liu.seSearch for publications in DiVA
Endre søk
Begrens søket
3456789 251 - 300 of 1164
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Treff pr side
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
  • Standard (Relevans)
  • Forfatter A-Ø
  • Forfatter Ø-A
  • Tittel A-Ø
  • Tittel Ø-A
  • Type publikasjon A-Ø
  • Type publikasjon Ø-A
  • Eldste først
  • Nyeste først
  • Skapad (Eldste først)
  • Skapad (Nyeste først)
  • Senast uppdaterad (Eldste først)
  • Senast uppdaterad (Nyeste først)
  • Disputationsdatum (tidligste først)
  • Disputationsdatum (siste først)
Merk
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 251.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Heller, Vivien
    Univ Wuppertal, Germany.
    Uses of interpersonal touch in educational settings: Organizing social relations, participation, and learning2024Inngår i: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 46, artikkel-id 100816Artikkel i tidsskrift (Annet vitenskapelig)
  • 252.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Holm Kvist, Malva
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Correction: The Comforting Touch: Tactile Intimacy and Talk in Managing Childrens Distress (vol 50, pg 109, 2017)2017Inngår i: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 50, nr 3, s. 326-326Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

    n/a

  • 253.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Holm Kvist, Malva
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    The Comforting Touch: Tactile Intimacy and Talk in Managing Childrens Distress2017Inngår i: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 50, nr 2, s. 109-127Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The present study examines young childrens distress management in situ, focusing on situations of crying and caregivers embodiedhapticsoothing responses in preschools in Sweden. The adults responses to crying involve embraces, stroking, and patting. Haptic soothing is managed by calibrating the bodily proximity and postural orientations between the participants, including hapticembracing or face-to-faceformations that are coordinated with particular forms of talk. Haptic formations configure specific affordances for embodied participation by actualizing the availability of tactile, aural, and visual modalities. The interactional organization of soothing in an embracing formation involves: an initiation/invitation and response, submergence of two bodies into a close haptic contact, and coordinated withdrawal from haptic contact. The embracing formation temporarily suspends the requirements for the distressed person to act like a responsive listener and speaker. The caregiver uses the face-to-face formation to reestablish conditions for the childs interactional co-presence. Data are in Swedish and English translation.

    Fulltekst (pdf)
    fulltext
  • 254.
    Cekaite, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Simonsson, Maria
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Guided Play Supporting Immigrant Childrens Participation and Bilingual Development in Preschools2023Inngår i: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In recent decades, refugee immigration has had significant impact on educational contexts in Sweden, with preschools the primary arenas for young childrens language learning experiences. The present study examines second language and literacy training practices for immigrant children (aged 1-5) in preschools in Sweden. The empirical data consist of video recordings of teacher-guided play activities. These were designed to create rich linguistic and cultural environments facilitating active and democratic participation by the children. Guided play activities were developed in close collaboration between teachers and researchers during action-based interventions that were aimed at constructing child-oriented participatory language learning practices in ethnically and linguistically diverse ECEC settings. The childrens first languages were Tigrinya, Arabic dialects, Somalian, Kurdish dialects, Russian, Spanish and Swedish. The participatory learning potential of guided play was collaboratively analyzed and assessed, and new and revised activities were implemented, based on the goals of inclusivity and childrens active engagement in play and language learning. The analysis shows that teachers use of multimodal semiotic means, such as questions, texts and cultural artifacts (stories, material story-related objects, play spaces) were important strategies for the preparation of appealing play environments and activities that contributed to childrens curiosity and participation. These resources served as affordances for guided play, allowing the simultaneous scaffolding of childrens play competencies and their language learning. Au cours des dernieres decennies, limmigration de refugies a eu un impact significatif dans le domaine de leducation en Suede, en commencant par les ecoles maternelles qui sont les premiers lieux dapprentissage de la langue pour les jeunes enfants. Cette etude examine les pratiques dalphabetisation et dapprentissage du suedois deuxieme langue, qui sont utilisees dans les ecoles maternelles en Suede pour les enfants immigrants ages de 1 a 5 ans. Les donnees empiriques rassemblees consistent en des enregistrements video dactivites ludiques guidees par un enseignant. Ces activites ont ete concues pour creer des environnements linguistiques et culturels riches facilitant la participation active et democratique des enfants. Elles ont ete developpees dans le cadre dune etroite collaboration entre enseignants et chercheurs au cours dinterventions concretes visant a elaborer des pratiques participatives dapprentissage de la langue prenant en compte la perspective de lenfant dans le contexte dune petite enfance ethniquement et linguistiquement diversifiee. Les langues maternelles des enfants etaient le tigrinya, differents dialectes arabes, le somali, differents dialectes kurdes, le russe, lespagnol et le suedois. Le potentiel dapprentissage participatif de chaque jeu guide a ete analyse et evalue collectivement et de nouvelles activites revisees ont ete mises en place, sur la base des objectifs dinclusivite et dengagement actif des enfants dans le jeu et dans lapprentissage de la langue. Lanalyse montre que lutilisation par les enseignants de moyens semiotiques multimodaux, tels que des questions, des textes et des artefacts culturels (histoires, objets concrets lies a lhistoire, espaces de jeu) constituaient des strategies importantes pour preparer un environnement de jeu et des activites susceptibles dattirer les enfants et de stimuler leur participation et leur curiosite. Ces ressources ont servi daffordances a la realisation de jeux guides, permettant aux enfants de combiner competences ludiques et apprentissage de la langue. En las ultimas decadas, la inmigracion de refugiados ha tenido un impacto significativo en los contextos educativos de Suecia, y los centros de ensenanza preescolar han sido los principales escenarios para las experiencias de aprendizaje de idiomas de los ninos de corta edad. El presente estudio investiga las practicas de aprendizaje de una segunda lengua y de alfabetizacion en ninos inmigrantes (de 1 a 5 anos) en centros de ensenanza preescolar de Suecia. Los datos empiricos consisten en grabaciones de video de actividades ludicas guiadas por el maestro. Estas se disenaron para crear entornos linguisticos y culturales ricos que facilitaran la participacion activa y democratica de los ninos. Las actividades ludicas guiadas se elaboraron en estrecha colaboracion entre maestros e investigadores durante intervenciones basadas en la accion que tenian como objetivo construir practicas participativas de aprendizaje de idiomas orientadas a los ninos en entornos de educacion infantil etnica y linguisticamente diversos. Las lenguas maternas de los ninos eran el tigrina, dialectos arabes, el somali, dialectos kurdos, el ruso, el espanol y el sueco. El potencial de aprendizaje participativo del juego guiado se analizo y evaluo de manera colaborativa, y se llevaron a cabo actividades nuevas y revisadas, basadas en los objetivos de inclusividad y participacion activa de los ninos en el juego y el aprendizaje de idiomas. El analisis muestra que el uso por parte de los maestros de medios semioticos multimodales, tales como preguntas, textos y artefactos culturales (historias, objetos materiales relacionados con las historias, espacios ludicos) fueron estrategias importantes para la preparacion de entornos ludicos atractivos y actividades que contribuyeron a la curiosidad y la participacion de los ninos. Estos recursos sirvieron como formas de abordaje o << affordances >> (nota del traductor: << affordance >> es un neologismo utilizado para definir la << capacidad de un objeto de sugerir su propia utilizacion >>) para el juego guiado, lo que permite el andamiaje simultaneo de las competencias ludicas de los ninos y su aprendizaje del lenguaje.

