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  • 1.
    Aarsand, Pål André
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Alternating between online and offline: tags and frame switches as interactional resources2007Manuscript (preprint) (Other academic)
    Abstract [en]

    The present data are based on an ethnographic study of computer use in everyday interactions in a seventh grade class (of 13-14 year-olds). The data were analysed in terms of activity frames and participation frameworks (Goffman 1981), exploring how students deployed online and offline activity frames in their identity performance. It is shown how MSN (online) identities are invoked in subsequent and intermittent face-to-face interaction; a dialogue can start on MSN and continue in faceto-face interaction, and vice versa. This means that frame switches are important features of the students’ identity work. Similarly, the students employed nicknames or tags, that is, textual-visual displays of ‘speaker’ identities, located in the boundary zone between online and offline activities. In terms of participation frameworks, it is also documented ways in which students engaged in crossplay (Goffman 1981), where a ratified participant communicated with a non-ratified participant. Yet, one problem in analysing participation frameworks and particularly byplay and sideplay (Goffman 1981) is that these concepts require that the analyst can identify one dominant activity. This was not possible in the present data. Instead, the data are primarily analysed in terms of borderwork, that here entails frame switchings, crossplay and a strategic use of tags.

  • 2.
    Aarsand, Pål André
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Around the Screen: Computer activities in children’s everyday lives2007Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The present ethnography documents computer activities in everyday life. The data consist of video recordings, interviews and field notes, documenting (i) 16 students in a seventh grade class in a computer room and other school settings and (ii) 22 children, interacting with siblings, friends and parents in home settings. The thesis is inspired by discourse analytical as well as ethnographic approaches, including notions from Goffman (1974, 1981), e.g. those of activity frame and participation framework, which are applied and discussed.

    The thesis consists of four empirical studies. The first study focuses on students’ illegitimate use, from the school’s point of view, of online chatting in a classroom situation. It is shown that the distinction offline/online is not a static one, rather it is made relevant as part of switches between activity frames, indicating the problems of applying Goffman’s (1981) notions of sideplay, byplay and crossplay to analyses of interactions in which several activity frames are present, rather than one main activity. Moreover, it is shown that online identities, in terms of what is here called tags, that is, visual-textual nicknames, are related to offline phenomena, including local identities as well as contemporary aesthetics. The second study focuses on placement of game consoles as part of family life politics. It is shown that game consoles were mainly located in communal places in the homes. The distinction private/communal was also actualized in the participants’ negotiations about access to game consoles as well as negotiations about what to play, when, and for how long. It is shown that two strategies were used, inclusion and exclusion, for appropriating communal places for computer game activities. The third study focuses on a digital divide in terms of a generational divide with respect to ascribed computer competence, documenting how the children and adults positioned each other as people ‘in the know’ (the children) versus people in apprentice-like positions (the adults). It is shown that this generation gap was deployed as a resource in social interaction by both the children and the adults. The forth study focuses on gaming in family life, showing that gaming was recurrently marked by response cries (Goffman, 1981) and other forms of blurted talk. These forms of communication worked as parts of the architecture of intersubjectivity in gaming (cf. Heritage, 1984), indexing the distinction virtual/‘real’. It is shown how response cries, sound making, singing along and animated talk extended the virtual in that elements of the game became parts of the children’s social interaction around the screen, forming something of an action aesthetic, a type of performative action for securing and displaying joint involvement and collaboration. As a whole, the present studies show how the distinctions master/apprentice, public/private, virtual/real and subject/object are indexicalized and negotiated in computer activities.

    List of papers
    1. Alternating between online and offline: tags and frame switches as interactional resources
    Open this publication in new window or tab >>Alternating between online and offline: tags and frame switches as interactional resources
    2007 (English)Manuscript (preprint) (Other academic)
    Abstract [en]

    The present data are based on an ethnographic study of computer use in everyday interactions in a seventh grade class (of 13-14 year-olds). The data were analysed in terms of activity frames and participation frameworks (Goffman 1981), exploring how students deployed online and offline activity frames in their identity performance. It is shown how MSN (online) identities are invoked in subsequent and intermittent face-to-face interaction; a dialogue can start on MSN and continue in faceto-face interaction, and vice versa. This means that frame switches are important features of the students’ identity work. Similarly, the students employed nicknames or tags, that is, textual-visual displays of ‘speaker’ identities, located in the boundary zone between online and offline activities. In terms of participation frameworks, it is also documented ways in which students engaged in crossplay (Goffman 1981), where a ratified participant communicated with a non-ratified participant. Yet, one problem in analysing participation frameworks and particularly byplay and sideplay (Goffman 1981) is that these concepts require that the analyst can identify one dominant activity. This was not possible in the present data. Instead, the data are primarily analysed in terms of borderwork, that here entails frame switchings, crossplay and a strategic use of tags.

    Keywords
    participation framework, activity frames, online activities, offline activities, identities, borderwork.
    National Category
    Other Social Sciences not elsewhere specified
    Identifiers
    urn:nbn:se:liu:diva-14501 (URN)
    Available from: 2007-05-14 Created: 2007-05-14 Last updated: 2010-10-11
    2. Gaming and Territorial Negotiations in Family Life
    Open this publication in new window or tab >>Gaming and Territorial Negotiations in Family Life
    2009 (English)In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 16, no 4, p. 497-517Article in journal (Refereed) Published
    Abstract [en]

    This article examines territorial negotiations concerning gaming, drawing on video recordings of gaming practices in middle-class families. It explores how private vs public gaming space was co-construed by children and parents in front of the screen as well as through conversations about games. Game equipment was generally located in public places in the homes, which can be understood in terms of parents’ surveillance of their children, on the one hand, and actual parental involvement, on the other. Gaming space emerged in the interplay between game location, technology and practices, which blurred any fixed boundaries between public and private, place and space, as well as traditional age hierarchies.

    Keywords
    computer gaming • family politics • parental involvement • place/space • public/private
    National Category
    Other Social Sciences not elsewhere specified
    Identifiers
    urn:nbn:se:liu:diva-14502 (URN)10.1177/0907568209343879 (DOI)
    Note
    Tidigare titel: Computer gaming and territorial negotiations in family life Available from: 2007-05-14 Created: 2007-05-14 Last updated: 2017-12-13
    3. Computer- and Video games in Family Life: The digital divide as a resource in intergenerational interactions
    Open this publication in new window or tab >>Computer- and Video games in Family Life: The digital divide as a resource in intergenerational interactions
    2007 (English)In: Childhood, ISSN 0907-5682, Vol. 14, no 2, p. 235-256Article in journal (Refereed) Published
    Abstract [en]

    In this ethnographic study of family life, intergenerational video and computer game activities were videotaped and analysed. Both children and adults invoked the notion of a digital divide, i.e. a generation gap between those who master and do not master digital technology. It is argued that the digital divide was exploited by the children to control the game activities. Conversely, parents and grandparents positioned themselves as less knowledgeable, drawing on a displayed divide as a rhetorical resource for gaining access to playtime with the children. In these intergenerational encounters, the digital divide was thus an interactional resource rather than a problem.

    Keywords
    computer games, digital divide, family, knowledge-relations, participation framework, video games
    National Category
    Other Social Sciences not elsewhere specified
    Identifiers
    urn:nbn:se:liu:diva-14503 (URN)10.1177/0907568207078330 (DOI)
    Available from: 2007-05-14 Created: 2007-05-14 Last updated: 2009-04-21
    4. Response cries and other gaming moves: Building intersubjectivity in gaming
    Open this publication in new window or tab >>Response cries and other gaming moves: Building intersubjectivity in gaming
    2009 (English)In: Journal of Pragmatics, ISSN 0378-2166, Vol. 41, no 8, p. 1557-1575Article in journal (Refereed) Published
    Abstract [en]

    The present study focuses on the ways in which response cries (Goffman, 1981) are deployed as interactional resources in computer gaming in everyday life. It draws on a large-scale data set of video recordings of the everyday lives of middleclass families. The recordings of gaming between children and between children and parents show that response cries were not arbitrarily located within different phases of gaming (planning, gaming or commenting on gaming). Response cries were primarily used as interactional resources for securing and sustaining joint attention (cf. Goodwin, 1996) during the gaming as such, that is, during periods when the gaming activity was characterized by a relatively high tempo. In gaming between children, response cries co-occurred with their animations of game characters and with sound making, singing along, and code switching in ways that formed something of an action aesthetic, a type of aesthetic that was most clearly seen in gaming between game equals (here: between children). In contrast, response cries were rare during the planning phases and during phases in which the participants primarily engaged in setting up or adjusting the game.

