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- Samuelsson, Tobias, 1973-, et al.
(författare)
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Av stor betydelse för ett framtida liv : Föräldrars uppfattningar om varför deras barn skall åka till kollo
- 2015
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Ingår i: Barn. - 0800-1669. ; 2, s. 27-40
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Tidskriftsartikel (refereegranskat)abstract
- Camp For more than a hundred years Swedish children have spent part of their summer holidays at a Summer Camp. The reasons for running Summer Camps have changed over time and have also been described in research. Descriptions of parent’s reasons for sending their children to the camps are missing, however. The present article contributes with knowledge in this very area. In the article we describe and try to understand Swedish parents’ ideas about why they think their children should go to Summer Camp. The parents’ ideas are studied in the light of conceptions of children and youth. The parents ‘perceive the Camp as an important part of childhood, as a timeless place where children get to be children and can develop without the stress of everyday life. A dominating view among the parents is however that their children’s stay at the Camp is a ’project’. The main value of the Camp is said to be that it offers outdoor activities in the open country and promotes good behaviour, something that today’s children are badly in need of, according to their parents. The parents seem to perceive their children’s stay at the Summer Camp – bearer of primitiveness and traditions ¬– as a kind of initiation rite, or as a catalyst for the personal development of children and youth when they are facing life in the future society.
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| 2. |
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| 3. |
- Samuelsson, Tobias, 1973-, et al.
(författare)
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En koloniverksamhets gränsarbete
- 2007
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Ingår i: Kulturella perspektiv - Svensk etnologisk tidskrift. - 1102-7908. ; 4, s. 34-42
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
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| 4. |
- Samuelsson, Tobias, 1973-, et al.
(författare)
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En koloniverksamhets gränsarbete
- 2007
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Ingår i: Kulturella perspektiv - Svensk etnologisk tidskrift. - 1102-7908. ; 4, s. 34-42
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
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| 5. |
- Agic, Haris, et al.
(författare)
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Föräldrastödsprogram för utrikesfödda föräldrar : Vad händer när manualbaserade föräldrastödsprogram översätts och implementeras i svensk kontext?
- 2015
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Ingår i: Socialmedicinsk Tidskrift. - 0037-833X. ; 92:5, s. 545-552
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- På senare år har ett antal program som t.ex. Community Parent Education Program (COPE) initierats för att främja barns hälsa och psykosociala utveckling. COPE är ett manualbaserat program som ofta används som del i de föräldrautbildningar som ges i invandrartäta områden. COPE utvecklades i Kanada och vid användningen i Sverige översätts materialet. Program erbjuds på språk som t.ex. arabiska och somaliska och när dessa kurser ges översätts materialet ytterligare. I artikeln undersöks vad som händer när ett manualbaserat program översätts och implementeras i svensk kontext. Studien visar att de samtalsledare som leder programmen strävar efter manualtrogenhet, men att översättningar och kulturella anpassningar sker för att de utrikesfödda deltagarna ska förstå programmet. Många föräldrar är dock nöjda med och känner sig stärkta i sitt föräldraskap efter att ha genomgått COPE programmen.
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| 6. |
- Almers, Ellen, 1961-, et al.
(författare)
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Children’s preferences for schoolyard features and understanding of ecosystem service innovations – a study in five Swedish preschools
- 2021
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Taylor & Francis. - 1472-9679 .- 1754-0402. ; 21:3, s. 230-246
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Tidskriftsartikel (refereegranskat)abstract
- This study was carried out within a project to promote health and ecosystem services, ?the benefits people obtain from ecosystems?, in preschools in Sweden. The paper applies the concept ?affordance? to capture the functional meaning that children assign to different material aspects of their schoolyards before and after the installation of additional environmental features. The findings from walk-and-talks with 23 preschool children highlight what features children preferred in their yards and why. Few children showed spontaneous attention to the installed features, e.g. insect hotels. This might be more because children were not enough involved within the schoolyard development and experienced little guided exploration of environmental affordances, rather than a lack of interest per se. Given this, we suggest that development projects to upgrade schoolyards for improved ecosystem services should involve children in the design of the ecosystem services promoting features throughout the development work, and thereby, integrally, promote ecological literacy.
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| 7. |
- Almers, Ellen, 1961-, et al.
