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- Moinian, Farzaneh, 1957-
(författare)
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Negotiating Identities : Exploring children’s perspectives on themselves and their lives
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation consists of four empirical studies as well as a framework of intersecting perspectives. The aim of this thesis is to describe and explain children’s perspectives of themselves and their lives within and outside of the school walls: at home, and in their diaries on the internet.To illuminate children’s perspectives and experiences an ethnographic approach is used: data is collected from a range of sources such as observations, informal conversations and frequent interviews, as well as texts written by children in school and on the Internet.The dissertation has been written within the framework of various intersecting theoretical and methodological perspectives, with a steady focus on children’s involvement in the formation of new meanings in their own social sphere. It is inspired by the sociology of childhood, as theorised by William Corsaro, but it also relies on Bronwyn Davies’ and Stuart Hall’s theories which regard identities as fluid and ongoing processes.The common goal of the investigations is the study of children’s perspectives on themselves and their own lives, with the aim of contributing to new methodologies for understanding child and youth culture. Children are in focus as research collaborators and encouraged to take the initiative in introducing themes that are of interest to them. Asking children to contribute with knowledge they considered to be important to them is the thesis’ overall strategy for making sense of children’s lives and their concerns.The main view of children is traditionally related to their dependency on the protection of, and provision from adults. As a result, we frequently get caught in the trap of viewing childhood as a period of deficiency and children as immature and incompetent individuals who are disconnected from the social world. On the contrary, studies in this thesis focus on the social and cultural capacity of children in constructing their own meanings and negotiating their own identities. The use of the term “negotiating” is intended to draw attention to the fact that although children are exposed to different cultural identities in many ways, they do not passively adopt them. Rather, they make use of negotiations in order to modify and alter limitations to their identities and are actively involved in constructing new perceptions and possibilities in relation to their social positions and cultural identities.
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| 2. |
- Roll Bennet, Petra, 1968-
(författare)
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Föräldraskapande och barnets hälsa : Föreställningar och berättande om barn med eksem
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In contemporary ‘risk-society’, people are continuously confronted with issues of risk in health information and discourses about life-styles that will promote good health, and, it is argued, are ‘forced’ to be aware of risks in their everyday lives. This is particularly evident for parents of young children who are struck by illness. They will on the one hand be subject to dominant discourses on child health, and on the other hand make observations of their own child in the context of family life. The over-all aim of this thesis is to explore how parents make sense of the situation they find themselves in when their child is struck by illness. Here, eczema is chosen as an example, an illness which is increasingly common among children in Western countries. An interview-study of parents of 32 six or seven year old children, who suffer from eczema, was conducted in the Stockholm area. The purpose of the interviews was to identify parental ideas about child eczema, how they understood the genesis, remedies and future development of the condition as well as the children’s own experiences of having eczema, and also the parents’ understandings of how they themselves could have an influence on the child’s situation and finally, the parents’ ways of positioning themselves in relation to dominant discourses on child health, in particular eczema. The analysis of the parents’ narratives reveals how the parents account for their detailed observations of the child’s eczema, and how they draw on their understandings of the child body as well as shared knowledge about eczema as they try to make sense of the child’s condition. In their narratives, the parents use normalizing strategies as well as strategies to confirm or counter dominant discourses. The parent’s ways of positioning themselves as responsible are discussed in relation to cultural images of the Child and Good Parenting. It is argued that the notion of ‘doing parenthood’ can be one avenue to a better understanding of how parents make sense of their experiences.
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- Saar, Tomas, 1953-, et al.
(författare)
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Det politiska barnet : Bidrag till utforskandet av barn och barndom som politiska kategorier
- 2009. - 100
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Vad är barn? Vid en första anblick kan frågan förefalla onödig, som ett sätt för forskare att krångla till något som alla vet. Tänker man efter en stund upptäcker man att det kanske inte är så självklart. Det finns en rad olika uppfattningar om hur man ska uppfostra, undervisa, möta, skydda, frigöra, ordna miljöer för och vägleda barn in i samhället. Bilder av barn och barndom varierar också historiskt och mellan olika sammanhang. Barn har framställts som naturliga, kompetenta, otämjda, ondskefulla, upproriska eller änglalika, för att ta några exempel. I den här antologin svarar vi inte på frågan om vad ett barn är. Däremot undersöker vi hur olika uppfattningar och bilder av barn och barndom uppkommer och vad de får för konsekvenser för till exempel omsorg, utbildning, föräldraskap och samhällsplanering. Ett genomgående tema i antologin är att diskutera hur barn kan förstås som en politisk kategori, där maktordningar, tillhörigheter, exkluderingar, gränser och hierarkier produceras och normalitet upprättas. Antologin är resultatet av en forskarutbildningskurs som hölls på Karlstads universitet hösten 2008. I kursen ville vi utforska hur barn och barndom kan förstås som politiska kategorier och öka vår gemensamma förståelse snarare än att presentera färdiga förklaringar. Samtliga deltagare ställde sig positiva till att avsluta kursen med varsitt bidrag med en egen infallsvinkel till antologin. Lärare på kursen liksom redaktörer för antologin är professor Solveig Hägglund, docent Annica Löfdahl och lektor Tomas Saar. De ingår i forskargruppen utbildningsvetenskapliga studier av barn och barndom (UBB) vid Karlstads universitet och kursen och antologin är ett exempel på den verksamhet som bedrivs i forskargruppen.
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- Franzén, Karin
(författare)
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”Is i magen och ett varmt hjärta” : Konstruktionen av skolledarskap i ett könsperspektiv
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to investigate the discursive construction of school leadership in a gender perspective and the meanings attached to school leadership. Theoretically, I draw on discourse analysis, and feminist poststructuralist theories have been my source of inspiration. Discourse, subjectivity, subject positions and power are key concepts applied to the analysis of the data. Four male and four female school leaders representing eight primary and secondary schools were interviewed. Furthermore, interviews were carried out with two teachers at each of these schools: in total nine female and seven male teachers were interviewed.The leaders and teachers talk about leadership in relation to four different arenas, which I have labelled the teachers’, the children’s, the parents’ and the societal arena respectively. Three main positions have been identified for the school leaders: (1) the supporter, (2) the manager and (3) the pedagogical leader. Most of the statements deal with the relation to the teachers, whereas the parents’ arena is not much talked about.As for gender, both male and female school leaders construct themselves as leaders in rather similar ways. Both men and women activate the three positions in similar ways. Women do not repeat the supporter position more often than men, and men do not position themselves as managers more frequently than women. This indicates that traditional gender discourses do not govern the school leaders’ talk about school leadership. For the position of pedagogical leader, some gender differences have been distinguished. The men position themselves as pedagogical leaders, whose mission it is to take the lead in pedagogical issues, whilst the women talk about the importance of evaluating and reflecting on their pedagogical leadership. Gender discourses seem to affect the way teachers construct school leadership, as male leaders who act as supporters are sometimes positioned as deviant. Instead, especially female teachers expect their male leader to act as a manager. Furthermore, the female teachers construct female school leaders as supporters to a higher extent than the male teachers.
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