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- Karlsson, Marie, et al.
(författare)
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Förskoleklassen - ett tionde skolår?
- 2006. - 1
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Bok (populärvet., debatt m.m.)abstract
- Föskoleklassen infördes i januari 1998. Konkret innebar det att förskolans verksamhet för sexåringar flyttades in i skolan. Bärande argument för reformen var att göra övergången mellan förskola och skola smidig samt att förändra skolans arbetssätt: förskolepedagogiken, med sin långa tradition av arbete i lärarlag och större inslag av barncentrerade aktiviteter, skulle integreras med skolans ämnescentrerade verksamhet och bidra till att förändra skolans traditionella arbetssätt.Reformen nådde inte sin syften, menar bokens författare. Istället blev följden att barn idag i praktiken börjar skolan som sexåringar. Det är steget från förskola till förskoleklass som utgör skolstarten.Boken har sin grund i ett flerårigt forskningsarbete vid Pedagogiska Institutionen vid Uppsala universitet. Författarnas ambition är att i boken belysa skolstarten utifrån olika vetenskapliga perspektiv.Inledningsvis ges bakgrunden till reformen. Därefter görs en jämförelse mellan barns möte med bokstäver och siffror i förskola, förskoleklass och skola. Ett kapitel handlar om lärares berättelser om sitt arbete i förskoleklass och skola, ett annat om barns relationsarbete och de komplexa krav som ställs på sexåringarna i leken på skolgråden. I ett kapitel ger föräldrar olika aspekter på förskolans betydelse som skolförberedande verksamhet.
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- Karlsson, Marie
(författare)
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Föräldraidentiteter i livsberättelser
- 2006
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation deals with relations between parents and child institutions such as childcare, school and child health centers in terms of an institutionalization of childhood and expressions of parental identities in life stories. The empirical study consists of thematic life story interviews with parents focusing on their experiences of meeting and relating to these child institutions. A perspective on life stories as socially situated action and identity performance is adopted that views the life stories as co-constructed in between the interviewee and the interviewer.The aim of the dissertation is to contribute to an understanding of relations between parents and child institutions in Sweden that takes as its point of departure the expressions of parental identities. Methodologically, the dissertation also aims to further develop a way of working with life stories that makes the interviewer visible as co-constructor of life stories and expressions of identity.The analyses is focused on expressions of parental identities through the storytelling and in the stories told. Parental identities took shape and form as performances and constructions of, for example, social subordination in relation to preschool staff and other parents, helpful intervention in school helping an inexperienced teacher, worries about children being different from other children and not fitting in at preschool and of gratefulness for help and support from childcare staff when being short of time and money. The identity expressions were then analyzed in relation to recurrent discourses in research on relations between parents and childinstitutions. The results show that dominant discourses of relations between parents and child institutions tend to construct parents as a homogenous group, thereby concealing how gender, social class, ethnicity and age, and the subsequent different constructions of children and childhood, structure and influence the relations between parents and child institutions and thereby also the institutionalization of childhood.
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- Karlsson, Marie, 1971-, et al.
(författare)
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Promoting professional freedom : Public preschools dealing with the market
- 2009
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Ingår i: Educação, Soeciedade & Culturas. - 0872-7643. ; :29, s. 73-87
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to contribute to the discussion of the privatisation and marketisation of childcare in Sweden from the perspective of public preschool teachers. Interviews were conducted with three teachers and their principal. The respondents were asked to elaborate on their experiences of the recent establishment of a nearby private preschool and its possible impact on their own preschool practice. A narrative analysis revealed three key narratives in the data: the market narrative, the narrative of the good public preschool and the narrative of professional freedom. The key narratives made visible a local sense making and re-negotiation of cultural discourses about marketisation, making freedom of choice a prerogative for public preschool teachers instead of for parents. We argue that this may have implications or the teaching profession and teacher identity.
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