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  • 201.
    Cardell, David
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Barnidrottens spridning, kulturindustrin och kulturstudiernas möjligheter2011Inngår i: Kulturstudier, kropp och idrott: perspektiv på fenomen i gränslandet mellan natur och kultur / [ed] Tolvhed, Helena & Cardell, David, Malmö: Idrottsforum.org , 2011, s. 85-105Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 202.
    Cardell, David
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Evenemangskultur och idrott: spänningar och samspel2009Inngår i: Svensk Idrottsforskning: Organ för Centrum för Idrottsforskning, ISSN 1103-4629, Vol. 18, nr 3, s. 41-45Artikkel i tidsskrift (Fagfellevurdert)
  • 203. Bestill onlineKjøp publikasjonen >>
    Cardell, David
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Family theme parks, happiness and children’s consumption: From roller-coasters to Pippi Longstocking2015Doktoravhandling, monografi (Annet vitenskapelig)
    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.

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  • 204.
    Cardell, David
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    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 978-0-415-44367-82009Inngår i: Idrottsforum.org, ISSN 1652-7224, nr 25 novemberArtikkel, omtale (Annet vitenskapelig)
    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”.

  • 205.
    Cardell, David
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Lynn M. Jamieson & Thomas J. Orr Sport and Violence: A Critical Examination of Sport, 237 sidor, hft. Oxford, Oxon: Elsevier Butterworth-Heinemann 2009 ISBN 978-0-7506-8405-72010Inngår i: Idrottsforum.org, ISSN 1652-7224, nr November 3Artikkel, omtale (Annet vitenskapelig)
    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.

  • 206.
    Cardell, David
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    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 978-0-472-05080-22012Inngår i: Idrottsforum.org, ISSN 1652-7224, nr 145Artikkel, omtale (Annet vitenskapelig)
  • 207.
    Cardell, David
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    The funzone and industrial play: The choreography of childhood spaces in a Swedish context2010Inngår i: Entertainment and Sports Law Journal, E-ISSN 1748-944X, Vol. 8, nr 1Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    The funzone and industrial play: The choreography of childhood spaces in a Swedish context
  • 208.
    Cardell, David
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Underhållningsidrott som upplevelseindustri: Review of Hans Lundberg (2009) Kommunikativt entreprenörskap [diss.]2010Inngår i: Idrottsforum.org/Nordic sport science forum, ISSN 1652-7224Artikkel, omtale (Annet vitenskapelig)
    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.

  • 209.
    Cardell, David
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten. Barn- och ungdomsvetenskapliga institutionen, Stockholms universitet, Sverige.
    Sjöberg, Johanna
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Gåvor och boxar i bebiskulturen – från moderskapsförpackning till babybox2021Inngår i: Favorit i repris!: bruk och återbruk inom barnkulturen / [ed] Malena Jansson, Wester Moa, Stockholm: Centrum för barnkulturforskning, Stockholms universitet , 2021, s. 104-121Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 210.
    Cardell, David
    et al.
    Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen.
    Sjöberg, Johanna
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Market intimacy: The baby box and becoming parents2018Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Corporations approach parents, globally, for example through direct marketing. This paper highlights a specific marketing practice – called the baby box offering becoming parents “freebies” for their children, including diapers, pacifiers, toys, and detergents. In Sweden, baby boxes are distributed by companies such as the diaper brand Libero and by pharmacies. Parents-to-be announce their interest and receive products that are handy when caring for a new-born. The box is a starting point in a relation to companies in the child care business, meant to stimulate consumption. Having accepted a baby box, various companies follow up with advertising. The composition of the baby boxes says something about how companies in the childcare business imagine what parents and new borns need and want. Thereby, boxes expose ideas about what parents and infants are. As baby boxes are distributed to expecting parents, before or early in their parenthood, they have the potential to orientate them and generate a sense of meaning in relation to their child(ren). This paper approaches the constitution of parenthood and children, scrutinizing the meanings of the baby box, as materialized educational policies. The paper thus aims to provide insights regarding marketing practices and notions of children and parenthood in consumer culture. Developing the notion of market intimacy, we argue that corporations associate infants with specific products and brands, which are made relevant in the unfolding of future temporalities. Taken together, we suggest that the baby boxes create a platform for corporations to become a part of the co-constitution of parenthood, family, and childhood. Our arguments are based on an analysis of: boxes and their contents, distribution (including ethnographic encounters in stores), and “unboxing” events, presented on YouTube.