    Keywords
    Computer gaming; Response cries; Intersubjectivity; Everyday life; Action aesthetic
    National Category
    Other Social Sciences not elsewhere specified
    Identifiers
    urn:nbn:se:liu:diva-14504 (URN)10.1016/j.pragma.2007.05.014 (DOI)
    Available from: 2007-05-14 Created: 2007-05-14 Last updated: 2010-02-05
  • 3.
    Aarsand, Pål André
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Computer- and Video games in Family Life: The digital divide as a resource in intergenerational interactions2007In: Childhood, ISSN 0907-5682, Vol. 14, no 2, p. 235-256Article in journal (Refereed)
    Abstract [en]

    In this ethnographic study of family life, intergenerational video and computer game activities were videotaped and analysed. Both children and adults invoked the notion of a digital divide, i.e. a generation gap between those who master and do not master digital technology. It is argued that the digital divide was exploited by the children to control the game activities. Conversely, parents and grandparents positioned themselves as less knowledgeable, drawing on a displayed divide as a rhetorical resource for gaining access to playtime with the children. In these intergenerational encounters, the digital divide was thus an interactional resource rather than a problem.

  • 4.
    Aarsand, Pål André
    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.
    Response cries and other gaming moves: Building intersubjectivity in gaming2009In: Journal of Pragmatics, ISSN 0378-2166, Vol. 41, no 8, p. 1557-1575Article in journal (Refereed)
    Abstract [en]

    The present study focuses on the ways in which response cries (Goffman, 1981) are deployed as interactional resources in computer gaming in everyday life. It draws on a large-scale data set of video recordings of the everyday lives of middleclass families. The recordings of gaming between children and between children and parents show that response cries were not arbitrarily located within different phases of gaming (planning, gaming or commenting on gaming). Response cries were primarily used as interactional resources for securing and sustaining joint attention (cf. Goodwin, 1996) during the gaming as such, that is, during periods when the gaming activity was characterized by a relatively high tempo. In gaming between children, response cries co-occurred with their animations of game characters and with sound making, singing along, and code switching in ways that formed something of an action aesthetic, a type of aesthetic that was most clearly seen in gaming between game equals (here: between children). In contrast, response cries were rare during the planning phases and during phases in which the participants primarily engaged in setting up or adjusting the game.

  • 5.
    Adelsvärd, Viveka
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Aronsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Linell, Per
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Communications Studies.
    Discourse of blame. Courtroom construction of social reality from the perspective of the defendant.1988In: Semiotica, ISSN 0037-1998, E-ISSN 1613-3692, Vol. 71, p. 261-284Article in journal (Refereed)
  • 6.
    Adelswärd, Viveka
    et al.
    Linköping University, The Tema Institute, Department of Communications Studies. Linköping University, Faculty of Arts and Sciences.
    Sparrman, Anna
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cromdal, Jakob
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Evaldsson, Ann-Carita
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Den väsentliga vardagen2009In: Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild, Stockholm: Carlssons , 2009, 1, p. 9-12Chapter in book (Other academic)
    Abstract [sv]

    Här ger arton forskare som alla varit doktorander till professor Karin Aronsson sin beskrivning av olika former av vardagliga fenomen. Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för de författare som bidrar i boken är att de är eller har varit doktorander vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang.

  • 7.
    Altin, Carolina
    et al.
    Karolinska Institutet, Stockholm, Sweden.
    Kvist Lindholm, Sofia
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Wejdmark, Mats
    Nature School, Municipality of Nynäshamn, Stockholm, Sweden.
    Lättman-Masch, Robert
    Nature School, Municipality of Nynäshamn, Stockholm, Sweden.
    Boldemann, Cecilia
    Karolinska Institutet, Stockholm, Sweden; Centre for Epidemiology and Community Medicine, Stockholm County Council, Stockholm, Sweden .
    Upgrading Preschool Environment in a Swedish Municipality: Evaluation of an Implementation Process2015In: Health Promotion Practice, ISSN 1524-8399, E-ISSN 1552-6372, Vol. 16, no 4, p. 583-591Article in journal (Refereed)
    Abstract [en]

    Redesigning outdoor preschool environment may favorably affect multiple factors relevant to health and reach many children. Cross-sectional studies in various landscapes at different latitudes have explored the characteristics of preschool outdoor environment considering the play potential triggering combined physical activity and sun-protective behavior due to space, vegetation, and topography. Criteria were pinpointed to upgrade preschool outdoor environment for multiple health outcomes to be applied in local government in charge of public preschools. Purposeful land use policies and administrative management of outdoor land use may serve to monitor the quality of preschool outdoor environments (upgrading and planning). This study evaluates the process of implementing routines for upgrading outdoor preschool environments in a medium-sized municipality, Sweden, 2008-2011, using qualitative and quantitative analysis. Recorded written material (logs and protocols) related to the project was processed using thematic analysis. Quantitative data (m2 flat/multileveled, overgrown/naked surface, and fraction of free visible sky) were analyzed to assess the impact of implementation (surface, topography, greenery integrated in play). The preschool outdoor environments were upgraded accordingly. The quality of implementation was assessed using the theory of policy streams approach. Though long-term impact remains to be confirmed the process seems to have changed work routines in the interior management for purposeful upgrading of preschool outdoor environments. The aptitude and applicability of inexpensive methods for assessing, selecting, and upgrading preschool land at various latitudes, climates, and outdoor play policies (including gender aspects and staff policies) should be further discussed, as well as the compilation of data for monitoring and evaluation.

  • 8. andersson, gunvor
    et al.
    Aronsson, Karin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    hessle, sven
    hollander, anna
    lundström, tommy
    Haverier i social barnavård? Fem fallstudier2001Book (Other academic)
    Abstract [sv]

    HAVERIER i social barnavård är lyckligtvis mycket ovanliga. I detta arbete analyseras fem fall som alla vid någon tidpunkt har utvecklats på ett olyckligt sätt. De olika fallen ger tillsammans en bred belysning av dilemmor och möjligheter i socialt och psykiatriskt arbete med utsatta barn. Genom att analysera olika vändpunkter i fallen diskuteras både haverier och god praktik. Läsaren kan själv ta ställning: Vad är ett haveri? Hur kan haverier undvikas? Det finns också rikligt med stoff för debatt kring barnets bästa, barns rättigheter, och mediernas och allmänhetens ansvar. Boken har alla förutsättningar att engagera både den intresserade allmänheten och journalister, liksom personer under utbildning eller fortbildning vid socialhögskolor, psykiatriutbildningar och jurist- eller polishögskolor. FALLSTUDIEN som metod har varit av avgörande betydelse inom hjärnforskningen och annan medicinsk forskning. Inom samhällsvetenskaperna har den däremot varit försummad. I denna bok illustreras olika angreppssätt genom fem olika typer av fall. Dessutom presenteras teori kring fallstudier och berättande, liksom metodiska synpunkter på fallstudien som forsknings- och utredningsmetod.

