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  • 251.
    Eriksson (Barajas), Katarina
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Life and Fiction: On intertextuality in pupils’ booktalk2002Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This study examines booktalk, that is, teacher-led group discussions about books for children in a Swedish school. The empirical data comprise 24 hours of videorecorded booktalk in grades 4–7. In total, 40 children (aged 10–14 years) were recorded during 24 sessions. The present approach diverges from previous readerresponse studies in that it draws on authentic data, and in that it examines talk at a micro level, applying an approach from discursive psychology. By focusing on authentic book discussions, the study contributes to the development of readerresponse methods.

    All eight books applied in the booktalk sessions involved some type of  existential issue: freedom, separation, loyalty, and mortal danger (Chapter 4). Yet, such issues were rarely discussed. An important task of the present thesis was to understand why such issues did not materialise, that is, what did not take place. In Chapter 5, a series of booktalk dilemmas were identified. The booktalk sessions were generally lively and informal. Yet, booktalk as such was often transformed into other local educational projects; e.g. time scheduling, vocabulary lessons or reading aloud exercises.

    Gender was invoked in all booktalk sessions (Chapter 6). In line with predictions from reader-response theory, progressive texts were, at times, discussed in gender stereotypical ways. The findings also revealed a generational pattern in that the pupils discussed fictive children in less traditional ways than adult characters.

    The interface between texts and life was invoked in all booktalk sessions (Chapter 7). There was, again, a generational pattern in that children entertained ideas other than those of their teachers concerning legitimate topics in a school context. Also, the discussions revealed a problem of balance between pupils’ privacy, on the one hand, and engaging discussions on texts and life, on the other.

    List of papers
    1. Booktalk Dilemmas: teachers’ organisation of pupils’ reading
    Open this publication in new window or tab >>Booktalk Dilemmas: teachers’ organisation of pupils’ reading
    2002 (English)In: Scandinavian Journal of Educational Research, Vol. 46, no 4, p. 391-408Article in journal (Refereed) Published
    Abstract [en]

    The syllabus for mother tongue teaching in Sweden states that an essential goal is that pupils, in conversation with others, should be able to express feelings and thoughts evoked by literature. The present paper addresses how schools try to promote pupils’ reading, examining authentic school-run booktalk conversations from a discursive approach. The data consists of video-recorded sessions with small groups of pupils in Grades 4–7. A series of booktalk dilemmas were identified. The studied so-called book clubs were aimed at promoting reading for pleasure. Yet, literary practices were, at times, transformed into (i) calculating tasks, (ii) vocabulary lessons, or, (iii) reading aloud exercises. Another complication concerned the synchronising of the pupils’ reading that led to extensive negotiations on the part of teacher and pupils.

    Place, publisher, year, edition, pages
    Routledge, 2002
    Keywords
    booktalk, dilemmas, discourse analysis, literature pedagogy
    National Category
    Other Social Sciences not elsewhere specified
    Identifiers
    urn:nbn:se:liu:diva-10629 (URN)10.1080/0031383022000024570 (DOI)
    Note
    Original publication: Katarina Eriksson, Booktalk Dilemmas: teachers’ organisation of pupils’ reading, 2002, Scandinavian Journal of Educational Research, (46), 4, 391-408. http://dx.doi.org/10.1080/0031383022000024570. Copyright: Taylor and Francis (Routledge group), http://www.routledge.com/Available from: 2008-01-28 Created: 2008-01-28 Last updated: 2013-09-25
    2. Beyond stereotypes? Talking about gender in school booktalk
    Open this publication in new window or tab >>Beyond stereotypes? Talking about gender in school booktalk
    2008 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 3, no 2, p. 129-144Article in journal (Refereed) Published
    Abstract [en]

    The Swedish educational system states that work in schools should depict and mediate equality. One way of achieving this is through fiction, which according to the syllabus provides students with knowledge about the living conditions of women and men during different epochs and places. The present paper examines gender in a Swedish school, analysing ‘book club’ discussions, using a discursive approach. The data consist of video-recorded teacher-led booktalk sessions, involving small groups of pupils in grades 4_7. It was found that the teachers and/or the pupils invoked gender issues in all book club sessions. The fictive events were, at times, discussed in gender-stereotyped ways. Yet, the teachers and pupils also transcended gender stereotypes in several cases. In many of those cases, there was a generational pattern, in that the participants tended to apply less stereotyped thinking when talking about fictive characters of their own age.

    Place, publisher, year, edition, pages
    Taylor and Francis, 2008
    Keywords
    booktalk, children’s literature, discursive psychology, gender, reader response
    National Category
    Other Social Sciences not elsewhere specified General Literature Studies Gender Studies
    Identifiers
    urn:nbn:se:liu:diva-12297 (URN)10.1080/17457820802062367 (DOI)
    Note

    Original publication: Katarina Eriksson Barajas, Beyond stereotypes? Talking about gender in school booktalk, 2008, Ethnography and Education, (3), 2, 129-144. http://dx.doi.org/10.1080/17457820802062367. Copyright © Taylor & Francis Group, an informa business

    Available from: 2008-06-19 Created: 2008-06-19 Last updated: 2017-12-13Bibliographically approved
    3. Building Life-World Connections during School Booktalk
    Open this publication in new window or tab >>Building Life-World Connections during School Booktalk
    2004 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, Vol. 48, no 5, p. 511-528Article in journal (Refereed) Published
    Abstract [en]

    In criticism of children’s literature, notions of ‘fantasy’ and ‘realism’ are pivotal. In school ‘booktalk’ conversations, pupils referred to what is ‘real’ in three different ways: (i) by referring to feelings or semblance of ‘real’ life, (ii) by invoking shared facts, and (iii) by making references to personal experiences. In cases when teachers or pupils initiated so-called text-to-life or real-world connections, two types of dilemmas occurred. First, engagement was at times bought at the cost of quite literal reader responses. At other times, engagement was accomplished at the price of intrusiveness. There was thus, a delicate balance between life-world references, on the one hand, and literal readings or intrusion, on the other. Moreover, students sometimes resisted life-world probing, but volunteered privileged information about their parents, displaying different notions from teachers about legitimate information in a school context.

    Place, publisher, year, edition, pages
    Routledge, 2004
    Keywords
    bookclubs, discourse analysis, reader response, realism
    National Category
    Other Social Sciences not elsewhere specified
    Identifiers
    urn:nbn:se:liu:diva-10686 (URN)10.1080/003138042000272159 (DOI)
    Note

    Original publication: Katarina Eriksson & Karin Aronsson, Building Life-World Connections during School Booktalk, 2004, Scandinavian Journal of Educational Research, (48), 5, 511-528. http://dx.doi.org/10.1080/003138042000272159 Copyright: Taylor and Francis (Routledge group), http://www.routledge.com/.

    The original title of this article was: Realism and Intertextuality in School Booktalk.