  • 211.
    Cardell, David
    et al.
    Barn- och ungdomsvetenskapliga institutionen (BUV), Stockholms universitet, Sweden.
    Sköld, Johanna
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Barndom2023 (oppl. 1)Bok (Annet vitenskapelig)
    Abstract [sv]

    Barndom berör oss alla. Vad barndom är och bör vara sysselsätter bland annt forskare, pedagoger och föräldrar, samt barn själva. Med den här boken vill författarna bidra till förståelsen av barns och barndomars plats och roll i samhället. I boken behandlas barndomens historiska föränderlighet såväl som nutida variationer av barndomar och vad barndom kan tänkas vara i framtiden.

  • 212.
    Cardell, David
    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.
    Enacting money at an amusement park2012Inngår i: 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, s. 115-132Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 213.
    Cardell, David
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Tolvhed, Helena
    Malmö Högskola.
    Kulturstudier, idrott och forskningens utmaningar2011Inngår i: Kulturstudier, kropp och idrott: perspektiv på fenomen i gränslandet mellan natur och kultur / [ed] Tolvhed, Helena & Cardell, David, Malmö: Idrottsforum.org , 2011, s. 7-21Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 214.
    Cederborg, Ann-Christin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Family therapy as collaborative work1994Doktoravhandling, med artikler (Annet vitenskapelig)
    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.

  • 215.
    Cederborg, Ann-Christin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    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 projekt1996Rapport (Annet vitenskapelig)
    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.

    Fulltekst (pdf)
    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 projekt
  • 216.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Affective stances in teacher-novice student interactions: Language, embodiment, and willingness to learn in a Swedish primary classroom2012Inngår i: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 41, s. 641-670Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 217.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Att minnas och lära med stavningsprogram2011Inngår i: Lärande och minnande: som social praktik / [ed] Roger Säljö, Stockholm: Norstedts , 2011, s. 161-180Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 218.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Child pragmatic development2012Inngår i: The encyclopedia of applied linguistics / [ed] Carol A. Chapelle, Wiley-Blackwell, 2012, 1, s. 1-7Kapittel i bok, del av antologi (Fagfellevurdert)
    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.

  • 219.
    Cekaite, Asta
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Children's discourse: Person, space and time across languages.2006Inngår i: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 35, nr 5, s. 750-753Artikkel, omtale (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
  • 220.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Collaborative corrections with spelling control2009Inngår i: International Journal of Computer-Supported Collaborative Learning, ISSN 1556-1607, E-ISSN 1556-1615, Vol. 4, nr 3, s. 319-341Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 221.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Developing conversational skills in a second language: Language learning affordances in a multiparty classroom setting2008Inngår i: Second language acquisition and the young learner: child's play?, John Benjamins , 2008, 1, s. 105-130Kapittel i bok, del av antologi (Fagfellevurdert)
    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.

