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  • 1.
    Tholander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Ett diskursmedvetet lärarskap2022In: Lärarens ledarskap: professionell pedagogisk praktik / [ed] Ann S. Pihlgren, Mikael Jensen, Malmö: Gleerups Utbildning AB, 2022, 1, p. 205-220Chapter in book (Other academic)
    Abstract [sv]

    Den 15 oktober 2017 riktade skådespelerskan Alyssa Milano en uppmaning till alla på Twitter: ”Om du har blivit sexuellt trakasserad eller angripen, skriv då ’jag också’ som svar på denna tweet” (översatt från engelska). Detta blev starten på den mäktiga #metoo-rörelsen, som snabbt spred sig över världen. Vad visade denna rörelse och varför är den relevant för lärare att känna till? Ett första svar på denna dubbla fråga är att rörelsen uppenbarade att det i vår omgivning finns oändligt många offer, vilka ofta haft svårt att bli hörsammade eller hållit tyst om sina negativa erfarenheter. Ett andra svar är att alla lärare bör känna till vilken potential det finns i att, som Alyssa och #metoo-rörelsen, våga ifrågasätta invanda sätt att tänka, känna och handla i relation till olika former av övergrepp. Det är sådana insikter ett diskursmedvetet lärarskap, temat för den aktuella texten, bland annat kan bidra till. I framställningen avhandlas det diskursmedvetna lärarskapet utifrån fenomenet skolmobbning, som varje år, precis som sexuella övergrepp, skapar otaliga delvis osynliga offer. Observera dock att det inte finns någonting som begränsar det här perspektivet på lärares ledarskap till just denna typ av problem. Ett diskursmedvetet lärarskap kan tillämpas i en mängd olika sammanhang i skolan, exempelvis i kritiska samtal om rasism i vardagen, om innehållet i läromedel eller om kunskapsbedömningens gissel och dilemman. 

  • 2.
    Tholander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Harold Garfinkel2022In: Sociologins teoretiker / [ed] Lucas Gottzén, Ulrik Lögdlund, Malmö: Gleerups Utbildning AB, 2022, 2, Vol. Sidorna 157-175, p. 157-175Chapter in book (Other academic)
    Abstract [sv]

    Den här texten presenterar de grundläggande teserna i Harold Garfinkels etnometodologi, en relativt perifer sociologisk skola som uppstod i USA i mitten på 1950-talet. Fokus ligger framför allt på hur social ordning anses uppstå, hur aktörer ses som ständigt redovisningsskyldiga för sitt handlande samt hur språket, genom sin indexikalitet och reflexivitet, betraktas som ett mycket slagkraftigt verklighetsskapande verktyg. Etnometodologins styrka ligger i att undersöka och beskriva själva ”görandet” av världen. Traditionella sociologiska förklaringsvariabler – kön, identitet, regler – kan i detta ljus inte längre tas för givna av forskare, utan måste i stället förstås och analyseras just i sitt görande. Etnometodologin kan därmed kortfattat beskrivas som ”görandets sociologi”. Etnometodologin har varit betydelsefull för en rad vetenskapliga områden och har exempelvis i hög grad bidragit till utvecklingen av konversationsanalysen, vetenskapssociologin och genusteorin.

  • 3.
    Tholander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Tour, Ninni
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Skolning i sexuell egenmakt: Unga svenska kvinnors berättelser om tillfälligt sex2022In: ARKIV. Tidskrift för samhällsanalys, ISSN 2000-6225, E-ISSN 2000-6217, no 14, p. 7-32Article in journal (Refereed)
    Abstract [en]

    More than every third young woman in Sweden states that they have had casual sex during the past year. In this study, Michael Tholander and Ninni Tour focus on four young women’s narratives of their own involvement in casual sex. The analyses are based on a phenomenological approach and show experiences that are often presented in negative ways. Inadequate communication, power imbalance and unsatisfactory sex are described as common problems, especially in relation to events in younger years. At the same time, the participants believe that these problems have made them change their ways of thinking, feeling, and acting in relation to sex, which indicates that young women’s early sexual experiences have an important socializing function. Thus, if the participants’ own perspectives are accepted, sexual agency might best be understood as individually colored, experience-based, developmental processes rather than as something that is established through secondary sources, such as sex education, media, or friends.