    Available from: 2008-01-30 Created: 2008-01-30 Last updated: 2014-09-12
  • 252.
    Eriksson (Barajas), Katarina
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Pombo, Rafael2006In: The Oxford Encyclopedia of Children's Literature / [ed] Jack Zipes, Oxford: Oxford University Press , 2006, p. 277-277Chapter in book (Other academic)
    Abstract [en]

    Written by an international roster of more than 300 authors, the Encyclopedia comprehensively documents and interprets the books read by children throughout the world. With a global perspective that pays attention to significant international trends and the multicultural expansion of the field, it includes brief biographies of every major author and illustrator. Also included are feature essays on all genres of children's literature, individual works, and prominent trends and themes, as well as general essays on the traditions of children's literature in many countries throughout the world

  • 253.
    Eriksson (Barajas), Katarina
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    The Pimp and the Happy Whore. Film Talk in School2005In: Media, Youth and Identity,2005, 2005Conference paper (Other academic)
  • 254.
    Eriksson (Barajas), Katarina
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    ”Tror du verkligen att Astrid Lindgren tänkte på det?”: Att undervisa lärarstudenter i barn- och ungdomslitteratur2004In: Barnboken: Svenska barnboksinstitutets tidskrift, ISSN 0347-772X, no 2, p. 45-48Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Den kände barnlitteraturforskaren Perry Nodelman erkänner i en artikel om att undervisa lärarstuden-ter att han blivit kallad intellektuell snobb i en utvärdering, han tillstår dessutom att studenten faktiskt har rätt: ”I AM an intellectual snob” (Nodelman, 1986: 203). Hans snobbighet består i att han ”belie-ve[s] that people who use their intellects to develop a deeper awareness of the world are better off than people who do not”; hur uppmuntrar, eller utmanar, man då studenter att tänja sina intellektuella gränser? Att lära?

    Om lärande i linje med Ramsden (1992: 39f) ska ses som en förändring, hur vill jag då att mina studenter ska ha förändrats efter genomgången kurs i barn- och ungdomslitteratur? Jag vill till exem-pel att de ska har förändrat sin syn på barnlitteraturfattare som enbart mysiga sagotanter och –farbröder som ”bara hittar på” sina berättelser. Denna essä handlar om hur jag som lärare kan skapa de bästa förutsättningarna för denna förändring. Jag utgår från en befintlig kurs och kommer att reso-nera kring möjliga omdaningar av den. Kursen heter Barn- och ungdomslitteratur och ges på Lärar-programmet, Linköpings universitet, inom ramen för Svenskinriktningen. Kursen är på 5 poäng och ingår i ett block som kallas Litteratur och skola. Alla studenter som ska bli lärare i svenska går kursen samtidigt, oavsett vilka åldersgrupper de ska undervisa. I föreliggande essä utgår jag delvis från de ut-värderingar studenterna lämnat in under de senaste två läsåren då jag varit kursansvarig.

    Delkursens syfte enligt gällande kursplan lyder så här:

    Kursen syftar till att den studerande aktivt skall förvärva och utveckla:

    – förmåga att utifrån barn- och ungdomslitteratur samt viss övrig skönlitteratur läsa, tolka och estetiskt värdera litterära texter och samband med detta diskutera litterära normers och värderingars förhållande till litteraturvetenskapliga metoder och synsätt

    – ett ämnesdidaktiskt synsätt med sikte på den egna yrkesrollen genom verksamhetsförlagda studier (Kursplan Svenska för lärare - Litteratur och skola, 10 poäng, : 1)

  • 255.
    Eriksson (Barajas), Katarina
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Aronsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Building Life-World Connections during School Booktalk2004In: Scandinavian Journal of Educational Research, ISSN 0031-3831, Vol. 48, no 5, p. 511-528Article in journal (Refereed)
    Abstract [en]

    In criticism of children’s literature, notions of ‘fantasy’ and ‘realism’ are pivotal. In school ‘booktalk’ conversations, pupils referred to what is ‘real’ in three different ways: (i) by referring to feelings or semblance of ‘real’ life, (ii) by invoking shared facts, and (iii) by making references to personal experiences. In cases when teachers or pupils initiated so-called text-to-life or real-world connections, two types of dilemmas occurred. First, engagement was at times bought at the cost of quite literal reader responses. At other times, engagement was accomplished at the price of intrusiveness. There was thus, a delicate balance between life-world references, on the one hand, and literal readings or intrusion, on the other. Moreover, students sometimes resisted life-world probing, but volunteered privileged information about their parents, displaying different notions from teachers about legitimate information in a school context.

  • 256.
    Eriksson (Barajas), Katarina
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Aronsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Talking About the Other. Teacher-pupil book club conversations2003In: International Conference of Critical Psychology,2003, 2003Conference paper (Refereed)
    Abstract [en]

      

  • 257.
    Eriksson (Barajas), Katarina
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Aronsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    ‘We’re really lucky’: co-creating ‘us’ and ‘the Other’ in school booktalk2005In: Discourse & Society, ISSN 0957-9265, E-ISSN 1460-3624, Vol. 16, no 5, p. 719-738Article in journal (Refereed)
    Abstract [en]

    The present paper addresses how ‘Otherness’ is co-construed in booktalk in a Swedish school. The data consist of video-recorded teacher led booktalk sessions, involving small groups of pupils in grades 4–7. Seven of the eight books discussed were – at least partly – set in settings foreign to the present pupils. We found that a basic teacher device for constructing the ‘Other’, was to implicitly or explicitly compare a group of others to the participant children themselves, ‘us Swedish children’, accomplishing ‘Otherness’ by foregrounding differences, setting up a series of implicit or explicit contrasts between ‘them’ and ‘us’ (cf. Dickerson, 2001; Sampson, 1993). Such contrasts concerned: literacy and language skills (Extracts 1–2), ways of ‘sticking together’ (Extracts 3–4), as well as contrasts in terms of the distribution of material educational resources and work demands on children (Extracts 5–8). Moreover, the last extracts also illustrate how pupils co-construct the teachers’ implicit or explicit underlying moral agendas.

  • 258.
    Eriksson Barajas, Katarina
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Lindgren, Anne-Li
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Den "rättfärdige" mobbaren: Elevers föreställningar om mobbning i skolbioaktivteter2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 3, p. 111-130Article in journal (Refereed)
    Abstract [en]

    The “justified” bully. Conceptions of bullying drawn from school cinema activities. The present paper addresses how bullying is co-constructed among teenagers in a Swedish school. The ethnographic data consist of pupilproduced film manuscripts, essays and video recordings of pupils’ group conversations, made after they had watched one of the films Evil or About a Boy during school hours in Years 8 and 9 of compulsory education (age group 14–15). The films and the follow-up work were presented by the teachers as being about bullying. The use of fiction as an educational tool was shown to free the pupils from possible real-life experiences of bullying in the discussions. Being perceived as different was seen as a reason for being bullied; however, the pupils admitted that the “real” reason would be not liking someone’s personality, i.e. because they had too much self-esteem or were scared. The bully was discussed as either being “evil”, i.e. wanting to exercise power, or “justified”, i.e. claiming rights. Both the evil and the justified bully were seen as products of circumstances, rather than as responsible for their actions.

