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  • 1. Aarsand, Pål
    et al.
    Aronsson, Karin
    Linköpings universitet.
    Spel, familjeliv och virtuella ru2007Inngår i: Virtuella lekar och digitala berättelser: Perspektiv på datorspel, Studentlitteratur, Lund , 2007, s. 85-103Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 2. Andersson, Gunvor
    et al.
    Aronsson, Karin
    Linköpings universitet.
    Hessle, Sven
    Hollander, Anna
    Lundström, Tommy
    Haverier i social barnavård?: Fem fallstudier2001Inngår i: Haverier i social barnavård?: Fem fallstudier, Stockholm: Gothia , 2001Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 3. Aronsson, Karin
    Address, affect, and audience design in bilingual multiparty talk2000Inngår i: 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 , 2000Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 4. Aronsson, Karin
    Att möta huvudfotingens blick2002Inngår i: Bild i Skolan, nr 3, s. 34-Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 5.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap, Centrum för barnkulturforskning.
    Att rita duvor eller SPJSGÖLS.: Om global fantasi och visuell kultur2006Inngår i: Barnkultur i skilda världar / [ed] Karin Helander, Stockholm: Centum för barnkulturforskning , 2006, s. 29-44Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 6.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Barn som vittnen2004Inngår i: Barn och makt, Iustus Förlag, Uppsala , 2004, s. 37-48Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 7.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Barnbilden som försvann.2009Inngår i: Historien, barnen och barndomarna.: Vad är problemet? / [ed] J. Lind, C. Lindgren, M. Sjöberg & K. Zetterkvist-Nelson, Linköping: Linköpings Universitet/Bokakademien AB , 2009, s. 15-26Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 8.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Barnperspektiv: att avläsa barns utsatthet2012Inngår i: Locus, ISSN 1100-3197, Vol. 24, nr 1-2, s. 95-111Artikkel i tidsskrift (Annet vitenskapelig)
  • 9.
    Aronsson, Karin
    Linköpings universitet.
    Barns världar - barns bilder1997Bok (Annet vitenskapelig)
  • 10.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Bildetnografi och barnperspektiv: Simonnes bildbiografi2008Inngår i: Kunskapande, kommunikation och bedömning i gestaltande utbildning, Stockholms Universitets Förlag, Stockholm , 2008, s. 13-20Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 11.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Datorspel, sociala allianser och informellt lärande.: 2011Inngår i: Fritidspedagogik: Fritidslärares uppdrag på fritidshemmet och i skolan. / [ed] A. Pihlgren, Lund: Studentlitteratur , 2011Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 12.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Den moderna familjen och förhandlingar om tid2012Inngår i: Familjeliv och lärande / [ed] Liselott Aarsand, Pål Aarsand, Lund, 2012, s. 27-46Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 13.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Directives, affect, and family life choreographies 2011Inngår i: , 2011Konferansepaper (Fagfellevurdert)
  • 14.
    Aronsson, Karin
    Linköpings universitet.
    Diskursiv psykologi2005Inngår i: Vår tids psykologi / [ed] Hwang, Philip, Stockholm: Natur och Kultur , 2005, s. 587-589Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 15.
    Aronsson, Karin
    Linköpings universitet.
    Doing family: An interactive accomplishment2006Inngår i: Text & Talk, ISSN 1860-7330, Vol. 26, nr 4/5, s. 619-626Artikkel i tidsskrift (Fagfellevurdert)
    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
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Familjeliv och vardagslivets tidspolitik2010Inngår i: Locus, ISSN 1100-3197, Vol. 22, nr 4, s. 3-16Artikkel i tidsskrift (Annet vitenskapelig)
  • 17.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Family Life Activities and Everyday Time Politics2012Inngår i: Children, childhood and everyday life: Children's perspectives / [ed] Mariane Hedegaard, Karin Aronsson, Charlotte Højholt, Oddbjørg Skjær Ulvik, Charlotte, NC: Information Age Publishing, 2012, s. 75-90Kapittel i bok, del av antologi (Fagfellevurdert)
  • 18.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Family therapy and accountability2014Inngår i: Morality in practice: exploring childhood, parenthood and schooling in everyday life / [ed] Jakob Cromdal, Michael Tholander, London: Equinox Publishing, 2014Kapittel i bok, del av antologi (Annet vitenskapelig)
    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
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Fyrfota ankor, huvudfotingar och andra barnsliga figurer2001Inngår i: För de allra små, Rabén & Sjögren, Stockholm , 2001, s. 126-137Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 20. Aronsson, Karin
    Identity-in-interaction and social choreography1998Inngår i: Research on Language and Social Interaction, ISSN 0835-1813, E-ISSN 1532-7973, Vol. 31, nr 1, s. 75-89Artikkel i tidsskrift (Fagfellevurdert)
    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
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Learning through play2010Inngår i: International Encyclopedia of Education / [ed] Penelope Peterson, Eva Baker, Barry McGaw, Oxford: Elsevier , 2010, s. 330-334Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 22.