  • 9.
    Andersson, Ingrid
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Bilingual and Monolingual Children's Narration: Discourse Strategies and Narrative Styles1997Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis investigates twenty bilingual and twenty monolingual 6-year-old preschool children's discourse strategies and narrative styles. It is theoretically based on an interdiciplinary framework combining theories of narration with discourse theories. Methodologically, the study draws on micro-analyses of children's spontaneous sharing time narrations, on the one hand, and elicited retellings of a fable, on the other. A new method was developed for analysing Labovian story points from a collaborative perspective: differentiating between child contributions, teacher contributions, and joint contributions. Moreover, all children were interviewed about their literary repertoires and about narrative practices at home. It was found that children's vocabulary was closely linked to their literary repertoires and cultural habits. By calculating the repair:error ratio, the present study shows that there is a linear development in children's repair work, instead of an inverted U-curve as previously suggested. Language repairs were rare in both groups. The children primarily focused on meaning, not on linguistic form. However, there were more language errors in the bilingual group. Moreover, the bilingual group had a more restricted vocabulary. Yet, the findings reveal that narrative coherence was comparable in the monolingual and bilingual groups. In an analysis of participation during sharing time sessions, it was found that peer comments and child initiatives were more frequent in the monolingual group, and in specific preschool settings. Collaboration was investigated both in terms of teacher support, co-narration, and in  terms of indirect ways of collaborating, like the employment of communication strategies and self-repairs. It was found that bilingual children received  more collaborative support and employed more communication strategies than their monolingual peers.

  • 10.
    Andersson, Kjerstin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Above All Else, Do Not Snitch: Constructing Criminal Identities and Negotiating Masculinities in Agression Replacement Training2008Article in journal (Other academic)
    Abstract [en]

    In the present article, the issue of snitching is analysed as part of a convict code, drawn upon by young men detained for assessment at a youth detention home and participating in Aggression Replacement Training (ART). ART is viewed in light of other research on peer interventions. The analysis shows how sticking to the convict code facilitates positioning oneself as knowledgeable within a field of criminality. Perhaps more important, however, is how drawing on the code regulates the relationship to other men and polices one's own behaviour, as well as that of others. Both the trainers and the young men can be seen to use different discourses of masculinity as interactional resources.

  • 11.
    Andersson, Kjerstin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    “Allt började med en sockerbit!”: Ett diskursivt perspektiv på unga mäns berättelser om eget våldsutövande2010In: Locus, ISSN 1100-3197, no 2-3, p. 77-90-Article in journal (Other academic)
  • 12.
    Andersson, Kjerstin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Ambiguity as Resource in Doing Masculinities - a troubled boy's narrative2005In: Childhoods 2005 Oslo Children and Youth in Emerging and Transforming Societies,2005, 2005, p. 171-171Conference paper (Other academic)
  • 13.
    Andersson, Kjerstin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Att be om ursäkt - interpersonell färdigthet och ART i praktiken2007In: Socionomens forskningssupplement, Vol. 6, p. 36-49Article in journal (Refereed)
  • 14.
    Andersson, Kjerstin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Att be om ursäkt. Interpersonell färdighet och ART i praktiken2006In: Utsatt barndom, sårbara familjer och samhällets insatser,2006, 2006Conference paper (Other academic)
  • 15.
    Andersson, Kjerstin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Constructing the Other: Ethnic and Racist Categorizations in Talk on Violence2012In: Social inequality & The Politics of Representation: A Global Landscape / [ed] Celine-Marie Pascale, Thousand Oaks: SAGE , 2012, p. -339Chapter in book (Refereed)
    Abstract [en]

       "In a global landscape the representational practices through which inequalities gain meaning are central--both within and across national boundaries. Social Inequality & The Politics of Representation takes a fresh look at how inequalities of class, race, sexuality, gender and nation are constructed in 20 countries on 5 continents. It offers both rich insight and cultural critique--yet it does not offer a universal paradigm, nor is it concerned with debates about scholarship from "the center" or "the periphery." The collection de-centers North American/European paradigms by placing scholarship from countries around the globe on equal footing. Social Inequality & The Politics of Representation examines timely issues including: Muslim veiling in Austria; poverty among Otomi in Mexico; Indian immigrants in Uganda; race and class in South Africa; Romany rights in Serbia; the (mis)education of Kurdish women in Turkey; collective memory-making in Argentina; internet censorship in China; women's sexuality in Nigeria; orphans in Russia; and transgender cultures in Malaysia. Readers will find a variety of analytical styles including frame analysis, semiotics, poststructural discourse analysis, critical discourse studies, and conversation analysis. Each chapter provides an overview of relevant cultural and historical contexts for an international audience as well as a brief introduction to relevant methodological and theoretical frameworks. Consequently, it is both a richly diverse and easily accessible collection."--Publisher's website.

  • 16.
    Andersson, Kjerstin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Constructing the Other: Ethnic and Racist Categorizations in Talk on Violence2008Article in journal (Other academic)
    Abstract [en]

    Sweden is increasingly becoming multiethnic, resulting in a complex ethnic landscape. The present article documents how two young men in Sweden use ethnic and racist categories in talk about violence, from two distinct but mirroring positions: one explicitly non-Swedish and one a former neo-Nazi. Both young men describe being the target of violence due to being identified as the Other, and both use ethnic and racist categorizations to describe their fighting opponents. It is also argued here that both men are problematizing and deconstructing present and previous identities.

  • 17.
    Andersson, Kjerstin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Construction Young Masculinity: A Case of Heroic Discourse of Violence2008In: Discourse & Society, ISSN 0957-9265, E-ISSN 1460-3624, Vol. 19, no 2, p. 139-161Article in journal (Refereed)
    Abstract [en]

    In this article, a young man's narratives of violence are analysed, and a culturally shared storyline is identified as the basis of these narratives. It is argued that the stories are organized so as to construct a preferred self-presentation. One strategy to achieve this is to establish boundaries for what type of violence to use, whom to fight, where and for what reasons. I also argue that the narratives are structured to avoid being categorized as either victim or perpetrator, although both categories are drawn upon. Issues of masculinity are made relevant through categorization of the characters in the narrative, and positions are made available. Different masculine categories such as the hero/villain/non-man become relevant in the analysis. Different gendered positions are used in negotiating a masculine identity around narratives of and through telling about violence.

  • 18.
    Andersson, Kjerstin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Manlig farlighet. Pedofilen som undandtag2012In: Andra män : maskulinitet, normskapande och jämställdhet / [ed] Lucas Gottzén och Rickard Jonsson, Malmö: Gleerups , 2012, 1, p. -183Chapter in book (Refereed)
    Abstract [sv]

    Sverige är världens mest jämställda land, med världens mest jämställda män. Åtminstone framställs det ofta så, både i offentlig debatt och i vardagliga samtal. Denna bild av den normale svenska mannen upprätthålls dock genom att något annat - eller någon annan - skapas som avvikande, annorlunda, obegriplig eller sjuk.

    I den här antologin diskuteras hur det som uppfattas som goda handlingar används för att representera det gemensamma, medan våldsbrott, kvinnomisshandel och sexism förklaras som ett verk av Andra män. Är det därför som män som misshandlat kvinnor har så svårt att se sig själva som kvinnomisshandlare? Är det därför som fördomsfulla stereotyper av invandrarmän används som förklaring till brott eller sexism?

    Hur kommer det sig i så fall att även feministiska män skapas som avvikande? Och vilka föreställningar utmanas egentligen när äldre män beskriver sina växande bröst som sexuellt laddade och njutbara? Varför kan män med funktionsnedsättning inte debattera hjälp till sex utan att ses som kvinnoförtryckare? Eller varför är pedofilen så närvarande i samtal mellan unga män på ett behandlingshem, medan mäns sexuella våld mot barn är så frånvarande i svenska diskussioner om mäns föräldraskap och män i barnomsorg?

    I Andra män diskuterar forskare från antropologi, genusvetenskap, socialt arbete, sociologi och ungdomsvetenskap hur Andra män pekas ut som avvikande, men också hur dessa män hanterar utpekandet.

  • 19.
    Andersson, Kjerstin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Mellan offer och förövare – att berätta om våld2009In: Den väsentliga vardagen / [ed] Sparrman, Anna, Cromdal, Jakob, Evaldsson, Ann-Carita, Adelswärd, Viveka, Stockholm: Carlssons , 2009, 1, p. 335-Chapter in book (Refereed)
    Abstract [sv]

    Här ger arton forskare som alla varit doktorander till professor Karin Aronsson sin beskrivning av olika former av vardagliga fenomen. Det handlar om hur människor i olika sammanhang samspelar och skapar mening. Gemensamt för de författare som bidrar i boken är att de är eller har varit doktorander vid Institutionen Barn och tema Kommunikation, vid Linköpings universitet. Sedan mitten av 1980-talet har institutionen erbjudit en dynamisk forskningsmiljö för personer med intresse för samtal, kulturella uttryck och socialt liv i och utanför institutionella sammanhang.

  • 20.
    Andersson, Kjerstin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Over gravlax sandwiches: A lunch conversation on masculinities with Professor James W. Messerschmidt2008In: NORMA, ISSN 1890-2138, Vol. 3, no 1, p. 5-12Article in journal (Refereed)
  • 21.
    Andersson, Kjerstin
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Rather a Killer than a Rapist: Gendering the Convict Code2007In: Past, Present and Future. From Womens Studies to Post-Gender Research,,2007, 2007Conference paper (Other academic)
  • 22.
    Andersson, Kjerstin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Talking Violence, Constructing Identity: Young Men in Institutional Care2008Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aim of the study is to investigate how young men constructing identities in talk about their own use of violence. The study is based on a fieldwork at a youth detention home in Sweden. The data consists of individual interviews and video recordings of the treatment programme Aggression Replacement Training (ART). Detailed analyses have been made of conversations between the young men, between the young men and the trainers, and of the narratives generated in the individual interviews. The study has a social constructionist approach to identity, which is seen as constructed in a joint achievement in social interaction. An important analytical perspective in the study is how social categories and subcategories are constructed. The study has a particular focus on gender, primarily masculinity, but age and ethnicity are also being emphasised.

    The analysis draws on four empirical studies. It is shown how the young men construct a preferred self-presentation when talking about violent events. The narratives on violence are either based on experiences or talked about as a hypothetical use of violence. Violence based on personal experience is problematized and legitimized in terms of self-defence, defending friends, restraint and justified violence. Narratives of violence are shown to be interactional resources available to the young men. When talking about violence, the young men can be seen to regulate social relations, and to position themselves in relation to particular discourses of masculinity. The specific understanding of what it entails to be a man enables the use of violence with respect to social categorizations such as age, ethnicity or criminal identity. It is also argued that the treatment programme ART may, at times, facilitate maintaining a criminal identity.

    List of papers
    1. Construction Young Masculinity: A Case of Heroic Discourse of Violence
    Open this publication in new window or tab >>Construction Young Masculinity: A Case of Heroic Discourse of Violence
    2008 (English)In: Discourse & Society, ISSN 0957-9265, E-ISSN 1460-3624, Vol. 19, no 2, p. 139-161Article in journal (Refereed) Published
    Abstract [en]

    In this article, a young man's narratives of violence are analysed, and a culturally shared storyline is identified as the basis of these narratives. It is argued that the stories are organized so as to construct a preferred self-presentation. One strategy to achieve this is to establish boundaries for what type of violence to use, whom to fight, where and for what reasons. I also argue that the narratives are structured to avoid being categorized as either victim or perpetrator, although both categories are drawn upon. Issues of masculinity are made relevant through categorization of the characters in the narrative, and positions are made available. Different masculine categories such as the hero/villain/non-man become relevant in the analysis. Different gendered positions are used in negotiating a masculine identity around narratives of and through telling about violence.

    Place, publisher, year, edition, pages
    London, UK: Sage Publications, 2008
    Keywords
    Discourses of masculinity, hero, morality-in-practice, narrative identity, preferred self-presentation, storyline, victim/perpetrator, violence
    National Category
    Other Social Sciences not elsewhere specified
    Identifiers
    urn:nbn:se:liu:diva-12593 (URN)10.1177/0957926507085949 (DOI)000255167100001 ()
    Available from: 2008-09-17 Created: 2008-09-17 Last updated: 2017-12-13Bibliographically approved
    2. To Slap A  ‘Kraxelhora’: Violence as Category-Bound Activity in Young Men's Talk
    Open this publication in new window or tab >>To Slap A  ‘Kraxelhora’: Violence as Category-Bound Activity in Young Men's Talk
    2007 (English)In: Nordic Journal for Masculinity Studies, ISSN 1890-2138, Vol. 2, no 2, p. 144-162Article in journal (Refereed) Published
    Abstract [en]

    Much of the research, on young men’s violence towards girls is problematised, and linked to sexist attitudes held by young men towards girls. In this article I intend to show that, in discussing violence, violence towards girls is not generally accepted among the young men with a documented history of violence. In a study of violent young men in residential care, undergoing Aggression Replacement Training (ART) the issue becomes pertinent in an ART-discussion. One of the young men discloses that he has hit a girl once. In different accounts he elaborates the motives for doing this, and works to justify his actions. He gives two accounts of the episode in the ART-lesson; in an interview afterwards he produces yet another version. In this article I examine the variations he gives of what happened, how he is striving to position himself as morally justifiable and produce a successful masculine position for himself.

    Keywords
    Masculinity, violence, interaction, categorisations, discourse analysis, child studies
    National Category
    Other Social Sciences not elsewhere specified
    Identifiers
    urn:nbn:se:liu:diva-12594 (URN)
    Available from: 2008-09-17 Created: 2008-09-17 Last updated: 2009-04-22
    3. Above All Else, Do Not Snitch: Constructing Criminal Identities and Negotiating Masculinities in Agression Replacement Training
    Open this publication in new window or tab >>Above All Else, Do Not Snitch: Constructing Criminal Identities and Negotiating Masculinities in Agression Replacement Training
    2008 (English)Article in journal (Other academic) Submitted
    Abstract [en]

    In the present article, the issue of snitching is analysed as part of a convict code, drawn upon by young men detained for assessment at a youth detention home and participating in Aggression Replacement Training (ART). ART is viewed in light of other research on peer interventions. The analysis shows how sticking to the convict code facilitates positioning oneself as knowledgeable within a field of criminality. Perhaps more important, however, is how drawing on the code regulates the relationship to other men and polices one's own behaviour, as well as that of others. Both the trainers and the young men can be seen to use different discourses of masculinity as interactional resources.

    Keywords
    Aggression Replacement Training, convict code, identity, peer intervention, violence
    National Category
    Other Social Sciences not elsewhere specified
    Identifiers
    urn:nbn:se:liu:diva-12595 (URN)
    Available from: 2008-09-17 Created: 2008-09-17 Last updated: 2011-03-02
    4. Constructing the Other: Ethnic and Racist Categorizations in Talk on Violence
    Open this publication in new window or tab >>Constructing the Other: Ethnic and Racist Categorizations in Talk on Violence
    2008 (English)Article in journal (Other academic) Submitted
    Abstract [en]

    Sweden is increasingly becoming multiethnic, resulting in a complex ethnic landscape. The present article documents how two young men in Sweden use ethnic and racist categories in talk about violence, from two distinct but mirroring positions: one explicitly non-Swedish and one a former neo-Nazi. Both young men describe being the target of violence due to being identified as the Other, and both use ethnic and racist categorizations to describe their fighting opponents. It is also argued here that both men are problematizing and deconstructing present and previous identities.