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  • 4.
    Tholander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Tour, Ninni
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    The shame of casual sex: Narratives of young Swedish women2022In: Women's Studies: International Forum, ISSN 0277-5395, E-ISSN 1879-243X, Vol. 93, article id 102618Article in journal (Refereed)
    Abstract [en]

    This study is based on the narratives of four young Swedish women, who were interviewed about their experiences of heterosexual casual sex. The analyses are based on phenomenological sociology and focus on sequences in which the participants orient towards shame in connection with casual sexual encounters. The results show that the participants struggle with shame before, during, and after casual sex, that they do so in relation to a great variety of people, places, and situations, and that they through their experiences encounter a complex set of socializing forces. Hence, despite coming of age in a very liberal sexual environment, the social conditions of the young women’s casual sexual encounters appear as highly challenging. Different audiences, selves, and voices, which do not always blend well together, create a crossfire of conflicting ideals, expectations, and feelings. To alleviate the sexual shame that often seems to beset young women, methods of sex education need to focus on scrutinizing cultural practices rather than the individual.

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  • 5.
    Tholander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Johansson, Sofia
    Linköping University, Department of Behavioural Sciences and Learning.
    Thunell, Klara
    Linköping University, Department of Behavioural Sciences and Learning.
    Dahlström, Örjan
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Traces of pornography: Shame, scripted action, and agency in narratives of young Swedish women2022In: Sexuality & Culture, ISSN 1095-5143, E-ISSN 1936-4822, Vol. 26, p. 1819-1939Article in journal (Refereed)
    Abstract [en]

    The purpose of this study was to explore young women's experiences of pornography and how they believe pornography has affected both themselves and other adolescents in terms of sexuality and sexual experiences. Seven young women aged 17-18 years were interviewed and their narratives were analyzed through thematic analysis. The results show that the participants' pornography consumption has at times evoked feelings of shame in relation to their official feminist stance. Moreover, they all report experiences of being pressured to adopt a "supporting role" in sex and to perform in line with a narrow pornographic script, thus compromising their wish to enjoy sex and enact sexual agency. It is also evident how the participants have struggled to navigate through the conflicting positions that are available within a postfeminist culture, for instance in relation to feminism, heterosexual gender norms, and the strong ideal of being an "agent" in sex. In the pursuit of young women's healthy sexual development, the results highlight the need for safe female venues, a relational understanding of agency, cultural change rather than individualized responsibility, porn literacy training, and the advancement of broader sexual scripts.

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  • 6.
    Tholander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Andersson Bruck, Kjerstin
    School of Law, Psychology and Social Work, Örebro University, Örebro, Sweden.
    The ART of apologizing: Entering the black box of an intervention program2021In: Text & Talk, ISSN 1860-7330, E-ISSN 1860-7349, Vol. 41, no 1, p. 95-117Article in journal (Refereed)
    Abstract [en]

    During recent decades, evidence-based treatment programs have become a given part of the youth justice system. Typically, such programs are evaluated through quantitative effect studies, in which a variety of outcome measures play a significant role. This case study offers an alternative, interactional evaluation of a treatment program. More specifically, the analysis focuses on an Aggression Replacement Training (ART) session that was held at a youth detention home in Sweden. In this session, two trainers and three detained adolescent boys perform an exercise that serves to teach the latter various apology practices. A detailed, conversation analytic examination of the interaction in the session shows that the trainers repeatedly problematize the boys’ contributions in a kind of deviant-making enterprise. Thus, rather than recognizing competencies that do become visible through closer inspection, the trainers one-sidedly highlight lack and deficiency. It is argued that the interpretative frame of ART, with its focus on pathologization, individualization, and responsibilization, amplifies the incarcerated boys’ deviancy, hence symbolically locking them up in a second, nonmaterial or discursive, sense.

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    Final published version
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    Epub Ahead of Print
  • 7.
    Tholander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Lindberg, Anna
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Svensson, Daniel
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    “A freak that no one can love”: Difficult knowledge in testimonials on school bullying2020In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 35, no 3, p. 359-377Article in journal (Refereed)
    Abstract [en]

    This study adopts a testimonial approach to bullying victimisation,and aims to create a deeper understanding of the experiences andeffects of being a bullying target. Four written narratives about beingsubjected to school bullying were analysed according to interpretativephenomenological analysis. From the analysis, four themes wereconstructed, which represented different elements of victimhood: (1)Self-blame in which victims view themselves as the cause of thebullying, (2) Abandonment in which victims describe feelings ofstanding alone in their exposed situation, (3) Turning points inwhich the victims recount a variety of restorative events, and (4)Continued victimhood in which the victims relate how the feeling ofvictimhood and vulnerability continues even though the bullying hasended. In conclusion, school bullying is something that continues toaffect the individual adversely long after it has stopped, althoughstable friendship relations might have a mitigating influence.Through such relations, victimhood can be neutralised and a morepositive self-image develop. Moreover, as numerous other kinds ofvictims emphasise, an essential part of the rehabilitation process is tofinally be able to tell one’s story, to lay bare one’s difficult knowledgeto a wider audience.

