| 1. |
- Abrahamsson, Emma, 1978-
(författare)
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Att formulera problem i barnpsykiatriska samtal
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study explores problem-formulation processes in Swedish child and adolescent psychiatry (Sw. Barn- och ungdomspsykiatri, BUP), drawing on an ethnomethodological conversation analytic approach to institutional talk. Data consists of video and audio recordings of 15 initial assessments, one therapeutic contact (six sessions) and one neuropsychiatric assessment (12 sessions), with children and adolescents aged 10 to 17. Shorter sequences as well as longer processes spanning several sessions are analyzed. While much prior research has examined caregiver-clinician interaction in cases involving younger children, the present study explicitly focuses on the child as an active participant.The analyses of the initial assessments demonstrate how children resist caregivers’ problem formulations by presenting alternative versions of these formulations that draw on their in-depth knowledge of their own everyday life. Clinicians’ strategies of orchestrating the talk in these sequences are shown to be critical in balancing children’s and caregivers’ relative epistemic status. In the therapeutic interactions, the analyses focus on how the participants use reported speech as an interactional resource to illustrate problematic communication patterns in the family, to model alternative courses of action, and to communicate therapeutic change. In these encounters, the child takes an active role in the process of problem formulation. Finally, neuropsychiatric assessment interactions are analyzed with a focus on the clinical sense-making process through which a shared understanding of the child’s problems is negotiated in initial and concluding phases of the contact.Through attending to clinical sense-making in negotiations between adolescents and caregivers, the study provides nuance to the image of medical interaction as primarily characterized by tensions between contrasting life-world and medical perspectives. The concluding discussion addresses how knowledge claims and conflicting versions of psychiatric problems are managed in multi-party interactions, as well as how boundaries between normality and deviance are negotiated in processes of interaction.
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| 2. |
- Andréasson, Fredrik, et al.
(författare)
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Category relations and norms of feelings in children's performances of a boyfriend-girlfriend culture
- 2023
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Ingår i: Discourse Studies. - : Sage Publications. - 1461-4456 .- 1461-7080. ; 25:3, s. 321-341
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Tidskriftsartikel (refereegranskat)abstract
- This study explores how preteen children in everyday interaction mobilize relationship categories to negotiate what counts as appropriate romantic feelings among peers. The analysis draws on ethnomethodological work on membership categorization and conversation analysis, integrated with ethnographic knowledge of children’s social life. Particular attention is on how children make claims of and resist membership in a particular relationship category (that of boyfriend- girlfriend). The sequential analysis shows how category-based claims of ‘liking someone’ and ‘being together,’ indexing a boyfriend-girlfriend relationship, are responded to with resistance and denials. Categorical claims are also turned into public performances of relational pairing invoking the normative character of romantic matchmaking. The findings suggest that norms of feelings play a central role in preteen children’s emotional behavior, and serve as important cultural resources for children to address their emergent concerns regarding peer group relationships.
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| 3. |
- Andreasson, Fredrik, et al.
(författare)
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Jocular language practices in young boys' performances of romantic relationships within their local peer culture
- 2022
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Ingår i: Childhood. - : Sage Publications. - 0907-5682 .- 1461-7013. ; 29:4, s. 593-611
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Tidskriftsartikel (refereegranskat)abstract
- Based on ethnographic fieldwork, we explore how boys use jocular play to perform romantic relationships in their peer culture and construction of masculinities. The analysis combines an ethnomethodological approach to doing gender with poststructuralist-influenced studies on masculinity and boyhood. We demonstrate how the boys - through game-playing, teasing, humorous narration, and ritual insults - do gender while they explore potentially embarrassing romantic experiences. The boys police and produce acceptable heterosexual masculinities while having fun and doing friendship, demonstrating the dynamic and entertaining potentials of performing romantic relationships in jocular peer play.
