| 1. |
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| 2. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
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Det osynliga våldet. Förskolans och skolans (o)förmåga att identifiera och bemöta barn som upplever våld inom familjen
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I detta paper presenteras några första preliminära resultat från ett nyligen påbörjat forskningsprojekt som på ett övergripande plan handlar om barn som bevittnar våld i hemmet. Studien är ett treårigt projekt finansierat av Forte och påbörjades hösten 2015.Syftet med studien är att identifiera och studera förskole- och skolpersonals kunskaper, erfarenheter och uppfattningar när det gäller att identifiera, hantera och stödja barn och ungdomar som lever med en våldsproblematik i hemmet. Frågor som projektet ska belysa är förekomst av fenomenet och orosanmälningar från förskola och skola, hur (för)skolans personal identifierar och agerar om det uppkommer misstanke om att barnet lever i en familj med en våldsproblematik samt vilka rutiner och vilket stöd dessa barn erbjuds i verksamheterna förskola och skola. En viktig fråga är hur skolans aktörer definierar den här formen av våldsproblematik. Har diskursen om att upplevelse av våld är barnmisshandel fått genomslag i (för)skolans stödjande och förebyggande arbete? Det för vidare till frågan om huruvida barn och ungdomar som upplevt våld bedöms och behandlas som ”barn i behov av särskilt stöd” enligt förskolans och skolans styrdokument och praktiker. Vidare studeras om och i så fall hur kontakten med socialtjänsten har betydelse för skolans sätt att respondera på problemet. Hur upplever skolans och socialtjänstens aktörer samarbetet och vilket stöd finns inom och mellan institutionerna?
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| 3. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
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Fokusgruppssamtal om svåra frågor
- 2017
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Ingår i: Venue. - Linköping : Linköping University Electronic Press. - 2001-788X. ; 6:1, s. 1-4
-
Forskningsöversikt (övrigt vetenskapligt/konstnärligt)abstract
- Orosanmälningar till socialtjänsten hör till en av de arbetsuppgifter som upplevs som svåra i förskola och skola. I ett aktuellt forskningsprojekt har fokusgruppssamtal visat sig vara en fruktbar metod för att tillsammans i grupp bearbeta, diskutera och reflektera över hur man i förskola och skola kan identifiera och stödja barn som bevittnar i våld i hemmet. Detta projekt har väckt frågan om en bredare användning av fokusgruppssamtal som pedagogiskt verktyg i förskola och skola.
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| 4. |
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| 5. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
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Recognition and identification of children in preschool and school who are exposed to domestic violence
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/Aim: ”Please insert your text here”Children exposed to domestic violence (EDV) is in many countries regarded as one of society’s most important social and health problems (e.g. Feerick et al., 2006) and is a matter for the welfare system and their institutions in the Nordic countries (Eriksson, 2005; Øverlien & Hydén 2009). In Sweden, at least one child in 20 is exposed to situations of domestic violence (Annerbäck et al., 2010). Previous research show that to be witness/exposed to domestic violence as a child is as serious and harmful as to be physically or in other ways directly abused and have the same negative consequences. To be exposed to violence may cause psychological problems, social problems and negative cognitive and academic outcomes (Mac Millan 2014; Olofsson et al. 2011; Øverlien 2010). For example, research has found lower reading levels, lower scores in math tests (Kiesel et al. 2016) and drop outs of school (Durand et al. 2011). That is, this problem is something that also have to be handled in educational settings. In this paper we discuss some preliminary results from a reseach project which aims to investigate professionals in preschools ´ and schools´ knowledge, experiences and perception regarding children exposed to domestic violence. More specifically, the aim of the paper is to investigate if and how professionals in school notice and identify children exposed to domestic violence and if they do, how do the professionals respond on that. Theoretical frameworks: ”Please insert your text here”A social constuctionistic perspective on interviews and response theory are applied in the analyses. Methodology/research design: ”Please insert your text here”Methododologically, the project as a whole use a multimethod design including both quantitative and qualitative data. In this paper we present some results that draw on individual interviews and focus group interviews with preschool teachers, teachers, school nurses, special education teachers and school social workers that meet children on everyday basis or in more specific situations in the pre/school contexts. Expected conclusions/Findings: ”Please insert your text here”So far the results show that the professionals think that even if they have knowledge about the legislation about their responsibilities, they are not so familiar or think that they have knowledge enough about child abuse when it comes to being exposed to/witnessing domestic violence. The preliminary results also point at what is at stake when it comes to identify these children is; what kind of signals or symptoms that the professionals in school pay attention to, the professionals´ prerequisites and the