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  • 1.
    Kane, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Assessing the needs and interests of pupils in school age educare2019In: Abstract book, 2019, p. 520-521Conference paper (Refereed)
    Abstract [en]

    At a time when educational assessment drives school development in all Nordic countries, it is a challenge to work in school-age educare, where the development of local service should be driven by the needs and interests of the pupils (SNEA, 2018). Our action research project aims to explore this specific part of school-age educare practice together with staff in two urban schools in different socio-economic areas. While there are studies about assessment (Andersson, 2013) and systematic development work (Lager, 2016) that will inform this study, there is no other research about school-age educare that focuses on this particular aspect of school-age educare. Research in preschools suggests that staff develop the service based on their own interests rather than the children’s (Fast, 2007). Moberg (2018, p.122) explores ”how the concept ofchildren’s interestsis allowed to act through its relations to other actors” and thus “what gets to count as children’s interests” (p.123) suggests that we try and trace the concept in practice. The project attempts to map methods already in use as well as explore possible new methods to assess pupils’ needs and interests. We want to discuss whose perspective the practice opens up for and what view of the child the practice allows. The project hopes to activate discussions about what pupils are allowed to do and be or how they should behave in school-age educare. We also want to avoid fixed categorisations of children, since how children are discussed limits or allows for change in different ways (Holmberg, 2017).

  • 2.
    Ljusberg, Anna-Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Holmberg, Linnéa
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Lärare, barn och lärande i kurslitteratur – ideologiska dilemman i talet om fritidshem2019In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 3, p. 17-33Article in journal (Refereed)
    Abstract [en]

    In recent years, the number of different course books focused on school-age educare available for undergraduates in teacher education programs for primary school has increased. Thus studying what particular version of school-age educare is legitimized in this discursive practice and how this is done rhetorically becomes pertinent. This article examines and illuminates how this course literature – used at several universities in Sweden – stages a certain way of speaking about school-age educare and thereby may ascribe teachers and children specific subject positions. The study shows how recurrent ideological dilemmas are used as linguistic resources to manage some constantly present contradictions: school-age educare is supposed to be both democratic and child centered, as well as professionally planned and lead. The findings illuminate a homogenous depiction of how school-age educare is distinguished from traditional and formal schooling and thereby promoted as a unique but also necessary form of education. As a consequence, an ideal teacher is someone who is specialized in being actively passive and passively active, and an expert on children’s learning while children are considered expertson themselves and in the activities as well. That is, teacher’s professionalism in educare is tied to the skill of not being formal and school-like, but still being educational in a way that promotes politically-approved learning and development.

  • 3.
    Ljusberg, Anna-Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Holmberg, Linnéa
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Teachers' Professionalism in Educare2019Conference paper (Refereed)
    Abstract [en]

    In Sweden there has in recent years there been an increase in literature focused on school-age educare available for undergraduates in teacher education program for primary school, specializing in school-age educare. With this, it seems pertinent to study which particular version of school-age educare that is legitimized in this discursive practice, and how this is done rhetorically. Thus, this article examines and highlight how this literature – used at several universities in Sweden – stage a certain way of speaking about this phenomenon and thereby ascribes teachers and children specific subject positions. The study shows how recurrent ideological dilemmas are used as linguistic resources in order to manage some constantly present contradictions; school-age educare is supposed to be both democratic and child centered, as well as professionally planned and lead. The findings illustrate a homogenous depiction of how school-age educare should be distinguished from traditional and formal schooling and thereby be viewed as a unique but also necessary form of education. As a consequence, an ideal teacher is positioned as someone who is specialized in being actively passive and passively active, and as an expert on children´s learning while children are to be considered as experts in the activities as well. That is, teacher’s professionalism in educare lies in the skills of not being formal and school-like but still being educational in a way that promotes politically approved learning and development.

  • 4.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Doing Masculinity in School-Age Child-Care: An Ethnographic Study 2018In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 6, no 1, p. 66-79Article in journal (Refereed)
    Abstract [en]

    This article is based on data from a two-year ethnographic study on children in school-age child-care in Sweden. It describes a boy’s way from positioning himself as a “boy who does not fight” to a “boy who fights”. In Sweden, independence is viewed as paramount. Fostering children to independence can be seen from different perspectives, and the teachers in this particular setting hand over the power to the children. The social climate in the setting was quite tough, and the children – especially the boys – formed a social hierarchy by using their fists. The material was studied with help from analytical tools dealing with gender, position and power.

