| 1. |
- Olsson, Maria, 1969-
(författare)
-
Galna kameror och barns virtuella bildseende, bildtänkande och filmgörande i förskolan
- 2023
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to contribute knowledge about children’s image-vision, image-thinking and image- and filmmaking in preschool, through a collaboration with children and digital film technology, and about Gilles Deleuze’s film philosophy (1989) as well as digital videography and the methodology created in the research process. The empirical production was carried out as a digital decentralized videography, according to Pink et al. (2016), over a period of about 12 months. A total of 29 children participated in filmmaking at filmings and screenings collected in fifteen film event-logs. The researcher follows, films and interacts with the children’s filmmaking. Deleuze’s transcendental empiricism makes it possible to think about the indeterminable that is triggered in filmmaking as movement and change. Thus, internal differences are established as an immediacy between thinking and being. Feeling and being in itself can be understood as a form of consciousness in its ’own right that is both definite and indefinite. The form of the indeterminable becomes determinable within time. Deleuze’s concept crystal-image works in the analyses, unfolding the concepts mirror-image, recollection-image as well as ritornello and gallop. The concept mirror-image works as an image with two sides, the current and the virtual. In one chapter of the thesis, the researcher accompanies the children Andreas and Hanna’s filmmaking. The image of a common virtual vision is made visible and actually becomes with the digital film cameras and the speech about who sees whom. In a second chapter, the children Kim and Erik film to try to see a ghost that Erik remembers seeing in the room outside the toilets. With the concept recollection-image, the memory of a virtual ghost from the past can be re-played and actualized in the present and become visible. In a third chapter, the concepts ritornello and gallop set parallel images of time in motion towards the future. It is about how the children Isak and Rebecka film and play on rhythmic instruments. The children play their film on a screen and imitate their own movements that are visible on the screen. With the gallop, the world is coming to an end and the ritornello creates the beginning of the world possible, and takes it away from time. The results of the thesis contribute knowledge about how children’s and adults’ interaction with digital film technology can open opportunities for children and adults to interact and rethink the reality of the surrounding environment with digital film. This shows the importance of understanding how relationships between materialities, images and life in preschool are connected. In addition, the thesis contributes knowledge of how a continuous alternation between images of the actual, visible, and the virtual, invisible, can emerge in children’s filmmaking. This makes it possible to follow the children through digitized time passages and retrieve memories from the past and place them in the present, and also in the future. The thesis thus raises new questions about what kind of virtual images of realities can become available and also visible and actual, in the meeting between children’s image-vision and digital film technology.
|
|
| 2. |
- Aspán, Margareta, 1965-
(författare)
-
Delade meningar : Om värdepedagogiska invitationer för barns inflytande och inkännande
- 2009
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In two studies efforts to enhance children’s possibilities to participate and to improve the school as a social meeting place are followed. The first focuses on a three year project, aimed to work out new forms for pupils (grades 6-9) to participate in the school organization. The second study follows younger children (grades 1-5) in specific lessons where social dilemmas are discussed and solved, which can be characterized as social and emotional learning. Both studies concern the school’s option to handle the child fostering to individual actors, their independence and ability to take part through ’self-expression’, and at the same time instill the society’s ‘common value system’. By following pedagogical interventions by participant observations and interviews, it appears that there is little interest to let the children get involved out of their own questions and problem definitions. In the participation project it appears that children often are rather strictly directed by adults, and they are not so often let to use their critical and reflective thinking. In the second study each exercise is scrutinized for what it affords the children. Also these results show that the underlying intentions are not to create pedagogical conditions that support communication that involves the children’s own perspectives and interests, in an ‘exploratory’ speech in learning about one’s self, about the other and the world. The children’s resistance to perform properly can be seen as a way to recapture some of their autonomy to break the ‘ritualized' communication. In both studies children’s use of a field of free action is restricted. The interventions are analyzed through the concept of intersubjectivity and of child perspective. I conclude that the basis for why and how these efforts are done can be seen in a cultural childhood narrative: they are in certain aspects seen as ‘not yets’ despite the late modern emphasis on competence and responsibility.
|
|
| 3. |
- 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.
|
|
| 4. |
- Lukkerz, Jack, FIl licentiat, 1972-
(författare)
-
Sex på rätt sätt : Unga, sexualitet och svensk samtida sexualsyn
- 2023
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Swedish sexuality education, mandatory since 1955, is part of general social politics, aiming among others to prevent socio-sexual problems through educating and disciplining young, future citizens. The overall aim is to examine contemporary societal view on sexuality through studies of representatives of schools, authorities and NGO’s negotiating young people's sexuality regulations related to current ideas of socio-sexual problems, and to outline constructions of young people's sexuality through the organisation of sex education. Two studies with ten years in between highlight the contemporary view on youth and sexuality through an analysis of 1) professional views on sexuality education and 2) analysis of documents regarding the new Swedish curriculum, in force since autumn semester 2022. The first study contains of focus group interviews with staff working with young people with intellectual disabilities, previously published 2014, using Theory of Social Representations. The second, newer study, using Critical Discourse Analysis as method and Rubin´s radical theories on sexuality politics as theory, analyses views on sexuality in open access published preparatory works regarding the new curriculum. Young people's sexuality is related to risks, while the idea of pleasure is absent. Young women, young LGBTQ people, and young with intellectual disabilities are made vulnerable and norm breaking, while young men´s sexuality, heterosexuality and able-bodiedness are a not scrutinised norm. Sex education is defined by professionals and experts on elite level, not necessarily linked to scientific knowledge. Equality, pornography, and consent appear as questions that engage. Equality is related to a binary understanding of gender, or a freer view on gender as a prerequisite for equality work to succeed. Pornography is understood as a problem in young men, affecting young women and promoting violence and negative attitudes. Consent is welcomed, but with lacking analyses of how to communicate it.
|
|
| 5. |
- Pröckl, Maria, 1964-
(författare)
-
Tyngd, sväng och empatisk timing : förskollärares kroppsliga kunskaper
- 2020
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In what way is knowledge embodied and what role does embodied knowledge play in interpersonal professional practices? In this thesis, practical and embodied knowledge of preschool teachers is investigated as an example of a profession where relational and bodily situated knowledge is significant.The questions, from where my point of departure is taken, are for instance: How does a skilful preschool teacher act? What approach in terms of embodied knowledge is needed if one wants to give care, trust and offer a child a sense of we? Are there dimensions of embodied knowledge that are present only in situations that appear negative? This thesis belongs to the academic discipline The Theory of Practical Knowledge. Practical Knowledge in often described as experience based, bodily carried, situated and tied to our emotional life. The Theory of Practical knowledge tries to frame and explain these aspects of knowledge in the situations and contexts where they occur. The importance of embodied knowledge, as a form of practical knowledge in relation to preschool teachers professional development, is not a theme that has been scrutinized in other research. In the light of a presupposition that knowledge is bodily carried (a presupposition that is founded in experiences of dance and a phenomenological influenced theoretical base) and that practical wisdom and skill in interpersonal practices exists only in action, this thesis is built upon a concern regarding whether values embedded in these practises could be threatened as a result of the difficulty to grasp them. The forms of embodied knowledge possessed by the preschool teachers in this study appear as relational and situated in the co-embodied space in between the preschool teacher and the child, or, more correctly, between everyone in the group. In the interaction enabled by the good relationship the embodied forms of knowledge express themselves as mastery, a skill honed by care that I have chosen to describe using terms such as groove, weight, and empathetic timing.
|
|
