| 1. |
- Klerfelt, Anna, 1957-, et al.
(author)
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Eliciting Concepts in the Field of Extended Education – A Swedish Provoke
- 2018
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In: International Journal for Research on Extended Education. - : Verlag Barbara Budrich GmbH. - 2196-3673 .- 2196-7423. ; 6:2, s. 122-131
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Journal article (peer-reviewed)abstract
- The aim of this article is to contribute to the discussion concerning the concepts used in the field of extended education by scrutinising different concepts that can contribute to research and guard the specific educational attitude of extended education as viewed from a Swedish perspective. The discussion will be based on a review of concepts used in both national and international research, as well as those formulated in Swedish policy documents and traditionally used in Swedish schoolage educare activity. Defining extended education as a social practice that aims at meaning making based on experiences from everyday life will be an important theoretical starting point to which the discussed concepts will be related. The significance of taking a point of departure in children’s perspectives is central in the article. Finally, some newly created concepts will be suggested as significant for the development of extended education.
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| 2. |
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| 3. |
- Brodin, Jane, 1942-, et al.
(author)
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IRIS Teacher Training : CD
- 2009
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Other publication (other academic/artistic)abstract
- CD in English from the IRIS Teacher Training package. International cooperation between Austria, Belgium, Catalonia (Spain), England, Portugal and Sweden. Focus is on inclusive education and classroom climate.
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| 4. |
- Brodin, Jane, 1942-, et al.
(author)
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Support systems in preschools and schools in Europe - IRIS Project
- 2009
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Conference paper (peer-reviewed)abstract
- This presentation is based on the European project IRIS concerning inclusion of children in need of special support in preschools and schools. Seven partners from six countries are involved in the project and the support systems presented is based on information from all project partners.
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| 5. |
- Johansson, Inge, 1952-, et al.
(author)
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Barn i fritidshem.
- 2004
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Reports (other academic/artistic)
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| 6. |
- Kane, Eva, et al.
(author)
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Assessing the needs and interests of pupils in school age educare
- 2019
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In: Abstract book. ; , s. 520-521
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Conference paper (peer-reviewed)abstract
- At a time when educational assessment drives school development in all Nordic countries, it is a challenge to work in school-age educare, where the development of local service should be driven by the needs and interests of the pupils (SNEA, 2018). Our action research project aims to explore this specific part of school-age educare practice together with staff in two urban schools in different socio-economic areas. While there are studies about assessment (Andersson, 2013) and systematic development work (Lager, 2016) that will inform this study, there is no other research about school-age educare that focuses on this particular aspect of school-age educare. Research in preschools suggests that staff develop the service based on their own interests rather than the children’s (Fast, 2007). Moberg (2018, p.122) explores ”how the concept ofchildren’s interestsis allowed to act through its relations to other actors” and thus “what gets to count as children’s interests” (p.123) suggests that we try and trace the concept in practice. The project attempts to map methods already in use as well as explore possible new methods to assess pupils’ needs and interests. We want to discuss whose perspective the practice opens up for and what view of the child the practice allows. The project hopes to activate discussions about what pupils are allowed to do and be or how they should behave in school-age educare. We also want to avoid fixed categorisations of children, since how children are discussed limits or allows for change in different ways (Holmberg, 2017).
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| 7. |
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| 9. |
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| 10. |
- Ljusberg, Anna-Lena, 1957-
(author)
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Barn som far illa och anmälningsplikt
- 2008
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In: Barn i utsatta livssituationer. - Malmö : Gleerups utbildning. - 9789140664228
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Book chapter (pop. science, debate, etc.)
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| 11. |
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| 12. |
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| 13. |
- Ljusberg, Anna-Lena, 1957-, et al.