  • 255.
    Cekaite Thunqvist, Asta
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    A child's development of interactional competence in a Swedish L2 classroom2007Inngår i: The Modern language journal, ISSN 0026-7902, E-ISSN 1540-4781, Vol. 91, nr 1, s. 45-62Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study explores a child's emergent second language (L2) interactional competence during her first year in a Swedish immersion classroom. Within the theoretical framework of situated learning, it focuses on how she acquires expertise in a specific classroom practice: multiparty classroom talk. The data cover three periods (the early, middle, and late phases) of her first school year. The methods adopted combine a microanalytic approach with ethnographic fieldwork analyses of L2 socialization within a classroom community. The analyses revealed systematic changes in the novice's interactional engagements. An interplay of language skills and turn-taking skills influenced her participation in multiparty talk during the three periods, casting her as (a) a silent child, (b) a noisy and loud child, and (c) a skillful student. These changes indicate that learning cannot be seen as the unilinear development of a single learner identity. It is argued that a detailed longitudinal analysis may provide important insights into the relationship between participation and L2 learning. Instead of unilinear development of a single learner identity, we may find different participation patterns linked to distinct language learning affordances over time. © 2007 The Modern Language Journal.

    Fulltekst (pdf)
    fulltext
  • 256.
    Cekaite Thunqvist, Asta
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Aronsson, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Language play, peer group improvisations, and L2 learning2014Inngår i: Children’s peer talk: learning from each other / [ed] Asta Cekaite, Shoshana Blum-Kulka, Vibeke Grøver, Eva Teubal, Cambridge: Cambridge University Press, 2014, s. 194-213Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 257.
    Chaulagai, Som
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Understanding Childhood- Everyday Life and Welfare System, from the point of view of Childcare Workers in Finland.2015Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study carried out in one children’s home in Finland. This study aims to understand how the caregivers collectively perceive their work to secure and construct the childhood of the children living in the children’s home. Furthermore, the study mainly includes caregiver’s perceptions and practices of upbringing of children in the children’s home, which have been thoroughly analysed in the study. The study follows carefully designed two qualitative research methods: focus group interview and text for data collection. The data comprise one focus group interview of seven child care workers that includes five discussion questions about children’s home, listening to the children, importance of rules, regulations and daily routines, children’s future and difficulties in the work. References have been given to the ‘text’, i.e. institution’s policy documents- rules and regulations and the Finnish Child Welfare Act for the analysis of the data. However, the study does not include the analysis of the ‘text’ itself. Moreover, thematic analysis is used for data analysis.

    The study highlights that understanding childhood comprise the process of trust building between children and care workers- allowing children’s voice, agency, independence and protection respecting the child rights, personal integrity with the provision of safe home, trustable adults and permanent routines and individual child care plan. In addition, the same body ‘caregiver’ who, at the same time, allows child autonomy, agency and independence, also regulates the children’s everyday life, controls children and creates limitation, bridge trust and protect them from developing deviancy and asocial behaviours. Such process gives special consideration to the children’s psychological as well as physical incompetency such as age, immaturity and the vulnerable past in the children’s home that partly creates dilemmas/conflicts in delivering full agency to the children as mentioned in the legal frame work. The study reveals that building trust takes place through interaction between children and care workers and is a long-term process that backs up bringing corrective experiences in children. Listening to the children means helping and teaching them to recognise own feelings, emotions and stand independent and strong for oneself in the future. Likewise, respect to the child rights and organising everyday life delivers protection and safety net to the children. The study reveals, despites various difficulties at work, such as changing welfare act, complicated bureaucracy, unlimited parental rights and surprising legal interference, the child workers have the professional as well as moral obligations to protect children and provide them a safe and intact growing environment. Finally, the study reveals that future of the children is based on the personal choices they make in future and only a few of them will have relatively better life than others. However, all of the children are always under potential risk of post-traumatic collapses.

     

    Keywords: childhood, child perspective, agency, children’s voice, building trust.

     

    Fulltekst (pdf)
    fulltext
  • 258.
    Conte, Camila
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn.
    Weldekiros, Mengisteab Habte
    Linköpings universitet, Institutionen för tema, Tema Barn.
    Child Developmental Assessments in Sweden from a cultural perspective2023Independent thesis Advanced level (degree of Master of Fine Arts (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this study is to explore the experiences that migrant parents from the global South have regarding the child developmental assessments carried out by the Child Healthcare Centers in Sweden. 

    Over the past half-century, the study of child development has been dominated by developmental psychology. Child Studies has taken a critical approach to traditional developmental theories, highlighting the social construction of childhood as opposed to purely biological or universal frameworks. This raises important questions, such as whether all children develop at the same rate, what it means for a child to be in development, and whether various cultures perceive child development in the same way.

    The data collection method for this study has been semi-structured interviews with five parents originally from the global South living in Sweden who have attended the developmental assessments with their children. The data analysis method has been reflective thematic analysis, resulting in four themes: Age-based developmental milestones according to parents’ cultural perspective, parent’s perceived lack of cultural appropriateness in the child developmental assessments, differences about parental roles in child development according to cultural backgrounds and the centrality of the environment in child development for parents from the global South.

    The findings of the study are 1. Parents from the global South possess an understanding of child development partially similar and different compared to the one endorsed by the Child Healthcare Centers based on their cultural backgrounds. 2.The difference in the understanding of child development created cultural barriers that affect parents' involvement and contribution in the assessment, and in the appropriateness of the services they received. 

    Fulltekst (pdf)
    fulltext
  • 259.
    Cromdal, Jakob
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Building bilingual oppositions: Code-switching in children's disputes2004Inngår i: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 33, nr 1, s. 33-58Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article investigates children's procedures for constructing oppositional stances in argumentative exchanges. While most previous research on children's arguments entails a monolingual bias, the present analysis focuses on bilingual practices of code-switching in disputes emerging during play activities. Drawing on more than ten hours of video-taped play interaction in a bilingual school setting, it is shown how the language contrast arising through code-switching displays and highlights the affective intensity of oppositional stances. Sequential analyses show how code-switching works to escalate social opposition, often to the peak of an argument, resulting in subsequent backdown or full termination of the dispute. Moreover, in certain participant constellations code-switching may be used to constrain opponents' opportunities to engage in further adversative interaction. Finally, it is argued that an approach to play discourse concerned with children's methods for accomplishing accountable actions allows for a view of bilingualism as socially distributed, that is, as an emergent and interactionally managed feature of discourse. (Bilingualism, child disputes, code-switching, social interaction)*.

  • 260.
    Cromdal, Jakob
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Can I be with?: Negotiating play entry in a bilingual school2001Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 33, nr 4, s. 515-543Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper examines children's procedures for entering play activities in a bilingual school context. While most previous research has focused on individual `access strategies' and their outcomes for peer group participation, the present study argues for a dialogic approach, particularly stressing the collaborative work involved in such interactions. In-depth analyses of entry episodes highlight a number of interactive resources, some of them closely related to the bilingual setting. These resources are discussed in terms of their local anchoring in the discourse structure, as well as in terms of participants' orientations to their functions. On this view, bilingualism is cast as a socially distributed phenomenon, managed in the local organization of play entry negotiations.

