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  • 1.
    Andersson, Janicke
    et al.
    Linköping University.
    Lukkarinen Kvist, Mirjaliisa
    Linköping University.
    Nilsson, Magnus
    Karlstad Uiversity.
    Närvänen, Anna-Liisa
    Linköping University.
    Att leva med tiden: Samhälls- och kulturanalytiska perspektiv på ålder och åldrande2011Book (Other academic)
    Abstract [sv]

    Att leva med tiden handlar om vad ålder och åldrande kan betyda i olika sammanhang och hur betydelsen förändras över tid och rum. I boken diskuteras olika samhälls- och kulturvetenskapliga perspektiv på ålder och åldrande. Boken belyser vilka konsekvenser vetenskapliga sätt att se på åldrande kan få i analys av, och relation till, vardagsliv, vetenskaplig verksamhet och i det offentliga livet. Förutom historiska tillbakablickar presenteras också teorier om ålder, normalitet och identitet samt ålder ur ett intersektionellt perspektiv.

  • 2.
    Elvstrand, Helene
    et al.
    Linköping university.
    Närvänen, Anna-Liisa
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Children's Own Perspectives on Participation in Leisure-time Centers in Sweden2016In: American Journal of Educational Research, ISSN 2327-6150, Vol. 4, no 6, p. 496-503Article in journal (Refereed)
    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.

  • 3.
    Elvstrand, Helene
    et al.
    Linköpings universitet.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Children's Participation in After-School Care: visions and realities2014In: ECER 2014, The Past, the Present and the Future of Educational Research: Network: 25. Research on Children's Rights in Education, 2014Conference paper (Refereed)
  • 4.
    Elvstrand, Helene
    et al.
    Linköping University.
    Närvänen, Anna-Liisa
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Children's perspective of their own participation in after-school care2015Conference paper (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.

  • 5.
    Elvstrand, Helene
    et al.
    Linköping university.
    Närvänen, Anna-Liisa
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Comparing how children versus instructors in leisure centre define the meaning of participation2016Conference paper (Refereed)
  • 6.
    Elvstrand, Helene
    et al.
    Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN).
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Everyday practice in after school care2013In: Disruptions and eruptions as opportunities for transforming education: Abstract book, NFPF & NERA , 2013Conference paper (Other academic)
    Abstract [en]

    The aim is to present a research project on after-school care that will be initiated during thespring 2013. As the project is initiated as an ethnographic action research, the main researchissues, as well as the action, are defined by the teachers during the first phase of the research, inco-production with the researchers, inventing visions, restraints, possibilities and a plan of action.We are also planning to conduct ethnographic observations at the units and qualitative interviewswith teachers, and even children. The design is though necessarily quite flexible at this point oftime as it depends on the action and the issues that then may be identified as important for closerstudy. Depending on the financial resources of the project, the research will be conducted duringabout 3 years on either 3 or 6 after-care units. The presentation will focus upon the initial phaseof the project and point out the research questions which are formulated in co-production withteachers who work in the after-school care. These questions can also be seen as importantquestions to investigate further in the area.

  • 7.
    Krekula, Clary
    et al.
    Sociologiska institutionen Uppsala universitet.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Näsman, Elisabet
    Sociologiska institutionen Uppsala universitet.
    Ålder i intersektionell analys2005In: Kvinnovetenskaplig tidskrift, ISSN 0348-8365, no 2-3, p. 81-94Article in journal (Refereed)
  • 8.
    Krekula, Clary
    et al.
    Sociologiska institutionen Uppsala universitet.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Näsman, Elisabet
    Sociologiska institutionen Uppsala universitet.
    Åldersfrågan i diskussionen om intersektionalitet2005Conference paper (Other academic)
  • 9.
    Krevers, Barbro
    et al.
    Linköpings universitet, Hälsouniversitetet.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Öberg, Birgitta
    Linköpings universitet, Hälsouniversitetet.
    Patient evaluation of the care and rehabilitation process in geriatric hospital care2002In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 24, no 9, p. 482-491Article in journal (Refereed)
    Abstract [en]

