| 1. |
- Aretun, Åsa, 1970-
(författare)
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Barns ”växa vilt” och vuxnas vilja att forma : Formell och informell socialisation i en muslimsk skola
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the thesis is to examine how children as social beings and actors form themselves within the framework of a school institution that adults have set up in order to shape them in deliberate ways through nurturing education. The study is based on long-term fieldwork in a Muslim faith school in Sweden.Muslim schools have aroused a great deal of debate in Swedish society.Opponents have argued that Muslim schools lead to segregation and social exclusion, that these schools risk not promoting the fundamental values of society and that children in these schools are met by religious propaganda. Advocates of these schools have maintained that in public schools the Muslim identity is eroded by ignorance, lack of understanding and racism. Muslim schools instead offer children knowledge of their culture and religion in a way that enhances their identity and makes them secure and whole human beings who can be integrated into society. The debate reflects that school institutions function as loci for contested forms of socialisation in society; national, ethnic, religious, or the struggle of other groups for cultural production and social reproduction in which they are united in the role and importance attached to the school institution in the shaping of young people. In the debate children appear as passive receivers and products of adults’ upbringing and education, which represents both threat and opportunity.The debate around Muslim schools reflects adult-centred ideas of socialisation, where the adults’ upbringing and education is placed at the centre of the process in which children are formed into social persons. What emerged from this study is that children are social actors who shape themselves and that this shaping is more of an informal social process than a formal education process. The study raises the profile of how the school constitutes an environment in which children are in the majority and adults in the minority; a social environment in which children have significantly more social contact and a greater number of social relations with each other than with adults. The school as a child-centred social environment is reflected in the fact that it is principally children who shape each other rather than adults shaping children.
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| 2. |
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Barnets bästa : en antologi om barndomens innebörder och Välfärdens organisering
- 2003
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Begreppet "barns bästa" har varit vägledande för en rad välfärdspolitiska åtgärder under senare år. Denna antologi fyller en lucka i forskningen om barn och välfärdsstaten och visar hur begreppet barns bästa ges olika innebörder med också skapar en gemensam begreppsram.Två viktiga frågor präglar texterna: dels frågan om välfärdsstatens sena omvandling påverkat och förändrat barns villkor, dels vilka innebörder som givits begreppet barnets bästa.Bidragen är skrivna av forskare med olika disciplinär bakgrund; psykologi, historia, sociologi och juridik. Redaktörer är professorerna Gunilla Halldén och Bengt Sandin som är verksamma vid Linköpings universitet.
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| 3. |
- Bergnéhr, Disa, 1974-
(författare)
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Timing parenthood : Independence, family and ideals of life
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Föreliggande arbete är en kvalitativ studie som behandlar valet att bli förälder. Det som undersöks är svenska unga vuxnas samtal kring när tiden är rätt för att bli förälder, livet som förälder kontra livet utan barn, det ideala livet, det goda föräldraskapet och en bra barndom. Studien är ett bidrag till den västerländska debatten om sjunkande födelsetal och uppskjutet barnafödande.De empiriska analyserna i arbetet är baserade på fokusgrupper med sammanlagt 35 individer mellan 24 och 39 år. Deltagarna har olika bakgrunder sett till utbildning, arbete och bostadsort. 15 var förstagångsföräldrar eller väntade sitt första barn. Resterande 20 hade inte barn. När är tiden rätt för barn? Varför har medelåldern för förstagångsföräldrar ökat? Vilka föreställningar finns kring livet som förälder jämfört med livet utan barn? Dessa var de övergripande frågorna som diskuterades i grupperna.Användandet av fokusgrupper och den diskursiva analysen visade sig vara fruktbara i studiet av ideal och föreställningar kring föräldraskap och övergången till föräldraskap. Resultatet av studien belyser komplexiteten kring valet att bli eller att vänta med att bli förälder; det visar på hur människors liv och förståelse av sig själva påverkas av många motstridiga föreställningar och ideal. Föräldraskap, familj, släktskap, vänskap, kärlek, ålder, biologi, och den oberoende individen är några av de fenomen som framstår som diskurser i fokusgruppsdeltagarnas diskussioner kring tiden för föräldraskap. Denna studie visar hur olika individer förhåller sig till olika diskurser och subjektspositioner, och hur olika individer på olika sätt löser dilemman som motstridiga ideal resulterar i. I avhandlingen undersöks och belyses diskursiva, kulturella strukturer och individers aktiva positionerande gentemot dessa.