  • 259.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University.
    Cekaite, Asta
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    " SCHWEDIS HE CANT EVEN SAY SWEDISH" - SUBVERTING AND REPRODUCING INSTITUTIONALIZED NORMS FOR LANGUAGE USE IN MULTILINGUAL PEER GROUPS2010In: PRAGMATICS, ISSN 1018-2101, Vol. 20, no 4, p. 587-604Article in journal (Refereed)
    Abstract [en]

    The present study explores how minority schoolchildren in multilingual peer group interactions act upon dominant educational and linguistic ideologies as they organize their everyday emerging peer culture. The data draw from ethnographies combined with detailed analysis (CA) of video recordings in two primary monolingual school settings in Sweden. Bakhtins processual view of how linguistic norms are used for overcoming the heteroglossia of language is used as a framework for understanding how monolingualism is talked-into-being in multilingual peer groups. As will be demonstrated, the children recurrently participate in corrective practices in which they playfully exploit multiple linguistic resources (syntactic, lexical and phonetic features) and the turn structure of varied activities (conflicts, accusations, insults, classroom discourse) to play with and consolidate a collective critical view of not-knowing correct Swedish. Moreover, they transform faulty talk (repeating structural elements, recycling arguments, using parodic imitations, joint laughter, code-switching) to display their language competence, assert powerful positions and strengthen alliances in the peer group. It is argued that such forms of playful heteroglossic peer group practices are highly ambiguous and paradoxically tend to enforce power hierarchies and values associated with different social languages and codes, thus co-constructing the monolingual ideology.

  • 260.
    Evaldsson, Ann-Carita
    et al.
    Uppsala universitet, Sweden.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Syskonskap, samspel och lärande i vardagligt familjeliv2013In: Familjeliv och lärande / [ed] Liselott Aarsand, Pål Aarsand, Lund: Studentlitteratur, 2013, 1, p. 65-80Chapter in book (Other academic)
    Abstract [sv]

    I dagens diskussioner kring lärande återkommer frågan om vad som händer vid sidan av etablerade utbildningar och institutioner. Vilket lärande äger rum utanför den organiserade undervisningen och vad kännetecknar detta lärande?

    Familjeliv och lärande tar steget ut från klassrummen och placerar familjen i centrum. Med utgångspunkt i tre teman – identitetsaktiviteter, studieaktiviteter och fritidsaktiviteter – analyserar författarna olika praktiker där barn och vuxna ingår, samt sätter in familjen i ett lärandeperspektiv. Varje tema illustreras och problematiseras genom ett antal kapitel som utifrån angelägna frågor bidrar med värdefull inblick och kritiska reflektioner kring familjers sociala samspel.

    Boken vänder sig till blivande och verksamma lärare samt andra pedagoger. Alla som intresserar sig för små och stora människors lärande i vardagen kan hitta kunskap och inspiration här.

  • 261.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University.
    Sparrman, Anna
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Barns kamratkulturer (hjärta) visuella kulturer = Sant. Två analyser av barns samtal om reklam2009In: Den väsentliga vardagen:: Några diskursanalytiska perspektiv på tal, text och bild / [ed] Anna Sparrman, Jacob Cromdal, Ann-Carita Evaldsson & Viveka Adelswärd, Stockholm: Carlsson , 2009, 1, p. 94-134Chapter 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.

  • 262.
    Fass, Paula
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    The Child-Centered Family?: New Rules in Postwar America2012In: Reinventing Childhood: After World War II / [ed] Paula Fass & Michael Grossberg, Philadelphia: University of Pennsylvania Press, 2012, p. 1-18Chapter in book (Other academic)
    Abstract [en]

    "The essays in this volume not only survey a broad range of topics central to historical study, such as policy, family life, education, culture, and law, but also offer fresh and provocative interpretive content. The combination of overview and analysis is noteworthy; no existing work matches the depth and significance of these essays. The scholarship in Reinventing Childhood After World War II is more than sound; it is path-breaking."—Howard Chudacoff, Brown University

    In the Western world, the modern view of childhood as a space protected from broader adult society first became a dominant social vision during the nineteenth century. Many of the West's sharpest portrayals of children in literature and the arts emerged at that time in both Europe and the United States and continue to organize our perceptions and sensibilities to this day. But that childhood is now being recreated.

    Many social and political developments since the end of the World War II have fundamentally altered the lives children lead and are now beginning to transform conceptions of childhood. Reinventing Childhood After World War II brings together seven prominent historians of modern childhood to identify precisely what has changed in children's lives and why. Topics range from youth culture to children's rights; from changing definitions of age to nontraditional families; from parenting styles to how American experiences compare with those of the rest of the Western world. Taken together, the essays argue that children's experiences have changed in such dramatic and important ways since 1945 that parents, other adults, and girls and boys themselves have had to reinvent almost every aspect of childhood.

    Reinventing Childhood After World War II presents a striking interpretation of the nature and status of childhood that will be essential to students and scholars of childhood, as well as policy makers, educators, parents, and all those concerned with the lives of children in the world today.

  • 263.
    Fass, Paula
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    The Routledge History of Childhood in the Western World2012Conference proceedings (editor) (Refereed)
    Abstract [en]

    The Routledge History of Childhood in the Western World provides an important overview of the main themes surrounding the history of childhood in the West from antiquity to the present day. By broadly incorporating the research in the field of Childhood Studies, the book explores the major advances that have taken place in the past few decades in this crucial field.

    The volume is composed of three parts. The first part explores childhood from the Ancient World through to the Middle Ages and Early Modern Europe. The second part examines the fundamental aspects of childhood and the life of children in the West since 1600. The essays address issues such as family, work, law, sexuality, and consumption. The chapters think beyond national and continental boundaries so that readers are informed about general trends in the West, while still alert to differences in gender, class, race, and time.

    The final part focuses on aspects of children’s experiences in the modern world. This section explains how childhoods have developed in distinct contexts and among specific children by using the growing literature on modern childhoods in various locales and at particular historical moments.

    Including essays on all the key topics and issues, The Routledge History of Childhood in the Western World will define how the history of children and childhood can best be understood, in the longue durée and comparatively, while still acknowledging the importance of and encouraging scholarship on specific groups, periods, places, and life course divisions. This important collection from a leading international group of scholars presents a comprehensive survey of the current state of the field. It will be essential reading for all those interested in the history of childhood.

