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  • 1.
    Backman Prytz, Sara
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Att studera förskolan utifrån historiska källor2020In: Metodologi: för studier i, om och med förskolan / [ed] Annika Åkerblom, Anette Hellman, Niklas Pramling, Malmö: Gleerups Utbildning AB, 2020, p. 223-240Chapter in book (Other academic)
  • 2.
    Cardell, David
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    The sex-map as didactic object: Ontonorms in Swedish sex education2024In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013Article in journal (Refereed)
    Abstract [en]

    This study explores the ‘sex-map’, a didactic object developed in Sweden. The analysis focuses on teacher guidelines and an animated movie for classroom use and how the sex-map becomes a method for emphasizing students as actors in defining sexuality. Building on Mol’s notion of ontonorms, the emphasis is on ways in which the ontology of young sexuality is associated with arguments about what is ‘good’ in and for sex education. The sex-map incorporates ideal students’ experiences, discoveries, and positive feelings. Via students, a critique is mounted against one-path sexuality, underscoring the importance of ‘good’ non-hierarchical sexuality as exemplary sex education.

  • 3. Economou, Konstantin
    et al.
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Childhood re-edits: challenging norms and forming lay professional competence on YouTube2015In: Journal of Aesthetics & Culture, E-ISSN 2000-4214, Vol. 7, no 1, article id 28953Article in journal (Refereed)
    Abstract [en]

    This article presents the initial findings of research into how YouTube culture can become an arena for young YouTube videographers to remodel mainstream, sub-cultural, and media content (YouTube clips, music, film content, and viral memes). We juxtapose analyses from both media and child studies to look at the ways in which preferred images and notions of the “good” and idyllic childhood are re-edited into a possible critique of the prescribed Swedish childhood. Also, we look at ways in which these media-literate actors use YouTube to display their skills in both media editing and social media “savvy.” We discuss how “lay” professional competence in digital culture can be inherent in a friction between popular (children's) culture and social media production, where simultaneous prowess in both is important for how a mediatised social and cultural critique can emerge.

  • 4.
    Grunditz, Sofia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Frankenberg, Sofia
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Vardagligt samspel och mobila sängar i barnstorlek – en visuell historisk analys av vilan i förskolan2019In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 116-142Article in journal (Refereed)
    Abstract [en]

    In previous historical studies on preschools, the main sources are texts; photos are used merely as illustrations. Inspired by the idea to use visual materials to study the look of the past by scrutinising historical photos and films of naptime in preschool, this article will shed light on preschool as an institution and on the materiality of naptime practices. The data comprise of historical photographs and films from the period 1900–1970 (in total 14 films and approximately 200 photographs that, in one way or the other, depict naptime: adult and child interaction, the beds' constructions, the material organization of rooms and naptime routines). By using visual analyses, visualizations and the notion of path dependence, the article shows how the everyday practice of napping was carried out in the historical preschool in relation to questions of continuity and change. The results suggest that the design of beds, as child-sized and easy to move and store, can be understood as defining the institution as a preschool with play and educational practices as its main purpose. At the same time, however, the beds themselves indicate that care, as sleep or napping, was an essential practice in historic preschools.

  • 5. Holmberg, Carin
    et al.
    Enander, Viveka
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ett litet ord betyder så mycket: Alliansregeringen, Handlingsplanen och betydelseförskjutningarav begreppet mäns våld mot kvinnor2015In: Sociologisk forskning, ISSN 0038-0342, E-ISSN 2002-066X, Vol. 52, no 3, p. 257-278Article in journal (Refereed)
    Abstract [sv]

    A little word may mean so much: Changed meanings of the concept men’s violence against women

    This article concerns the process of policymaking in the Swedish political system with a focus on the concept of men's violence against women. The material analyzed is based on interviews with key civil servants and the Minister of Equality responsible for the Action Plan for Combating Men's Violence Against Women launched by the right wing government in 2007. The article shows how a shift in the concept of men's violence against women is achieved through complex negotiations involving the administration staff as well as the political representatives. The outcome is a change from an understanding of the issue as a structural gender power relation problem, to explaining it as related to individual deviations. This change has been made by re-wording and editing out earlier understandings of men's violence against women as a structural gender power concern in policies and guidelines, so that the concept is framed as something pertaining to groups of vulnerable women with specific individual obstacles. The political goals are then expressed along the lines of providing support for each group's designated problems, but the connection to gendered power structures is made invisible.