  • 261.
    Cromdal, Jakob
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Childhood and social interaction in everyday life: Introduction to the special issue2009Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 41, s. 1473-1476Artikkel i tidsskrift (Annet vitenskapelig)
  • 262.
    Cromdal, Jakob
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Childhood and social interaction in everyday life: Introduction to the special issue2009Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 41, nr 8, s. 1473-1476Artikkel, forskningsoversikt (Annet vitenskapelig)
  • 263.
    Cromdal, Jakob
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Childhood bilingualism and metalinguistic skills: Analysis and control in young Swedish-English bilinguals1999Inngår i: Applied Psycholinguistics, ISSN 0142-7164, E-ISSN 1469-1817, Vol. 20, nr 1Artikkel i tidsskrift (Fagfellevurdert)
  • 264.
    Cromdal, Jakob
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Code-switching for all practical purposes: Bilingual organization of children's play2000Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This study examines bilingual children's code-switching practices as they occur in multiparty play activities in an English school in Sweden. By focusing on the endogenous organization of play events, the study contributes to our understanding of bilingualism as both resource for and result of children's social conduct. The central questions are: what is the role of bilingual practices in children's mundane reflexive production of social order, and, specifically, what sort of interactional work may be accomplished through code-switching?

    Interpretive analyses of naturally occurring play episodes were conducted, broadly along the lines of interaction and conversation analytic research. The empirical data comprise over 20 hours of audio- and video-recorded play, taking place during recess. The analyses draw upon previous work on language alternation, which focuses on members' procedures for accomplishing locally meaningful interaction in bilingual conversation (Auer, 1984; Gumperz, 1982).

    The results are reported in four empirical studies, highlighting the following features: The children did not make use of a specialized play language. Rather, both English and Swedish were commonly spoken during recess activities. Further, the children's choice of language was locally sensitive and guided by a general preference for same language talk. In light of this preference, the linguistic contrast arising with code-switching served to contextualize children's actions. More specifically, the empirical studies demonstrate (i) how code-switching may be used to facilitate children's entry into ongoing play; (ii) how it may serve to bring about a shift in conversational footing; (iii) to highlight the oppositional nature of certain actions within dispute exchanges, and finally, (iv) to enhance, in certain sequential locations, children's competitive bids for the conversational floor.

    The present approach diverges from the monolingual perspective traditionally adopted in research on bilingualism, as well as the commonplace conceptualization of bilingualism as, above all, an aspect of the individual mind. Instead, bilingualism is viewed as a set of contingent practices within joint activities in play. Thus, the present study highlights the socially distributed nature of bilingualism, managed and accomplished within interactional exchanges.

    Delarbeid
    1. Can I be with?: Negotiating play entry in a bilingual school
    Åpne denne publikasjonen i ny fane eller vindu >>Can I be with?: Negotiating play entry in a bilingual school
    2001 (engelsk)Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 33, nr 4, s. 515-543Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    This paper examines children's procedures for entering play activities in a bilingual school context. While most previous research has focused on individual `access strategies' and their outcomes for peer group participation, the present study argues for a dialogic approach, particularly stressing the collaborative work involved in such interactions. In-depth analyses of entry episodes highlight a number of interactive resources, some of them closely related to the bilingual setting. These resources are discussed in terms of their local anchoring in the discourse structure, as well as in terms of participants' orientations to their functions. On this view, bilingualism is cast as a socially distributed phenomenon, managed in the local organization of play entry negotiations.

    Emneord
    Social interaction, Conversation analysis, Bilingualism, Children's play
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-22879 (URN)10.1016/S0378-2166(99)00131-9 (DOI)2220 (Lokal ID)2220 (Arkivnummer)2220 (OAI)
    Tilgjengelig fra: 2009-10-07 Laget: 2009-10-07 Sist oppdatert: 2018-01-13bibliografisk kontrollert
    2. Footing in bilingual play
    Åpne denne publikasjonen i ny fane eller vindu >>Footing in bilingual play
    2000 (engelsk)Inngår i: Journal of Sociolinguistics, ISSN 1360-6441, E-ISSN 1467-9841, Vol. 4, nr 3, s. 435-457Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    In Goffman's classic paper (1979), bilingual code-switching was seen as a prototypical device for accomplishing shifts in footing. Yet his work has not informed research on code-switching to any great extent. The present study of primary school children's play interaction in an English-Swedish school setting combines a sequential approach to code-switching with an analysis of footing (cf. Auer 1984), extending prior work in showing that code-switches often involve subtle shifts of footing, both in terms of production formats and participation frameworks. Code-switches were employed as important rhetorical and dramaturgic play devices, e.g. when contextualizing changes of addressee and shifts of frame (e.g. serious, nonserious). In contrast to earlier, often speaker-centered work, reception is discussed in-depth in the present analyses, and it is shown that footings are truly interactional achievements.

    Emneord
    Bilingualism, Code-switching, Footing, Play dialogues
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-22877 (URN)10.1111/1467-9481.00123 (DOI)2218 (Lokal ID)2218 (Arkivnummer)2218 (OAI)
    Tilgjengelig fra: 2009-10-07 Laget: 2009-10-07 Sist oppdatert: 2018-01-13bibliografisk kontrollert
    3. Building bilingual oppositions: Code-switching in children's disputes
    Åpne denne publikasjonen i ny fane eller vindu >>Building bilingual oppositions: Code-switching in children's disputes
    2004 (engelsk)Inngår i: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 33, nr 1, s. 33-58Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    This article investigates children's procedures for constructing oppositional stances in argumentative exchanges. While most previous research on children's arguments entails a monolingual bias, the present analysis focuses on bilingual practices of code-switching in disputes emerging during play activities. Drawing on more than ten hours of video-taped play interaction in a bilingual school setting, it is shown how the language contrast arising through code-switching displays and highlights the affective intensity of oppositional stances. Sequential analyses show how code-switching works to escalate social opposition, often to the peak of an argument, resulting in subsequent backdown or full termination of the dispute. Moreover, in certain participant constellations code-switching may be used to constrain opponents' opportunities to engage in further adversative interaction. Finally, it is argued that an approach to play discourse concerned with children's methods for accomplishing accountable actions allows for a view of bilingualism as socially distributed, that is, as an emergent and interactionally managed feature of discourse. (Bilingualism, child disputes, code-switching, social interaction)*.

    Emneord
    bilingualism, child disputes, code-switching, social interaction
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-46304 (URN)10.1017/S0047404504031021 (DOI)
    Tilgjengelig fra: 2009-10-11 Laget: 2009-10-11 Sist oppdatert: 2017-12-13bibliografisk kontrollert
    4. Overlap in Bilingual Play: Some Implications of Code-Switching for Overlap Resolution
    Åpne denne publikasjonen i ny fane eller vindu >>Overlap in Bilingual Play: Some Implications of Code-Switching for Overlap Resolution
    2001 (engelsk)Inngår i: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 34, nr 4, s. 421-451Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    This paper examines children's procedures for dealing with simultaneous bilingual speech as it anses in multiparty play episodes. Sequential analyses of more than 10 hr of videorecorded recess activities at an English school in Sweden revealed that children use an array of methods to minimize the overlapping passage. Erceptions to tins may be found in exchanges that are demonstrably competitive with regard to turn taking, in which participants' actions strive to gain exclusive rights to the floor, often resulting in stretched overlaps. Moreover, the sequential location of bilingual overlap onset proved relevant for its resolution: Whereas in onset paticipants would use different methods to deal with simultaneity, resulting in various outcomes of overlap negotiation, instances of overlapping turn baginnings occasioned by multiple self-selection were always resolved the same way, with the speaker diverging from the language of previous turns(s) keeping the floor. It is therefore suggested that the linguistic contrast arising with the code-switch may enhance second speakers' chances to acquire the floor and that the effectiveness of this "turn security device" is strongly dependent on its sequential placement.