role of relations to the child, their parents, colleagues and to the Child Protection Service. Moreover, the analyses also show that the possibility that a concern for a child will be identified and reported and for a child to get adequate support, can be explained by different factors on an individual, group and/or organizational level. Relevance for Nordic Educational Research: ”Please insert your text here”(see the introduction above.) Research topic/AimChildren exposed to domestic violence (EDV) is in many countries regarded as one of society’s most important social and health problems (e.g. Feerick et al., 2006) and is a matter for the welfare system and their institutions in the Nordic countries (Eriksson, 2005; Øverlien & Hydén 2009). In Sweden, at least one child in 20 is exposed to situations of domestic violence (Annerbäck et al., 2010). Previous research show that to be witness/exposed to domestic violence as a child is as serious and harmful as to be physically or in other ways directly abused and have the same negative consequences. To be exposed to violence may cause psychological problems, social problems and negative cognitive and academic outcomes (Mac Millan 2014; Olofsson et al. 2011; Øverlien 2010). For example, research has found lower reading levels, lower scores in math tests (Kiesel et al. 2016) and drop outs of school (Durand et al. 2011). That is, this problem is something that also have to be handled in educational settings.In this paper we discuss some preliminary results from a reseach project which aims to investigate professionals in preschools ´ and schools´ knowledge, experiences and perception regarding children exposed to domestic violence. More specifically, the aim of the paper is to investigate if and how professionals in school notice and identify children exposed to domestic violence and if they do, how do the professionals respond on that.Theoretical frameworksA social constructionistic perspective on interviews and response theory are applied in the analyses.Methodology/research design: ”Please insert your text here”Methododologically, the project as a whole use a multimethod design including both quantitative and qualitative data. In this paper we present some results that draw on individual interviews and focus group interviews with preschool teachers, teachers, school nurses, special education teachers and school social workers that meet children on everyday basis or in more specific situations in the pre/school contexts.Expected conclusions/FindingsSo far the results show that the professionals think that even if they have knowledge about the legislation about their responsibilities, they are not so familiar or think that they have knowledge enough about child abuse when it comes to being exposed to/witnessing domestic violence. The preliminary results also point at what is at stake when it comes to identify these children is; what kind of signals or symptoms that the professionals in school pay attention to, the professionals´ prerequisites and the role of relations to the child, their parents, colleagues and to the Child Protection Service. Moreover, the analyses also show that the possibility that a concern for a child will be identified and reported and for a child to get adequate support, can be explained by different factors on an individual, group and/or organizational level
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| 6. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
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Socialpedagogiska institutioner för barn i tid och rum
- 2004
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Ingår i: Socialpedagogik och samhällsförståelse. - Stockholm, Stehag : Symposion Brutus Östling. - 9171396403 - 9789171396402 ; , s. 107-134
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
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The decision whether to report on children exposed to domestic violence : perceptions andexperiences of teachers and school health staff
- 2018
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Ingår i: Nordic Journal of Social Research. - : Taylor & Francis. - 1892-2783. ; 8:1, s. 22-35
-
Tidskriftsartikel (refereegranskat)abstract
- The law requires staff at Swedish preschools and schools to report suspected or known child abuse to the child protection services (CPS). In this qualitative study, focus group and individual interviews with teachers and staff in the school health teams (SHTs) were conducted to examine their experiences and strategies when they decide to make or not make a legislative report to the CPS when they suspect or know that a child has been witnessing domestic violence. What affect professionals at preschool and school when they decide whether to make a report to the CPS? What arguments do the professionals at preschool and school use when they talk about what affects them in their decisions on whether to make a report to the CPS? What prevents or promotes such a decision? The data is analysed from a social constructionist perspective and the concept emotional work. The results indicate that the professionals seem to be very insecure and emotionally governed in such situations. It is explained as a result of a lack of knowledge and support at the institutional level for their complex emotional and practical work in making decisions and acting in relation to children affected by exposure to domestic violence (EDV). In addition, their relations with the CPS are an important factor in how they respond to children that are affected by EDV. The study also reveals some good examples and strategies that professionals use to live up to their mandatory duty to report children that are exposed to domestic violence.
