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  • 1.
    Dahlberg, Gunilla
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    An ethico-aesthetic paradigm as an alternative discourse to the quality assurance discourse2016Inngår i: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 17, nr 1, s. 124-133Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article analyses the discourse and practices of quality assurance and quality control through the lens of neo-liberal governing as expressed in economic rationalities such as new public management, total quality management, public choice and human capital. As an alternative to this form of governing, an ethico-aesthetic paradigm is enacted, inspired by Spinoza's concept of 'affect' and Felix Guattari's and Gilles Deleuze's 'ontology of immanence'. This opens up to a reconstruction of the pragmatic scene of didactics as it border-crosses the discourse and practices of 'action at a distance', manipulating the classroom space from outside of the situation by measurements and procedures constructed by others. Moreover, it opens up to another construction of the human subject - a processual and event-centred construction of human subjectivity - which also opens up to leakages, movement, creativity and hope in the present.

  • 2.
    Hultman, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Making matter matter as a constitutive force in children's subjectivitiesInngår i: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The starting point of this article is that we are constantly engaged in significant relations, not only to other humans, but also to nonhuman matter. I argue that contemporary educational research often do not sufficiently acknowledge how material components matters in the ongoing production of gendered subjectivities. Even though theoretical perspectives such as social constructionism and post structuralism offer a view on the subject as contextual and situational, it is rare that this interest take into considerations the material components and conditions. Most often it is the inter-subjective or interpersonal relations, and the discourses that lay down the conditions or make possible these relations, that are being understood as the context from which the child emerges. Nonhuman matter is most often not mentioned at all. In this article I will explore the relations between children and nonhuman materiality. My empirical material consists of memories from preschools, narrated and put into writing by a group of adult researchers using the methodology of collective biography. By analyzing these stories/memories, with the help of a number of concepts and ideas that can be understood as related to a posthumanist theoretical perspective, I want to show how things that we traditionally consider as passive or dead, as dots on the floor, dolls and furniture, can be regarded as forces that plays an important role as constitutive actors in children’s gendered subjectivities.  

  • 3.
    Hultman, Karin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    The social and competent child as co-produced by nonhuman actorsInngår i: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article I argue that competent children at all times are co-produced by nonhuman matter. Drawing on a relational materialist perspective I discuss how not only humans but also nonhumans can articulate propositions and partake in an ongoing choreography of the world. I will present a piece of pedagogical documentation of children involved in an investigative project and suggest an analysis of this pedagogical documentation that  takes into consideration how the children are situated in a messy material world or, as Andrew Pickering (1995) puts it; in “a mangle” where heterogeneous actors make agency and action possible. This entails a troubling of a social constructionist perspective that seldom considers the agency of the nonhuman (Prout 2005). However, as I discuss, a relational materialist perspective can also be understood as an intensification of social constructionism, in that that not only humans, but also nonhumans participates as negotiating actors in the ongoing construction of reality.

  • 4. Moss, Peter
    et al.
    Dahlberg, Gunilla
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Grieshaber, Susan
    Mantovani, Susanna
    May, Helen
    Pence, Alan
    Rayna, Sylvie
    Swadener, Beth Blue
    Vandenbroeck, Michel
    The Organisation for Economic Co-operation and Development's International Early Learning Study: Opening for debate and contestation2016Inngår i: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 17, nr 3, s. 343-351Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The Organisation for Economic Co-operation and Development is initiating the International Early Learning Study, a cross-national assessment of early learning outcomes involving the testing of 5-year-old children in participating countries. The authors use this colloquium to inform members of the early childhood community about this project and to raise concerns about its assumptions, practices and possible effects. The authors also invite readers' comments, to start a process of democratic dialogue and contestation.

  • 5. Osgood, Jayne
    et al.
    Andersen, Camilla Eline
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    A feminist new materialist experiment: Exploring what else gets produced through encounters with children's news media2019Inngår i: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 20, nr 4, s. 363-380Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper we grapple with the ways in which real-world issues directly impact children's lives and ask what else gets produced through encounters with children's global news media, specifically within the contexts of the United Kingdom and Norway. Our aim is to experiment with storytelling and worldling practices as a means to open up generative possibilities to encounter and reconfigure difficult knowledges. We take two contemporary events, the 2017 Grenfell Tower fire tragedy in London and the 2018 Marjory Stoneman Douglas High School shooting massacre in Florida, as a means to attend to ways in which affects are materialised across multiple times and spaces. News reports of these harrowing events, alongside what they produced in terms of child activism, racism and toxic masculinity, provided a catalyst for a feminist new materialist experiment in generating other knowledges through material-affective-embodied encounters. Newspapers, glue, sticky tape, string, torches, bags and a cartridge for a firearm were used in important work within a speculative workshop, where a small number of early childhood researchers came together to be open to multiple and experimental ways of (k)not-knowing to formulate collectively shared problems. Following Manning (2016), we recognise that to avoid getting stuck in familiar ways of thinking and doing we need to undertake research differently. We wondered how the re-materialisation of these events (through objects, artefacts, sounds and images) might shift our thinking about childhood in other directions. We dwell upon the affective work that these high-profile news events perform and how they might become rearticulated through affective encounters with materiality. Attending to how these events worked on us involves staying with the trouble (Haraway, 2016) as it becomes reignited, mutated and amplified across time and in different contexts. Our goal is to generate other possibilities that seek to reconfigure the 'image of the child'. By resisting comforts of recognition, reflection and identification, we reach beyond what we think we know about how children are in the world and instead argue for their entanglement with difficult knowledges through our and their world-making practices.

  • 6.
    Palmer, Anna
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    ”Let’s dance!”: Theorising Alternative Mathematical Practices in Early Childhood Teacher Education2010Inngår i: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 11, nr 2, s. 130-143Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In light of the contemporary discussions on the biased relationship between gender and mathematical teaching and learning in the Western world, can we, by means of a reconceptualised early childhood education, influence how young children construct their gendered subjectivities in relation to mathematics? This project has been carried out with the aim of challenging the taken-for-granted mathematical teaching discourse and to produce more creative, in-depth and gender-sensitive mathematical learning situations for teacher students and their subsequent students in Early Childhood Teacher Education practices. To exemplify such work, from a data-collection of 75 student reports, this article investigates and analyses documentation collected from a maths project undertaken by an ECE teacher student. The poststructural and material feminist analysis performed shows that the materialdiscursive intra-actions (Barad 2007) taking place are conceivable to have both expected and unexpected gendered impacts on children’s ongoing subjectivity constructions. It also shows that it is difficult but possible to change taken-for-granted mathematical teaching practice as well as teacher students' understandings of maths teaching.

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