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  • 1.
    Aarsand, Pål Andre
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Aronsson, Karin
    Barn och ungdomsvetenskap , Stockholms Universitet.
    Computer gaming and territorial negotiations in family life2009Ingår i: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 16, nr 4, s. 497-517Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines territorial negotiations concerning gaming, drawing on video recordings of gaming practices in middle-class families. It explores how private vs public gaming space was co-construed by children and parents in front of the screen as well as through conversations about games. Game equipment was generally located in public places in the homes, which can be understood in terms of parents' surveillance of their children, on the one hand, and actual parental involvement, on the other. Gaming space emerged in the interplay between game location, technology and practices, which blurred any fixed boundaries between public and private, place and space, as well as traditional age hierarchies.

  • 2.
    Eriksson, Maria
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen.
    Näsman, Elisabet
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen.
    Participation in family law proceedings for children whose father is violent to their mother2008Ingår i: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 15, nr 2, s. 259-275Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines the opportunities and obstacles for vulnerable and victimised children’s participation in family law proceedings. With the help of a set of interviews with children, a framework for the analysis of vulnerable and victimised children’s participation is outlined in dialogue with, on the one hand, the childhood studies debates concerning children’s participation and, on the other hand, the contemporary debates about children as victims of crime when exposed to men’s violence to women in their family. We argue that participation can be viewed as central not simply to a rights perspective on children, but also to a care perspective.

  • 3.
    Fernqvist, Stina
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen.
    Redefining participation?: On the positioning of children in Swedish welfare benefits appeals2011Ingår i: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 18, nr 2, s. 227-241Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article deals with the representation of children in the Swedish welfare state, and particularly how children and parents living in economic hardship are positioned in issues regarding financial aid. According to Article 12 in the UNCRC, children have a right to be heard 'in any judicial and administrative proceedings affecting the child'. However, children are not participants in processes concerning welfare benefits, despite the effect that the outcome of these processes may have on children's everyday life. Using welfare benefits appeals as a starting point, the article argues that the impact of the centrality of work discourse in Swedish welfare policy further emphasizes children's position as passive and non-participants in the welfare discourse.

  • 4.
    Francia, Guadalupe
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Edling, Silvia
    HÖGSKOLAN I GÄVLE, Sweden.
    Children’s rights and violence: A case analysis at a Swedish boarding school2017Ingår i: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 24, nr 1, s. 51-67Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Drawing on the Convention on the Rights of the Child, the article highlights various conceptions of violence at a Swedish boarding school and is based on a critical discourse analysis of different educational and media documents. The investigation indicates that ambitions to protect children from violence need to overcome the dichotomy of private and public in order to protect children affected by violence in the borderland between the private and public spheres.

  • 5.
    Iversen, Clara
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen.
    Predetermined participation: Social workers evaluating children's agency in domestic violence interventions2014Ingår i: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 21, nr 2, s. 273-288Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines how ideals of children’s participation and model consistency compete in social workers’ accounts of intervention outcomes in 35 evaluation interviews in Sweden. Using discursive psychology, the analysis demonstrates how the social workers rely on category-based accounts: They describe willing children as competent, unwilling children as developing, and children attempting to rule in counselling as problematic. The interviews’ focus on following the intervention model constructs a limited, predetermined participation that only respects children’s wishes when they agree with the intervention. In showing this, the study contributes to further understanding of tensions between the principle and practice of participation.

  • 6.
    Karlsson, Magnus
    et al.
    Göteborgs universitet.
    Hjörne, Eva
    Göteborgs Universitet.
    Evaldsson, Ann-Carita
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Preschool girls as rule breakers: Negotiating moral orders of justice and fairness2017Ingår i: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 24, nr 3, s. 396-415Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study examines how preschool-girls organize situated board games. Examining video data, using an ethnomethodological approach, the study focuses moral work-in-interaction in instances where the girls negotiate rule violations.  It was found that the girls oriented to diverse forms of moral orders, shifting between a competitive/justice-based order and a socio-moral order of reciprocal relations. Argumentative moves of cheating were used as communicative resources both to control moral transgressions and to gain personal advantages. Overall, the analysis shows that preschool girls are active moral agents in making and breaking rules and in negotiating complex moral orders. 

