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  • 301.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Förskolan som en plats för barn och barnens sätt att göra denna plats till sin2010In: Barnet, platsen, tiden: Teorier och forskning i barnbibliotekets omvärld / [ed] Kerstin Rydsjö, Frances Hultgren, Louise Limberg, Stockholm: Regionbibliotek Stockholm , 2010Chapter in book (Other academic)
    Abstract [sv]

    En antologi med bidrag av forskare som är verksamma inom forskningsfält som på olika sätt har betydelse för barnbibliotek. Innehållet spänner över områden som läsning, barns delaktighet, flerspråkighet, barns medievärldar och barnbiblioteksrummet.

  • 302.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Föräldraperspektiv och barnperspektiv på familjeliv och den goda barndomen1999In: Born og familie i det postmoderne samfund. / [ed] Lars Dencik og Per Schultz Jørgensen, Köpenhamn: Hans Reitzels forlag , 1999, 1, p. -539Chapter in book (Other academic)
    Abstract [da]

    Her på tærsklen til det nye årtusinde har 20 nordiske børne- og familieforskere set sig om i det samfund vi lever i og udfra hver deres specialviden forsøgt at tegne et billede af, hvilke forhold der råder, og hvilke udviklingstendenser der kan spores, når det drejer sig om børn og familie i vores hjørne af verden. Det er der kommet en omfattende og mangespektret bog ud af, der vil have interesse for enhver som beskæftiger sig med børne- og familiespørgsmål på professionel basis. Børn og familie i det postmoderne samfund er inddelt i syv overordnede afsnit med følgende overskrifter:

    • Samfundsforandring og opvækstvilkår
    • Familielivets forandring
    • Forældreskabet under forvandling
    • Postmoderne børneliv
    • Familieopløsning og nye familieformer
    • Udsatte familier
    • Den skandinaviske familie i europæisk perspektiv
  • 303.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Föräldrars barn och barns föräldrar.1984Book (Other (popular science, discussion, etc.))
    Abstract [sv]

        

  • 304.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Föräldrars tankar om barn.1992Book (Other academic)
  • 305.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Föräldrastöd och rådgivning som en tidsspegel2010In: Ta föräldrar på allvar: Om föräldraskap och föräldrastöd / [ed] Inga Gustafsson och Magnus Kihlbom, Stockholm: Svenska föreningen för psykisk hälsa (SFPH) :Ester Bomans stiftelse (EBS) , 2010, p. 45-58Chapter in book (Other academic)
  • 306.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Moster Disa i Birkastan: Barnträdgården som arena för socialt arbete2014In: Om förskolan och de yngre barnen: historiska och nutida nedslag / [ed] Jutta Baldin, Johan Dahlbeck, Anne Harju, Peter Lilja, Lund: Studentlitteratur AB, 2014, 1, p. 17-37Chapter in book (Refereed)
    Abstract [sv]

    Om förskolan och de yngre barnen är tillägnad professor Ingegerd Tallberg Broman, vars forskning utmärks av ett stort engagemang för de yngsta barnens livsvillkor och utbildning. I takt med utbild­ningssamhällets framväxt har förskolan kommit att få en alltmer framflyttad position i den politiska debatten, framför allt i den något kontroversiella rollen som barnens första skola. Boken tar avstamp i förskolan som samhällsinstitution, men också som rum för barndomens både kontinuerliga och föränderliga villkor. Här skriver några framstående forskare om historiska och samtids­relaterade frågor rörande barndom, barn och förskola. ­Gemensamt skapar de olika kapitlen en nyanserad bild av för­skolans och barndomens historiska, politiska och sociala förutsättningar

  • 307.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Naturen som symbol för den goda barndomen2009Collection (editor) (Other academic)
    Abstract [sv]

    Barndomen och naturen ses ofta som sammankopplade med varandra. Naturen uppfattas som god för barn och barn anses må bra av att vara i naturen. Men hur har egentligen denna tankefigur uppstått och vad hänger samman med den i det pedagogiska arbetet med barn. Här diskuterar en rad framstående forskare hur barn och natur förhåller sig till varandra, alltifrån Rousseau. Vilka filosofiska ingångar finns i relationen människa/natur, hur förhåller sig natur och kultur till varandra, hur visualiseras naturen i t ex skolfilmer. Vidare granskas natur och barndom i förskolans utbildningsmaterial, liksom natur och genus. Och vilken plats har naturen i barndomsminnen.Bokens skribenter kommer från olika forskningsfält.

