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  • 301.
    Eriksson (Barajas), Katarina
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Life and Fiction2005Konferansepaper (Annet vitenskapelig)
  • 302.
    Eriksson (Barajas), Katarina
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Life and Fiction: On intertextuality in pupils’ booktalk2002Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

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

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

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

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

    Delarbeid
    1. Booktalk Dilemmas: teachers’ organisation of pupils’ reading
    Åpne denne publikasjonen i ny fane eller vindu >>Booktalk Dilemmas: teachers’ organisation of pupils’ reading
    2002 (engelsk)Inngår i: Scandinavian Journal of Educational Research, Vol. 46, nr 4, s. 391-408Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

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

    sted, utgiver, år, opplag, sider
    Routledge, 2002
    Emneord
    booktalk, dilemmas, discourse analysis, literature pedagogy
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-10629 (URN)10.1080/0031383022000024570 (DOI)
    Merknad
    Original publication: Katarina Eriksson, Booktalk Dilemmas: teachers’ organisation of pupils’ reading, 2002, Scandinavian Journal of Educational Research, (46), 4, 391-408. http://dx.doi.org/10.1080/0031383022000024570. Copyright: Taylor and Francis (Routledge group), http://www.routledge.com/Tilgjengelig fra: 2008-01-28 Laget: 2008-01-28 Sist oppdatert: 2013-09-25
    2. Beyond stereotypes? Talking about gender in school booktalk
    Åpne denne publikasjonen i ny fane eller vindu >>Beyond stereotypes? Talking about gender in school booktalk
    2008 (engelsk)Inngår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 3, nr 2, s. 129-144Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

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

    sted, utgiver, år, opplag, sider
    Taylor and Francis, 2008
    Emneord
    booktalk, children’s literature, discursive psychology, gender, reader response
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-12297 (URN)10.1080/17457820802062367 (DOI)
    Merknad

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

    Tilgjengelig fra: 2008-06-19 Laget: 2008-06-19 Sist oppdatert: 2017-12-13bibliografisk kontrollert
    3. Building Life-World Connections during School Booktalk
    Åpne denne publikasjonen i ny fane eller vindu >>Building Life-World Connections during School Booktalk
    2004 (engelsk)Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, Vol. 48, nr 5, s. 511-528Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

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

    sted, utgiver, år, opplag, sider
    Routledge, 2004
    Emneord
    bookclubs, discourse analysis, reader response, realism
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-10686 (URN)10.1080/003138042000272159 (DOI)
    Merknad

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

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

    Tilgjengelig fra: 2008-01-30 Laget: 2008-01-30 Sist oppdatert: 2014-09-12
    Fulltekst (pdf)
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  • 303.
    Eriksson (Barajas), Katarina
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Pombo, Rafael2006Inngår i: The Oxford Encyclopedia of Children's Literature / [ed] Jack Zipes, Oxford: Oxford University Press , 2006, s. 277-277Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

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

  • 304.
    Eriksson (Barajas), Katarina
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    The Pimp and the Happy Whore. Film Talk in School2005Inngår i: Media, Youth and Identity,2005, 2005Konferansepaper (Annet vitenskapelig)
  • 305.
    Eriksson (Barajas), Katarina
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    ”Tror du verkligen att Astrid Lindgren tänkte på det?”: Att undervisa lärarstudenter i barn- och ungdomslitteratur2004Inngår i: Barnboken: Svenska barnboksinstitutets tidskrift, ISSN 0347-772X, nr 2, s. 45-48Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

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

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

    Delkursens syfte enligt gällande kursplan lyder så här:

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

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

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

    Fulltekst (pdf)
    FULLTEXT01
  • 306.
    Eriksson (Barajas), Katarina
    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.
    Building Life-World Connections during School Booktalk2004Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, Vol. 48, nr 5, s. 511-528Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

    Fulltekst (pdf)
    fulltext
  • 307.
    Eriksson (Barajas), Katarina
    et al.
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Aronsson, Karin
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Talking About the Other. Teacher-pupil book club conversations2003Inngår i: International Conference of Critical Psychology,2003, 2003Konferansepaper (Fagfellevurdert)
    Abstract [en]

      

  • 308.
    Eriksson (Barajas), Katarina
    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.
    ‘We’re really lucky’: co-creating ‘us’ and ‘the Other’ in school booktalk2005Inngår i: Discourse & Society, ISSN 0957-9265, E-ISSN 1460-3624, Vol. 16, nr 5, s. 719-738Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

    Fulltekst (pdf)
    FULLTEXT01
  • 309.
    Eriksson Barajas, Katarina
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Lindgren, Anne-Li
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Den "rättfärdige" mobbaren: Elevers föreställningar om mobbning i skolbioaktivteter2009Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, nr 3, s. 111-130Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

    Fulltekst (pdf)
    FULLTEXT01
  • 310.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University.
    Cekaite, Asta
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    " SCHWEDIS HE CANT EVEN SAY SWEDISH" - SUBVERTING AND REPRODUCING INSTITUTIONALIZED NORMS FOR LANGUAGE USE IN MULTILINGUAL PEER GROUPS2010Inngår i: PRAGMATICS, ISSN 1018-2101, Vol. 20, nr 4, s. 587-604Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

    Fulltekst (pdf)
    fulltext
  • 311.
    Evaldsson, Ann-Carita
    et al.
    Uppsala universitet, Sweden.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Syskonskap, samspel och lärande i vardagligt familjeliv2013Inngår i: Familjeliv och lärande / [ed] Liselott Aarsand, Pål Aarsand, Lund: Studentlitteratur, 2013, 1, s. 65-80Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

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

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

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

  • 312.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University.
    Sparrman, Anna
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Barns kamratkulturer (hjärta) visuella kulturer = Sant. Två analyser av barns samtal om reklam2009Inngår i: Den väsentliga vardagen:: Några diskursanalytiska perspektiv på tal, text och bild / [ed] Anna Sparrman, Jacob Cromdal, Ann-Carita Evaldsson & Viveka Adelswärd, Stockholm: Carlsson , 2009, 1, s. 94-134Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

       Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för bokens skribenter är att de är eller har varit doktorander för  professor Karin Aronsson vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang. Boken vänder sig till studenter, lärare, forskare samt praktiker med intresse för samtal, kulturella utryck och andra vardagliga fenomen som t.ex. tolkade samtal, flerspråkighet, visuell kultur, kamratrelationer, läsning, bildanvändning, grupparbete, etc. Kapitlen i boken kan med fördel användas såväl inom utbildning, arbetsliv som på fritiden för att fördjupa förståelsen av igenkännbara vardagliga fenomen och öka kunskapen om dessa fenomens komplexitet och mångfacetterade betydelser.

  • 313.
    Fass, Paula
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    The Child-Centered Family?: New Rules in Postwar America2012Inngår i: Reinventing Childhood: After World War II / [ed] Paula Fass & Michael Grossberg, Philadelphia: University of Pennsylvania Press, 2012, s. 1-18Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

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

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

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

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

  • 314.
    Fass, Paula
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    The Routledge History of Childhood in the Western World2012Konferanseproceedings (Fagfellevurdert)
    Abstract [en]

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

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

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

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

  • 315.
    Folkesson, Helene
    Linköpings universitet, Institutionen för tema, Tema Barn.
    Bildredaktörer resonerar om bildsättning av läromedel: yrkesroller kontra elevmedverkan2009Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

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

    Fulltekst (pdf)
    Bildredaktörer resonerar om bildsättning av läromedel: yrkesroller kontra elevmedverkan
  • 316.
    Forsberg, Camilla
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för tema, Tema Barn.
    Så kan lärare öka elevers trygghet på rasten2023Inngår i: Venue, ISSN 2001-788XArtikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    Elever i årskurs tre till sex känner sig tryggare i skolan om lärare finns närvarande, är vaksamma och ingriper mot framförallt mobbning och ensamhet på rasten. För att öka elevers trygghet i skolan efterfrågar eleverna därför insatser i relation till rasten. En aspekt som elever efterfrågar för att öka deras trygghet på rasten är att lärare finns närvarande. Utöver att finnas närvarande på raster behöver lärare också vara vaksamma på vad som händer mellan elever. I synnerhet behöver lärare vara vaksamma på att ingen är utsatt för mobbning eller ensam. Dessutom menar eleverna att det inte räcker med att lärare är närvarande och ser vad som händer utan de behöver även behöver ingripa mot mobbning och ensamhet. Ibland behöver de ingripa mer än vad de gör idag för att öka elevers trygghet och få stopp på mobbning och ensamhet. 

  • 317.
    Forsberg, Camilla
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Horton, Paul
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för tema, Tema Barn.
    Thornberg, Robert
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Fever pitch: spatial, material, and temporal organisational dimensions of gendered peer relations on the school football pitch2023Inngår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 18, nr 2, s. 183-198Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    We investigate the importance of spatial, material, and organisational factors to gendered peer relations on the school football pitch. The study is part of an ethnographic research project exploring the relations between school bullying and the institutional context of schooling, focusing on the perspectives of teachers and pupils from preschool class up to grade eight (approximately ages 5-13). The findings in this study are based on participant observations and semi-structured interviews with pupils at three schools in Sweden. Our findings illustrate how social-ecological elements of spatial, material, and organisational factors such as school design, the material construction of the pitches, and the temporal organisation of the space through scheduling promote gendered positioning and fevered interactions which influence peer relations and sometimes contribute to degrading treatment, harassment and bullying. Our study demonstrates how these processes need to be understood as complexly related to social-ecological factors beyond the football pitch setting.

    Fulltekst (pdf)
    fulltext
  • 318.
    Forsberg, Lucas
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Homework as serious family business: Power and subjectivity in negotiations about school assignments in Swedish families2007Inngår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 28, nr 2, s. 209-222Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 319. Bestill onlineKjøp publikasjonen >>
    Forsberg, Lucas
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Involved Parenthood: Everyday Lives of Swedish Middle-Class Families2009Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

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

    Delarbeid
    1. Managing time and childcare in dual-earner families: Unforseen consequences of household strategies
    Åpne denne publikasjonen i ny fane eller vindu >>Managing time and childcare in dual-earner families: Unforseen consequences of household strategies
    2009 (engelsk)Inngår i: Acta Sociologica, ISSN 0001-6993, E-ISSN 1502-3869, Vol. 52, nr 2, s. 162-175Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

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

    Emneord
    Childcare, domestic work, family life, household strategies, involved parenthood, time management
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-16916 (URN)10.1177/0001699309104003 (DOI)
    Tilgjengelig fra: 2009-02-24 Laget: 2009-02-24 Sist oppdatert: 2017-12-13
    2. Negotiating involved fatherhood: Household work, childcare and spending time with children
    Åpne denne publikasjonen i ny fane eller vindu >>Negotiating involved fatherhood: Household work, childcare and spending time with children
    2007 (engelsk)Inngår i: Norma, ISSN 1890-2138, Vol. 2, nr 2, s. 109-126Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

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

    sted, utgiver, år, opplag, sider
    Oslo: Universitetsforlaget, 2007
    Emneord
    Fatherhood, involved parenthood, childcare, household work, gender equality, men's practices, family
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-18664 (URN)
    Tilgjengelig fra: 2009-06-03 Laget: 2009-06-03 Sist oppdatert: 2012-06-14
    3. Involving parents through school letters: Mothers, fathers, and teachers negotiating children's education and rearing
    Åpne denne publikasjonen i ny fane eller vindu >>Involving parents through school letters: Mothers, fathers, and teachers negotiating children's education and rearing
    2007 (engelsk)Inngår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 2, nr 3, s. 273-288Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

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

    Emneord
    home-school relations, parental involvement, school letters, gender, private, public
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-18662 (URN)10.1080/17457820701547252 (DOI)
    Tilgjengelig fra: 2009-06-03 Laget: 2009-06-03 Sist oppdatert: 2017-12-13
    4. Homework as serious family business: Power and subjectivity in negotiations about school assignments in Swedish families
    Åpne denne publikasjonen i ny fane eller vindu >>Homework as serious family business: Power and subjectivity in negotiations about school assignments in Swedish families
    2007 (engelsk)Inngår i: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 28, nr 2, s. 209-222Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

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

    Emneord
    parent-child negotiations, homework, home-school interface, discourse analysis
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-18661 (URN)10.1080/01425690701192695 (DOI)
    Tilgjengelig fra: 2009-06-03 Laget: 2009-06-03 Sist oppdatert: 2017-12-13bibliografisk kontrollert
    Fulltekst (pdf)
    Involved Parenthood : Everyday Lives of Swedish Middle-Class Families
    Download (pdf)
    Cover
  • 320.
    Forsberg, Lucas
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Involving parents through school letters: Mothers, fathers, and teachers negotiating children's education and rearing2007Inngår i: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 2, nr 3, s. 273-288Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 321.
    Forsberg, Lucas
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Negotiating involved fatherhood: Household work, childcare and spending time with children2007Inngår i: Norma, ISSN 1890-2138, Vol. 2, nr 2, s. 109-126Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 322.
    Forsberg, Lucas
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Wingard, Leah
    Communication Studies Department, San Fransisco State University.
    Parent Involvement in Children's Homework in American and Swedish Dual-earner Families2006Rapport (Annet vitenskapelig)
    Abstract [en]

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

  • 323.
    Gal-Rosberg, Sivan
    et al.
    Uppsala Univ, Sweden.
    Zetterqvist Nelson, Karin
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Un réseau d’expertise [A network of expertise]: À propos des connaissances co-construites dans les rapports d’évaluation des troubles du spectre de l’autisme [On intertwined knowledge in autism spectrum disorder assessment reports]2023Inngår i: Alter;European Journal of Disability Research ;Journal Europeen de Recherche Sur le Handicap, ISSN 1875-0672, E-ISSN 1875-0680, Vol. 17, nr 1, s. 87-102Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article discusses an in-depth analysis of four assessment reports documenting the diagnostic procedure of Autism Spectrum Disorder (ASD henceforth) in pre-school-aged children in Sweden. Authored by professionals (child psychiatrists and child psychologists), the reports contain an account of different observations, interviews, and tests-results held throughout an ASD diagnostic procedure, as well as recommendations for treatments and interventions plan, and have a "mobile" function, meaning they reach other professionals and laypersons other than the childs parents, making their influence long-lasting. The articles overall aim is to demonstrate how professional knowledge is closely intertwined with parental knowledge, or parents unique "intimate expertise" (Lilley, 2011) in the written accounts making up the assessment reports, as professionals attempt to account for and establish an ASD diagnosis for a specific child. We conclude by arguing that such intertwined knowledge can be understood as materialization and an empirical demonstration of the network of autism expertise (Eyal, 2013), replacing previous historical forms of the appropriation of parental knowledge by professional actors during the procedure of ASD diagnosis in children (Eyal et al., 2010: 177).

  • 324.
    Gemzöe, Lena
    et al.
    Stockholms universitet.
    Lindgren, Anne-Li
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Fornäs, Johan
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för studier av samhällsutveckling och kultur, Advanced Cultural Studies Institute of Sweden.
    Två kulturstäder. Kultur och politik på lokala arenor2006Bok (Annet vitenskapelig)
    Abstract [sv]

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

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

  • 325.
    Gonçalves, Laura
    Linköpings universitet, Institutionen för tema, Tema Barn.
    Children as passive victims or agentic subjects?: A discourse analysis of child mental health and wellbeing in the World Health Organization (WHO) year reports2018Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [en]

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

    Fulltekst (pdf)
    fulltext
  • 326.
    Goodwin, Marjorie
    et al.
    Department of anthropology, University of California, Los Angeles, United States of America.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Calibration in directive/response sequences in family interaction2013Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 46, s. 122-138Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 327.
    Goodwin, Marjorie
    et al.
    Dept. of Anthropology, University of California, Los Angeles.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Orchestrating directive trajectories in communicative projects in family interaction2014Inngår i: Requesting in social interaction / [ed] Paul Drew, Elisabeth Couper-Kuhlen, Amsterdam: John Benjamins , 2014, 1, s. 185-214Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

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

  • 328.
    Goodwin, Marjorie
    et al.
    University of California, Los Angeles, United States of America.
    Cekaite, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Goodwin, Charles
    University of California, Los Angeles, United States of America.
    Emotion as stance2012Inngår i: Emotion in interaction / [ed] Anssi Peräkylä & Marja-Lena Sorjonen, Oxford: Oxford University Press , 2012, s. 16-41Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

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

  • 329.
    Goodwin, Marjorie
    et al.
    University of California, Los Angeles, USA.
    Čekaitė, Asta
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Embodied family choreography: Practices of control, care and mundane creativity2018 (oppl. 1)Bok (Fagfellevurdert)
    Abstract [en]

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

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  • 330.
    Grossberg, Michael
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Liberation and Caretaking: Fighting over Children's Rights in Postwar America2012Inngår i: Reinventing childhood after World War II / [ed] Paula Fass & Michael Grossberg, Philadelphia: University of Pennsylvania Press, 2012, s. 19-37Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 331.
    Grossberg, Michael
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Fass, PaulaUniversity of California Berkeley, USA.
    Reinventing childhood: After World War II2012Konferanseproceedings (Fagfellevurdert)
    Abstract [en]

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

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

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

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

  • 332. Gruber, Sabine
    et al.
     Gustafsson, Kristina
    Sköld, Johanna
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Förord: Deltagande forskning i socialt arbete2023Inngår i: Socialvetenskaplig tidskrift, ISSN 1104-1420, E-ISSN 2003-5624, Vol. 29, nr 3-4, s. 259-268Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    Det här temanumret handlar om deltagande forskning inom socialt arbete samt det socialvetenskapliga fältet i en vidare bemärkelse. Deltagande forskning är en samlingsterm för forskningspraktiker som tar avstamp i socialt engagerad samhällsvetenskap, som eftersträvar mobilisering och förändring och som drivs av en ambition att göra forskning tillsammans med dem som är berörda av den. Deltagande forskningsansatser samlas under en rad olika benämningar, som till exempel aktionsforskning (Swedner 1982), samhällsarbete (Sjöberg & Turunen 2018), brukarorienterad forskning (Beresford 2021, även recenserad i detta nummer av Sara Hultqvist), deltagande aktivistisk forskning (lisahunter m.fl 2013) ), praktiknära forskning (Uggerhöj 2011), eller medborgarforskning (Kasperowski & Kullenberg 2018). Denna variation i hur deltagande forskningsansatser benämns återspeglas även i bidragen i det här temanumret. I flera av bidragen talar författarna även i termer av participatory action research (PAR). Det som förenar de olika benämningarna och ansatserna är just de deltagande dimensionerna, att det rör sig om forskningspraktiker som eftersträvar att kunskap och förståelse nås i samspel och ömsesidigt utbyte mellan forskare och forskningsdeltagare, med målsättning att forskning ska vara användbar för alla involverade. Signumet för sådan forskning är alltså att den görs tillsammans med och inte om människor.