  • 222.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Emotional stances and interactional competence: learning to disagree in a second language2016Inngår i: Talking emotion in multilingual settings / [ed] Matthew T. Prior, Gabriele Kasper, Amsterdam: John Benjamins Publishing Company, 2016, s. 131-152Kapittel i bok, del av antologi (Fagfellevurdert)
  • 223.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn.
    Human-to-human touch in institutional settings2020Inngår i: Social Interaction. Video-Based Studies of Human Sociality, E-ISSN 2446-3620, Vol. 3, nr 1Artikkel i tidsskrift (Fagfellevurdert)
  • 224.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn.
    Human-to-human touch in institutional settings2020Inngår i: Social Interaction. Video-Based Studies of Human Sociality, E-ISSN 2446-3620, Vol. 3, nr 1Artikkel i tidsskrift (Fagfellevurdert)
  • 225.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Härma, skoja, retas: repetition som ett sätt att förhandla sociala positioner i ett flerspråkigt klassrum2009Inngår i: Den väsentliga vardagen, Carlssons , 2009, 1, s. 244-255Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 226.
    Cekaite, Asta
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Kommunikationsstrategier i undervisningssituationen1999Inngår i: Den Fjerde Nordiske Konference om Nordiske sprog som Andre sprog,1998, Köbenhavn: Danmarks Lärerhöjskole , 1999, s. 151-Konferansepaper (Fagfellevurdert)
  • 227.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Shepherding the child: embodied directive sequences in parent-child interactions2010Inngår i: TEXT and TALK, ISSN 1860-7330, Vol. 30, nr 1, s. 1-25Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 228.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Sociala aktiviteter som öppningar mot språket2018Inngår i: Svenska som andraspråk i förskolan / [ed] Polly Björk-Willén, Stockholm: Natur och kultur, 2018, Vol. sidorna 56-71, s. 56-71Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 229.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Socializing emotionally and morally appropriate peer group conduct through classroom discourse2013Inngår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 24, nr 4, s. 511-522Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 230.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Soliciting teacher attention in an L2 classroom: Affective displays, classroom artefacts, and embodied action2009Inngår i: Applied Linguistics, ISSN 0142-6001, E-ISSN 1477-450X, Vol. 30, nr 1, s. 26-48Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 231.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Subversive compliance and embodiment in remedial interchanges2020Inngår i: Text & Talk, ISSN 1860-7330, E-ISSN 1860-7349, Vol. 40, nr 5, s. 669-693Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study examines normativity of affect and the affective embeddedness of normativity, instantiated as verbal and embodied stances taken by the participants in adult-child remedial interchanges. The data are based on one year of video fieldwork in a first-grade class at a Swedish primary school. An ethnographically informed analysis of talk and multimodal action is adopted. The findings show that the childrens affective and normative transgressions provided discursive spaces for adult moral instructions and socialization. However, the childrens compliant responses were resistant and subversive. They were designed as embodied double-voiced acts that indexed incongruent affective and moral stances. The findings further revealed several ways of configuring embodied double-voiced responses. The children juxtaposed multiple modalities and exploited the expectations of what constitutes appropriate temporal duration, timing, and shape of nonverbal responses. They (i) combined up-scaled verbal and embodied hyperbolic rhetoric when the teachers talk required but minimal responses, and (ii) configured antithetical affect displays, e.g., crying and smiling, or overlaid bodily displays of moral emotion (sadness, seriousness, and smiling) with aligning but exaggerated gestures and movements. Subversive, embodied double-voiced responses simultaneously acquiesced with and deflected the responsibility and effectively derailed a successful closure of remedial interchange.

    Fulltekst (pdf)
    fulltext
  • 232.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Tattling and dispute resolution: Moral order, emotions, and embodiment in teacher-mediated disputes of young second language learners2012Inngår i: Disputes in everyday life: Social and moral orders of children and young people / [ed] Susan Danby & Maryanne Theobald, Emerald Group Publishing Limited, 2012, 1, s. 165-193Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 233.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    The Coordination of Talk and Touch in Adults Directives to Children: Touch and Social Control2015Inngår i: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 48, nr 2, s. 152-175Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 234.
    Cekaite, Asta
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    "Titta, jag klar". Rhetorical devices in an immersion classroom2004Inngår i: ASLA,2003, Uppsala: ASLA , 2004, s. 178-Konferansepaper (Fagfellevurdert)
  • 235.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Touch as social control: Haptic organization of attention in adult-child interactions2016Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 92, s. 30-42Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study examines the interactional organization of sustained (temporally extended) control touch, deployed in adult child encounters in Swedish primary school and family settings. The detailed analysis shows that sustained touches are employed by adults to manage and monitor childrens participation, usually calling for appropriate displays of attention to particular activities. Sustained touch sets the evolving limits on the childs postural orientation and movements by establishing a sensorial, corporeal contact and is instrumental in arranging the childs bodily positioning into a particular participation framework. Retrospectively, it orients to the child recipients inattentiveness and inappropriate participation. Prospectively, it solicits and sustains the childs coordinated and attentive participation in activities that constitute a state of talk, e.g. interactionally big packages (Sacks, 1995), i.e., adults extended instructions or disciplining. In multi-tasking situations, sustained touch works to manage the multiple overlapping participation frameworks. The adult, already engaged in a talk-based activity, constrains the touch recipients conversational contribution, or puts it on hold, using sustained touch as a prosthetic resource to signal her/his prospective attention. In all, the interactional analysis of interpersonal touch shows how the situational conditions, social roles and relations inform and shape body behavior. (C) 2015 Elsevier B.V. All rights reserved.