  • 6.
    Hulth, Magdalena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Westberg-Broström, Anna
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Child sexuality and interdependent agency in sexuality education texts for Swedish preschool practitioners 1969−2021: three discourses on children’s sexual play2023In: Sex Education: Sexuality, Society and Learning, ISSN 1468-1811, E-ISSN 1472-0825Article in journal (Refereed)
    Abstract [en]

    This paper provides a discourse analysis of 12 Swedish sexuality education texts intended for preschool practitioners and published between 1969 and 2021. Using Fairclough’s framework, we identify three discourses about children’s sexual play in relation to children’s sexual agency in the texts: child sexuality as encouraged and entangled with adult sexuality; child sexuality as conditioned by what is perceived as normal or abnormal in children; and child sexuality as repressed. These three discourses mainly appear chronologically, but also overlap and connect with one another. When analysis begins from children’s position and a theoretical understanding of children’s and adults’ agency as interdependent, it becomes possible to see how the child is construed as agentic, and how the adult role changes from encouraging sexual play to regulating and monitoring behaviour so that it does not occur. Over time, discourse on young children’s sexual play has changed our understanding of both adults and children. Adults are increasingly construed as less knowledgeable in relation to young children’s sexuality, and young children have become understood as more dangerous and in need of having their sexuality constrained and civilised.

  • 7.
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Etik, integritet och dokumentation i förskolan2020 (ed. 2)Book (Other academic)
    Abstract [sv]

    I förskolans uppdrag ingår att dokumentera verksamheten. Detta kan tyckas enkelt, men för dem som genomför dokumentationen uppstår ofta frågor som: Vad ska dokumenteras? Vem ska dokumenteras? Vilka metoder och vilken teknik ska användas? Hur ska dokumentationen spridas och vem ansvarar för det? Ytterst handlar det om hur relationer skapas mellan de som dokumenterar och de som blir dokumenterade. Ofta är det vuxna som dokumenterar barn, och när barn involveras i arbetet sker det på de vuxnas villkor.

    I den här boken diskuteras hur etik och integritet hanteras när verksamheten dokumenteras. Ofta gäller helt andra normer för barn än för vuxna kring etik och integritet i förskolan.

    Författaren visar också varför och hur frågor om etik och integritet kan lyftas fram på nya sätt för att skapa en förskoleverksamhet som genomsyras av ett etiskt förhållningssätt. Detta är en förutsättning för att förskolan både ska kunna dokumentera verksamheten och förmedla demokratiska värden och normer.

    Bokens andra upplaga är uppdaterad enligt ny forskning och enligt den reviderade läroplanen (Lpfö18) med dess skrivningar om integritet och dokumentation.

  • 8.
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Etik, integritet och dokumentation i förskolan2016Book (Other academic)
  • 9.
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Förskolebarndomens historia: Föreställningar och förutsättningar för barns utveckling i småbarnsinstitutioner2017In: Förskolan och barns utveckling: Grundbok för förskollärare / [ed] Anne-Li Lindgren, Niklas Pramling, Roger Säljö, Malmö: Gleerups Utbildning AB, 2017, p. 57-71Chapter in book (Other academic)
  • 10.
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Gränsöverskridande möten när fiktion materialiseras: En analys av visuell kommunikation i ett (barn)kulturellt fält2018In: Barnkulturens gränsland / [ed] Moa Wester, Magnus Öhrn, Stockholm: Centrum för barnkulturforskning, Stockholms universitet , 2018, p. 43-61Chapter in book (Other academic)
  • 11.
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Materializing fiction: teachers as creators of play and children as embodied entrants in early childhood education2017In: International Journal of Play, ISSN 2159-4937, Vol. 6, no 2, p. 150-165Article in journal (Refereed)
    Abstract [en]

