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- Lindgren, Anne-Li, et al.
(författare)
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Inledning
- 2021
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Ingår i: Vägval i skolans historia: tidskrift från Föreningen för svensk undervisningshistoria. - 1652-0610. ; 2
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 3. |
- Lindgren, Anne-Li, et al.
(författare)
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Inledning
- 2021
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Ingår i: Vägval i skolans historia: tidskrift från Föreningen för svensk undervisningshistoria. - 1652-0610. ; 2
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 4. |
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| 5. |
- Lindgren, Anne-Li, 1965-, et al.
(författare)
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Observed Children at Play : Complex Relations of Agency in a1930s' Kindergarten
- 2023
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Ingår i: The Journal of the History of Childhood and Youth. - : Project Muse. - 1941-3599 .- 1939-6724. ; 16:1, s. 115-133
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we juxtapose Norman Fairclough’s (1992) Critical Discourse Analysis with the history of childhood in order to analyze children’s and adults’ agency in a Swedish kindergarten during the 1930s. We use a primary source, a child observation, to study the role of initiatives, i.e. actions, in a situation where the children were playing kindergarten. The main question posed concerns the new insights that we can gain into children’s and adults’ agency when studying initiatives as a form of agency involving compliance (Gleason 2016). The article shows that demonstrating how to comply with a situation could be part of how a child could contribute to, and build, a shared preschool identity, formed by an interdependence that included both children and adults. The focus is not on whether or not a child could play an agentic role in relation to adults, but rather on how the collective decision-making involving children and adults was affected by their respective capacities to contribute. In addition to the analysis of social interactions, we suggest that similar sources, i.e. historical child observations, could be used in creative ways for transnational investigations of children’s and adults’ everyday lives in early childhood institutions.
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| 6. |
- Lindgren, Anne-Li, 1965-
(författare)
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Etik, integritet och dokumentation i förskolan
- 2020. - 2
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- I förskolans uppdrag ingår att dokumentera verksamheten. Detta kan tyckas enkelt, men för dem som genomför dokumentationen uppstår ofta frågor som: Vad ska dokumenteras? Vem ska dokumenteras? Vilka metoder och vilken teknik ska användas? Hur ska dokumentationen spridas och vem ansvarar för det? Ytterst handlar det om hur relationer skapas mellan de som dokumenterar och de som blir dokumenterade. Ofta är det vuxna som dokumenterar barn, och när barn involveras i arbetet sker det på de vuxnas villkor.I den här boken diskuteras hur etik och integritet hanteras när verksamheten dokumenteras. Ofta gäller helt andra normer för barn än för vuxna kring etik och integritet i förskolan.Författaren visar också varför och hur frågor om etik och integritet kan lyftas fram på nya sätt för att skapa en förskoleverksamhet som genomsyras av ett etiskt förhållningssätt. Detta är en förutsättning för att förskolan både ska kunna dokumentera verksamheten och förmedla demokratiska värden och normer.Bokens andra upplaga är uppdaterad enligt ny forskning och enligt den reviderade läroplanen (Lpfö18) med dess skrivningar om integritet och dokumentation.
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| 7. |
- Lindgren, Anne-Li, 1965-, et al.
(författare)
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Examining Children’s and Adults’ Ways of Looking in Kindergarten : An Analysis of Documented Observations from the 1930s
- 2020
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Ingår i: Documentation in Institutional Contexts of Early Childhood. - Wiesbaden : Springer. - 9783658281922 - 9783658281939 ; , s. 147-165
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Bokkapitel (refereegranskat)abstract
- There has been a long tradition of documenting activities in early educational settings. In this chapter, we analyse documentation from a preschool context in Sweden during the 1930s to explore the ways in which student teachers described children’s ways of looking. The Vienna-based child psychologist Elsa Köhler (1879–1940) was invited to the small town of Norrköping and stimulated the student teachers to perform this documentation. There are more than 370 handwritten documents preserved in the city archive. We use the children as the focal point of an analysis based on how student teachers documented what the children looked at and how they looked. This means that the results show the interaction between children and adults from a perspective that takes children’s actions as the starting point. The analysis shows how the children acknowledged the observing student teachers and trained teachers who were in the events observed, how children took an interest in the student teachers’ and teachers’ observing practices, and how the children tried out and performed similar practices. We want to stress the importance of including the children in the intricate web of social interaction that is enabled by this approach to analysis, and how it makes available unexpected descriptions of both children’s and adults’ looking practices in institutional settings in the past.
