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  • 51.
    Björklund, Lars
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Addressing Modern Technology in Science Education, a Systems approach2006In: Science and Technology Education for a Diverse World / [ed] Janiuk Ryszard & Elwira Samonek-Miciuk, Lublin: Maria Curie-Skodowska University Press , 2006, p. 123-134Chapter in book (Refereed)
  • 52.
    Björklund, Lars
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Adressing modern technology: a Systems Approach2005In: Technology Education in New Perspectives: research, assessment and curriculum development : festschrift for Witold Rogala / [ed] Lars Lindström och Rogala, Witold, Stockholm: HLS Förlag , 2005, p. 161-178Chapter in book (Other academic)
    Abstract [en]

    Assessment and curriculum development are two major foci in recent research and policy studies in technology education. They were approached, in new perspectives, during two conferences in 2003, one taking place at the Stockholm Institute of Education, the other at the National M. Dragomanov Pedagogical University Kiev, Ukraine. To these conferences some of the major scholars in Europe in the field of design and technology education were invited. The most important papers have been revised for inclusion in this book, which is intended for a larger audience of students, teachers and administrators in technology education. The book includes a chapter by Richard Kimbell on a research project trying to develop a new assessment procedure for secondary schools, which is no longer rewarding the hard-working rule-followers at the expense of the risk-taking design innovators. Gabriele Graube and Walter Theuerkauf examine main traditions in technology education and discuss a model for assessing competence. Jan Åke Granath elaborates a design-theoretical approach to architecture education and presents an exercise, which makes students aware of the dynamics and uncertainty of problems in real life. Jan-Erik Hagberg presents a review of domestic and international research on technology education, initiated by the Swedish Research Council. Participating authors: Lars Björklund, Eva Blomdahl, Jan Åke Granath, Gabriele Graube, Jan-Erik Hagberg, Richard Kimbell, Jevgen Kulyk, Michael Lindgren, Lars Lindström, Wilfried Schlagenhauf, Victor Sidorenko, Walter Theuerkauf and Igor Zhernoklieiev.

  • 53.
    Björklund, Lars
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    The forming and assessment of creative skills, from a neurocognitive point of view2009In: Strengthening the Position of Technology Education in the Curriculum / [ed] Marc de Vries, 2009Conference paper (Refereed)
  • 54.
    Björklund, Lars
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    The intuitive practitioner: Cognitive aspects on the development of Expertise2007In: 13 International Conference on Thinking / [ed] Larts Taxén, 2007Conference paper (Refereed)
  • 55.
    Björklund, Lars
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    The Repertory Grid Technique:Making Tacit Knowledge Explicit: Assessing Creative Work and Problem Solving Skillls2008In: Researching Technology Education: Methods and Techniques / [ed] Howard Middleton, Rotterdam: Sense Publishers , 2008, 1, p. 46-69Chapter in book (Refereed)
    Abstract [en]

    This third volume in the International Technology Education Series provides insights into developments in technology education research in terms of methods and techniques. The importance of the book is that it highlights the uniqueness of the area of technology education in terms of content, and learning and teaching processes, and the need to provide methods and techniques to capture this uniqueness when undertaking research. The book comprises research methods and techniques being used by a range of current researchers. Each chapter includes details of the method or technique, but does so in terms of a project where it was used. This provides important contextual material that will help researchers when developing research projects. The book contains research methods and techniques that are new in general as well as ones new to technology education and ones that are variations to existing methods and techniques to make them suitable for use in technology education research. This book should be of interest to research students, teacher educators, researchers and policy-makers who are involved in technology education.

  • 56.
    Björklund, Lars
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, The Institute of Technology. Linköping University, Faculty of Educational Sciences.
    Why Do They Not See What I See?: The Difference Between Knowing How and Knowing That2013In: Transfer, transitions and transformations of learning / [ed] Middleton, Howard & Baartman, L.K.J., Rotterdam: Sense Publishers, 2013, 1, p. 149-168Chapter in book (Other academic)
    Abstract [en]

    It is a cold but sunny September day in a Forest in the south of Sweden. A university teacher, Eric, is taking his biology students out on an excursion. During the morning they have taken samples of soil, identified plants, trees and many other things. At this specific moment the group has arrived at a peat bog. They are going to study the vegetation in this special environment and will soon be drilling deep down into the bog to take samples of partially carbonized mosses. They have been asked to put on their rubber boots and now Eric encourages them to walk out on the quagmire, to make them „feel the grounds tottering beneath their feet‟. He doesn‟t hesitate but walks causally, knowing exactly where to put his feet without getting wet. Hence he is leaving the anxious, struggling, moaning students far behind. Slowly moving themselves out on the peat bog the students very often fail to establish a „safe‟ path and some of them begin to sink, getting their boots full of water. Afterwards, at the debriefing, Eric tries to teach them how to walk on a pet bog “And if you listen, you can feel … hear water oozing between … these floes of moss, or bog, or moss, or peat bog. And one could tell from the vegetation where you could walk or not.” Although Eric provides them with several clues about how to walk on the peat bog keeping their feet‟s dry, it is obvious that those rules are of no direct use for the students. This episode was one of many found in a research study on expertise in teaching (Stolpe & Björklund, 2012a). The authors followed two experienced biology teachers when they took their students out on excursions in the nature. Data was collected using video and audio recordings and by taking field notes during the excursions. Afterwards the teachers were interviewed in a stimulated recall setting and were asked to comment on specific situations during the day. In this episode Eric showed typical expert skills, observing, assessing and acting in a complex environment almost automatically and he was asked: How do you know where you could walk or not? He answered: “The vegetation tells you where to put your feet. Sedges indicate that it‟s dryer. And then one recognizes what kind of moisture there is”. This illustrates an analytical, conscious answer upon which Eric attempted to explain his walking on the bog. However, this type of instruction is more or less useless as guidelines for students, since it would be hard to know what was meant by, for example, „the vegetation tells you where to put your feet‟. Asked to be more specific, Eric then continued: “It is trial and error. You may probe and you will see. From experience you know where you cannot go because you will sink. It‟s obvious”. Eric has walked on peat bogs many times before and when he relived an earlier experienced situation, it may have helped him make the correct decisions. He was not able to transfer his own knowledge to the students, partly because his skills were tacit, hidden from himself, partly because they couldn‟t be expressed verbally. This is a general dilemma facing teachers and supervisors everywhere, to transfer their own skills and knowledge to the student or apprentice. Stolpe and Björklund (2012a) used a new psychological model to analyse and explain the behaviour of the teacher and were able to identify two different types of knowledge. There were implicit and explicit memories that explained the expert skills of the teacher, why the skills were tacit and if they could be transferred to the students. This chapter present the model and discusses its usefulness for analysing not only the knowledge of experts, but also other phenomena in the field of transfer research. The story of Eric was an example of unsuccessful transfer from an expert to his students, illustrating the dilemmas in teaching tacit knowledge or „knowing how‟. It articulates a difference of two different memory systems and two different kind of learning. This first paragraph will describe the Dual system model, the theories behind it, and some illustrative examples on how it could be used to analyse and understand transfer and its merits and drawbacks. It will be followed by an annotated bibliography of transfer research studies of relevance, using the dual system model as an analytical tool. Summing up, conclusions and implications given for training and educational design are then provided.