    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-34392 (URN)10.1207/S15327973RLSI3404_02 (DOI)21400 (Lokal ID)21400 (Arkivnummer)21400 (OAI)
    Tilgjengelig fra: 2009-10-10 Laget: 2009-10-10 Sist oppdatert: 2018-01-13bibliografisk kontrollert
  • 265.
    Cromdal, Jakob
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Handlingars konsekvens och tolkningars relevans: Om deltagarorientering inom konversationsanalys2009Inngår i: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild, Stockholm: Carlssons , 2009, 1, s. 39-73Kapittel 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.

  • 266.
    Cromdal, Jakob
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Overlap in Bilingual Play: Some Implications of Code-Switching for Overlap Resolution2001Inngår i: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 34, nr 4, s. 421-451Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper examines children's procedures for dealing with simultaneous bilingual speech as it anses in multiparty play episodes. Sequential analyses of more than 10 hr of videorecorded recess activities at an English school in Sweden revealed that children use an array of methods to minimize the overlapping passage. Erceptions to tins may be found in exchanges that are demonstrably competitive with regard to turn taking, in which participants' actions strive to gain exclusive rights to the floor, often resulting in stretched overlaps. Moreover, the sequential location of bilingual overlap onset proved relevant for its resolution: Whereas in onset paticipants would use different methods to deal with simultaneity, resulting in various outcomes of overlap negotiation, instances of overlapping turn baginnings occasioned by multiple self-selection were always resolved the same way, with the speaker diverging from the language of previous turns(s) keeping the floor. It is therefore suggested that the linguistic contrast arising with the code-switch may enhance second speakers' chances to acquire the floor and that the effectiveness of this "turn security device" is strongly dependent on its sequential placement.

  • 267.
    Cromdal, Jakob
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Pragmatic skills and awareness in bilinguals: Children¿s directives in school contexts1996Rapport (Annet vitenskapelig)
    Abstract [en]

    Bearing in mind the vast amount of research within the field of second language leruning (see McLaughlin, 1985 for a review), surprisingly little attention has been given to the pragmatic development of young L2 leruners. As pragmatic skills constitute an important part of a person's communicative competence, this is somewhat unfortunate.

    The present work is an attempt to investigate pragmatic aspects of young bilinguals' communicative behavior. The following sections are merely intended to give the reader a brief introduction to the concepts used and perspectives considered in the study at hand, they do not provide an extensive overview of the field of research.

    Fulltekst (pdf)
    Pragmatic skills and awareness in bilinguals: Children¿s directives in school contexts
  • 268.
    Cromdal, Jakob
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Review of O. Kuure: Discovering traces of the past: Studies of bilingualism among school pupils in Finland and in Sweden.1999Inngår i: Applied Psycholinguistics, ISSN 0142-7164, E-ISSN 1469-1817, Vol. 20, nr 4, s. 589-597Artikkel, omtale (Annet vitenskapelig)
  • 269.
    Cromdal, Jakob
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Aronsson-Ottosson, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Footing in bilingual play2000Inngår i: Journal of Sociolinguistics, ISSN 1360-6441, E-ISSN 1467-9841, Vol. 4, nr 3, s. 435-457Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In Goffman's classic paper (1979), bilingual code-switching was seen as a prototypical device for accomplishing shifts in footing. Yet his work has not informed research on code-switching to any great extent. The present study of primary school children's play interaction in an English-Swedish school setting combines a sequential approach to code-switching with an analysis of footing (cf. Auer 1984), extending prior work in showing that code-switches often involve subtle shifts of footing, both in terms of production formats and participation frameworks. Code-switches were employed as important rhetorical and dramaturgic play devices, e.g. when contextualizing changes of addressee and shifts of frame (e.g. serious, nonserious). In contrast to earlier, often speaker-centered work, reception is discussed in-depth in the present analyses, and it is shown that footings are truly interactional achievements.

  • 270.
    Cromdal, Jakob
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Evaldsson, Ann-Carita
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tematisk utbildning och forskning.
    Flerspråkighet till vardags - en introduktion2004Inngår i: Ett vardagsliv med flera språk / [ed] Jakob Cromdal och Ann-Carita Evaldsson, Stockholm: Liber , 2004, 1, s. 11-43Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Flerspråkighet bland barn är ett aktuellt ämne i Norden, såväl för forskare som inom skolans värld. Men synen på flerspråkighet präglas fortfarande i mångt och mycket av en enspråkig världsåskådning, där tvåspråkiga individer ses som "dubbelt enspråkiga".Denna nordiska antologi förhåller sig kritisk till den enspråkiga normen. Genom att i detalj studera hur barn och ungdomar i flerspråkiga miljöer samspelar i vardagliga situationer på skolgården och i klassrummet, visar författarna hur flerspråkighet kan förstås som en social praktik, som något människor använder i sin vardag för en rad olika syften.

  • 271.
    Cromdal, Jakob
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Filosofiska fakulteten.
    Landqvist, Håkan
    Akademin för utbildning, kultur och kommunikation, Mälardalens högskola.
    Persson Thunqvist, Daniel
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och sociologi. Linköpings universitet, Filosofiska fakulteten.
    Osvaldsson, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Finding out what’s happened: Two procedures for opening emergency calls2012Inngår i: Discourse Studies, ISSN 1461-4456, E-ISSN 1461-7080, Vol. 14, nr 4, s. 371-397Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article examines two corpora of telephone calls to the Swedish emergency services SOSAlarm. The focus of analysis is on the procedural consequentiality of the routine opening by theoperator. In the first corpus, the summons are answered by identification of the service via the emergency number. In the second corpus, the protocol has been altered, such that the opening entails the emergency number combined with a standard query concerning the nature of the incident. Through sequential and categorial analysis of the two collections, we highlight the distinct trajectories of action ensuing from the two opening protocols. The stand-alone emergency number opening typically results in callers asking for a specific service. In contrast, opening turns that endwith a direct query about the incident tend to solicit brief descriptions of the trouble. We discuss the benefits of the latter procedure in terms of topical progression and institutional relevance, proposing that the work of emergency assistance agencies worldwide might consider implementing opening routines with a similar design.

    Fulltekst (pdf)
    fulltext
  • 272.
    Cromdal, Jakob
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Osvaldsson, Karin
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Managing and Exploiting Interruption in Multiparty Talk2006Inngår i: Advances in Communications and Media Research, New York: Nova Publishers , 2006, s. 103-127Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    In a society predicated on information, the media has a pervasive presence. From government policy to leisure television, the information age touches us all. The papers collected in this book constitute some of today's leading analyses of the information industry. Together, these essays represent a needed foundation for understanding the present state and future development of the mass media. Current trends in communications as well as media impact on public opinion are studied and reported on.

  • 273.
    Cromdal, Jakob
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Filosofiska fakulteten.
    Osvaldsson, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Working towards trouble: Some categorial resources for accomplishing disputes in a correctional youth facility2012Inngår i: Disputes in Everyday Life: Social and Moral Orders of Children and Young People / [ed] Susan Danby & Maryanne Theobald, Emerald Group Publishing Limited, 2012, s. 141-163Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    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. 