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  • 333.
    Gruber, Sabine
    et al.
    Mittuniversitetet.
    Gustafsson, KristinaLinnéuniversitetet.Sköld, JohannaLinköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Temanummer: Deltagande forskning2022Collection/Antologi (Fagfellevurdert)
  • 334.
    Grönlund, Agneta
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Löfgren, Håkan
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för tema, Tema Barn.
    Prestationer och emotioner i skolan: verktyg för en hållbar bedömningspraktik2023 (oppl. 1)Bok (Annet vitenskapelig)
    Abstract [sv]

    Den här boken handlar om känslor hos elever i samband med bedömningssituationer, det vi kallar prestationsemotioner. Den handlar om stress, oro, skam och besvikelse men också om lust, glädje, stolthet och hopp...[Bokinfo]

  • 335.
    Gullberg, Eva
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Det välnärda barnet: Föreställningar och politik i skolmåltidens historia2004Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

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

  • 336.
    Gustafsson, Daniel
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    On the possibilities of saying 'No’: reimagining ‘meaningful leisure time’ at a summer?camp for disabled children and youths2019Inngår i: Making culture: children's and young people's leisure practices in the Nordic countries / [ed] Anna Sparrman, Göteborg: Myndigheten för kulturanalys , 2019, Vol. Sidorna 68-72, s. 68-72Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    In this text, I want to invite you to reimagine what ‘meaningful leisure time’ might?imply to disabled children and youth in a world that is structured around ablebodiedness as the norm (McRuer 2006). I will do this by focusing on how the?possibility to say ‘No’ to participation in activities might empower and awaken the?creative desires among this group (Deleuze & Guattari 1983). Although this essay?is set in a camp environment, as you read it ask yourself: Is it possible to create?such territorial milieus as in the camp elsewhere in society?

  • 337.
    Gustafsson, Johanna
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Adoption return trips: Family tourism and the social meanings of money2021Inngår i: Tourist Studies, ISSN 1468-7976, E-ISSN 1741-3206, Vol. 21, nr 2, s. 219-234Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Through a focus on the planning and making of family adoption return trips, this paper explores how the social meanings of money are entangled with family-making practices and family holidays. Adoption return trips are a global phenomenon, and travel agencies offer tailored adoption return-trip packages marketed as a type of family tourism. The new trend towards conducting adoption return trips as a family when children are still young is growing and has implications for families’ finances because return trips are expensive endeavours. Still, families prioritise these trips, raising them above purely economic values so they stand out as ‘priceless’. The empirical material consists of interviews with 10 Swedish transnational adoptive families. The analyses show that family adoption return trips, despite their original features, are yet one more way of doing family holidaying. Money becomes an important contribution for understanding how family life is being done in and through parental, child and family-holiday ideals, as well as family intimacy. 

    Fulltekst (pdf)
    fulltext
  • 338.
    Gustafsson, Johanna
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Adoptivfamiljers motiv till att göra återresor – föräldrars och barns perspektiv: [Adoptive families’ motives for conducting adoptionreturn trips – parents’ and children’s perspectives]2022Inngår i: BARN - Forskning om barn og barndom i Norden, ISSN 2535-5449, Vol. 40, nr 1, s. 27-41Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Den här kvalitativa artikeln baseras på intervjuer med svenska adoptivfamiljer och undersöker hur barn och föräldrar resonerar kring motiven till att göra en adoptionsåterresa. Genom en kombination av teorier om samtida föräldraskap och barns röst undersöks barns och föräldrars perspektiv både åtskilt och tillsammans. Artikeln visar att det i första hand är föräldrar, ibland i samråd med barnen, som initierar adoptionsåterresorna. Vidare visar analyserna att adoptionsåterresor är förenade med möjligheter och risker för både föräldrar och barn. Föräldrar tar, och tillskrivs via allmänna rekommendationer, ett stort ansvar för att bestämma om och när det i såfall är bäst att genomföra en adoptionsåterresa. Är det när barnet är litet eller vuxet? Artikeln visar hur adoptionsåterresor skapas i samtal mellan barn och föräldrar och blir till i ett dynamiskt, och stundtals motsägelsefullt, nätverk av allmänna rekommendationer, rädslor, förväntningar och önskningar om att göra det som är ”rätt” för barnet både nu och sen.