  • 57.
    Björklund, Lars
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Stolpe, Karin
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Att identifiera eller att känna igen: Långtidseffekter av lärande2011In: Nordiskt forskarsymposium om undervisning i naturvetenskap: Naturvetenskap som kunskap och kultur, 2011Conference paper (Refereed)
  • 58.
    Björklund, Lars
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Stolpe, Karin
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Being able to see the wood for the trees: Expert teachers' observational skills in complex environments explained by a neurocognirive model of learning2010Conference paper (Refereed)
  • 59.
    Björklund, Lars
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, The Institute of Technology. Linköping University, Faculty of Educational Sciences.
    Stolpe, Karin
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, The Institute of Technology.
    The fundamental things apply... as time goes by: Students' long-term memories from an ecology field excursion2013Conference paper (Refereed)
    Abstract [en]

    The aim of this study was to investigate and analyse what biology students remembered a long time after being out on an ecology excursion. The students’ memories were tested during a stimulated recall interview and analysed using the dual memory system model of learning.

    Already after 6 months we found that the students had forgotten a lot of the scientific content. Very often they showed a familiarity (recognition) with the situations and objects showed to them but they were unable to identify (recall) and label them. However they did remember some spectacular moment, the sudden appearance of a fox and a moose. They did also remember things and situations when they were active themselves, digging, smelling, using their hands or their feet’s in the difficult balancing and walking on a pet bog. From literature we identified two different types of memories, depending of the question asked: recall and recognition. We connected memories used in recall to the explicit memory system (declarative knowledge), and memories used in recognition to the implicit memory system (tacit knowledge). The Explicit memory has a short retention but the implicit system is very stable and this will explain the difference in recall and recognition abilities. Since the implicit memory incorporates emotional, somatic, markers we were able to explain the specific flashbulb memories. The implicit system is active when we are doing things, using our senses and this may explain why those memories still were strong even after a full year. The strong memories of patterns stored in the implicit system seemed to act as indices to the declarable labels and facts in the explicit system. Implications for research, education and type of assessment are discussed.

  • 60.
    Björklund, Lars
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, The Institute of Technology.
    Stolpe, Karin
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    The fundamental things apply... as time goes by: Students' long-term memories from an ecology field excursion2013Conference paper (Other academic)
    Abstract [en]

    The aim of this study was to investigate and analyze what biology studentsremembered a long time after being out on an ecology excursion. The students’ memorieswere tested during a stimulated recall interview and analyzed using the dual memorysystem model of learning. Already after 6 months we found that the students had forgottena lot of the scientific content. Very often they showed a familiarity (recognition) with thesituations and objects showed to them but they were unable to identify (recall) and labelthem. However they did remember some spectacular moment, the sudden appearance of afox and a moose. They did also remember things and situations when they were activethemselves, digging, smelling, using their hands or their feet’s in the difficult balancingand walking on a pet bog. From literature we identified two different types of memories,depending of the question asked: recall and recognition. We connected memories used inrecall to the explicit memory system (declarative knowledge), and memories used inrecognition to the implicit memory system (tacit knowledge). The Explicit memory has ashort retention but the implicit system is very stable and this will explain the difference inrecall and recognition abilities. Since the implicit memory incorporates emotional, somatic,markers we were able to explain the specific flashbulb memories. The implicit system isactive when we are doing things, using our senses and this may explain why thosememories still were strong even after a full year. The strong memories of patterns stored inthe implicit system seemed to act as indices to the declarable labels and facts in the explicitsystem. Implications for research, education and type of assessment are discussed.

  • 61.
    Björklund, Lars-Erik
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Att medvetandegöra det omedvetna: de fyra f-n och andra kunskapsbegrepp i skola och forskning om lärande2014In: Dynamiska och komplexa miljöer: reflektioner över pedagogiska praktiker : vänbok till Glenn Hultman / [ed] Ann-Sofi Wedin, Ann-Marie Markström, Kristina Hellberg, Linköping: Linköpings universitet, Institutionen för beteendevetenskap och lärande , 2014, p. 7-19Chapter in book (Other academic)
  • 62.
    Björklund, Lars-Erik
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Stolpe, Karin
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    The Dual Memory Systems Model and it's implications for Technology Education2010Conference paper (Other academic)
    Abstract [en]

    This paper examines the relationship between the explicit and the implicit memory and learning systems in terms of recent findings in neuropsychology and outlines the implications for technology education in terms of student learning.

     

    The psychological Dual Systems Theory situates the processing of perception, assessment, decision-making and action in two parallel but different cognitive systems. The Declarative/Explicit system is conscious, remembering facts and episodes; it is rational and logical but also limited in complexity and speed. Working Memory’s (WM) capacity, an “end station” of this system, is severely limited. Depending on modality between 4 and 9 variables or steps in a sequence may be handled at once. More will lead to cognitive loading and impasse. Since WM probably is our consciousness, we will not be able to analyse what was dropped out or what happened, we will just get confused. The narrow view of conscious vision, the slow speed and the problems with details and complexity in space and time makes this system less suitable for real time, real complexity work.

