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  • 1. Aarsand, Pål
    et al.
    Aronsson, Karin
    Linköpings universitet.
    Spel, familjeliv och virtuella ru2007In: Virtuella lekar och digitala berättelser: Perspektiv på datorspel, Studentlitteratur, Lund , 2007, p. 85-103Chapter in book (Other academic)
  • 2. Andersson, Gunvor
    et al.
    Aronsson, Karin
    Linköpings universitet.
    Hessle, Sven
    Hollander, Anna
    Lundström, Tommy
    Haverier i social barnavård?: Fem fallstudier2001In: Haverier i social barnavård?: Fem fallstudier, Stockholm: Gothia , 2001Chapter in book (Other academic)
  • 3. Aronsson, Karin
    Address, affect, and audience design in bilingual multiparty talk2000In: Det er conversation 801 değil mi̇?: perspectives on the bilingualism of Turkish speaking children and adolescents in North Western Europe / [ed] Anne Holmen & J. N. Jørgensen, Copenhagen: Danish Univ. of Education , 2000Chapter in book (Other academic)
  • 4. Aronsson, Karin
    Att möta huvudfotingens blick2002In: Bild i Skolan, no 3, p. 34-Article in journal (Other (popular science, discussion, etc.))
  • 5.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies, Centre for the study of children's culture.
    Att rita duvor eller SPJSGÖLS.: Om global fantasi och visuell kultur2006In: Barnkultur i skilda världar / [ed] Karin Helander, Stockholm: Centum för barnkulturforskning , 2006, p. 29-44Chapter in book (Other academic)
  • 6.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Barn som vittnen2004In: Barn och makt, Iustus Förlag, Uppsala , 2004, p. 37-48Chapter in book (Other academic)
  • 7.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Barnbilden som försvann.2009In: Historien, barnen och barndomarna.: Vad är problemet? / [ed] J. Lind, C. Lindgren, M. Sjöberg & K. Zetterkvist-Nelson, Linköping: Linköpings Universitet/Bokakademien AB , 2009, p. 15-26Chapter in book (Other (popular science, discussion, etc.))
  • 8.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Barnperspektiv: att avläsa barns utsatthet2012In: Locus, ISSN 1100-3197, Vol. 24, no 1-2, p. 95-111Article in journal (Other academic)
  • 9.
    Aronsson, Karin
    Linköpings universitet.
    Barns världar - barns bilder1997Book (Other academic)
  • 10.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Bildetnografi och barnperspektiv: Simonnes bildbiografi2008In: Kunskapande, kommunikation och bedömning i gestaltande utbildning, Stockholms Universitets Förlag, Stockholm , 2008, p. 13-20Chapter in book (Other academic)
  • 11.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Datorspel, sociala allianser och informellt lärande.: 2011In: Fritidspedagogik: Fritidslärares uppdrag på fritidshemmet och i skolan. / [ed] A. Pihlgren, Lund: Studentlitteratur , 2011Chapter in book (Other academic)
  • 12.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Den moderna familjen och förhandlingar om tid2012In: Familjeliv och lärande / [ed] Liselott Aarsand, Pål Aarsand, Lund, 2012, p. 27-46Chapter in book (Other academic)
  • 13.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Directives, affect, and family life choreographies 2011In: , 2011Conference paper (Refereed)
  • 14.
    Aronsson, Karin
    Linköpings universitet.
    Diskursiv psykologi2005In: Vår tids psykologi / [ed] Hwang, Philip, Stockholm: Natur och Kultur , 2005, p. 587-589Chapter in book (Other academic)
  • 15.
    Aronsson, Karin
    Linköpings universitet.
    Doing family: An interactive accomplishment2006In: Text & Talk, ISSN 1860-7330, Vol. 26, no 4/5, p. 619-626Article in journal (Refereed)
    Abstract [en]

    The article presents the contemporary explorations of family life and the analysis of conversations in daily life. The author considers the conversations as the building blocks constituting the family. An overview of the everyday routines, public and private spheres in the family life, affective stances and everyday alignments in the co-construction of family and the relationship work is presented.