  • 264.
    Folkesson, Helene
    Linköping University, The Tema Institute, Department of Child Studies.
    Bildredaktörer resonerar om bildsättning av läromedel: yrkesroller kontra elevmedverkan2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    En studie har gjorts av fem bildredaktörer på läromedelsförlag. Genom att genomföra intervjuer som kretsar kring deras egen syn på sin yrkeskunskap, förhållandet till andra pedagoger samt visuell läskunnighet, har utmärkande resonemang hos informanterna uppmärksammats och analyserats. Det resonemang de själva fört kring sin yrkesuppgift har varit stommen i studien.   Studien visar att bildredaktörer är en yrkesgrupp som tydligt betonar, först och främst, sin erfarenhet men även sin intuition som de viktigaste komponenterna när man väljer bilder till skolelever, då ingen specifik utbildning konstituerar professionen. Utifrån deras resonemang har framhållits synen på bland annat visuell läskunnighets betydelse i främst läromedlen men även utifrån skolans undervisningssammanhang. Att bildredaktörens yrke, i likhet med läraryrket, har en pedagogisk utgångspunkt ser bildredaktörerna som självklart men har inte enbart positiv inställning till hur samarbetet med lärare och läromedelsförfattare kan vara. Bildredaktörerna har en stor erfarenhet av bildmaterial och ser helst att både läromedelsförfattare och lärare interagerar utifrån det material som utväljs av bildredaktörerna.   Yrkesgruppen har en positiv inställning till sitt yrke men hamnar i kontakten med elever i ett val om man ska lyssna till elevernas syn på bilder eller om man ska förlita sig på sin egen yrkeskunskap.

  • 265.
    Forsberg, Lucas
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Homework as serious family business: Power and subjectivity in negotiations about school assignments in Swedish families2007In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 28, no 2, p. 209-222Article in journal (Refereed)
    Abstract [en]

    Most previous research on parental involvement in children¿s homework has focused on the pedagogical advantages or disadvantages of school assignments while neglecting the practice in its social context, family life. By studying parent-child homework negotiations in Swedish families, this paper examines how family members position themselves and each other in relation to Swedish discourses on homework and parental involvement. The study shows that parents want their children to do homework independently. It is hard for the parents to take up another subject position than that of a ¿responsible parent¿ who helps the child with homework or controls that it is done. Thereby, the child is simultaneously positioned as ¿irresponsible¿ whether that is the case or not.

  • 266.
    Forsberg, Lucas
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Involved Parenthood: Everyday Lives of Swedish Middle-Class Families2009Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The dissertation studies how 16 Swedish middle-class parents understand and form their parenthood in everyday life. The focus is set on how they involve themselves in their children’s care and education, and how parental identities are negotiated in relation to cultural norms on parenthood. The analysis is based on qualitative methods, in particular interviews and participant observation with video camera in eight families. The study, which is inspired by poststructuralist perspectives on identity formation, shows that the informants position themselves in relation to a norm on involved parenthood, which is negotiated differently depending on social context and gender. The dissertation includes four empirical studies. The first focuses on the subjectivities and dilemmas that are created by parents’ strategies to manage time and childcare. The strategies render everyday life more effective, but the parents also want to be child-centered, which forces them to balance between positions as involved and uninvolved parents. The second study examines how the fathers negotiate their involvement in household work, childcare and time with children. To great extent, they follow the discourse on gender-equal and involved fatherhood, but they at times resist it through drawing on notions of child-centeredness, kinship, and a gendered division of labor. The third study focuses on how parents and teachers negotiate children’s education and rearing. Study four shows how the parents position themselves as involved parents in relation to their children’s homework. In conclusion, the dissertation shows that the parents idealize time spent with the children, but that in everyday life it is hard to get this time. Instead, much time is spent for the child, that is, doing household work and childcare. In both cases, time is child-centered, but time with the child is by the parents seen as “more” involved time.

    List of papers
    1. Managing time and childcare in dual-earner families: Unforseen consequences of household strategies
    Open this publication in new window or tab >>Managing time and childcare in dual-earner families: Unforseen consequences of household strategies
    2009 (English)In: Acta Sociologica, ISSN 0001-6993, E-ISSN 1502-3869, Vol. 52, no 2, p. 162-175Article in journal (Refereed) Published
    Abstract [en]

    The present article documents how dual-earner families employ different household strategies when managing time and childcare in everyday life. In particular, the focus is set on the unforeseen consequences of household strategies, that is, novel emerging problems, cultural ideals, and subjectivities. This ethnographic study of eight middle-class couples in Sweden analyzes three household strategies: delegating, alternating and multitasking. While parents apparently use these strategies to juggle the multiple demands of everyday life in a time-efficient way, they also comply with a norm of involved parenthood. Thus, when employing household strategies, the parents balance between enacting themselves as involved parents and running the risk of being understood as uninvolved.

    Keywords
    Childcare, domestic work, family life, household strategies, involved parenthood, time management
    National Category
    Sociology
    Identifiers
    urn:nbn:se:liu:diva-16916 (URN)10.1177/0001699309104003 (DOI)
    Available from: 2009-02-24 Created: 2009-02-24 Last updated: 2017-12-13
    2. Negotiating involved fatherhood: Household work, childcare and spending time with children
    Open this publication in new window or tab >>Negotiating involved fatherhood: Household work, childcare and spending time with children
    2007 (English)In: Norma, ISSN 1890-2138, Vol. 2, no 2, p. 109-126Article in journal (Refereed) Published
    Abstract [en]

    Recent research shows that Swedish fathers to a great extent endorse an ideal of gender equality and the discourse on the 'new', involved fatherhood that for several decades has been dominating Swedish family politics is now also more or less hegemonic among Swedish men. At the same time, research argues that there is a discrepancy between ideology and practice. Parenthood still means different things for men and women since women, for instance, continue to take the main responsibility for childcare and household work. Drawing on an ethnographic study, this article analyses how eight Swedish middle class men construct themselves as involved fathers and how they negotiate their involvement in household work, childcare and close relations with their children. The article shows that even though the discourse on paternal involvement may be dominant, it is nevertheless contested. The men mostly constructed their involvement as being gender-equal, but at times they resisted it through articulating discourses on child-centredness, kinship and gendered division of labour. Thus, they reiterated themselves as involved fathers, but not always necessarily in line with the official dual-carer discourse.

    Place, publisher, year, edition, pages
    Oslo: Universitetsforlaget, 2007
    Keywords
    Fatherhood, involved parenthood, childcare, household work, gender equality, men's practices, family
    National Category
    Gender Studies Sociology
    Identifiers
    urn:nbn:se:liu:diva-18664 (URN)
    Available from: 2009-06-03 Created: 2009-06-03 Last updated: 2012-06-14
    3. Involving parents through school letters: Mothers, fathers, and teachers negotiating children's education and rearing
    Open this publication in new window or tab >>Involving parents through school letters: Mothers, fathers, and teachers negotiating children's education and rearing
    2007 (English)In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 2, no 3, p. 273-288Article in journal (Refereed) Published
    Abstract [en]

    The present article explores home-school relations by analyzing how Swedish teachers and parents negotiate responsibility for children's education and rearing through school letters. It draws on participant observations using a video camera in families, interviews with parents, and analysis of school letters written by teachers to parents. The division of public and private responsibility for children is negotiated in terms of expertise. Teachers position themselves as 'educational experts', and are able to prescribe how parents are supposed to be involved in children's education. Teachers construct parents as 'rearing experts', and ask them to take responsibility for their children's behavior in school by disciplining them at home. The prescribed parental subject is adopted by parents, particularly mothers, as they position themselves as involved parents.

