| 1. |
- Andersson, Gunvor, et al.
(författare)
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Teenagers as victims in the press
- 2007
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Ingår i: Children & Society. - : Wiley. - 0951-0605. ; 21:3, s. 175-188
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Tidskriftsartikel (refereegranskat)abstract
- Research into press reporting on young people has tended to concentrate on young people as offenders. In contrast, this article focuses on press coverage of teenagers as victims. Reports in two Swedish newspapers (a morning broadsheet and an evening tabloid) were studied over a period of four months and subjected to a qualitative analysis of discourse on teenagers as victims of various forms of violence and ill-treatment. It was found that danger and threats to the teenagers were seen as gendered, and as emanating from their own age group and from outside the home and family. The class background of the victims was not salient and child welfare issues were seldom mentioned.
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| 2. |
- Dahlblom, Kjerstin, et al.
(författare)
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Home alone : children as caretakers in León, Nicaragua
- 2009
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Ingår i: Children and society. - : Wiley. - 0951-0605 .- 1099-0860. ; 23:1, s. 43-56
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Tidskriftsartikel (refereegranskat)abstract
- This article seeks to explore and understand the life situations of sibling caretakers in poor areas in León, Nicaragua. The every day lives for caretakers were studied through observations and interviews with children, informants and parents. The children themselves were satisfied and proud to be trusted as caretakers and felt useful in contributing to their families' livelihood. However, in a life course perspective the caretaking role implies a narrowing of life options. Early on they seem to acquire essential life skills but as they grow older many are at risk of falling behind due to their marginalised situation and lack of basic education.
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| 3. |
- Kostenius, Catrine, et al.
(författare)
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Being Relaxed and Powerful: Children’s Lived Experiences of Coping with Stress
- 2009
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Ingår i: Children & society. - : Wiley. - 0951-0605 .- 1099-0860. ; 23:3, s. 203-213
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Tidskriftsartikel (refereegranskat)abstract
- Our aim was to describe and develop an understanding of children's lived experiences of coping with stress. Twenty-three Swedish children, ages 10-12, wrote open letters and were interviewed. The phenomenological analysis resulted in three main themes: (i) depending on oneself, others and the world around, (ii) choosing to be a doer and (iii) being in the here and now. We understood the children's lived experiences of coping with stress as them being relaxed and powerful. The children chose to be active doers or inactive beings and their relationships, as well as their surroundings, helped or hindered their coping. Possible health promotion work is discussed.
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| 4. |
- Markström, Ann-Marie, et al.
(författare)
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Childrens Strategies for Agency in Preschool
- 2009
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Ingår i: Children & society. - : Wiley. - 0951-0605 .- 1099-0860. ; 23:2, s. 112-122
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Tidskriftsartikel (refereegranskat)abstract
- This article is based on an ethnographic study of childrens everyday life in Swedish preschools. The ethnography is used to explore childrens strategies for influencing, defending and constructing the social order of a preschool institution. The focus of our concern is on how the children, in their interactions with each other and with the preschool teachers, manage the collective regulation and how they negotiate their participation in collective activities. There is an inherent tension between free play and the high degree of routinised and collective activities within the preschool institution. The study shows that children are active in playing at the border, acting as if the institution is the childrens place. It also shows how they draw on different strategies as resources for managing the regulations, accounting for personal autonomy and negotiating the social order. In taking a child perspective and acknowledging children as active agents, it is possible to see how they influence and shape their everyday life in a preschool context. In addition, the article illustrates individual childrens strategic and pragmatic use of resources and in doing so contribute to their own childhood and thereby become part of a social and cultural construction process.
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| 5. |
- Thornberg, Robert
(författare)
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'It's not fair!' - Voicing pupils' criticisms of school rules
- 2008
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Ingår i: Children & society. - : Wiley. - 0951-0605 .- 1099-0860. ; 22:6, s. 418-428
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Tidskriftsartikel (refereegranskat)abstract
- Socialisation theories have traditionally focused on how children are socialised in a rather unidirectional manner, according to a transmission model. However, more recent research and theories show that children are not just passive recipients, but active agents in their socialisation process. At the same time, children are subordinated to adult control. In school, they are regimented and involuntarily subjected to mass routines, discipline and control. The aim of this study was to explore and give a voice to pupils' critical thinking about school rules and their teachers' behaviour in relation to these rules. Ethnographic fieldwork and group interviews with students were conducted in two Swedish primary schools. The findings show that pupils criticise some school rules, distrust teachers' explanations of particular school rules, perceive some school rules and teachers' interventions as unfair and inconsistent, perceive no power over the construction of school rules, and express false acceptance and hidden criticism. The findings are discussed in terms of hidden curriculum, power, mentality resistance, democracy, participation and democratic citizenship education. © 2007 The Author(s).
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