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  • 1.
    Andersson, Elsa
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barndom, utbildning och samhälle (BUS).
    Environment as mediator: a discourse analysis of policy advice on physical environment in early childhood education2023Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 21, nr 2, s. 242-256Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article examines how environmental design is set in motion as a technique of government in Swedish policy texts issued to advise those who build and plan preschools. Drawing on Foucauldian research on governmentality and Carol Bacchis 'What's the problem Represented to be?' (WPR) approach, five Swedish government policies on how to build and design preschools are examined from a critical perspective. The WPR analysis helps identify how policies produce problems in certain ways and in this case shows how the preschool environment features in policies in accordance with a certain logic. The study shows that the environment is meant to function as a mediator for disciplinary power, to shape children's behaviors in desirable ways without coercion. The article also highlights certain silences in the material, the most prominent of these being the lack of discussion about adapting preschool environments to different needs without labeling children as disabled.

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  • 2.
    Asplund, Stig-Börje
    et al.
    Karlstads universitet, Estetisk-filosofiska fakulteten, Avdelningen för utbildningsvetenskap. Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Pérez Prieto, Héctor
    Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), Institutionen för pedagogiska studier.
    Ellie is the coolest': class, masculinity and place in vehicle engineering students' talk about literature in a Swedish rural town school2013Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 11, nr 1, s. 59-73Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article aims to show how boys in a vehicle engineering programme at an upper secondary school in Sweden use their reading and literature discussion in their identity construction and how the classroom is converted into a place where the boys create the social space that they are a part of. This article is written in the intersections between different disciplines, research fields, and theoretical and methodological perspectives, and it is argued that this approach makes it possible to exceed each respective limitation and present a more nuanced and far-reaching discussion about how children use literature discussions in the construction of identity and place.

  • 3.
    Badland, Hanna
    et al.
    Auckland Univ Technol, Ctr Phys Act & Nutr, Auckland, New Zealand .
    Oliver, Melody
    Auckland Univ Technol, Ctr Phys Act & Nutr, Auckland, New Zealand .
    Duncan, Mitch
    CQ Univ, Ctr Phys Act Studies, Brisbane, Qld, Australia .
    Schantz, Peter
    Mittuniversitetet, Fakulteten för humanvetenskap, Institutionen för hälsovetenskap.
    Measuring children´s independent mobility - Comparing objective and self-report approaches: Editorial2011Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 9, nr 2, s. 263-271Artikel i tidskrift (Övrigt vetenskapligt)
  • 4.
    Badland, Hannah
    et al.
    Auckland University of Technology, New Zealand.
    Oliver, Melody
    Auckland University of Technology, New Zealand.
    Duncan, Mitch
    Central Queensland University, Australia.
    Schantz, Peter
    Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, Åstrandlaboratoriet, FoU-gruppen för rörelse, hälsa och miljö.
    Measuring children´s independent mobility: Comparing objective and self-report approaches2011Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 9, nr 2, s. 263-271Artikel i tidskrift (Refereegranskat)
  • 5.
    Balldin, Jutta
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barndom, utbildning och samhälle (BUS).
    Harju, Anne
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barndom, utbildning och samhälle (BUS).
    The rhythmicity of daily travel: young children’s mobility practices along the mobile preschool route2021Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 19, nr 5, s. 567-578Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The article aims to highlight the means of rhythmicity to social life from within a study of children’s daily travelling with a mobile preschool in Sweden. The point of departure is the neglected mobility practices of young children in research and the difficult relation between children’s everyday movements and persistent representations of childhood time and place. Based on sensuous ethnographic fieldwork travelling with the preschool, the analysis deconstructs to visualize mobility modes at work in the enactment of the daily route, and explores to highlight the preschooler’s collective rhythms of practices while travelling. The rhythmanalysis shows how regular mobilities enable shared experiences and the (re)making of a rhythmicity grounded in an ongoing perceiving and managing of inside and outside rhythms. The result confirms young children’s interdependent mobilities from within an entanglement of different rhythms, and contributes with readings of how they ‘carry on’ in practice.

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  • 6.
    Beery, Thomas H.
    et al.
    Högskolan Kristianstad, Fakulteten för naturvetenskap, Forskningsmiljön Man & Biosphere Health (MABH). Högskolan Kristianstad, Fakulteten för lärarutbildning, Avdelningen för matematik- och naturvetenskapernas didaktik. USA.
    Lekies, Kristi S.
    USA.
    Childhood collecting in nature: quality experience in important places2019Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 17, nr 1, s. 118-131Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A need for a more specific understanding of childhood geographies has motivated an investigation of one activity, childhood collecting in nature. This study examined collecting behavior, places of collecting, and the relationship of these places to environmental connectedness in adulthood. Topophilia is presented as a guide to help consider why children collect in nature and to expand upon a limited understanding of collecting behavior. These ideas are explored with a mixed-method design strategy involving surveys and semi-structured interviews with a sample of Swedish university students. Results show collecting in nature to be a widespread, meaningful, and memorable experience in the formative years of participants. Results also demonstrate potential support for topophilia as a way to understand the childhood collecting nature phenomenon. Implications include recognition of the importance of family to support children’s engagement in the natural world and proximate access to nature as a critical aspect of childhood experience.