    Keywords
    home-school relations, parental involvement, school letters, gender, private, public
    National Category
    Sociology Educational Sciences
    Identifiers
    urn:nbn:se:liu:diva-18662 (URN)10.1080/17457820701547252 (DOI)
    Available from: 2009-06-03 Created: 2009-06-03 Last updated: 2017-12-13
    4. Homework as serious family business: Power and subjectivity in negotiations about school assignments in Swedish families
    Open this publication in new window or tab >>Homework as serious family business: Power and subjectivity in negotiations about school assignments in Swedish families
    2007 (English)In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 28, no 2, p. 209-222Article in journal (Refereed) Published
    Abstract [en]

    Most previous research on parental involvement in children¿s homework has focused on the pedagogical advantages or disadvantages of school assignments while neglecting the practice in its social context, family life. By studying parent-child homework negotiations in Swedish families, this paper examines how family members position themselves and each other in relation to Swedish discourses on homework and parental involvement. The study shows that parents want their children to do homework independently. It is hard for the parents to take up another subject position than that of a ¿responsible parent¿ who helps the child with homework or controls that it is done. Thereby, the child is simultaneously positioned as ¿irresponsible¿ whether that is the case or not.

    Keywords
    parent-child negotiations, homework, home-school interface, discourse analysis
    National Category
    Other Social Sciences not elsewhere specified
    Identifiers
    urn:nbn:se:liu:diva-18661 (URN)10.1080/01425690701192695 (DOI)
    Available from: 2009-06-03 Created: 2009-06-03 Last updated: 2017-12-13Bibliographically approved
  • 267.
    Forsberg, Lucas
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Involving parents through school letters: Mothers, fathers, and teachers negotiating children's education and rearing2007In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 2, no 3, p. 273-288Article in journal (Refereed)
    Abstract [en]

    The present article explores home-school relations by analyzing how Swedish teachers and parents negotiate responsibility for children's education and rearing through school letters. It draws on participant observations using a video camera in families, interviews with parents, and analysis of school letters written by teachers to parents. The division of public and private responsibility for children is negotiated in terms of expertise. Teachers position themselves as 'educational experts', and are able to prescribe how parents are supposed to be involved in children's education. Teachers construct parents as 'rearing experts', and ask them to take responsibility for their children's behavior in school by disciplining them at home. The prescribed parental subject is adopted by parents, particularly mothers, as they position themselves as involved parents.

  • 268.
    Forsberg, Lucas
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Negotiating involved fatherhood: Household work, childcare and spending time with children2007In: Norma, ISSN 1890-2138, Vol. 2, no 2, p. 109-126Article in journal (Refereed)
    Abstract [en]

    Recent research shows that Swedish fathers to a great extent endorse an ideal of gender equality and the discourse on the 'new', involved fatherhood that for several decades has been dominating Swedish family politics is now also more or less hegemonic among Swedish men. At the same time, research argues that there is a discrepancy between ideology and practice. Parenthood still means different things for men and women since women, for instance, continue to take the main responsibility for childcare and household work. Drawing on an ethnographic study, this article analyses how eight Swedish middle class men construct themselves as involved fathers and how they negotiate their involvement in household work, childcare and close relations with their children. The article shows that even though the discourse on paternal involvement may be dominant, it is nevertheless contested. The men mostly constructed their involvement as being gender-equal, but at times they resisted it through articulating discourses on child-centredness, kinship and gendered division of labour. Thus, they reiterated themselves as involved fathers, but not always necessarily in line with the official dual-carer discourse.

  • 269.
    Forsberg, Lucas
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Wingard, Leah
    Communication Studies Department, San Fransisco State University.
    Parent Involvement in Children's Homework in American and Swedish Dual-earner Families2006Report (Other academic)
    Abstract [en]

    This study employs a combination of ethnographic case-study methods and discourse analysis of parent-child interactions to document parental involvement in children-s homework in Sweden and the U.S. We find that involvement can be characterized both in terms of intensity of involvement and points of involvement and that these dimensions vary due to a number of factors. We finally discuss a number of inherent tensions that exist in the policy of parent involvement.

  • 270.
    Gemzöe, Lena
    et al.
    Stockholms universitet.
    Lindgren, Anne-Li
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies.
    Fornäs, Johan
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department for Studies of Social Change and Culture, Advanced Cultural Studies Institute of Sweden.
    Två kulturstäder. Kultur och politik på lokala arenor2006Book (Other academic)
    Abstract [sv]

    Kulturpolitiken ska bidra till ett gott kulturliv, men hur fungerar det i praktiken? Hur ser samspelet mellan kulturliv och kulturpolitik egentligen ut på det lokala planet? Var löper intressekonflikterna mellan konstnärer, institutioner, politiker och publik? På vilka olika sätt har Linköping och Norrköping hanterat kulturens ändrade villkor? På 1970-talet fastslog riksdagen en ny kulturpolitik som kom att förverkligas på olika sätt i olika delar av landet. Linköping och Norrköping valde olika lösningar, vilket skapat olikartade förutsättningar, problem och möjligheter. I stora drag gäller liknande politiska mål än idag, men globalisering och medialisering har ställt etablerade verksamheter inför nya utmaningar. Då sätts de kulturpolitiska modellerna på hårda prov i den dagliga praktiken. För att förstå politiska insatser faktiskt fungerar för kulturens institutioner, konstnärer och publik har ett treårigt forskningsprojekt genomförts med stöd av CKS, Östsam samt Linköpings och Norrköpings kommuner.

    Idén var att kombinera en historisk studie av hur kulturpolitiken förändrats genom åren med en närgången fältstudie av det samtida kulturlivet. Under ledning av professor Johan Fornäs vid Tema Kultur och samhälle (Tema Q), Linköpings universitet, har nu projektet avslutats med en innehållsrik och bitvis provocerande bok där två forskare sammanfattar sina resultat och insikter. Anne-Li Lindgren , historiskt inriktad forskare vid Tema Barn, Linköpings universitet, genomförde en kulturpolitisk historieskrivning som påvisade skillnader men också likheter mellan hur Linköping och Norrköping organiserat den offentliga resursfördelningen till kulturlivet. Lena Gemzöe , genusinriktad socialantropolog vid Stockholms universitet, gav sig ut i det vardagliga kulturlivet, med fokus på bildområdets museer, konstnärer, konsthantverkare och graffitimålare – och publiken. Där uppenbarades tydliga intressekonflikter. Forskarna fann att strider om kvalitet genomsyrar alla delar och nivåer av kulturlivet. De påvisade risker för att ett mycket brett och vagt kulturbegrepp kan leda till att kulturskaparnas villkor försummas. Konkurrensen mellan städerna framträder gång på gång, även om en embryonal regional identitet kan spåras i Kulturnät Östergötland. Det är viktigt att erkänna motsättningarna mellan olika gruppers intressen, hellre än att upprepa vackra ord om gemenskap, och efterlyser tätare dialoger mellan institutioner, publikgrupper och politiska aktörer.