  • 274.
    Cromdal, Jakob
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Osvaldsson, Karin
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Persson Thunqvist, Daniel
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema.
    Barn ringer 1122007Inngår i: Signalen - Tidningen "För ett tryggare samhälle" från SOS Alarm, ISSN 1651-6958, nr 2, s. 28-30Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 275.
    Cromdal, Jakob
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Osvaldsson, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Persson-Thunqvist, Daniel
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för sociologi (SOC). Linköpings universitet, Filosofiska fakulteten.
    Context that matters: Producing “thick-enough descriptions” in initial emergency reports2008Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 40, s. 927-959Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article examines how troublesome events are described in children’s emergency calls. In focus forthe analysis are the procedures through which participants methodically deal with contextual informationconcerning the reported emergency event during the early phases of the call, i.e., up to the point where theoperator is able to set emergency priority. This choice is motivated by a set of institutional concerns thatsurface in the interaction typically, but not solely, through the operator’s ways of receiving and managing thecaller’s unfolding report. The initial phase of emergency calls thus offers a locus of order, a phenomenon initself, in addition to offering access to some of the finer details of sequential and categorical organisation ofinteraction in emergency calls. Applying Ryle’s (1968) distinction between ‘thin’ vs. ‘thick’ description(roughly, the description of an observed event vs. description of the meaning of an observed event) to thereporting of emergencies, we argue that determining the relevant level of ‘thickness’ is, above all, a task forthe participants themselves. Hence, our analysis shows that interaction during the early phases of emergencycalls is distinctively geared towards producing a ‘thick-enough’ description of the reported event. Thesefindings are discussed in terms of the methodological problem of how features of the context can enterinteraction analytic accounts of institutional exchanges. Specifically, we argue that relevant features ofcontext ‘brought along’ to emergency calls (to do, for instance, with operators’ institutional agendas orcallers’ situations) are also ‘brought about’ by the participants as part of the interactional work throughwhich one party’s observations are jointly transformed into descriptions that form accountable reports ofemergency events.

  • 276.
    Cromdal, Jakob
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Persson-Thunqvist, Daniel
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och sociologi. Linköpings universitet, Utbildningsvetenskap.
    Osvaldsson, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    ‘‘SOS 112 what has occurred?’’: Managing openings in children’s emergency calls2012Inngår i: Discourse, Context & Media, ISSN 2211-6958, Vol. 1, nr 4, s. 183-202Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article examines the initial exchanges in calls to the Swedish emergency services, focusing on callers’ responses to the standardised opening phrase “SOS one one two, what has occurred?”. Comparisons across three age groups – children, teenagers and adults – revealed significant differences in caller behaviour. Whereas teenagers and adults offered reports of the incident, child callers were more prone to request dispatch of specific assistance units. This pattern was only observable when children were accompanied by an adult relative, which leads us to propose that child callers may be operating under prior adult instruction concerning how to request help. The second part of the analysis examines the local organisation of participants' actions, showing how turn-design and sequencing manifest the local concerns of the two parties. The analysis thus combines quantitative and qualitative methods to explore the ways through which the parties jointly produce an early sense of emergency incidents. These results are discussed in terms of children's agency and competence as informants granted to them by emergency operators, and how such competence ascriptions run against commonsense conceptualisations of children as less-than-full-fledged members of society.

  • 277.
    Cromdal, Jakob
    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.
    Evaldsson, Ann-Carita
    Uppsala University.
    Adelswärd, Viveka
    Linköpings universitet, Institutionen för tema, Tema Kommunikation. Linköpings universitet, Filosofiska fakulteten.
    Några diskursanalytiska perspektiv på tal, text och bild2009Inngår i: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild, Stockholm: Carlssons , 2009, 1, s. 13-35Kapittel 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.

  • 278.
    Cromdal, Jakob
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Tholander, Michael
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik.
    Aronsson, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Doing reluctance: Managing delivery of assessments in peer evaluation2007Inngår i: Discursive research in practice: New approaches to psychology and interaction / [ed] Alexa Hepburn, Sally Wiggins, Cambridge: Cambridge University Press , 2007, s. 203-222Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Over the past few decades new ways of conceiving the relation between people, practices and institutions have been developed, enabling an understanding of human conduct in complex situations that is distinctive from traditional psychological and sociological conceptions. This distinctiveness is derived from a sophisticated analytic approach to social action which combines conversation analysis with the fresh treatment of epistemology, mind, cognition and personality developed in discursive psychology. This text is the first to showcase and promote this new method of discursive research in practice. Featuring contributions from a range of international academics, both pioneers in the field and exciting new researchers, this book illustrates an approach to social science issues that cuts across the traditional disciplinary divisions to provide a rich participant-based understanding of action.

  • 279.
    Dackman, Tua
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    "Med hänsyn till barnens bästa": Vårdnaden om barn efter skiljsmässa i svensk lagstiftning 1900-1976 samt i Linköpings Rådhusrätt 1921-19531999Rapport (Annet vitenskapelig)
    Abstract [sv]

    Syftet med denna första del av rapporten ar att undersöka den svenska lagstiftningen, samt tillkomsten av densamma. angående vårdnaden om barn efter aktenskapsskillnad under 1900-talet för att få en inblick i lagstiftarnas syn på faderns respektive moderns förhållande till barnen med avseende på lämplighet att ta hand om barnen efter en skilsmässa.

    Hur skulle enligt lagtexten vårdnanden om bamen ordnas efter äktenskapsskillnad? Vilka synpunkter på moderns respektive faderns förhållande till barnen framkommer i förarbetena till och debatten kring den aktuella lagstiftningen och annan relevant lagstiftning? Vilka faktorer ansågs viktiga att ta hänsyn till vid avgörandet av vårdnadsfrågan? Kort och gott. vilken innebörd får uttrycket "barnens bästa" i detta  lagstiftningsarbete under 1900-talet?

    Fulltekst (pdf)
    fulltext
  • 280. Dahl, Thomas
    et al.
    Lindgren, Anne-Li
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Gullberg, Eva
    Lindgren, Cecilia
    Axelsson, Thom
    Qvarsebo, Jonas
    Sandin, Bengt
    Areschoug, Judith
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema.
    Conference Review: Chilhood and the State - the State of Childhood. The Society for the History of Children and Youth (SHCY) Bi-Annual Conference 26-29 June2003Inngår i: H-Education, Vol. OctoberArtikkel i tidsskrift (Annet vitenskapelig)
  • 281.
    Danby, Susan
    et al.
    Queensland University of Technology, Australia.
    Cromdal, Jakob
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Rendle-Short, Johanna
    Australian National University, Australia.
    Butler, Carly
    Loughborough University, UK.
    Osvaldsson Cromdal, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Emmison, Michael
    University of Queensland, Australia.
    Parentification: Counselling talk on a helpline for children and young people2015Inngår i: The Palgrave Handbook of Child Mental Health / [ed] Michelle O'Reilly & Jessica Nina Lester, Palgrave Macmillan, 2015, s. 578-596Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This Handbook illustrates the importance of examining child mental health from a different perspective, one that assumes that psychiatric categories are made real in and through both written and spoken language. It gathers a range of applied and theoretical analyses from leading scholars and clinicians in order to examine the conversational practices of children diagnosed with mental health disorders alongside those of their parents, families and practitioners. The contributors move away from viewing mental illness as an objective truth; instead reintroducing the relevance of language in constructing and deconstructing the assumptions that surround the diagnosis and treatment of childhood mental health disorders. Including chapters on ADHD, autism, depression, eating disorders and trauma, this collection addresses the diversity involved in discussing child mental health.Divided into six parts: the place of conversation/discourse analysis; critical approaches; social constructions of normal/abnormal; situating and exploring the difficulties involved; managing problem behaviour and discussing different practices involved; this Handbook presents a comprehensive overview of child mental health. It is an essential reference resource for all those involved or interested in child mental health.