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  • 339. Bestill onlineKjøp publikasjonen >>
    Gustafsson, Johanna
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Adoptivfamiljers återresor till barnens födelseländer2020Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [sv]

    Den här kvalitativa studien undersöker adoptivfamiljers återresor till barnens födelseländer. Analysmaterialet består av intervjuer med barn och föräldrar i tio svenska adoptivfamiljer både inför och efter genomförda adoptionsåterresor. I fokus för studien står frågor om hur barn och föräldrar resonerar kring beslutet att göra en återresa, planeringen av resans innehåll och upplevelserna av resan. Analyserna visar att både barn och föräldrar är delaktiga i att planera och genomföra adoptionsåterresorna. Bland annat förhandlar familjemedlemmarna om resornas inriktningar, funktioner och betydelser. Adoptionsåterresor blir till i samspel mellan barn och föräldrar, rekommendationer för återresor, förhoppningar, förutsättningar, möjligheter, risker och inte minst individuella rädslor. Studien nyanserar allmänna idéer om att en adoptionsåterresa enbart är till för adopterade och föreslår att vi behöver förstå resorna som ett gemensamt familjeprojekt. Dessutom synliggör studien att familjeadoptionsåterresor är ett resultat av dynamiska familjeprocesser som skapar och aktualiserar värden och ideal om familjeliv, föräldraskap, barn, semestrar och pengar – och att barn är en del av hur sådana värden och ideal skapas. För att fånga den komplexitet som omger familjers adoptionsåterresor har studien krävt en kombination av teorier och metoder från barn- och barndomsstudier samt familjestudier med turismvetenskaplig forskning och ekonomisk sociologi. Studien är ett resultat av förhållningssätt som tar fasta på rörligheten i begrepp som familj, barn, föräldraskap, ursprung, pengar och återresande och pekar på betydelsen av att se barn som sociala och kulturella aktörer i sin egen rätt. Avhandlingen bidrar teoretiskt och metodologiskt till forskning om adoptionsåterresor, ursprungsresor och familjesemestrar.

    Delarbeid
    1. Family memory trips - childrens and parents planning of adoption return trips
    Åpne denne publikasjonen i ny fane eller vindu >>Family memory trips - childrens and parents planning of adoption return trips
    2020 (engelsk)Inngår i: Journal of Heritage Tourism, ISSN 1743-873X, E-ISSN 1747-6631, Vol. 15, nr 5, s. 554-566Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    It can be argued that adoption return trips are a new travel industry. Today, transnational adoptive families make adoption return trips while their children are very young. The aim of such trips is to create positive links between the child and their birth country. Based on interviews with ten Swedish transnational adoptive families, this qualitative and interdisciplinary study sets out to explore how adopted children and their parents plan return trips. The analysis shows that both children and parents mobilise memories of places, people and heritage sites from the birth countries while planning their trips. In theoretical terms, the study draws on family tourism in combination with child studies and personal memory tourism. The article challenges the idea that adoption return trips are exclusively for the benefit of the adoptee and suggests that the family planning of adoption return trips makes them into family memory trips.

    sted, utgiver, år, opplag, sider
    ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2020
    Emneord
    Adoption return trips; family memory tourism; personal memory trips; children; transnational adoption; tourism; family holiday; tourism consumption, Turism; familjesemester; turismkonsumtion
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-163758 (URN)10.1080/1743873X.2019.1702666 (DOI)000504673700001 ()
    Tilgjengelig fra: 2020-03-19 Laget: 2020-03-19 Sist oppdatert: 2021-07-06
    2. Adoption return trips: Family tourism and the social meanings of money
    Åpne denne publikasjonen i ny fane eller vindu >>Adoption return trips: Family tourism and the social meanings of money
    2021 (engelsk)Inngår i: Tourist Studies, ISSN 1468-7976, E-ISSN 1741-3206, Vol. 21, nr 2, s. 219-234Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    Through a focus on the planning and making of family adoption return trips, this paper explores how the social meanings of money are entangled with family-making practices and family holidays. Adoption return trips are a global phenomenon, and travel agencies offer tailored adoption return-trip packages marketed as a type of family tourism. The new trend towards conducting adoption return trips as a family when children are still young is growing and has implications for families’ finances because return trips are expensive endeavours. Still, families prioritise these trips, raising them above purely economic values so they stand out as ‘priceless’. The empirical material consists of interviews with 10 Swedish transnational adoptive families. The analyses show that family adoption return trips, despite their original features, are yet one more way of doing family holidaying. Money becomes an important contribution for understanding how family life is being done in and through parental, child and family-holiday ideals, as well as family intimacy. 