  • 271.
    Gonçalves, Laura
    Linköping University, Department of Thematic Studies, Department of Child Studies.
    Children as passive victims or agentic subjects?: A discourse analysis of child mental health and wellbeing in the World Health Organization (WHO) year reports2018Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Child mental health has been an emerging topic in societal as well as scholar spheres. Mental health is intimately connected with wellbeing and as such their promotion by the World Health Organization(WHO) has allowed for governmental and societal structures to be aware of what is necessary to implement and change in order to achieve better child mental health and wellbeing. Through this thesis, the representations of children and how mental health and well-being are constructed are analysed using Bacchi’s “What’s the problem presented to be” (WPR) method. The aim of this studyis to critically examine how the concepts and representations described above are discursively generated in the annual reports of 2015 and 2016 from the WHO. When analyzing the representations of the child, mental health and wellbeing, two major themes are identified: The vulnerable/agentic child and the best place for a child. The first theme discursively represents children in three forms: Helplessness or victim, passive recipients and agentic.The second theme represents not only children but also their families, the institutions and the institutional staff. Here another three discourses emerge: Connection to the nuclear family discourse,the powerful and harming institutions discourse and the blaming the staff discourse. Regarding the concepts of wellbeing and mental health, the results comprising this thesis suggest that, in the reports,mental health is presented to be a question of who the caregiver is and how resources such as education are distributed. Wellbeing is connected to the presence of the parents with the child avoiding thus institutionalization as well as the children becoming victims of the malpractices of the negligent institutional staff and the possibility of children becoming agents in their own lives. Finally,the seemingly unproblematic aspects of such representations indicate that the arguments about the vulnerable/agentic child and the best place for a child, are not put in context and are about a generalized child that does not fit the specificity of children’s worlds.

  • 272.
    Goodwin, Marjorie
    et al.
    Department of anthropology, University of California, Los Angeles, United States of America.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Calibration in directive/response sequences in family interaction2013In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 46, p. 122-138Article in journal (Refereed)
    Abstract [en]

    In the context of parent–child interaction we examine the syntactic, prosodic and embodied shape of directive response sequences used to launch, choreograph, monitor, and stall the ongoing progress of a routine communicative project (Linell, 1998) occurring across temporal and spatial dimensions. We explore directive/response usage in the goal-oriented routine activity (Weisner, 1998) of getting children ready for bed, a temporally anchored project that involves the movement of bodies through social space and transitions from one activity to another (Cekaite, 2010; M.H. Goodwin, 2006a and Goodwin, 2006b). Dialogic and embodied characteristics of social action and accountability are demonstrated (1) through alternative grammatical formats for directives (declaratives, imperatives, interrogatives (formatted as noun phrases produced with rising intonation)) (2) as well as through the systematic ways in which participants overlay action within directive sequences with alternative forms of affect, touch, and mobility.

  • 273.
    Goodwin, Marjorie
    et al.
    Dept. of Anthropology, University of California, Los Angeles.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Orchestrating directive trajectories in communicative projects in family interaction2014In: Requesting in social interaction / [ed] Paul Drew, Elisabeth Couper-Kuhlen, Amsterdam: John Benjamins , 2014, 1, p. 185-214Chapter in book (Refereed)
    Abstract [en]

    Exploring the entanglement of resources (facial expressions, gesture, gaze, and intonation) that mutually elaborate each other in the production of social action, across the life of a particular communicative project in family interactions (getting children to bed), we investigate the ways in which participants calibrate actions with reference to each other’s actions. Our specific concern is the choreographing of directive response sequences. While directives are commonly thought of as “doing things with words”, in face -to-face interaction they frequently entail doing things with bodies as well. Thus, along with a consideration of action formation, syntactic formats, and prosody used to construct directives and build responses, we examine the haptic forms that overlay verbal directive forms, as well as configurations of bodies in lived social space. Compliance may take the shape of nonverbal responses such as willing movement towards the target space indexed by the directive, minimal verbal agreement – plaintive, reluctant, or joyful – with a parent’s directive, or response cries, e.g. exasperation or disgruntled disbelief. As agents with projects of their own, children can respond to directives with considerable resistance. Very different types of affective landscapes are created in the midst of interaction. People in interaction form environments for each other, either ones displaying deference and accountability for one’s actions or alternatively displaying outright antagonism and disdain. Examples in this study are drawn from video recordings of naturally occurring interaction in middle class families who were part of the project of UCLA’s Center on Everyday Lives of Families and Sweden’s sister project.

  • 274.
    Goodwin, Marjorie
    et al.
    University of California, Los Angeles, United States of America.
    Cekaite, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Goodwin, Charles
    University of California, Los Angeles, United States of America.
    Emotion as stance2012In: Emotion in interaction / [ed] Anssi Peräkylä & Marja-Lena Sorjonen, Oxford: Oxford University Press , 2012, p. 16-41Chapter in book (Refereed)
    Abstract [en]

    The importance of emotion in everyday interactions has become a central topic of research in a wide variety of disciplines, including linguistics, sociology, social psychology, anthropology, and communication. Emotion in Interaction offers a collection of original studies that explore emotion in naturally occurring spoken interaction. The articles examine both the verbal and non-verbal resources for expressing emotional stance (lexicon, syntax, prosody, laughter, crying, facial expression), the emotional aspects of action sequences (e.g. news delivery and conflicts), and the role of emotions in institutional interaction (medical consultations, psychotherapy, health visiting and helpline calls). What unites the articles is an understanding of the expression of emotion and the construction of emotional stances as a process that both shapes and is shaped by the interactional context.

  • 275.
    Goodwin, Marjorie
    et al.
    University of California, Los Angeles, USA.
    Čekaitė, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Embodied family choreography: Practices of control, care and mundane creativity2018 (ed. 1)Book (Refereed)
    Abstract [en]

    Embodied Family Choreography documents the lived and embodied practices employed to establish, maintain, and negotiate intimate social relationships in the family, examining forms of control, care, and creativity. Making use of the extensive video archives of family interaction in the US and Sweden, it presents the first investigation of how touch and interaction between bodies, in conjunction with talk, constitute a primary means of orchestrating activities through directives, thus creating rich relationships through supportive interchanges, and engaging in playful explorations of the world. Through close investigation of the sequential and simultaneous engagement of bodies interacting with other bodies, this book makes visible the important role touch plays in the context of contemporary Western middle class family life and is pioneering in its analysis of how the visual, aural, and haptic senses (usually analysed separately) mutually elaborate one another. As such, Embodied Family Choreography will appeal to scholars of child development, the sociology of the family and ethnomethodology and conversation analysis.

