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BETA
Närvänen, Anna-LiisaORCID iD iconorcid.org/0000-0002-3596-4809
Alternative names
Publications (10 of 51) Show all publications
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
Närvänen, A.-L. & Elvstrand, H. (2014). Att (om)skapa fritidshemskulturer: Om visioner, gränsdragningar och identitetsarbete. Barn (3), 9-25
Open this publication in new window or tab >>Att (om)skapa fritidshemskulturer: Om visioner, gränsdragningar och identitetsarbete
2014 (Swedish)In: Barn, ISSN 0800-1669, no 3, p. 9-25Article in journal (Refereed) Published
Keywords
aktionsforskning, kultur-och identitetsskapande, fritidshem, lärare
National Category
Sociology
Research subject
Social Sciences, Sociology
Identifiers
urn:nbn:se:lnu:diva-38120 (URN)
Projects
Fritidshem i Framtiden
Available from: 2014-11-11 Created: 2014-11-11 Last updated: 2017-12-05Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3596-4809

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