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  • 1.
    Frankenberg, Sofia J.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Mapping Ethics With the Digital Maps Metaphor: Addressing Raised Eyebrows and Bolded Question Marks in Relation to Developmental Test Methodology2018In: Mind, Brain, and Education, ISSN 1751-2271, E-ISSN 1751-228XArticle in journal (Refereed)
    Abstract [en]

    The Digital Maps Metaphor (DMM) is suggested as a transdisciplinary research tool to overcome some of the challenges that are potentially inherent in research projects that involve multiple aims, objectives, knowledge claims, and methodologies. Based on the understanding of metaphors as embodied concepts, it is argued that the DMM can be used to structure mappings of the different rationalities within transdisciplinary projects. The advantage of the DMM is illustrated by the metaphor's application to a comprehensive transdisciplinary intervention study in Swedish preschools. The structural mapping brings forth a number of contradictions between the Childhood Map, the Critical and Micro‐political map, and the Developmental map. Potentials for new emergent understandings, facilitated by the metaphor, are suggested for the benefit of children's learning and development. Empirical studies of the effectiveness of the metaphor should be the next step in order to assess its usefulness in different educational and scientific contexts.

  • 2.
    Frankenberg, Sofia Johnson
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Holmqvist, Rolf
    Rubenson, Birgitta
    In Earlier Days Everyone Could Discipline Children, Now They Have Rights': Caregiving Dilemmas of Guidance and Control in Urban Tanzania2014In: Journal of Community and Applied Social Phychology, ISSN 1052-9284, E-ISSN 1099-1298, Vol. 24, no 3, p. 191-204Article in journal (Refereed)
    Abstract [en]

    Caregiving practices in Tanzania are potentially affected by socio-demographic change such as urbanization and globalization. The aim of this study is to explore adult caregivers' discourses regarding the responsibility of caregiving, related to guidance and control of children in Tanzania. Data was collected in focus group discussions with parents and grandparents in an urban area of Tanzania. The analysis found two interpretative repertoires: guidance and control as a community matter and guidance and control as a family matter. These repertoires are related to responsibility and to an ideological dilemma regarding parental authority and individual's rights. The findings are discussed in relation to the tendency to polarize between ideologically traditional versus modern societies. This illustrates how lived ideology of caregiving responsibility is historically and socially situated, in the local context and how the spread of Children's Rights ideology needs to be understood in this context.

  • 3.
    Johnson Frankenberg, Sofia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Rindstedt, Camilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Rubenson, Birgitta
    Holmqvist, Rolf
    Being and becoming a responsible caregiver: Negotiating guidance and control in family interaction in Tanzania2013In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 20, no 4, p. 487-506Article in journal (Refereed)
    Abstract [en]

    This study explores how siblings in Tanzania actively engage in their own socialization through the negotiation and local design of caregiving practices and control between younger siblings (age 1-3), older siblings (age 3-13) and adults. Analyses of moment-to-moment embodied, multimodal sequences of interaction illustrate how caregiving responsibility is negotiated. The analysis is multidisciplinary drawing on concepts developed in the traditions of sociology, language socialization and applied linguistics. The findings highlight the usefulness of a concept of socialization which recognizes the agency of the child and are discussed in relation to constructions of the caregiving child as both being and becoming.

  • 4.
    Kjällander, Susanne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Johnsson Frankenberg, Sofia
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    How to design a digital individual learning RCT-study in the context of the Swedish preschool: experiences from a pilot study2018In: International Journal of Research and Method in Education, ISSN 1743-727X, E-ISSN 1743-7288Article in journal (Refereed)
    Abstract [en]

    This article takes its point of departure in the research methodology of a comprehensive and multi-disciplinary innovative intervention study in Swedish preschools with preschoolers aged 3–5, involving two digital learning games focusing early math and executive functions. Based on a combination of video-ethnography, focus groups, field notes and digital progression log data, the analysis of a pilot study of the pedagogical intervention challenges and extends theoretical and methodological perspectives on what it means to undertake an intervention study in this context. The aim is to discuss what a mixed-methods research approach may provide for the understanding of intervention methodology by illustrating how different types of data provide understandings of how and to what extent the intervention components are functional in the pedagogical setting. The conclusion the analysis supports is that unless children’s and preschool teachers’ meaning making of the unfolding actions in the digital interface make them engage in the activity and dynamically fits within the institutional preschool system, the intervention will not be functional. A pilot study can provide detailed understandings of why, how and in what contexts interventions as part of the dynamic preschool systems can be implemented with adherence and fidelity.

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