| 1. |
- Cele, Sofia, 1977-, et al.
(författare)
-
Täta städer för vem?
- 2024
-
Annan publikation (populärvet., debatt m.m.)
|
|
| 2. |
- Cortés-Morales, Susana, et al.
(författare)
-
Children living in pandemic times : a geographical, transnational and situated view
- 2022
-
Ingår i: Children's Geographies. - : Informa UK Limited. - 1473-3285 .- 1473-3277. ; 20:4, s. 381-391
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this editorial to the Viewpoints Special Issue in Children's Geographies on ‘Children Living in pandemic Times: a geographical, transnational and situated view’ is, on the one hand, to present a transnational general picture of the COVID-19 situation for children. And on the other, to make a call for childhood researchers particularly focused on children's geographies, to collaboratively approach this unprecedented situation. The main aspects of children living in pandemic times as they are identified by the different viewpoints in this special issue are presented, highlighting key commonalities and differences across countries, discussing the aspects that emerge from this phenomenon that seem most relevant for research on children’s geographies in these times. Finally, we refer to some of the studies being conducted in different parts of the world, methodological challenges for children’s geographies research under these circumstances, and emerging research questions.
|
|
| 3. |
- Ekman Ladru, Danielle, et al.
(författare)
-
Children's collective embodiment-Mobility practices and materialities in mobile preschools
- 2020
-
Ingår i: Population, Space and Place. - : Wiley. - 1544-8444 .- 1544-8452. ; 26:3
-
Tidskriftsartikel (refereegranskat)abstract
- This article looks at young children's mobility practices in public spaces within the context of a mobile preschool practice (i.e., a preschool in a bus), with a specific focus on how materialities matter in children's mobilities. Using ethnographic data from a mobile preschool, we argue that the mobile preschool group's mobility should be understood in terms of collective embodiment and the mobile preschool should be viewed as a moving collective body in public space through which children can negotiate their own mobility practices and exercise agency. We show how this collective body is constituted through an assemblage and collaboration of children's and teachers' bodies and material objects. Collective embodiment not only enables and supports children's mobilities in public space but also helps young children to appropriate and claim their democratic right to public space through the visible copresence of bodies and things.
|
|
| 4. |
- Ekman Ladru, Danielle, et al.
(författare)
-
Children’s prosthetic citizenship as ‘here-and-now’, ‘not-yet’ and ‘not-here’. the case of the mobile preschool
- 2021
-
Ingår i: Social & Cultural Geography. - : Taylor & Francis. - 1464-9365 .- 1470-1197. ; , s. 1-19
-
Tidskriftsartikel (refereegranskat)abstract
- Using the case of the mobile preschool we focus on how children’s prosthetic citizenship is constructed in relation to notions of mobility and place in the accounts of Swedish mobile preschool professionals. Mobile preschools are preschools in buses that visit different places in and around the city on an everyday basis. Analysis of interviews and workshop discussions with mobile preschool professionals shows how three different conceptualisations of children’s ‘proper’ citizenship operate in parallel in these accounts – children as ‘not-yet-citizens’, children as ‘not-here-citizens’ and children as ‘here-and-now-citizens’. These different conceptualisations are constructed in relation to the everyday mobility of the mobile preschool and notions of places as more or less beneficial for children’s proper future and Swedish citizenship, and reveal how mobility is not only a consequence of citizenship relations but also constitutive of them. This paper contributes to knowledge on how mobility and notions of place constitute ideas on citizenship, and how forms and geographies of mobility produce subjects as more or less citizen.
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
- Ekman Ladru, Danielle, 1970-, et al.
(författare)
-
Playing, living, moving – and fearing? Families’ management of risk and safety through play (and) mobility : [Spielen, leben, bewegen – und fürchten? Familienmanagement von Risiko und Sicherheit durch Spiel (und) Mobilität]
- 2022
-
Ingår i: Zeitschrift für Soziologie der Erziehung und Sozialisation / Journal for Sociology of Education and Socialization. - 1436-1957. ; 42:2, s. 117-132
-
Tidskriftsartikel (refereegranskat)abstract
- This article focuses on the everyday mobilities of families living in a disadvantaged neighbourhood in Sweden. Through the use of interview material from two ongoing qualitative research projects on families’ apartment living, and on everyday mobility in disadvantaged neighbourhoods, we analyse how families account for the organization of collective family mobilities in order to enable and support children’s play and movement. Departing from a relational understanding of mobility, the article contributes to research on children’s everyday mobilities by focusing on how these are enmeshed with collective family mobilities as well as entangled with the neighbourhood context. The findings show how family play outings to parks, playgrounds and commercial play centres are a way for families to handle risk as well as to do and display ‘togetherness’, through the creation of ‘safe family spaces’ on the move for children’s play and movement.
|
|
| 8. |
- Ekman Ladru, Danielle, 1970-, et al.
(författare)
-
Teaching nature and nation in the Swedish mobile preschool
- 2024
-
Ingår i: Childhood. - : Sage Publications. - 0907-5682 .- 1461-7013. ; 31:1, s. 13-29
-
Tidskriftsartikel (refereegranskat)abstract
- Ideas of nature, nation and childhood are intertwined in Nordic early childhood education. We explore in ethnographic data the ways nature is taught in Swedish mobile preschools. We show how everyday nationalism manifests in the teaching practices of ‘good’ pedagogy in nature. We argue that depending on who is teaching and learning, various constructions of nationhood emerge enabling the re-imagination of a single national imaginary to a plural one.
|
|
| 9. |
- Ekman Ladru, Danielle, 1970-, et al.
(författare)
-
'Yay, a downhill!': Mobile preschool children's collective mobility practices and 'doing' space in walks in line
- 2018
-
Ingår i: Journal of Pedagogy. - : Sciendo - De Gruyter. - 1338-1563 .- 1338-2144. ; 9:1, s. 87-107
-
Tidskriftsartikel (refereegranskat)abstract
- In the field of early childhood research children’s mobility is usually discussed only in terms of physical activity in the preschool yard. More seldom is it discussed in terms of mobility practices and how young children move in public spaces. With unique detailed video-ethnographic data on mobile preschools and a new combination of theories on space, mobilities and peer culture this article analyses how young children negotiate mobility practices and engage in embodied learning in the collective preschool routine of walking in line. Two empirical examples of walking in line in contrasting public spaces show how the mobile preschool group moves in space as a collective body co-produced by children’s and teachers’ individual bodies. It is argued that walks in line are not merely a form of ‘transport’ between places but are important as social and learning spaces. While walking in line, children collectively ‘do’ space in diverse ways depending on where and how they move, and in relation to where and when teachers negotiate safety issues. In this process, the spaces, activities and routines alike are transformed.
|
|
| 10. |
- Forsberg, Sara
(författare)
-
Going places : Local settings and global horizons in young people’s education and work trajectories
- 2018
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The recent trend for mass higher education and a growing policy focus on a knowledge-driven economy has created the expectation that everyone can enter a fulfilling and rewarding career. However, young people often experience discrepancies between expectations of social mobility and local or national labour market opportunities. This thesis draws on Bourdieu’s family of concepts of field, capital and habitus to analyse how young people’s different education and work trajectories are conceived, validated and realised across different socio-spatial contexts.An interview-based study of how supranational organisations for education mediate and shape normative values of education revealed that a global agenda of education is embedded in a complex geography ranging from the individual to the global level. Within this, orders of dominance between nation-states are reinforced in the formulation and allocation of problems and solutions.In a field study in Thiruvananthapuram, the state capital in Kerala, India, young people’s dispositions towards mobility in the transition from education to work were analysed. The results revealed that young people’s future aspirations are shaped in a profound way by Kerala’s history of in- and out-migration. The study also identified differences within the middle class, where transnational capital distinguishes rather than unifies ‘Indian youth’.A similar study on how young people in a sparsely populated area in northern Sweden negotiate their future education and work alternatives showed that the geographical marginality of the region influences perceptions of the future in divergent and sometimes contradictory ways. In a follow-up study of the wider region, individual-level registry data were used to explore post-graduation mobility in the five northern counties in Sweden. The results showed that grades, levels of education and choice of occupation or education type all impact the mobility of young adults within the highly-educated segment of the population, and in particular the choice of whether to stay or leave the home region.Overall, this thesis shows how young people’s ambitions and trajectories are embedded in different socio-spatial contexts that enable them to adapt to, resist or benefit to varying degrees from global discourses of ‘successful adulthood’.
|
|
