Logo: to the web site of Uppsala University

uu.sePublications from Uppsala University
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
En bild säger mer än tusen ord: Barns perspektiv, positioner och påverkansmöjligheter i förskolans dokumentationspraktik
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Centre for Gender Research. Högskolan i Gävle, Avdelningen för utbildning och ekonomi.ORCID iD: 0000-0002-2614-6724
2023 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The overall aim of this thesis is to examine children's perspectives, positions and possibilities for participation in Swedish preschool documentation practice. The empirical data consists of 1575 photographs from six preschool classes located in different suburban areas. The thesis includes four articles that examine different aspects of the practice of pedagogical documentation. In the first article the children's own stories about the photographs are analysed. In the second article, notions of the child from photographs presented on the preschool walls and from the Swedish Curriculum for the Preschool are compared. The third article examines the content and circulation of digital photographs. Finally, the fourth article explores how children are portrayed in photographs of outdoor activities. All articles are grounded in theories about power and knowledge production, such as discourse theory, and discuss intersections between age, gender, ethnicity and class.

The results show that children are capable of creating their own stories in interaction with photographs. However, their stories tend to be gender specific although the photographs mediate gender neutrality. The children mainly described their mutual relationships and, to a lesser extent, the displayed activities. The photographs align with trends of schoolification and masculine-coded production and accomplishment, while care and play are made invisible in the photographs. However, the outdoor photographs, stand out in the sample as they make children visible as sensitive and closely attached to nature. Unlike indoors photographs, outdoor photographs visibilized feminine-coded values as desirable. Outdoor and digitally circulated photographs often displayed children as anonymous, and as neutral in terms of gender and ethnicity. This could be positive since children were able to include themselves in activities represented in the photographs. At the same time, the photographs became impersonal and sometimes insipid; as the anonymisation made children's experiences and knowledge production invisible.

The thesis concludes that notions of the child, communicated in preschool photographs, are conform and make competence appear as production and accomplishment, while alternative ways of being a preschool child are made invisible. Therefore, a feminist definition of professionalisation is suggested in order to increase children's participation and incorporate alternative stories in preschool knowledge production, which, in turn, can challenge the notion of the competent child. 

Abstract [sv]

Det övergripande syftet med denna avhandling är att undersöka barns perspektiv, positioner och påverkansmöjligheter i den svenska förskolans dokumentationspraktik. Empirin består av 1575 fotografier från sex förskoleavdelningar på fyra olika förskolor, belägna i olika områden runt Stockholm. Avhandlingen innehåller fyra artiklar som undersöker olika aspekter av den pedagogiska dokumentationspraktiken. I den första artikeln analyseras barnens egna berättelser om fotografierna. I den andra artikeln jämförs föreställningar om barnet från fotografier på förskolans väggar med hur barnet skrivs fram i förskolans läroplan. Den tredje artikeln undersöker innehållet och cirkueringen av digitala fotografier i olika forum och hur detta förhåller sig till barns möjligheter till delaktighet. Avslutningsvis undersöker den fjärde artikeln hur barn porträtteras i fotografier av utomhusaktiviteter. Alla artiklar är förankrade i teorier om makt och kunskapsproduktion, däribland diskursteori och diskuterar skärningspunkter mellan ålder, kön, etnicitet och klass.

Resultaten visar att barn är kapabla att skapa sina egna berättelser i interaktion med fotografierna. Deras berättelser tenderade att reproducera stereotypa könsmönster även om fotografierna förmedlade könsneutralitet. Barnen beskrev främst sina inbördes relationer och i mindre utsträckning de uppvisade aktiviteterna. Å ena sidan överensstämde fotografiernas innehåll med nyliberala trender gällande skolifiering och professionalisering av förskoleutbildningen genom att fokusera på traditionellt maskulint kodade aspekter som produktion och prestation, medan omsorg och lek osynliggjordes i fotografierna. Å andra sidan upphöjde utomhusfotografierna feminina värden genom att synliggöra barn som känsliga med samhörighet med naturen. Utomhus- och digitalt cirkulerade fotografier framställde ofta barnen som anonyma och neutrala vad gäller kön och etnicitet. Detta kan vara positivt eftersom barnen gavs möjlighet att inkludera sig själva i de framställda aktiviteterna. Samtidigt blev fotografierna opersonliga och ibland intetsägande då anonymiseringen gjorde barns situerade erfarenheter och kunskapsproduktion osynlig.

Avhandlingens slutsatser är att de föreställningar om barnet som förmedlas i fotografierna, är konforma och likställer kompetens med produktion och prestation, samtidigt som alternativa sätt att vara förskolebarn osynliggörs. För att öka barns delaktighet och införliva alternativa berättelser i förskolans kunskapsproduktion, föreslås en feministisk definition av professionalisering, vilket i sin tur kan utmana föreställningen om det kompetenta barnet.

Place, publisher, year, edition, pages
Uppsala: Acta Universitatis Upsaliensis, 2023. , p. 153
Series
Uppsala Interdisciplinary Gender Studies ; 5
Keywords [sv]
barns perspektiv, delaktighet, dokumentation, förskola, jämställdhet, läroplan
National Category
Gender Studies Educational Sciences
Research subject
Gender Studies
Identifiers
URN: urn:nbn:se:uu:diva-495756ISBN: 978-91-513-1713-7 (print)OAI: oai:DiVA.org:uu-495756DiVA, id: diva2:1735052
Public defence
2023-03-31, Humanistiska teatern, Thunbergsvägen 3C, Uppsala, 09:15 (Swedish)
Opponent
Supervisors
Available from: 2023-03-09 Created: 2023-02-07 Last updated: 2023-06-27Bibliographically approved
List of papers
1. Barns berättelser: kamratkulturer skapas kring förskolans fotodokumentation
Open this publication in new window or tab >>Barns berättelser: kamratkulturer skapas kring förskolans fotodokumentation
2022 (Swedish)In: Barn, ISSN 0800-1669, E-ISSN 2535-5449, Vol. 40, no 1, p. 43-58Article in journal (Refereed) Published
Abstract [en]

Preschool documentation aims to enchance children's participation in everyday practice. However, research shows that documentation tends to be controlled in a way that fulfils teachers' intentions rather than compels teachers to listen to the children. Drawing on theories of normalizing power and agency of subjects, this study analyses stories about documentation from 19 preschool children, aged 4-6 years. Children were asked to speak freely as the study aimed to catch children's perspectives. Resulsts show two co-existing discourses of negotiating relations among peers. A "community peer discourse", oriented towards preschool practice and community interests, and an "individual centered peer discourse", focused on the self and material objects to negotiate relations. Children negotiated relations by constructing belongings and differences, often by using stereotypical gendered expressions and mannerisms. The study shows that childrens' interest in themselves and their peers, in combination with teachers' active challenge of stereotypical gendered expressions, can contribute to preschool's active work with relations among peers.

Abstract [sv]

Pedagogisk dokumentation i förskolan syftar bland annat till att främja barns delaktighet. Forskning visar dock att dokumentationen tenderar att snarare bidra till att uppfylla förskollärarnas intentioner än att lyssna till barns tankar och idéer. Artikeln bygger på teorier om dokumentationen som en normaliserande makt i interaktion med enskilda subjekts egna agens. Genom att lyssna till hur 19 förskolebarn mellan 4–6 år interagerar med pedagogisk fotodokumentation eftersträvas i studien att fånga barnens egna perspektiv. Barnen fick prata fritt utifrån fotografierna i grupper om 2–3 barn. Resultaten visar på två samexisterande kamratdiskurser som barnen använde för att förhandla relationer; en kollektiv kamratdiskurs där berättelserna befann sig i den gemensamma förskoleverksamheten och en individcentrerad kamratdiskurs där berättelserna fokuserade på jaget och materiella ting. Barnen förhandlade relationer genom att skapa tillhörighet och åtskillnad, ofta genom att använda könsstereotypa uttryck och beteenden. Studien visar att barns stora intresse för sig själva och sina kamrater gör att fotodokumentationen, i kombination med förskollärarnas aktiva utmanande av stereotypa uttryck och beteenden, kan utgöra en viktig bas för barns delaktighet i förskolans relationsarbete.