     

    The non conscious Implicit System on the other hand does not use Working Memory and will not be hampered by cognitive overload; it’s a pattern recognition system with very fast recognition of earlier encountered situations and objects. It has several important functions:

     

    1- To direct conscious attention to what is important and relevant in a situation.

    2- To give a fast assessment, built upon somatic markers incorporated in memory.

    3- To start an automatic reaction to what is perceived,

     

    The lifespan of this memory system is long, and it seems very hard to erase or to change them. Most of what we usually refer to as skill seems to be connected to learning in this system. The Dual Systems model has recently been supported with neurophysiologic results showing, two different anatomical systems. The somatic markers have been identified, the secondary implicit vision system and concepts such as tacit knowing, automaticity, flow and intuition are starting to be understood. This model gives a new way of understanding what we do in technology education, gives clues of how to promote creativity, holistic learning, system thinking, forward reasoning and more.

  • 63.
    Björk-Willen, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Learning to Apologize: Moral socialization as an interactional practice in preschool2018In: Research on Children and Social Interaction, ISSN 2057-5807, Vol. 2, no 2, p. 177-194Article in journal (Refereed)
    Abstract [en]

    This article explores the apology practices that occur among young chil- dren, aged 1–4 years, and their preschool teachers in a Swedish preschool.More specifically, it aims to analyse how apology events are framed and interactively accomplished, and how children reproduce apology in peer play. Earlier studies have shown that the apology practices of adults and children have different agendas, although children’s apology practices echo those of adults. Approaching the participants’ perspectives, the analyses show that the apology practices at preschool have a ritualized framework. This consists of (i) clarifying the source of the conflict, (ii) highlighting the moral order, and (iii) verbalizing and embodying the apology. The analyses show how the children transform the apology practices into their pretend play, whereby they display moral stances and get support for individual aims.

  • 64.
    Björk-Willen, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Lek, samspel och flerspråkande2018In: Svenska som andraspråki förskolan / [ed] Polly Björk-Willén, Stockholm: Natur och kultur, 2018, 1, p. 72-89Chapter in book (Other academic)
  • 65.
    Björk-Willen, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Svenska som andraspråk i förskolan2018Collection (editor) (Other academic)
    Abstract [sv]

    Hur kan vi på bästa sätt stödja förskolebarns andraspråkslärande och flerspråkiga utveckling, så att de blir väl rustade att klara av skolan? Hur ska vi tänka och hur bedrivs en väl fungerande språkundervisning i svenska som andraspråk?

    I den här teoretiska grundboken tar författarna upp centrala aspekter av förskolebarns två- och flerspråkiga utveckling och lärande ur olika perspektiv: språkliga, didaktiska, sociala, familjeorienterade och samhälleliga. Syftet med antologins olika kapitel är att ge en trygg kunskapsgrund att planera sin verksamhet utifrån i enlighet med förskolans nyreviderade läroplan.

    Boken vänder sig till förskollärarutbildningen, verksamma förskollärare samt övrig förskolepersonal, förskolechefer och skolpolitiker.

  • 66.
    Björk-Willen, Polly
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Pramling, Niklas
    Institutionen för pedagogik, kommunikation och lärande, Göteborgs universitet, Gothenburg, Sweden.
    Simonsson, Maria
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Språkundervisning i förskolan: Teoretiska principer och empiriska exempel2018In: Barn, ISSN 0800-1669, E-ISSN 2535-5449, Vol. 36, no 3-4, p. 39-57Article in journal (Refereed)
    Abstract [en]

    The notion of teaching is theoretically conceptualized in a manner relevant to the context of preschool. This concept is grounded in evolutionary and a pedagogical-psychological theory, with reference to Barnett, Rommetveit, Tomasello, and Vygotsky. The basis of teaching is found in people’s tendencies to make known to others what they themselves have seen/realized. Institutions such as preschool and school are understood as societal means for maintaining accumulated experience with the growing generation, something that puts teaching to the foreground. Empirical examples of language teaching in contemporary preschool are given and analyzed. Some important features of the concept of teaching as here theorized and exemplified are responsivity, language practices, the tension between intersub- jectivity and alterity, the variation of children’s experience, play and playfulness. The importance of basing theoretical accounts of teaching as a preschool activity on empirical research is emphasized.

  • 67.
    Björk-Willén, Polly
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Barns spel och samspel vid datorn: Tema: IT i lärandet2010In: Specialpedagogisk tidskrift – att undervisa, no 1, p. 8-10Article in journal (Other (popular science, discussion, etc.))
  • 68.
    Björk-Willén, Polly
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Being doggy: Disputes embedded in preschoolers' family role-play2012In: Disputes in Everyday life: Social and Moral Orders of Children and Young People / [ed] Susan Danby, Maryanne Theobald, Emerald Group Publishing Limited , 2012, p. 119-140Chapter in book (Other academic)
  • 69.
    Björk-Willén, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Berättande med flera språk2014In: Berättande i förskolan / [ed] Bim Riddarsporre, Barbro Bruce, Stockholm: Natur och kultur, 2014, 1, p. 51-70Chapter in book (Other academic)
  • 70.
    Björk-Willén, Polly
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Döma eller bedöma?: bedömningspraktiker avseende barns språkliga kompetenser2015In: Utvärdering & pedagogisk bedömning i förskolan / [ed] Gunnar Åsén, Stockholm: Liber , 2015, p. 142-155Chapter in book (Other academic)
  • 71.
    Björk-Willén, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Föräldrasamverkan i förskolan ur ett språkligt mångfaldsperspektiv2014In: Segregation, utbildning och ovanliga lärprocesser / [ed] Ove Sernhede och Ingegerd Tallberg Broman, Stockholm: Liber, 2014, p. 123-142Chapter in book (Other academic)
  • 72.
    Björk-Willén, Polly
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Händelser vid datorn. Förskolebarns positioneringsarbete och datorspelets agens2012In: Barn, ISSN 0800-1669, no 3-4, p. 75-92Article in journal (Refereed)
    Abstract [sv]