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    “A freak that no one can love” [Final published version]
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    “A freak that no one can love” [Epub ahead of print]
  • 8.
    Tholander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Tour, Ninni
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Lessons in casual sex: Narratives of young Swedish women2020In: Sexuality & Culture, ISSN 1095-5143, E-ISSN 1936-4822, Vol. 24, p. 1397-1417Article in journal (Refereed)
    Abstract [en]

    This study focuses on the narratives of four young Swedish women who were interviewed about their experiences of heterosexual casual sex. The analyses are based on a phenomenological approach and provide insight into a highly complex sexual practice, which the participants often portray as having lacked transparent communication, balance of power, and satisfying sex – three key dimensions of an everyday “sexual democracy.” However, the participants also claim to have dealt with these problematic issues, hence pointing to the socializing role that early sexual experiences have for young women. Thus, if the participants’ own perspectives of events are accepted, sexual empowerment might best be understood as individually colored, experience-based, developmental processes rather than as something that is brought about primarily through collective, formal sex education.

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    Lessons in casual sex: Narratives of young Swedish women
  • 9.
    Tholander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Čekaitė, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Konversationsanalys2019In: Handbok i kvalitativ analys / [ed] Andreas Fejes, Robert Thornberg, Stockholm: Liber, 2019, 3, Vol. Sidorna 211-234, p. 211-234Chapter in book (Other academic)
    Abstract [sv]

    Konversationsanalys är en metod för detaljerade studier av talad interaktion. Att tillägna sig kunskap om denna metod är av stor vikt för alla som vill försöka förstå det talade språket i skolan eller andra institutionella miljöer. Konversationsanalys passar bra att använda när det empiriska materialet består av ljud- eller videoinspelningar från olika typer av interaktiva verksamheter. Det analytiska intresset riktas mot de handlingar som de studerade deltagarna åstadkommer med sitt språkande. Mer specifikt är målet ofta att klargöra hur olika händelser, relationer och identiteter produceras och förstås genom det talade språket. Genom konversationsanalyser av vardagliga skolsamtal kan vi exempelvis nå ny kunskap om hur lärande går till, hur olika värdegrundsfrågor avhandlas eller hur olika lärar- och elevroller förhandlas. Kapitlet inleds med en förklaring av grundläggande principer, begrepp och metodregler hos konversationsanalysen. Därefter demonstreras hur två inspelade samtal från skolans värld kan analyseras med hjälp av metoden. Kapitlet avslutas med några konkreta analytiska råd, en uppräkning av vanliga analytiska misstag samt förslag till vidare läsning.

  • 10.
    Tholander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    The making and unmaking of a bullying victim2019In: Interchange, ISSN 0826-4805, E-ISSN 1573-1790, Vol. 50, no 1, p. 1-23Article in journal (Refereed)
    Abstract [en]

    This study focuses on a video-recorded meeting in which a 13-year old female student, in front of her teacher and parents, discloses that she is being bullied. Through a combination of a conversation analytic approach and a victimological perspective, the analyses center on how the student frames her own victimhood narrative as well as on how the other participants, mainly the teacher, respond. While the student in observable ways strives to portray herself as a genuine bullying victim, she nevertheless, after encountering a series of discursive practices, ends up as a rejected victim. This could potentially lead to a form of secondary victimization, in which the original suffering of the victim is exacerbated through inadequate responses by third parties. Three implications for teachers in similar positions are highlighted: (1) Thoroughly scrutinize your own discursive environment, (2) take every victimhood narrative seriously, and (3) solve the problem without delay.

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    The making and unmaking of a bullying victim [Final published version]
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    The making and unmaking of a bullying victim [Epub ahed of print]
  • 11.
    Waller, Rosalind
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Tholander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Nilsson, Doris
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences. Region Östergötland, Local Health Care Services in Central Östergötland, Department of Child and Adolescent Psychiatry in Linköping.
    "You will have these ones!": Six women's experiences of being pressured to make a contraceptive choice that did not feel right2017In: Social Sciences, E-ISSN 2076-0760, Vol. 6, no 4, article id 114Article in journal (Refereed)
    Abstract [en]

    This study aims to contribute to an understanding of women’s experiences of contraceptive counselling, and of being pressured to make a contraceptive choice that did not feel right. Six women in Sweden participated insemi-structured interviews, which were analysed through interpretative phenomenological analysis. The results were organised into three themes: (1)The normalisation process, i.e., the ways in which the women experienced using the contraceptive were being promoted as a natural part of womanhood; (2)Drawing the shortest straw, i.e., the women’s experiences of encountering insensitive caregivers; and (3) Feeling like a guinea pig,i.e., the women’s sense of not being allowed to control the situation and make their own choices. In conclusion, the experience of not being respected in the healthcare system could lead to consequences not only for women’s sense ofself-efficacy with regard to contraceptives, but also for their willingness to engage in renewed counselling. The caregivers’ communicative skills are, therefore, of prime importance.