  • 5.
    Klerfelt, Anna
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Eliciting Concepts in the Field of Extended Education – A Swedish Provoke2018In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 6, no 2, p. 122-131Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to contribute to the discussion concerning the concepts used in the field of extended education by scrutinising different concepts that can contribute to research and guard the specific educational attitude of extended education as viewed from a Swedish perspective. The discussion will be based on a review of concepts used in both national and international research, as well as those formulated in Swedish policy documents and traditionally used in Swedish schoolage educare activity. Defining extended education as a social practice that aims at meaning making based on experiences from everyday life will be an important theoretical starting point to which the discussed concepts will be related. The significance of taking a point of departure in children’s perspectives is central in the article. Finally, some newly created concepts will be suggested as significant for the development of extended education.

  • 6. Wendelborg, Christian
    et al.
    Caspersen, Joakim
    Mordal, Siri
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Valenta, Marko
    Bunar, Nihad
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Lek, læring og ikke-pedagogikk for alle: Nasjonal evaluering av skolefritidsordningen i Norge2018Report (Other academic)
  • 7.
    Klerfelt, Anna
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Perspectives on the field of extended education and possible concepts2017Conference paper (Other academic)
  • 8.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    School-Age Child-Care in Sweden2017Conference paper (Other academic)
  • 9.
    Ljusberg, Anna-Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Gottzén, Lucas
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    The image of the child in school-age childcare education textbooks2016Conference paper (Refereed)
  • 10.
    Ljusberg, Anna-Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Hippinen Ahlgren, Anneli
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Child perspectives in a School-Age Educare setting2015In: : Barcelona, Catalunya, Spain7th - 10th September 2015, 2015Conference paper (Other academic)
    Abstract [en]

    The aim is to study children’s meaningmaking about learning in school age educare. The university trained school age educare teachers’ competence differs to some degree from a classroom teacher due to the pedagogy that focuses more on child perspectives, identity making, care and learning through practical and aesthetical methods (Hansen, 1999; Carlander, 1999; Haglund, 2004). From a child´s perspective this can mean that school age educare teachers can offer different tools that will help them in their subject’s orientated learning process and in lifelong learning (Evaldsson, 1993; Hippinen-Ahlgren, fortcoming; Johansson & Ljusberg, 2004; Kjaer, 2005; Pálsdóttir, 2010)

    The theoretical perspective used is socio-cultural. Pupils are constructed by and also construct themselves in interaction with various discourses they encounter. Discourses are built in and around artifacts (Vygotskij 1999; Bakhtin 1986; Säljö 1999, 2000). Learning and sense making is seen from this perspective as participation in communication/interaction.

    The study is based on semi structural interviews with children attending school age educare.

    Places and individuals are made anonymous in field notes and in the processing of the material. The audio recordings are kept locked in filing cabinets at Stockholm University. In the written informed consent directed to teachers, students and their guardians it is clear who is responsible for the project with contact information. Observational studies and interviews carried out only where participants (and guardians) gave their consent.

    How can we understand children’s meaningmaking about learning in school age educare?

    How can we understand and develop the practice from children’s perspective?

  • 11.
    Ljusberg, Anna-Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Kane, Eva
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Adults presence in children’s play in school age childcare2013Conference paper (Other academic)
  • 12.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Att möta barn och unga i en multimodal praktik2013In: Meningsskapande fritidshem: studio som arena för multimodalt lärande / [ed] Malin Rohlin, Lund: Studentlitteratur AB, 2013, p. 143-153Chapter in book (Other (popular science, discussion, etc.))
  • 13.
    Kane, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Larsson, Håkan
    Making Magic Soup - The facilitation of play in school-age childcare2013In: International Journal of Play, ISSN 2159-4937, Vol. 2, no 1, p. 7-21Article in journal (Refereed)
    Abstract [en]

    This paper explores socially shared knowledge of facilitating play in a learning institution such as a school-age childcare setting (services provided for children outside school hours, often while parents are at work). Previous research makes it clear that the area of play facilitation needs further exploration. It points to a tension between children's agency in play and the constraints of the setting. The pedagogical traditions of Froebel and Dewey have been used to explore the options for action in this field of tension. Staff from four school-age childcare settings – three Swedish and one English – took part in focus groups. The transcriptions of the spoken dialogue were categorised using dialogic analysis. The paper presents samples of conversations highlighting the above tensions and analyses them in the light of the theory. The findings show that staff negotiated these tensions daily and that the developed model can be used to reflect on the intentions and approaches of a service that only partly facilitates play. The conclusion is that the ability of staff to interpret children's play as children exploring their agency is crucial when facilitating play in a learning institution.

  • 14.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    School-Age Educare: Different Ways of Talking as Arenas for Inclusion2012Conference paper (Refereed)
    Abstract [en]

    I present an approach for a proposed study using discourse analysis, with the aim of studying how pupils interact with childcare teachers during school-age childcare and during school hours.