  • 16.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Familjeliv och vardagslivets tidspolitik2010In: Locus, ISSN 1100-3197, Vol. 22, no 4, p. 3-16Article in journal (Other academic)
  • 17.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Family Life Activities and Everyday Time Politics2012In: Children, childhood and everyday life: Children's perspectives / [ed] Mariane Hedegaard, Karin Aronsson, Charlotte Højholt, Oddbjørg Skjær Ulvik, Charlotte, NC: Information Age Publishing, 2012, p. 75-90Chapter in book (Refereed)
  • 18.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Family therapy and accountability2014In: Morality in practice: exploring childhood, parenthood and schooling in everyday life / [ed] Jakob Cromdal, Michael Tholander, London: Equinox Publishing, 2014Chapter in book (Other academic)
    Abstract [en]

    Issues of morality and children have traditionally been investigated within the realm of developmental psychology, treating the human ability to adopt certain values as a matter of individual and cognitive growth. As an alternative, this book approaches the morality of young persons from a practice oriented perspective. In essence, such an approach adopts a view of morality as something participants jointly accomplish in going about their everyday social affairs. That is to say, rather than relying on developmental theory or moral philosophy in exploring the moral worlds of young persons, a practice oriented approach adopts a primarily empirical stance, leaning on qualitative analysis of naturally occurring social interaction as found in, for example, ethnomethodology, conversation analysis and discursive psychology. This collection brings together scholars from Australia, Sweden, United Kingdom and the United States. Twelve empirical chapters focus on different aspects of everyday morality as practiced among children and youth as well as a range of participants who act in their role as adults, lay or professional, to foster, educate and in various ways support young people in daily life. The volume opens with an introductory chapter by the editors, who briefly present a practice based perspective on morality, situating at the same time the individual chapters within the fields of discursive research on children and youth in society.

  • 19.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Fyrfota ankor, huvudfotingar och andra barnsliga figurer2001In: För de allra små, Rabén & Sjögren, Stockholm , 2001, p. 126-137Chapter in book (Other (popular science, discussion, etc.))
  • 20. Aronsson, Karin
    Identity-in-interaction and social choreography1998In: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 31, no 1, p. 75-89Article in journal (Refereed)
    Abstract [en]

    Focuses on the social choreographic analysis of identity in social interaction. Dialogic nature of identity; Relation of social action in talk-in-interaction to social order; Subtle alignments both toward specific topics and toward coparticipants; Sequential organization of positions in authentic institutional discourse.

  • 21.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Learning through play2010In: International Encyclopedia of Education / [ed] Penelope Peterson, Eva Baker, Barry McGaw, Oxford: Elsevier , 2010, p. 330-334Chapter in book (Other academic)
  • 22.
    Aronsson, Karin
    Linköpins univeristet.
    Magikern i barnkammaren: Stadier i Jean Piagets utveckling2000In: Tvärsnitt, Vol. 22, no 3, p. 40-55Article in journal (Other academic)
  • 23. Aronsson, Karin
    Med bandspelaren som mikroskop2001In: Psykologtidningen, ISSN 0280-9702, Vol. 47, p. 4-7Article in journal (Other (popular science, discussion, etc.))
  • 24.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Narrative, sociology of2015In: International Encyclopedia of the Social and Behavioral Sciences / [ed] James D. Wright, Elsevier, 2015, 2, p. 218-222Chapter in book (Refereed)
    Abstract [en]

    This review explores work on narratives, focusing on discursive or conversational approaches to narratives as social action. In contrast to analyses of narrative structure, a focus on narration also involves the conversational work of narrators and their co-participants. In institutional contexts, narratives-in-interaction invoke two types of identities, the selves of the narrators, on the one hand, and storyteller positions, on the other, including participation frameworks and the affective and epistemic stances of participants who engage in specific types of actions, such as confessing, complaining, formulating accusations or mobilizing justifications or other defensive accounts.