    Aronsson, Karin
    Linköpins univeristet.
    Magikern i barnkammaren: Stadier i Jean Piagets utveckling2000Inngår i: Tvärsnitt, Vol. 22, nr 3, s. 40-55Artikkel i tidsskrift (Annet vitenskapelig)
  • 23. Aronsson, Karin
    Med bandspelaren som mikroskop2001Inngår i: Psykologtidningen, ISSN 0280-9702, Vol. 47, s. 4-7Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 24.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Myths about bilingual learning in family life settings: Leoold’s child language biographies and contemporary children’s play practices2018Inngår i: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657XArtikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In four volumes, Werner Leopold documented his first child's acquisition of German and English (e.g. 1939; 1949). In this article I problematize contemporary myths about bilingualism that partly date back to Leopold's pioneering work and his theorizing about the one-language/one- person method of language development. Notably, this method worked for his first-born, but not for his second child, whose very existence has often not been noted. A dyadic bias – privileging the study of one parent/one child – has led to a neglect of the role of siblings and peers. Moreover, a cognitive bias has led to an under-analysis of the role of play in language acquisition. On the basis of work on play practices and activity settings, this paper addresses these biases, highlighting the role of social demands and play communities for multilingual development. Several explanations are presented for why Leopold's second child did not speak German. In foregrounding the social situation of development and the role of play, this paper advocates more holistic approaches, including the study of hybrid improvisations in everyday practices.

  • 25.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Narrative, sociology of2015Inngår i: International Encyclopedia of the Social and Behavioral Sciences / [ed] James D. Wright, Elsevier, 2015, 2, s. 218-222Kapittel i bok, del av antologi (Fagfellevurdert)
    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
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Narrative, sociology of2001Inngår i: International Encyclopedia of the Social & Behavioral Sciences, Pergamon, Oxford , 2001, s. 10285-10289Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 27.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Negative interrogatives and adversarial uptake: Building hostility in child custody examinations2018Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 136, s. 39-53Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This study documents the adversarial role of negative interrogatives in courtroom talk. It involves a large set of audio-recordings of child custody proceedings. The focus is on sequences where different attorneys examined conflicting parents in two contexts: their own client versus the other side parent. Overwhelmingly, negative interrogatives were located, not in the first round of questions (same side), but during the cross-examination of the other side. The analytical focus is on parents' uptake to the attorneys' questions (in a collection of 289 negative interrogatives; from 156 examinations). All negative interrogatives, such as 'So the children won't see their grandma?', were cast in a polar format, projecting minimal yes-/no-responses. Yet, the parents' uptake featured expanded responses defensive accounts and counter-blame beyond minimal responses. Hostility was built up sequentially through the parents' uptake in the form of counter-blame and other re-allocations of blame. The blame accounts were highlighted through extreme case formulations, rhetorical comments and other discursive devices. In this courtroom context, the parents were to answer, not to ask questions. Yet, they at times confronted the court, through metapragmatic questions, disrupting the interaction order of the courtroom. In numerous ways, negative interrogatives were related to adversarial features and escalation.

  • 28. Aronsson, Karin
    Praktikgemenskap och barns bildskapande i förskolan2001Inngår i: Bild i Skolan, ISSN 0349-2117, s. 40-42Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 29. Aronsson, Karin
    Relocating children in sociology and society1999Inngår i: Human Development, ISSN 0018-716X, E-ISSN 1423-0054, Vol. 42, nr 1, s. 55-58Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 30.
    Aronsson, Karin
    Linköpings universitet.
    Review of Family dinner talk by Shoshana Blum-Kulka1999Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 31, nr 2, s. 287-292Artikkel, omtale (Annet vitenskapelig)
  • 31. Aronsson, Karin
    Samtalet som slagfält1999Inngår i: Möten: En vänbok till Roger Säljö / [ed] Ullabeth Sätterlund Larsson, Kerstin Bergqvist, Linköping: Tema Kommunikation, Linköpings universitet , 1999, s. 63-82Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 32.
    Aronsson, Karin
    Linköpings universitet.
    Simonnes bilder: Ett barns berättelse om vardagen2006Inngår i: Familjedaghem, Vol. 26, nr 3, s. 25-30Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 33.
    Aronsson, Karin
    Linköpings universitet.
    Social scaling and multivoicedness in children's drawings1998Inngår i: Nordic visual arts research.: A theoretical and methodological review. / [ed] Lindström , Lars, Stockholm: HLS Förlag , 1998, s. 141-146Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 34.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Socialization through play.2009Inngår i: Handbook of language socialization. / [ed] A.Duranti, E. Ochs & B. Schieffelin, 2009Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 35.
    Aronsson, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Socialization through verbal play2011Inngår i: Handbook of language socialization / [ed] A. Duranti, E. Ochs & B. Schieffelin, Malden, Ma.: Wiley-Blackwell , 2011Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 36.
    Aronsson, Karin
    Linköpings unversitet.
    Tattoos, visions, and other autobiographyical resources: On the narrative fabrics of self-making2004Inngår i: Narrative Inquiry, ISSN 1387-6740, E-ISSN 1569-9935, Vol. 14, nr 2, s. 421-429Artikkel i tidsskrift (Fagfellevurdert)
  • 37.
    Aronsson, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Aarsand, Pål
    Computer gaming and territorial negotiations in family lif.2009Inngår i: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 16, nr 4, s. 497-517Artikkel i tidsskrift (Fagfellevurdert)
  • 38.
    Aronsson, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Aarsand, Pål
    Response cries and other gaming moves: Toward an intersubjectivity of gaming2009Inngår i: Journal of Pragmatics, ISSN 0378-2166, E-ISSN 1879-1387, Vol. 41, s. 1557-1575Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 39.
    Aronsson, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen. Barn- och ungdomsvetenskapliga institutionen.
    Cederborg, Ann-Christin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Department of child and youth studies2014Inngår i: Faculty of social sciences, Stockholm University 1964 - 2014 / [ed] Gudrun Dahl and Mats Danielsson, Stockholm: Faculty of Social Sciences , 2014, s. 27-43Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 40.
    Aronsson, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Cederborg, Ann-Christin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Family therapy and accountability2012Inngår i: Journal of Applied Linguistics and Professional Practice, ISSN 2040-3658, E-ISSN 2040-3666, Vol. 9, nr 2, s. 193-212Artikkel i tidsskrift (Fagfellevurdert)
  • 41.
    Aronsson, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Cekaite, A.
    Förhandlingar mellan föräldrar och barn.2009Inngår i: Barn, Barndom och föräldraskap. / [ed] A-M. Markström, M. Simonsson, In Söderlind & E. Änggård, Stockholm: Carlssons Bokförlag , 2009, s. 136-154Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 42.
    Aronsson, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Cekaite, Asta
    Activity contracts and directives in everyday family politics2011Inngår i: Discourse & Society, ISSN 0957-9265, E-ISSN 1460-3624, Vol. 22, nr 2, s. 137-154Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 43. Aronsson, Karin
    et al.
    Cekaite, Asta
    Skämt, lek och språkövningar: Om deltagande och andraspråksklärande i en förberedelseklass.2006Inngår i: Resultatdialog 2006:  forskning inom utbildningsvetenskap, Stockholm: Vetenskapsrådet , 2006, s. 21-26Konferansepaper (Annet vitenskapelig)
  • 44.
    Aronsson, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Eriksson Barajas, Katarina
    Linköping University.
    Avid versus struggling readers:: Co-construed pupil identities in school booktalk.2009Inngår i: Language and Literature, ISSN 0963-9470, E-ISSN 1461-7293, Vol. 18, nr 3, s. 281-299Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 45.
    Aronsson, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Forsberg, Lucas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Generationspositioner och förhandlingar vid middagsbordet2010Inngår i: Barnets familjer ur barnkulturella perspektiv / [ed] Anne Banér, Stockholm: Centrum för barnkulturforskning , 2010, s. 23-38Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 46.
    Aronsson, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Forsberg, Lucas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för barn- och ungdomsvetenskap.
    Nourishing a Darwinist.: Discussion on the orgines of life in a Swedish evangelical family.2008Inngår i: Conference Proceedings., 2008, s. 89-Konferansepaper (Fagfellevurdert)
  • 47.
    Aronsson, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Gottzén, Lucas
    Generational positions at family dinner: Food morality and social order2011Inngår i: Language in society (London. Print), ISSN 0047-4045, E-ISSN 1469-8013, Vol. 40, nr 4, s. 405-426Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article concerns generation and food morality, drawing on video recordings of dinners in Swedish middle-class families. A detailed analysis of affect displays 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 positions along 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, a serious guardian of food morality. This study shows that generational positions are not fixed, but are positions adopted as parts of language socialization and interactional events.

  • 48. Aronsson, Karin
    et al.
    Hundeide, Karsten
    Relational rationality and children’s interview responses2002Inngår i: Human Development, ISSN 0018-716X, E-ISSN 1423-0054, Vol. 45, nr 3, s. 174-187Artikkel i tidsskrift (Fagfellevurdert)
    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

  • 49.
    Aronsson, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Ingrids, Henrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Vittnesmål i vårdnadstvister: förhandlingar om barnets bästa i domstol och familjerätt2014Inngår i: Barnrätt: en antologi / [ed] Ann-Christin Cederborg, Wiweka Warnling-Nerep, Stockholm: Norstedts Juridik AB, 2014, s. 39-54Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 50. 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 drawings2000Inngår i: The cultural context.: Comparative studies of art education and children's drawings / [ed] Lars Lindström, Stockholm: Stockholm Institute of Education Press (HLS förl.), , 2000, s. 135-159Kapittel i bok, del av antologi (Annet vitenskapelig)
12 1 - 50 of 92
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