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    fulltext
  • 236.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Triadic conflict mediation as socialization into perspective taking in Swedish preschools2020Inngår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 59, artikkel-id 100753Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper is a video-ethnographic language socialization study that examines the discursive, linguistic and embodied features of the teachers and childrens ways of conflict mediation and resolution. The study describes the ways in which young children (three to five-year olds) in several preschools in Sweden are being socialized into the interactional competences and perspective taking necessary for managing conflict situations. It is shown that teacher-guided conflict resolution was accomplished through triadic interactions involving the teacher as a mediator. Teachers used questions to encourage and direct children to convey their volition, wants, and wishes to their peers, and requested the other children to listen. It is argued that such discursive practices socialize children to perspective taking, and that this socialization is linked to wider societal norms of Swedish preschools and Swedish society, namely democratic values of equality, agency, individualism, and solidarity. (C) 2019 The Author. Published by Elsevier Inc.

    Fulltekst (pdf)
    fulltext
  • 237.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    What makes a child a good language learner?: Interactional competence, identity and immersion in a Swedish language classroom2017Inngår i: Annual Review of Applied Linguistics, ISSN 0267-1905, E-ISSN 1471-6356, Vol. 37, s. 45-61Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The research presented here is an examination of how child language novices (zero beginners) develop interactional competences and repertoires in a Swedish as a second language classroom. Two 7-year-old girls’ learning trajectories are the focus in a yearlong study of their second language (L2) development. The girls’ transition from highly repetitious and formulaic production to formally and semantically more diverse discourse is documented, along with a broadening of the girls’ classroom interactional repertoires. They initiated and took part in interactions with teachers and peers and participated in a growing range of classroom discursive activities. The longitudinal analysis also documents the differences in their two learning trajectories, particularly in terms of their L2 resources and pragmatic skills, as well as their identities as successful or unsuccessful language learners (as ascribed to them by the teachers). The study illustrates an intricate and synergistic, rather than unidirectional, relationship between these two child novice learners’ competences, L2 features, and identities.

  • 238.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Bergnehr, Disa
    Univ Boras, Sweden.
    Affectionate touch and care: embodied intimacy, compassion and control in early childhood education2018Inngår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 26, nr 6, s. 940-955Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Relational care, interpersonal intimacy and emotional attunement are crucial for childrens development and wellbeing in ECEC. The present study examines how they are enacted in a Swedish preschool (for 1-5-year-olds) through recurrent adult-child physical conduct, i.e. affectionate and affectionate-controlling touch. The data consist of 24 hours of video-recorded observations of everyday activities. The study shows that educators Affectionate-Comforting touch was used for emotion regulation as compassionate response to childrens distress; Amicable touch engaged children in spontaneous affection; and, Affectionate-Controlling touch was used to mildly control and direct the childs bodily conduct and participation in preschool activities, or to mitigate the educators verbal disciplining. The study demonstrates the emotional complexity of ECEC enacted through the practices of haptic sociality. It supports the holistic policies arguing that embodied relational care should be integrated in ECEC, contrary to ideas that connect professionalism with emotional distance and lack of physical contact.

    Fulltekst (pdf)
    fulltext
  • 239.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Bergnehr, Disa
    Linneus Univ, Sweden.
    Convergence of control and affection in classroom management: affectionate and disciplining touch and talk2023Inngår i: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 41, artikkel-id 100733Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The present study examines mundane social interactions in a Swedish preschool where teachers use affectionate touch for the purposes of classroom management. The data consists of observations of everyday activities, video-recorded at a regular Swedish early childhood educational institution, involving three-to-five-year-old children. Video-recorded data were analysed using Multimodal Conversation Analysis (Goodwin, 2000). The teachers used embodied configurations of touch and talk as ways to organise and rearrange mutual participation frameworks and achieve childrens attentive participation in an ongoing activity, or to put their unsolicited initiatives on hold while sustaining the flow of the main classroom activity. The analysis suggests that the teachers, by using multimodal practices, attended to multiple concerns: they remedied problems in the childrens conduct, socialised the childrens attentive participation and attended to their social and emotional concerns while sustaining close social relations within the classroom community. By focusing analysis on the bodily features of teacher-child interactions, the study contributes to a broader understanding of classroom management and how teachers social influence is exerted and negotiated in mundane social interactions in early childhood education settings.