(author)
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Child perspectives in a School-Age Educare setting
- 2015
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Conference paper (other academic/artistic)abstract
- The aim is to study children’s meaningmaking about learning in school age educare. The university trained school age educare teachers’ competence differs to some degree from a classroom teacher due to the pedagogy that focuses more on child perspectives, identity making, care and learning through practical and aesthetical methods (Hansen, 1999; Carlander, 1999; Haglund, 2004). From a child´s perspective this can mean that school age educare teachers can offer different tools that will help them in their subject’s orientated learning process and in lifelong learning (Evaldsson, 1993; Hippinen-Ahlgren, fortcoming; Johansson & Ljusberg, 2004; Kjaer, 2005; Pálsdóttir, 2010)The theoretical perspective used is socio-cultural. Pupils are constructed by and also construct themselves in interaction with various discourses they encounter. Discourses are built in and around artifacts (Vygotskij 1999; Bakhtin 1986; Säljö 1999, 2000). Learning and sense making is seen from this perspective as participation in communication/interaction.The study is based on semi structural interviews with children attending school age educare.Places and individuals are made anonymous in field notes and in the processing of the material. The audio recordings are kept locked in filing cabinets at Stockholm University. In the written informed consent directed to teachers, students and their guardians it is clear who is responsible for the project with contact information. Observational studies and interviews carried out only where participants (and guardians) gave their consent.How can we understand children’s meaningmaking about learning in school age educare?How can we understand and develop the practice from children’s perspective?
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| 14. |
- Ljusberg, Anna-Lena, 1957-
(author)
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Children’s views on attending a remedial class – because of concentration difficulties
- 2011
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In: Child Care Health and Development. - : Wiley. - 0305-1862 .- 1365-2214. ; 37:3, s. 440-445
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Journal article (peer-reviewed)abstract
- Background An increasing number of segregating solutions (e.g. remedial classes) can be seen in Swedish schools. The aim of this article is to stress how children describe why they attend a remedial class and what it means to be a pupil in that setting. Methods The data collection consists of semi-structured interviews with 10 pupils between 10 and 12 years old attending 10 different remedial classes because they had been attributed with having concentration difficulties or diagnosed with attention deficit/hyperactivity disorder. The content of the interviews was described and analysed in relation to the classroom context. The socio-cultural perspective is used as a screen to describe and understand the children’s comments about attending remedial class. Results and conclusions All interviews with the children indicate that they are carriers of their schools’ compensatory perspective. This means that they are fully aware of the fact that they are regarded as difficult, with annoying and problematic behaviour, deviating from pupils’ in general. The remedial class creates social difficulties for the children; they see themselves as deviant, they lose old friends and there are limited possibilities of establishing new friendship in remedial classes.
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| 15. |
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| 16. |
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| 17. |
- Ljusberg, Anna-Lena, 1957-
(author)
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Doing Masculinity in School-Age Child-Care : An Ethnographic Study
- 2018
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In: International Journal for Research on Extended Education. - : Verlag Barbara Budrich GmbH. - 2196-3673 .- 2196-7423. ; 6:1, s. 66-79
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Journal article (peer-reviewed)abstract
- This article is based on data from a two-year ethnographic study on children in school-age child-care in Sweden. It describes a boy’s way from positioning himself as a “boy who does not fight” to a “boy who fights”. In Sweden, independence is viewed as paramount. Fostering children to independence can be seen from different perspectives, and the teachers in this particular setting hand over the power to the children. The social climate in the setting was quite tough, and the children – especially the boys – formed a social hierarchy by using their fists. The material was studied with help from analytical tools dealing with gender, position and power.
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| 18. |
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| 19. |
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| 20. |
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| 21. |
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| 22. |
- Ljusberg, Anna-Lena, 1957-, et al.
(author)
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Interviewing children in remedial classes
- 2007
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In: International Journal of Rehabilitation Research. - 0342-5282 .- 1473-5660. ; 30:3, s. 203-207
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Journal article (peer-reviewed)abstract
- This study concerns the ethical issues related to interviews with children. In a sub study of the Basic Skills, Social Interaction and Training of the Working Memory (BASTA) project, 10 children between 10 and 12 years of age were interviewed. Interviews involving children have to address many more ethical issues than interviews with adults. Children constitute an overexposed group because they are under age, and because they stand in a dependent relationship with adults. One ethical dilemma for the researcher in interviews with children might be the conflict between professional secrecy and the obligation to report, as stated in the Swedish Social Services Act. According to this Act and to ethical research principles, researchers are bound to maintain professional secrecy.
