| 1. |
- Melander Bowden, Helen, Docent, 1967-, et al.
(författare)
-
Embodied spatial learning in the mobile preschool: the sociospatial organization of meals as interactional achievement.
- 2022
-
Ingår i: Children's Geographies. - : Informa UK Limited. - 1473-3285 .- 1473-3277. ; 20:2, s. 234-250
-
Tidskriftsartikel (refereegranskat)abstract
- This study explores meals as a locus for children’s socialization into the socio-spatial organization of a mobile preschool, i.e. a preschool in a bus. Building on ethnographic fieldwork with video-recordings, the analysis is informed by ethnomethodology and conversation analysis to explore the everyday interactional organization of meal practices. Conceptualizing space as both a resource for interaction and as achieved in interaction, the study investigates how children and pedagogues create space for meals inside the bus and in outdoor spaces. The results demonstrate how the socio-spatial organization is made relevant as a learning object in interactions between pedagogues and children, and between peers. Knowledge of the socio-spatial organization is shown to constitute a critical aspect of competent participation in the mobile preschool. A trajectory in the children’s embodied spatial learning is discerned, from socio-spatial configurations as objects of instructions to embodied habits.
|
|
| 2. |
- Ambrose, Anna, 1970-
(författare)
-
Att navigera på en skolmarknad : en studie av valfrihetens geografi i tre skolor
- 2016
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingen beskriver och analyserar hur skolvalfriheten som policy, det vill säga uppfattad möjlighet och hot tar sig i uttryck i vardaglig praktik. Aspekter av diskurser, praktiker analyseras i avhandlingen utifrån olika aktörers handlingshorisonter. Avhandlingens kontext består av en urbant belägen lokal skolmarknad, inom vilken aktörers praktiker och strategier undersöks. Avhandlingen behandlas således hur ungdomar, familjer och skolprofessionella navigerar skolvalfriheten i en alltmer polariserad och storstadsregion. Teoretiskt ramas studien in av Pierre Bourdieu sociologi samt koncept från det kulturgeografiska fältet. Metodeoliskt bygger avhandlingen på empiri insamlat med etnografiska metoder under läsåret 2012-2013. I de fem empiriska kapitlen diskuteras hur föreställda geografier, skolhabitus, rykten och symboliska gränser förhandlas av studiens aktörer. I det avslutande kapitlet diskuteras och analyseras avhandlingens främsta bidrag. Kapitlet lyfter också några frågeställningar som måste adresseras för ett mer jämlikt utbildningssystem.
|
|
| 3. |
- 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.
|
|
| 4. |
- 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.
|
|
| 5. |
- Grunditz, Sofia, 1973-
(författare)
-
Vilan i förskolan 1910-2013 : Visuella material och visuell metodologi
- 2018
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to explore preschool naptime during the period 1910–2013 through visual materials, films and photographs produced by different actors for various purposes at various historical times, and to develop a visual methodology that works with complex visual materials. Even though naptime is central to everyday life in preschool, it is an activity that is rarely a focus of Early Childhood Education research. The empirical data derives from two separate but interrelated studies, the first a video ethnographic field study and the second an archival ethnographic study. Both studies include films and photographs that visualise the material environments and social interactions that take place during preschool naptime.A theoretical framework based on ethnomethodology, visual studies, childhood studies and the history of childhood studies is used. The concept the look of is a theoretical and analytical focus as the photographic image contains visual information about what things and actions look like. The look of children’s and adults’ participation in naptime, the material objects and the preschool environment are the focus when scrutinising the visual data of the study to gain knowledge about how embodied actions, along with the material and spatial design of the preschool environment, form practices at naptime. The thesis takes a post-positivist stance towards the photographic image.A transdisciplinary methodology, the visual remake, is developed for visual analysis and is used as a tool for comparisons, visualisation of results and reflection. A visual remake maintains the visual aspects of the data in order to keep them visible throughout the research process. It is a tool that visualises observable findings and conceptualises a reflection process through images, and not exclusively via the written word.The study provides knowledge about everyday life in preschool. The results show how the material and spatial organisation of the room and the participants’ embodied actions in this environment constitute naptime in both historical and contemporary preschools. There are recurrent patterns in the social interaction, as well as similarities in the design of the environment that are stable over time. These are the ways in which the participants use their bodies and interact through embodied interactions. The comparative visual analyses, focusing on continuity and change, suggest that some of these practices can be theorised as path-dependent. The present-day study shows that children constitute a peer culture within naptime, often through secondary adjustments to institutional and adult-structured order. Although the ideal naptime is visualised in the historical materials, it is possible to trace the same sort of naptime peer culture. There are features in the design of the beds used during preschool naptime that are typical of the preschool institution, and this design and the overall organisation of naptime have a path-dependence to ideals in the half-day preschools.Methodologically, the thesis expands our knowledge of how different visual materials can serve as sources in ECE research and how a research design focusing on the comparison of present-day and historical data opens up space for new research questions.
|
|
| 6. |
- Gustafson, Katarina, Docent, lektor i Barn- och ungdomsvetenskap, 1958-, et al.