    Syftet med artikeln är att belysa hur barns samspel och subjektpositionering vid datorn relaterar till själva datorspelandet, och vilket agentskap datorspelet kan tillskrivas i förhållande till barns samspel. Med inspiration från posthumanistisk teoribildning betraktar jag här både datorspel och barn som agentiska. Genom detaljerade analyser av ett par barns datorspelande visar jag att aktivitet pågår hela tiden, inte bara mellan barnen, utan också mellan spelet och barnen. Analysen visar hur barnens samspel initieras av datorspelet och hur de för in erfarenheter från sin omvärld för att stärka sin argumentation och sina positioner. Barnen rör sig på så vis mellan olika diskurser som förekommer både utanför och inom förskolan och i datorspelet, och deras

  • 73.
    Björk-Willén, Polly
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Lära och leka med flera språk. Socialt samspel i flerspråkig förskola2007In: Invandrare och Minoriteter, no 3, p. 13-16Article in journal (Other (popular science, discussion, etc.))
  • 74.
    Björk-Willén, Polly
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Samtal i förskolans tambur: på skilda villkor2013In: Nationell förskola med mångkulturellt uppdrag / [ed] Polly Björk-Willén, Sabine Gruber, Tünde Puskás, Stockholm: Liber, 2013, 1, p. 91-115Chapter in book (Other academic)
  • 75.
    Björk-Willén, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    The preschool entrance hall: a bilingual transit zone for preschoolers2017In: Children's knowledge-in-interaction: studies in Conversation Analysis / [ed] Amanda Bateman, Amelia Church, Singapore: Springer, 2017, p. 169-187Chapter in book (Refereed)
    Abstract [en]

    This chapter explores everyday talk among parents, children and preschool teachers that takes place in Swedish preschool entrance halls. The data is drawn from a project that studies the daily talk and interaction between parents and teachers in Swedish preschools where most families have a language background other than Swedish, while most teachers are monolingual Swedish speakers. The participants’ talk and social interaction has been video recorded in two preschools during the drop-off and pick-up time, and transcribed using conversation analytic methods. The theoretical framework of the study is influenced by theories on language socialization and by ethnomethodological work on social actions; focusing on the participants’ methods of accomplishing and making sense of social activities. The chapter highlights the children’s commuting between home and the preschool where the preschool entrance hall works as a ‘transit zone’ for the children’s talk to be interactively transformed from their mother tongue(s) into Swedish and vice versa. Besides the parents code-switching and physically handing over the child, the analyses show how ‘transformation objects’ like indoor shoes and mittens work as concrete signals for the child to handle the transit and to develop pragmatic skills about language use.

  • 76.
    Björk-Willén, Polly
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Är flerspråkiga förskolebarn i behov av särskilt stöd?2014In: Med sikte på förskolan: barn i behov av stöd / [ed] Anette Sandberg, Lund: Studentlitteratur AB, 2014, 2, p. 85-102Chapter in book (Other academic)
    Abstract [sv]

    Denna bok presenterar och beskriver det specialpedagogiska området så som det gestaltar sig i förskolan och fördjupar förståelsen och kunskapen om förskolebarn i behov av särskilt stöd. Boken behandlar olika områden som har sin ut-gångspunkt i studier som författarna genomfört i samverkan med lärare i förskolan, andra professionella och föräldrar. Med hjälp av tankeväckande beskrivningar sammanflätas skildringar av barnens, familjens, förskolans och andra pro-fessionella experters vardag med ett teoretiskt tänkande. Boken inleds med en introduktion kring det specialpedagogiska fältet. Därefter följer tretton kapitel om bl.a.: o   pedagogiskt stöd och pedagogiska metoder o   språkutveckling och flerspråkighet o   bokstavsbarn o   rörelsehinder och utvecklingsstörning o   social kompetens, engagemang och delaktighet o   föräldrasamverkan o   ICF-CY Boken vänder sig till blivande lärare i förskolan, speciallärare och specialpedagoger. Den bör också läsas av alla som arbetar i förskolan och som möter barn i behov av stöd samt politiker och kommunala skoladministratörer.

  • 77.
    Björk-Willén, Polly
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Är flerspråkiga förskolebarn i behov av särskilt stöd?2009In: Med sikte på förskolan: barn i behov av stöd / [ed] Anette Sandberg, Lund: Studentlitteratur, 2009, 1, p. 75-91Chapter in book (Other academic)
    Abstract [sv]

    Denna bok presenterar och beskriver det specialpedagogiska området så som det gestaltar sig i förskolan och fördjupar förståelsen och kunskapen om förskolebarn i behov av särskilt stöd. Boken behandlar olika områden som har sin ut-gångspunkt i studier som författarna genomfört i samverkan med lärare i förskolan, andra professionella och föräldrar. Med hjälp av tankeväckande beskrivningar sammanflätas skildringar av barnens, familjens, förskolans och andra pro-fessionella experters vardag med ett teoretiskt tänkande. Boken inleds med en introduktion kring det specialpedagogiska fältet. Därefter följer tretton kapitel om bl.a.: o   pedagogiskt stöd och pedagogiska metoder o   språkutveckling och flerspråkighet o   bokstavsbarn o   rörelsehinder och utvecklingsstörning o   social kompetens, engagemang och delaktighet o   föräldrasamverkan o   ICF-CY Boken vänder sig till blivande lärare i förskolan, speciallärare och specialpedagoger. Den bör också läsas av alla som arbetar i förskolan och som möter barn i behov av stöd samt politiker och kommunala skoladministratörer.

  • 78.
    Björk-Willén, Polly
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Aronsson, Karin
    Stockholm University, Sweden.
    Preschoolers "Animation" of Computer Games2014In: Mind, culture and activity, ISSN 1074-9039, E-ISSN 1532-7884, Vol. 21, no 4, p. 318-336Article in journal (Refereed)
    Abstract [en]

    Research on preschool childrens computer gaming often focuses on interview data or parental reports, leaving open the examination of childrens actual game activity. This study explores how preschool children actually engage in gaming and their degrees of play immersion. Classroom observations of Swedish preschool childrens gaming revealed their involvement in computer games took the forms of responding to characters through instructed actions, recycling the game characters talk, and engaging in dialogues with the game characters as if they were "real." These results are discussed in relation to previous research on childrens play, and their implications for future research and educational policy.