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| 23. |
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| 24. |
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| 25. |
- Ljusberg, Anna-Lena, 1957-, et al.
(author)
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Lärare, barn och lärande i kurslitteratur – ideologiska dilemman i talet om fritidshem
- 2019
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In: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; :3, s. 17-33
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Journal article (peer-reviewed)abstract
- In recent years, the number of different course books focused on school-age educare available for undergraduates in teacher education programs for primary school has increased. Thus studying what particular version of school-age educare is legitimized in this discursive practice and how this is done rhetorically becomes pertinent. This article examines and illuminates how this course literature – used at several universities in Sweden – stages a certain way of speaking about school-age educare and thereby may ascribe teachers and children specific subject positions. The study shows how recurrent ideological dilemmas are used as linguistic resources to manage some constantly present contradictions: school-age educare is supposed to be both democratic and child centered, as well as professionally planned and lead. The findings illuminate a homogenous depiction of how school-age educare is distinguished from traditional and formal schooling and thereby promoted as a unique but also necessary form of education. As a consequence, an ideal teacher is someone who is specialized in being actively passive and passively active, and an expert on children’s learning while children are considered expertson themselves and in the activities as well. That is, teacher’s professionalism in educare is tied to the skill of not being formal and school-like, but still being educational in a way that promotes politically-approved learning and development.
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| 26. |
- Ljusberg, Anna-Lena, 1957-
(author)
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Pupils in remedial classes
- 2009
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Doctoral thesis (other academic/artistic)abstract
- The aim of this dissertation is to increase understanding of being a pupil in a remedial class. The thesis is based on interviews, questionnaires, and observations and includes parents, teachers, and pupils in ten remedial classes. Fifty-five percent of the studied pupils had no specific diagnosis. The thesis is based on five articles emanating from the interdisciplinary BASTA project (Basic skills, social interaction and training of the working memory). Article I focuses on self-concept, with a rating scale completed by the children. In Article II ethical issues related to the methodology of interviewing children are stressed. Article III focuses on teaching children in remedial classes, and is based on questionnaires completed by teachers and parents. Article IV is based on interviews with pupils. Article V is based on interviews with teachers and on classroom observations, and highlights the classroom climate. The theoretical approach used is a sociocultural perspective. From this perspective, learning is seen as becoming involved in different discourses, where interaction is seen as part of learning and development. The results of the thesis show that the pupils become bearers of the school’s perspective and blame the referral to remedial class on shortcomings in themselves. In transferring to the remedial class the pupils can lose their friends. Factors that reinforce this construction are the structured teaching and organisation of the classroom. These may hinder the pupils both in terms of friendship and of learning of subject knowledge. The main result is, however, that what the pupils in remedial classes primarily learn is to be pupils in remedial classes.
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| 27. |
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| 28. |
- Ljusberg, Anna-Lena, 1957-
(author)
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School-Age Educare: Different Ways of Talking as Arenas for Inclusion
- 2012
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Conference paper (peer-reviewed)abstract
- I present an approach for a proposed study using discourse analysis, with the aim of studying how pupils interact with childcare teachers during school-age childcare and during school hours.In Sweden almost 80 % of the child population between six and nine years old attends school-age child-care - mostly integrated in the school. In a Swedish thesis from 1999, Karlsudd, declares that school-age child-care can boast of being like a final integration sanctuary, while the school, unfortunately rarely succeed in their integration efforts (Karlsudd, 1999). Time has changed, in a conference paper 12 years later Karlsudd declares; the final integration sanctuary is probably soon lost (Karlsudd, 2011). In Sweden as in several other countries we can see that medical discourse has been given priority in the educational context (Ljusberg, 2009). Goals in both the Swedish school law and the curricula state that all pupils are to be regarded as equal, to have equal rights to education, and equal circumstances in school. In my thesis (Ljusberg, 2009) I am using different perspectives, a relational perspective and a compensatory perspective (also called the medical psychological perspective (Bailey, 1998), and the individual or categorical perspective (Emanuelsson, Persson & Rosenqvist, 2001). From a compensatory perspective the difficulties are attached to the pupil, from a relational perspective the difficulties are studied as situated social constructions (Hjörne, 2004; Mehan, 1993). In this paper I present my approach for a ethno-methodological study using discourse analysis with the aim to study how pupils interact/are talking with school-age child-care teachers in one hand during school-age child-care and on the other hand during school hours.