(författare)
-
Säkerhet samt upplevelsebaserat lärande i en variation av lärmiljöer – två centrala policyer i mobila förskolor
- 2020
-
Ingår i: Nordic Studies in Education. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 1891-5914 .- 1891-5949. ; 40:3, s. 229-248
-
Tidskriftsartikel (refereegranskat)abstract
- Since about a decade there is a new phenomenon in Nordic early childhood education and care, the mobile preschool. It is an ECEC practice conducted on a bus that travels to various locations to perform everyday preschool activities and routines. With theory of policy enactment this article analyzes workshop discussions with mobile preschool professionals. The results show two main policies within mobile preschools; safety as well as experiential learning in a variety of learning environments. While discussing how to handle these policies, the professionals construct the mobile preschool simultaneously as ordinary and unique in relation to ordinary stationary preschools.
|
|
| 7. |
- Ojala, Maria, 1970-, et al.
(författare)
-
Parental reasoning on choosing the mobile preschool : Enabling sustainable development or adjusting to a neoliberal society?
- 2021
-
Ingår i: Early Childhood Education Journal. - : Springer. - 1082-3301 .- 1573-1707. ; 49:3, s. 539-551
-
Tidskriftsartikel (refereegranskat)abstract
- Due to the emergence of new forms of preschools and parents’ increased freedom of choice regarding early childhood education, more research on parental preschool preferences is needed. Although preschool offers a seedbed for the development of knowledge and competencies, this development matures through interaction with parents. Therefore, parental expectations and wishes are very likely to affect children’s learning. The mobile preschool is a new form of educational practice in Sweden where children travel by bus to different places for play and learning. This form of preschool can potentially lay a foundation for social and ecological sustainability because children learn to meet diverse people, explore different places, and spend time in nature. We interviewed 15 parents of children in a mobile preschool, most from a middle-class background. The main aim was to explore how these parents explain their choice of this type of preschool. Another aim was to identify desirable competencies that the parents think their children will achieve through the mobile preschool. Six themes related to preschool choice were identified; of these, “being out in nature” and “enlarging the children’s reality” were the most prominent. Two clusters of competencies were distinguished: care- and cooperation-oriented competencies, and freedom- and independence-oriented competencies. After analyzing these results in relation to two current educational discourses—education for sustainable development and entrepreneurship in a neoliberal society—we show how parents participate in reproducing these discourses. These findings add novel and important knowledge to the field of early childhood educational practices concerning parental choice and preferences.
|
|
| 8. |
- Sharif, Hassan, 1973-
(författare)
-
”Här i Sverige måste man gå i skolan för att få respekt” : Nyanlända ungdomar i den svenska gymnasieskolans introduktionsutbildning
- 2017
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is about 16 newly arrived students from Iraq enrolled in the introductory programme for newcomers, in two Swedish upper secondary schools during the academic year 2010/11. The study focuses on the newly arrived students’ possession of cultural, social, educational and linguistic capital and their migration experience as well as their plans for future studies. The theoretical framework is based on the sociology of Pierre Bourdieu and research in International Migration and Ethnic Relations (IMER). Of crucial importance is the sociologist Abdelmalek Sayad, who bridges Bourdieu and migration studies. Also, general sociological concepts like class, gender and ethnicity are used. Traditional ethnographic approaches such as observations, informal conversations and interviews are the main methods.The empirical results show that the newly arrived students have varying degrees of inherited assets, although the majority came from more affluent backgrounds. They also differed with regard to their school background. The ones who went to public schools in Iraq described the Iraqi educational system as authoritarian institution in which they had to conform to collective norms and values. Those who went to private international schools reported that their schools were similar to those in Sweden, but significantly more demanding. The youths also had assets that had little value in the Swedish educational system. One example is the ability to speak several languages like Arabic, Kurdish, Syriac and Chaldean.Newly arrived students usually have no experience of the Swedish school system and cannot speak Swedish. This limitation defines them as a disadvantaged group when they enter the Swedish educational system, in programmes specially designed for them. Furthermore, the newly arrived students are spatially and symbolically segregated from other students and are thus poorly integrated in into the schools’ ordinary activities. The newly arrived students quickly become aware of that they do not master the language and that they are not familiar with the study norms and roles in Sweden. However, the students express high educational aspirations and emphasize education as a key factor in achieving respectability. Or, in Bourdieu’s sense, success in the Swedish educational system represents symbolic capital, for the Swedish born population as well as for as members of their own ethnic group.
|
|