  • 240.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Björk-Willén, Polly
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Enchantment in storytelling: Co-operation and participation in childrens aesthetic experience2018Inngår i: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 48, s. 52-60Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In early childhood education, storytelling has traditionally been seen as a learning activity that lays the groundwork for childrens vocabulary and literacy development. The present study uses video-recorded storytelling events to examine young childrens emotional involvement and aesthetic experiences during adult storytelling in a regular Swedish preschool for 1- to 3.5-year-olds. By adopting a multimodal interactional perspective on human sense-making, socialization, and literacy (Goodwin, 2017), it contributes to research examining multimodality in early childhood literacy (Kyratzis amp; Johnson, 2017). The analytical focus is on co-operation in aesthetic experience: the teachers ways of organizing an entertaining, affectively valorized and enchanting storytelling, and the children audiences verbal and nonverbal participation (Goodwin amp; Goodwin, 2004). The study shows that teachers used lighthouse gaze, props, marked prosody and pauses to invite the child audience to participate, join the attentive multiparty participation frameworks and share the affective layering of story. The young children exploited the recognizability of the story and contributed by co-participating through bodily repetitions, choral completions, elaborating or volunteering anticipatory contributions, and pre-empting the upcoming story segment. The study suggests that through adult-child co-operation, the embodied telling becomes a site for childrens affective and aesthetic literacy socialization. (C) 2018 The Authors. Published by Elsevier Inc.

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    fulltext
  • 241.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Björk-Willén, Polly
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Utbildningsvetenskap.
    Peer group interactions in multilingual educational settings: Co-constructing social order and norms for language use2013Inngår i: International Journal of Bilingualism, ISSN 1367-0069, E-ISSN 1756-6878, Vol. 17, nr 2SI, s. 174-188Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The present study explores peer group interactions in early multilingual educational settings, specifically focusing on children's language-related episodes. Highlighting the multifaceted work of these interactional practices, it demonstrates in detail how children's corrective actions, targeting, assessing and criticizing of the other's language use were utilized in building the peer group identities and relations, while simultaneously indexing local norms for conduct and language use. Designed as outright disagreements with the prior speaker, corrections highlighted the contrast between the recipient's error and the speaker's remedy and entailed (a) the disagreement with the prior speaker (e.g. linguistic polarity marker 'no'), (b) the explicit identification of the trouble source ('this is not x') and (c) the instruction as to the correct replacement ('this is x'). Similarly, word searches in the peer group were resolved so as to index the asymmetry in knowledge between the peers. In the production of corrections, the children displayed and recognized the relevance of appropriate use of the lingua franca (e.g. Swedish) as part of their situated production of local social order. Language expertise was an issue for negotiations and redefinitions in multilingual peer group's interactions and was one of the factors organizing social relations in multilingual educational settings.

  • 242.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Blum-Kulka, Shoshana
    Hebrew University .
    Gröver, Vibeke
    Oslo University.
    Teubal, Eva
    D. Yellin's Teacher College, Jerusalem.
    Children's peer talk and learning: Uniting discursive, social and cultural facetsof peers' interaction2014Inngår i: Children's peer talk: Learning from each other / [ed] Cekaite Asta, Cambridge: Cambridge University Press, 2014, 1, s. 3-20Kapittel i bok, del av antologi (Fagfellevurdert)
  • 243.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Blum-Kulka, ShoshanaHebrew University, Jerusalem, Israel.Grøver, VibekeInstitutt for pedagogikk, Oslo University, Norway.Teubal, EvaDavid Yellin Academic College of Education, Jerusalem, Israel.
    Children’s peer talk: learning from each other2014Collection/Antologi (Annet vitenskapelig)
    Abstract [en]

    Inside and outside the classroom, children of all ages spend time interacting with their peers. Through these early interactions, children make sense of the world and co-construct their childhood culture, while simultaneously engaging in interactional activities which provide the stepping stones for discursive, social and cognitive development. This collection brings together an international team of researchers to document how children's peer talk can contribute to their socialization and demonstrates that if we are to understand how children learn in everyday interactions we must take into account peer group cultures, talk, and activities. This book will be of interest to students and researchers in the fields of language acquisition, sociolinguistics, pragmatics and discourse analysis, and related disciplines. It examines naturally occurring talk of children aged from three to twelve years from a range of language communities, and includes ten studies documenting children's interactions and a comprehensive overview of relevant research.