    sted, utgiver, år, opplag, sider
    Sage Publications, 2021
    Emneord
    Adoption return trips, family, children, tourism, money, family holiday, tourism consumption, Adoptionsåterresor, familj, barn, turism, pengar, turismkonsumtion, familjesemester
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-171884 (URN)10.1177/1468797620977543 (DOI)000598847000001 ()2-s2.0-85097070417 (Scopus ID)
    Tilgjengelig fra: 2020-12-11 Laget: 2020-12-11 Sist oppdatert: 2022-10-03bibliografisk kontrollert
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  • 340.
    Gustafsson, Johanna
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Lind, Judith
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Sparrman, Anna
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Family memory trips - childrens and parents planning of adoption return trips2020Inngår i: Journal of Heritage Tourism, ISSN 1743-873X, E-ISSN 1747-6631, Vol. 15, nr 5, s. 554-566Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    It can be argued that adoption return trips are a new travel industry. Today, transnational adoptive families make adoption return trips while their children are very young. The aim of such trips is to create positive links between the child and their birth country. Based on interviews with ten Swedish transnational adoptive families, this qualitative and interdisciplinary study sets out to explore how adopted children and their parents plan return trips. The analysis shows that both children and parents mobilise memories of places, people and heritage sites from the birth countries while planning their trips. In theoretical terms, the study draws on family tourism in combination with child studies and personal memory tourism. The article challenges the idea that adoption return trips are exclusively for the benefit of the adoptee and suggests that the family planning of adoption return trips makes them into family memory trips.

    Fulltekst (pdf)
    fulltext
  • 341.
    Gustafsson, Johanna
    et al.
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Sköld, Johanna
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Utvärdering av gemensam familjehemsorganisation2021Rapport (Annet vitenskapelig)
    Abstract [sv]

    Det här är den första utvärderingen av Gemensam familjehemsorganisation (GFO) sedan organisationen gick in verkställighetsfas i juli 2019. Syftet med utvärderingen är att utvärdera GFO:s verksamhet fram till och med 2020 genom ett fokus på GFO som organisation, måluppfyllnad, samverkan med kommunerna samt kommunernas förutsättningar att ta ansvar för sin del av måluppfyllnaden. För utvärderingen har familjehem, jourhem samt medarbetare och chefer på GFO och i kommunerna intervjuats. Resultaten från intervjuerna presenteras utifrån GFO:s och kommunernas ansvarsområden; samverkan, rekrytering, kartläggning och matchning, utbildning och stöd. Resultaten synliggör både framgångar och utmaningar i verksamheten och visar att GFO uppfyller 4 av 7 verksamhets- och effektmål. Den avslutande diskussionen fokuserar på konkreta förslag att arbeta vidare med; att skapa tydlighet i verksamheten vad gäller gränsdragningar kring GFO:s uppdrag och kommunernas vardagliga stöd till familjehemmen, att tydliggöra kommunikationskedjor och kommunikativa roller samt att i högre grad acceptera och beakta kommunernas varierande förutsättningar i det fortsatta strategiska och långsiktiga arbetet.

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  • 342.
    Gyberg, Per
    et al.
    Linköpings universitet, Institutionen för tema, Tema Miljöförändring. Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Centrum för klimatpolitisk forskning, CSPR.
    Kaiserfeld, Thomas
    Linköpings universitet, Institutionen för tema, Tema teknik och social förändring. Linköpings universitet, Filosofiska fakulteten.
    Rohracher, Harald
    Linköpings universitet, Institutionen för tema, Tema teknik och social förändring. Linköpings universitet, Filosofiska fakulteten.
    Sparrman, Anna
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Jakten på kortsiktiga resultat är hämmande för forskningen2023Annet (Annet (populærvitenskap, debatt, mm))
  • 343.
    Gyberg, Per
    et al.
    Linköpings universitet, Institutionen för tema, Tema Miljöförändring. Linköpings universitet, Filosofiska fakulteten.
    Storm, Anna
    Linköpings universitet, Institutionen för tema, Tema teknik och social förändring. Linköpings universitet, Filosofiska fakulteten.
    Sparrman, Anna
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Verklighets­frånvänd mål­styrningsmodell2022Inngår i: Universitetsläraren, ISSN 0282-4973Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 344. Bestill onlineKjøp publikasjonen >>
    Hagström, Mirjam
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Raka spår, sidospår, stopp: Vägen genom gymnasieskolans språkintroduktion som ung och ny i Sverige2018Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [sv]

