displays, classroom artefacts, and embodied action2009In: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 30, no 1, p. 26-48Article in journal (Refereed)
    Abstract [en]

    This paper explores L2 novices’ ways of soliciting teacherattention, more specifically, their summonses. The data arebased on detailed analyses of video recordings in a Swedishlanguage immersion classroom. The analyses illuminate the lexicalshape of summonses in conjunction with prosody, body posture,gestures, and classroom artefacts. As demonstrated, a simplestructure of summoning provided a handy method for solicitingand establishing the teacher's attention, and facilitated thenovices’ participation in classroom activities from earlyon. Importantly, however, the local design of the summonseswas influenced by the competitive multiparty classroom setting.The analyses illustrate how the novices upgraded their summonsesby displaying a range of affective stances. Different aspectsof the students’ embodied actions were employed as waysof indexing affective stances, for example ‘tired’,‘resigned’, or ‘playful’, that in thelocal educational order created methods that invited the teacher'sattention and conversational uptake. These locally availableresources allowed children to upgrade their summonses and toindicate their communicative projects, in spite of their limitedSwedish (L2) resources. The findings are discussed in termsof their implications for understanding participation in L2classroom interactions as being a matter of delicately calibratedcollaborative accomplishments.

  • 199.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Tattling and dispute resolution: Moral order, emotions, and embodiment in teacher-mediated disputes of young second language learners2012In: Disputes in everyday life: Social and moral orders of children and young people / [ed] Susan Danby & Maryanne Theobald, Emerald Group Publishing Limited, 2012, 1, p. 165-193Chapter in book (Other academic)
    Abstract [en]

      

    • Introduction : disputes in everyday life : social and moral orders of children and young people / Susan Danby, Maryanne Theobald -- Category relations, omnirelevance, and children's disputes / Stephen Hester, Sally Hester -- Will, you've got to share : disputes during family mealtime / Gillian Busch -- Responding to directives : what can children do when a parent tells them what to do? / Alexandra Kent -- "Pretend I was Mummy" : children's production of authority and subordinance in their pretend play interaction during disputes / Charlotte Cobb-Moore -- Being doggy : disputes embedded in preschoolers' family role-play / Polly Björk-Willén -- Working towards trouble : some categorial resources for accomplishing disputes in a correctional youth facility / Jakob Cromdal, Karin Osvaldsson -- Tattling and dispute resolution : moral order, emotions and embodiment in the teacher-mediated disputes of young second language learners / Asta Cekaite -- Challenging and orienting to monolingual school norms in Turkish American children's peer disputes and classroom negotiations at a U.S. Turkish Saturday school / Seyda Deniz Tarim, Amy Kyratzis -- "A problem of versions" : laying down the law in the school playground / Maryanne Theobald, Susan Danby -- Conditional threats in young children's peer interaction / Amelia Church, Sally Hester -- When verbal disputes get physical / Amanda Bateman -- School bullying and the micro-politics of girls' gossip disputes / Ann-Carita Evaldsson, Johanna Svahn -- The logic of conflict : practices of social control among inner city Neapolitan girls / Heather Loyd -- When "yes" turns to "no" : young children's disputes during computer game playing in the home / Christina Davidson -- Disputes, stakes and game involvement : facing death in computer gaming / Björn Sjöblom, Karin Aronsson.

    Volume 15 of Sociological Studies of Children and Youth investigates the interactional procedures used by children and young people as disputes arise in varying contexts of their everyday life. Disputes are a topic of angst and anxiety for children, young people and adults alike, and yet are important times for interactional matters to be addressed. A particular intention of the book is its ethnomethodological focus, bringing a fine-grained analysis and understanding to disputes and related interactional matters. Such analysis highlights the in situ competency of children and young people as they manage their social relationships and disputes to offer insight into how children arrange their social lives within the context of school, home, neighbourhood, correctional, club and after school settings. This volume offers a contemporary understanding of the relational matters of childrens peer cultures to better understand and address the complex nature of children and young peoples everyday lives in todays society.

  • 200.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    The Coordination of Talk and Touch in Adults Directives to Children: Touch and Social Control2015In: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 48, no 2, p. 152-175Article in journal (Refereed)
    Abstract [en]

    Adults sometimes accompany the directives they issue to children about their actions and movements with bodily contact (for example, shoving, guiding, or pushing). This article explores the interactional uses and meanings of such combinations of spoken directive and bodily contact that involves touch in data from families and primary educational settings in Sweden. The focus is on how the timing and coordination of haptics (communicative acts of touch), speech, and contextual factors produce communicative meanings. Findings reveal how touch and talk are synchronized to achieve the childs compliance to directives. Laminated (that is, multimodal) directives combine concurrent use of imperatives with adults own haptic acts, signaling and enforcing the onset and/or trajectory of the required movement. They constitute the prevalent pattern of use, as compared to the use of control touch without accompanying verbalization. Haptic control formats are usually responsive to the child recipients noncompliant responses. The data are in Swedish with English translation.

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