  • 244.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Burdelski, Matthew
    Osaka Univ, Japan.
    Crying and crying responses: A comparative exploration of pragmatic socialization in a Swedish and Japanese preschool2021Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 178, s. 329-348Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper explores pragmatic socialization by examining episodes of two to three - yearold childrens crying and adults responses to this crying in two preschools: Sweden and Japan. Based on approximately 100 hours of naturally occurring interactions, it focuses on crying episodes that emerged within peer conflict, and analyzes ways that teachers structured a triadic framework of mediation. The results show how teachers mediated by using (1) question-response sequences to clarify what happened and (2) directives and declaratives to convey norms of behaving/speaking and to attune children to the crying of others as a negative affective act that requires a remedial response. The results reveal similarities and variations in adults responses to childrens crying in the two preschools. Although the findings in part instantiate traditional models of socialization in these two societies, they also suggest ways that departed from these models. (C) 2021 The Authors. Published by Elsevier B.V.

    Fulltekst (pdf)
    fulltext
  • 245.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Ekström, Anna
    Linköpings universitet, Institutionen för klinisk och experimentell medicin, Avdelningen för Logopedi, Audiologi och Otorhinolaryngologi. Linköpings universitet, Medicinska fakulteten.
    Emotion Socialization in Teacher-Child Interaction: Teachers Responses to Childrens Negative Emotions2019Inngår i: Frontiers in Psychology, E-ISSN 1664-1078, Vol. 10, artikkel-id 1546Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The present study examines 1- to 5-year-old childrens emotion socialization in an early childhood educational setting (a preschool) in Sweden. Specifically, it examines social situations where teachers respond to childrens negative emotional expressions and negatively emotionally charged social acts, characterized by anger, irritation, and distress. Data consisted of 14 h of video observations of daily activities, recorded in a public Swedish preschool, located in a suburban middle-class area and include 35 children and 5 preschool teachers. By adopting a sociocultural perspective on childrens development and socialization, the study examines the communicative practices through which the expressions of negative emotions are responded to and the norms and values that are communicated through these practices. The data are analyzed by using multimodal analysis of interaction that provides a tool for detailed analysis of participants verbal and embodied actions and sense-making. The analyses show that teachers responded to childrens negatively charged emotional expressions as social acts (that were normatively evaluated), and the adults instructed children how to modify their social conduct (rather than deploying explicit discussions about emotions). The teachers used communicative genres that prioritized general moral principles and implemented the non-negotiability of norms over individual childrens emotional-volitional perspectives and individual preferences. The teachers instructive socializing activities were characterized by movement between multiple temporal horizons, i.e., general (emotional) discourse that transcended the hereand-now, and specific instructions targeting the childrens conduct in a current situation. The study discusses how emotion socialization can be related to the institutional characteristics and collective participatory social conditions of early childhood education.

    Fulltekst (pdf)
    fulltext
  • 246.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Evaldsson, Ann-Carita
    Uppsala University, Sweden.
    Language policies in play: Learning ecologies in multilingual preschool interactions among peers and teachers2017Inngår i: Multilingua - Journal of Cross-cultural and Interlanguage Communication, ISSN 0167-8507, E-ISSN 1613-3684, Vol. 36, nr 4, s. 451-475Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this study we argue that a focus on language learning ecologies, that is, situations for participation in various communicative practices, can shed on the intricate processes through which minority children develop or are constrained from acquiring cultural and linguistic competencies (here, of a majority language). The analysis draws on a language socialization approach to examine the micro-level contexts of an immigrant childs preschool interactions with peers and teachers, and the interplay between these and macro-level language and educational policies. It was found that, in contrast to institutional and curricular policy aspirations concerning the positive potentials of childrens play as a site associated with core learning affordances, the language learning ecology created in the multilingual peer group interactions was limited. Social relations in the peer group, the novices marginal social position, and the childs rudimentary knowledge of the lingua franca, Swedish, precluded her from gaining access to shared peer play activities. The current study thus corroborates prior research showing that peer interactions in second language settings may pose a challenge to children who have not already achieved some competence in the majority language and that more support and interactions with the teachers can be useful.