  • 79.
    Björk-Willén, Polly
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    Gruber, Sabine
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Puskás, Tünde
    Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Educational Sciences.
    Förskolan som nationell välfärdsinstitution: perspektiv och begrepp2013In: Nationell förskola med mångkulturellt uppdrag / [ed] Polly Björk-Willén, Sabine Gruber, Tünde Puskás, Stockholm: Liber, 2013, 1, p. 11-23Chapter in book (Other academic)
  • 80.
    Björk-Willén, Polly
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Gruber, SabineLinköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.Puskás, TündeLinköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Nationell förskola med mångkulturellt uppdrag2013Collection (editor) (Other academic)
    Abstract [sv]

    Nationell förskola med mångkulturellt uppdrag belyser hur personal, barn och föräldrar hanterar etnisk och språklig mångfald i förskolans praktik. Med hjälp av empiriska nedslag analyseras vardagliga händelser, aktiviteter och interaktioner. Situationer med bland annat lek, samtal och rekrytering tas upp och problematiseras. Boken behandlar också viktiga perspektiv och begrepp inom området och beskriver hur det mångkulturella uppdraget har förändrats över tid. Genom att fokusera på förskollärarnas arbete och de ideologiska och didaktiska dilemman som kan uppstå rörande barns flerspråkighet och integration vill författarna skapa reflektion och kritisk diskussion om förskolans uppdrag i ett mångkulturellt samhälle.Boken vänder sig framför allt till studerande vid förskollärarprogrammet och till anställda i förskolan, men är även av intresse för tjänstemän och politiker med ansvar för förskolan.

  • 81.
    Björk-Willén, Polly
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Puskás, Tünde
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Bylund, Anna
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Flera språk i förskolan: teori och praktik2013Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Förskolepersonal i landets förskolor kommer i kontakt med allt fler barn och föräldrar som talar ett annat modersmål än svenska. Eftersom majoriteten av förskolepersonalen i första hand talar svenska uppstår många frågor och funderingar kring hur man ska kunna följa läroplanens direktiv. Enligt förskolans läroplan ska förskolan sträva efter att varje barn som har ett annat modersmål än svenska utvecklar sin förmåga att kommunicera både på svenska och på modersmålet. Dessutom säger skollagen att förskolan ska medverka till att barn med annat modersmål än svenska får möjlighet att utveckla både det svenska språket och sitt modersmål.

    Det här stödmaterialet handlar om språkutveckling och språkande i förskolor där barn talar två eller flera språk till vardags. Syftet med materialet är emellertid inte att ge några färdiga metoder, eftersom det inte finns några enkla svar på frågan hur man ska stödja barns tvåspråkiga eller flerspråkiga utveckling i förskolan. Avsikten är snarare att diskutera hur barns flerspråkiga utveckling kan främjas i förskolan. Ökad kunskap om språkutveckling och språkanvändning kan dessutom ge förskolepersonal redskap för det fortsatta arbetet med barns språkande. Varje förskola är unik i sin sammansättning av vuxna och barn, och därför är det viktigt att varje arbetslag arbetar utifrån sina särskilda förutsättningar.

    Stödmaterialet tar avstamp i läroplanens språkutvecklingsrelaterade mål, men gör inget anspråk på att vara allomfattande. Materialet lyfter däremot olika aspekter av hur förskolan kan uppmärksamma, stödja och uppmuntra barns flerspråkiga utveckling. Samtidigt poängteras särskilt, eftersom förskolan huvudsakligen är en svenskspråkig domän, att det är viktigt att förskolepersonalen har kunskaper om såväl flerspråkighet i allmänhet som barns andraspråksutveckling i synnerhet för att kunna skapa en stimulerande språkmiljö.

  • 82.
    BOBOESCU, LILIANA
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science.
    DIAGNOSSTÄLLANDE OCH KONSEKVENSER: En kvalitativ studie om hur diagnosställandet påverkar elevernas lärande, trygghet och trivsel2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Att sätta etikett på någon innebär att kategorisera personer. Att kategorisera kan vara en förutsättning för att få tillgång till mer stöd men det finns en fara med etiketter. En stigmatisering kan påverka elevens möjligheter och förutsättningar för resten av livet (Tideman et al, 2004). Den här studien vill få fram om diagnostisering verkligen har en påverkan på eleverna som diagnostiseras. För att besvara syftet, användes en kvalitativ undersökning. Med hjälp av observationer och intervjuer samlades in data som sedan analyserades. Resultatet visade att diagnosen har påverkat positivt eleverna i studien men även deras föräldrar och lärare. Det stämde överens med tidigare forskning när det gällde resurserna som eleverna fick. Skillnaden var att studien visade en positiv påverkan på barnen.

  • 83.
    Bodén, Linnea
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Dexter time: The space, time, and matterings of school absence registration2016In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 37, no 2, p. 245-255Article in journal (Refereed)
    Abstract [en]

    Working with a posthumanist approach, this article explores how the computer software Dexter, used for the registration of students’ absences and presences, is part of the production of different practices of time, place, space, and matter in Swedish schools. The empirical material engaged with comes from two schools, and the students involved are in grades 7–9. The article creates knowledge on how the digital registration of students’ presences, absences, or late arrivals is dependent upon material-discursive practices. The “bodily presences” of students are continually destabilized in relation to Dexter, showing that school absences and presences are (re)shaped depending on relations of spacetimematter.

  • 84.
    Bodén, Linnea
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Going with the affective flows of digital school absence text messages2017In: Learning, Media and Technology, ISSN 1743-9884, Vol. 42, no 4, p. 406-419Article in journal (Refereed)
    Abstract [en]

    Focusing on digital text messages containing information about students’ absences and sent to parents by schools, the paper investigates the way school absenteeism is produced within affective assemblages. The paper unfolds a theoretical and methodological approach of ‘going with’ the text messages, in entanglements of affective flows. The empirical engagements, produced together with multiple agents in two Swedish schools, show that within the assemblages of human and nonhuman bodies, the text messages can become ‘stirrers’ that evoke nervousness and anxiety, but also excitement and feelings of control that affect the production and conception of absenteeism. The affective flows of text messages thus travel in all directions, with and against notions of linearity. The conclusion emphasizes how the text messages, as affective materialities, are an inextricable part of the production of school absenteeism in multiple and sometimes unexpected ways.