Place, publisher, year, edition, pages
Norwegian University of Science and Technology, 2022
Keywords
children's perspectives, documentation, preschool, the competent child, barns perspektiv, det kompetenta barnet, dokumentation, förskola
National Category
Gender Studies
Research subject
Gender Studies
Identifiers
urn:nbn:se:uu:diva-475019 (URN)10.5324/barn.v40i1.3862 (DOI)
Available from: 2022-05-28 Created: 2022-05-28 Last updated: 2023-02-07Bibliographically approved
2. The child in the Swedish preschool photograph versus the child in the curriculum: a comparison of contemporary notions
Open this publication in new window or tab >>The child in the Swedish preschool photograph versus the child in the curriculum: a comparison of contemporary notions
2022 (English)In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, p. 1-15Article in journal (Refereed) Epub ahead of print
Abstract [en]

Photographs constitute an important visual language in contemporary Swedish preschool, as they are legible to young children themselves. This article aims to examine which notions of the child are represented in preschool photographs, and how these notions correlate to notions of the child expressed in Swedish preschool curriculum. The analysis uses Fairclough's critical discourse analyses and the critical concepts of performativity and celebrated subject positions. First, the curriculum's descriptions of the child and modes of learning in preschool are analysed. Second, photographs from four preschools are thematised, analysed and theorized, with a focus on the performances and subject positions repeatedly displayed. Results show that while the curriculum promotes holistic performances where play and care are interwoven with education, the photographs celebrate performances within teacher-led educational situations, and invisibilize care as well as play. The focus on education in the photographs corresponds with international trends regarding the professionalization and "schoolification" of early childhood education. Crucially this is connected to gendered meanings linked to care and education, respectively.

Place, publisher, year, edition, pages
Routledge, 2022
Keywords
curriculum, documentation, gender equality, performativity, preschool
National Category
Gender Studies
Research subject
Gender Studies
Identifiers
urn:nbn:se:uu:diva-474683 (URN)10.1080/09669760.2022.2061924 (DOI)000780943900001 ()
Available from: 2022-05-19 Created: 2022-05-19 Last updated: 2023-02-07Bibliographically approved
3. Participation, visibility and transparency: Notions of the child in Swedish digital communication
Open this publication in new window or tab >>Participation, visibility and transparency: Notions of the child in Swedish digital communication
(English)Manuscript (preprint) (Other academic)
Keywords
communication, digitalization, photographs, preschool
National Category
Social Sciences Gender Studies Pedagogy
Research subject
Gender Studies
Identifiers
urn:nbn:se:uu:diva-495737 (URN)
Available from: 2023-02-07 Created: 2023-02-07 Last updated: 2023-02-07
4. Nature as a gender neutral space: Preschool photographs framing a Swedish natureculture identity
Open this publication in new window or tab >>Nature as a gender neutral space: Preschool photographs framing a Swedish natureculture identity
(English)In: Article in journal (Refereed) Submitted
Abstract [en]

The image of Swedishness connects to ideals of gender equality and closeness to nature. In this article, 320 outdoor photographs, from four Swedish preschools, with diverse ethnic composition, are analysed to identify how the ideals are activated. The results reveal a display of a Swedish natureculture identity, more clearly expressed in multi-ethnic preschool classes. The natureculture identity seems to be neutral in relation to both ethnicity and gender, whereas children are hard to identify in the photographs. At a first glance, these displays of children might be interpreted as diversity is made invisible. At a second glance, though, it is possible to interpret neutrality as active equality work. The Swedish natureculture identity seems to be caring and sensitive, and thereby raising feminine values as desirable for everyone. The displayed neutrality also sheds light on ways of making all activities possible to participate in, regardless of gender and ethnicity.

Keywords
gender neutrality, natureculture, outdoor education, preschool, Swedishness
National Category
Gender Studies Pedagogy
Research subject
Gender Studies
Identifiers
urn:nbn:se:uu:diva-495735 (URN)
Available from: 2023-02-07 Created: 2023-02-07 Last updated: 2023-02-07

Open Access in DiVA

UUThesis_Wahlgren,C-2023(2765 kB)1672 downloads
File information
File name FULLTEXT02.pdfFile size 2765 kBChecksum SHA-512
c488d1f7cf99a4b78af700302dd79daa3c1bd90293bd76f6d3974240c594df6d086f7f6335d017b4f2eaf8d614a34c6410faa39fd2fae382ab0d1ca2ef0310f9
Type fulltextMimetype application/pdf

Other links

Defence on Zoom

Authority records

Wahlgren, Catarina

Search in DiVA

By author/editor
Wahlgren, Catarina
By organisation
Centre for Gender Research
Gender StudiesEducational Sciences

Search outside of DiVA

GoogleGoogle Scholar
Total: 1681 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 3493 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf