Red, pink and in national colours, whole and shattered, drawn by hand and digital, hearts are everywhere in spontaneous public commemoration. Despite this omnipresence, heart imagery has largely been taken for granted. This article follows hearts across two collections in three Stockholm-based museums documenting the 2017 terrorist attack in the Swedish capital. We explore how hearts circulate and evolve, visually and together with accompanying texts, connecting the visual and material culture of commemoration with broader popular visual culture. We also explore the politics of emotions and the emotional work that hearts perform. We suggest that, alongside commemorating victims of the attack, public commemoration is also a site of social and political engagement and calls for social justice. This has implications for heritagising and memorialising terrorist attacks, in particular, the archival and museum collections used here, which document acts of terror and public reactions to them.

In this explorative and collectively written paper, researchers and archivists from the research project Children’s cultural heritage — the visual voices of the archive ponder, wrestle with, confront, and dig deeper into what it means to preserve and include children’s own voices in archives. The authors acknowledge that child-produced cultural objects are historical landmarks and significant parts of national heritage. The article raises questions about where and how the ‘doing’ of what is here called children’s cultural heritage takes place, what it means to archive from children’s perspectives, and what aspects of children are saved during these preservation and archival management processes. To collect, preserve and provide access to heritage might empower and affirm individuals and subordinated groups of people who have not been seen or heard in the historical past, in the present, or in future pasts. Children, as a category, is one such subordinated group in heritage contexts. Adults therefore have a responsibility to empower children by strengthening their position towards other social groups, towards society and the heritage domain. This article provides insights into the challenges that heritage establishments face in taking children’s cultural heritage seriously.

Denna bok tecknar konturerna av en barnavårdsmarknad som existerade både före och parallellt med folkhemsbyggets offentliga välfärd för barn, 1900–1975. Fokus riktas mot kommersiella förlossningshem där ogifta mödrar kunde föda sina barn i hemlighet, samt mot privata barnpensionat där föräldrar kunde inackordera sina barn för längre eller kortare tid.

This book addresses the child care market existing before and in parallel with Swedish welfare state’s public welfare for children, 1900–1975. The focus is on commercial maternity homes where unmarried mothers could give birth to their illegitimate children in secret, as well as children's hotels where parents could accommodate their children for a longer or shorter time in exchange for money.

This collaborative article explores child-centredness as a theoretical and methodological concept by asking what it means to centre children in research. The collaborative format offers a heterogeneity of voices on the concept as the contributing authors write, critically and creatively, from a range of different interdisciplinary research perspectives. Writing from the departure point of the key role of child-centred approaches within the field, including recent discussions concerning the need to decentre children/childhood, the goal is to spur and contribute to discussions on the possibilities and challenges of the concept, as well as new ways of approaching it.

I den här rapporten presenteras resultatet av projektet Uppdragsutbildning på distans på Tema Barn, som 2020 beviljades pedagogiska utvecklingsmedel för e-lärande av universitetsledningen för Linköpings universitet. Rapporten är skriven så att den ska kunna vara till nytta för andra miljöer på LiU som har planer på att utveckla uppdragsutbildning. Inom projektet har vi fokuserat på uppdragsutbildning relaterat till Barnkonventionen, men behandlar detta som ett exempel som man kan dra mer generella lärdomar av, som därför kan vara till nytta för andra. Genom hela rapporten pekar vi på olika överväganden som är relevanta att beakta för den som planerar erbjuda uppdragsutbildning på distans, samt även uppdragsutbildning generellt.

Rapporten beskriver först varför vi på Tema Barn ville undersöka uppdragsutbildning på distans, samt hur de allmänna förutsättningarna för uppdragsutbildning vid LiU ser ut. Sedan följer en beskrivning av arbetet med att identifiera och förankra vår uppdragsutbildning i omvärldens behov och efterfrågan, vilket leder vidare till en diskussion om pedagogiska överväganden. En väsentlig poäng här är att det finns skillnader mellan traditionell universitetsundervisning och uppdragsutbildning. Avslutningsvis presenterar vi den grundmodell för kursupplägg för e-lärande på distans och kursupplägg i modulform som vi utformat inom projektet, som är tänkt att kunna presenteras för potentiella beställare av uppdragsutbildning, för att förklara vad vi har att erbjuda och vilka möjligheter som finns för beställaren att utforma utbildningen efter sina önskemål.

This text is an exploration of collaborative thinking and writing through theories, methods, and experiences on the topic of the child, children, and childhood. It is a collaborative written text (with 32 authors) that sprang out of the experimental workshop Child Studies Multiple. The workshop and this text are about daring to stay with mess, “un-closure” , and uncertainty in order to investigate the (e)motions and complexities of being either a child or a researcher. The theoretical and methodological processes presented here offer an opportunity to shake the ground on which individual researchers stand by raising questions about scientific inspiration, theoretical and methodological productivity, and thinking through focusing on process, play, and collaboration. The effect of this is a questioning of the singular academic ‘I’ by exploring and showing what a plural ‘I’ can look like. It is about what the multiplicity of voice can offer research in a highly individualistic time. The article allows the reader to follow and watch the unconventional trial-and-error path of the ongoing-ness of exploring theories and methods together as a research community via methods of drama, palimpsest, and fictionary.