  • 247.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Evaldsson, Ann-Carita
    Uppsala universitet, Institution för pedagogik.
    Staging linguistic identities and negotiating monolingual norms in multhiethnic school settings2008Inngår i: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 5, nr 3, s. 177-196Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article focuses on children's language alternation practices in two primary school settings. More specifically we explore how participants (children and teachers) in episodes of language alternation invoke linguistic and social identities, thereby 'talking into being' language and educational ideologies. The present study is based on multi-sited ethnography in two multiethnic educational settings where classroom activities are primarily in Swedish. Theoretically, it draws on sequential identity-related approaches to language alternation practices (Gafaranga, 2001). As demonstrated, both children and teachers draw on a range of linguistic varieties, and refrained from involving in polylingual practices. In so doing, they were actively engaged in producing and resisting a range of locally valued identities (i.e. monolingual, bilingual, and polylingual student). Simultaneously a monolingual norm was brought into being and, importantly, the children appropriated and exploited the monolingual norms-in being for organising their social relations. Overall the study highlights the links between social and linguistic identities, language choice, and language and educational ideologies. We argue that an understanding of children's polylingual practices in multilingual settings is provided by a close analysis of the local processes of identity work located within the wider sociocultural context (e.g. language and educational ideologies)

    Fulltekst (pdf)
    fulltext
  • 248.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Evaldsson, Ann-Carita
    Uppsala Univ, Sweden.
    The moral character of emotion work in adult-child interactions2020Inngår i: Text & Talk, ISSN 1860-7330, E-ISSN 1860-7349, Vol. 40, nr 5, s. 563-572Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This special issue furthers a view in which affective stances are seen as indexical of culturally specific structures of feeling and norms concerning what counts as appropriate conduct in particular settings. The link between affect and everyday morality in the development and negotiations of moral personhood, identities and character work is demonstrated in the empirical studies that examine how affective stances are mobilized by drawing social boundaries, and by criticizing or sanctioning what counts as morally appropriate behaviors in adult-child socializing encounters embedded in time and space. The contributions highlight how socialization into particular forms of moral orders engages issues of affect, and how socialization into affect is permeated with moral work. The special issue draws on two major theoretical perspectives: the interactional perspective involving multimodal interaction analysis and the linguistic anthropologic view on language socialization that considers language use and cultural re-production to be interrelated. The socializing potentials of adult-child interactions, particularly in episodes involving the handling of normative transgressions and practices revolving around moral issues (conflicts, disciplining, non-compliance, negative affect and regulation of emotions), provide a fruitful site for uncovering otherwise rarely articulated normative socio-cultural assumptions of how to perform actions, display knowledge, express emotions and maintain relationships.

  • 249.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Goodwin, Marjorie H.
    Univ Calif Los Angeles, CA 90095 USA.
    Touch and Social Interaction2021Inngår i: Annual Review of Anthropology, ISSN 0084-6570, E-ISSN 1545-4290, Vol. 50, s. 203-218Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Our understanding of touch as a basic and complex sense is informed by phenomenological perspectives on our corporeal "being-in-the-world" and the notion of intercorporeality (Merleau-Ponty 1964) as well as by sociological perspectives on social life as organized and accomplished through corporeal participation and the interaction order (Goffman 1983). Intercorporeality involves sense-making of oneself and copresent others as body subjects, active in (re)producing a corporeal interaction order that is understood as tactile as well as visual and sonorous. In our review of contemporary ethnographic work, we direct our attention to touch and social interaction and discuss (a) ritualized supportive interchanges; (b) moves of compassion that calm a distressed child; (c) forms of control that socialize the body and gain attention, in particular to create multisensorial, instructional environments; and (d) forms of touch during care and bodywork in medical and therapeutic contexts.

  • 250.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Goodwin, Marjorie Harness
    University of California Los Angeles.
    Researcher participation, ethics, and cameras in the field2021Inngår i: Social Interaction. Video-Based Studies of Human Sociality, E-ISSN 2446-3620, Vol. 4, nr 2Artikkel i tidsskrift (Annet vitenskapelig)
2345678 201 - 250 of 1164
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