  • 308.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Om nödvändigheten av berättelser och barndom som ett förhållande till tid.2003In: Oförtrutet. Bildande yttringar från tjugo års bokutgivning. / [ed] Trygve Carlsson, Stockholm: Carlssons Bokförlag , 2003, 1, p. 212-214Chapter in book (Other academic)
    Abstract [sv]

        Bildande yttringar från 20 års bokutgivning.I denna antologi medverkar närmare 200 skribenter. Författare, formgivare, konstnärer och andra med anknytning till 20-årsjubilerande Carlsson Bokförlag. De skriver om allt mellan himmel och jord - och inte alltid om det man förväntar sig. Det enda gemensamma för bidragen är engagemanget och skrivglädjen. En stimulerande bok, fylld av lärorik och spännande läsning

  • 309.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Omsorg vs lärande – förskolan som en del av barns vardagsliv2011In: Psykisk hälsa, no 3, p. 18-23Article in journal (Other academic)
  • 310.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Omsorgsbegreppet i förskolan. Ollika infallsvinklar på ett begrepp och dess relation till en verksamhet.2001In: Nätverk för Barnomsorgsforskning,2000, 2001Conference paper (Refereed)
  • 311.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Peter Pan - en betraktelse över barndomens sociala och kulturella bestämning.2004In: Pedagogik som vetenskap.: en vänbok till Birgitta Qvarsell / [ed] Agnieszka Bron, Anders Gustavsson, Stockholm: Pedagogiska institutionen , 2004, p. 390-412Chapter in book (Other academic)
  • 312.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Platsen som betydelse och barns sätt att ladda en plats med symbolisk mening.2005In: Speglingar av rum. Om könskodade platser och sammanhang. / [ed] Tora Friberg, Lund: Brutus Östlings förlag Symposium , 2005, p. 173-191Chapter in book (Other academic)
  • 313.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Research Projects at the Department of Child Studies1997Report (Other academic)
    Abstract [en]

    The Department of Child Studies was founded in 1988 to provide a research and learning environment geared toward the theoretical and empirical study of both children and the social and cultural discourses that define what children are and endow them with specific capacities, problems, and subjectivities. A specific target of research is the processes through which understandings of 'normal' children and a 'normal' childhood are constituted, and the roles that children and others play in reinforcing or contesting those understandings. The various research projects carried out at the department focus on understanding the ways in which children interpret their lives, how they communicate with others, and how they produce and/or understand literature, language, mass media and art. Research also documents and analyses the historical processes and patterns of socialization that structure the ways in which childhood and children can be conceived and enacted in various times, places and contexts.

    The Department of Child Studies offers a one year Masters program, and a four year PhD program. Admission to the PhD program occurs every second year, at which time the department admits approximately six new students, all of whom are guaranteed full funding for the duration of the program. Both the Masters and the PhD programs stress interdisciplinary competence, and classroom instruction covers historical, psychological, developmental and anthropological dimensions of children and childhood. Against this interdisciplinary background, students in the PhD program are expected to specialize in their chosen academic field (history, social psychology, anthropology, etc.). The PhD program consists of 2-3 semesters of classroom instruction, followed by a 5-6 semesters of supervised work on a PhD thesis, which include a semester or more of supervised reading courses, or external courses, specially designed to fit the individual student's area of specialization.