  • 25.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Narrative, sociology of2001In: International Encyclopedia of the Social & Behavioral Sciences, Pergamon, Oxford , 2001, p. 10285-10289Chapter in book (Other academic)
    Abstract [en]

    This review explores work on narratives, focusing on discursive or conversational approaches to narratives as social action. In contrast to analyses of narrative structure, a focus on narration also involves the conversational work of narrators and their co-participants. In institutional contexts, narratives-in-interaction invoke two types of identities, the selves of the narrators, on the one hand, and storyteller positions, on the other, including participation frameworks and the affective and epistemic stances of participants who engage in specific types of actions, such as confessing, complaining, formulating accusations or mobilizing justifications or other defensive accounts.

  • 26. Aronsson, Karin
    Praktikgemenskap och barns bildskapande i förskolan2001In: Bild i Skolan, ISSN 0349-2117, p. 40-42Article in journal (Other (popular science, discussion, etc.))
  • 27. Aronsson, Karin
    Relocating children in sociology and society1999In: Human Development, ISSN 0018-716X, E-ISSN 1423-0054, Vol. 42, no 1, p. 55-58Article in journal (Refereed)
    Abstract [en]

    Reviews the book "The Sociology of Childhood," by William A. Corsaro.

  • 28.
    Aronsson, Karin
    Linköpings universitet.
    Review of Family dinner talk by Shoshana Blum-Kulka1999In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 31, no 2, p. 287-292Article, book review (Other academic)
  • 29. Aronsson, Karin
    Samtalet som slagfält1999In: Möten: En vänbok till Roger Säljö / [ed] Ullabeth Sätterlund Larsson, Kerstin Bergqvist, Linköping: Tema Kommunikation, Linköpings universitet , 1999, p. 63-82Chapter in book (Other academic)
  • 30.
    Aronsson, Karin
    Linköpings universitet.
    Simonnes bilder: Ett barns berättelse om vardagen2006In: Familjedaghem, Vol. 26, no 3, p. 25-30Article in journal (Other (popular science, discussion, etc.))
  • 31.
    Aronsson, Karin
    Linköpings universitet.
    Social scaling and multivoicedness in children's drawings1998In: Nordic visual arts research.: A theoretical and methodological review. / [ed] Lindström , Lars, Stockholm: HLS Förlag , 1998, p. 141-146Chapter in book (Other academic)
  • 32.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Socialization through play.2009In: Handbook of language socialization. / [ed] A.Duranti, E. Ochs & B. Schieffelin, 2009Chapter in book (Other academic)
  • 33.
    Aronsson, Karin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Socialization through verbal play2011In: Handbook of language socialization / [ed] A. Duranti, E. Ochs & B. Schieffelin, Malden, Ma.: Wiley-Blackwell , 2011Chapter in book (Other academic)
  • 34.
    Aronsson, Karin
    Linköpings unversitet.
    Tattoos, visions, and other autobiographyical resources: On the narrative fabrics of self-making2004In: Narrative Inquiry, ISSN 1387-6740, E-ISSN 1569-9935, Vol. 14, no 2, p. 421-429Article in journal (Refereed)
  • 35.
    Aronsson, Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Aarsand, Pål
    Computer gaming and territorial negotiations in family lif.2009In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 16, no 4, p. 497-517Article in journal (Refereed)
  • 36.
    Aronsson, Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Aarsand, Pål
    Response cries and other gaming moves: Toward an intersubjectivity of gaming2009In: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 41, p. 1557-1575Article in journal (Refereed)
    Abstract [en]

    The present study focuses on the ways in which response cries (Goffman, 1981) are deployed as interactional resources in computer gaming in everyday life. It draws on a large-scale data set of video recordings of the everyday lives of middleclass families. The recordings of gaming between children and between children and parents show that response cries were not arbitrarily located within different phases of gaming (planning, gaming or commenting on gaming). Response cries were primarily used as interactional resources for securing and sustaining joint attention (cf. Goodwin, 1996) during the gaming as such, that is, during periods when the gaming activity was characterized by a relatively high tempo. In gaming between children, response cries co- occurred with their animations of game characters and with sound making, singing along, and code switching in ways that formed something of an action aesthetic, a type of aesthetic that was most clearly seen in gaming between game equals (here: between children). In contrast, response cries were rare during the planning phases and during phases in which the participants primarily engaged in setting up or adjusting the game.