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| 8. |
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| 9. |
- Münger, Ann- Charlotte, 1962-, et al.
(författare)
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School and Child Protection Services Professionals’ Views on the school’s Mission and Responsibilities for Children Living with Domestic Violence : Tensions and Gaps
- 2019
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Ingår i: Journal of family Violence. - : Springer-Verlag New York. - 0885-7482 .- 1573-2851. ; 34:5, s. 385-398
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of the work presented here was to study how the Swedish compulsory school, identifies and acts relative to the social problem of children living with domestic violence. More specifically: how do the various professional groups in school and professionals within the child protection services (CPS) describe and understand their own and other professionals’ responsibilities and tasks with respect to children living with domestic violence? The study consisted of 10 focus groups whose members were taken from five professional groups in schools and the CPS in Sweden. The results show that professionals in school lack knowledge about living with domestic violence, one example of which is child abuse. They navigate through the large open space that exists between the pedagogic and psychosocial missions of schools, and use different strategies to interpret the child’s symptoms of maltreatment. They point at an unclear distribution of responsibility between different professionals in school, which can be interpreted as a tension between domains within the institutional school domain. They also point at a “gap” between the school and CPS domains, and find confidentiality to be an obstacle to collaboration. Furthermore, the article sheds light on the complexities, the conflicting understandings, and the different priorities of the different professionals and institutions working with children living with domestic violence. It also discusses practical implications of the results.
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| 10. |
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| 11. |
- Löfgren, Håkan, 1968-, et al.
(författare)
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Betyg i årskurs 4 : ett forskningsunderlag om bedömningspraktikerna på skolor som deltagit i försöksverksamhet med tidig betygssättning
- 2021
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- I den här rapporten redovisas en kvalitativ studie av försöksverksamheten med betyg från årskurs 4. Syftet med studien är att beskriva hur bedömningspraktikerna ter sig och formas på fem av de skolor som deltog i försöksverksamheten mellan år 2017 – 2020, samt på två referensskolor som inte deltar i försöket. I följande sammanfattning ges korta svar på studiens frågeställningar samt hänvisningar till de delar av rapporten som behandlar respektive frågeställning. Först ges en sammanfattande bild av skolornas bedömningspraktiker, därefter pekar vi på några förändringar i försöksskolornas bedömningspraktiker och avslutningsvis presenteras de viktigaste skillnaderna i bedömningspraktikerna på försöks-, respektive referensskolorna. En del av dessa skillnader motsvaras av förändringar i försöksskolornas bedömningspraktiker. Det är viktigt att beakta att samtliga försöksskolor som ingår i studien, förutom en, är friskolor och att elevernas meritvärden på de skolorna överlag är höga (se Metodval och studiens genomförande och Resultaten i förhållande till studiens urval i denna rapport).
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| 12. |
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| 13. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
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Barn, barndom och föräldraskap. Inledning
- 2009. - 1
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Ingår i: Barn, barndom och föräldraskap. - Stockholm : Carlsson Bokförlag. - 9173312878 - 9789173312875 ; , s. 9-13
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 14. |
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| 15. |
- Markström, Ann-Marie, 1956-
(författare)
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Children´s perspectives on the relation between home and school
- 2013
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Ingår i: International Journal about Parents in Education. - 1973-3518. ; 7:1, s. 43-56
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of the article is to shed light on children’s perspectives of the relations between home and school. The study is based on 52 interviews with children aged 12-13 years in Sweden about their knowledge and notions of the relations between their parents and teachers, and what they perceive their own role to be in this context. The study reveals that the children’s understandings are drawing on both ideas of connectedness and autonomy to different actors characterised by a vertical or horizontal frame and that generational and institutional power are important in their understanding of the relations. The results reveals the different ways in which children talk about home-school relations, namely as (1) an asymmetric vertical “keep-apart-relation” characterised by institutional power, generational power and children’s autonomy and power and (2) a horizontal relation that is characterised by a symmetric power relation between the actors, i.e. they think that the parties to some extent sometimes have an equal influence in the relation. In addition, the study indicates that children adopt different strategies in relation to the adults. The children’s accounts show that they reproduce and also resist the social order and structure.
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| 16. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
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Constructions of girls in preschool parent-teacher conference.
- 2011
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Ingår i: International Journal of Early Childhood. - : Springer Science and Business Media LLC. - 0020-7187 .- 1878-4658. ; 43:1, s. 23-41
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Tidskriftsartikel (refereegranskat)abstract
- The article investigates the discursive constructions of preschool girls and points to how girls are positioned, assessed and constructed by adults in parent–teacher conferences in Swedish preschools. Using transcripts of audio-taped episodes from parent–teacher conferences, the analysis reveals that gender is an important aspect of the adults’ talk and indicates that a practice like parent–teacher conferences contributes to and distributes conventional and traditional gender roles in the existing preschool context. The girls are positioned as ordinary preschool girls who do what preschool girls should normally do and as disputed “girlish girls” associated with behaviour and characterisations embedded in a historically feminine discourse. Additionally, there are also counter discourses that both challenge and encourage different femininities, including one that draws on masculinity and is regarded as empowering. These contradictions not only show the complexity of the pedagogical practice but also of gender issues in the early years
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| 17. |
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| 18. |
- Markström, Ann-Marie, 1956-
(författare)
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Förskolan som normaliseringspraktik : En etnografisk studie
- 2005
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is an ethnographic exploration of institutions for small children, i.e. the pre-school institution.The overall aim of the study is to investigate what is characteristic for some Swedish preschoois,and how childhood is formulated and realized within those institutions. Of centralimportance are questions. which concern how pre-schools are constructed, negotiated andmaintained by the actors within the pre-school settings. Another aim is to explore contemporarymeanings of pre-school and pre-school children as they appear in interviews and everyday talk. Thedata were collected by participant observations for almost one year in two pre-schools. Data consistof audio- recordings of everyday life and parental talks, interviews with children, pre-schoolteachers and parents. Points of departure are ideas from interactionism and social constructionism.The analyses draw upon concepts from integrative theories; agency-structure, social practice, socialorder and normality in relation to the institution.The results show that pre-school is takcn for granted and is almost considercd as compulsory andpart of normal childhood. Pre-school is legitimated as an interest of and a question for society,families and parents, but also in the best interest of children here and now and for the future. Inaddition, pre-school is also understood as a social and a social pedagogical question for individualsand for society. Moreover, the study shows howeveryday life in pre-school is zoned andpedagogized in time and space. The institution is characterized by schedules, routines and predefinedrooms and artifacts, as weil as by planned activities and unplanned, occasional and situatedactivities, respectively. Children and adults have to deal with the social order of the institution, andthis study shows that the actors constantly break and negotiate the social order - they are doing preschool.The institutions and the interactions are characterized by complexitics and hybridities andthere are different activitics and discourses in action at the same time. This also concerns theintermediate domain between private and public and the relations between parents and pedagogues.None of them are in controi of children's everyday life, and they have to share information. viewsand sometimes also decisions. Parents have to contribute to the construction of a pre-school chiid,by delivering a child ready for prc-school, a chiId with certain competences. In everyday activitiesand in parental talks, the adults articulate and negotiate the picture of a "normal" pre-school chiId,i.c. demands related to a situated institutionaI normality . The study shows how children act indifferent ways in relation to social context and social order in different situations. They act as "normal pre-schoolchildren" but they also construct their own social order in relation to theinstitution, alone or together with other children and adults.