  • 314.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Se Barnet. Tankegångar från tre århundraden.1990Book (Other academic)
  • 315.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    The child as project and the child as being: parent's ideas as frames of reference.1991In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 5, p. 334-346Article in journal (Refereed)
  • 316.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    The family - a refuge from demands or an arena for the excercise of power and control - children's fictions on their future family families.1994In: Children's Childhoods Observed and Experienced / [ed] Berry Mayall, London ; Washington, D.C.: Falmer Press , 1994, p. 63-78Chapter in book (Other academic)
    Abstract [en]

      

  • 317.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    To be, or not to be'; absurd and humoristic descriptions as a strategy to avoid idyllic life stories - boys write about family life.1999In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 4, p. 469-480Article in journal (Refereed)
  • 318.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    "Två decimeter nysnö, perfekt harjaktsväder." Platsen som viktig för möjligheten att framträda.2000In: Barn, ISSN 0800-1669, Vol. 2-3, no Norsk Senter for Barneforskning, Trondheim, Norge, p. 23-32Article in journal (Refereed)
  • 319.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Utbildningsvetenskap - ett kunskapsområde med relevans för forskningen om små barn.2006In: Utbildningsvetenskap - ett kunskapsområde under formering. / [ed] Bengt Sandin, Roger Säljö, Stockholm: Carlsson Bokförlag , 2006, 1, p. 274-296Chapter in book (Other academic)
    Abstract [sv]

    En bok på temat utbildningsvetenskap. Forskare från svenska universitet och högskolor bidrar med texter om bl.a. gammal och ny bildning, praxisnära forskning, läraryrkets vetenskapliga bas, vad utbildningsverksamheten ska innehålla samt om det internationella läget avseende utbildningsvetenskap

  • 320.
    Halldén, Gunilla
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Varför tycker vi att barn ska vara ute?2010In: Förskoletidningen, no 3Article in journal (Other (popular science, discussion, etc.))
  • 321.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Välfärd - ofärd. Omsorgens plats i det senmoderna samhället.2003In: Forskarseminarium nov 2002,Göteborgs universitet,2002, 2003Conference paper (Refereed)
  • 322.
    Halldén, Gunilla
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Dahl, Eva-Lena
    Institutionen för idehistoria och vetenskapsteori, Göteborgs universitet.
    Lindgren, Anne- Li
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Asplund Carlsson, Maj
    Inst. för pedagogik och didaktik, Göteborgs universitet.
    Johansson, Jan-Erik
    Avd. for laererutdanning, Højskolen i Oslo.
    Johansson, Eva
    Institutionen för pedagogik och didaktik, Göteborgs universitet.
    Pramling Samuelsson, Ingrid
    Institutionen för pedagogik och didaktik, Göteborgs universitet.
    Simonsson, Maria
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Lidholt, Birgitta
    Skolverket, Stockholm.
    Persson, Sven
    Institutionen för pedagogik, Lärarutbildningen, Malmö högskola.
    Omsorgsbegreppet i förskolan. Olika infallsvinklar på ett begrepp och dess relation till en verksamhet: Rapport från nätverk för barnomsorgsforskning, Göteborg 20-21 novemberg 20002001Report (Other academic)
    Abstract [en]

    Denna rapport innehåller texter som presenterats vid en konferens arrangerad inom ramen för Nätverk för barnomsorgsforskningi . Syftet med konferensen var att lyfta upp begreppet omsorg, diskutera dess innebörd, rädda det från retorisk förflackning och samtidigt via dess koppling till verksamheter belysa ett vidare sammanhang. När bamforskning diskuteras har jag på senare tid funnit det väsentligt att peka på att den har en kapacitet att kasta ljus över centrala samhällsfrågor. Forskning om barn bör inte bara vara en forskning om en viss grupp i samhället. Den nyare bamdomsforskningen söker tillämpa ett bamperspektiv. Detta innebär att fenomen studeras såsom de framstår från barnens perspektiv och att inverkan av olika sociala reformer, politiska förändringar och produktion av varor på barns liv belyses. Det handlar alltså både om att söka efter barnens perspektiv och att söka efter konsekvenserna för barnen av olika samhälleliga förändringar. Nya fålt som t.ex. barndomshistoria, barndomssociologi och barndomsantropologi har uppstått och begreppet generation har införts för att markera vikten av att anlägga ett generationsperspektiv på frågor som vanligtvis grupperats på annat sätt.