  • 282.
    Danby, Susan
    et al.
    Queensland University of Technology, School of Early Childhood .
    Osvaldsson, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn.
    Bullying: The Moral and Social Orders at Play2011Inngår i: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 25, nr 4, s. 255-257Artikkel i tidsskrift (Fagfellevurdert)
  • 283.
    de Conink-Smith, Ning
    et al.
    Department of Education. Aarhus University, Denmark.
    Sandin, Bengt
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Schrumpf, Ellen
    Högskolan i Telemark, Norway.
    Industrious Children: Work and Childhood in the Nordic Countries 1850-19901997Bok (Annet vitenskapelig)
    Abstract [en]

    Children's work is a controversial subject both in the sciences of sociology and history. It does not accord well with the modern idea of a good childhood - that children actually work. Children ought to spend their time playing and attending school. The historians' interest has focused on industrial child labour - its emergence and its disappearance. But relatively few children worked in industry. Far more children were employed in agriculture and retail trade, if they did not help at home or at the neighbour's. Sometimes they received pay - other times not - and they often worked on the edge of the law.The articles in this book examine children's work from the mid-1800's and until the 1990's, because children's work is not a closed chapter in history. But, the character and social function of the children's work have been changed over time. This anthology is the result of an inter-Nordic research project about children's work in the Nordic countries involving all the five Nordic countries

  • 284.
    D'Souza, Katinka
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn.
    Hevlund, Emma
    Linköpings universitet, Institutionen för tema, Tema Barn.
    Conflict resolution in peer cultures: – Children’s perspectives on negotiating and solving social situations with their peers2022Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study aims to explore children’s perspectives on conflict resolution within their peer groups. Children’s peer groups and cultures are a crucial setting for social and emotional development and can be reflective of broader peer cultures. This is an area of great importance within child studies and has been influenced by Corsaro’s ideas around children’s social worlds (Corsaro, 2009:321). More specifically, this study is built around the following research questions: 1) What do children perceive as positive ways to solve a conflict? 2) What do children perceive as negative ways to solve a conflict? 3) How do children perceive the role of adults in conflict resolution? Previous literature provides an insight into this topic that comes often through the adult lens (Jones, 2020: 479). This study aimed to include direct child participation in research, allowing agency and voice in the research made about them (Corsaro, 2009:321). To address the research questions, a qualitative study with twelve children in their second year of school, around the ages of seven and eight, was conducted. The children were given an opportunity to talk about their perspectives and viewpoints by engaging in discussions, by using arts-based methods and creating visual materials in the forms of mind-maps and lists as are common within Participation Visual Methods (PVM) research.The written data that was derived from the creative methods was analysed using thematic analysis, with the direct observations and visual drawings used to support our interpretations. The main themes that arose from this study can be explained using verbal, non-verbal and ambiguous strategies for resolving conflicts. Further subthemes such as displaying pro-social behaviours, apologising, compromising, and hostile expressions were identified through our data analysis. This study contributes to sociocultural research in child studies. This study grants insight into child-centred research about navigating conflicts as fundamental components of human relations.

    Fulltekst (pdf)
    fulltext
  • 285.
    Eckert, Gisela
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Notions of Children and Childhood Parents Talking about Children's TV-habits1998Rapport (Annet vitenskapelig)
    Abstract [en]

    The general purpose of my study is to examine what different notions of children and childhood emerge when parents talk about children's TV-habits. More specifically, this paper concentrates on two aspects of children's use of television in which parents' concern about protecting children becomes evident. The two aspects are: the question of whether children should be allowed to watch the news and the question of limiting the time children are allowed to spend in front of the TV.

    Fulltekst (pdf)
    Notions of Children and Childhood Parents Talking about Children's TV-habits
  • 286.
    Eckert, Gisela
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Wasting time or having fun?: Cultural meanings of children and childhood2001Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This study explores contemporary cultural meanings of children and childhood in a Swedish context. Its point of departure is an understanding that the meanings ascribed to what it is to be a child and what childhood is, are part of culture and, as such, transform through time and space. As a way to access everyday ideas of children and childhood, two groups of children and their parents were interviewed about one of two child activities, namely children's play or children's TV-habits. In order to create a situation in which they could reflect on the topics discussed and express a variety of ideas, the interviews were semi-structured.

    The analysis was inspired by the work of Strauss and Quinn (1997) and their cognitive theory of cultural meaning, as well as by Billig et al.'s (1988) concept of ideological dilemmas. According to Strauss and Quinn (1997), cultural meanings can be traced in expressions of typical everyday ideas - shared among a group of people - about a phenomenon. In line with this, the interviews were scrutinized with the aim of finding shared expressions, arguments, metaphors and/or interpretations evoked in talk about children's play or TV-habits. These shared themes, in turn, have been looked upon as cultural meanings of children and childhood.

    The analysis resulted in the formulation of several cultural meanings of children and childhood. There is the educational childhood that focuses on learning, the idyllic childhood that stresses harmony, and the child-guided childhood that takes its point of departure from pleasure and fun. Additionally, there is the vulnerable child who needs adult protection, the robust child who can endure some problems, and children as small people who should be negotiated with. Moreover, there are the preferred innocent and the potentially evil child. In the interviews, accounts forming the basis of the different cultural meanings were intertwined. At times, these accounts were contradictory. This could take the form of overt reasoning around a particular dilemma. It could also be manifested in more salient dilemmas. For example, in the TV interviews it proved to be difficult to associate TV with accepted forms of relaxation. The children, in turn, presented their views on how the adult world talks about children, play and TV. In their discussions, children were characterized as vulnerable and potentially evil, but valuable. The children sometimes argued against the perceived adult view by putting themselves in a more competent and active position. However, it was also possible to trace widespread trust in adults.

  • 287.
    Ekström, Anna
    et al.
    Linköpings universitet, Institutionen för biomedicinska och kliniska vetenskaper, Avdelningen för sinnesorgan och kommunikation. Linköpings universitet, Medicinska fakulteten.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    An exploratory study of childrens peer touch in a Swedish preschool: touch forms, bodily arrangements, and social constellations2023Inngår i: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study explores childrens peer touch in a Swedish preschool using video observations. Two main aspects of childrens touch in focus: (1) to what extent do children use touch within the peer group and with whom and (2) in what ways do children touch each other (i.e. what touch forms are used and what areas of other childrens bodies are touched). Data consists of 10 hours of video recordings, featuring 35 children aged 1-5 years. The results suggest that touch is available for children in a range of social arrangements: it was common in childrens peer-group interactions, and it was not limited to specific child constellations. The most prominent categories were affectionate touches (embraces, holding hands, or pats), but the children also used touch to control their peers conduct (grabbing, pulling, and pushing) as well as adult-like embodied directives (shepherding moves). The social and material context of a preschool may contribute to practices where touch is part of ordinary interactions and cultural practices within the peer group. The study demonstrates some differences between educator-child, and childrens peer touch thereby highlighting the importance for educators to consider childrens specific touch cultures when attending to, supporting, and shaping childrens peer - relations.

    Fulltekst (pdf)
    fulltext
  • 288.
    Ekström, Anna
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Children’s touch in a Swedish preschool: touch cultures in peer group interaction2024Inngår i: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 32, nr 1, s. 103-121Artikkel, forskningsoversikt (Fagfellevurdert)
    Abstract [en]

    This study examines children’s touch conduct in peer-group interaction in a Swedish preschool. Through a detailed analysis of 100 video-recorded touch episodes from everyday preschool activities, the study proposes an initial description of touch functions in children’s peer groups. The results suggest that touch was primarily used to control other children and to show affection. Both affectionate and control touch played significant roles to form and protect small social units within the larger group of children. Affectionate touch also played a central role in children’s friendship groups to establish and uphold intimate social relations. Children’s peer relations involved extended forms of touch between both boys and girls, and in mixed gender constellations. Children both initiated and received peer touch without paying these actions specific attention, and they granted others access to their whole bodies including vulnerable body parts. Children’s touch regularly occurred in parallel with other activities and was routinely not verbally topicalised as focal point of interaction. Detailed examination of touch episodes provides well-informed ground for understanding specificities of embodied conduct as socially and normatively organised children’s touch cultures.