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| 19. |
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| 20. |
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| 21. |
- Markström, Ann-Marie, 1956-
(författare)
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Garderoben som sted for samarbeid og forhandlinger mellom hjem og barnehage
- 2013. - 1
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Ingår i: Til barnas beste. - Oslo : Gyldendal Akademisk. ; , s. 180-201
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Omsorg, leg, læring og dannelse er ligestillede begreber i den norske børnehavelovs formålsparagraf, og centrale opgaver i børnehaven. Børn har brug for omsorg og har behov for at lege, og læring har fået større betydning efter at børnehaven er blevet en del af uddannelsesforløbet. Dannelsebegrebet gælder hele uddannelsesforløbet fra børnehave til universitet. Bogen vil knytte bånd mellem de fire begreber i børnehavefagligt perspektiv
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| 22. |
- Markström, Ann-Marie, 1956-
(författare)
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Hallen : en plats i skärningspunkten mellan privat och offentligt
- 2007. - 1
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Ingår i: Den moderna barndomen och barns vardagsliv. - Stockholm : Carlssons. - 9789173310673 ; , s. 97-118
-
Bokkapitel (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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| 23. |
- Markström, Ann-Marie, 1956-
(författare)
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Hemma i förskolan
- 2014. - 1
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Ingår i: Om förskolan och de yngre barnen. - Lund : Studentlitteratur AB. - 9789144101163 ; , s. 49-66
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 24. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
-
Introduction to preschool : strategies for managing the gap between home and preschool
- 2017
-
Ingår i: Nordic Journal of Studies in Educational Policy. - : CoAction Publishing. - 2002-0317. ; , s. 1-10
-
Tidskriftsartikel (refereegranskat)abstract
- The overall aim of this article is to investigate Swedish preschool teachers’ perceptions of the interaction between home and institution in relation to children’s introduction to preschool. The focus of this article is on their talk about how they manage the gap between home and preschool in the introduction process. A discourse analysis is carried out, based on focus group interviews with seven preschool teacher teams that have started to use a more parent-active approach during the introduction of children to preschool. The results show that a parent-active introduction positions and governs parents to take a more self-regulative role in preschool from the beginning. The construction of the parent-active introduction discourse/practice produces new subject positions for the parents (and teachers) and creates expectations of intensified parental involvement in this institutional practice. Furthermore, the results indicate that the parents’ active introduction also changes the teachers’ own role and their attitudes toward the parents. The boundary work between the home and preschool seems to consist of negotiations and of the construction of an intermediate domain between home and preschool that draws on discourses of responsibility, performativity and efficiency.
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| 25. |
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| 26. |
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| 27. |
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| 28. |
- Markström, Ann-Marie, 1956-
(författare)
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Pedagogisering av föräldrar i förskola och skola
- 2013. - 1
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Ingår i: Föräldrar, förskola och skola. - Lund : Studentlitteratur. - 9789144079523 ; , s. 209-227
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- "Jag var rätt skeptisk till hela dagisverksamheten från början så det var viktigt för mig att inskola. Det jag var rädd för hände aldrig", säger en av de intervjuade papporna medan en av de intervjuade skolledarna i en grundskola framhäver: "Föräldrarna är det viktigaste vi har, och vi har inte föräldrarna".I den här boken belyser författarna föräldrasamverkan, föräldrastöd och förhållande mellan föräldrar och förskola/skola i mångfaldens samhälle utifrån intervju- och observationsstudier, statistik, skönlitteratur, webbsidor, grundutbildningskurser och styrdokument.Författarna framhåller den snabba förändringen i synsätten på föräldrars delaktighet och inflytande och diskuterar det som ett uttryck för styrning mot gemensamt ansvar och delade normer och värden i ett samhälle som präglas av ökad segregation och heterogenitet.De belyser också det förändrade föräldraskapet och hur olika sociala och ekonomiska villkor påverkar föräldrars förhållande till förskola och skola.
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| 29. |
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| 30. |
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| 31. |
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| 32. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
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School Inspection complaints: parent´s safeguarding their children´s education?