(författare)
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The perfect schoolyard for future children : Primary school children’s participation in envisioning workshops
- 2023
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Ingår i: Children, Youth and Environments. - : University of Cincinnati. - 1546-2250. ; 33:1, s. 101-121
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Tidskriftsartikel (refereegranskat)abstract
- This Swedish study investigates how primary school children’s perspectives on a “good schoolyard” can be illuminated through envisioning workshops using model-making. In addition to advocating for the qualities and affordances of the standard schoolyard equipment, children also suggested and constructed new features affording playing with domestic animals, being in peace and quiet in tree houses, picking fruit, and using digital playgrounds.For the children to go beyond reproducing the features, environmental qualities, and affordances of their current schoolyards, they needed plenty of time for communication and hands-on activities, opportunities to relax, imagine, and receive input and inspiration from others’ experiences.
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| 8. |
- Anderstaf, Susanna, 1964-, et al.
(författare)
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Att utveckla interkulturella perspektiv via skönlitterära verk
- 2022
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Ingår i: Uppdragsutbildning – ett ömsesidigt lärande i samverkan. - Jönköping : Jönköping University, School of Education and Communication. - 9789188339508 ; , s. 137-158
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Från inledningen: Vi har alla en berättelse, en historia över våra liv, med minnen och händelser. Det är berättelser som hänger intimt samman med andras berättelser. Vi berättar, men vi blir också berättade. Fokus för detta kapitel är en kurs vid namn Flerspråkighet och interkultulturalitet i förskolan om 7,5 högskolepoäng som ingår i Skolverkets fortbildningsinsats i det så kallade Förskolelyftet, numera benämnt som kommunförlagda förskolekurser.
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| 9. |
- Birgersson, Tobias, 1973, et al.
(författare)
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FERROUS 19 : #6 STENEBY METAL+METAL
- 2019
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Ingår i: Hereford, UK.
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Konstnärligt arbete (övrigt vetenskapligt/konstnärligt)abstract
- A Swedish Group exhibition and artist performance during the Ferrous Festival in Hereford UK during 2019
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| 10. |
- Blom, Karen Ann
(författare)
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Ordinary people, meaningful pasts – Negotiating narratives in public pedagogical spaces of family history research
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation examines three family history research experiences as public pedagogical spaces, analysing the narratives presented and participants’ negotiations with these. In the context of enhanced digitalisation and rapidly developing technologies, disturbances in the form of pandemics, hackers, and wars remind us of the instability of the present, raising existential questions and reinforcing the desire to anchor oneself in the past. Despite this growing interest, academic research focusing on family history is sparse. This dissertation project is unique in its focus on a Swedish context, the selection of three specific family history experiences as case studies, and its use of a public pedagogical perspective examining relational learning beyond formal institutions intrinsically woven within the fabric of society.This dissertation uses three case studies as reflections of more extensive experiences of the phenomenon of interest in family history and the past. These include the Swedish family history television series Allt för Sverige’s previous contestants’ narratives, the results from four genetic ancestry testing companies, and participants’ narratives from two Swedish non-formal family history research courses. Analysing these further within this compilation dissertation engages a conceptual framework consisting of Rüsen’s historical narrative typology, Hall’s decoding/encoding model, and Ellsworth’s use of Public Pedagogy as relational and facilitating transitional spaces for knowledge in the making. An emphasis on the process of pedagogy, rather than the product of knowledge, is prominent in this hermeneutic phenomenological study and reflects the concept of Bildung as the cultivation of the whole person.The findings reveal a more complex picture of family historians, history, and family history research experiences than what is often portrayed. Participants deem not only the effervescent or exceptional findings and activities valuable, but the everyday banal is perceived as significant and contributes to the development of understanding and meaning. Moreover, regardless of the physical site of the experience, the infused pedagogical intent is illustrated through participants’ interactions and negotiations. In a field surrounded by rock walls their ancestor built, discovering a relative had only five spoons in a testament, or examining a deep map to trace the movements of ancestors all provide opportunities to juxtapose, confirm, and/or challenge previous knowledge with new information and experiences, reiterating the extensive reach of public pedagogy.Despite narratives presenting conflicting depictions of the past, participants of this study demonstrate agency in their negotiations, resulting in enhanced empathy and enriched historical consciousness. By exploring these family history research experiences as pedagogical spaces, this dissertation provides a more nuanced understanding of the broader field of public pedagogy and contributes new insights from Swedish and participants’ perspectives to the growing body of research on family history. It highlights the potential and benefits of examining the small, seemingly insignificant, everyday items and events. Moreover, it contributes a more comprehensive illustration of the seepage/pervasiveness of public pedagogy as complex and relational.
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