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- Caiman, Cecilia, 1972-, et al.
(författare)
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Barns hållbarhetsfrågor i digitala och fysiska gränssnitt - transduktionskedja som ett didaktiskt verktyg
- 2023
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Ingår i: Utbildning och lärande. - 1653-0594. ; 17:4, s. 31-51
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we show empirically how preschool childrens’ creative, physical, and digital leaps, provide new perspectives concerning childrens’ engagement in ecology related questions in the domain of Sustainability Education. The metamorphosis of insects is explored by children digitally, embodied and 'hands-on', and the children move through the digital and analogue interfaces. Childrens’ embodied explorations through instant encounters with nature has an obvious place where the digital world and nature become intersected forming a whole. We introduce a transduction chain, a didactic design-theoretic analysis tool, which supports teachers and researchers to get to hold of childrens’ digital and analogue meaning-making sign use. We draw attention to the preschool children's contribution in the area, which is made visible through transduction processes. We do not yet have the answers to the complex questions of sustainability, implying the need of all citizens’ participation and contributions. In anthropocene, it is also important to strengthen agency processes by paying attention to children's own course of actions and proposals. In light of this study, preschool teachers need to provide rich opportunities where children can explore and process what is happening around them.
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| 5. |
- Moinian, Farzaneh, 1957-
(författare)
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I am just me! : Children talking beyond ethnic and religious identities
- 2009
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Ingår i: Childhood. - : SAGE Publications. - 0907-5682 .- 1461-7013. ; 16:1, s. 31-48
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how five children born in Sweden whose parents were born in Iran talk about their own cultural and ethnic backgrounds, and the role these play in their lives. The different ways in which they do so exemplify the complexity involved in the ongoing construction and performance of identities when certain identity options seem compulsory while others are made unavailable to them. The findings show that agency and choice are crucial issues for these children, and that they resist oversimplification, reductionism and categorization based on their cultural or ethnic backgrounds. Furthermore they draw attention to the fact that their reflective choices and self-chosen identities are often challenged both at home and in their schools. This study is intended to expand knowledge of children's lives and experiences and would be useful for both teachers and other professionals working with children.
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| 6. |
- Moinian, Farzaneh, 1957-
(författare)
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I can tell it as it is! : Exploring how children write and talk about themselves in school
- 2006
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Ingår i: Ethnography and Education. - : Informa UK Limited. - 1745-7823 .- 1745-7831. ; 1:2, s. 231--246
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Tidskriftsartikel (refereegranskat)abstract
- This paper asks what and how some children tell others about themselves and the life they live at home and in school. Drawing on data collected through ethnographic observations, interviews and children's written texts about themselves, the article illustrates the meanings children create and attach to their everyday experience of interactions with adults and other children. Family, friends, pets, school and leisure activities occupy much space in the children's writings. Some of the texts include the placement of self in a positive interpersonal context both at home and at school, with a focus on the importance of these relationships for the children. Some others contain children's negative feelings at home or towards the school. These children blame themselves for their negative feelings in their texts. At the same time, they write about not having a voice when it comes to important decisions concerning their life. They can tell/write it as it is, but they cannot participate in decision-making when it comes to problematic situations.
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| 7. |
- Moinian, Farzaneh, 1957-, et al.
(författare)
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Mother tongue language teaching with digital tablets in early childhood education : a question of social inclusion and equity
- 2016
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Ingår i: He Kupu. - : New Zealand Tertiary College. - 1179-6812. ; 4:3, s. 19-29
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Tidskriftsartikel (refereegranskat)abstract
- Literacy in the twenty-first century is changing to become more multicultural, multilingual and multimodal as people are using more digital technologies in their everyday lives. This article reports on what these changing conceptions of literacy mean for mother tongue teaching by exploring why, how and when mother tongue teachers in preschools use digital technologies. Regarding literacy as a social practice, the article focuses on emerging patterns in the use of digital tablets in a large Swedish municipality, providing empirical data (questionnaires, focus groups, and interviews) from mother tongue teachers working together with hundreds of children aged 1-6 at preschools. The study found significant differences in the levels of digital technologies used among mother tongue teachers. What seems to matter is whether or not the teachers themselves are frequent and engaged users of digital technologies in their own everyday lives. Most of the teachers reported that they are integrating digital technologies in their teaching even though they have officially a restricted access to digital devices. Teachers expressed a desire to use the digital tablet as a tool to access and create knowledge by creating an opportunity for innovation, specifically for language groups that are not represented in the majority context of teaching materials or not suitable for a secularized society due to, for example, religious or political differences. The article concludes by stating that digital tablets are convenient mother tongue teaching tools but that teachers are asking for policies that can point the way as to how to implement digital resources, since tablets offer social inclusion and equity but also involve ethical dilemmas.
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| 8. |
- Moinian, Farzaneh, 1957-
(författare)
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Negotiating Identities : Exploring children’s perspectives on themselves and their lives
- 2007
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation consists of four empirical studies as well as a framework of intersecting perspectives. The aim of this thesis is to describe and explain children’s perspectives of themselves and their lives within and outside of the school walls: at home, and in their diaries on the internet.To illuminate children’s perspectives and experiences an ethnographic approach is used: data is collected from a range of sources such as observations, informal conversations and frequent interviews, as well as texts written by children in school and on the Internet.The dissertation has been written within the framework of various intersecting theoretical and methodological perspectives, with a steady focus on children’s involvement in the formation of new meanings in their own social sphere. It is inspired by the sociology of childhood, as theorised by William Corsaro, but it also relies on Bronwyn Davies’ and Stuart Hall’s theories which regard identities as fluid and ongoing processes.The common goal of the investigations is the study of children’s perspectives on themselves and their own lives, with the aim of contributing to new methodologies for understanding child and youth culture. Children are in focus as research collaborators and encouraged to take the initiative in introducing themes that are of interest to them. Asking children to contribute with knowledge they considered to be important to them is the thesis’ overall strategy for making sense of children’s lives and their concerns.The main view of children is traditionally related to their dependency on the protection of, and provision from adults. As a result, we frequently get caught in the trap of viewing childhood as a period of deficiency and children as immature and incompetent individuals who are disconnected from the social world. On the contrary, studies in this thesis focus on the social and cultural capacity of children in constructing their own meanings and negotiating their own identities. The use of the term “negotiating” is intended to draw attention to the fact that although children are exposed to different cultural identities in many ways, they do not passively adopt them. Rather, they make use of negotiations in order to modify and alter limitations to their identities and are actively involved in constructing new perceptions and possibilities in relation to their social positions and cultural identities.
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| 9. |
- Moinian, Farzaneh, 1957-
(författare)
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The construction of identity on the internet : Oops! I´ve left my diary open to the whole world!
- 2006
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Ingår i: Childhood. - London : Sage. - 0907-5682 .- 1461-7013. ; 13:1, s. 49-68
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Tidskriftsartikel (refereegranskat)abstract
- This article is based on an ethnographic study carried out by the author on children and young people’s diaries in a Swedish web community called ‘Youngsters’. Its goal is to provide an insight into what some children write in their diaries in this web community and what the favourite topics are as depicted in these narratives. The focus is on the children’s voice and notions about their life: family, friends and schooling. The issues raised in the article also relate to advantages gained by using the internet as an engaging and interactive research arena by and for children. Results indicate that, in spite of all the risks and moral panic related to children’s internet usage, it is possible to gain access to children’s own accounts of their life and to get an ‘inside picture’ of their thoughts by studying the self-presentations and diaries they create in a web community. The importance of these diaries, the author emphasizes, is in the fact that they are written by children for other children.
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