  • 37.
    Aronsson, Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies. Barn- och ungdomsvetenskapliga institutionen.
    Cederborg, Ann-Christin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Department of child and youth studies2014In: Faculty of social sciences, Stockholm University 1964 - 2014 / [ed] Gudrun Dahl and Mats Danielsson, Stockholm: Faculty of Social Sciences , 2014, p. 27-43Chapter in book (Other (popular science, discussion, etc.))
  • 38.
    Aronsson, Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Cederborg, Ann-Christin
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Family therapy and accountability2012In: Journal of Applied Linguistics and Professional Practice, ISSN 2040-3658, E-ISSN 2040-3666, Vol. 9, no 2, p. 193-212Article in journal (Refereed)
  • 39.
    Aronsson, Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Cekaite, A.
    Förhandlingar mellan föräldrar och barn.2009In: Barn, Barndom och föräldraskap. / [ed] A-M. Markström, M. Simonsson, In Söderlind & E. Änggård, Stockholm: Carlssons Bokförlag , 2009, p. 136-154Chapter in book (Other (popular science, discussion, etc.))
  • 40.
    Aronsson, Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Cekaite, Asta
    Activity contracts and directives in everyday family politics2011In: Discourse & Society, ISSN 0957-9265, E-ISSN 1460-3624, Vol. 22, no 2, p. 137-154Article in journal (Refereed)
    Abstract [en]

    In theorizing on family life, children's agency is a feature of a modern type of family, marked by free choice and inter-generational negotiations rather than parental authority. A video ethnography of Swedish everyday family life documents directive sequences and inter-generational negotiations, including what is here called activity contracts: agreements that form a type of inter-generational account work around target activities (e.g. cleaning one's room). Within local family politics, contracts and revised contracts emerge as parts of such account work. The analyses focus on how contracts emerge within successive downgradings and upgradings of parental directives. Activity contracts regulate mutual rights and obligations, invoking family rule statements and local moral order, drawing on an array of verbal and nonverbal resources, ranging from parents' mitigated requests and children's time bargaining to nonverbal escape strategies and gentle shepherding.

  • 41. Aronsson, Karin
    et al.
    Cekaite, Asta
    Skämt, lek och språkövningar: Om deltagande och andraspråksklärande i en förberedelseklass.2006In: Resultatdialog 2006:  forskning inom utbildningsvetenskap, Stockholm: Vetenskapsrådet , 2006, p. 21-26Conference paper (Other academic)
  • 42.
    Aronsson, Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Eriksson Barajas, Katarina
    Linköping University.
    Avid versus struggling readers:: Co-construed pupil identities in school booktalk.2009In: Language and Literature, ISSN 0963-9470, E-ISSN 1461-7293, Vol. 18, no 3, p. 281-299Article in journal (Refereed)
    Abstract [en]

    In the present article, we argue for a combination of reader reception studies and discursive psychology that we would like to call discursive reception studies: that is, discursive-psychological analyses of reader reception data. Such approaches provide possibilities to analyse the role of social interaction in the co-construction of the reading of a given book (or talk on a film or other reader reception data). Drawing on detailed analyses of video-recorded teacher-led booktalk sessions in grades 4—7, pupils’ self presentations and other types of co-construed categorizations of readers are examined and discussed in relation to the pupils’ and teachers’ co-construction of two contrasting categories of reader positions: avid readers (bokslukare ; literally, book-devourers), on the one hand, and struggling readers , on the other. These categorizations in turn involve two different sets of continua in terms of the participants’ (pupils’) spontaneous positionings: one based on motivation (willing versus unwilling readers) and one based on reading speed (fast versus slow readers). Both sets of contrasting categories involve implicit local hierarchies, yet these two continua do not necessarily overlap. An important finding is that the position of a fast reader does not imply the position of a book-lover. Through detailed examinations of the participants’ co-construed local hierarchies in booktalk, this study documents ways in which discursive reception studies may contribute to a deeper understanding of reading as a situated social practice. Our findings have implications for teacher training, with respect to the promotion of literary reading among children.