    Fulltekst (pdf)
    fulltext
  • 289.
    Elenis, Evangelia
    et al.
    Uppsala Univ, Sweden.
    Skoog Svanberg, Agneta
    Uppsala Univ, Sweden.
    Leandersson, Pia
    Lund Univ, Sweden.
    Lind, Judith
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Sydsjö, Gunilla
    Linköpings universitet, Institutionen för biomedicinska och kliniska vetenskaper, Avdelningen för barns och kvinnors hälsa. Linköpings universitet, Medicinska fakulteten. Region Östergötland, Barn- och kvinnocentrum, Kvinnokliniken US.
    Access to infertility evaluation and treatment in two public fertility clinics and the reasons for withholding it: a prospective survey cohort study of healthcare professionals2020Inngår i: BMJ Open, E-ISSN 2044-6055, Vol. 10, nr 12, artikkel-id e041538Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Objectives Study the proportion of patients affected by involuntary childlessness who are denied fertility treatment and the reasons behind this in a publicly funded healthcare system. Design Survey study using prospectively collected information by healthcare professionals. Setting Two university-affiliated fertility clinics in Sweden. Participants Single women and couples in heterosexual and homosexual relationships seeking fertility evaluation and treatment between November 2017 and April 2018 (943 individual cases). Primary and secondary outcome measures Number and proportion of individuals who were either denied, delayed or granted fertility treatment directly. Furthermore, the reasons behind delaying or completely withholding treatment. Results The majority of those seeking evaluation were heterosexual couples (75%), while 14% were single women and 7.5% were same-sex couples. The great majority of those undergoing evaluation were granted treatment either directly (85%) or after in-depth evaluation (7.5%), while 7.5% were denied treatment. Among those who were denied treatment, there were a greater proportion of single women and couples seeking treatment with donated gametes. Among heterosexual couples, gamete origin was not associated with treatment refusal. Although age did not differ between those granted and denied treatment, a higher body mass index (in both recipient and partner, when applicable) was observed among those being refused treatment. Fertility specialists in Sweden focused their assessment on parental factors that may indirectly entail a risk of harm to the future child, such as medical and psychiatric conditions of the individuals involved, their financial constraints and other social reasons, substance abuse and female obesity. Conclusion Being single or receiving treatment with donated gametes can both be reasons for withholding fertility treatment. Although difficult to operationalise, parenting assessment in Sweden is employed interchangeably in treatments with donated gametes (legally mandated assessment) and even autologous gametes (non-legally mandated assessment)-making evident a need for clear official policy guidelines regulating these assessments and the provision of treatment.

    Fulltekst (pdf)
    fulltext
  • 290.
    Elvstrand, Helene
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap.
    Dahl, Marianne
    Linnéuniversitetet.
    Lago, Lina
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Ett barndomssociologiskt perspektiv på fritidshemmets uppdrag och praktik2022Inngår i: Barn i fritidshem / [ed] Helene Elvstrand & Lina Lago, Stockholm: Liber, 2022, s. 12-33Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    I denna bok är barnen i fokus, då speciellt utifrån deras roll somelever i fritidshem. Barns erfarenheter och upplevelser av fritidshemkan bidra till att vidga bilden av fritidshemsverksamhetenoch även komplettera den bild av fritidshem som finns i befintligforskning. Forskning som fram till nyligen dominerades avlärares perspektiv, arbete och profession. Højholt (2015) lyfterfram vikten av kunskap om barns vardagsliv som ett sätt att fåökad förståelse för de utmaningar och erfarenheter barn möter.Eftersom fritidshemmet är en betydelsefull del av många barnsvardagsliv finns det goda skäl att studera den. Boken blir pådetta sätt också ett bidrag till kunskap om en institutionaliseradbarndom.

  • 291.
    Elvstrand, Helene
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap.
    Lago, LinaLinköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Utbildningsvetenskap.
    Barn i fritidshem2022Collection/Antologi (Fagfellevurdert)
    Abstract [sv]

    Boken fokuserar på barnens perspektiv på olika aspekter av fritidshem och på hur lärare i fritidshem arbetar med dem som utgångspunkt.

    I bokens första del Barns perspektiv på fritidshem berörs fritidshemmets fysiska miljö, övergångar och sociala relationer. Vidare berörs olikheter i barns erfarenheter i relation till fritidshemmets och familjers skilda förutsättningar. Andra delen Fritidshemmets arbete med barns perspektiv berör områden som media och delaktighet samt fritidshemmets roll i förhållande till bildning och trygghet.

    Boken vidgar bilden av fritidshem med fokus på barns egna perspektiv vilket är starkt framskrivet i läroplanen genom att aktiviteter i fritidshem ska formas på ett sätt som både utgår från och utmanar barn med utgångspunkt i deras faktiska erfarenheter. Dessa perspektiv är även en viktig utgångspunkt i FN:s barnkonvention.

    Boken vänder sig till grundlärarstudenter inriktning fritidshem och redan yrkesverksam personal i fritidshem. 

  • 292.
    Elvstrand, Helene
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Lago, Lina
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Utbildningsvetenskap.
    Tema - en väg för att skapa helhet och lugn i det fritidspedagogiska arbetet2023Inngår i: Venue, ISSN 2001-788XArtikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    Artikel belyser ett aktionsforskningsarbete i fritidshem inom ramen för ULF. Projektet syftar till att öka kvalitén i fritidshem och att personalen får verktyg att arbeta på ett systematiskt sätt med läroplanen med utgångspunkt i fritidspedagogik. I utvecklingarbetet, som beskrivs i artikeln, har arbetslaget prövat ett temainriktat arbetssätt där de fokuserat på det i läroplanen framskrivna centrala innehållet för fritidshemmet och relaterat det till sociala relationer, elevinflytande och utvecklande av kompetenser. I denna artikel presenteras ett ULF projekt där personal och forskare arbetat tillsammans för att utveckla fritidshemmets undervisningspraktik. Genom gemensamma reflektioner har undervisningen gått från ett fokus på aktiviteter till att i ökad utsträckning handla om ett helhetsperspektiv på undervisningens innehåll samt ta en tydlig utgångspunkt i sociala relationer och elevers delaktighet.

  • 293.
    Elvstrand, Helene
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Stenliden, Linnéa
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Söderman Lago, Lina
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Utbildningsvetenskap.
    How digital activities become (im)possible in Swedish school-age educare centres2023Inngår i: Journal of Childhood, Education & Society, ISSN 2717-638X, Vol. 4, nr 1, s. 84-94Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study explores how digital tools play a part in the practices of Swedish school-age educare centres (SAEC). The aim is to contribute knowledge about opportunities and/or obstacles in and with digital activities in SAEC practices. Data is produced using observations and conversations at five SAEC centres. The SAEC practice is found to be characterized by three different approaches to digital tools and their use: 1) A permeating practice, where digital tools are an integrated part of the whole day, 2) A happening practice, where digital tools are present on special occasions, and 3) A neglecting practice, where digital tools are absent. These differences can be connected to how teachers interpret their assignment but also to differences in competence, access, and interest in relation to digital tools. This entails that SAEC pupils are given unequal opportunities to develop digital skills.