    Avhandlingen undersöker hur ungdomar som nyligen har kommit till Sverige upplever sin vardag, i och utanför skolan, under den första tiden efter migrationen, samt hur de ser på sin framtid i det svenska samhället. Studien bygger på intervjuer med 45 ungdomar i åldern 16 - 20, som alla studerar på gymnasieprogrammet språkintroduktion. Genom att visa på och analysera så väl likheter som variationer i ungdomarnas erfarenheter framträder en komplex väv av institutionella, strukturella och relationella praktiker som skapar specifika villkor för ungdomarna i studien. Skolan är ett ytterst betydelsefullt sammanhang i ungdomarnas vardag. Genom skolan får de tillgång till ett socialt sammanhang, och utbildningen gör det möjligt för ungdomarna att blicka framåt. Samtidigt framkommer organisatoriska, rumsliga och sociala gränser i skolan som i olika grad begränsar deras upplevda hemmastaddhet och rörlighet inom utbildningssystemet. På ett liknande sätt framträder upplevda sociala och rumsliga gränser i vardagen utanför skolan. Det innebär att tillvaron som ung och ny i Sverige kan beskrivas som en vardag vid sidan av, i och utanför skolan.  

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    Raka spår, sidospår, stopp: Vägen genom gymnasieskolans språkintroduktion som ung och ny i Sverige
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  • 345.
    Hagström, Mirjam
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Ung och ny i Sverige: en vardag på ett sidospår2019Inngår i: Ensamkommendes upplevelser & professionellas erfarenheter: integration, inkludering och jämställdhet / [ed] Mehrdad Darvishpour, Niclas Månsson, Stockholm: Liber, 2019, 1, Vol. Sidorna 136-151, s. 136-151Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 346. Bestill onlineKjøp publikasjonen >>
    Hallberg, Mathilda
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Barn till beskådan: Familj, välfärdsstat och nation i fototävlingar och fotoböcker 1930-19442017Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [sv]

    I fokus för den här avhandlingen står åskådningskulturen under 1930- och 40-talen, närmare bestämt fototävlingar och fotoböcker med bilder på barn som bärande element. Den här studien granskar hur fototävlingar och fotoböcker var en del i förhandlingen om välfärdens organisering rörande barn och familj. I studien undersöks hur familj, välfärdsstat och nation konstruerades genom representationer av barn, vilka budskap som därigenom etablerades och vilka politiska visioner som kommunicerades. Analyser av bilder och texter visar att fototävlingar och fotoböcker presenterade ett enhetligt budskap om att det behövdes fler och bättre barn, men också hur fototävlingar och fotoböcker förmedlade skilda visioner om hur detta skulle uppnås. Studien bidrar till att synliggöra hur användbara representationer av barn var i bygget av välfärden. De hade potential att förmedla både skilda och gemensamma visioner om välfärdssamhället.

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  • 347.
    Hallberg, Mathilda
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Pedagogik och didaktik. Linköpings universitet, Utbildningsvetenskap.
    Sandin, Bengt
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Pictured Political Projects: Sunshine Over a Welfare State in the Shadow of War2021Inngår i: Journal of the History of Childhood and Youth, ISSN 1939-6724, E-ISSN 1941-3599, Vol. 14, nr 1, s. 85-112Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Children had a prominent position in welfare discourse in Sweden during the 1930s and 1940s. In this article, the visual display of children in a pamphlet published by the Swedish wartime coalition government is scrutinized. It was a negotiated position, marked by important political compromises, but at the same time on terms identifiable as postwar social-democratic welfare visions, in which government, professionals, and institutional support is of major importance. The images and text tell a narrative of the state, as the direct supporter of children without mediation through the family.

  • 348.
    Halldén, Gunilla
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Att få vara sig själv; identitet och kultur.1991Inngår i: Perspektiv på barn och ungdom / [ed] Amelie Tham, Stockholm: Utbildningsradion , 1991, s. 162-179Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

      

  • 349.
    Halldén, Gunilla
    Linköpings universitet, Filosofiska fakulteten. Linköpings universitet, Institutionen för tema, Tema Barn.
    Barn, barndom och essentialism1998Inngår i: Häften för Kritiska Studier, ISSN 0345-4789, Vol. 31, nr 1, s. 69-74Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

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

  • 350.
    Halldén, Gunilla
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Barndomens skogar2014Inngår i: Naturen för mig: nutida röster och kulturella perspektiv / [ed] Lina Midholm, Katarina Saltzman, Göteborg: Institutet för språk och folkminnen i samarbete med Folklivsarkivet, Lunds universitet , 2014, 1, s. 139-148Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
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