    This paper presents an in-depth analysis of verbal and visual presentations of a Swedish version of a pedagogy of play as presented in educational broadcasts during the early 1990s and late 2000s. The analysis shows how fiction materializes discursively and through material props in the play activities and how fiction becomes an agentive force making both human and non-human bodies act in new ways. Thus, when the fictional and the real mingle in materializations, new ways of being and becoming in adult–child relations are made possible. The ways in which professionals and children play out their engagement in play and fiction are, however, done differently in the broadcasts. This produces varying understandings of how fiction plays a role in relation to professionals and children. It is argued that professionals take positions as insecure and vulnerable players being looked at by the children, and the children take positions as engaged onlookers of the professionals’ play. In the concluding discussion, the implications for how adult–child relations are played out in new and complex ways, potentially transforming traditional dichotomous understandings of adult and child relations and positions in preschool, are further developed.

  • 12.
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Towards an ethics of sexuality – alternative feminist figurations and a (boy) child: a close reading of a prize-winning sex education manual from the early twentieth century2019In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 31, no 6, p. 774-787Article in journal (Refereed)
    Abstract [en]

    Sex education has been a major concern that has run in parallel with the creation of the modern concept of childhood (innocence) in Western societies. When priests opposed sex education for children, teachers and physicians advocated the need for education. In Sweden, in the early twentieth century, two female physicians wrote a prize-winning manual about sex education. In this paper, I present a close reading of the manual with a focus on how the (boy) child and (mother) woman were presented. The analysis aims to read the manual in three ways pointing to how it communicated resistance to otherings of the female body: (i) one reading focusing on how the female and (boy) male bodies were imagined, (ii) a second reading informed by Freudian theory and, (iii) a third reading guided by contemporary feminist studies which highlight, among other topics, the importance of investing in a representation of femininity defined by women. I will show how the authors gave an alternative interpretation of the mother–child-father relationship compared to Freud, and that they did so by writing their bodies into the text. The analysis shows how a striving towards an ethics of sexuality, including gender equality, have been part of the sex education genre for many years, and can serve as an inspiration today.

  • 13.
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Vad ska barn veta om sexualitet? Kommentar till texter om sexualundervisning för barn2015In: Sexualpolitiska nyckeltexter / [ed] Klara Arnberg, Pia Laskar, Fia Sundevall, Stockholm: Leopard förlag , 2015, 1, p. 273-282Chapter in book (Other academic)
  • 14.
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Vad vill en digital visuell förskolekultur?2019In: Digitalisering i förskolan: på vetenskaplig grund / [ed] Susanne Kjällander, Bim Riddersporre, Stockholm: Natur och kultur, 2019, p. 300-321Chapter in book (Other academic)
    Abstract [sv]

    I en förskola där digitala redskap används blir kulturen nästan oundvikligen visuell när förskolans miljöer dokumenteras i bild och film. I kapitel 14, ”Vad vill en digital visuell förskolekultur?”, skriver Anne-Li Lindgren om hur ny teknik framställs som en lösning på många problem i samhället, och i undervisningen. Samtidigt problematiserar hon den nya teknikens betydelse och användning i den så omfattande bildproduktionen som pågår i och runt förskolan.