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| 4. |
- Andreasson, Fredrik
(författare)
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Retande, berättelser och kategoriseringar : Om vänskap och kärlek i barns relationsprat
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on how middle school children organize peer group relationships through various forms of so-called relational talk (Evaldsson, 2007), while they also negotiate and more generally make sense of friendships and romantic relationships. Prior micro-sociological research has demonstrated how children in everyday language practices through, for example, teasing, assessments, and storytelling—articulate and manage social relationships and behaviors, moral views, and shared cultural knowledge, thereby constructing their emerging social worlds (see Goodwin & Kyratzis, 2011, for an overview). Several ethnographic studies have also shown how children in everyday peer group interactions construct gendered cultures, encompassing gender hierarchies and heteronormative ordering, while managing social relationships (Renold, 2005). This study is a continued exploration into these areas, building on ethnographic fieldwork, including participant observations, video recordings, and focus group interviews with friendship groups among children in two fifth grade classes in a Swedish school setting. The analysis draws on an ethnomethodological multimodal interactional approach to talk-in- interaction (Goodwin, 1990), combined with membership categorization work (Stokoe, 2010) and ethnographic knowledge of the local culture (Evaldsson, 2021; Goodwin, 2014).The analysis shows that humor-oriented language practices, such as teasing and joking, function as a resource for children to address potentially sensitive and/or embarrassing aspects of social relationships, where humor and collective laughter work as a de-dramatizing resource while building local peer group relationships (cf. Eder, 1991). Moreover, the results show that children’s way of articulating and making sense of their views on friendship and romance through storytelling, assessments, and jocular play is related to a moral dimension, as they index and negotiate (un)acceptable behaviors. This dimension becomes visible through their invocation and management of membership categorizations, person descriptions, and evaluative comments in their local identity work. Simultaneously, the analysis demonstrates how ethnographic knowledge of children’s social life is central in understanding how wider social dynamics become part of the local peer cultures of preteen children (Evaldsson, 2005a; Goodwin, 2011), especially regarding how the negotiation of local categories and their embedded meanings is related to wider social categorizations of gender, social class, and age. Overall, this thesis demonstrates how children as social actors use a variety of interactional resources (i.e., talk, laughter, loud voices, facial expressions, smiles, and gestures) to organize local peer group relationships, while collectively staging, negotiating, and making sense of both romance and friendship.
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| 5. |
- Aronsson, Karin, 1946-, et al.
(författare)
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Pedagogic discourse and interaction orders
- 1992
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Ingår i: Discourse and life-span development. - London : Sage. ; , s. 103-131
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Cekaite, Asta, et al.
(författare)
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Language policies in play : Learning ecologies in multilingual preschool interactions among peers and teachers
- 2017
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Ingår i: Multilingua - Journal of Cross-cultural and Interlanguage Communication. - : Mouton de Gruyter. - 0167-8507 .- 1613-3684. ; 36:4, s. 451-475
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Tidskriftsartikel (refereegranskat)abstract
- In this study we argue that a focus on language learning ecologies, i.e., situations for participation in various communicative practices can shed light on the intricate processes through which minority children develop or are constrained from acquiring cultural and linguistic competencies (here of a majority language). The analysis draws on a language socialization approach to examine the micro-level contexts of an immigrant child’s preschool interactions with peers and teachers and the interplay between these and macro-level language and educational policies. It was found that the focal girl mainly participated in unstructured peer play due to the preschool educational and language policy. The girl’s limited Swedish (simple nouns, verbs, formulaic expressions) served as a resource for collusive peer language play (negatively keyed recyclings, mimicking, nonsensical words) portraying her language as incomprehensible. In interaction with teachers the child’s nonverbal acts were interpreted into verbal forms (repeating and expanding conversational, lexical and grammatical contributions). The fact that the girl did not align with the teacher’s conversational contributions created a negative affectively valorized language-learning ecology. Our study demonstrates how educational and language policies as they are managed on the micro-interactional level in everyday preschool activities may cast children’s peer group as the main language socialization agent for beginners.
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| 7. |
- Cekaite, Asta, 1972-, et al.
(författare)
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Staging Multilingual identities and negotiating monolingual norms in multiethnic school settings
- 2008
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Ingår i: International Journal of Multilingualism. - 1479-0718 .- 1747-7530. ; 5:3, s. 177-196
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on children’s language alternation practices in two primary school settings. More specifically we explore how participants (children and teachers) in episodes of language alternation invoke linguistic and social identities, thereby “talking into being” language and educational ideologies. The present study is based on multi-sited ethnography in two multiethnic educational settings where classroom activities are primarily in Swedish. Theoretically, it draws on sequential identity-related approaches to language alternation practices (Gafaranga, 2001). As demonstrated, children both draw on a range of linguistic varieties, and refrained from involving in poly-lingual practices. In so doing, they were actively engaged in producing and resisting a range of locally valued identities (i.e. monolingual, bilingual, poly-lingual student). Simultaneously a monolingual norm was brought into being, and, importantly, the children appropriated and exploited the monolingual norms-in being for organizing their social relations. Overall the study highlights the links between social and linguistic identities, language choice, and language and educational ideologies. We argue that an understanding of children’s poly-lingual practices in multilingual settings is provided by a close analysis of the local processes of identity work located within the wider socio-cultural context (e.g., language and educational ideologies).Key words: language alternation, linguistic and social identity, monolingual norm, multilingual classes, poly-lingual practices, multi-sited ethnography, Membership Categorization Analysis (MCA)
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| 8. |
- Cekaite, Asta, et al.
(författare)
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Stance and footing in multilingual play : Rescaling practices and heritage language use in a Swedish preschool
- 2019
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Ingår i: Journal of Pragmatics. - : Elsevier. - 0378-2166 .- 1879-1387. ; 144, s. 127-140
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Tidskriftsartikel (refereegranskat)abstract
- This study examines how young immigrant children in multilingual playful activities with peers and adults engage with and explore heritage language forms (e.g., their features, social values and pragmatic uses), as well as transgress boundaries between different language varieties. It is argued that such ludic language practices located and enacted within micro-interactional processes in turn link to and contribute to macro-level socio-cultural values and tensions of languages. The selected data constitute a case study based on a video-ethnography of multilingual language practices in a preschool (for 3- to 6-year-olds) with a Swedish monolingual policy. It is found that the children's multilingual play involve the exploitation of heritage language and linguistic incongruities: it takes the shape of exaggerated repetitions, transformations of language forms (phonetic, morphological and syntactic features), various keying resources, i.e., affective (serious or ludic) and metalinguistic stances. The findings underscore the importance of taking into account young immigrant children's agency in creating new spaces (e.g., ludic or instructional activities) for heritage language forms and varieties as they are used for entertaining, rather than educational purposes. (C) 2017 Elsevier B.V. All rights reserved.
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| 9. |
- Cekaite, Asta, et al.
(författare)
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The moral character of emotion work in adult-child interactions
- 2020
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Ingår i: Text & Talk. - : DE GRUYTER MOUTON. - 1860-7330 .- 1860-7349. ; 40:5, s. 563-572
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Tidskriftsartikel (refereegranskat)abstract
- This special issue furthers a view in which affective stances are seen as indexical of culturally specific structures of feeling and norms concerning what counts as appropriate conduct in particular settings. The link between affect and everyday morality in the development and negotiations of moral personhood, identities and character work is demonstrated in the empirical studies that examine how affective stances are mobilized by drawing social boundaries, and by criticizing or sanctioning what counts as morally appropriate behaviors in adult-child socializing encounters embedded in time and space. The contributions highlight how socialization into particular forms of moral orders engages issues of affect, and how socialization into affect is permeated with moral work. The special issue draws on two major theoretical perspectives: the interactional perspective involving multimodal interaction analysis and the linguistic anthropologic view on language socialization that considers language use and cultural re-production to be interrelated. The socializing potentials of adult-child interactions, particularly in episodes involving the handling of normative transgressions and practices revolving around moral issues (conflicts, disciplining, non-compliance, negative affect and regulation of emotions), provide a fruitful site for uncovering otherwise rarely articulated normative socio-cultural assumptions of how to perform actions, display knowledge, express emotions and maintain relationships.
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| 10. |
- Cromdal, Jakob, 1969-, et al.
(författare)
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Ett vardagsliv med flera språk
- 2004
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Denna nordiska antologi handlar om hur barn och ungdomar i flerspråkiga miljöer samspelar i skolan och visar därigenom hur flerspråkighet kan förstås som något människor använder i sin vardag för en rad olika syften. Boken framhäver ett kritiskt förhållningssätt till den enspråkiga världsåskådning där tvåspråkiga individer ses som "dubbelt enspråkiga".Denna nordiska antologi förhåller sig kritisk till den enspråkiga normen. Genom att i detalj studera hur barn och ungdomar i flerspråkiga miljöer samspelar i vardagliga situationer på skolgården och i klassrummet, visar författarna hur flerspråkighet kan förstås som en social praktik, som något människor använder i sin vardag för en rad olika syften.
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