  • 7.
    Berggren, Linda
    et al.
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
    Olsson, Cecilia
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
    Talvia, S.
    Hörnell, Agneta
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
    Rönnlund, Maria
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.
    Waling, Maria
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för kostvetenskap.
    The lived experiences of school lunch: an empathy-based study with children in Sweden2020Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 18, nr 3, s. 339-350Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    School lunch is in general regulated through policies and agendas constituted by the perspectives of adults. In this article, we focus on children’s lived experiences of school lunch with a special emphasis on emotions and how they relate to social and physical dimensions. This study draws on empathy-based stories written by 10–11 year olds (n = 171) from schools in Sweden. We identified three themes: Interaction and exposure, Routines and restrictions and Food and eating. The children’s lived experiences of school lunch and the emotions attached to them are closely associated and intertwined with the socio-spatial dimension of school lunch. A pleasant meal experience seems to require harmonization between the physical and social space whilst negative experiences contain tensions between them, something that actors working with school lunch and school lunch environments should take in consideration when resourcing, planning and scheduling school lunch, and also when designing new school restaurants.

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  • 8.
    Bodén, Linnea
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    On, to, with, for, by: ethics and children in research2021Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The ethics of the participation of children in research have attracted the attention of childhood researchers for thirty years. By analysing central scholarly work in childhood sociology and in early childhood education research, the aim of this paper is to unfold, but also queer how ethics are articulated within literature that discusses children in research. Through the methodology of tracing-and-mapping, a map is constructed that displays how children in research are articulated in relation to the prepositions on, to, with, for and by. The map shows how these prepositions form a value scale, underpinned by certain philosophical assumptions about ethics. By relating this to a randomized control trial (RCT) study performed in Swedish preschools, the paper highlights the fact that it is not necessarily more ethical if the research is done by children, than on children. This contributes to a renewed and extended reflection on ethics, that throughly problematize a placing of research on a ‘scale of ethics’ – ranging from bad to good.

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  • 9.
    Cele, Sofia
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Kulturgeografiska institutionen.
    van der Burgt, Danielle
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Kulturgeografiska institutionen.
    Participation, Consultation, Confusion: Professionals’ understandings of children’s participation in physical planning2015Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 13, nr 1, s. 14-29Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article discusses how professionals understand the theory and practice of children's participation in physical planning processes. Drawing on group discussions between Swedish professionals we analyse how children's participation is understood and negotiated, and why it is problematic to implement. The participants had difficulties in understanding the difference between participation and consultation, as well as recognising children as social actors with competences. We argue that while Swedish children have a strong position in society, they are excluded from planning processes due to the rigidity of the planning process, neoliberal influences and planners' lack of competence.

  • 10. Cortés-Morales, Susana
    et al.
    Holt, Louise
    Acevedo-Rincón, Jenny
    Aitken, Stuart
    Ekman Ladru, Danielle
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Joelsson, Tanja
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Kraftl, Peter
    Murray, Lesley
    Tebet, Gabriela
    Children living in pandemic times: a geographical, transnational and situated view2022Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 20, nr 4, s. 381-391Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this editorial to the Viewpoints Special Issue in Children's Geographies on ‘Children Living in pandemic Times: a geographical, transnational and situated view’ is, on the one hand, to present a transnational general picture of the COVID-19 situation for children. And on the other, to make a call for childhood researchers particularly focused on children's geographies, to collaboratively approach this unprecedented situation. The main aspects of children living in pandemic times as they are identified by the different viewpoints in this special issue are presented, highlighting key commonalities and differences across countries, discussing the aspects that emerge from this phenomenon that seem most relevant for research on children’s geographies in these times. Finally, we refer to some of the studies being conducted in different parts of the world, methodological challenges for children’s geographies research under these circumstances, and emerging research questions.

  • 11.
    Eriksson, Christine
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    The art of displacement – curating a preschool context in a public transport system2020Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 18, nr 4, s. 450-462Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article discusses ways of enabling the youngest children at preschool (1–3 years) to participate in creating space in the public transport system. One researcher, two preschool educators and six preschool toddlers travelled on foot, by bus and by underground train to the Brunkeberg tunnel, a pedestrian tunnel in the centre of Stockholm, Sweden. Drawing on artistic site-specific methods of displacement, this article details three propositions for how to ‘do’ preschool in the public transport system: locations, dimensions and positions. By placing the routines and rhythms of a preschool practice into the urban spaces of transport, the ‘miniature preschool’ comes to curate context. The article proposes methods for a preschool practice to curate context through activating mobile but particular locations within a specific place; creating a vocal mobile architecture; and enabling multiple and mobile positions within one specific situation.