- 2013
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The intent of the study is to shed light on what characterizes parents’ complaints in regard of their children’s everyday life in school that are expressed in the reports that are sent to the Swedish school inspection. The focus is directed towards questions about children’s right to get a good education and to the parent’s and the school’s responsibilities for children’s education and wellbeing in school. In this paper the results from analysis of a strategic selection (25 %) of all documents sent to the Swedish School Inspection from parents in 2011 concerning complaints on children’s situation in school is presented. The material analysed in this study consist of 250 documents related to children in the ages between 6 and 16 years old. In the analysis attention is paid to WHAT and HOW parents express what the problem is and WHO is responsible for the problem.
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| 33. |
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| 34. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
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Social Pedagogy in a Swedish Context
- 2009. - 1
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Ingår i: The Diversity of Social pedagogy in Europe. - Bremen : Europäischer Hochschuleverlag GmbH & Co. - 9783941482340 - 3941482343 ; , s. 46-63
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Situated at the intersection between social work and education, social pedagogy is an original and dynamic academic and professional tradition. It can be found across most European countries and shows great variety, being closely connected to specific national - and sometimes even regional cultures and structures. Yet despite this diversity, social pedagogy also has many common features, cross-nationally. The aim of the book is to illustrate this diversity via a selection of case studies from Denmark, France, Germany, Poland and Sweden. Although social pedagogy is, in many countries, a profession that represents a sizeable workforce, very little has been written about it from a European perspective. Comparative literature tends to look at social work, whereby social pedagogy is obscured. But while there is a lack of comparative social pedagogy literature, interest in social pedagogy is growing. This is particularly so in the United Kingdom where no social pedagogy tradition exists but policy developments point to the emergence of a social pedagogy paradigm both in academia and in terms of careers. This book aims to help fill the gap. Case studies deal with theoretical and practical aspects of social pedagogy, professional education, fields of practice and research as well as links with other academic and professional paradigms.
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| 35. |
- Markström, Ann-Marie, 1956-
(författare)
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"Soft governance" i förskolans utvecklingssamtal.
- 2011
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Ingår i: Educare. - Malmö : Malmö högskola Fakulteten foer Lärande och Samhälle. - 1653-1868 .- 2004-5190. ; :2, s. 57-75
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Tidskriftsartikel (refereegranskat)abstract
- According to the Curriculum for the Swedish preschool, parent-teacher conferences are important practices in the intermediate sphere and in the relations between home and preschool. This article draws on a study in which the overall aim is to explore how parent-teacher conferences are constructed and used in the Swedish preschool. Using transcripts of audiotaped episodes from parent-teacher conferences, the analysis reveals that the interactions are charactarised by formality in accordance with institutional talk in other institutional settings, but also to a large extent of informality. Additionally, the analyses show that the parent-teacher conferences are characterized by a “soft governance” both in terms of their contents (what) and its form (how). The teachers use various communicative techniques that govern the conversation: closeness and intimacy, the use of anecdotes, references to the common interest of the child, element of humor and laughter, and seemingly neutral questions. In this article it is also discussed how soft governance are used in the construction and assessment of a desirable preschool child and parent. Keywords: assessment, parent-teacher conference, preschool, soft governance
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| 36. |
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| 37. |
- Markström, Ann-Marie, 1956-
(författare)
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Talking about children’s strategies to show resistance to the practitioners in preschool
- 2009
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper highlights the face-to-face interactions between parents and teachers in parent–teacher conferences in the Swedish preschool and how they talk about the behaviours and characters those not are appropriate and not expected for children in a preschool setting. The focus of the paper concerns how teachers talk about the children’s resistance to the social order in preschool and specially how children show resistance to the teachers. The empirical material consists of twenty audio-taped conferences included in a larger study of parent-teacher conferences in a Swedish preschool setting. The analysis reveals five different strategies concerning the talk about children’s´ resistance to the practitioners and the institution: physical resistance, emotional resistance, social resistance, verbal resistance and resistance through repulsion and avoidance. In addition, the article discusses what is expected of a “normal” preschool child. The empirical material consists of twenty audio-taped conferences included in a larger study of parent-teacher conferences in a Swedish preschool setting. The analysis reveals five different strategies concerning the talk about children’s´ resistance to the practitioners and the institution: physical resistance, emotional resistance, social resistance, verbal resistance and resistance through repulsion and avoidance. In addition, the article discusses what is expected of a “normal” preschool child.
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| 38. |
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| 39. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
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The making of the ordinary child in preschool.
- 2011
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Ingår i: Scandinavian Journal of Educational Research. - London, UK : Routledge. - 0031-3831 .- 1470-1170. ; 55:5, s. 517-535
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Tidskriftsartikel (refereegranskat)abstract
- The article examines parent-teacher conferences in Finnish and Swedish preschools. Previous research has shown that the conferences are mostly about the evaluation of the child. Based on qualitative data, the article studies how this evaluation is done. It asks how the institutional order regarding children is constructed in parent-teacher conferences and what the ordinary child is like that this order presumes. The theoretical framework is adopted from social constructionist research on childhood and institutions. The analysis applies a discourse analytic framework. The results suggest that being and becoming social is the key expectation for a child in Finnish and Swedish preschools; formal education and learning are not often mentioned. In addition, the results show that generational and gendered assumptions are important elements in the institutional order of preschool.
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| 40. |
- Markström, Ann-Marie, 1956-
(författare)
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The parent-teacher conference in the Swedish preschool. A study of an ongoing process as a “pocket of local order”.
- 2009
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Ingår i: Contemporary Issues in Early Childhood. - : SAGE Publications. - 1463-9491. ; 10:2, s. 122-132
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the construction of parent-teacher conferences in the Swedish preschool and focuses on processes that construct and maintain these meetings. The analysis draws upon an ethnographic study in two preschools and the empirical material consists of 11 audiotaped parent-teacher conferences and observations of everyday activities related to them. By using empirical data from a wider context than the specific speech event, it is possible to gain knowledge about the complexity of the construction of parent-teacher conferences. Using the concept of a 'pocket of local order', it is argued that parent-teacher conferences are practices which consist of a large number of activities linked to resources and restrictions that can be interpreted as an imperative to the participants to conduct talks in preschool and at home, to fill in forms and then use these activities in the conference. In addition, parents and teachers, as well as children, contribute to the construction and maintenance of the pocket of local order, i.e. activities that can be interpreted as an imperative to the actors to reach institutional goals.
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| 41. |
- Markström, Ann-Marie, 1956-
(författare)
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The parent-teacher conference in the Swedish preschool as a pocket of local order.
- 2005
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This article explores the construction of parent–teacher conferences in the Swedish preschool and focuses on processes that construct and maintain these conferences. The analysis draws on an ethnographic study and the empirical material consists of audio taped parent-teacher conferences and observations of everyday activities related to them. By using empirical data from a wider context than the specific speech event, it is possible to gain knowledge about the complexity of the construction of parent-teacher conferences. Using the concept of a “pocket of local order” it is argued hat parent-teacher conferences are practices, which consist of a large number of activities linked to resources and restrictions that can be interpreted as an imperative to the participants: to conduct talks in preschool and at home, to fill in forms and then use these activities in the conference. In addition, parents, teachers as well as children contribute to the construction and maintenance of the pocket of local order, i.e. activities that can be interpreted as an imperative to the actors in order to reach institutional goals.
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| 42. |
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| 43. |
- Markström, Ann-Marie, 1956-
(författare)
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To Involve Parents in the Assessment of the Child in Parent-Teacher Conferences.
- 2011
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Ingår i: Early Childhood Education Journal. - : Springer Netherlands. - 1082-3301 .- 1573-1707. ; 38:6, s. 465-474
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Tidskriftsartikel (refereegranskat)abstract
- This article explores the face-to-face interactions between parents and teachers in parent–teacher conferences in the Swedish preschool. The article highlights how the preschool teacher introduces the conference by using a specific artifact, so-called “strength cards” with words relating to characteristic behaviour and qualities. The theoretical framework is adopted from research of institutional talk and discourse analysis. The empirical material consists of two cases included in a larger study of parent–teacher conferences. The analysis reveals that the talk not only focuses on the assessment of the individual child but also is directed at the cards, the procedure, and the importance of parents being active and involved in learning the procedure. In addition, the cards are used by the teacher as a tool that governs parents towards becoming ‘good enough preschool parents’ who are cooperative and able to categorise and label their own children, that is, follow the institutional discourse. The analysis also shows that parents take control in order to overcome institutional barriers to parents’ involvement.
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| 44. |
- Markström, Ann-Marie, 1956-
(författare)
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Utmaningar i samverkan mellan hem och skola
- 2019
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Ingår i: Skolans konflikter. - Lund : Studentlitteratur AB. - 9789144124056 ; , s. 123-147
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 45. |
- Markström, Ann-Marie, 1956-, et al.
(författare)
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Utvecklingssamtal : Kommunikation mellan hem och skola.
- 2013. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Hur genomförs utvecklingssamtal i förskolan, vad handlar de om och vilka funktioner har dessa samtal? Den här boken handlar om relationen mellan hem och förskola med fokus på utvecklingssamtal och vad som kännetecknar desamma.Boken bygger på forskning om samtal och utvecklingssamtal och hur de kan gå till i praktiken. I boken behandlas vad som kännetecknar kommunikation i det specifika institutionella samtalssammanhang som förskolans utvecklingssamtal utgör. Författarna bidrar med förståelsen av hur utvecklingssamtal kan utgöra ett professionellt kommunikativt verktyg för verksamma lärare i förskolan, men också hur denna typ av samtal kan förstås som en bedömnings- och granskningspraktik. I boken argumenterar författarna för vikten av att reflektera över frågor om vilka normer och värderingar som förmedlas och förhandlas om barn, barndom, föräldraskap men också om de professionella i dessa samtal.Utvecklingssamtal – kommunikation mellan hem och förskola vänder sig till studenter och verksamma inom förskola och skola, men även till andra yrkesgrupper som använder samtal som en del i sin yrkesutövning i möten med barn och familj, t.ex. socionomer, psykologer och sjuksköterskor.
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| 46. |
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| 47. |
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| 48. |
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| 49. |
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| 50. |
- Markström, Ann-Marie, 1956-
(författare)
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Välfärdsinstitutioner i förändring
- 2008
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Ingår i: FORSA, Århus, August 2008.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Förekomsten och formerna för förebyggande och stödjande socialt arbete inom den svenska kommunala socialtjänsten har förändrats på olika sätt under de senaste decennierna. Liksom inom andra områden inom välfärdssektorn har det skett en förskjutning när det gäller synen på hur hjälp och stöd till socialt utsatta eller hjälpbehövande ska ges, bland annat finns i flera kommuner idéer om att inom stöd, rådgivning och behandling ska erbjudas som service istället för bistånd enligt socialtjänstlagen. Skälen till detta kan vara flera. En utgångspunkt kan vara ideologiska skäl där begrepp som myndighetsförklaring, tillgänglighet, valfrihet, medbestämmande och egenstyrning har använts i retoriken. Det kan även finnas pragmatiska skäl till denna förändring såsom förenklade administrativa rutiner och förhoppningar om minskade kostnader. I en av de kommuner som gjort denna förändring inom individ- och familjeomsorgen de senaste åren, ges idag cirka 80 % av insatserna som service. Kan denna förändring tolkas som en utveckling från ett myndighetstänkande till ett servicetänkande eller hur kan denna förändring förstås? Vad betyder det för medborgarna som tar del av denna hjälp och stöd och vad betyder det för socialarbetarna att den ges som service? Hur kan denna förändring förstås ur ett samhällsperspektiv? Denna studie genomförs under 2008 och det empiriska materialet hämtas från enskilda intervjuer och fokusgruppsintervjuer med socialarbetare, föräldrar och barn och ungdomar i olika verksamheter som ger råd, stöd och behandling som service i en kommun. Preliminära resultat från studien kommer att presenteras.
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