  • 15.
    Lindgren, Anne-Li
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Backman Prytz, Sara
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Inledning2021In: Vägval i skolans historia: tidskrift från Föreningen för svensk undervisningshistoria, ISSN 1652-0610, Vol. 2Article in journal (Other (popular science, discussion, etc.))
  • 16.
    Lindgren, Anne-Li
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Backman Prytz, Sara
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Staten, skolan och sexuallivet: En sexualpolitik tar form och sexualpolitiken skolifieras2021In: Skolans kriser: Historiska perspektiv på utbildningsreformer och skoldebatter / [ed] Joakim Landahl, David Sjögren, Johannes Westberg, Nordic Academic Press, 2021, p. 83-108Chapter in book (Other academic)
  • 17.
    Lindgren, Anne-Li
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Backman Prytz, Sara
    Swedish State School Sex Education2022In: The Palgrave Encyclopedia of Sexuality Education / [ed] Louisa Allen; Mary Lou Rasmussen, Palgrave Macmillan, 2022, p. 1-9Chapter in book (Refereed)
    Abstract [en]

    This entry is about Swedish sex education duringthe twentieth and twenty-first centuries, and howstate guidance, engagement and control createdand implemented school sex education. Thismeans that we focus on the State as an actor. By“the State” we mean not only the government butalso politicians presenting propositions as members’motions, debates in parliamentary committeesand in parliament, experts summoned to takepart in governmental commissions and the publicationscompiled by civil servants in NationalAgencies, such as the Swedish National Agencyfor Education (Sw. Skolverket. Previously:(Kungliga) Skolöverstyrelsen 1919–1991, theSwedish National Board of Education.). Theentry highlights continuities and discontinuitiesin how the engagement with school sex educationhas evolved, from the first parliamentary discussion,in which the subject was framed as sexualhygiene, via initiatives to reform the curriculum, investigate school sex education via governmentalinquiries, and publish teacher guidelines, untiltoday’s understanding of the subject as sexuality,consent, and relationships. We pay attention todifferences in the ways in which state school sexeducation has organized guidelines for teachers,how students have been included, what the preferredpedagogical method was and how, generallyspeaking, the content has changed (or not).

  • 18.
    Lindgren, Anne-Li
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Backman Prytz, SaraStockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Vägval i skolans historia: Tema: barnobservationer2021Collection (editor) (Other (popular science, discussion, etc.))
  • 19.
    Lindgren, Anne-Li
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Backman Prytz, Sara
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Westberg-Broström, Anna
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Observed Children at Play: Complex Relations of Agency in a1930s' Kindergarten2023In: The Journal of the History of Childhood and Youth, ISSN 1941-3599, Vol. 16, no 1, p. 115-133, article id 877968Article in journal (Refereed)
    Abstract [en]

    In this article, we juxtapose Norman Fairclough’s (1992) Critical Discourse Analysis with the history of childhood in order to analyze children’s and adults’ agency in a Swedish kindergarten during the 1930s. We use a primary source, a child observation, to study the role of initiatives, i.e. actions, in a situation where the children were playing kindergarten. The main question posed concerns the new insights that we can gain into children’s and adults’ agency when studying initiatives as a form of agency involving compliance (Gleason 2016). The article shows that demonstrating how to comply with a situation could be part of how a child could contribute to, and build, a shared preschool identity, formed by an interdependence that included both children and adults. The focus is not on whether or not a child could play an agentic role in relation to adults, but rather on how the collective decision-making involving children and adults was affected by their respective capacities to contribute. In addition to the analysis of social interactions, we suggest that similar sources, i.e. historical child observations, could be used in creative ways for transnational investigations of children’s and adults’ everyday lives in early childhood institutions.

  • 20.
    Lindgren, Anne-Li
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Grunditz, Sofia
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Examining Children’s and Adults’ Ways of Looking in Kindergarten: An Analysis of Documented Observations from the 1930s2020In: Documentation in Institutional Contexts of Early Childhood: Normalisation, Participation and Professionalism / [ed] Maarit Alasuutari, Helga Kelle, Helen Knauf, Springer, 2020, p. 147-165Chapter in book (Refereed)
    Abstract [en]

    There has been a long tradition of documenting activities in early educational settings. In this chapter, we analyse documentation from a preschool context in Sweden during the 1930s to explore the ways in which student teachers described children’s ways of looking. The Vienna-based child psychologist Elsa Köhler (1879–1940) was invited to the small town of Norrköping and stimulated the student teachers to perform this documentation. There are more than 370 handwritten documents preserved in the city archive. We use the children as the focal point of an analysis based on how student teachers documented what the children looked at and how they looked. This means that the results show the interaction between children and adults from a perspective that takes children’s actions as the starting point. The analysis shows how the children acknowledged the observing student teachers and trained teachers who were in the events observed, how children took an interest in the student teachers’ and teachers’ observing practices, and how the children tried out and performed similar practices. We want to stress the importance of including the children in the intricate web of social interaction that is enabled by this approach to analysis, and how it makes available unexpected descriptions of both children’s and adults’ looking practices in institutional settings in the past.

  • 21.
    Lindgren, Anne-Li
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Pramling, Niklas
    Säljö, Roger
    En grundbok om förskolan och barns utveckling2017In: Förskolan och barns utveckling: Grundbok för förskollärare / [ed] Anne-Li Lindgren, Niklas Pramling, Roger Säljö, Malmö: Gleerups Utbildning AB, 2017, p. 13-24Chapter in book (Other academic)
  • 22.
    Lindgren, Anne-Li
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Söderlind, Ingrid
    Förskolans historia: Förskolepolitik, barn och barndom2019Book (Other academic)
    Abstract [sv]

    Varför startade förskoleliknande verksamhet för mer än hundra år sedan? Vilken roll har pedagogik och lek haft i förskolan under olika perioder? Hur har förskolans relation till skolan beskrivits? Vilken roll har utländska influenser spelat? Hur blev förskola en heldagsverksamhet för nästan alla barn i Sverige och vad har det betytt för barns barndomar och för personalen i förskolan? Detta är några av de frågor som behandlas i den här boken.

    Förskolans historia – Förskolepolitik, barn och barndom handlar om förskolans framväxt i Sverige, från mitten av 1800-talet och fram till 2000-talets första årtionden. Det långa perspektivet synliggör både förändring och kontinuitet. Det ger också uppslag till nya frågor om vår egen tid och om framtida utmaningar.

    Förskolan är en del av den samhällsomvandling som skett under dessa århundraden, men utvecklingen har varit långt ifrån självklar. Författarna förklarar de politiska ställningstaganden och beslut som har lett fram till att dagens förskola ser ut som den gör, det vill säga hur en statlig förskolepolitik vuxit fram.  

    Boken bygger på många typer av källmaterial som ger skilda infallsvinklar, allt ifrån inskrivningshandlingar och observationsprotokoll till argument i politiska utredningar och TV-program som fört fram idén om förskola för alla.  Den lyfter fram både barns och pedagogers perspektiv och visar även hur forskning påverkat såväl förskolans verksamhet som synen på barn och barndom.

  • 23.
    Lindgren, Anne-Li
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    van Vulpen, Wilhelmina
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Estetiska transformationer: Att följa en kanins väg från en konsthall, via en förskola och vidare till konsthallens ateljé2016In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, no 1-2, p. 101-124Article in journal (Refereed)
    Abstract [en]

    In this paper we conduct an analysis of the visits of two preschool groups to an exhibition at an art center. The visit was composed of three parts; first a cultural worker presented the exhibition in the art center, then the groups returned to preschool where they used photos from the visit to reflect on it and to prepare for the last part, which consisted of a session in the art center’s studio to create art of their own. The exhibits, created by the Finnish artist Anu Tuominen, were mainly constructed using recycled materials and furniture collected into constellations, with such titles as (our translations): “Real circles of color with sunflowers” (Figure 1), “To fix a neckpiece” (Figure 2), or “To keep oranges and carrots” (Figure 2). When the groups visited the studio they brought their own recycled materials to be used in their own artwork, as well as using materials provided by the studio. Our analysis is based on an ethnographic study in which one student followed the groups between the different events, making notes, taking photographs and using an audio recording device. All adults had given their written consent to participate in the study, including the children’s parents, as well as the children themselves (verbal consent). When we analyzed the material, our first reflection was that the children had very little space to move freely within the exhibition, or to make their own explorations. It so happened that one child tried to break loose from the group, and was given a friendly caution to stay in the group (which they did). The visit was then controlled by the culture worker, preschool teachers and the art institution itself. There was little indication of any influence from ideas suggesting that children’s own choices of how to move are a form of expression or to create a space in which children can present an exhibition, or that touch can open up alternative interpretations in relation to verbally communicated understandings. We then explored other ways to understand what was going on during the visits (i.e. the whole process), and became inspired by research influenced by Gilles Deleuze (1925–1995) and Felix Guattari (1930–1992), which aims to understand art and pedagogy in new ways by including the material and the relational in any analysis. During the reflection process we realized that we were witnessing two different understandings of aesthetics; on the one hand aesthetics as fine art and an expression of genres, the beautiful and sublime, and on the other hand aesthetics as material relations, movements and space–material explorations. In the analysis, we explore how both these ways of understanding “aesthetics” are set in motion, and we show how both understandings are relevant and produce different interpretations of the art studio visit as a process in which agency is produced in complex ways by both human and non-human agents. We argue that it is important to highlight both understandings of aesthetics in order to understand the complexity of the event taking place. In the analysis, we focus on material details highlighted by children during the visit. More specifically, we follow and engage with a girl’s “discovery” of a plastic rabbit (Figure 3), and how this rabbit becomes a material agent in the whole event; how the girl, the rabbit and different adults activate and create each other in a process of “becoming with” (Lee 2005) human and non-human agents, as well as in relation to aesthetics as art and aesthetics as material-relationality. We suggest that the plastic rabbit (Figure 3), introduced by a girl child early in the art visit process, transforms into the shape of a painted rabbit (Figure 4) at the end of the process, when the group of children produce their own artwork in the studio. In between these two differing, yet coherent, realizations, the rabbit was made an agent in the preschool via photographs and a girl’s sensory (touch) engagement with the photos. In addition to analyzing the agency of the rabbit and how it co-produced actions with humans and other materials, we show how it moves between the different (institutional) spaces (including the university via us researchers) and thus also becomes an agent taking part in producing these locations.

  • 24.
    Olsson, Maria
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    The Role of Digital Cameras in Child and Researcher Encounters in Preschool: A Potential for a Decolonization of Childhood2019In: Video Journal of Education and Pedagogy, E-ISSN 2364-4583, Vol. 4, no 1, p. 99-115Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to analyze how a researcher’s use of digital cameras, with children in preschool, affects the children’s becoming as filmmaking subjects. The material consists of 12 months’ digital videography, during which the researcher took part in children’s own filmmaking. The authors used conceptual tools from Deleuze’s (1986) film theory to analyze an encounter between two children and a researcher as filmmakers. The analysis demonstrates how turning towards and turning away in relation to human (children and the researcher) and non-human (digital cameras, rhythm, music, light) actors actualizes admiration and desire in varying ways. The authors pay special attention to the children’s acting with abstract, constantly moving compositions. The article highlights how the children and the researcher produce different, yet related becomings using digital cameras. Acknowledging such connections between children’s mingling with human and non-human actors provides ways to understand how cameras actualize the potential to decolonize childhood by decomposing and recomposing educational settings.