  • 43.
    Aronsson, Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Forsberg, Lucas
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Generationspositioner och förhandlingar vid middagsbordet2010In: Barnets familjer ur barnkulturella perspektiv / [ed] Anne Banér, Stockholm: Centrum för barnkulturforskning , 2010, p. 23-38Chapter in book (Other academic)
  • 44.
    Aronsson, Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Forsberg, Lucas
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Nourishing a Darwinist.: Discussion on the orgines of life in a Swedish evangelical family.2008In: Conference Proceedings., 2008, p. 89-Conference paper (Refereed)
  • 45.
    Aronsson, Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Gottzén, Lucas
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier.
    Generational positions at family dinner: Food morality and social order2011In: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 40, no 4, p. 405-426Article in journal (Refereed)
    Abstract [en]

    This article concerns generation and food morality, drawing on video recordings of dinners in Swedish middle-class families. A detailed analysis of affectdisplays during one family dinner extends prior work on food morality (Ochs, Pontecorvo, & Fasulo 1996; Grieshaber 1997; Bourdieu 2003; Wiggins 2004), documenting ways in which participants may shift between distinct GENERATIONAL POSITIONS with respect to affects and food morality (from “irresponsiblechild” to caretaker positions). In our recordings, an elder sibling is shifting between a series of contrasting affective stances (Ochs & Schieffelin 1989; M. Goodwin 2006; Stivers 2008), linked to generational positionsalong an implicit age continuum: positioning himself, at one end of the continuum,as his young brother’s accomplice, and at the other as an adult, aserious guardian of food morality. This study shows that generational positionsare not fixed, but are positions adopted as parts of language socializationand interactional events.

  • 46. Aronsson, Karin
    et al.
    Hundeide, Karsten
    Relational rationality and children’s interview responses2002In: Human Development, ISSN 0018-716X, E-ISSN 1423-0054, Vol. 45, no 3, p. 174-187Article in journal (Refereed)
    Abstract [en]

    Children’s interview responses are often read monologically, as mirror reflections of their spontaneous thinking. In contrast, analyses of alignments and collaboration imply a dialogical approach. We argue that in a dialogical analysis, children’s interview responses should be read in terms of a relational rationality. Against the backdrop of such a rationality, ‘immature’ responses can be understood in terms of children’s desire to please the interviewer, and by their rational desire to align themselves with their co-participants. In contrast to the scientific rationality of Grice’s conversational maxims, relational rationality is instead discussed in terms of social relations

  • 47.
    Aronsson, Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ingrids, Henrik
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Vittnesmål i vårdnadstvister: förhandlingar om barnets bästa i domstol och familjerätt2014In: Barnrätt: en antologi / [ed] Ann-Christin Cederborg, Wiweka Warnling-Nerep, Stockholm: Norstedts Juridik AB, 2014, p. 39-54Chapter in book (Other academic)
  • 48. Aronsson, Karin
    et al.
    Junge, Barbara
    Intellectual realism and social scaling in children's art: Some critical reflections on the basis of Ethiopian children's drawings2000In: The cultural context.: Comparative studies of art education and children's drawings / [ed] Lars Lindström, Stockholm: Stockholm Institute of Education Press (HLS förl.), , 2000, p. 135-159Chapter in book (Other academic)
  • 49.
    Aronsson, Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Osvaldsson, Karin
    Distrust and the co-construction of blame narratives: Value leakage and the contestation of character assessments2013In: Dialogical approaches to trust in communication / [ed] Per Linell & Ivana Markova, Information Age Publishing, 2013Chapter in book (Refereed)
  • 50.
    Aronsson, Karin
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies. Barn- och ungdomsvetenskapliga institutionen.
    Osvaldsson, Karin
    Trust and the contestation of blame narratives: veiled stances in an institutional assessment context2014In: Dialogical approaches to trust in communication / [ed] Per Linell and Ivana Marková, Charlotte, NC: Information Age Publishing, 2014, p. 29-49Chapter in book (Other academic)
12 1 - 50 of 87
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