  • 323.
    Halldén, Gunilla
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Engwall, Kristina
    Institutet för Framtidsstudier.
    Samuelsson, Tobias
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Sjöberg, Mats
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Söderlind, Ingrid
    Institutet för Framtidsstudier.
    Barndom och arbete - kontinuitet och förändring2008In: Barndom och arbete / [ed] Ingrid Söderlind, Kristina Engwall, Umeå: Boréa bokförlag , 2008, 1, p. 15-34Chapter in book (Other academic)
    Abstract [sv]

    Barns arbete beskrivs ofta som att de hjälper till. Många föreställer sig att barn i Sverige inte längre arbetar och att skolan ersatt arbete. Men arbete har fortfarande en plats i barns vardag och det vi betraktar som arbete beror i hög grad på hur arbete definieras. Arbete kan vara både informellt och formellt, oavlönat och avlönat, utföras i och utanför hemmet. Vilken syn har barnen själva på arbete? Hur kontrollerar och definierar myndigheter barns arbete?Barndom och arbete handlar om barns och ungas arbete under tiden 19502000. Boken synliggör den komplexitet som finns i barns relation till arbete och dess betydelse i samhället, i familjer och för barnen själva.  

  • 324.
    Halldén, Gunilla
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Engwall, Kristina
    Institutet för Framtidsstudier.
    Samuelsson, Tobias
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Sjöberg, Mats
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Söderlind, Ingrid
    Institutet för Framtidsstudier.
    Barns arbete - förändringsprocesser och nya perspektiv2008In: Barndom och arbete / [ed] Ingrid Söderlind, Kristina Engwall, Umeå: Boréa Bokförlag , 2008, 1, p. 219-234Chapter in book (Other academic)
    Abstract [sv]

    Barns arbete beskrivs ofta som att de hjälper till. Många föreställer sig att barn i Sverige inte längre arbetar och att skolan ersatt arbete. Men arbete har fortfarande en plats i barns vardag och det vi betraktar som arbete beror i hög grad på hur arbete definieras. Arbete kan vara både informellt och formellt, oavlönat och avlönat, utföras i och utanför hemmet. Vilken syn har barnen själva på arbete? Hur kontrollerar och definierar myndigheter barns arbete?Barndom och arbete handlar om barns och ungas arbete under tiden 19502000. Boken synliggör den komplexitet som finns i barns relation till arbete och dess betydelse i samhället, i familjer och för barnen själva

  • 325.
    Halldén, Gunilla
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Hydén, Margareta
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Zetterqvist Nelson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning.
    Familjeliv och homosexualitet2003In: Nätverksfamiljen / [ed] Margareta Bäck-Wiklund & Thomas Johansson, Stockholm: Natur och Kultur , 2003, p. 172-192Chapter in book (Other academic)
    Abstract [sv]