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  • 12.
    Tholander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Pippi Longstocking as Friedrich Nietzsche's overhuman2016In: Confero: Essays on education, philosophy and politics, E-ISSN 2001-4562, Vol. 4, no 1, p. 97-135Article in journal (Refereed)
    Abstract [en]

    Friedrich Nietzsche is primarily famous, or infamous, for two things: His statement “God is dead” and his idea of a future “overhuman” (Übermensch). It is the latter idea that is the focus of this essay. By pointing to a series of illuminative similarities between Friedrich Nietzsche’s 19th century portrayal of an imagined forthcoming human ideal and Astrid Lindgren’s 20th century fictional character Pippi Longstocking, a literary parallelism will be presented throughout the essay. The intended purpose is to rectify the image of both Friedrich Nietzsche and his overhuman. Whether or not this also has a bearing on the impression of Pippi is an open question, but it is crucial to emphasize that it is not Pippi’s physical strength, perhaps her most prominent attribute, which makes her an overhuman. Instead, Pippi is an overhuman in her approach to life and in her life-affirming actions. It is worth pointing out that Astrid Lindgren herself, in a letter accompanying the first Pippi manuscript, indeed characterized her own creation as an overhuman: “Pippi Longstocking is, as you will find if you take the trouble to read the manuscript, a little Übermensch in the shape of a child.”

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  • 13.
    Tholander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Cekaite Thunqvist, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Konversationsanalys2015In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Liber, 2015, 2, p. 194-217Chapter 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

  • 14.
    Tholander, Michael
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology.
    Harold Garfinkel2014In: Sociologins teoretiker / [ed] Lucas Gottzén, Ulrik Lögdlund, Malmö: Gleerups Utbildning AB, 2014, p. 153-171Chapter in book (Other academic)
  • 15.
    Cromdal, Jakob
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Tholander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Morality in professional practice2014In: Journal of Applied Linguistics and Professional Practice, ISSN 2040-3658, E-ISSN 2040-3666, Vol. 9, no 2, p. 155-164Article in journal (Refereed)
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  • 16.
    Tholander, Michael
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    "How long was your poem?": Social comparison among junior high school students2011In: QSE. International journal of qualitative studies in education, ISSN 0951-8398, E-ISSN 1366-5898, Vol. 24, no 1, p. 31-54Article in journal (Refereed)
    Abstract [en]

    The present article focuses on in situ social comparison among junior high school students. Rather than studying social comparison as an individual phenomenon in experimental situations, which has been common in previous research, the study analyzes social comparison as a real-life social practice. The results show that the practice of social comparison among students reconnects to central elements of the formal assessment system. For instance, in staging comparison sequences, the students often circulated prior teacher assessments or engaged in various counting practices. Moreover, the results show that students partake in social comparison in order to establish, protect, or recapture an image as successful students. In so doing, they are socialized into a range of useful social-comparison practices. Despite this, some students necessarily turn out to be positioned lower than others. Thus, social comparison among students can be seen as an informal stratification process in the school system.

  • 17.
    Tholander, Michael
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Mundane whistleblowing: Social drama in assessment talk2011In: Discourse Studies, ISSN 1461-4456, E-ISSN 1461-7080, Vol. 13, no 1, p. 69-92Article in journal (Refereed)
    Abstract [en]

    Based on recordings of naturalistic interaction, this study explores how a case of mundane whistleblowing unfolds in real time. In the analyzed recordings, a teacher instructs five students to engage in self- and peer-assessment. A few minutes into the session, one of the students indirectly accuses his peers of staging a cover-up. This whistleblowing action is analyzed in detail, but the main analytical focus is on the conversational strategies employed in response to it. These strategies – e.g., emotional displays, the undermining of credibility, fabricated accusatory detailing, covert silencing, puzzle work, and threats – were used both to repair the potential damage of the whistleblowing and to punish the whistleblower. More overt and hostile strategies were used after the formal assessment was over and the teacher had left the students to themselves. Students’ participation in the studied type of activites can be seen to develop their capacity to transform social relationships, to broaden their notions of peer loyalty, and to enhance their sense of social structure.