    In Sweden almost 80 % of the child population between six and nine years old attends school-age child-care - mostly integrated in the school. In a Swedish thesis from 1999, Karlsudd, declares that school-age child-care can boast of being like a final integration sanctuary, while the school, unfortunately rarely succeed in their integration efforts (Karlsudd, 1999). Time has changed, in a conference paper 12 years later Karlsudd declares; the final integration sanctuary is probably soon lost (Karlsudd, 2011). In Sweden as in several other countries we can see that medical discourse has been given priority in the educational context (Ljusberg, 2009). Goals in both the Swedish school law and the curricula state that all pupils are to be regarded as equal, to have equal rights to education, and equal circumstances in school. In my thesis (Ljusberg, 2009) I am using different perspectives, a relational perspective and a compensatory perspective (also called the medical psychological perspective (Bailey, 1998), and the individual or categorical perspective (Emanuelsson, Persson & Rosenqvist, 2001). From a compensatory perspective the difficulties are attached to the pupil, from a relational perspective the difficulties are studied as situated social constructions (Hjörne, 2004; Mehan, 1993). In this paper I present my approach for a ethno-methodological study using discourse analysis with the aim to study how pupils interact/are talking with school-age child-care teachers in one hand during school-age child-care and on the other hand during school hours.

     

  • 15.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    Children’s views on attending a remedial class – because of concentration difficulties2011In: Child Care Health and Development, ISSN 0305-1862, E-ISSN 1365-2214, Vol. 37, no 3, p. 440-445Article in journal (Refereed)
    Abstract [en]

    Background An increasing number of segregating solutions (e.g. remedial classes) can be seen in Swedish schools. The aim of this article is to stress how children describe why they attend a remedial class and what it means to be a pupil in that setting. Methods The data collection consists of semi-structured interviews with 10 pupils between 10 and 12 years old attending 10 different remedial classes because they had been attributed with having concentration difficulties or diagnosed with attention deficit/hyperactivity disorder. The content of the interviews was described and analysed in relation to the classroom context. The socio-cultural perspective is used as a screen to describe and understand the children’s comments about attending remedial class. Results and conclusions All interviews with the children indicate that they are carriers of their schools’ compensatory perspective. This means that they are fully aware of the fact that they are regarded as difficult, with annoying and problematic behaviour, deviating from pupils’ in general. The remedial class creates social difficulties for the children; they see themselves as deviant, they lose old friends and there are limited possibilities of establishing new friendship in remedial classes.

  • 16.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Constructing young masculinity in an after-school centre2011Conference paper (Other academic)
  • 17.
    Ljusberg, Anna-Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Philgren, Ann
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Rohlin, Malin
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Schön, Gudrun
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Hippinen, Anneli
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Education in School-Age Childcare and Learning Studies2011Conference paper (Other academic)
  • 18.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Science, Department of Education in Arts and Professions.
    The structured classroom2011In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 15, no 2, p. 195-210Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to highlight the organisation of the remedial classroom. The data were collected from observations and semi-structured interviews with 10 teachers in remedial classes for children seen and treated as having concentration deficits. The teachers use primarily compensatory language that places the deficits in the pupils. Something appearing both in the interviews and in the organisation of the classroom is the structured classroom. In the remedial class it can be expresse by dividing the pupils’ working place areas with screens or turning the pupils’ desks toward a bare wall, and strongly structuring the teaching. By pointing out the problem as pupils’ social deficits, the schools reduce their agency. The goal of remedial classes is that the pupils will return to the ordinary class. This article suggests that what pupils in remedial classes learn primarily is to be a pupil in a remedial class.

  • 19.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Classroom climate. Changing practices in inclusive schools2009Conference paper (Other academic)
  • 20.
    Brodin, Jane
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    IRIS Teacher Training: CD2009Other (Other academic)
    Abstract [en]

    CD in English from the IRIS Teacher Training package. International cooperation between Austria, Belgium, Catalonia (Spain), England, Portugal and Sweden. Focus is on inclusive education and classroom climate.

  • 21.
    Brodin, Jane
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Support systems in preschools and schools in Europe - IRIS Project2009Conference paper (Refereed)
    Abstract [en]

    This presentation is based on the European project IRIS concerning inclusion of children in need of special support in preschools and schools. Seven partners from six countries are involved in the project and the support systems presented is based on information from all project partners.

  • 22.
    Ljusberg, Anna-Lena
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Barn som far illa och anmälningsplikt2008In: Barn i utsatta livssituationer / [ed] Jane Brodin, Malmö: Gleerups utbildning , 2008Chapter in book (Other (popular science, discussion, etc.))
  • 23.
    Ljusberg, Anna-Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Brodin, Jane
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    IRIS Improvement Through Research in Inclusive Schools: EU-project2008In: Ensuring a Society for ALL: 21st International Congress of Rehabilitation International, 2008Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    A presentation of the IRIS project which is a cooperation with six countries and seven partners involved. The overall aim is to promote a school for all children.