  • 12. Evans, Ruth
    et al.
    Bowlby, Sophie
    Gottzén, Lucas
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Ribbens McCarthy, Jane
    Unpacking ‘family troubles’, care and relationality across time and space2019Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 17, nr 5, s. 501-513Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    Despite significant work on family geographies in recent years, geographers have paid less attention to changes and challenges that may be considered 'family troubles' in diverse contexts. Through this editorial and the special section, we unpack time-space dynamics of ‘family troubles’ in diverse contexts, with a particular focus on care and relationality. Our discussion foregrounds ambiguities and tensions surrounding geographical proximity and propinguity, material-emotional responses, and diverse meanings of ‘family’, ‘home’ and belonging in the context of troubling changes in family lives, intergenerational relations and practices of care. We seek to establish an agenda for future geographical work and interdisciplinary dialogue on ‘family troubles’, vulnerabilities and social suffering in contexts of (troubling) changes and diversity. Such analyses are crucial in our efforts to envision a more relational understanding of our ‘being-in-the-world’, underpinned by care ethics and support for differentially positioned family members throughout the lifecourse and across generations.

  • 13.
    Gottzén, Lucas
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Sandberg, Linn
    Stockholms universitet, Humanistiska fakulteten, Institutionen för etnologi, religionshistoria och genusvetenskap.
    Creating safe atmospheres? Children’s experiences of grandparents’ affective and spatial responses to domestic violence2019Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 17, nr 5, s. 514-526Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    While grandparenting literature has primarily discussed intergenerational relations in families with ‘normal’ everyday problems, such as childcare, it has largely neglected more troublesome issues, such as domestic violence. Based on interviews with ten children and teens, this article explores grandchildren’s experiences of how their grandparents have responded when they were being exposed to violence in the intermediate generation. These responses have affective-spatial aspects as the grandparents contributed to what we call ‘safe atmospheres’. Grandparents’ homes often provided a sense of safety, and grandparents at times contributed to a safe atmosphere in their grandchildren’s homes and helped to create safety and comfort in non-domestic places. Some grandparents, however, could be unsupportive and fail to contribute to safe atmospheres. Although physical space is important to create safety, in order to create a safe atmosphere, it has to correspond to a relational movement where grandparents side with their grandchildren. 

  • 14.
    Gustafson, Katarina
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    No-go- area, no-go- school: community discourses, local school market and children's identity work2011Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 9, nr 2, s. 185-203Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on how 11-year-old children in a segregated Swedish suburb at the time of choosing school for Year 6 in the 9-year compulsory school used current community discourses in their identity work, while constructing an 'us' in relation to 'them'. The segregation in the suburb was strengthened by the process of a school market, with competition among the schools. Even if the formal choice was made by the parents the study shows that the choosing process was also an important part of the children's identity work. The results show differentiations among the children with a majority of children involved in re-constructing both a neighbourhood and the neighbourhood's school as no-go-areas while other children rather choose that school.

  • 15.
    Hansson, Ulf
    et al.
    University of Ulster.
    Roulston, Stephen
    Evaluations of diaries and GPS-enabled trackers to plot young peoples’ geographies – asking the participants what they think2017Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 15, nr 5, s. 517-530Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Insights into the personal geographies of young people can be gained in many ways, but there is not always a focus on the effectiveness of the methodologies used, through a comparison of the different approaches, nor is there often an examination of how the participants in the study perceive the effectiveness of the research methods. Two methodologies are explored in this study: self-completion mobility diaries and the wearing of global positioning system-enabled tracking devices. The study focuses on the perceptions of the teenage school student respondents in the study (n?=?15) with relation to the user friendliness, the perceived accuracy, and the ease with which travel patterns can be recreated from the data. The participants were able to evaluate the two methodologies and to make judgements on the criteria provided. We argue that participants can contribute significantly to post-research methodological reflection.

  • 16.
    Harju, Anne
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barn, unga och samhälle (BUS).
    Children practising politics through spatial narratives2018Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 16, nr 2, s. 196-207Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim is to study children’s politics by exploring how children relate to and rework positions and identities offered to them and others in a residential narrative of ‘Swedes’ and ‘immigrants’. Children’s politics is defined as children practising politics when negotiating and challenging positions and defending identities. The results are based on a reanalysis of two studies. The results show that participating children use the narrative, and to it connected stories about neighbourhoods, to position themselves and to negotiate exclusion, inclusion, identity and belonging. In relation to this they deal with political issues connected to national and global discourses that blame the category of ‘immigrants’ for being the cause of local and national problems. They also reflect on the positions and identities offered in the narrative and use tactics to manage the positions and their consequences. From this point of view, the children practise politics in their everyday lives.

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  • 17.
    Hultgren, Frances
    et al.
    Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT.
    Johansson, Barbro
    Including babies and toddlers: a new model of participation2018Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Models relating to the participation of children are often explicitly aimed at facilitating or evaluating participation in decision-making processes on local levels. However, these models often build on hierarchically ordered ‘ladders’ of children’s involvement starting with passive involvement and increasing gradually to highly active engagement. Such models become problematic when designing or evaluating participative activities for young children. On the basis of two ethnographic studies conducted in children’s libraries, we propose an alternative model based on a view of participation as processual rather than definitive. Theoretically, the paper draws mainly on human rights theory as well as on theories and concepts derived from childhood studies such as participation and citizenship. The new model of participation demonstrates how the idea of participation can be operationalized at practical levels to include the very youngest children.

  • 18.
    Joelsson, Tanja
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    “So That We Don’t Spoil Them”: Understanding Children’s Everyday Mobility Through Parents’ Affective Practices2019Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 17, nr 5, s. 591-602Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Children’s everyday mobility and freedom of movement have been closely linked to parental practices, or what has been referred to as parental ‘mobility permits’ or ‘mobility licences’. Most research tends to focus on parental restrictions, while this article explores the affective practices Swedish middle-class parents use in order to enhance their children’s mobility, i.e. how emotions are perceived as enabling parents’ and children’s spatial experiences and thus their feelings of safety and security; as well as how emotions are talked of as disabling or disrupting the potential for children’s mobility. These affective practices are analysed in relation to the parents’ self-reflexive positioning on a continuum between “the helicopter parent” and “the engaged and enabling parent”. The material for the article is comprised of 33 interviews with the children’s parents, carried out within a larger ethnographic research project on children’s everyday mobility in Sweden.

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  • 19.
    Joelsson, Tanja
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Ekman Ladru, Danielle
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Cracks in the well-plastered façade of the Nordic model: reflections on inequalities in housing and mobility in (post-)coronavirus pandemic Sweden2022Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 20, nr 4, s. 478-486Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper, Sweden’s situation in and response to the COVID-19 pandemic is discussed. Through examples of overcrowding and public transport, we argue that the pandemic has revealed, and risks reaffirming, existing aged, gendered, ethnic and socioeconomic inequalities in the housing market, and in relation to mobility and transport. The paper seeks to explore how the large scale and widespread housing segregation in Sweden contributes to the unequal spread of the COVID-19 pandemic. More specifically, we address how the COVID-19 pandemic has affected and continues to affect the mobility of children, young people and families in unequal transport systems.

  • 20.
    Karlsson, Sandra
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    "You said 'home' but we don’t have a house": Children’s lived rights and politics in an asylum centre in Sweden2019Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 17, nr 1, s. 64-75Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study explores children’s lived rights and articulated politics in the context of housing underpinned by their lived experiences in an asylum centre in Sweden. The findings reveal a discrepancy between the children’s articulated standpoints, where well-being is connected to having a home, and their lived experiences of lacking conditions for both house and home at the asylum centre. This discrepancy enables demonstration of the children’s articulated politics, as they criticize conditions, practices and relational aspects they experience as constraining their well-being at the asylum centre. Thereby, the children themselves identify the structural denial of their right to conditions for well-being and adequate housing. They also express what conditions for well-being should be accessible to them, which is interpreted here as their making rights claims when their formal rights are not fulfilled.

  • 21.
    Landby, Emma
    Umeå universitet, Institutionen för geografi och ekonomisk historia.
    Everyday travel for families with children using wheelchairs: parents’ perceptions of constraints and adaptation strategies2019Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 17, nr 4, s. 388-400Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    There is a norm assuming high mobility in the Western world today, which can increase the social and geographical exclusion of those who have limited possibilities to travel, such as people with disabilities. When it is a child who has the disability, travel-related constraints are likely to affect the whole family’s travel patterns. This study explores travel constraints among Swedish families with children with cerebral palsy who use wheelchairs. A time-geographical framework is employed. Interviews with parents show that these families’ everyday mobility is affected by authority, capacity and coupling constraints, and that it is often a combination of these constraints that makes travelling difficult. The families use different strategies to negotiate these constraints. In addition to strategies controlled by the families, the findings suggest that there is also a need for governmental support and a barrier-free transport system to enhance their mobility.

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  • 22.
    Landby, Emma
    Umeå universitet, Institutionen för geografi och ekonomisk historia.
    Everyday travel for families with children using wheelchairs: parents’ perceptions of constraints and adaptation strategies2019Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 17, nr 4, s. 388-400Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    There is a norm assuming high mobility in the Western world today, which can increase the social and geographical exclusion of those who have limited possibilities to travel, such as people with disabilities. When it is a child who has the disability, travel-related constraints are likely to affect the whole family’s travel patterns. This study explores travel constraints among Swedish families with children with cerebral palsy who use wheelchairs. A time-geographical framework is employed. Interviews with parents show that these families’ everyday mobility is affected by authority, capacity and coupling constraints, and that it is often a combination of these constraints that makes travelling difficult. The families use different strategies to negotiate these constraints. In addition to strategies controlled by the families, the findings suggest that there is also a need for governmental support and a barrier-free transport system to enhance their mobility.