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| 8. |
- Lindgren, Anne-Li, 1965-, et al.
(författare)
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Swedish State School Sex Education
- 2022
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Ingår i: The Palgrave Encyclopedia of Sexuality Education. - Cham : Palgrave Macmillan. - 9783030953522 - 9783030953522 ; , s. 1-9
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Bokkapitel (refereegranskat)abstract
- This entry is about Swedish sex education duringthe twentieth and twenty-first centuries, and howstate guidance, engagement and control createdand implemented school sex education. Thismeans that we focus on the State as an actor. By“the State” we mean not only the government butalso politicians presenting propositions as members’motions, debates in parliamentary committeesand in parliament, experts summoned to takepart in governmental commissions and the publicationscompiled by civil servants in NationalAgencies, such as the Swedish National Agencyfor Education (Sw. Skolverket. Previously:(Kungliga) Skolöverstyrelsen 1919–1991, theSwedish National Board of Education.). Theentry highlights continuities and discontinuitiesin how the engagement with school sex educationhas evolved, from the first parliamentary discussion,in which the subject was framed as sexualhygiene, via initiatives to reform the curriculum, investigate school sex education via governmentalinquiries, and publish teacher guidelines, untiltoday’s understanding of the subject as sexuality,consent, and relationships. We pay attention todifferences in the ways in which state school sexeducation has organized guidelines for teachers,how students have been included, what the preferredpedagogical method was and how, generallyspeaking, the content has changed (or not).
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| 10. |
- Bohme Shomary, Wiji, 1980-
(författare)
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The Road From Damascus : New Arrival Immigrant Families and The Swedish Preschool
- 2022
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this doctoral thesis is to examine the perceptions that new arrival immigrant families have of Swedish preschool, and the perceptions of these families as expressed by the Swedish state preschool political discourse over the last fifty-year period. For this purpose, the study uses critical discourse analysis, as proposed by Norman Fairclough. CDA is applied both as theory and as analytical method. The study is empirically grounded and borrows Fairclough’s three-dimensional model of discourse for the analysis of 19 texts produced by new arrival Syrian families, along with policy documents, the reports of government commissions and government bills dealing with preschool in relation to immigration. The study focuses on two main themes that are predominant in both texts—language learning (Swedish and mother tongue) and belonging—and shows how they are used to express and assign agency.In the study, special attention is paid to the use of verbs, pronouns and adjectives as linguistic parameters for analyzing representations of relational and action processes, as well as social actor representations. The thesis consists of three empirical chapters: New Arrival Immigrant Families’ Discourse about Language Learning, New Arrival Immigrant Families’ Discourse about Belonging and Preschool, and New Arrival Immigrant Children as a Concern for Preschool. The first two chapters demonstrate a high degree of agency employed by the parents and their children in relation to language learning and being at preschool, reflected in their use of verbs and pronouns. The last chapter demonstrates how, over a period of fifty years, state preschool political discourse has perceived and constructed immigrant children and their parents in relation to preschool. The analysis reveals points of convergence and divergence between the parents’ and the state’s discursive practices about preschool as a place for language learning and belonging. For instance, in the state discourse, immigrant children’s language learning and belonging are defined in terms of their needs and immigrant experience. In the parents’ writings, these themes are emphasized in relation to the children’s development and wellbeing. The study emphasizes the importance of culture-conscious work, in which the shared interests and expectations of both parties are highlighted, rather than only the differences in their views. Preschool is further discussed as presenting an ideological dilemma, allowing for contradictory ideals to coexist as a reflection of the political diversity of Swedish society.
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