  • 24.
    Brodin, Jane
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Anna-Lena, Ljusberg
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Teaching children with attention deficit hyperactivity disorder in remedial classes2008In: International Journal of Rehabilitation Research, ISSN 0342-5282, E-ISSN 1473-5660, Vol. 31, no 4, p. 351-355Article in journal (Refereed)
    Abstract [en]

    This article is based on data collected in the interdisciplinary project ‘basic skills, social interaction and training of the working memory’. The trend in today's schools is to work for inclusion of all children based on the Convention on the Rights of the Child. The focus of this study is teachers' and parents' views on the education of children with attention deficit hyperactivity disorder and similar symptoms. The aim is to increase teachers' and parents' knowledge of the school context for this group of children. A questionnaire was developed and distributed to all teachers and parents involved in the project and data were compiled and reported in running text. Twenty-one teachers and school staff, and 41 parents (one dropped out) were involved. The results showed that problems in the classroom sometimes exceeded the genuine tasks of the school, and too much time was spent on reproving pupils' unacceptable behaviours.

  • 25.
    Ljusberg, Anna-Lena
    Stockholm University, The Stockholm Institute of Education.
    Attending remedial class. “Perhaps because I have some AD/HD”2007Conference paper (Refereed)
  • 26.
    Ljusberg, Anna-Lena
    et al.
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Brodin, Jane
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Lindstrand, Peg
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Ethical issues when interviewing children in remedial classes2007In: International Journal of Rehabilitation Research, ISSN 0342-5282, E-ISSN 1473-5660, Vol. 30, no 3, p. 203-207Article in journal (Refereed)
  • 27.
    Ljusberg, Anna-Lena
    et al.
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Brodin, Jane
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Lindstrand, Peg
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Interviewing children in remedial classes2007In: International Journal of Rehabilitation Research, ISSN 0342-5282, E-ISSN 1473-5660, Vol. 30, no 3, p. 203-207Article in journal (Refereed)
    Abstract [en]

    This study concerns the ethical issues related to interviews with children. In a sub study of the Basic Skills, Social Interaction and Training of the Working Memory (BASTA) project, 10 children between 10 and 12 years of age were interviewed. Interviews involving children have to address many more ethical issues than interviews with adults. Children constitute an overexposed group because they are under age, and because they stand in a dependent relationship with adults. One ethical dilemma for the researcher in interviews with children might be the conflict between professional secrecy and the obligation to report, as stated in the Swedish Social Services Act. According to this Act and to ethical research principles, researchers are bound to maintain professional secrecy.

  • 28.
    Ljusberg, Anna-Lena
    Stockholm University, The Stockholm Institute of Education.
    Interviews with children attending remedial class2007Conference paper (Refereed)
  • 29.
    Ljusberg, Anna-Lena
    et al.
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Brodin, Jane
    Stockholm University, The Stockholm Institute of Education, Department of Human Development, Learning and Special Education .
    Self-concept in children with attention deficits2007In: International Journal of Rehabilitation Research, ISSN 0342-5282, E-ISSN 1473-5660, Vol. 30, no 3, p. 195-201Article in journal (Refereed)
  • 30.
    Ljusberg, Anna-Lena
    Stockholm University, The Stockholm Institute of Education.
    Child and Youth Science2006Conference paper (Refereed)
  • 31.
    Ljusberg, Anna-Lena
    Stockholm University, The Stockholm Institute of Education.
    Ethical dilemmas when interviewing children2006Conference paper (Refereed)
  • 32.
    Ljusberg, Anna-Lena
    Stockholm University, The Stockholm Institute of Education.
    Child perspective on before- and after school settings2005Conference paper (Refereed)
  • 33.
    Ljusberg, Anna-Lena
    Stockholm University, The Stockholm Institute of Education.
    Self-conception in children attending remedial classes in state primary schools in Sweden2005Conference paper (Refereed)
  • 34.
    Ljusberg, Anna-Lena
    Stockholm University, The Stockholm Institute of Education.
    Two different disciplines are working together2005Conference paper (Refereed)
  • 35.
    Ljusberg, Anna-Lena
    Stockholm University.
    Two different disciplines working together2005In: EuroRehab, Vol. 3-4, p. 85-90Article in journal (Refereed)
  • 36.
    Johansson, Inge
    et al.
    Stockholm University. Stockholm College.
    Ljusberg, Anna-Lena
    Stockholm College. Stockholm University.
    Barn i fritidshem.2004Report (Other academic)
  • 37.
    Ljusberg, Anna-Lena
    Stockholm University, The Stockholm Institute of Education.
    Informal learning at the after school day care - from the children’s perspective2002Conference paper (Refereed)
1 - 37 of 37
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