  • 7.
    Lundmark, Sofia
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Södertorn Univ, Huddinge, Sweden.
    Evaldsson, Ann-Carita
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Click-guides and Panic buttons: Designed possibilities for youth agency and user empowerment in online youth counselling services2017Ingår i: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 24, nr 2, s. 260-278Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study examines how possibilities for agency are designed into online youth counselling services, as well as how such possibilities are addressed by young prospective users during the design of the services. The data are drawn both from the design of a national website for youth clinics in Sweden and from a design project developing e-services for local youth clinics in a Swedish municipality. The agency of young users is here treated as a key concern for understanding how user empowerment is accomplished through the design of websites and e-services. Using combined research materials (i.e. two websites and focus group meetings), this study demonstrates how design features may both facilitate and restrict young people’s involvement and control over sensitive and private issues. In addition, we demonstrate how the designed possibilities for empowerment may allow young users to critically approach and effectively use such services.

  • 8.
    Moinian, Farzaneh
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Stockholms university.
    "I am just me": Children talking beyond ethnicity and cultural identities!2009Ingår i: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 16, nr 1, s. 31-48Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores how five children born in Sweden whose parents were born in Iran talk about their own cultural and ethnic backgrounds, and the role these play in their lives. The different ways in which they do so exemplify the complexity involved in the ongoing construction and performance of identities when certain identity options seem compulsory while others are made unavailable to them. The findings show that agency and choice are crucial issues for these children, and that they resist oversimplification, reductionism and categorization based on their cultural or ethnic backgrounds. Furthermore they draw attention to the fact that their reflective choices and self-chosen identities are often challenged both at home and in their schools. This study is intended to expand knowledge of children's lives and experiences and would be useful for both teachers and other professionals working with children.

  • 9.
    Moinian, Farzaneh
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier. Stockholm universitet.
    Oops! I have left my diary open to the whole world!2006Ingår i: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 12, nr 4, s. 495-514Artikel i tidskrift (Refereegranskat)
  • 10.
    Svahn, Johanna
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Reported speech in girls' dispute stories: Building credibility and accounting for moral versions2017Ingår i: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 24, nr 2, s. 212-229Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The study targets how reported speech is used as an interactional resource for buildning and legitimatizing a particular version of events in the context of peer disputes. Several unfolding multiparty storytelling events within a group of preadolescent girls in a Swedisg school setting are analyzed, primarily highlighting the interactional use of previous talk in building credibility for particular affective and moral stances, as well as blame allucations during disputes. Overall, the study highlights different ways that reported speech can function as a resource for legitimizing negative assessments of opposite parties, building alliances, and taking sanctioning actions toward peers.

  • 11.
    Svahn, Johanna
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Evaldsson, Ann-Carita
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    'You could just ignore me': Situating peer exclusion within the contingencies of girls' everyday interactional practices2011Ingår i: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 18, nr 4, s. 491-508Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The present article approaches the phenomenon of indirect bullying through detailed analysis of the interactional practices that a group of preadolescent girls make use of as they reconstruct the social organization of their peer group, the effect being that one girl is eventually excluded. The data are drawn from ethnography combined with video recordings of the girls' peer group interactions in a Swedish elementary school, during one school year. The interactional data cover three different periods of the exclusion process. Overall, the study highlights how processes of social exclusion are situated within the flow of subtle and seemingly innocent actions that are embedded in ordinary everyday interactional peer group practices.

  • 12.
    Wernesjö, Ulrika
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen.
    Unaccompanied asylum-seeking children: Whose perspective?2012Ingår i: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 19, nr 4, s. 495-507Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Recent years have seen increasing attention being paid to unaccompanied asylum-seeking children. This article provides an overview of research in the field and its implications for an understanding of these children as a particularly vulnerable category. The existing research focuses primarily on investigating the children’s emotional well-being from psychiatric and medical perspectives. Moreover, in these studies such emotional problems tend to be linked to previous and current traumatic experiences, in particular separation from their parents. By contrast, this article suggests that a critical need exists for research on unaccompanied children’s life situations based upon exploration of their own perspectives.

1 - 12 av 12
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