    Kärnfamiljen är fortfarande den vanligaste samlevnadsformen i vårt land men samhällstrenden visar på en allt större variation i samlevnadsmönster. Familjer bryter upp och nya par flyttar samman. Med barnen som länkar bildas nätverk av relationer. Den senmoderna familjen utgör en nätverksfamilj. Med nätverket som metafor upplöses familjen som en sluten social enhet.I stället ställs relationerna och det vardagliga familjelivet i fokus. Invanda levnadsmönster, traditionella roller och könsidentiteter utmanas och ifrågasätts. Uppbrotten kan även splittra familjer mellan länder och världsdelar. Vad är en familj? Vilka familjekonstellationer är tänkbara? Hur påverkar de nya strukturerna barns och föräldrars roller? Denna bok skildrar samtidens mångfald i samlevnadsformer, t ex den traditionella kärnfamiljen, nya familjebildningar med styvföräldrar och egna samt gemensamma barn, ensam mor-familjen, heltids-eller deltidspappan, den homosexuella familjen och den inflyttade familjen från en annan kultur. I bokens andra del fördjupas resonemangen kring det nya fader- och moderskapet, fosterfamiljen, den utsatta familjen, våld i familjen och problematik kring barnlöshet

  • 326.
    Hearn, Jeff
    et al.
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Nordberg, Marie
    Karlstads universitet, Sweden.
    Andersson, Kjerstin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Balkmar, Dag
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Gottzén, Lucas
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Klinth, Roger
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Pringle, Keith
    Uppsala universitet, Sweden.
    Sandberg, Linn
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Hegemonic masculinity and beyond: 40 years of research in Sweden2012In: Men and Masculinities, ISSN 1097-184X, E-ISSN 1552-6828, Vol. 15, no 1, p. 31-55Article in journal (Refereed)
    Abstract [en]

    This article discusses the status of the concept of hegemonic masculinity in research on men and boys in Sweden, and how it has been used and developed. Sweden has a relatively long history of public debate, research, and policy intervention in gender issues and gender equality. This has meant, in sheer quantitative terms, a relatively sizeable corpus of work on men, masculinities, and gender relations. There is also a rather wide diversity of approaches, theoretically and empirically, to the analysis of men and masculinities. The Swedish national context and gender equality project is outlined. This is followed by discussion of three broad phases in studies on men and masculinities in Sweden: the 1960s and 1970s before the formulation of the concept of hegemonic masculinity; the 1980s and 1990s when the concept was important for a generation of researchers developing studies in more depth; and the 2000s with a younger generation committed to a variety of feminist and gender critiques other than those associated with hegemonic masculinity. The following sections focus specifically on how the concept of hegemonic masculinity has been used, adapted, and indeed not used, in particular areas of study: boys and young men in family and education; violence; and health. The article concludes with review of how hegemonic masculinity has been used in Swedish contexts, as: gender stereotype, often out of the context of legitimation of patriarchal relations; "Other" than dominant, white middle-class "Swedish," equated with outmoded, nonmodern, working-class, failing boy, or minority ethnic masculinities; a new masculinity concept and practice, incorporating some degree of gender equality; and reconceptualized and problematized as a modern, heteronormative, and subject-centered concept.

  • 327.
    Helgesson, Claes-Fredrik
    et al.
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Values on and off display: Visual practices in funeral parlours2011Conference paper (Other academic)
  • 328.
    Heredia, Cessi
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Class Management, Teaching and Teacher-students Interactions in Crowded Classrooms: An observational analysis in an urban Catholic single gendered school2015Independent thesis Advanced level (degree of Master (Two Years)), 80 credits / 120 HE creditsStudent thesis
    Abstract [en]

    One of my concerns has been how children behave in a crowded classroom with few available opportunities to interact and rehearse the lesson with their peers and teacher. This research paper allows me to explore how teacher`s directives/ manners  (verbal & non-verbal communication) during the English lesson,  impact and fix children`s behaviours temporarily.  I have conducted this emprirical case study in a religious catholic, monolingual, Spanish school conformed only by girls aged 7-9, who are in the third level of its primary level.  As my interest was to analyze the talk of my purpose sampling (teacher-student) and the interactive behaviour in the natural occurring situation in this social setting, the method I chose was the analysis of social interaction, on Conversation Analysis. This allows me to unfold the talk-in-interaction and concentrate on micro-analytic situations using the standard convention to transcribe my selected analysis. Therefore, the contribution of this paper is to explore and demonstrate how disciplinary acts were deilvered by the teacher affecting the child`s subjectivity and performance in a crowded classroom.