  • 276.
    Grossberg, Michael
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Liberation and Caretaking: Fighting over Children's Rights in Postwar America2012In: Reinventing childhood after World War II / [ed] Paula Fass & Michael Grossberg, Philadelphia: University of Pennsylvania Press, 2012, p. 19-37Chapter in book (Other academic)
  • 277.
    Grossberg, Michael
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Fass, PaulaUniversity of California Berkeley, USA.
    Reinventing childhood: After World War II2012Conference proceedings (editor) (Refereed)
    Abstract [en]

    "The essays in this volume not only survey a broad range of topics central to historical study, such as policy, family life, education, culture, and law, but also offer fresh and provocative interpretive content. The combination of overview and analysis is noteworthy; no existing work matches the depth and significance of these essays. The scholarship in Reinventing Childhood After World War II is more than sound; it is path-breaking."—Howard Chudacoff, Brown University

    In the Western world, the modern view of childhood as a space protected from broader adult society first became a dominant social vision during the nineteenth century. Many of the West's sharpest portrayals of children in literature and the arts emerged at that time in both Europe and the United States and continue to organize our perceptions and sensibilities to this day. But that childhood is now being recreated.

    Many social and political developments since the end of the World War II have fundamentally altered the lives children lead and are now beginning to transform conceptions of childhood. Reinventing Childhood After World War II brings together seven prominent historians of modern childhood to identify precisely what has changed in children's lives and why. Topics range from youth culture to children's rights; from changing definitions of age to nontraditional families; from parenting styles to how American experiences compare with those of the rest of the Western world. Taken together, the essays argue that children's experiences have changed in such dramatic and important ways since 1945 that parents, other adults, and girls and boys themselves have had to reinvent almost every aspect of childhood.

    Reinventing Childhood After World War II presents a striking interpretation of the nature and status of childhood that will be essential to students and scholars of childhood, as well as policy makers, educators, parents, and all those concerned with the lives of children in the world today.

  • 278.
    Gullberg, Eva
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Det välnärda barnet: Föreställningar och politik i skolmåltidens historia2004Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Sweden is nearly unique in providing and publicly funding meals for all schoolchildren. The current debate shows that the policy of providing school meals is universally accepted. That school meals are taken for granted makes the subject particularly interesting to problematize from a historical perspective, perhaps especially in light of the protracted implementation of the policy. The Swedish Rikadag voted in favor of providing school meals for every child in 1946. The aim in this thesis is to discuss the notions, ideas and political visions about children's food and eating from about 1900 to the end of the 1940's. The debate on school meals and child nutrition is focused to describe an important change in society in a way other than by concentrating more specifically on children or families. When the discussion on public health revealed the shortcomings in the knowledge and traditions of working-class families and the school system demanded that pupils pay attention and concentrate, children's hungry bellies were no longer a private matter. Malnutrition - nutrition that was faulty in quality or inadequate in quantity - became an important aspect of the welfare policy in a way that within its framework diffused and moved the border between private and public responsibility. Notions about children and their living conditions - the very construction of children's place in social and political contexts- that which we call childhood- had impact on the means by. which a reform like that of universal school meals could be implemented.

  • 279.
    Hagström, Mirjam
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Raka spår, sidospår, stopp: Vägen genom gymnasieskolans språkintroduktion som ung och ny i Sverige2018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The thesis examines how youths, who recently arrived in Sweden, experience everyday life in Swedish society, in general, and in the Swedish educational system, in particular. The investigation is based on interviews with 45 youths, between 16 and 20 years old, enrolled in the upper secondary school language introduction programme språkintroduktion. The analysis focuses both on similarities and variations in the experiences and shows a complex pattern of institutional, structural and relational practices, which creates specific conditions for the youths in the study. The school is an important context in their everyday lives in Sweden. Through school they get access to a social context, and the education makes it possible for them to look ahead and imagine a future. At the same time, organisation, spatial and social boundaries circumscribe their lived experiences of homeliness and mobility, within the educational system at !arge. Moreover, when the respondents describe their everyday lives outside of school, other, but similar social and spatial boundaries appear. This means that the experience of being a newly arrived youth in Sweden can be described as an everyday life on a minor path, within and outside of the school context.

  • 280.
    Hallberg, Mathilda
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Barn till beskådan: Familj, välfärdsstat och nation i fototävlingar och fotoböcker 1930-19442017Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation focusses on the culture of visual display during the 1930s and 1940s, more specifically photo contests and photo books based on photographs of children. The overall purpose of this investigation has been to study how photo contests and photo books have been a part of the negotiation of the organization of welfare for children and the family. It examines how the family, the welfare state and the nation were constructed by means of representations of children, the messages that were thus established, and the political visions that were communicated. Analyses of images and texts show that photo contests and photo books presented a unified message which said that more and better children were needed, but also how photo contests and photo books communicated disparate visions of how this goal should be reached. The study highlights how useful representations of children were in the construction of welfare. They had the potential to communicate both different visions and a shared vision of the welfare society.

  • 281.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Adoption i ett konflikt och utvecklingsperspektiv1981Report (Other academic)
    Abstract [sv]

          

  • 282.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Att få vara sig själv; identitet och kultur.1991In: Perspektiv på barn och ungdom / [ed] Amelie Tham, Stockholm: Utbildningsradion , 1991, p. 162-179Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

      

  • 283.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Barn, barndom och essentialism1998In: Häften för Kritiska Studier, ISSN 0345-4789, Vol. 31, no 1, p. 69-74Article in journal (Other academic)
    Abstract [sv]

    Recension av Hedenborg, Susanna : Det gåtfulla folket : barns villkor och uppfattningar av barnet i 1700-talets Stockholm. 1997, ISBN 91-22-01774-7

  • 284.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Barndomens skogar2014In: Naturen för mig: nutida röster och kulturella perspektiv / [ed] Lina Midholm, Katarina Saltzman, Göteborg: Institutet för språk och folkminnen i samarbete med Folklivsarkivet, Lunds universitet , 2014, 1, p. 139-148Chapter in book (Other (popular science, discussion, etc.))
  • 285.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Barndomens skogar: Om barn i natur och barns natur2011Book (Other academic)
    Abstract [sv]

    Inom pedagogiken finns en lång tradition av att koppla samman barn och natur och det gäller speciellt förskolepedagogiken och friluftsrörelsen. Det finns ett starkt värderande av naturupplevelser, det är positivt att vistas i skogen. Det tycks också vara speciellt viktigt för barn att vistas där och när man t ex i förskollärarnas tidning Förskolan har temanummer om naturen, framställs skogen som den goda platsen där lekarna blir fria, där konkurrens och bråk minskar och där rörelsefrihet kan kombineras med ett lugn. Skogen framställs som den goda platsen där barn både lär sig att bli sociala och tillåts vara ifred eftersom det finns plats för alla.Det finns en idéhistorisk grund till att barndom och natur kopplas samman som emanerar från romantiken och de pedagogiska idéer som utvecklades under 1800-talet. Detta är ett internationellt fenomen, men det finns mycket som talar för att det är särskilt framträdande i Norden, inte minst har denna tradition förstärkts av författare som t ex Elsa Beskow och Astrid Lindgren. Men inte bara barnboksförfattare skriver om barndomen som en period då naturen har stor betydelse, många författare skildrar sin barndom som betydelsefull för de naturupplevelser som de har som vuxna. Verner von Heidenstams strof "jag längtar marken jag längtar stenarna där barn jag lekt" är ett ofta citerat exempel.

    Boken handlar om relationen mellan barn och natur. Boken bygger på studier av idéer bakom naturens och barndomens betydelse som framträder i texter av olika slag, både vetenskapliga och litterära. Författaren intresserar sig för naturbegreppet och den symboliska betydelse som naturbegreppet har idag, samt för hur man kan förstå dess framväxt samt hur barndom knyts till natur och vilken natur som då lyfts fram.

  • 286.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Barndomsbegreppet som tidsspegel2010In: Barnets familjer ur barnkulturella perspektiv / [ed] Banér, Anne, Stockholm: Stockholms universitet , 2010, p. 55-66Chapter in book (Other (popular science, discussion, etc.))
  • 287.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Barnet och boet: familjen - drömmar om det goda, det spännande och det farliga2001 (ed. 1)Book (Other academic)
    Abstract [sv]

    Hur barn beskriver barndom och vuxenhet, hur de upptäcker och utforskar kvinnlighet och manlighet.

  • 288.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Barnperspektiv: Ett ideologiskt laddat begrepp och oprecist som analytiskt verktyg2009In: Locus, ISSN 1100-3197, Vol. 409, no 3, p. 4-20Article in journal (Other academic)
  • 289.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Barnperspektiv som ideologiskt och/eller metodologiskt begrepp.2003In: Pedagogisk forskning, ISSN 0332-9291, Vol. 8, p. 12-23Article in journal (Refereed)
  • 290.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies.
    Barns inflytande över barndomen.2005In: Sociologisk forskning, ISSN 0038-0342, Vol. 4Article in journal (Other academic)
  • 291.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bokanmälan av Anette Hellmans avhandling "Kan Batman vara rosa?"2011In: Norma, ISSN 1890-2138, E-ISSN 1890-2146, Vol. 6, no 2, p. 189-194Article in journal (Other (popular science, discussion, etc.))
  • 292.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Boyhood and Fatherhood. Narratives about a future family life.1998In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 5, p. 23-39Article in journal (Refereed)
  • 293.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Children's narratives as ways of exploring caring and control, power and relationships2004In: Critical psychology : the international journal of critical psychology, Vol. 10, no Psycho-Social Research, p. 51-68Article in journal (Refereed)
  • 294.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Children’s sense of place: Aspects of individualization, flexibility and free choice within the preschool context2011In: The modern child and the flexible labour market: early childhood education and care / [ed] Anne-Trine Kjorholt, Jens Qvortrup (eds), Palgrave Macmillan, 2011Chapter in book (Other academic)
    Abstract [en]

    This anthology presents new research related to welfare state, child care policies and small children's every day lives in early childhood education and care in institutions in Europe. By uniting recent social childhood research, welfare perspectives as well as historical and comparative approaches, institutionalization as a feature of modern child life is discussed. The anthology takes as a point of departure a close connection between labor market and work life on one side and development of particular care arrangementS for small children on another. Both the labour market and day-care institutions are influenced by similar concepts such as flexibility, neo-liberal approaches, and user-orientation. In light of recent changes in ECEC (Early Childhood Education and Care) policy and various adult constructions of (good) childhoods, this collection explores how girls and boys are together working out identities like the 'active and participant child', 'the natural child', 'the flexible child', and 'the individual child'

  • 295.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies.
    Childrens views on family, home and house2003In: Children in the City: Home, Neighbourhood and Community / [ed] Pia Christensen and Margaret O'Brien, London: Falmer Press , 2003, p. 29-45Chapter in book (Other academic)
    Abstract [en]

    This timely and thought-provoking book explores children's lives in modern cities. At a time of intense debate about the quality of life in cities, this book examines how they can become good places for children to live in. Through contributions from childhood experts in Europe, Australia and America, the book shows the importance of studying children's lives in cities in a comparative and generational perspective. It also contains fascinating accounts of city living from children themselves, and offers practical design solutions.The authors consider the importance of the city as a social, material and cultural place for children, and explore the connections and boundaries between home, neighbourhood, community and city. Throughout, they stress the importance of engaging with how children see their city in order to reform it within a child-sensitive framework.This book is invaluable reading for students and academics in the field of anthropology, sociology, social policy and education. It will also be of interest to those working in the field of architecture, urban planning and design.

  • 296.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Competence and Connection: gender and generation in boys' narratives.1997In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 9, p. 307-316Article in journal (Refereed)
  • 297.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Den moderna barndomen och barns vardagsliv2007Collection (editor) (Other academic)
    Abstract [sv]

    I denna bok behandlas frågor om vad förskolans uppdrag innebär och hur synen på omsorg och bilden av barnet har förändrats, samt hur barndomsforskningen förhåller sig till frågor om barns kompetens och barns beroende. Förskolan diskuteras som en plats för barn, men där också barnen skapar egna platser. Ann-Marie Markström, Maria Simonsson och Eva Änggård har i sina avhandlingar studerat hur barn använder sig av förskolan och de bidrar med varsitt kapitel i boken.

  • 298.
    Halldén, Gunilla
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Det aktive og kompetente barnet: Synet på barn som et sosialt og kulturellt produkt2013In: Til barnas beste: veier til omsorg og lek, læring og danning / [ed] Else Foss & Ole Fredrik Lillemyr, Oslo: Gyldendal Akademisk, 2013, 1, p. 197-217Chapter in book (Other academic)
    Abstract [no]

    Omsorg, lek, læring og danning utgjør bokas plattform.Disse fire begrepene fra barnehagelovens formålsparagraf er likestilte, og sentrale oppgaver i barnehagen. 11 forfattere - alle opptatt av barn og barns hverdagsliv i barnehagen - behandler begrepene i en barnehagefaglig kontekst.

  • 299.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Establishing order: small girls write about family life.1994In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 6Article in journal (Refereed)
    Abstract [en]

       

  • 300.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Förskolan som en mötesplats mellan offentligt och privat.2002In: Barnomsorgsutbildningarna i Norrköping 100 år : jubileumsskrift 2002 / [ed] Birgitta Johansson, Norrköping: Institutionen för tematisk utbildning och forskning (ITUF), Linköpings univ., Campus Norrköping , 2002, p. 89-98Chapter in book (Other academic)
    Abstract [sv]

    Fröbelinstitutet blev grunden för barnomsorgsutbildningen i Norrköping, som idag lever vidare inom ramen för Linköpings universitet. Den här jubileumsboken innehåller nio uppsatser som på olika sätt belyser utvecklingen av barnomsorgsutbildningen i Sverige under etthundra år

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