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| 4. |
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Den moderna barndomen och barns vardagsliv
- 2007
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- I denna bok behandlas frågor om vad förskolans uppdrag innebär och hur synen på omsorg och bilden av barnet har förändrats, samt hur barndomsforskningen förhåller sig till frågor om barns kompetens och barns beroende. Förskolan diskuteras som en plats för barn, men där också barnen skapar egna platser. Ann-Marie Markström, Maria Simonsson och Eva Änggård har i sina avhandlingar studerat hur barn använder sig av förskolan och de bidrar med varsitt kapitel i boken.
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| 5. |
- Eckert, Gisela, 1970-
(författare)
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Wasting time or having fun? : Cultural meanings of children and childhood
- 2001
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study explores contemporary cultural meanings of children and childhood in a Swedish context. Its point of departure is an understanding that the meanings ascribed to what it is to be a child and what childhood is, are part of culture and, as such, transform through time and space. As a way to access everyday ideas of children and childhood, two groups of children and their parents were interviewed about one of two child activities, namely children's play or children's TV-habits. In order to create a situation in which they could reflect on the topics discussed and express a variety of ideas, the interviews were semi-structured.The analysis was inspired by the work of Strauss and Quinn (1997) and their cognitive theory of cultural meaning, as well as by Billig et al.'s (1988) concept of ideological dilemmas. According to Strauss and Quinn (1997), cultural meanings can be traced in expressions of typical everyday ideas - shared among a group of people - about a phenomenon. In line with this, the interviews were scrutinized with the aim of finding shared expressions, arguments, metaphors and/or interpretations evoked in talk about children's play or TV-habits. These shared themes, in turn, have been looked upon as cultural meanings of children and childhood.The analysis resulted in the formulation of several cultural meanings of children and childhood. There is the educational childhood that focuses on learning, the idyllic childhood that stresses harmony, and the child-guided childhood that takes its point of departure from pleasure and fun. Additionally, there is the vulnerable child who needs adult protection, the robust child who can endure some problems, and children as small people who should be negotiated with. Moreover, there are the preferred innocent and the potentially evil child. In the interviews, accounts forming the basis of the different cultural meanings were intertwined. At times, these accounts were contradictory. This could take the form of overt reasoning around a particular dilemma. It could also be manifested in more salient dilemmas. For example, in the TV interviews it proved to be difficult to associate TV with accepted forms of relaxation. The children, in turn, presented their views on how the adult world talks about children, play and TV. In their discussions, children were characterized as vulnerable and potentially evil, but valuable. The children sometimes argued against the perceived adult view by putting themselves in a more competent and active position. However, it was also possible to trace widespread trust in adults.