  • 18.
    Tholander, Michael
    Linköping University, Department of Behavioural Sciences and Learning, Learning and Didactic Science in Education and School (PeDiUS). Linköping University, Faculty of Educational Sciences.
    Student-led conferencing as democratic practice2011In: Children and Society, ISSN 1099-0860, Vol. 25, no 3, p. 239-250Article in journal (Refereed)
    Abstract [en]

    School conferences, in which teachers meet with parents and students, have long been criticised for being an undemocratic practice. Traditionally, such conferences have been organised and governed by the teacher. However, in recent years, student-led conferences have become more common in Swedish schools. The present article focuses on eight such conferences in a sixth grade class. The results show that the students became more visible during student-led conferences and that the conversational climate became more open. However, the teacher still controlled the conferences in a number of ways: (1) she alone decided the seriousness of the various problems discussed, (2) she often manoeuvred the students towards certain desirable answers, and (3) she almost always had the last word. Moreover, as students were constantly asked to assess their own culpability in relation to various problems, a strong individualistic focus prevailed.

  • 19.
    Tholander, Michael
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Student-led conferencing as democratic practice2011In: CHILDREN and SOCIETY, ISSN 0951-0605, Vol. 25, no 3, p. 239-250Article in journal (Refereed)
    Abstract [en]

    School conferences, in which teachers meet with parents and students, have long been criticised for being an undemocratic practice. Traditionally, such conferences have been organised and governed by the teacher. However, in recent years, student-led conferences have become more common in Swedish schools. The present article focuses on eight such conferences in a sixth grade class. The results show that the students became more visible during student-led conferences and that the conversational climate became more open. However, the teacher still controlled the conferences in a number of ways: (i) she alone decided the seriousness of the various problems discussed, (ii) she often manoeuvred the students towards certain desirable answers and (iii) she almost always had the last word. Moreover, as students were constantly asked to assess their own culpability in relation to various problems, a strong individualistic focus prevailed.

  • 20.
    Tholander, Michael
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Att spela med regler: Vardaglig demokrati i högstadieelevers gruppinteraktion.2009In: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild., 2009, 1, p. 208-229Chapter in book (Other academic)
    Abstract [sv]

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

  • 21.
    Tholander, Michael
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Arts and Sciences.
    Cekaite Thunqvist, Asta
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Konversationsanalys2009In: Handbok i kvalitativ analys / [ed] Andreas Fejes & Robert Thornberg, Liber, 2009, 1, p. 154-177Chapter 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

  • 22.
    Tholander, Michael
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Elevledda utvecklingssamtal i praktiken.2008In: Locus, ISSN 1100-3197, Vol. 21, no 3-4, p. 65-82Article in journal (Other academic)
  • 23.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Pippi - en övermänniska2008In: Tidningen Kulturen, ISSN 1654-1979, Vol. 3, no 3, p. 38-39Article in journal (Other (popular science, discussion, etc.))
  • 24.
    Cromdal, Jakob
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
    Aronsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies.
    Doing reluctance: Managing delivery of assessments in peer evaluation2007In: Discursive research in practice: New approaches to psychology and interaction / [ed] Alexa Hepburn, Sally Wiggins, Cambridge: Cambridge University Press , 2007, p. 203-222Chapter in book (Other academic)
    Abstract [en]

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

  • 25.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    "Ja, för jag är så jävla snygg!" Retsekvenser och informellt lärande i högstadiets grupparbeten.2007In: Det enkla är det sköna. En vänbok till Kjell Granström / [ed] Einarsson, C, Hammar Chiriac, E, Jedeskog, G, Lindberg, T & Samuelsson, M, Linköping: Skapande Vetande , 2007, p. 301-314Chapter in book (Other academic)
  • 26.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Pippi Långstrump - Nietzsches övermänniska2007In: Parnass : de litterdra sällskapens tidskrift om skvnlitterdra klassiker / De litterdra sällskapens samarbetsnämnd - DELS, ISSN 1104-0548, Vol. 15, no 4, p. 18-24Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

      

  • 27.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Students' participation and non-participation as a situated accomplishment2007In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 14, no 4, p. 449-466Article in journal (Refereed)
    Abstract [en]

    Using an approach inspired by conversation analysis, the present study investigates how Swedish students draw on democratic discourse during group work. The analyses demonstrate the importance of democratic issues to students. The analyses also point to how students repeatedly employ democratic discourse for a number of strategic purposes. Moreover, the analyses show that democratic arrangements at school are not always productive for schoolwork. The results are discussed in relation to previous research. In sum, the study implies that democracy must be studied as an interactive process. This entails a focus on how students do democracy at school rather than how they appear as democratic beings or how they experience student democracy retrospectively. Childhood Copyright © 2007 SAGE Publications.