  • 25. Samuelsson, Tobias
    et al.
    Sparrman, Anna
    Cardell, David
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    The active, competent child, capable of autonomous action: An inherent quality or the outcome of a research process?2015In: AnthropoChildren, E-ISSN 2034-8517, Vol. 5Article in journal (Refereed)
    Abstract [en]

    The present article explores how “the active, competent child capable of autonomous action” is enacted through the methodological consequences of participant observations. The underlying idea is to investigate what ethnographic participant observations can tell us about child culture. Methodological choices and the ways in which researchers approach a field are not neutral processes. Moreover, the methodological choices made produce the ‘realities’ of the topic under study. The article highlights how a research project’s methodological outline, the way the field was approached, and the way the researcher and research participant interacted during the study enacted notions of the active, competent child capable of autonomous action in child culture. This is done by exploring – using detailed analyses of a single example – how research methodologies, in general, and participant observation, in particular, can tell us something about a research topic.

  • 26. Sparrman, Anna
    et al.
    Cardell, David
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Samuelsson, Tobias
    The ontological choreography of (good) parenthood: Ideal and Practices of Parental Involvement2016In: Doing Good Parenthood: Ideals and Practices of Parental Involvement / [ed] Anna Sparrma, Allan Westerling, Judith Lind, Karen Ida Dannesboe, Palgrave Macmillan, 2016, p. 113-125Chapter in book (Refereed)
    Abstract [en]

    The aim of this study is to unpack the notion of family togetherness as constitutive of good parenthood during visits to child cultural establishments like amusement parks, theme parks and children’s museums. The analyses challenge earlier assumptions of intensive family togetherness – such as closeness, spending time together and cohesion – by showing how togetherness is being done through the interdependence of proximity and distance. The study illustrates how good parenthood is made up of heterogeneous material and non-material entities such as patience, waiting, trust, wallets, mobile phones, age and the like; what is here called “the ontological choreography of (good) parenthood”. The article draws on theories of doing family, making parents and family practice.

  • 27. Sparrman, Anna
    et al.
    Samuelsson, Tobias
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Cardell, David
    The ontological practices of child culture2016In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 23, no 2, p. 255-271Article in journal (Refereed)
    Abstract [en]

    This article asks questions about the ontology of child culture. It aims to position the concept of child culture at the forefront of theoretical research without creating a true' or singular definition of the concept. It is rather a conceptual exploration of partial consistencies of child culture in and through practices. The focus of the analyses is on five institutional cultural practices created for children: two children's museums, a science centre, a theme park and an amusement park. A cross-analysis of these practices provides the empirical material for proposing the notion of child culture multiple'.

  • 28. Söderlind, Ingrid
    et al.
    Lindgren, Anne-Li
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies. Linköpings universitet, Sverige .
    Vägval i den statliga förskolepolitiken: Halv- eller heldagsverksamhet, i hemmiljö eller på institution2020In: Vägval i skolans historia, ISSN 1652-0610, no 2Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    I Sverige deltar idag nästan alla barn i förskoleverksamhet, också i glesbygdsområden. Av andelen barn i åldern två till fem gäller det 84 procent, av ettåringarna nästan hälften. Förskola på heltid är den dominerande tillsynsformen för barn innan skolåldern, men sett i ett längre perspektiv har det funnits flera olika tillsynsformer som också utmanat varandra, exempelvis det egna hemmet, halvdag på institution, heldag på institution och familjedaghem (idag pedagogisk omsorg). Det har inte varit givet vilka satsningar som skulle göras. Det har förts en kamp mellan olika synsätt på barns behov och förmåga, om vad som setts som lämplig ålder för institutionsvistelse, hur lång den bör vara och vad den ska innehålla. Det har också förts politiska strider om vad som ansetts vara föräldrars ansvar, kommuners ansvar respektive statens ansvar. I den här artikeln ska vi ta upp två frågor som haft en viktig plats i diskussioner om hur den statliga förskolepolitiken skulle utformas och där det också skett stora omsvängningar i hur olika lösningar värderats. Den ena gäller synen på hel- respektive halvdagsverksamhet, den andra synen på organiserad tillsyn i hemmiljö.

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