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- Snälla du! Kan du sätta dig?: om vägledning i förskolan
Umeå University, Faculty of Social Sciences, Department of applied educational science.
2016 (Swedish)Doctoral thesis, monograph (Other academic)Alternative title
Would you please, sit down? : guidance in preschool (English)
Abstract [sv]

Syftet med föreliggande avhandling är att fördjupa kunskapen om hur fostran gestaltas i förskolan. Det empiriska materialet som ligger till grund för resultaten består av videoobservationer där dagligen återkommande situationer har dokumenterats vid två svenska förskolor. Analyserna tar en utgångspunkt i Foucaults teorier om makt.

Förskolan i Sverige har en egen läroplan (Skolverket, 2010) där uppdragen är formulerade. Som uppdragen framställs kan de upplevas svårtolkade och de erbjuder också stort tolkningsutrymme där uppdraget att fostra barn döljs under honnörsord som demokrati, värdegrund, solidaritet, empati, hänsyn och respekt. Utifrån detta otydliga fostransuppdrag blir det av vikt att studera hur fostran gestaltas.

I avhandlingen presenteras resultaten av en tematisk analys där pedagogers vägledande yttranden har analyserats. Resultaten synliggör en verksamhet där barn i dagligen återkommande situationerna blir vägledda på olika sätt och där makt, disciplinering och normalisering är ett vanligt inslag. Ur analyserna framkommer en bild av hur det görs försök att förmedla normer om hur individer bör bete sig i ett demokratiskt samhälle samtidigt som vägledningen varierar både mellan kön och mellan olika barn. 

Avhandlingens bidrag är att visualisera vägledning i olika situationer vilket möjliggör att analysera både hur den gestaltas och i vilken riktning som barnen blir vägledda. 

Abstract [en]

The aim of the thesis is to deepen understanding of how socialization is performed in preschool. The empirical material upon which the results are based comprises video observations in which everyday situations were documented at two Swedish preschools. The analysis draws from Foucauldian theories of power.

Swedish preschools have their own curriculum (National Agency for Education, 2010) in which the tasks of the preschool are formulated. As they are presented, these tasks may be perceived as complex. This offers wide scope for interpretation, where the task of socializing children is veiled under words with positive connotations, such as democracy, solidarity, empathy, consideration and respect. The vague expression of this task of socializating children lends importance to the study of how socialization is performed in the preschool.

In this thesis, results of a thematic analysis of the normative utterances of educators are presented. The results uncover activities in everyday situations where children are guided in various ways and in which power, discipline and normalization are common elements. A picture emerges from the analysis of how attempts are made to communicate norms about how people should behave in a democratic society, even as the guidance provided varies both between genders and among individual children.

The thesis contributes to deeper understanding of how socialization is performed in preschool by visualizing guidance in various situations, which makes it possible to analyse both how this guidance is delivered and the direction in which the children are guided. 

Place, publisher, year, edition, pages
Umeå: Umeå Universitet , 2016. , 167 p.
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 68
Series
The Post-Graduate School for the Educational Sciences, Umeå School of Education, Umeå University, 13
Keyword [sv]
förskola, vägledning, fostran, makt, disciplinering, normalisering, sanningsregimer
National Category
Pedagogical Work
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-126087ISBN: 978-91-7601-511-7 (print)OAI: oai:DiVA.org:umu-126087DiVA: diva2:975078
Public defence
2016-10-21, N 320 (Naturvetarhuset, Umeå universitet), Umeå, 10:00 (Swedish)
Opponent
Supervisors
Available from: 2016-09-30 Created: 2016-09-28 Last updated: 2016-12-13Bibliographically approved

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