  • 28.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Working with rules. Lived democracy in school2007In: Ethnography and Education, ISSN 1745-7823, E-ISSN 1745-7831, Vol. 2, no 1, p. 109-126Article in journal (Refereed)
  • 29.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Deliberativa samtal och samtalsanalys - en möjlig kombination2006In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 11, no 1, p. 53-58Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

      

  • 30.
    Tholander, Michael
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Socialkonstruktionismen som myt2006In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 11, no 3, p. 219-222Article in journal (Other (popular science, discussion, etc.))
  • 31.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Moralisk fostran mellan elever: Ett samtalsanalytiskt perspektiv2005In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 10, no 2, p. 99-123Article in journal (Refereed)
  • 32.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Värdegrund, demokrati och inflytande ur ett elevperspektiv2005In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 14, no 3Article in journal (Refereed)
  • 33.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Age in action. Membership work and stage of life categories in talk.2004In: Discourse & Society, ISSN 0957-9265, E-ISSN 1460-3624, Vol. 15, no 6, p. 787-789Article, book review (Other academic)
  • 34.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies.
    Review of "Age in action"2004In: Discourse & Society, ISSN 0957-9265, E-ISSN 1460-3624, Vol. 15, no 6, p. 787-789Article in journal (Other academic)
  • 35.
    Aronsson, Karin
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Skolans grupparbete som social arena2004In: Pedagogik som vetenskap: en vänbok till Birgitta Qvarsell / [ed] Agnieszka Bron och Anders Gustavsson, Stockholms universitet: Pedagogiska institutionen , 2004, p. 294-317Chapter in book (Other academic)
    Abstract [sv]

    En vetenskaplig disciplins identitet är sammanvävd med dess historia. En samhällsvetenskaplig disciplins forskningsobjekt är emellertid i hög grad den samtida omvärlden och de frågor som står högt på dagordningen i samhällsdebatten. Men inom samhällsvetenskap sysslar man även med centrala och grundläggande frågor. Förhållningssättet till de grundläggande frågorna har dock stor betydelse för hur forskarna kommer att agera i de dagsaktuella frågorna

  • 36.
    Tholander, Michael
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Aronsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Doing subteaching in school group work2003In: The 10th Biennial Conference of International Society for Theoretical Psychology,2003, 2003Conference paper (Other academic)
  • 37.
    Tholander, Michael
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Aronsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Doing subteaching in school group work: Positionings, resistance, and participation frameworks2003In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 17, no 3, p. 208-234Article in journal (Refereed)
    Abstract [en]

    This study focuses on subteaching, a phenomenon that regularly appears in pupil-run group work. On some occasions, junior high school pupils positioned themselves as subteachers, and exploited a series of teacher-like strategies. Thus, by instructing, evaluating, and disciplining their peers, they were found to take on repertoires and practices prototypical of classroom teaching. Thereby, discursive practices that characterise traditional classroom interaction were reproduced in small-group formats. On other occasions, subteaching was partly created by the pupils themselves in that they positioned themselves as pupils in relation to co-participant pupils, who were treated as 'teachers'. Yet, the same pupils, at times, challenged such teacher positionings in a number of ways, e.g. by resisting the subteacher's task requirements. Regardless of whether pupils were positioned as subteachers or positioned themselves, subteaching was ultimately always a collaborative affair.

  • 38.
    Tholander, Michael
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Pupils' gossip as remedial action2003In: Discourse Studies, ISSN 1461-4456, E-ISSN 1461-7080, Vol. 5, no 1, p. 101-129Article in journal (Refereed)
    Abstract [en]

    This article focuses on sequences of classroom talk, in which Swedish junior high-school pupils engage in reproaches of absent parties or, to use an established gloss, 'gossiping'. This kind of talk makes up a significant part of the off-task talk that pupils engage in when working in small groups. In order to initiate and participate in gossip interaction, pupils need to master sophisticated social competencies. The study focuses on these competencies and on one major function that gossip can be seen to perform for the primary gossiper: gossip as remedial action.

  • 39.
    Lindgren, Cecilia
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Educational Science (IUV).
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Remissyttrande rörande betänkandet "Ds 2003: 5 Stärkt rättsskydd för barn i gränsöverskridande fall"2003Other (Other (popular science, discussion, etc.))
  • 40.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Department of Child Studies.
    Review of "The moral dimensions of teaching"2003In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 17, no 4, p. 308-310Article in journal (Other academic)
  • 41.
    Tholander, Michael
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cross-gender teasing as a socializing practice2002In: Discourse processes, ISSN 0163-853X, E-ISSN 1532-6950, Vol. 34, no 3, p. 311-338Article in journal (Refereed)
    Abstract [en]

    In many studies of teasing between boys and girls, researchers have concluded that teasing affirms boundaries and asymmetries between the sexes through so-called borderwork (Thorne, 1993). However, in this study of teasing during student-run group work, teasing was shown to reach far beyond mere cultural reproduction of gender differences. Not only did teasing sometimes seem to contribute to tearing down traditional gender roles, but it was also employed for many other practical purposes. The study adopts a dialogical perspective on gender socialization to illustrate the fine details of how boys and girls orient to gender in teasing practices. However, quantitative analyses also show that gender is oriented to on an aggregate level: cross-gender teasing is far more common than same-gender teasing. This finding supports van Dijk's (1999) hypothesis that gender is a systematic relevance category.