    Fulltekst (pdf)
    fulltext
  • 294.
    Elvstrand, Helene
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Söderman Lago, Lina
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Elevers delaktighet: Ett sätt att utmana och utveckla aktionsforskning i skolan?2022Inngår i: Forskning og Forandring, E-ISSN 2535-5279, Vol. 5, nr 1, s. 25-45Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Artikeln bygger på en analys av elevers delaktighet i tre olika aktionsforskningsprojekt med syfte att problematisera elevers deltagande i olika faser av ett forskningsprojekt. Trots elever är en central grupp i skolan har de sällan möjlighet att utöva agens och vara reellt delaktiga i skolutveckling. Studien utgår från ett barndomssociologiskt perspektiv och använder Harts delaktighetsstege som analytiskt verktyg för att problematisera olika grader av elevers delaktighet i aktionsforskning i skolan. Analysen av fallen visar att elever i olika utsträckning, beroende exempelvis på studiedesign, kan vara delaktiga men att det trots goda intentioner finns svårigheter för elever att utöva reell delaktighet. Detta kan exempelvis bero på de förutsättningar och begränsningar som skolsammanhanget innebär samt på att elever i skolan är beroende av skolans vuxna, exempelvis lärare och rektor. Trots uppenbara hinder visar också analysen att elever kan göras delaktiga i aktionsforskningsprocessen genom exempelvis barncentrerande metoder och kontinuerlig reflektion över relationer och processer i forskningen. Resultatet visar också att elevers perspektiv kan bidra både till att initiera utvecklingsbehov och finna lösningar i en aktionsforskningsprocess. För att utveckla fler möjligheter för elever att utöva reell delaktighet indikerar resultaten att elevers deltagande i aktionsforskning måste utvecklas jämsides med vuxnas deltagande. 

    Fulltekst (pdf)
    fulltext
  • 295.
    Elvstrand, Helene
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap.
    Söderman Lago, Lina
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Utbildningsvetenskap.
    Björk, Anna
    Kinda kommun.
    Claesson, Sebastian
    Kinda kommun.
    Karlsson, Marcus
    Kinda kommun.
    Storm, Annika
    Kinda kommun.
    Lundh, Linda
    Kinda kommun.
    Almroth, Andreas
    Kinda kommun.
    Claesson, Tobias
    Kinda kommun.
    Eklund, Erika
    Kinda kommun.
    Häljeskog, Zacharias
    Kinda kommun.
    Hur får vi kvar dem på fritids?: Att utveckla fritidshemmets verksamhet med fokus på de äldsta eleverna2022Inngår i: Venue, ISSN 2001-788XArtikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    Denna text presenterar ett systematiskt utvecklingsarbetearbete för att attrahera och hålla kvar de äldsta fritidshemseleverna. Fritidshemmet är en viktig pedagogisk verksamhet även för äldre elever men vi ser att äldre elever i lägre grad än yngre deltar i fritidshemsverksamheten. Hur kan vi möta och arbeta med denna elevgrupps perspektiv och behov? 

     

    Fulltekst (pdf)
    fulltext
  • 296.
    Elvstrand, Helene
    et al.
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap.
    Söderman Lago, Lina
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Lundqvist, Johanna
    Mälardalens universitet.
    Fritidshemslärares arbete, trivsel, inkluderande arbetssätt och samverkan: en enkätstudie i svensk fritidshemskontext2022Inngår i: FPPU, Forskning i Pædagogers Profession og Uddannelse, E-ISSN 2446-2810, Vol. 6, nr 2, s. 107-121Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Studiens syfte är att undersöka hur yrkesverksamma i fritidshem beskriver sitt arbete, sin trivsel, de inkluderande arbetssätt som används och samverkan. Detta görs med teoretisk utgångspunkt i förklaringsmodellen formuleringsarenan, transformerings- och medieringsarenan, och realiseringsarenan med fokus på vad fritidshemmets uppdrag blir i pedagogisk praktik. Data samlades in genom enkäter med yrkesverksamma (N=63) i fritidshem från olika orter i Sverige. Studiens resultat påvisar att de har ett varierat arbete, att de trivs, att de erbjuder inkludering och att de, med få undantag, sätter in stödinsatser. Mindre än hälften av dem beskriver att de erbjuds handledning och rådgivning från specialpedagog eller annan profession med specialpedagogiska kunskaper, samt att de samverkar med elevhälsa. Fritidshemmets resurser beskrivs i viss mån som otillräckliga och stödinsatserna kan många gånger anses vara för få. Förslag till vidare forskning diskuteras. 

    Fulltekst (pdf)
    fulltext
  • 297.
    Enander, Viveka
    et al.
    Ersta Sköndal Högskola.
    Holmberg, Carin
    Ersta Sköndal Högskola.
    Lindgren, Anne-Li
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Institutionen för tema, Tema Genus. Linköpings universitet, Filosofiska fakulteten. Ersta Sköndal Högskola.
    Att följa med samtiden: kvinnojoursrörelse i förändring2013Bok (Annet vitenskapelig)
    Abstract [sv]

    Denna bok handlar om rörelsepolitik, det vill säga en social rörelses politiska påverkansmöjligheter. Det är den första studien av en riksorganisation inom den svenska kvinnojoursrörelsen och har såväl ett historiskt som dagsaktuellt anslag. Sveriges Kvinno- och Tjejjourers Riksförbund (SKR) bröt sig ur Riksorganisationen för kvinnojourer och tjejjourer (Roks) i Sverige vid mitten av 1990-talet i samband med en konflikt vars ideologiska kärna var synen på feminism, män och barn. Ur SKR:s perspektiv handlade konflikten också om olika synsätt på organisation, demokrati och öppenhet. I boken analyseras de skiljelinjer som SKR valde att fokusera vid starten och i den fortsatta verksamheten. Samtidigt undersökt vilken påverkan den nya organisationen haft på den politiska dagordningen. Vilka framgångar kan skönjas och vad har offrats på vägen? Här analyseras samtidspolitiska förändringar genom en ideell organisations formering och utveckling och i relation till både det civila samhället och staten.

  • 298.
    Eriksson (Barajas), Katarina
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Booktalk Dilemmas2001Inngår i: Oxford Ethnography and Education Conference, 2001, Vol. 46, s. 391-408Konferansepaper (Fagfellevurdert)
    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 so-called book clubs studied were aimed at promoting reading for pleasure. Yet, literary practices were, at times, transformed into calculating tasks, vocabulary lessons or reading aloud exercises. Another complication concerned the synchronising of the pupils' reading, which led to extensive negotiations on the part of teacher and pupils.

  • 299.
    Eriksson (Barajas), Katarina
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Booktalk Dilemmas: teachers’ organisation of pupils’ reading2002Inngår i: Scandinavian Journal of Educational Research, Vol. 46, nr 4, s. 391-408Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    FULLTEXT01
  • 300.
    Eriksson (Barajas), Katarina
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Hur används film i skolan?: Nytt forskningsprojekt ska ge svar på frågan2003Inngår i: Svenskläraren, ISSN 0346-2412, Vol. 47, nr 2, s. 17-18Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Det finns en rad kartläggningar av vilka skolor som använt skolfilm. Det finns också anvisningar för hur skolorna bör arbeta med skolbio. Men det saknas forskning om hur skolbiofilmerna faktiskt används ute på skolorna. En grupp forskare vid Linköpings universitet har just börjat undersöka det.

    Fulltekst (pdf)
    FULLTEXT01
3456789 251 - 300 of 1164
RefereraExporteraLink til resultatlisten
Permanent link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf