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Närvänen, Anna-LiisaORCID iD iconorcid.org/0000-0002-3596-4809
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Publications (10 of 52) Show all publications
Sarstrand Marekovic, A.-M. & Närvänen, A.-L. (2018). Integrating newly arrived students in upper secondary school: School staffs' perceptions and experiences. In: ECER 2018: Inclusion and Exclusion, Resources for Educational Research?. Paper presented at Presented at ECER 2018: Inclusion and Exclusion, Resources for Educational Research?, Bolzano, September 3-7, 2018..
Open this publication in new window or tab >>Integrating newly arrived students in upper secondary school: School staffs' perceptions and experiences
2018 (English)In: ECER 2018: Inclusion and Exclusion, Resources for Educational Research?, 2018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

General description:

Newly arrived immigrant children are entering European countries in unprecedented numbers, putting increasing demands on the educational systems. The challenges for the educational systems vary according to country and relate to the size and composition of the immigrant student population as well as to the countries’ respective history of migration (Levels & Dronkers 2008). In this paper we focus on the Swedish educational system and the recent changes in the curriculum for upper secondary school launched in 2011. The reform altered the preconditions for transition to upper secondary school by significantly tightening the qualification requirements for all students, including the newly arrived students. School reforms are consequential for the staff as well as the students. We are here exploring how such consequences are described by the school staff; teachers, school leaders and liaison teachers in relation to newly arrived students. 

 

Several researchers argue for the need of research on the interpretations of educational reforms and how the reforms are transformed in local contexts. According to Hemmings, the outcome of educational reforms depends on the dynamics in schools related to school structures, cultures, local visions and moral aspects (2012). Other scholars have emphasized the significance of teachers for the implementation of reforms and that teachers’ professional experiences influence educational practices and interpretations of institutional goals (i.e. curricula) (Everitt 2012). We address these issues in our first research question. 

 

There is a growing body of research on newly arrived children’s experiences of school introduction in Sweden. In line with international research, the Swedish research has explored the students’ experiences of schooling and highlighted the importance of supporting relationships in school for successful careers (Skowronski 2013, Marekovic 2016, Suarez-Orozco et al. 2010, Greenman 2013). Research on teachers’ perspectives, on the other hand, highlight the dilemmas involved in reconciling educational goals for these students with national immigration policy (Arnot et.al 2009, Svensson forthcoming) and how teachers’ influence students’ educational choices (Bonizzoni et al 2014). However, research on experiences of teaching newly arrived students also point to the enrichment that is associated with this work (Wigg 2008, Devine 2011). Although extant research is increasing there is a need for research on both the staffs’ meaning-making processes and concrete strategies in daily educational practices. These issues are addressed in our second research question. 

 

The aim of the paper is to describe school staffs’ interpretations of the latest curricular reform for upper secondary school and the consequences for the teachers’ daily educational practices. Our preliminary research questions are: 1) How does school staff describe opportunities and constraints of the new reform in relation to newly arrived students’ educational trajectories? 2) How does the staff manage the new requirements put forward by the latest reform in their daily educational practices?  

 

Theoretical framework 

Our point of departure is the emerging theoretical framework that emphasizes the importance of understanding interpretative processes and social interaction in research on institutions (Hallett 2010). Institutional logics, background knowledge and meaning structures of school as institution and its objectives are subject to interpretation, re-interpretations and negotiations between school staff as well as students in daily educational practices (Fine & Hallet 2014). Teachers and students engage in meaning-making processes on what is important, how goals are interpreted and put into practice, which norms and values that are considered valid. This actualizes issues of the staffs’ perceptions of what educational trajectories may be achievable for the students and the significance of such perceptions in educational and counseling situations. Theoretical concepts that are also of relevance for the analysis are, for example ‘trajectory’ (Elder 1985), and ‘imagined futures’ (Mische 2009). 

 

Methods 

As the aim of the project is to explore school staffs’ interpretations of the latest educational reform concerning newly arrived students, semi structured interviews were chosen (c.f Lamont & Swidler 2012). The study was conducted in one of the largest cities in Sweden and three schools were approached to be included. All three schools are public upper secondary schools. The first school is an upper secondary school offering vocational programmes such as Restaurant management and food, Business and administration, Hotel and tourism, Childcare and recreation etc. The second and third schools are both offering theoretical programmes such as the natural science programme and social science programme. 

 

In total 14 individual interviews with school staff were conducted between May 2012 and June 2014, i.e. 1-3 years after the reform came into force. 3 persons were working as liaison teachers, 5 as tutoring teachers in classes for newly arrived students, 5 were school leaders. Also a municipal coordinator for organizing school introduction for newly arrived students was included. In the interviews with the staff several themes were discussed, such as working life experiences, the main tasks in the school, co-operation with other teachers, consequences of the school reform and the new curriculum and how the students succeed with their studies. The interviews lasted between 1-2,5 hours. All interviews were digitally recorded and transcribed before analysis.

 

We have chosen to present the analysis by concentrating on the common patterns rather than focusing on differences between the three schools. In other words, we have conducted an across-case analysis identifying commonali­ties across cases (cf. Ayres et al 2003). The analytical procedures embrace several steps commonly used in qualitative analysis in order to identify recurrent patterns and to successively elaborate and systematize the analysis to more specific and distinct categories. The procedures embrace reading and rereading the material at several occasions both individually and in co-operation between the researchers, discussing and sorting the material to different headings, and modifying categories successively. As our approach is inductive iterative, the starting point for our analysis was the empirical material, but theoretical ideas that were grounded in the material were also used to guide and systematize the analytical work. 

 

Expected outcomes

Our initial analyses of the interviews so far reveal three common patterns that will be developed further in the paper: 

  1. Interpretations of the students’ educational aspirations, opportunities and obstacles for achieving the goals. This pattern reveals how teachers assess students’ backgrounds, achievements and aspirations in light of obstacles such as language skills, educational requirements and time frames according to the curriculum. 
  2. Teacher strategies for managing students’ aspirations and obstacles for achievement. This pattern is about various strategies employed by the staff in order to deal with, for example the gap between aspirations and opportunities when it comes to students’ achievements, the pace of studies and imagined future careers. 

 

 

References

Arnot, M., Pinson, H., & Candappa, M. (2009). Compassion, caring and justice: teachers’ strategies to maintain moral integrity in the face of national hostility to the “non‐citizen”. Educational Review61(3), 249-264.

 

Ayres, l., Kavanaugh, K., & Knalf, K. A. (2003). Within- case and across case ap­proaches to qualitative data analysis, Qual Health Res, 13, 871‒883. 

 

Bonizzoni, P., Romito, M., & Cavallo, C. (2016). Teachers’ guidance, family participation and track choice: the educational disadvantage of immigrant students in Italy. British Journal of Sociology of Education37(5), 702-720.

 

Devine, D. (2011). Immigration and schooling in the republic of Ireland: Making a difference?. Manchester: Manchester University Press.

 

Elder Jr, G. H. (1985). Life course dynamics: trajectories and transitions 1968-1980. Ithaca, ny: Cornell University press.

 

Everitt, JG. (2012). Teacher Careers and Inhabited Institutions: Sense-Making and Arsenals of Teaching Practice in Educational Institutions. Symbolic Interaction, 35, 203-220.

 

Fine, G. A. & Hallett, T. (2014). Group Cultures and the Everyday Life of Organizations: Interaction Orders and Meso-Analysis, Organization Studies, 35,1773-1798.

 

Greenman, E. (2013). Educational attitudes, school peer context, and the “immigrant paradox” in education. Social science research42(3), 698-714.

 

Hallet, T. (2010). The Myth Incarnate: recoupling processes, turmoil and inhabited institutions in an urban elementary school. American Sociological Review. 75: 52-74.

 

Hemmings, A. (2012). Four Rs for urban high school reform: Re-envisioning, reculturation, restructuring and remoralization.Improving Schools. 15: 198-210.

 

Jepson Wigg, U. (2008). Bryta upp och börja om: berättelser om flyktingskap, skolgång och identitet.Diss. Linköping : Linköpings universitet, 2009

 

Lamont, M., & Swidler, A. (2014). Methodological pluralism and the possibilities and limits of interviewing. Qualitative Sociology37(2), 153-171.

 

Levels, M., & Dronkers, J. (2008). Educational performance of native and immigrant children from various countries of origin. Ethnic and Racial Studies31(8), 1404-1425.

Marekovic, A-M. (2016). Mot alla odds, i Lund, A. & Lund, S. (red.) (2016). Skolframgång i det mångkulturella samhället. Studentlitteratur AB.

Mische A. (2009): “Projects and Possibilities: Researching Futures in Action” Sociological Forum, 24: (3), 694-704.

Skowronski, E. (2013). Skola med fördröjning: nyanlända elevers sociala spelrum i "en skola för alla".Diss. Lund : Lunds universitet, 2013

Suárez-Orozco, C., Onaga, M., & Lardemelle, C. D. (2010). Promoting academic engagement among immigrant adolescents through school-family-community collaboration. Professional School Counseling, 14(1), 15-26

Svensson, M. (forthcoming). Compensating for conflicting policy goals: Dilemmas of teachers’ work with asylum-seeking pupils in Sweden. Scandinavian Journal of Educational Research.

Keywords
school staff, newly arrived students, curriculum, daily educational practices, educational trajectories
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-80718 (URN)
Conference
Presented at ECER 2018: Inclusion and Exclusion, Resources for Educational Research?, Bolzano, September 3-7, 2018.
Available from: 2019-02-20 Created: 2019-02-20 Last updated: 2019-04-29Bibliographically approved
Närvänen, A.-L. & Markström, A.-M. (2017). Ålder som meningsbärande och normerande resurs i förskolans utvecklingssamtal. In: Clary Krekula, Barbro Johansson (Ed.), Introduktion till kritiska åldersstudier: (pp. 125-140). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Ålder som meningsbärande och normerande resurs i förskolans utvecklingssamtal
2017 (Swedish)In: Introduktion till kritiska åldersstudier / [ed] Clary Krekula, Barbro Johansson, Lund: Studentlitteratur AB, 2017, p. 125-140Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017
Keywords
ålder, interaktion, institutionell organisering, normalisering, förskola
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-72991 (URN)978-91-44-12094-2 (ISBN)
Available from: 2018-04-18 Created: 2018-04-18 Last updated: 2018-05-08Bibliographically approved
Elvstrand, H. & Närvänen, A.-L. (2016). Children's Own Perspectives on Participation in Leisure-time Centers in Sweden. American Journal of Educational Research, 4(6), 496-503
Open this publication in new window or tab >>Children's Own Perspectives on Participation in Leisure-time Centers in Sweden
2016 (Swedish)In: American Journal of Educational Research, ISSN 2327-6150, Vol. 4, no 6, p. 496-503Article in journal (Refereed) Published
Abstract [en]

This article presents a study conducted at two different leisure time centers (LTCs) in Sweden. LTC is a voluntary after-school setting that according to the national curriculum should support for example development of values and children’s social skills. The analysis is a part of a larger action research project comprising various research issues relating to LTCs. The present article focuses on the democratic objective of LTCs. The Swedish educational system, of which LTCs form a part, is considered to be rights-based with reference to the United Nations Conventions on the Rights of the Child. The national curriculum stresses citizenship education, and both schools and LTCs are considered venues where children should have the opportunity and ability to practice democracy in their everyday activities. The point of departure in the theoretical framework is children’s participation and agency. This article focuses on data gathered through ‘drawing and talking with children’ that reveals children’s perspectives as to their own participation at LTCs. A total of 19 children participated in the study and were asked to draw a map of their LTC and describe their experiences of participation at the LTC. The results show that children clearly favored activities that, at least to some extent, could be carried out with less adult supervision, such as free, unstructured play. Opportunities to participate were described in terms of formal proceedings such as voting or writing suggestions and depositing them in the suggestion box. The children also described their participation in terms of opportunities to make individual choices in accordance with their preferences. When asked to name obstacles to participation, the children mentioned rules that were decided on by adults, and fixed routines that structured the children’s afternoon hours in terms of both time and space.

Keywords
participation, leisure time center, agency, democracy
National Category
Pedagogical Work Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
Sociology, Sociology Education
Identifiers
urn:nbn:se:lnu:diva-52578 (URN)10.12691/education-4-6-10 (DOI)
Projects
Fritidshem i Framtiden
Available from: 2016-05-19 Created: 2016-05-19 Last updated: 2017-12-07Bibliographically approved
Elvstrand, H. & Närvänen, A.-L. (2016). Comparing how children versus instructors in leisure centre define the meaning of participation. In: : . Paper presented at NERA Congress, Helsingfors 9-11 March 2016.
Open this publication in new window or tab >>Comparing how children versus instructors in leisure centre define the meaning of participation
2016 (English)Conference paper, Oral presentation with published abstract (Refereed)
Keywords
meaning making, participation, leisure centre, children vs instrutors, ethnography
National Category
Sociology Educational Sciences
Research subject
Sociology, Sociology Education
Identifiers
urn:nbn:se:lnu:diva-61078 (URN)
Conference
NERA Congress, Helsingfors 9-11 March 2016
Projects
fritidshem i framtiden
Available from: 2017-03-05 Created: 2017-03-05 Last updated: 2017-12-08Bibliographically approved
Sarstrand Marekovic, A.-M. & Närvänen, A.-L. (2016). The meanings of age and time for newly arrived immigrant pupils’ educational trajectories. In: : . Paper presented at Nordic Sociological Association Conference 2016.
Open this publication in new window or tab >>The meanings of age and time for newly arrived immigrant pupils’ educational trajectories
2016 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

Newly arrived immigrant youth are entering Sweden in unprecedented numbers, putting increasing demands on the educational system. There is a growing body of research on newly arrived children’s experiences of school introduction. However, research on the experiences of students who arrive in Sweden during the latter school years (15-18 years of age), i.e. who are expected to transition into upper-secondary education, remain limited, particularly in relation to age and imagined  futures. Our paper is a contribution to this emergent field of research.

 

Preliminary analyses of interviews with ‘late arrived students’ and staff at three upper secondary high schools highlight the significance of age and time in this process. The results indicate a discrepancy between the students’ perceptions and expectations of this transition and that of the school staff. The staff, following the institutional logic and the curriculum, expects prescribed progression of knowledge. Consequentially they opt for a prolonged introductory period. The students, on the other hand, describe a sense of deceleration of the future, by being held back in introductory classes. As a result, they will be “off time” compared to peers. Also, the deceleration of the future is interpreted in terms of a delay in the imagined biography. 

 

Keywords
Age, newly arrived immigrant youth, transition, imagined biography, imagined future
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-57354 (URN)
Conference
Nordic Sociological Association Conference 2016
Available from: 2016-10-11 Created: 2016-10-11 Last updated: 2017-01-16Bibliographically approved
Närvänen, A.-L. & Elvstrand, H. (2015). Aktionsforskning på fritidshem - villkor och möjligheter. Venue
Open this publication in new window or tab >>Aktionsforskning på fritidshem - villkor och möjligheter
2015 (Swedish)In: Venue, ISSN 2001-788X, , p. 5Article in journal (Other academic) Published
Abstract [sv]

Hur kan forskare och pedagoger tillsammans utveckla verksamheten på fritidshem? Aktionsforskning är ett sätt att gemensamt verka för verksamhetsutveckling och kvalitetsförbättring.

Place, publisher, year, edition, pages
Linköpings universitet, 2015. p. 5
Keywords
aktionsforskning, fritidshem
National Category
Sociology
Research subject
Social Sciences, Sociology Education
Identifiers
urn:nbn:se:lnu:diva-44803 (URN)
Projects
Fritidshem i framtiden
Available from: 2015-06-18 Created: 2015-06-18 Last updated: 2016-05-16Bibliographically approved
Elvstrand, H. & Närvänen, A.-L. (2015). Children's perspective of their own participation in after-school care. In: : . Paper presented at NERA 2015, the 43rd Annual Congress of the Nordic Educational Research Association, 4-6 March 2015, Gothenburg, Sweden..
Open this publication in new window or tab >>Children's perspective of their own participation in after-school care
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim with this paper is to present a research project which takes it´s standpoint from children’s perspective at after-school care. In thestudy we have worked together with children at three different after-school care units. We have worked with a so called mosaic approachwhich means that we have used different data gathering methods like interviews, map drawing and children’s photos of their unit. We havealso conducted ethnographic observations at the units. During the study we have invented the different data gathering methods bydiscussing them with children. In this paper we present results which focus upon children’s view of their own possibility for participation andwhat children themselves express they like to do in after-school care.

Keywords
after-school care, children's participation, children's perspective
National Category
Sociology
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-44802 (URN)
Conference
NERA 2015, the 43rd Annual Congress of the Nordic Educational Research Association, 4-6 March 2015, Gothenburg, Sweden.
Available from: 2015-06-18 Created: 2015-06-18 Last updated: 2016-08-15Bibliographically approved
Närvänen, A.-L. & Markström, A.-M. (2015). Co-producing Children's Sociality in Parent-Teacher Conferences. Scandinavian Journal of Educational Research, 59(5), 546-563
Open this publication in new window or tab >>Co-producing Children's Sociality in Parent-Teacher Conferences
2015 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, no 5, p. 546-563Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to describe how parents and preschool teachers talk about children's interactional skills in parent–teacher conferences in the Swedish preschool and how this can be related to socialization processes. The analyses show that children's communicative skills, such as turn-taking in conversation and co-operation, are considered as important for both parents and teachers and talked about in terms of trouble or success. Children's skills are often assessed by using chronological age as a parameter. Our analysis suggests that the talk about children's interactional skills may be interpreted in terms of deficiency discourses founded primarily on theories in developmental psychology, and that parents, and particularly the teachers, present themselves as socializing agents with regard to children.

Keywords
parent–teacher conferences, preschool, socialization, social skills
National Category
Sociology
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-38121 (URN)10.1080/00313831.2014.965786 (DOI)
Available from: 2014-11-11 Created: 2014-11-11 Last updated: 2017-12-05Bibliographically approved
Närvänen, A.-L. & Elvstrand, H. (2015). What is Participation?: Pedagogues´Interpretative Repertoires and Ideological Dilemmas Regarding Children's Participation in Swedish leisure-time Centres. International Journal for Research on Extended Education, 3(2), 61-78
Open this publication in new window or tab >>What is Participation?: Pedagogues´Interpretative Repertoires and Ideological Dilemmas Regarding Children's Participation in Swedish leisure-time Centres
2015 (English)In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 3, no 2, p. 61-78Article in journal (Refereed) Published
Abstract [en]

Abstract: The aim of the article is to explore how pedagogues in Swedish leisure-time centres interpret and make sense of what may be meant by children’s participation. We also focus on ambivalences and competing interpretations of participation and how pedagogues argue for or against divergent interpretations. The material consists of 18 digitally recorded reflection meetings in 6 leisure-time centres. The analyses reveal three interpretative patterns, or in other words, interpretative repertoires of participation, these being 1) formal democracy, 2) making individual choices and 3) responsibility. Ambivalences and competing interpretations concern, in the first place, the interpretation of participation as individual choice versus adult governance and compulsory activities. The arguments used refer to cultural values such as the value of countryside experiences, children’s developmental needs, professional commitment and children’s best interests. The severity of the clashing ideas is obvious as no working consensus is achieved.

Keywords
leisure-time centres, children's participation, ideological dilemmas, interpretative repertoires
National Category
Sociology
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-48435 (URN)
Projects
Fritidshem i Framtiden
Available from: 2015-12-17 Created: 2015-12-17 Last updated: 2017-12-01Bibliographically approved
Närvänen, A.-L. & Elvtrand, H. (2014). Action research in after-school care units.: Analysis of teacher's interpretive frames in talking visions and making action plans.. In: : . Paper presented at NERA 42st Congress, Lillehammer, Norge, 5th-7th March, 2014.
Open this publication in new window or tab >>Action research in after-school care units.: Analysis of teacher's interpretive frames in talking visions and making action plans.
2014 (English)Conference paper, Oral presentation with published abstract (Other academic)
Keywords
action research, after-school care, teacher's interpretive frames
National Category
Sociology (excluding Social Work, Social Psychology and Social Anthropology)
Research subject
Social Sciences, Sociology Education
Identifiers
urn:nbn:se:lnu:diva-33835 (URN)
Conference
NERA 42st Congress, Lillehammer, Norge, 5th-7th March, 2014
Projects
Fritidshem i framtiden
Note

Ej belagd, 20141111

Available from: 2014-04-10 Created: 2014-04-10 Last updated: 2016-05-16Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3596-4809

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