  • 42.
    Tholander, Michael
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Doing morality in school: Teasing, gossip and subteaching as collaborative action2002Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The present thesis investigates socializing practices that take place among pupils during group-work sessions in Swedish junior high schools. The pupils, who were video recorded during such sessions, were supposed to work on common assignments, but quite often digressed into so-called off-task talk Most of the present analyses focus on such digressions.

    More specifically, the purpose of the thesis was to study pupils' moral practices. Through the staging of such practices, the pupils could be seen to be 'doing morality in school'. A basic assumption was that social norms are best seen when the participants themselves identify transgressions of these norms. Three communicative genres in which moral practices become plainly visible were chosen as the basis for analysis: (i) teasing, (ii)gossiping, and (iii) so-called 'suhteaching', that is, sequences of talk where at least one pupil is positioned as a deputy teacher. Sequences of these genres were transcribed in detail, and a conversational approach was applied for the purpose of close analyses of moral practices.

    The findings are presented in four articles. The first article focuses on on gender socialization and illustrates the fine details of how boys and girls orient to gender in teasing practices. It also shows that cross-gender teasing is far more common than same-gender teasing. In the second article, the dialogic architecture of teasing is analyzed, showing that pupils often rely on their co-participants in the staging of teases, and that they employ a rich repertoire of responce strategies: account work, denial, minimal responses, playing along with the teasing, retaliation, and proactive work. The third article focuses on gossiping, and more specifically on how gossip sometimes serves as remedial action for incidents or states of affairs that can be seen as degrading for the primary gossiper's social standing. Finally, the fourth article analyzes so-called 'sub-teaching' and resistance to such subteaching. Regardless of whether pupils are positioned as subteachers or position themselves, subteaching is ultimately always a collaborative affair.

    Together the four studies show some of the skills that pupils must master in order to participate successfully in group interaction. Ultimately, pupils' (local) standing largely depends upon acquiring such skills. The conclusion is that school is perhaps not foremost a place where you learn a set of moral norms, but an arena where you learn to practically manage yourself in and through talk-in-interaction.

    List of papers
    1. Cross-gender teasing as a socializing practice
    Open this publication in new window or tab >>Cross-gender teasing as a socializing practice
    2002 (English)In: Discourse processes, ISSN 0163-853X, E-ISSN 1532-6950, Vol. 34, no 3, p. 311-338Article in journal (Refereed) Published
    Abstract [en]

    In many studies of teasing between boys and girls, researchers have concluded that teasing affirms boundaries and asymmetries between the sexes through so-called borderwork (Thorne, 1993). However, in this study of teasing during student-run group work, teasing was shown to reach far beyond mere cultural reproduction of gender differences. Not only did teasing sometimes seem to contribute to tearing down traditional gender roles, but it was also employed for many other practical purposes. The study adopts a dialogical perspective on gender socialization to illustrate the fine details of how boys and girls orient to gender in teasing practices. However, quantitative analyses also show that gender is oriented to on an aggregate level: cross-gender teasing is far more common than same-gender teasing. This finding supports van Dijk's (1999) hypothesis that gender is a systematic relevance category.

    National Category
    Social Sciences Interdisciplinary
    Identifiers
    urn:nbn:se:liu:diva-28512 (URN)10.1207/S15326950DP3403_4 (DOI)13662 (Local ID)13662 (Archive number)13662 (OAI)
    Available from: 2009-10-09 Created: 2009-10-09 Last updated: 2018-01-13Bibliographically approved
    2. Teasing as serious business: Collaborative staging and response work
    Open this publication in new window or tab >>Teasing as serious business: Collaborative staging and response work
    2002 (English)In: Text - an interdisciplinary journal for the study of discourse, ISSN 0165-4888, Vol. 22, no 4, p. 559-595Article in journal (Refereed) Published
    Abstract [en]

    Teasing can be seen as one of the socializing practices that take place within schools. Yet prior work on teasing has often had a inonological bias. In this study, the dialogic architecture of teasing sequences in pupils' work groups at school is analyzed in detail-covering both the collaborative staging of teasing, and the response work that teasing brings about. Teasing can be seen as a way of controlling norm transgressions, and response work is therefore a contingent aspect of teasing. The findings show that pupils employ a rich repertoire of response strategies: account work, denial, minimal responses, playing along with the teasing, retaliation, and proactive work. Ultimately, a pupil's (local) standing depends to a large extent upon acquiring such skills. The findings also show that pupils often rely on their co-participants both in the staging of teases and in response work. ⌐ Walter de Gruyter.