  • 23.
    Landby, Emma
    Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för geografi och ekonomisk historia.
    Everyday travel for families with children using wheelchairs: parents’ perceptions of constraints and adaptation strategies2019Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 17, nr 4, s. 388-400Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    There is a norm assuming high mobility in the Western world today, which can increase the social and geographical exclusion of those who have limited possibilities to travel, such as people with disabilities. When it is a child who has the disability, travel-related constraints are likely to affect the whole family’s travel patterns. This study explores travel constraints among Swedish families with children with cerebral palsy who use wheelchairs. A time-geographical framework is employed. Interviews with parents show that these families’ everyday mobility is affected by authority, capacity and coupling constraints, and that it is often a combination of these constraints that makes travelling difficult. The families use different strategies to negotiate these constraints. In addition to strategies controlled by the families, the findings suggest that there is also a need for governmental support and a barrier-free transport system to enhance their mobility.

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  • 24.
    Melander Bowden, Helen
    et al.
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Gustafson, Katarina
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Embodied spatial learning in the mobile preschool: the sociospatial organization of meals as interactional achievement.2022Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 20, nr 2, s. 234-250Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study explores meals as a locus for children’s socialization into the socio-spatial organization of a mobile preschool, i.e. a preschool in a bus. Building on ethnographic fieldwork with video-recordings, the analysis is informed by ethnomethodology and conversation analysis to explore the everyday interactional organization of meal practices. Conceptualizing space as both a resource for interaction and as achieved in interaction, the study investigates how children and pedagogues create space for meals inside the bus and in outdoor spaces. The results demonstrate how the socio-spatial organization is made relevant as a learning object in interactions between pedagogues and children, and between peers. Knowledge of the socio-spatial organization is shown to constitute a critical aspect of competent participation in the mobile preschool. A trajectory in the children’s embodied spatial learning is discerned, from socio-spatial configurations as objects of instructions to embodied habits.

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  • 25.
    Muftee, Mehek
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Children’s agency in resettlement: a study of Swedish cultural orientation programs in Kenya and Sudan2015Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 13, nr 2, s. 131-148Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The focus of this study is cultural orientation programs (COPs) for refugees being resettled from Kenya and Sudan in Sweden in 2011. This study aims to highlight how, if at all, children's agency was facilitated during the COPs. The programs were video recorded in order to look at the continuous negotiations during the meetings between the Swedish delegation and the children and youth. The concept of thick and thin agency is used in order to understand how sometimes the overall context of the program as a part of the resettlement process thins the agency of the children.

  • 26.
    Ojala, Maria
    Örebro universitet, Institutionen för juridik, psykologi och socialt arbete.
    To Trust or Not to Trust? Young People’s Trust in Climate Change Science and Implications for Climate Change Engagement2021Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 19, nr 3, s. 284-290Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article discusses young people’s trust or distrust in climate change science. The aim is to show how the emotional dimension of trust in climate change science plays a role for engagement at two levels: how young people relate to climate change at large, if they worry or deny climate change and how young people deal with ambivalence regarding behavioral advice about, for example, climate-friendly food choices. The article ends by elaborating on the need for more research about what role trust in climate change science plays in young people’s everyday climate engagement, meaning-making, and identity development. 

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    To trust or not to trust? Young people’s trust in climate change science and implications for climate change engagement
  • 27.
    Orrmalm, Alex
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    The flows of things – exploring babies’ everyday space-making2021Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 19, nr 6, s. 677-688Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article draws on a larger ethnographic study conducted in the homes of babies aged between one and 18 months and their families in Sweden. The article explores how everyday space is made in the homes of families through babies? engagements with material things by methodologically working with maps, images, lists, and stories. Three themes ? the practices of spreading things out, the height at which activities take place, and the multiplicity of things ? are highlighted as important for understanding babies? space-making practices. These practices are discussed in terms of the flows of things, which highlights how the practices of moving a multiplicity of things come to matter in the making of space in the homes of babies and their families.

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  • 28.
    Ottosson, Lisa
    et al.
    University of Gothenburg, Sweden.
    Eastmond, Marita
    University of Gothenburg, Sweden.
    Cederborg, Ann-Christin
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Assertions and aspirations: agency among accompanied asylum-seeking children in Sweden2017Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 15, nr 4, s. 426-438Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research on asylum-seeking children tends to disregard those in parental care. In particular, little is known about children’s own perspectives. Based on ethnographic fieldwork in Sweden, this article explores the ways in which accompanied children experience and seek to overcome challenges posed by asylum reception. The focus is on children’s ambition and ability to form their everyday life, given their ambiguous position of tentative emplacement. Theoretical inspiration is sought in Ortner’s ‘agency of personal projects’ and de Certeau’s concept of ‘tactics’, analysed through the prism of liminality. The study found that while some tactics aimed at avoiding situations and settings that made children uncomfortable, others involved influencing their situation through pursuing ‘personal projects’. Many children’s strivings were directed at creating ‘a normal life’ and a place for themselves in Swedish society. The findings challenge the idea that accompanied children are more protected from difficulties and responsibilities than those seeking asylum alone.

  • 29.
    Reimers, Eva
    et al.
    Univ Gothenburg, Sweden.
    Puskás, Tünde
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Everyday nationalism in Swedish preschools: something old, something new and something borrowed2023Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 21, nr 5, s. 914-928Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper explores everyday nationalism in relation to work with traditions in Swedish preschools, as well as how preschool teachers reflect on these practices. One of the tasks of the Swedish preschools is to transmit and develop a cultural heritage. In Sweden, 95% of children aged 3-5 attend preschool. Approximately one fourth have a foreign background. Moreover, preschool children encounter very different cultural realities depending on where their preschool is located. Sweden is a secular as well as multi-religious country. This makes the cultural heritage that the preschools are supposed to transmit ambiguous and complex. Based on a survey where preschool practitioners answered questions about what traditions they pay attention to and what content they fill these traditions with, the article maps which traditions preschool practitioners actualize in their preschool practices. The data is analyzed and discussed in relation to everyday nationalism and the pedagogy of nation. The results show that the everyday nationalism of Swedish preschools both consolidates and challenges the traditions generally considered as being rooted in Swedish history. At the same time, many preschools integrate new traditions into their repertoire that represent societal changes, both in terms of cultural globalization and in terms of the traditions of religious minorities gaining greater visibility.

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  • 30. Roulston, Stephen
    et al.
    Hansson, Ulf
    Ulster University.
    Cook, Sally
    McKenzie, Paul
    If you are not one of them you feel out of place: understanding divisions in a Northern Irish town2017Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 15, nr 4, s. 452-465Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper examines and reflects on the use of Global Positioning System (GPS) tracking devices as a method to understand and analyse young people?s everyday movement in Northern Ireland, a divided society emerging from conflict. The paper also seeks to contribute to the extensive body of literature which already exists on young people?s geographies and movements within the Northern Ireland context. We highlight how the use of GPS together with more traditional methods gives us considerable insights of movements of young people in Northern Ireland and sheds light on the communal divisions in one town in Northern Ireland, Coleraine. We argue that the use of a GPS methodology significantly adds to the understanding of young people?s movements and geographies, particularly in a post-conflict context where notions of place and territory have particular significance.

  • 31.
    Schuurman, Nora
    et al.
    School of History, Culture and Arts Studies, University of Turku, Turku, Finland.
    Dirke, Karin
    Redmalm, David
    Holmberg, Tora
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Sociologiska institutionen.
    Interspecies care, knowledge and ownership: Children’s equestrian cultures in Sweden and Finland2023Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, s. 1-14Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Riding became a widespread leisure activity for children in Sweden and Finland during the post-war decades through the emergence of riding schools. Drawing on books and comics published in Sweden and Finland from the 1960s to the present, together with interviews and observations at contemporary Swedish riding schools, we approach this development with a geographical, historical and sociological focus. We ask how children’s equestrian cultures were formed within the spaces of horse yards, especially riding schools, and how caring well was understood and negotiated through different types of knowledge and the idea and practice of horse ownership. As we show in the analysis, despite the increase of written knowledge about horses and their care, situated and relational knowledges based on interspecies interaction prevailed in children’s equestrian cultural spheres in which children had a chance to interact with animals and care for them outside the everyday spaces of family and school. In these cultures of interspecies care, ideas of horse ownership carried expectations of continuity where the child–horse relationship was secured and could develop. The entry to these spatial cultures was through rites of passage characterised by embodied interaction and hands-on care, where children learned to care for animals well

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  • 32. Schuurman, Nora
    et al.
    Dirke, Karin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för kultur och estetik.
    Redmalm, David
    Holmberg, Tora
    Interspecies care, knowledge and ownership: children’s equestrian cultures in Sweden and Finland2023Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Riding became a widespread leisure activity for children in Sweden and Finland during the post-war decades through the emergence of riding schools. Drawing on books and comics published in Sweden and Finland from the 1960s to the present, together with interviews and observations at contemporary Swedish riding schools, we approach this development with a geographical, historical and sociological focus. We ask how children’s equestrian cultures were formed within the spaces of horse yards, especially riding schools, and how caring well was understood and negotiated through different types of knowledge and the idea and practice of horse ownership. As we show in the analysis, despite the increase of written knowledge about horses and their care, situated and relational knowledges based on interspecies interaction prevailed in children’s equestrian cultural spheres in which children had a chance to interact with animals and care for them outside the everyday spaces of family and school. In these cultures of interspecies care, ideas of horse ownership carried expectations of continuity where the child–horse relationship was secured and could develop. The entry to these spatial cultures was through rites of passage characterised by embodied interaction and hands-on care, where children learned to care for animals well.

  • 33.
    Schuurman, Nora
    et al.
    School of History, Culture and Arts Studies, University of Turku, Turku, Finland.
    Dirke, Karin
    Department of Culture and Aesthetics, Stockholm University, Stockholm, Sweden.
    Redmalm, David
    Mälardalens universitet, Akademin för hälsa, vård och välfärd, Hälsa och välfärd.
    Holmberg, Tora
    Department of Sociology, Uppsala University, Uppsala, Sweden.
    Interspecies care, knowledge and ownership: children’s equestrian cultures in Sweden and Finland2024Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Riding became a widespread leisure activity for children in Sweden and Finland during the post-war decades through the emergence of riding schools. Drawing on books and comics published in Sweden and Finland from the 1960s to the present, together with interviews and observations at contemporary Swedish riding schools, we approach this development with a geographical, historical and sociological focus. We ask how children’s equestrian cultures were formed within the spaces of horse yards, especially riding schools, and how caring well was understood and negotiated through different types of knowledge and the idea and practice of horse ownership. As we show in the analysis, despite the increase of written knowledge about horses and their care, situated and relational knowledges based on interspecies interaction prevailed in children’s equestrian cultural spheres in which children had a chance to interact with animals and care for them outside the everyday spaces of family and school. In these cultures of interspecies care, ideas of horse ownership carried expectations of continuity where the child–horse relationship was secured and could develop. The entry to these spatial cultures was through rites of passage characterised by embodied interaction and hands-on care, where children learned to care for animals well.

  • 34.
    Skoglund, Annika
    et al.
    Management, Organization and Society, Stockholm University School of Business, Stockholm.
    Börjesson, Mats
    Stockholms universitet.
    Mobilizing ‘juvenocratic spaces’ by the biopoliticization of children through sustainability2014Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 12, nr 4, s. 429-446Artikel i tidskrift (Refereegranskat)
  • 35.
    Skoglund, Annika
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Företagsekonomiska institutionen.
    Börjesson, Mats
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Mobilizing ‘juvenocratic spaces’ by the biopoliticization of children through sustainability2014Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 12, nr 4, s. 429-446Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Northern children have been increasingly referred to as competent, participative and influential, called on to protect and produce certain life at times of climate risks. Child–adult relations and the required transition to adulthood are thus transformed by a re-configured ‘biopolitics’. We trace how various collaborative actors invite children to foster life at an aggregate level and illustrate how different age categories are governed at a distance. The results show that pedagogic expertise, in conjunction with sustainability, is mobilized in and by ‘juvenocratic spaces’, where youths are obliged to foster sustainable consumption and ways of living beyond territorial borders.

  • 36. Svensson, Malin
    et al.
    Ekblad, Solvig
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Stressforskningsinstitutet.
    Ascher, Henry
    Making meaningful space for oneself: photo-based dialogue with siblings of refugee children with severe withdrawal symptoms2009Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 7, nr 2, s. 209-228Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The current study explores the use of children's photographs to establish a dialogue about everyday life with healthy siblings of refugee children with severe withdrawal symptoms (SWS). Asylum-seeking refugee children in Sweden with SWS have been officially observed since 2000, yet research has overlooked their healthy siblings. We studied three healthy siblings and found photography to be an applicable communicative tool. When parents focus their attention on the ill child, the healthy children create space for themselves and indicate both resilience and vulnerability. We suggest that, together with a dialogue, children's own photographs are useful for research with refugee children in vulnerable situations.

     

  • 37.
    Tiefenbacher, Rebecka
    Linköpings universitet, Institutionen för tema, Tema Barn. Linköpings universitet, Filosofiska fakulteten.
    Designing and making a separate leisure space: exploring the geographies of children with disabilities2023Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 21, nr 6, s. 1216-1229Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Separate leisure spaces play an important part in children with disabilities everyday geographies, though little is known about how they are designed and organised or how children use them. This article contributes to the field of disabled childrens geographies (cf. Ryan, Sara. 2005. "People Dont do odd, do They? Mothers Making Sense of the Reactions of Others Towards Their Learning Disabled Children in Public Places." Childrens Geographies 3 (3): 291-305) by building on a three-year ethnographic study that explores a separate leisure space in Sweden for children (3-11 years) with disabilities such as ADHD and autism. The current article focuses on the calm room within the facility, aimed at providing space for preventing and handling children acting out. By analysing this particular room, the study illuminates the ideas and assumptions about the children that went into designing the separate leisure space. Two dimensions of the room are analysed: (i) the design of the room, and (ii) childrens uses of the room.The analysis demonstrates that children used the room for their own purposes, for example for resting, socialising or playing. When childrens uses of the room conflicted with what designers had planned for, tensions arose between the ideas about childrens needs that informed the design of the room and what the children needed or wanted during their visits. This demonstrates the importance of not having too rigid ideas about children with disabilities needs when planning and designing separate leisure spaces. It is suggested that one way of ensuring that childrens actual needs and desires are considered, rather than those assumed or imagined by adult designers, is by finding ways to include children in the design and planning processes.

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  • 38.
    van der Burgt, Danielle
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Fakulteten för utbildningsvetenskaper, Institutionen för pedagogik, didaktik och utbildningsstudier.
    Children's Spatialities: embodiment, emotion and agency2018Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 16, nr 2, s. 218-219Artikel, recension (Övrigt vetenskapligt)
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    fulltext
  • 39.
    van der Burgt, Danielle
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Samhällsvetenskapliga fakulteten, Kulturgeografiska institutionen.
    Spatial avoidance or spatial confidence?: Young people’s agency in the active negotiation of risk and safety in public space.2015Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 13, nr 2, s. 181-195Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores teenage girls’ and boys’ agency in how they handle risk and promote safety in public space. Based on material from qualitative interviews with Swedish teenagers (from age 16), a small-scale survey and written accounts, it is shown that teenagers actively negotiate risk and promote safety in public space. Drawing on Panelli, Kraack, and Little [2005. “Claiming Space and Community: Rural Women’s Strategies for Living with, and Beyond, Fear.” Geoforum 36: 495–508] multidimensional model of situated agency, it is discussed how teenagers choose to draw on, or contest, different dimensions of agency in constructing and handling risk and safety.

  • 40.
    Wenger, Ines
    et al.
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Hälsa, medicin och rehabilitering. School of Health Professions, Zurich University of Applied Sciences, Winterthur, Switzerland;Department of Occupational Science & Occupational Therapy, University College Cork, Cork, Ireland.
    Prellwitz, Maria
    Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, Hälsa, medicin och rehabilitering.
    Lundström, U.
    Region Norrbotten, Sunderby Research Unit, Luleå, Sweden.
    Lynch, H.
    Department of Occupational Science & Occupational Therapy, University College Cork, Cork, Ireland.
    Schulze, C.
    School of Health Professions, Zurich University of Applied Sciences, Winterthur, Switzerland.
    Designing inclusive playgrounds in Switzerland: why is it so complex?2023Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 21, nr 3, s. 487-501Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Playgrounds designed with the intention to be inclusive are one approach to creating equal opportunities for all children, including those with disabilities, in terms of their right to play. However, when building inclusive playgrounds, the focus is often limited to the physical environment. Yet, studies investigating children’s play in inclusive playgrounds have shown that other aspects of inclusion, such as social inclusion, are equally as important as the physical environment. Nevertheless, there is a lack of knowledge about how inclusion is considered in the design of inclusive playgrounds. Therefore, this study aimed to explore the design and use of inclusive playgrounds among people involved in the provision of inclusive playgrounds and advocates of children with disabilities from a Swiss context. Four focus groups were conducted with 26 participants involved in providing inclusive playgrounds or having a professional or personal relationship with children with disabilities. Results revealed no uniform understanding of inclusive playgrounds. Barriers to inclusive playground provision included negative attitudes, lack of knowledge about inclusion and the absence of policies for inclusion. Through the focus group discussions, it was proposed that a community network is needed, to bring together children with disabilities and their families with playground providers when designing inclusive playgrounds. In this context, user involvement can inform the design of playgrounds and support the understanding of the needs of people with disabilities in playgrounds, among other things. To enhance inclusion for children with disabilities on inclusive playgrounds, design approaches that consider social inclusion, like Universal Design, are proposed.

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  • 41.
    Änggård, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Digital cameras: agents in research with children2015Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 13, nr 1, s. 1-13Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In a study on children’s relations to outdoor places, 41 6- to 8-year-old children took photos with digital cameras during walks in schoolyards and nature environments. In the present article, the cameras and their role in the research process are in focus. A materialist approach has guided the analysis (Barad 2003, 2007). The research process is seen as a materialist-discursive phenomenon in which several human and nonhuman agents intra-act. The results indicate that the cameras give rise to explorative activities and function as a third party in social situations. These activities occasionally counteract the purpose of the study.

  • 42.
    Änggård, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    How matter comes to matter in children's nature play: posthumanist approaches and children's geographies2016Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 14, nr 1, s. 77-90Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In the present paper, a posthumanist approach is used to analyse children's play activities in natural environments. The aim is to analyse intra-actions between children, the material environment and discourses, with a focus on the material and embodied aspects of these intra-actions. Forty-two children between six and eight years and from two Swedish schools participated in the study. Video observations of play activities have been the most important data source. For the analysis of how matter acts', play with sensorimotor content has been distinguished from play with symbolic content. In sensorimotor play, matter seems to talk' more directly to children's hands and bodies. In play activities with symbolic content, matter works both directly and through discourses, when objects are given symbolic meaning. In both kinds of play, discursive practices in the peer groups are influential.

  • 43.
    Åkerblom, Annika
    et al.
    Göteborgs universitet.
    Harju, Anne
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barndom, utbildning och samhälle (BUS).
    The becoming of a Swedish preschool child?: Migrant children and everyday nationalism2021Ingår i: Children's Geographies, ISSN 1473-3285, E-ISSN 1473-3277, Vol. 19, nr 5, s. 514-525Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The article examines how migrant children in Sweden are fostered to become ‘Swedish’ in a preschool setting aiming to integrate them and their families into the Swedish society. The analysis, where Bernstein’s (1971, 2000) concepts of classification, framing, and reconceptualization are used, shows how the children are fostered against a background of everyday nationalism, produced in preschool curriculum, recontextualized in the talk of the educators and reproduced in everyday routines in the preschool setting. The analysis also shows how the image of the rich and competent child, emphasized in Swedish policy documents and the national child centred pedagogy, does not apply to children constructed as the ‘other’. Instead, a controlled pedagogy aiming to compensate for something perceived as lacking in the children is legitimized.

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