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| 6. |
- Edström, Charlotta, 1974-
(författare)
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Samma, lika, alla är unika : En analys av jämställdhet i förskolepolitik och praktik
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to describe, critically analyse and provide information about gender equality in Swedish preschools, in relation to policy and practice. The main focus is on pedagogues’ gender equality work with children. The study includes a comparison between state gender equality policy in Scottish and Swedish preschools. The theoretical starting point for the analysis is a policy and gender perspective. Based on Bacchis’ (1999) and Marshalls’ (1997) work suggesting that gender equality policy issues and problems are socially constructed, a contrasting analytical framework is devised and used in the analysis. The main emphasis in the analysis of gender equality constructions is on underlying assumptions, competing constructions and “areas of silence”, relating to what is missing from a gender perspective. There is also some consideration of the agreement between constructions and concrete measures. The time-period studied was from the end of the 1960s onwards; emphasis was placed on the last fifteen years. The main empirical data consists of: Swedish and Scottish state official policy documents and interviews with Scottish researchers; Swedish local authority official documents and interviews with local authority officials from four municipalities; and interviews with pedagogues from three work-teams in three preschools. This information is complemented with documentation about the preschools’ gender equality work. In state preschool policy, pedagogues are depicted both as part of the solution to the gender equality problem but also part of the problem because there are “too few men”. Local authorities consider that pedagogues need more knowledge about gender equality. The pedagogues themselves make a distinction between the past, when their treatment of children was founded on gender-based stereotypes, and the present, in which they are aware but need to keep up the work. In both Swedish preschool policy and practice, gender equality has mainly focused on treating girls and boys similarly, based on assumptions that this is desirable; and this is still the approach. This similarity discourse has been quite constant in Swedish state policy since the 1960s. One exception, however, was the attention to biological differences which gained influence in the mid 1990s in policies mainly relating to compulsory schooling. Gender equality is, with respect to both policy and practice, largely constructed as a pedagogical preschool issue. Discussions about wider society mainly concern the public sphere and the labour market, whilst the private sphere is seldom considered. Children are mainly positioned as “girls” or “boys” and as recipients of pedagogues’ gender equality measures. In general, little consideration is given to hierarchies and variations among groups of girls or boys, or about intersections between gender and other socially constructed categories. Intersections were most clearly visible in practice, especially in one preschool studied; they concern gender equality, age and space. Issues concerning power and gender order are usually missing, and there seems to be a clear influence of gender role theories. Even though there is clear current emphasis on increased similarities, there is a tension concerning whether gender equality is about treating everybody exactly the same, treating everybody in quite similar ways or treating children as unique individuals. This also involves a tension relating to whether gender equality concerns girls and boys as individuals, or as groups, or both. The study demonstrated that the emphasis on gender equality is stronger in the constructions than in concrete measures. In practice, work-teams’ discussions about gender equality were more nuanced than the somewhat compensatory methods that these practitioners applied during their work with the children.
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| 7. |
- Gu, Limin, 1963-
(författare)
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Modernisation and marketisation : The Chinese kindergarten in the 1990s
- 2000
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This is a study of changes in Chinese kindergarten education in the era of the post-Mao four modernisations. Based on fieldwork carried out in China in 1997, this thesis examined the changes of Chinese kindergarten education at two levels — changes in system (structural change) and changes in educational activities (curriculum and ideological change), especially for the period of the 1990s. Changes are described and discussed in a historical context, in which both changes in policy and in practice are examined.Changes in education are closely linked to the social, political, economic and cultural context. The content, process and outcomes of reform in early childhood education in China have been affected by the national goals of reform, the social context of early educational institutions, their organizational characteristics, family structure, family policy, and the specific professional culture of teaching and learning. Recent structural reforms in early childhood education have been shaped by the foremost task of the nation - economic development. The previous welfare model of kindergarten, which was regarded as one of the outcomes of a socialist system, is being transformed into a new market competitive model to meet a political demand for the marketisation of society. The curricula of early educational program, teachers' attitudes to children, and their professional activities, therefore, have been re-shaped according to new ideas about the needs and abilities of children, new conceptions of child development and, not least, the new modernisation "knowledge" that gained ascendancy in China during the 1990s.
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| 8. |
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| 9. |
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| 10. |
- Halldén, Gunilla, 1944-
(författare)
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Barn, barndom och essentialism
- 1998
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Ingår i: Häften för Kritiska Studier. - 0345-4789. ; 31:1, s. 69-74
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Recension av Hedenborg, Susanna : Det gåtfulla folket : barns villkor och uppfattningar av barnet i 1700-talets Stockholm. 1997, ISBN 91-22-01774-7
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