    Keywords
    teasing, response work, collaboration, socializing practices, rhetoric, discourse analysis
    National Category
    Social Sciences Interdisciplinary
    Identifiers
    urn:nbn:se:liu:diva-28515 (URN)10.1515/text.2002.022 (DOI)13665 (Local ID)13665 (Archive number)13665 (OAI)
    Available from: 2009-10-09 Created: 2009-10-09 Last updated: 2018-01-13Bibliographically approved
    3. Pupils' gossip as remedial action
    Open this publication in new window or tab >>Pupils' gossip as remedial action
    2003 (English)In: Discourse Studies, ISSN 1461-4456, E-ISSN 1461-7080, Vol. 5, no 1, p. 101-129Article in journal (Refereed) Published
    Abstract [en]

    This article focuses on sequences of classroom talk, in which Swedish junior high-school pupils engage in reproaches of absent parties or, to use an established gloss, 'gossiping'. This kind of talk makes up a significant part of the off-task talk that pupils engage in when working in small groups. In order to initiate and participate in gossip interaction, pupils need to master sophisticated social competencies. The study focuses on these competencies and on one major function that gossip can be seen to perform for the primary gossiper: gossip as remedial action.

    Keywords
    collaboration, discourse analysis, gossip, remedial action, rhetoric, socializing practices
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-48620 (URN)10.1177/14614456030050010501 (DOI)
    Available from: 2009-10-11 Created: 2009-10-11 Last updated: 2017-12-12Bibliographically approved
    4. Doing subteaching in school group work: Positionings, resistance, and participation frameworks
    Open this publication in new window or tab >>Doing subteaching in school group work: Positionings, resistance, and participation frameworks
    2003 (English)In: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 17, no 3, p. 208-234Article in journal (Refereed) Published
    Abstract [en]

    This study focuses on subteaching, a phenomenon that regularly appears in pupil-run group work. On some occasions, junior high school pupils positioned themselves as subteachers, and exploited a series of teacher-like strategies. Thus, by instructing, evaluating, and disciplining their peers, they were found to take on repertoires and practices prototypical of classroom teaching. Thereby, discursive practices that characterise traditional classroom interaction were reproduced in small-group formats. On other occasions, subteaching was partly created by the pupils themselves in that they positioned themselves as pupils in relation to co-participant pupils, who were treated as 'teachers'. Yet, the same pupils, at times, challenged such teacher positionings in a number of ways, e.g. by resisting the subteacher's task requirements. Regardless of whether pupils were positioned as subteachers or positioned themselves, subteaching was ultimately always a collaborative affair.

    National Category
    Social Sciences Interdisciplinary
    Identifiers
    urn:nbn:se:liu:diva-28516 (URN)10.1080/09500780308666849 (DOI)13666 (Local ID)13666 (Archive number)13666 (OAI)
    Available from: 2009-10-09 Created: 2009-10-09 Last updated: 2018-01-13Bibliographically approved
  • 43.
    Tholander, Michael
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Aronsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Teasing as serious business: Collaborative staging and response work2002In: Text - an interdisciplinary journal for the study of discourse, ISSN 0165-4888, Vol. 22, no 4, p. 559-595Article in journal (Refereed)
    Abstract [en]

    Teasing can be seen as one of the socializing practices that take place within schools. Yet prior work on teasing has often had a inonological bias. In this study, the dialogic architecture of teasing sequences in pupils' work groups at school is analyzed in detail-covering both the collaborative staging of teasing, and the response work that teasing brings about. Teasing can be seen as a way of controlling norm transgressions, and response work is therefore a contingent aspect of teasing. The findings show that pupils employ a rich repertoire of response strategies: account work, denial, minimal responses, playing along with the teasing, retaliation, and proactive work. Ultimately, a pupil's (local) standing depends to a large extent upon acquiring such skills. The findings also show that pupils often rely on their co-participants both in the staging of teases and in response work. ⌐ Walter de Gruyter.

  • 44.
    Tholander, Michael
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Aronsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Teasing in pupils' group work2002In: International Conference on Conversation Analysis ICCA-02,2002, 2002Conference paper (Other academic)
  • 45.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Lina langsokkur er ofurmenni Nietzsches2001In: Timarit um menningu og mannlif, ISSN 1609-6991, Vol. 62, no 3, p. 17-25Article in journal (Other (popular science, discussion, etc.))
    Abstract [is]

           

  • 46.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Friedrich Nietzsche - och Pippi Långstrump2000In: Tvärsnitt, ISSN 0348-7997, Vol. 22, no 3Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

       

1 - 46 of 46
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