  • 329.
    Holzscheiter, Anna
    et al.
    Tech Univ Dresden, Germany.
    Josefsson, Jonathan
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Sandin, Bengt
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Child rights governance: An introduction2019In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 26, no 3, p. 271-288Article in journal (Refereed)
    Abstract [en]

    In this special issue, we explore child rights governance as the intersection between the study of governance and the study of children, childhood, and childrens rights. Our introduction puts forward a set of theoretical points of departure for the study of child rights governance, engaging with scholarship on human rights, international relations, history, and governance. It links the individual contributions to this special issue with four central dimensions of child rights governance, namely: temporality, spatiality, subjectivity, and normativity.

  • 330.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Aged security, power and violence.2011Conference paper (Other academic)
  • 331.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    An overview of school bullying research2008Conference paper (Other academic)
  • 332.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bullying, childhood and social security in Vietnam.2010Conference paper (Other academic)
  • 333.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bystanding: On the ethics of conducting participant observations of school bullying2015Conference paper (Other academic)
    Abstract [en]

    In this paper, I take issue with a question that was posed to me when preparing to conduct ethnographic research into school bullying in Vietnamese schools – how can you ethically be a participant observer when conducting research into school bullying? In doing so, I problematize commonly held understandings of school bullying and particularly the category ‘bystanders’, which has tended to constitute one of the corners of the bullying triangle put forward in many studies of school bullying. As I argue, bystanding is important not only for ensuring that the perspectives of those involved in bullying (‘victims’, ‘bullies’, and ‘bystanders’) are taken seriously, but also for gaining a more inclusive picture of the factors involved in bullying.

    Drawing on long-term ethnographic research conducted in two lower secondary schools in Vietnam’s third largest city, Haiphong, I consider both consequentialist and deontological approaches to this question of ethics. The consequentialist approach involves questioning whether the potential benefits of the research outweighed the potential negative consequences for those involved. The consequentialist approach thus deals with issues of non-maleficence and beneficence. The deontological approach, on the other hand, focuses on the inherent rights of the research participants and raises questions about power relations and justice. While the question I was posed about the ethics of conducting participant observations of school bullying largely concerns the consequentialist issues of non-maleficence and beneficence, deontological issues of power and justice appear to be less central.

    The majority of school bullying research has been conducted through the use of quantitative questionnaire surveys, and there has been little discussion of the ethics of such research. This paper argues that observation-based studies of school bullying are ethically necessary for better understanding the perspectives of those involved, and for considering the possibility that those who bully are not necessarily doing so because they are ‘proactively aggressive’. This has implications, not only deontologically but also consequentially, as anti-bullying programmes tend to be based on understandings of school bullying that have largely been pre-defined by researchers and have not taken adequate consideration of the perspectives of all those involved.

  • 334.
    Horton, Paul
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Failing Boys2006Other (Other (popular science, discussion, etc.))
  • 335.
    Horton, Paul
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Mobning og antimobningspolitik i skolen - inddragelsen af et boerneperspektiv (Bullying and Anti-bullying Policies in Schools - Adopting a Children's Perspective)2007In: Dansk pædagogisk tidsskrift, ISSN 0904-2393, Vol. 1, p. 34-43Article in journal (Refereed)
    Abstract [en]

         

  • 336.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Portraying monsters: framing school bullying through a macro lens2016In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 37, no 2, p. 204-214Article in journal (Refereed)
    Abstract [en]

    This article critically considers the discourse on school bullying through the conceptual framework of lenses and argues that a macro lens has been utilised by school bullying researchers to bring into focus the characteristics of the individuals involved and the types of actions used. By considering earlier understandings of bullying, the article illustrates how this macro lens has become a metalens through which school bullying is understood. This has had implications for how bullying is understood and addressed, as well as for how vast numbers of school-aged children are perceived and treated. The article argues that the macro lens needs to be replaced with a wide-angle lens, so as to bring the social, institutional and societal contexts into view.