  • 85.
    Bodén, Linnea
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Könsneutralitet och kompensatorisk pedagogik: dominerande föreställningar i förskolans jämställdhetsarbete2011In: En rosa pedagogik: jämställdhetspedagogiska utmaningar / [ed] Hillevi Lenz Taguchi, Linnea Bodén, Kajsa Ohrlander, Stockholm: Liber, 2011, 1, p. 35-47Chapter in book (Other (popular science, discussion, etc.))
  • 86.
    Bodén, Linnea
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Present absences: Exploring the posthumanist entanglements of school absenteeism2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of the study is to explore how school absenteeism as a material-discursive phenomenon is produced in the practices of humans and nonhumans, when absences and presences are registered and managed through digital technologies. How is the phenomenon of school absenteeism produced when absences and presences are digitally registered? How does the phenomenon of school absenteeism emerge when both human and nonhuman entanglements are included in the apparatuses of knowing?

    Through a posthumanist approach, the study engages empirically with two types of software for the registration of absences and presences at three Swedish schools. The results show that digital registration blurs the division between absences and presences, and queers what is absent and what is present. Digital registration produces school absenteeism as a phenomenon for all students every day, and at the same time as mainly for the students who are present most of the time. A conclusion that is drawn from the study is that digital registration makes absences present, by the visualization and performative repetition of the registration. The study points to how school absenteeism is always ‘in the making’, and proposes the concept of school absenteeing as a productive way to open up new possibilities in relation to students’ absences.

    List of papers
    1. Seeing red?: The agency of computer software in the production and management of students’ school absences
    Open this publication in new window or tab >>Seeing red?: The agency of computer software in the production and management of students’ school absences
    2013 (English)In: QSE. International journal of qualitative studies in education, ISSN 0951-8398, E-ISSN 1366-5898, Vol. 26, no 9, p. 1117-1131Article in journal (Refereed) Published
    Abstract [en]

    An increasing number of Swedish municipalities use digital software to manage the registration of students’ school absences. The software is regarded as a problem-solving tool to make registration more efficient, but its effects on the educational setting have been largely neglected. Focusing on an event with two students from a class of 11-year-olds, the aim of the paper is to explore schools’ common uses of computer software for registering absence in order to understand how materialities – like the software – are entangled with the production of school absence. In the paper, the Deleuzio–Guattarian concept of the assemblage is put to work within a feminist relational materialist framework. This enables an understanding of the complexity of school absence, where materialities of the educational setting are theorized as entangled with social and gendered discursive components.

    Place, publisher, year, edition, pages
    Routledge, 2013
    Keywords
    school absence; computer software; feminist relational materialism; assemblage; gender; Deleuze and Guattari
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-98042 (URN)10.1080/09518398.2013.816887 (DOI)2-s2.0-84884317887 (Scopus ID)
    Available from: 2013-09-26 Created: 2013-09-26 Last updated: 2017-12-06Bibliographically approved
    2. The presence of school absenteeism: Exploring methodologies for researching the material-discursive practice of school absence registration
    Open this publication in new window or tab >>The presence of school absenteeism: Exploring methodologies for researching the material-discursive practice of school absence registration
    2015 (English)In: Cultural Studies - Critical Methodologies, ISSN 1532-7086, E-ISSN 1552-356X, Vol. 15, no 3, p. 192-202Article in journal (Refereed) Published
    Abstract [en]

    In the vast majority of Swedish schools, computer software is used for the registration of the absences and presences of students. How can the material-discursive engagements and practices of registration be researched? The article elaborates, from an agential realist account, on “doing research” in relation to the phenomenon of school absence. Through experimenting with intraviewing, the expressions and actions of materialities are acknowledged and the subject-centrism of conventional humanist qualitative interviewing is questioned. The posthumanist theories engaged with open up a rethinking of the production of data within qualitative research, and a discussion of the inseparability of data, analysis, thinking, and writing. The knowledge created on registration as an embodied, material, affective, and intraactive practice produces school absence as a reality where the computer software is always already a part of the phenomenon and thus needs to be an agential part of researching registration.

    Place, publisher, year, edition, pages
    Sage Publications, 2015
    Keywords
    new methods and methodologies, interviewing, agential realism, posthumanism, Karen Barad, computer software, school absence
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-112158 (URN)10.1177/1532708614557325 (DOI)
    Available from: 2014-11-17 Created: 2014-11-17 Last updated: 2017-12-05
    3. Dexter time: The space, time, and matterings of school absence registration
    Open this publication in new window or tab >>Dexter time: The space, time, and matterings of school absence registration
    2016 (English)In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 37, no 2, p. 245-255Article in journal (Refereed) Published
    Abstract [en]

    Working with a posthumanist approach, this article explores how the computer software Dexter, used for the registration of students’ absences and presences, is part of the production of different practices of time, place, space, and matter in Swedish schools. The empirical material engaged with comes from two schools, and the students involved are in grades 7–9. The article creates knowledge on how the digital registration of students’ presences, absences, or late arrivals is dependent upon material-discursive practices. The “bodily presences” of students are continually destabilized in relation to Dexter, showing that school absences and presences are (re)shaped depending on relations of spacetimematter.

    Place, publisher, year, edition, pages
    Routledge, 2016
    Keywords
    school absence; spacetimematter; computer software; posthumanism; empirical engagements
    National Category
    Pedagogical Work
    Identifiers
    urn:nbn:se:liu:diva-118296 (URN)10.1080/01596306.2015.1010073 (DOI)000371016600007 ()
    Available from: 2015-05-26 Created: 2015-05-26 Last updated: 2017-12-04
    4. Going with the affective flows of digital school absence text messages
    Open this publication in new window or tab >>Going with the affective flows of digital school absence text messages
    2017 (English)In: Learning, Media and Technology, ISSN 1743-9884, Vol. 42, no 4, p. 406-419Article in journal (Refereed) Published
    Abstract [en]

    Focusing on digital text messages containing information about students’ absences and sent to parents by schools, the paper investigates the way school absenteeism is produced within affective assemblages. The paper unfolds a theoretical and methodological approach of ‘going with’ the text messages, in entanglements of affective flows. The empirical engagements, produced together with multiple agents in two Swedish schools, show that within the assemblages of human and nonhuman bodies, the text messages can become ‘stirrers’ that evoke nervousness and anxiety, but also excitement and feelings of control that affect the production and conception of absenteeism. The affective flows of text messages thus travel in all directions, with and against notions of linearity. The conclusion emphasizes how the text messages, as affective materialities, are an inextricable part of the production of school absenteeism in multiple and sometimes unexpected ways.

    Place, publisher, year, edition, pages
    Taylor & Francis, 2017
    Keywords
    Digital text messages, school absenteeism, affect, affective flows, assemblages
    National Category
    Pedagogy Pedagogical Work Cultural Studies
    Identifiers
    urn:nbn:se:liu:diva-132603 (URN)10.1080/17439884.2017.1247859 (DOI)000415927500004 ()
    Available from: 2016-11-16 Created: 2016-11-16 Last updated: 2017-12-12Bibliographically approved
  • 87.
    Bodén, Linnea
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Seeing red?: The agency of computer software in the production and management of students’ school absences2013In: QSE. International journal of qualitative studies in education, ISSN 0951-8398, E-ISSN 1366-5898, Vol. 26, no 9, p. 1117-1131Article in journal (Refereed)
    Abstract [en]

    An increasing number of Swedish municipalities use digital software to manage the registration of students’ school absences. The software is regarded as a problem-solving tool to make registration more efficient, but its effects on the educational setting have been largely neglected. Focusing on an event with two students from a class of 11-year-olds, the aim of the paper is to explore schools’ common uses of computer software for registering absence in order to understand how materialities – like the software – are entangled with the production of school absence. In the paper, the Deleuzio–Guattarian concept of the assemblage is put to work within a feminist relational materialist framework. This enables an understanding of the complexity of school absence, where materialities of the educational setting are theorized as entangled with social and gendered discursive components.

  • 88.
    Bodén, Linnea
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    The presence of school absenteeism: Exploring methodologies for researching the material-discursive practice of school absence registration2015In: Cultural Studies - Critical Methodologies, ISSN 1532-7086, E-ISSN 1552-356X, Vol. 15, no 3, p. 192-202Article in journal (Refereed)
    Abstract [en]

    In the vast majority of Swedish schools, computer software is used for the registration of the absences and presences of students. How can the material-discursive engagements and practices of registration be researched? The article elaborates, from an agential realist account, on “doing research” in relation to the phenomenon of school absence. Through experimenting with intraviewing, the expressions and actions of materialities are acknowledged and the subject-centrism of conventional humanist qualitative interviewing is questioned. The posthumanist theories engaged with open up a rethinking of the production of data within qualitative research, and a discussion of the inseparability of data, analysis, thinking, and writing. The knowledge created on registration as an embodied, material, affective, and intraactive practice produces school absence as a reality where the computer software is always already a part of the phenomenon and thus needs to be an agential part of researching registration.

  • 89.
    Bolander, Eva
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    The condom works in all situations? Paradoxical messages in mainstream sex education in Sweden2015In: Sex Education: Sexuality, Society and Learning, ISSN 1468-1811, E-ISSN 1472-0825, Vol. 15, no 3, p. 289-302Article in journal (Refereed)
    Abstract [en]

    The condom plays a vital part in safe sex, the ideal outcome of mainstream Swedish sex education. As researchers have pointed out, however, the condom is not a neutral object; rather, it plays a part in shaping, in different ways, both sexual practices and the idea of what sex is. This paper focuses on sex education television programmes produced in Sweden from 1998 to 2011, and particularly on the condom's role in maintaining a hierarchy of sexuality that favours heterosexuality and vaginal intercourse. The analysis shows that the condom is presented as self-evident, as always available, and as unique in the protection it provides against sexually transmitted infections (STIs). Through over-simplified messages, such as ‘the condom is appropriate on all occasions’, the coital imperative is sustained and practices that do not include a penis are excluded from concepts of ‘sex’. From a safer sex perspective, this approach leaves unanswered questions about protection during other sexual practices, in particular from STIs such as herpes, for which no prevention strategies are presented. From a wider perspective, the sole focus on condoms, with its specific emphasis on the penis and penetration, runs contrary to the inclusive agenda of contemporary Swedish sex education.

  • 90.
    Bolander, Eva
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Bengtsson, Jenny
    Göteborgs universitet .
    Inclusive sex education: Norm challenges, boundary reinforcement?2016Conference paper (Refereed)
  • 91.
    Bolander, Eva
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Diskursanalys2015In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Stockholm: Liber, 2015, 2, p. 90-114Chapter in book (Other academic)
    Abstract [sv]

    Detta är en oumbärlig handbok för dig som ska skriva en akademisk uppsats baserad på kvalitativ datainsamling som exempelvis kvalitativa intervjuer, detaljerade observationer av samtal, textdokument eller fältstudier. Här får du konkreta råd och en gedigen genomgång av grundläggande aspekter av kvalitativ forskning samt redskap för att analysera data. Boken redogör för olika former av kvalitativ analys och går därutöver även igenom forskarens roll, forskningsprocessen, metoder för datainsamling samt vilken metodansats som kan vara lämplig att välja.Läs merFörfattarna presenterar ett flertal betydelsefulla och etablerade ansatser inom kvalitativ forskning, där varje ansats beskrivs på ett sådant sätt att läsaren direkt ska kunna finna vägledning i hur han eller hon kan analysera sina data. Kapitlen tydliggör också vilka typer av forskningsfrågor som kan vara av intresse inom ramen för de specifika metoderna eller ansatserna. Därmed ger boken studenterna hjälp att både bättre förstå logiken bakom olika kvalitativa forskningsansatser och finna den eller de metoder som passar för just de frågor som de är intresserade av.Nio olika metodansatser presenteras ingående:grundad teori, hermeneutik, diskursanalys, fenomenologi, fenomenografi, textanalys, konversationsanalys, fältforskning, livsberättelser.Om författarnaBokens huvudredaktörer är Andreas Fejes, docent i pedagogik, och Robert Thornberg, fil.dr i pedagogik, vid Linköpings universitet.