    Keywords
    Categorization, ethncity, neo-Nazi, positioning, racism, Sweden, violence, young men
    National Category
    Other Social Sciences not elsewhere specified
    Identifiers
    urn:nbn:se:liu:diva-12596 (URN)
    Available from: 2008-09-17 Created: 2008-09-17 Last updated: 2011-03-02
  • 23.
    Andersson, Kjerstin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    To Slap A  ‘Kraxelhora’: Violence as Category-Bound Activity in Young Men's Talk2007In: Nordic Journal for Masculinity Studies, ISSN 1890-2138, Vol. 2, no 2, p. 144-162Article in journal (Refereed)
    Abstract [en]

    Much of the research, on young men’s violence towards girls is problematised, and linked to sexist attitudes held by young men towards girls. In this article I intend to show that, in discussing violence, violence towards girls is not generally accepted among the young men with a documented history of violence. In a study of violent young men in residential care, undergoing Aggression Replacement Training (ART) the issue becomes pertinent in an ART-discussion. One of the young men discloses that he has hit a girl once. In different accounts he elaborates the motives for doing this, and works to justify his actions. He gives two accounts of the episode in the ART-lesson; in an interview afterwards he produces yet another version. In this article I examine the variations he gives of what happened, how he is striving to position himself as morally justifiable and produce a successful masculine position for himself.

  • 24.
    Andersson, Kjerstin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Unga män och våld - att studera våld i ett genusperspektiv2007Report (Other academic)
    Abstract [sv]

      

  • 25.
    Andersson, Kjerstin
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Nehlin, Ann
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Muftee, Mehek
    Linköping University, The Tema Institute. Linköping University, Faculty of Arts and Sciences.
    Becevic, Zulmir
    Linköping University, The Tema Institute.
    Barns perspektiv på jämställdhet i skolan: En kunskapsöversikt2010Book (Other academic)
    Abstract [sv]

    Rapporten är en kunskapsöversikt över forskningen om barns perspektiv på jämställdhet i skolan. Den visar att det finns frågor som inte behandlas av forskningen om jämställdhet i skolan. Några exempel på frågorna är barns och ungas upplevelser av hur jämställd skolan är, vilka möjligheter till delaktighet de ges i skolan och hur de anser att skolan är och bör vara organiserad. Kunskapsöversikten har tagits fram av fil dr. Kjerstin Andersson, fil. dr. Ann Nehlin, doktorand Mehek Muftee och doktorand Zulmir Becevic, samtliga verksamma vid Tema barn, Linköpings universitet. Denna rapport ingår som nummer åtta i en serie av forskarrapporter från DEJA.

  • 26.
    Andersson, Kjerstin
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Osvaldsson, Karin
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Utvärdering av BRIS Internetbaserade stödkontakter2012Report (Other academic)
    Abstract [en]

     

    In  this  evaluation,  children  who  contacted  BRIS via email  or  chat were asked to answer a few questions  concerning  their perceived well- being, the difficulties leading up to the contact, and how they feel they have been treated by BRIS. These questions  were asked immediately before and  after the  contact, as well as 10 days later. In  addition,  a request to participate in a questionnaire study went out to all children who had been active on the BRIS discussion  forums, where they were asked how often they visit the forum, what features they appreciate in the community and how they perceive the help they get in the forum.

    The children  have estimated  their  well-being on a scale from 1  to 9, where  1    represents  "Very  poor"  and  9  "Great".  A  total  of  6,193 children  were asked  to participate  in the  evaluation.  925 responses were submitted during  the period April 1st to June 7th (email & chat) and May 24th  - August 17th (discussion  forum).  The internal  loss is low, 5.05% for the entire  study. Complete  series  in which the child has answered all three questionnaires in the email and chat amounts to only 51,  however, between  220  and  432 questionnaires has  been submitted by the  different  occasions.  A total of 245 questionnaires have been submitted to the evaluation of the discussion  forum.

    The children  report  that their well-being increases  immediately  after the contact with BRIS, regardless  of modality. This however declines in the last follow-up. In general however, they still produce  a higher value than  at the first measurement. The children  reported  that they feel listened  to and that they feel that BRIS is taking them  seriously. The children  who contact BRIS through  discussion  forums  are even more satisfied with the assistance  they receive than the children  who use chat and email. Above all, the discussion  forum helps kids to feel they  are  not  alone  in  their  situation.   The  children   who  use  the discussion  forum  also very much  appreciate  the answers  from other children  and  the  opportunity  to  help  other  children  by answering others postings.

    A small group  of children,  indicate that they feel worse after contac- ting  BRIS. An analysis  of their  answers  describe  either  a dissatis- faction  with  the  provided  advice  or  an  incapacity  to  follow  the provided advice despite them being perceived relevant.

  • 27.
    Andersson, Kjerstin
    et al.
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Thapar-Björkert, Suruchi
    Uppsala University, Sweden.
    Hearn, Jeff
    Linköping University, The Tema Institute, The Department of Gender Studies. Linköping University, Faculty of Arts and Sciences.
    Mediated communications of violence: The example of “happy slapping”2011In: Journal of Children and Media, ISSN 1748-2798, Vol. 5, no 2, p. 230-234Article, review/survey (Refereed)
  • 28.
    Andersson, Sven
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Social scaling and children's graphic strategies: A comparative study of children's drawings in three cultures1994Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This cultural comparative study examines social scaling in children's drawings and whether children's formal graphic strategies follow the lines of traditional develop­mental stage models. Moreover, an attempt is made to develop methodological tools for comparative cultural research on children's social worlds.

    For this purpose, children in three communities were asked to make drawings of classroom life (fourth-graders) and their future family (fifth-graders). In total, 591 children were recruited from three settings: a Tanzanian town, a refugee settlement in Tanzania of the African National Congress, South Africa and a Swedish small-town. These settings were chosen in order to involve cultural variation in terms of pedagogical practices and child-rearing ideologies. Instead of absolute measures, relative rating scales (within drawings) were developed for the scoring of children's drawings and for the comparison of drawings between cultures.

    The findings of the present work lend support to the notion of social scaling, that is, social space in drawings (relative size, distances and degree of detailing, etc.) reflects children's hierarchies of importance. Thus, children's self-representations in relation to teacher representation vary with pedagogical practices across cultures. Swedish children produced more self-centered (child-centered) representations of classroom life than any of the African groups. The children in the traditional respect-oriented culture (Tanzanian town group) drew the most sociocentric and least child-centered representations, whereas children from South Africa produced drawings that were intermediate. Differences in social scaling were thus related to cultural differences in pedagogical practices and child-rearing ideologies. Likewise, children's social worlds, as reflected in family figure drawings, vary with child-rearing ideologies in the three different settings.

    The analyses of graphic strategies for both tasks indicated that the African groups employed X-ray strategies to a greater extent than the Swedish children. Quite contradictorily, if viewed from stage-type theorising, the African children simultaneously employed advanced projection systems to a greater extent than the Swedish children. Moreover, the children in the two African settings would in many cases combine these theoretically incompatible drawing strategies. A second analysis of formal graphic strategies showed that children in the two African settings independently employed the same specific local drawing conventions by depicting buildings in a non-representational way. Such local conventions are of theoretical interest in that they question representational models of drawing development. The present results challenge claims for universal or stage-type models in the way children's drawing develops. Instead, the results can be seen to support sociocultural approaches to child development.

  • 29.
    Andresen, Astri
    et al.
    Universitetet i Bergen, Norge.
    Gardarsdottir, Olöf
    Islands universitet, Reykjavik, Island.
    Janfelt, Monika
    Syddansk Universitet, Odense, Danmark.
    Lindgren, Cecilia
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Markkola, Pirjo
    Jyväskylä universitet, Jyväskylä, Finland.
    Söderlind, Ingrid
    Linköping University, Faculty of Health Sciences. Linköping University, Department of Social and Welfare Studies, Social Work.
    Barnen och välfärdspolitiken: Nordiska barndomar 1900-20002011 (ed. 1)Book (Other academic)
    Abstract [sv]

    Dagens diskussion om barn och barns rättigheter och villkor tar ofta sin utgångspunkt i 1989 års barnkonvention, men dessa frågor hör inte bara till vår egen tid. I Norden har barn under hela 1900-talet haft en viktig plats i det offentliga samtalet och i välfärdspolitiken, men det uppmärksammas sällan i forskningen. I den här boken beskrivs den välfärdshistoriska utvecklingen utifrån ämnet barn i ett jämförande nordiskt perspektiv. De nordiska länderna har mycket gemensamt och det har under hela 1900-talet funnits ett nära samarbete när det gäller barnpolitik och barns rättigheter.Barnen har setts, inte bara som de enskilda nationernas framtid utan som Nordens framtid.Boken diskuterar vad nordiskt samarbete inneburit för barn både i fråga om lagstiftning och barnpolitik i praktiken, och i vilken utsträckning nordisk välfärdspolitik har utvecklats som ett resultat av samarbete, tävlan och politik komparation. Vad är nordiskt, vad är nationellt och vad är internationellt i nordiska välfärdsmodeller?

     

     

  • 30.
    Andrén, Mats
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Children's expressive handling of objects in a shared world2017In: Intercorporeality: Emerging Socialities in Interaction / [ed] Christian Meyer, J Streeck and J. Scott Jordan, Oxford: Oxford University Press, 2017, p. 105-141Chapter in book (Refereed)
    Abstract [en]

    Theories of embodied interaction and environmental coupling have come a long way in their struggle with the slippery notions of mind, matter and sociality, but there is a need for systematic documentation of actual social practices to be carried out from this perspective, especially in relation to children. When parent- child interaction takes place in contexts where physical objects are involved, the handling of an object may suddenly stand out as having expressive (gestural) qualities over and above the instrumental aspects that may also be involved. What sort of expressive qualities may be found in such actions? What is it about these movements, in their context, that provide for their expressive qualities? In short, how do they come to mean (see also Cuffari & Streeck, this volume)? The aim is to provide a principled and systematic approach to address these questions, by focusing on micro-ecologies of expression that have their basis in how human bodies handle objects. The approach is applied to data from five Swedish children, recorded longitudinally between 18–30 months, in an attempt to begin answering the questions above. Asking such questions — empirically, theoretically, and conceptually — is a logical consequence of an approach to intersubjectivity that views it as emergent from embodied interaction. This view of intersubjectivity is a synthesis of, first and foremost, the work of Schutz, Mead and Merlau-Ponty.

  • 31.
    Andrén, Mats
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Multimodal constructions in children: Is the headshake part of language?2015In: Gesture, ISSN 1568-1475, E-ISSN 1569-9773, Vol. 14, no 2, p. 141-170Article in journal (Refereed)
    Abstract [en]

    Swedish children’s use of the headshake from 18 to 30 months shows a developmental progression from rote-learned and formulaic coordination with speech to increasingly more flexible and productive coordination with speech. To deal with these observations, I make use of the concept of multimodal constructions, to extend usage-based approaches to language learning and construction grammar by inclusion of the kinetic domain. These ideas have consequences for the (meta‑)theoretical question of whether gesture can be said to be part of language or not. I suggest that some speech-coordinated gestures, including the headshake, can be considered part of language, also in the traditional sense of language as a conventionalized system.

  • 32.
    Andrén, Mats
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Blomberg, Johan
    Lund University, Lund, Sweden.
    Children’s use of gesture and action with static and dynamic verbs2018In: Language, Interaction and Acquisition, ISSN 1879-7865, E-ISSN 1879-7873, Vol. 9, no 1, p. 22-39Article in journal (Refereed)
    Abstract [en]

    The present study investigates the use of gestures by 18-, 24- and 30-month-old Swedish children, as well as their practical actions in coordination with verbs. Previous research on connections between children’s verbs and gestures has mainly focused only on iconic gestures and action verbs. We expand the research foci in two ways: we look both at gestures and at practical actions, examining how the two are coordinated with static verbs (e.g. sleep) and dynamic verbs (e.g. fall). Thanks to these additional distinctions, we have found that iconic gestures and iconic actions (the latter in particular) most commonly occurred with dynamic verbs. Static verbs were most commonly accompanied by deictic actions and deictic gestures (the latter in particular). At 30 months, deictic bodily expressions, including both gestures and actions, increased, whereas iconic expressions decreased. We suggest that this may reflect a transition to less redundant ways of using bodily expressions at 30 months, where bodily movement increasingly takes on the role of specifying verb arguments rather than expressing the semantics of the verb itself.

  • 33.
    Andrén, Mats
    et al.
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Cekaite, Asta
    Linköping University, Department of Thematic Studies, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Don't laugh!: socialization of laughter and smiling in pre-school and school settings2017In: Children's knowledge-in-interaction: studies in Conversation Analysis / [ed] Amanda Bateman, Amelia Church, Singapore: Springer, 2017, p. 127-147Chapter in book (Refereed)
    Abstract [en]

    Although laughter and smiling is generally thought of in terms of positive emotions and values, this is not always the case. In this paper we analyze situations where children’s smiling and laughter are treated as undesirable by other participants—peers and teachers—in preschool and school settings. Participants’ treatment of children’s laughs and smiles as accountable, even sanctionable, provides one piece of the larger puzzle of how emotional expressions form an emerging social competence, negotiated and co-constructed in and through social interaction. The analysis shows how emotional expressions such as laughter and smiling are part of, and subject to, processes of socialization, i.e., social knowledge about embodied moral norms

  • 34.
    Angen Rye, Ståle
    et al.
    Høgskolen i Agder.
    Simonsen, Pål Aarsand
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    IKT i skolens utvikling2003In: IKT som prosjekt i skolen, Bergen: Fagbok forlaget , 2003, p. 122-138Chapter in book (Other (popular science, discussion, etc.))
  • 35.
    Angen Rye, Ståle
    et al.
    Høgskolen i Agder.
    Simonsen, Pål Aarsand
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Mellom tradisjon og ny teknologi2004Report (Other academic)
  • 36.
    Antilla, Sten
    et al.
    Socialstyrelsen.
    Hydén, Margareta
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Utfall och effekter av sociala metoder för kvinnor som utsatts för våld i nära relationer2006Report (Other academic)
    Abstract [sv]

      

  • 37.
    Areschoug, Judith
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Between compulsory schooling and sterilization. Education for feeble-minded children 1925-19542005In: History of Education Researcher, ISSN 1740-2433, Vol. 75, no May, p. 14-25Article in journal (Other academic)
  • 38.
    Areschoug, Judith
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    "De hvilka på grund af bristande fattningsgåfva icke kunna i folkskola tillgodogöra sig den undervisning som där meddelas": Avskiljanden av barn till särklasser och sinnesslöanstalter i Norrköping 1879-19201996Report (Other academic)
    Abstract [sv]

    Det huvudsakliga syftet för den här rapporten är att försöka belysa vad som ansågs motivera ett barns intagning på sinnesslöanstalt under decenniema kring sekelskiftet 1900. I nära anslutning till detta problem ligger naturligtvis frågan om definitionen av det sinnesslöa barnet i praktiken. I mitt arbete studeras enligt vilka kriterier beslut om placeringar av barn från Norrköping på sinnesslöanstalter fattades under perioden 1885-1920.

    Rapporten består av huvudsakligen tre delar. Avsnitt tre beskriver särklassundervisningens organisation och sinnesslöskolans tillkomst i Norrköping. Avsnitt fyra behandlar huvudsakligen skolrådets och -styrelsens samt bamavårdsnämnden roll beträffande rekryteringen av elever till särklasserna och sinnesslövården. Slutligen analyseras i avsnitt fern sammansättningen av sinnesslöskolans elevklientel.

  • 39.
    Areschoug, Judith
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Det sinnesslöa skolbarnet: Undervisning tvång och medborgarskap 1925-19542000Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In 1944 special compulsory schooling for feeble-minded children was introduced in Sweden. This meant that these children could no longer be taught in ordinary elementary school classes. Instead they now had to be transferred to schools for the feeble-minded.

    The main purpose of the study is to investigate the meaning assigned to feeble-mindedness, the arguments in favour of compulsory schooling for the feeble-minded, and the significance that it subsequently had for the citizenship of these individuals in society. For this purpose, articles published in 1925-54 in four professional journals, reports of inquiries, legislation, and material from two schools for the feeble-minded have been studied.

    In the study the complexity that characterized compulsory tuition for the feeble-minded is revealed and related to contemporary welfare policy as a whole. Because of the special compulsory schooling, its institutional form, and the link to legislation on sterilization, the special education for the feeble-minded was to be both a form of tuition adjusted to the special needs of the children and an efficient instrument of control, at once a benefit and an imposition. The compulsory schooling made it possible to enrol feeble-minded children and keep them in the institutions, if necessary against their will and that of the parents. The sterilization laws also meant that sterilization could be made a condition for discharge. At the same time, the feeble-minded children were said to be given not only tuition adjusted to their abilities but also a suitable and sheltered environment in which to grow up with classmates of equal status and in many cases a better home than their parents could offer.

    Arguments in favour of special tuition for the feeble-minded were that it prevented them from growing up into asocial adults, while furthering their development into socially well-adjusted citizens. Work and social adjustment were also the characteristics of the feeble-minded individuals- citizenship, as this was described both in the professional debate and in the parents- correspondence with the Storängen institution for the feeble-minded. However, this citizenship did not include the right to form a family and have children.

  • 40.
    Areschoug, Judith
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Ska du med och dra en braja, Micke? - Utbildningsprogram om narkotika2005In: Samhällets experter och samhällsproblem. Utbildningsprogram om narkotika och läs- och skrivsvårigheter, Lund: Arkiv förlag , 2005, p. 15-91Chapter in book (Other academic)
  • 41.
    Areschoug, Judith
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    "Ska du med och dra en braja, Micke?" Utbildningsprogram om narkotika 1970-20012005In: Samhällets experter och samhällsproblem.: Utbildningsprogram om narkotika och läs- och skrivsvårigheter / [ed] Bengt Sandin, Arkiv förlag & tidskrift, 2005, 1, p. 17-91Chapter in book (Other academic)
    Abstract [sv]

    Den här antologin handlar om hur samhällsproblem framställs och diskuteras av experter i utbildningsprogram. I två studier, av program om narkotika respektive program om läs- och skrivproblem, tecknas sambanden mellan utbildningsprogram, stat och samhälle. Författarna visar hur utbildningsprogrammen blev ett redskap för riktade utbildningssatsningar i medierna, där också frivilligrörelser fick göra sina röster hörda. Utbildningsprogrammen erbjöd möjligheter att etablera nya experter på ämnesområdet och att paketera och förmedla budskap som skulle påverka tidens expertkunskap.Båda studierna behandlar på ett utmärkt sätt sambanden mellan utbildningsprogram, stat och samhälle. Boken är lättläst och ger en bra bakgrund om UR:s specialprogram och om dyslexins samt det drogförebyggande arbetets närhistoria i Sverige. -- Bibliotekstjänsts katalog

  • 42.
    Areschoug, Judith
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Zetterqvist Nelson, Karin
    Linköping University, Department of Behavioural Sciences.
    Att skriva problembarnens historia2004In: Scandia, ISSN 0036-5483, Vol. 1Article in journal (Other academic)
  • 43.
    Aretun, Åsa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Barns ”växa vilt” och vuxnas vilja att forma: Formell och informell socialisation i en muslimsk skola2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the thesis is to examine how children as social beings and actors form themselves within the framework of a school institution that adults have set up in order to shape them in deliberate ways through nurturing education. The study is based on long-term fieldwork in a Muslim faith school in Sweden.

    Muslim schools have aroused a great deal of debate in Swedish society.

    Opponents have argued that Muslim schools lead to segregation and social exclusion, that these schools risk not promoting the fundamental values of society and that children in these schools are met by religious propaganda. Advocates of these schools have maintained that in public schools the Muslim identity is eroded by ignorance, lack of understanding and racism. Muslim schools instead offer children knowledge of their culture and religion in a way that enhances their identity and makes them secure and whole human beings who can be integrated into society. The debate reflects that school institutions function as loci for contested forms of socialisation in society; national, ethnic, religious, or the struggle of other groups for cultural production and social reproduction in which they are united in the role and importance attached to the school institution in the shaping of young people. In the debate children appear as passive receivers and products of adults’ upbringing and education, which represents both threat and opportunity.

    The debate around Muslim schools reflects adult-centred ideas of socialisation, where the adults’ upbringing and education is placed at the centre of the process in which children are formed into social persons. What emerged from this study is that children are social actors who shape themselves and that this shaping is more of an informal social process than a formal education process. The study raises the profile of how the school constitutes an environment in which children are in the majority and adults in the minority; a social environment in which children have significantly more social contact and a greater number of social relations with each other than with adults. The school as a child-centred social environment is reflected in the fact that it is principally children who shape each other rather than adults shaping children.

  • 44.
    Aretun, Åsa
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Children's identity work, politics and integration: Shiite children relate to Swedish society2002In: The politics of childhood, 3rd International Conference,2002, 2002Conference paper (Other academic)
    Abstract [en]

      

  • 45.
    Aretun, Åsa
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Flickor och populärkultur: en arabisk friskola2007In: Religiösa friskolor i Sverige / [ed] Jenny Berglund, Göran Larsson, Lund: Studentlitteratur , 2007, 1, p. 241-261Chapter in book (Other academic)
    Abstract [sv]

       Vad är en religiös friskola? Hur många religiösa friskolor finns det i Sverige? På vilka olika sätt kan religiösa friskolor fungera? Denna bok ger en introduktion till och överblick över området religiösa friskolor i Sverige. Utifrån olika perspektiv beskriver och diskuterar författarna etableringen av kristna, muslimska, judiska och hinduiska friskolor såväl som kritiken och debatten kring dessa. Syftet är att presentera och kritiskt diskutera den religiösa och pedagogiska mångfald som utmärker religiösa friskolor i Sverige, samt belysa och fördjupa diskussionen om existensen av dessa skolor. Boken innehåller dessutom ett omfattande appendix med nationella och internationella lagar och regler som berör religiösa friskolor i Sverige. Antologin vänder sig främst till lärarstudenter och studenter inom bl.a. religionsvetenskap och  sociologi men också till verksamma skolledare, lärare, skolpolitiker och andra som arbetar med  eller studerar frågor som rör religion, mångkultur och integration.

  • 46.
    Aretun, Åsa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Från ungdomsgårdar till kulturarena: Omläggning av ungdomsverksamhet för kulturskapande, kreativitet och entreprenörskap2012Report (Other academic)
    Abstract [en]

     

    In   2009,  Katrineholm   Municipality   received  funding   from   the Swedish  National  Institute   of  Public  Health  for  local  cross-sector initiatives  to  promote   children’s  and  young  people’s  health.  This report  deals with one  such  initiative  – the  Young People’s Cultural and  Recreational  Centre.  The background  of the  initiative  was that young  people  were  dissatisfied  with  the  way in  which  the  Young People’s   House,    which   had   opened    a   few   years   earlier    in Katrineholm,  had  turned  out.  It had  not  become  the  kind  of social hub  and  after-school  hang-out  many  had  hoped  for, had  hoped  for and   social  events   were  limited   to  occasional  weekend   concerts. Started   by  the   former   public   health   committee   of  Katrineholm Municipality,  the initiative was designed  to increase  young people’s influence  on the activities offered by the Young People’s House  and their  participation  in them,  with the aim  of enhancing  accessibility. The organisation  responsible  for the operations of the Young People’s House   was  the  culture  and  tourism   committee.   The  culture  and tourism  committee  started  the  Young People’s House  to create  an arena for aesthetic and other cultural activities aimed at young people. However,  initially,  the  resources   allocated  to  the  operations   were inadequate.  The report shows how this health-oriented initiative was absorbed into the ongoing efforts of the committee  and its associated administration to phase  out the youth centres  in order  to reallocate resources to a cultural arena for young people – an effort that came to be  justified   from   a  health   perspective.   The  municipal   executive eventually took over the responsibility  for implementing the cultural arena in conjunction  with a decision to house the arena in a group of old   locomotive   sheds.   The   locomotive   sheds   were   extensively renovated and rebuilt, which was very costly. The report explains how the cultural  arena  was absorbed  into municipal  development  policy, which presents  spaces for cultural activities for young people as a way to enhance  the community’s  appeal and attract creative inhabitants. The report discusses  this course of events and its outcome in relation to issues of young people’s participation  and influence.

  • 47.
    Aretun, Åsa
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    På jakt efter somaliska barn i Bilbo: reflektioner kring svårigheter att få barn som informanter1999In: Antropologiska studier, ISSN 0345-0902, Vol. 64-65, p. 43-55Article in journal (Refereed)
  • 48.
    Aretun, Åsa
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Ungdomars utsatthet i bostadsområden: Trygghetsprinciper för fysisk planering2009Report (Other academic)
    Abstract [sv]

    Idag görs allt fler undersökningar lokalt och nationellt som visar att människor kan vara rädda för att förflytta sig utomhus i sitt bostadsområde. Den här publikationen syftar till att erbjuda ett forskningsbaserat verktyg för analys av hur den fysiska planeringen av vägnät och bebyggelse bidrar till trygga respektive otrygga transportrum i bostadsområden samt hur dessa kan förändras för ökad trygghet. Med termen transportrum åsyftas vägbanan och det omgivande fysiska rummet som människor ser vid förflyttning från en destination till en annan. Publikationen bygger på att samtidig närvaro av människor i transportrummet representerar trygghet – en utgångspunkt som influerats av forskningen om Space Syntax. Samtidig närvaro kan åstadkommas enligt två grundprinciper: 1) Rumslig och visuell kontakt mellan människor som förflyttar sig utomhus. Denna typ av närvaro är kopplad till trafikflöden, rörelseekonomin på olika vägnät, vilket vidare påverkas av nätens struktur och deras geografiska placering i förhållande till varandra. 2) Rumslig och visuell kontakt mellan människor som förflyttar sig utomhus och människor som befinner sig inomhus, vilket sätter fokus på nätens placering i förhållande till bostadshus respektive gröna friytor.

    Barn och framförallt äldre barn, tonåringar är en kategori invånare som förflyttar sig mycket i bostadsområden. Till skillnad mot många vuxna har de områdesbaserade sociala nätverk; kompisar som bor på olika håll i området som deras vardagliga förflyttningar är kopplade till. Publikationen och den analys av risker som behandlas motsvarar dessa tonåringars trygghets- och rörelsebehov, men rör också andra invånare som bedriver ett rikt socialt liv i bostadsområden. I litteraturen kring ”trygga bostadsområden” framställs tonåringar ganska esidigt som de vilka medför risk för andra åldersgrupper. Det hänger samman med att majoriteten brott i bostadsområdens utemiljöer begås av tonåringar. Det rör sig emellertid om en minoritet. Majoriteten begår inte brott. Under senare år har det alltmer uppmärksammats att de brott som tonåringar begår framförallt riktas mot jämnåriga. Det gäller exempelvis kränkningar, trakasserier, ofredande, hot och våld samt rån. Dessa risker existerar i skolan och på fritiden. På fritiden sker de utomhus och är direkt kopplade till förflyttningar.

    Ett ytterligare syfte med publikationen är att belysa tonåringars specifika risksituation i bostadsområden; risker som har sin grund i deras ålder. Rädsla och risk utomhus är något som utspelar sig mellan människor och som varierar med avseende på kön, ålder, klass och etnicitet. Det är välkänt att kvinnor undviker mörka och folktomma transportrum eftersom risker utgörs av okända, potentiella våldtäktsmän som använder mörkret för att gömma sig och överraska sitt offer. Mot bakgrund av denna könsstrukturerade risksituation är det adekvat med trygghetsåtgärder såsom bra belysning och låga buskage. Denna typ av åtgärder hjälper dock inte om de som utsätts och de som utsätter är kända för varandra och där de senare inte gömmer sig, vilket gäller för tonåringar. Eftersom tonåringar är flitiga brukare av bostadsområdens utemiljöer är det viktigt att utforma trygghetsåtgärder som svarar mot deras risksituation. De sociala mekanismerna i denna situation och hur dessa samspelar med den fysiska miljön är relativt okända i jämförelse med exempelvis risker för kvinnor. Det är nödvändigt att ha kunskap om sociala mekanismer och förhållanden för att kunna utarbeta effektiva fysiska åtgärder. I den här publikationen ägnas därför relativt stort utrymme till att belysa risksituationen för tonåringar i bostadsområden.

    Publikationen är ett resultat av forskningsprojektet Ökad rörelsefrihet för pojkar och flickor inom transportsystemet som bedrivits vid Tema Barn, Linköpings universitet i samarbete med teknik och Samhällsbyggnadsnämnden i Linköpings kommun, och som finansierats av forskningsrådet Vinnova och myndigheten Vägverket. I appendix finns en utförligare beskrivning av projektets design och genomförande samt empiriska resultat. Projektets syfte har varit att utforska förhållandet mellan tonåringars mobilitet, risker och fysisk planering av bostadsområden. Projektet har bestått i en fallstudie av bostadsområdet Lambohov i Linköpings kommun. De illustrationer som förekommer i publikationen är hämtade från detta bostadsområde.

    Publikationen inleds med en redogörelse av vilken typ av bostadsområden som fokuseras, bakgrund och forskningsanknytning samt en genomgång av de trygghetsprinciper som berörts ovan. Därefter behandlas tonåringars risksituation, rörelsemönster och trygghetsbehov. Den sista delen av publikationen ägnas åt att illustrera hur otrygga transportrum i bostadsområden kan analyseras och förändras för ökad trygghet. Även när det rör denna del fungerar bostadsområdet Lambohov som illustrerande exempel.

  • 49.
    Aretun, Åsa
    et al.
    Tema Barn Linköpings universitet.
    Aretun, Åsa
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    En muslimsk familjeflicka "som andra ungdomar": Identitet social logik och verklighet bland flickor på en arabisk friskola2004In: Svensk religionshistorisk årsskrift, ISSN 0283-0302, Vol. 13Article in journal (Refereed)
    Abstract [sv]

        

  • 50.
    Armah, Collins
    Linköping University, The Tema Institute, Department of Child Studies.
    The Perspectives of African Immigrants in Sweden on Intercountry Child Adoption2010Independent thesis Advanced level (degree of Master (Two Years)), 80 credits / 120 HE creditsStudent thesis
    Abstract [en]

    The views of minority groups who speak on behalf of adopted children in Western countries like Sweden have relevance with regards to enriching the international adoption discourse; and to inform adoption policies in both sending and receiving countries. This study aimed at seeking the views of African immigrants in Sweden on intercountry adoption with the objective of bringing out the meanings they create on the major themes involved to enrich the international adoption debate and to inform policy formation. In all, twenty (20) participants who were grouped into Six (6) focus groups participated. There were mixed opinions on various themes involved. Some of their perspectives were consistent with previous political discourses on adoptions and others were not. These were discussed in the analysis accordingly. Contrary to international conventions, participants showed much relevance to intercountry adoption as against incountry adoption. However, there were predominant views in support of child adoption that is well regulated.

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