  • 337.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    School bullying and corporeal insecurity in Vietnam.2010Conference paper (Other academic)
  • 338.
    Horton, Paul
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    School Bullying and Power Relations in Vietnam2011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Taking seriously the oft-made claim that power relations are central to school bullying, the dissertation focuses specifically on the interconnectedness of school bullying and power relations within the specific context of Vietnamese lower secondary schooling. The dissertation is based on extended ethnographic fieldwork in two lower secondary schools in the north-eastern Vietnamese port city of Haiphong. Drawing on participant observations, group and individual interviews with students and teachers, and questionnaire data, the dissertation questions the hitherto dominant understanding of bullying as proactively aggressive actions and instead shifts the focus away from individual behaviour and actions towards a more in-depth consideration of power relations and the role bullying plays within the institutional context of schooling. Rather than understanding power as something which is held by some individuals who abuse their power when bullying others, the dissertation adopts a Foucauldian approach to power, wherein power is not held but is rather exercised in strategic situations. In doing so, the dissertation illustrates how schools provide not only the setting for school bullying but also the disciplinary framework within which school bullying gains currency.

  • 339.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    School Bullying and Social and Moral Orders2011In: Children & society, ISSN 0951-0605, E-ISSN 1099-0860, Vol. 25, no 4, p. 268-277Article in journal (Refereed)
    Abstract [en]

    This article provides a theoretical consideration of the ways in which school bullying relates to social and moral orders and the relations of power that are central to the upholding of such orders. Moving away from the focus on individual aggressive intentionality that has hitherto dominated school bullying research, the article argues that understanding the social processes of bullying requires not only understanding bullying as a group interactional process but also how such interaction is part of power relations within both the immediate context of the school and the wider society.

  • 340.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Searching for Traces of Hegemonic Masculinity in a New Zealand School Setting2007In: Nordic Journal for Masculinity Studies, ISSN 1890-2138, Vol. 2, no 1, p. 161-182Article in journal (Refereed)
    Abstract [en]

    This article considers the ways in which hegemonic masculinity has been constituted in New Zealand through a configuration of both historically contextualised practices at the regional level, and daily practice at the local level. In doing so, the article critically readdresses the concept of hegemonic masculinity and how it has been used, and suggests that the concept needs to be re-situated in the context in which it is being used as a theoretical tool. The article posits a way of addressing hegemonic masculinity that involves searching for traces at both the regional and local levels, through a combination of historical and ethnographic analysis. In doing so, the article argues that it becomes possible to consider how practices at the local level intersect with those at the regional (and global) level. With specific focus on one all-boys’ school in the South Island of New Zealand, the article attempts to do just that, before considering how hegemonic masculinity is policed by boys in their daily interactions.

  • 341.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Skyld og mobning skaber ensomhed [Blame and Bullying Cause Loneliness]2006In: Ungdomsforskning, ISSN 1602-0324, Vol. 1, no 5, p. 31-36Article in journal (Other academic)
  • 342.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Stressing the body: taking the ‘least adult’ role in a Vietnamese secondary school setting.2008Conference paper (Other academic)
  • 343.
    Horton, Paul
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    The bullied body: school bullying and corporeality in Vietnam.2010Conference paper (Other academic)
  • 344.
    Horton, Paul
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    The Policing of Masculinities - A New Zealand Case Study2004Other (Other (popular science, discussion, etc.))
    Abstract [en]

       

  • 345.
    Horton, Paul
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Unpacking the bullying doll: Reflections from a fieldwork at the social-ecological square2016In: Confero, ISSN 2001-4562, Vol. 4, no 1, p. 71-95Article in journal (Other academic)
  • 346.
    Horton, Paul
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Forsberg, Camilla
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Essays on school bullying: Theoretical perspectives on a contemporary problem2015In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 3, no 2, p. 6-16Article in journal (Other academic)
  • 347.
    Horton, Paul
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Kvist Lindholm, Sofia
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Nguyen, Thu Hang
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bullying the meek: A conceptualisation of Vietnamese school bullying2015In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, p. 1-11Article in journal (Refereed)
    Abstract [en]

    Drawing on ethnographic research conducted at three lower secondary schools in the northern Vietnamese cities of Hanoi and Haiphong, this article provides a contextually nuanced conceptualisation of Vietnamese school bullying. In doing so, the article not only addresses the lack of knowledge about Vietnamese school bullying, but also poses a number of critical questions about how school bullying is more widely understood. The descriptions of school bullying provided by teachers and students in this article suggest that school bullying cannot be reduced to the negative actions and aggressive intentionality that are so often used to define it in the mainstream literature. Instead, these actions are perceived as instruments for bullying that serve a function in the social and institutional context of the school. Furthermore, the descriptions provided by teachers and students challenge the view of meekness (the passive victim) as an individual personal trait. While they suggest that students who are perceived as meek in the social context of the school are most likely to be bullied, they also highlight that some students accede to the demands of their peers in order to escape being subjected to more direct negative actions. The study thus suggests that a key for understanding the role that bullying plays in students’ day-to-day life at school is to acknowledge the function of ‘meekness’ in bullying situations and to thus place more focus on the social and institutional context within which bullying occurs.

  • 348.
    Horton, Paul
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Rydstrom, Helle
    Department of Gender Studies, Lund University.
    Heterosexual Masculinity in Contemporary Vietnam: Privileges, Pleasures, and Protests2011In: Men and Masculinities, ISSN 1097-184X, E-ISSN 1552-6828, Vol. 14, no 5, p. 542-564Article in journal (Refereed)
    Abstract [en]

    By drawing on ethnographic data collected in two different settings in northern Vietnam, this article considers the ways in which heterosexual masculinity is configured by younger men. The intersection between heterosexuality and masculinity, the article argues, epitomizes a site of contestations between moral ideals, expectations about gendered support, and sexual pleasures disguised as protests. In introducing into a Southeast Asian context, the Latin American term machismo, understood as an expression of male-centered privileges and the ways in which they foster mens chauvinism against women (or other men), the article explores how local assumptions about the natural quintessential drive of male sexuality as well as a wifes obligations to comply with his sexual needs together provide men with morally legitimized explanations for the buying of various kinds of female sexual services.

  • 349.
    Hydén, Lars-Christer
    et al.
    Linköping University, Department of Thematic Studies. Linköping University, Faculty of Arts and Sciences.
    Hydén, MargaretaLinköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Att studera berättelser. Samhällsvetenskapliga och medicinska perspektiv1997Collection (editor) (Other academic)
    Abstract [sv]

    Att studera berättelser är en bok om narrativ teori och metod inom samhällsvetenskap och medicin. Boken är den första på svenska om berättelseforskning. Här medverkar bl.a. forskare som E.G. Mishler, C.K. Riessman och V. Adelswärd. Från olika utgångspunkter beskriver författarna hur människors berättelser kan analyseras och därmed bidra till att vidga och fördjupa kommunikationen mellan läkare och patient, mellan socialarbetare och klient.

    Berättelsen är en del av vårt kulturarv och en del av vår vardag. Boken ger stoff och kunskap åt alla som på ett eller annat sätt intresserar sig för människors tal och samtal. Författarna vänder sig till såväl yrkesverksammainom vård och omsorg som studerande och forskare inom samhälls- och vårdvetenskaperna.

  • 350.
    Hydén, Margareta
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Att lämna den man som slår. Om misshandlade kvinnors rädsla efter uppbrottet2000In: Det lokala våldet : om rädsla, rasism och social kontroll / [ed] Ingrid Sahlin och Malin Åkerström, Stockholm: Liber , 2000, 1, p. 210-237Chapter in book (Other academic)
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