  • 92.
    Boström, Johan
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Teknik i förskolan – att motverka traditionella könsroller: En aktionsforskningsstudie2018Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This study shows that developing a gender sensitive technology education in apreschool setting is a very complex and multifaceted task. The preschool, andthe preschool teachers, are expected to help the children develop their technologicalawareness and interest in technology without being limited by traditionalperspectives on gender. However, as research has shown, teachers’ expectationsof children’s behaviour and interest in leisure time activities aregendered and reflect historically developed gendered roles in relation to technology.As this study shows there is a palpable risk of the preschool teacherson one hand focusing on girls and boys as homogenous groups, where a singleindividual gets to represent the group as a whole; and on the other hand, missinggender structures if the mindset is that gender does not factor into theirtreatment of the children at all – that they, automatically in their role astechers, act gender neutral. In this study, the pedagogical conversation wasimportant for the teachers possibility to reflect about their own preconceptions.However, the conversation did not seem to be enough, it was also importantfor the teachers to get to see and reflect on how they actually interactedwith the children in the technological activities. Only then did the teachersactually start to question their preconceptions and began to discuss new waysof acting.

  • 93.
    Bredström, Anna
    et al.
    Linköping University, Department of Social and Welfare Studies, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Bolander, Eva
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Beyond cultural racism: Challenges for an anti-racist sexual education for youth2019In: Youth, Sexuality and Sexual Citizenship / [ed] Peter Aggleton, Rob Cover, Deana Leahy, Daniel Marshall and Mary Lou Rasmussen, London: Routledge, 2019, p. 71-85Chapter in book (Other academic)
    Abstract [en]

    This chapter analyses sexual educational material in Sweden that aspires to a ‘norm critical’ agenda, i.e. which explicitly seeks to challenge norms regarding gender, sexuality, able-bodyness, race and ethnicity. The analysis is interested in the ways the material attempts to move beyond racialised notions of immutable cultural differences. We argue that while the material avoids reproducing stereotypes, it fails to develop an alternative way of conceptualising culture and its importance for sexuality. It also falls prey to a liberal discourse in its attempt to bridge differences by aspiring to universal rights. A more fruitful alternative, we suggest, would be to turn to a transversal politics so as to develop a form of sex education that can accommodate conflicting values, while treating culture in a non-essentialist way.

  • 94.
    Bredström, Anna
    et al.
    Linköping University, Department of Social and Welfare Studies, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Bolander, Eva
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Bengtsson, Jenny
    Institutionen för pedagogik, kommunikation och lärande, Göteborgs universitet.
    Norm-critical sex education in Sweden: Tensions within a progressive approach2018In: The Cambridge handbook of sexual development: Childhood and adolescence / [ed] Sharon Lamb & Jen Gilbert, Cambridge: Cambridge University Press, 2018, p. 537-558Chapter in book (Other academic)
  • 95.
    Broth, Mathias
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Levin, Lena
    Swedish National Road and Transport Research Institute (VTI).
    Showing where you're going: Instructing the accountable use of the indicator in live traffic2018In: International Journal of Applied Linguistics, ISSN 0802-6106, E-ISSN 1473-4192, Vol. 28, p. 248-264Article in journal (Refereed)
    Abstract [en]

    This article takes an interest in how students at a driving school areinstructed how to make the car's behaviour intelligible (accountable)to other road users in traffic. Taking the indicator as an example,the analytic focus is on the ways in which the indicator'srelevance is instructed and its timely activation practiced, andhow activating the indicator is instructed as part of moreencompassing turning procedures. The indicator is one of the centralresources built into cars for displaying to others a driver'sintention about where to go next. Although indicating does not,in itself, affect the movement of the car, activating the indicatoris crucial for allowing others to anticipate a car's movement inspace, and coordinate themselves with it. The analysis showshow instructors manage trainee drivers' instructed actions duringdriving by providing descriptions of what using the indicatoraccomplishes before a directive to turn (a), after a directive to turn(b), and as accounts for initiating correction of trainee driver carcontrol activity (c).

  • 96.
    Broth, Mathias
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Levin, Lena
    Starting out as a driver: Progression in instructed pedal work2017In: Memory practices and learning: Interactional, institutional and sociocultural perspectives / [ed] Åsa Mäkitalo, Per Linell & Roger Säljö, Charlotte, N.C.: Information Age Publishing, 2017, p. 115-152Chapter in book (Refereed)
  • 97.
    Broth, Mathias
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Levin, Lena
    Swedish Natl Rd and Transport Res Inst VTI, Linkoping, Sweden.
    Telling the Others side: Formulating others mental states in driver training2019In: Language & Communication, ISSN 0271-5309, E-ISSN 1873-3395, Vol. 65Article in journal (Refereed)
    Abstract [en]

    This article examines ascriptions of mental states to other road users in live traffic driver training. Through this practice, instructors formulate how others make sense of the trainee drivers car. Using multimodal conversation analysis, we demonstrate how others side formulations support trainee drivers communicative handling of the car during ongoing coordination events. In contrast, formulations occurring after coordination events serve educational ends, yielding the generic inferential practices by which competent drivers make contextual sense of others actions. Therefore, others side formulations comprise an important instructional resource for introducing neophyte drivers into the real-world theorizing, rendering traffic its orderly social character. (C) 2018 Elsevier Ltd. All rights reserved.

  • 98.
    Bylund, Anna
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Björk-Willén, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Multilingual becoming in reading: a picture storybook-reading-assemblage in early years education2015In: Early Years Second Language Education: International perspectives on theory and practice / [ed] Sandie Mourão and Mónica Lourenco, Abingdon och New York: Routledge, 2015, 1, p. 78-92Chapter in book (Other academic)
  • 99.
    Cekaite, Asta
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Björk-Willén, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Att lära svenska som andraspråk i förskolan: lek och lärarledda aktiviteter2017In: Förskolan och barns utveckling / [ed] Lindgren, Anne-Li, Pramling, Nicklas; Säljö, Roger, Malmö: Gleerups Utbildning AB, 2017, 1, p. 125-140Chapter in book (Refereed)
  • 100.
    Cekaite, Asta
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Björk-Willén, Polly
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Enchantment in storytelling: Co-operation and participation in childrens aesthetic experience2018In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 48, p. 52-60Article in journal (Refereed)
    Abstract [en]

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

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