| 1. |
- Andersson, Janicke, et al.
(författare)
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Att leva med tiden : Samhälls- och kulturanalytiska perspektiv på ålder och åldrande
- 2011
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Att leva med tiden handlar om vad ålder och åldrande kan betyda i olika sammanhang och hur betydelsen förändras över tid och rum. I boken diskuteras olika samhälls- och kulturvetenskapliga perspektiv på ålder och åldrande. Boken belyser vilka konsekvenser vetenskapliga sätt att se på åldrande kan få i analys av, och relation till, vardagsliv, vetenskaplig verksamhet och i det offentliga livet. Förutom historiska tillbakablickar presenteras också teorier om ålder, normalitet och identitet samt ålder ur ett intersektionellt perspektiv.
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| 2. |
- Andersson, Janicke, 1975-, et al.
(författare)
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Förkroppsligad, genderiserad ålder
- 2011
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Ingår i: Att leva med tiden. - Lund : Studentlitteratur AB. - 9789144055244 ; , s. 63-78
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Elvstrand, Helene, 1971-, et al.
(författare)
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Children's Own Perspectives on Participation in Leisure-time Centers in Sweden
- 2016
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Ingår i: American Journal of Educational Research. - : Sciep. - 2327-6150 .- 2327-6126. ; 4:6, s. 496-503
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a study conducted at two different leisure time centers (LTCs) in Sweden. LTC is a voluntary after-school setting that according to the national curriculum should support for example development of values and children’s social skills. The analysis is a part of a larger action research project comprising various research issues relating to LTCs. The present article focuses on the democratic objective of LTCs. The Swedish educational system, of which LTCs form a part, is considered to be rights-based with reference to the United Nations Conventions on the Rights of the Child. The national curriculum stresses citizenship education, and both schools and LTCs are considered venues where children should have the opportunity and ability to practice democracy in their everyday activities. The point of departure in the theoretical framework is children’s participation and agency. This article focuses on data gathered through ‘drawing and talking with children’ that reveals children’s perspectives as to their own participation at LTCs. A total of 19 children participated in the study and were asked to draw a map of their LTC and describe their experiences of participation at the LTC. The results show that children clearly favored activities that, at least to some extent, could be carried out with less adult supervision, such as free, unstructured play. Opportunities to participate were described in terms of formal proceedings such as voting or writing suggestions and depositing them in the suggestion box. The children also described their participation in terms of opportunities to make individual choices in accordance with their preferences. When asked to name obstacles to participation, the children mentioned rules that were decided on by adults, and fixed routines that structured the children’s afternoon hours in terms of both time and space.
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| 7. |
- Elvstrand, Helene, et al.
(författare)
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Children's Participation in After-School Care : Visions and Realities
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Participation is highly valued as a central goal in the Swedish curriculum and the Swedish Education Act (2011), which also includes after-school care. The issue of children’s participation at school has been object for some studies in Sweden (Elvstrand 2009; Aspán2009; Forsberg 2000) but research on children’s participation at after-school care is still lacking. The aim of the paper is to analyze and describe children’s participation in after-school care everyday practices. This paper embraces some parts of data obtained within the frame of an action-research study on after-school care in six different schools in Sweden during 2013 and 2014 (Närvänen & Elvstrand 2013; Närvänen & Elvstrand, forthcoming). In this paper our observations of everyday activities at after-school care and interviews with children and teachers are analyzed concerning children’s participation. The research question in this paper is: What kind of issues may children influence and what are the possibilities and obstacles as regards their influence at after-school care?In the study children’s active behavior is emphasized as is the idea of participation as something that is created in interaction with others. Theoretically the study is grounded in interactionist theories on the significance of the definition of the situation that is created in interaction with others, but also on the import of different perspectives on activities as well as their meanings in everyday practices (for example Blumer, 1969). Children’s understanding and interpretation of participation in terms of opportunities and restraints, that is, children’s definition of various situations and possibilities to influence the situations is created with other children as well as with teachers during the activities, but the definition of the situation is also influenced by children’s past and present experiences (Närvänen & Näsman 2007). After-school care may be seen as local culture, and as such it provides opportunity structures (standards for action) for children as well as teachers. Theoretically one point of departure in this study is in understanding of the meanings of the local context and group dynamics with respect to interpretation of action (for example Fine 2010; Harrington & Fine 2006).MethodEthnographic research methods are used in the study (Bath 2009), as our interest is on issues concerning interaction and relationships, and the meaning making processes. Understanding local cultures requires being present at the site of the study and documenting what is going on between people in everyday practices (Hammersley & Atkinsson 2007). Consequently, we have conducted observations during one semester at the after-school care. The observations are conducted by the researchers, and documented by writing field notes. Observations are complemented by photographs (taken by children), documents, and interviews with children and teachers. Our ambition has been to develop child centered methods which give children opportunities to express their experiences and even to influence the agenda of the study (MacNaughton et al 2005; Närvänen & Näsman 2006). The material is analyzed by using thematic analyses.
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| 9. |
- Elvstrand, Helene, et al.
(författare)
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Children's perspective of their own participation in after-school care
- 2015
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Konferensbidrag (refereegranskat)abstract
- The aim with this paper is to present a research project which takes it´s standpoint from children’s perspective at after-school care. In thestudy we have worked together with children at three different after-school care units. We have worked with a so called mosaic approachwhich means that we have used different data gathering methods like interviews, map drawing and children’s photos of their unit. We havealso conducted ethnographic observations at the units. During the study we have invented the different data gathering methods bydiscussing them with children. In this paper we present results which focus upon children’s view of their own possibility for participation andwhat children themselves express they like to do in after-school care.
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