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| 29. |
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| 30. |
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| 31. |
- Ljusberg, Anna-Lena, 1957-, et al.
(author)
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Teachers' Professionalism in Educare
- 2019
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Conference paper (peer-reviewed)abstract
- In Sweden there has in recent years there been an increase in literature focused on school-age educare available for undergraduates in teacher education program for primary school, specializing in school-age educare. With this, it seems pertinent to study which particular version of school-age educare that is legitimized in this discursive practice, and how this is done rhetorically. Thus, this article examines and highlight how this literature – used at several universities in Sweden – stage a certain way of speaking about this phenomenon and thereby ascribes teachers and children specific subject positions. The study shows how recurrent ideological dilemmas are used as linguistic resources in order to manage some constantly present contradictions; school-age educare is supposed to be both democratic and child centered, as well as professionally planned and lead. The findings illustrate a homogenous depiction of how school-age educare should be distinguished from traditional and formal schooling and thereby be viewed as a unique but also necessary form of education. As a consequence, an ideal teacher is positioned as someone who is specialized in being actively passive and passively active, and as an expert on children´s learning while children are to be considered as experts in the activities as well. That is, teacher’s professionalism in educare lies in the skills of not being formal and school-like but still being educational in a way that promotes politically approved learning and development.
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| 32. |
- Ljusberg, Anna-Lena, 1957-
(author)
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The concept of pupils´ interests in the context of school-age educare in Sweden
- 2023
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In: Early Child Development and Care. - : Informa UK Limited. - 0300-4430 .- 1476-8275. ; 193:2, s. 223-234
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Journal article (peer-reviewed)abstract
- The governing document of the Swedish SAEC has shifted to becomemore focused on teaching and learning. The updated curriculum (SNAE,2011) added new requirements of the educational programme throughstating that activities should be ‘based on the pupils’ needs, interestsand initiative’ (SNAE, 2011, p. 23). The aim of this study is to explorehow SAEC can reach these goals and what kind of inventory the staff inSAEC use to plan the activity. The study takes its theoretical point ofdeparture from childhood studies (James, Jenks, & Prout, 2015). Themethodology was based on action research and conducted togetherwith eight different teams. The results show that there are differentways to inventory pupils’ interests. Inventories are shaped differentlywhen staff see pupils as co-actors planning the educational programmetogether, or viewing pupils as objects and put in a subordinate position.
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| 33. |
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| 34. |
- Ljusberg, Anna-Lena, 1957-
(author)
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The structured classroom
- 2011
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In: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 15:2, s. 195-210
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Journal article (peer-reviewed)abstract
- The aim of this article is to highlight the organisation of the remedial classroom. The data were collected from observations and semi-structured interviews with 10 teachers in remedial classes for children seen and treated as having concentration deficits. The teachers use primarily compensatory language that places the deficits in the pupils. Something appearing both in the interviews and in the organisation of the classroom is the structured classroom. In the remedial class it can be expresse by dividing the pupils’ working place areas with screens or turning the pupils’ desks toward a bare wall, and strongly structuring the teaching. By pointing out the problem as pupils’ social deficits, the schools reduce their agency. The goal of remedial classes is that the pupils will return to the ordinary class. This article suggests that what pupils in remedial classes learn primarily is to be a pupil in a remedial class.
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