Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Learning from/with a water leak: on the methodological productiveness of breakdowns in ethnography
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
(English)Manuscript (preprint) (Other academic)
National Category
Educational Sciences
Research subject
Child and Youth Science
Identifiers
URN: urn:nbn:se:su:diva-148630OAI: oai:DiVA.org:su-148630DiVA: diva2:1154399
Available from: 2017-11-02 Created: 2017-11-02 Last updated: 2017-11-03Bibliographically approved
In thesis
1. Breakdowns, overlaps and ambivalence: an Actor-network theory study of the Swedish preschool curriculum
Open this publication in new window or tab >>Breakdowns, overlaps and ambivalence: an Actor-network theory study of the Swedish preschool curriculum
2017 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Within the discipline of early childhood education research, the present study will focus on the Swedish preschool curriculum text, using a sociomaterial approach offered by Actor-network theory (ANT). The study adopts ethnographic methods, foremost participant observations in a preschool, to generate knowledge of how the curriculum text comes to act through moments in the everyday preschool work. The doctoral thesis consists of three research papers. Research paper I explores the delayed access to the field through the occurrence of a water leak. Through the focus on the value of breakdowns in ANT, the water leak becomes an empirical event where the researcher is allowed to learn about the mundane objects and practices making a preschool work, such as schedules and lists. Research paper II reports on the case of the curriculum concept of children´s interests (Moberg, 2017). Here, empirical moments are highlighted where the curriculum concept of children´s interests is defined and made to act by children and materialities. Finally, research paper III (Moberg, in press) reports on the case of an evaluation meeting where an evaluation text is to be produced. Here, the curriculum text is highlighted as vulnerable in its inability of embracing pedagogical dilemmas and ambivalence in the preschool everyday work.

Place, publisher, year, edition, pages
Stockholm University: Department of Child and Youth Studies, Stockholm University, 2017
Keyword
Curriculum, preschool, actor-network theory, texts, children, materiality
National Category
Educational Sciences
Research subject
Early Childhood Education
Identifiers
urn:nbn:se:su:diva-148631 (URN)978-91-7797-075-0 (ISBN)978-91-7797-076-7 (ISBN)
Public defence
2017-12-20, Nordenskiöldsalen, Geovetenskapens hus, Svante Arrhenius väg 12, Stockholm, 10:00 (English)
Opponent
Supervisors
Note

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Manuscript. Paper 3: Accepted.

Available from: 2017-11-27 Created: 2017-11-02 Last updated: 2017-11-22Bibliographically approved

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Moberg, Emilie
By organisation
Department of Child and Youth Studies
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 6 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf