| 1. |
- Andersson, Gunvor, et al.
(författare)
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Teenagers as victims in the press
- 2007
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Ingår i: Children & Society. - : Wiley. - 0951-0605. ; 21:3, s. 175-188
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Tidskriftsartikel (refereegranskat)abstract
- Research into press reporting on young people has tended to concentrate on young people as offenders. In contrast, this article focuses on press coverage of teenagers as victims. Reports in two Swedish newspapers (a morning broadsheet and an evening tabloid) were studied over a period of four months and subjected to a qualitative analysis of discourse on teenagers as victims of various forms of violence and ill-treatment. It was found that danger and threats to the teenagers were seen as gendered, and as emanating from their own age group and from outside the home and family. The class background of the victims was not salient and child welfare issues were seldom mentioned.
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| 2. |
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| 3. |
- Thornberg, Robert
(författare)
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'It's not fair!' - Voicing pupils' criticisms of school rules
- 2008
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Ingår i: Children & society. - : Wiley. - 0951-0605 .- 1099-0860. ; 22:6, s. 418-428
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Tidskriftsartikel (refereegranskat)abstract
- Socialisation theories have traditionally focused on how children are socialised in a rather unidirectional manner, according to a transmission model. However, more recent research and theories show that children are not just passive recipients, but active agents in their socialisation process. At the same time, children are subordinated to adult control. In school, they are regimented and involuntarily subjected to mass routines, discipline and control. The aim of this study was to explore and give a voice to pupils' critical thinking about school rules and their teachers' behaviour in relation to these rules. Ethnographic fieldwork and group interviews with students were conducted in two Swedish primary schools. The findings show that pupils criticise some school rules, distrust teachers' explanations of particular school rules, perceive some school rules and teachers' interventions as unfair and inconsistent, perceive no power over the construction of school rules, and express false acceptance and hidden criticism. The findings are discussed in terms of hidden curriculum, power, mentality resistance, democracy, participation and democratic citizenship education. © 2007 The Author(s).
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| 4. |
- Dahlbeck, Johan
(författare)
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On Childhood and the Logic of Difference : Some Empirical Examples
- 2012
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Ingår i: Children & society. - : Wiley-Blackwell. - 0951-0605 .- 1099-0860. ; 26:1, s. 4-13
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Tidskriftsartikel (refereegranskat)abstract
- This article argues that universal documents on children's rights can provide illustrative examples as to how childhood is identified as a unity using difference as an instrument. Using Gille Deleuze's theorising on difference and sameness as a framework, the article seeks to relate the children's rights project with a critique of representation. It seeks to illustrate how the children's rights project seems to be promoting an image of childhood that is sharply contrasted by adulthood in a dichotomised sense, as well as how, in these documents, the fate of the child is being intertwined with the fate of the state.
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| 5. |
- Dahlblom, Kjerstin, et al.
(författare)
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Home alone : children as caretakers in León, Nicaragua
- 2009
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Ingår i: Children and society. - : Wiley. - 0951-0605 .- 1099-0860. ; 23:1, s. 43-56
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Tidskriftsartikel (refereegranskat)abstract
- This article seeks to explore and understand the life situations of sibling caretakers in poor areas in León, Nicaragua. The every day lives for caretakers were studied through observations and interviews with children, informants and parents. The children themselves were satisfied and proud to be trusted as caretakers and felt useful in contributing to their families' livelihood. However, in a life course perspective the caretaking role implies a narrowing of life options. Early on they seem to acquire essential life skills but as they grow older many are at risk of falling behind due to their marginalised situation and lack of basic education.
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| 6. |
- Eriksson, Maria, 1969-, et al.
(författare)
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Family law proceedings, domestic violence and the impact upon school : a neglected area of research
- 2013
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Ingår i: Children & society. - : Wiley. - 0951-0605 .- 1099-0860. ; 27:2, s. 81-91
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to open up a discussion about an unexplored area of children’s lives at school. While there has been considerable discussion of issues about child protection and the cooperation between school and social services in that context, studies on the intersection between school and family law proceedings seem virtually non-existent. This is also the case when it comes to family law proceedings and different forms of childhood adversity. Drawing upon previous and ongoing research on family law and domestic violence in Sweden, together with a number of other existing studies on children and domestic violence, this article outlines the potential impact of family law proceedings upon school as well as issues requiring further research exploration.
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| 7. |
- Eriksson, Maria, 1969-, et al.
(författare)
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Interviews with children exposed to violence
- 2012
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Ingår i: Children & society. - : Wiley. - 0951-0605 .- 1099-0860. ; 26:1, s. 63-73
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to show how research practices may simultaneously follow principles of children’s citizenship rights to participation and principles of protection and support when children exposed to violence are informants. The article focuses upon organisation of interview processes and interactions between adult researchers and child informants in interview encounters. We point to a number of ways in which one may negotiate the tensions between, on the one hand, victimised children’s vulnerability and dependence upon adults for protection and support, and on the other these children’s agency and rights to participation.
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| 8. |
- Harder, Maria, 1970-, et al.
(författare)
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Four year old children's negotiation strategies to influence and deal with a Primary Health Care situation
- 2013
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Ingår i: Children & society. - : Wiley. - 0951-0605 .- 1099-0860. ; 27:1, s. 35-47
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Tidskriftsartikel (refereegranskat)abstract
- In Sweden, children’s health and development are promoted through Primary Child Health Care (PCHC) visits. The children participate in these visits from their own perspective through bodily and verbal expressions. This study explores four-year-old children’s expressions when they as actors take part in a PCHC situation. The conceptualisation of the children’s expressions reveals various actions that exhibit their affirmative and delaying negotiation strategies to influence and deal with these situations. For PCHC nurses, these findings may encourage to view children as negotiating participants and inspire to sensitivity when inviting children and guiding them through health visits
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| 9. |
- Harju, Anne
(författare)
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Children´s Use of Knowledge of Place in Understanding Social Relations
- 2013
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Ingår i: Children & society. - : John Wiley & Sons. - 0951-0605 .- 1099-0860. ; 27:2, s. 150-160
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Tidskriftsartikel (refereegranskat)abstract
- The article explores how children use different types of knowledge of place to make sense of their relations to other children. Participating are children aged 11-12 years in a small city in southern Sweden. The methodology used is place mapping with group interviews. A significant outcome is that the children connect emplaced and spatial knowledge in their efforts to understand themselves and others. Their emplaced knowledge is thus not separated from the spatial knowledge. Another significant result is that the participating children are engaged in an exchange of knowledge of place with other children and with adults.
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| 10. |
- Horton, Paul
(författare)
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School Bullying and Social and Moral Orders
- 2011
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Ingår i: Children & society. - : John Wiley and Sons, Ltd. - 0951-0605 .- 1099-0860. ; 25:4, s. 268-277
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Tidskriftsartikel (refereegranskat)abstract
- This article provides a theoretical consideration of the ways in which school bullying relates to social and moral orders and the relations of power that are central to the upholding of such orders. Moving away from the focus on individual aggressive intentionality that has hitherto dominated school bullying research, the article argues that understanding the social processes of bullying requires not only understanding bullying as a group interactional process but also how such interaction is part of power relations within both the immediate context of the school and the wider society.
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