    Purpose: To gain a deeper understanding of how elderly persons experience and evaluate the care and rehabilitation process. Method: Qualitative interview data from elderly patients were analysed using a grounded theory approach. The patients were interviewed twice, at the beginning of geriatric hospital care and some weeks after discharge. Results: The patient-perceived outcome of the care and rehabilitation process reflected two dimensions, the effect on their health and the quality of the process, i.e. how their needs were met. The analysis revealed that the patients' needs differed during the care and rehabilitation process. It also indicated that patients perceived their needs and the care differently based on their previous experience of the care unit, their perceived trajectory of illness and their 'patient character' which represented the patient's definition of himself/herself and the situation. A hypothetical model of the patients' evaluation process has been derived. Conclusion: The results indicate the importance of using a process perspective in the assessment and the interpretation of patient-perceived outcome of care and rehabilitation, and that patient expectations, trajectories of illness and the patient character must be taken into consideration.

  • 10.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Age Ageing and Life Course2004In: Changing worlds and the ageing subject: Dimensions in the study of ageing and later life / [ed] Britt-Marie Öberg ; Närvänen, Anna-Liisa ; Näsman, Elisabet ; Olsson, Erik, Aldershot: Ashgate, 2004, p. 65-80Chapter in book (Refereed)
    Abstract [en]

    Considers the humanistic-historical dimension of ageing and substantiates new perspectives on family roles and intergenerational relationships. Also examines age discrimination, the impact of the increase in early retirement, the effect of old and new technology on older people's lives, and more.Show more Show less

  • 11.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Att veta var man är och vart man ska: De äldre om sjukhus, enheter och förflyttningar : arbetsrapport nr 2 i projektet Patientuppföljning ur ett processperspektiv1995Report (Other academic)
  • 12.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Goffman´s Dramaturgy - Time, Space and Identities2002Conference paper (Refereed)
  • 13.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Intervjuer med äldre: Reflektioner om metod och vägledning till analys och tolkning : arbetsrapport 1 i projektet Patientuppföljning ur ett processperspektiv1995Report (Other academic)
  • 14.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    När kvalitativa studier blir text1999Book (Other (popular science, discussion, etc.))
  • 15.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Om ålderdom och innebörden av sjukdomsbanor1995Report (Other academic)
  • 16.
    Närvänen, Anna-Liisa
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Sociala världar, socialisation och identitetsskapande2013In: Barns livsvillkor: I mötet med skola och fritidshem / [ed] Anders Fjällhed & Mikael Jensen, Lund: Studentlitteratur AB, 2013, p. 61-76Chapter in book (Other academic)
    Abstract [sv]

    Hur är det att leva och växa upp som barn i början på 2000-talet? Den frågan är central i boken Barns livsvillkor - i mötet med skola och fritidshem. Svenska forskare och universitetslärare har valt att beskriva olika aspekter av barns livsvillkor i relation till skola, fritidshem, familj, kamrater och fritid. En gemensam nämnare är att det inte alltid är så lätt att vara barn i dagens samhälle och att det finns en rad faktorer som påverkar hur livet och uppväxten blir.

  • 17.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Temporalitet och social ordning1994Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The primary aim of the thesis is to develop a theoretical frame of reference concerning the significance of temporality for social order, how it is created, maintained and how it can be changed in interaction. The theoretical frame of reference is developed gradually and is considered as heuristic. Emphasis is placed on temporal orientation, i.e. the dimension of meaning, while temporal order is analyzed only as aspects of it appear in the interviews, which constitute the empirical basis for the discussion. The interactionist stance in this thesis implies that the emphasis is placed on the subjects interpretation of the temporal aspects.

    The data consists of semistructured interviews with totally 87 employees at two hospital wards in Sweden. The qualitative analyses in the thesis is inspired by 'grounded theory' approach.

    The dissertation consists of three parts. Part I consists of an introduction and a discussion of temporality which is then conceptualized in terms of temporal order and temporal orientation. In part II the emphasis is placed on biographical time. The concepts biographical scheme andcareer, which are related to socialization, are chosen for analytical purposes. In part III the theoretical frame of reference is developed through a discussion of temporal aspects in the definition of situation. The biography, an individuals experiences in past, present and expectations of future, is thus put in relation to reference groups and social worlds, which point out for example the significance of social memory for the definition of reality.

    The results show the significance of temporal orientation and temporal order for individual and group interpretation of the social reality at their place of work. Biographical schemes, careers and social norms connected to them are important elements in the interpretation of the social order and of the possibilities to change it. Different experiences of educational and occupational socialization implied conflicting definitions of occupational roles and core activities within and between the occupational groups, which were important for changes in the social order. Work routines and social status as a senior in an occupational group were important for reproducing the social order.

  • 18.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Tids- och rumssociologiska aspekter på stigmatisering och totala institutioner1994In: Samhälle, psykiatrisk vård och psykisk hälsa / [ed] Bengt Erik Eriksson, Tommy Svensson, Linköping: Tema, Univ. , 1994, p. 99-114Chapter in book (Refereed)
  • 19.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Time, Space and Identities - a Dramaturgical Approach2003Report (Other academic)
  • 20.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Vårdprocessen i tillbakablick.: arbetsrapport 5 i projektet Patientuppföljning ur ett processperspektiv, slutrapport1996Report (Other academic)
  • 21.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Ålder, livslopp, åldersordning2009In: Åldrande, åldersordning, ålderism / [ed] Jönsson Håkan, Linköping: Linköping university , 2009, p. 18-29Chapter in book (Other academic)
  • 22.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Åldrande, livsförlopp, generation2001Conference paper (Refereed)
  • 23.
    Närvänen, Anna-Liisa
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Elvstrand, Helene
    Linköpings universitet.
    Aktionsforskning på fritidshem - villkor och möjligheter2015In: Venue, ISSN 2001-788X, , p. 5Article in journal (Other academic)
    Abstract [sv]

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

  • 24.
    Närvänen, Anna-Liisa
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Elvstrand, Helene
    Linköpings universitet.
    Att (om)skapa fritidshemskulturer: Om visioner, gränsdragningar och identitetsarbete2014In: Barn, ISSN 0800-1669, no 3, p. 9-25Article in journal (Refereed)
  • 25.
    Närvänen, Anna-Liisa
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Elvstrand, Helene
    Linköpings universitet.
    What is Participation?: Pedagogues´Interpretative Repertoires and Ideological Dilemmas Regarding Children's Participation in Swedish leisure-time Centres2015In: International Journal for Research on Extended Education, ISSN 2196-3673, E-ISSN 2196-7423, Vol. 3, no 2, p. 61-78Article in journal (Refereed)
    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.

  • 26.
    Närvänen, Anna-Liisa
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Elvtrand, Helene
    Linköpings universitet.
    Action research in after-school care units.: Analysis of teacher's interpretive frames in talking visions and making action plans.2014Conference paper (Other academic)
  • 27.
    Närvänen, Anna-Liisa
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Häll, Linda
    Linköping University, Sweden.
    Perspektiv på ålder i vardagslivets interaktioner: [ Perspective on age in everyday interactions ]2014In: Sociologisk forskning, ISSN 0038-0342, Vol. 51, no 1, p. 15-28Article in journal (Refereed)
    Abstract [en]

    The aim of the article is to discuss how ethnomethodology and (symbolic) interaction-ism may contribute to sociological studies on age in everyday interactions. A theoretical framework on age, 'age-as-accomplished', inspired by ethnomethodology and symbolic interactionist approach has been proposed by Laz (1998; 2003). Our comparison of these approaches show, that the perspectives are incompatible, for example with regard to the defi-nitions of culture, interaction and meaning. As such issues are not discussed by Laz, the the-oretical framework is lacking in transparency and clarity. Ultimately the definition of 'age as accomplished' is not congruent with the notions of meaning and interpretation as used by Laz. In some respects the perspectives may though be complementary and valuable in age studies, for example the detailed study of situated norms in ethnomethodology, as well as some new developments within (symbolic) interactionist perspectives focusing on social sta-tus, and issues of subordination and superordination as relational processes.

  • 28.
    Närvänen, Anna-Liisa
    et al.
    Linköping University.
    Markström, Ann-Marie
    Linköping University.
    Co-producing Children's Sociality in Parent-Teacher Conferences2015In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 59, no 5, p. 546-563Article in journal (Refereed)
    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.

  • 29.
    Närvänen, Anna-Liisa
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Markström, Ann-Marie
    Linköping University.
    Ålder som meningsbärande och normerande resurs i förskolans utvecklingssamtal2017In: Introduktion till kritiska åldersstudier / [ed] Clary Krekula, Barbro Johansson, Lund: Studentlitteratur AB, 2017, p. 125-140Chapter in book (Refereed)
  • 30.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Näsman, Elisabet
    Sociologiska institutionen Uppsala.
    Age and intersectionality - the childhood case2005Conference paper (Refereed)
  • 31.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Näsman, Elisabet
    Sociologiska institutionen Uppsala universitet.
    Age Order and Children´s Agency2007In: Childhood, generational order and the welfare state: exploring children's social and economic welfare / [ed] Helmut Wintersberger, Odense: University Press of Southern Denmark , 2007, p. 225-249Chapter in book (Other academic)
    Abstract [en]

    So far, research on the welfare state has usually neglected children and childhood. In the rare attempts to include childhood in welfare state analysis, too much emphasis was placed on children as future adults. However, only a full recognition of children as human beings and citizens here and now are compatible with new social studies of childhood as well as children's rights discourses. Thus the conceptual integration of children and childhood in the welfare state is still an open question. This book closes the gap by offering the concept of generational order as theoretical tool to both childhood and welfare state research. In analogy to gender analysis, this concept is an adequate tool in providing visibility to the adult bias of traditional welfare state theories and practices. The book includes contributors from ten predominantly European countries, exploring issues of children's social and economic welfare, such as child poverty in a theoretical, methodological, and practical perspective. Together with the companion volume below — Flexible Childhood, also by the University Press of Southern Denmark — this book is the final result of COST Action A19, Children's Welfare, which has been supported by the European COST Framework.

  • 32.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Näsman, Elisabet
    Sociologiska Institutionen Uppsala universitet.
    Aged Childhood and Children - Peer Collectivity2006Conference paper (Refereed)
    Abstract [en]

      

  • 33.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Näsman, Elisabet
    Linköpings universitet.
    Challenging Postmodern Life Courses?2006Report (Refereed)
  • 34.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Näsman, Elisabet
    Sociologiska institutionen Uppsala universitet.
    Doing Age, Doing Childhood - Performing or Contesting the Age Order2005Conference paper (Other academic)
  • 35.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Näsman, ElisabetSociologiska institutionen Uppsala universitet.
    Etik i forskningens vardag2006Collection (editor) (Other academic)
    Abstract [sv]

    Antologin tar upp en rad forskningsetiska frågor i forskningens vardag inom främst humanistisk-samhällsvetenskaplig forskning. Fokus ligger främst på frågor som kan väckas vid kvalitativ fältforskning. Aktuella forskningsetiska principer presenteras och boken lyfter fram etisk medvetenhet samt reflexivitet som en viktig del i forskningsprocessen

  • 36.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Näsman, Elisabet
    Sociologiska institutionen Uppsala universitet.
    Etik och forskningens vardag2006In: Etik i forskningens vardag / [ed] Anna-Liisa Närvänen & Elisabet Näsman, Linköping: Linköpings universitet , 2006Chapter in book (Other academic)
    Abstract [sv]

    Antologin tar upp en rad forskningsetiska frågor i forskningens vardag inom främst humanistisk-samhällsvetenskaplig forskning. Fokus ligger främst på frågor som kan väckas vid kvalitativ fältforskning. Aktuella forskningsetiska principer presenteras och boken lyfter fram etisk medvetenhet samt reflexivitet som en viktig del i forskningsprocessen

  • 37.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Näsman, Elisabet
    Sociologiska institutionen Uppsala universitet.
    Time, Identity and Agency2007In: Flexible childhood?: exploring children's welfare in time and space / [ed] Helga Zeiher, Odense: University Press of Southern Denmark , 2007, p. 69-92Chapter in book (Other academic)
    Abstract [en]

    Children's spaces are widening — culturally and socially. Socially, children’s spaces are more often multilocal. Culturally, they are enlarged through mobility in the globalized and virtual spaces in the media-saturated world. Children's times are also less confined by strict borderlines. The more flexible and individualized use of time in the world of work impacts on children's lives in families, day care, and school. The chapters of this volume each present particular temporal and spatial aspects of social change in childhood. The book is directed toward considering the impact of such change on children's welfare. As former boundaries between generations begin to blur and neo-liberal forces enter all realms of people's lives, it can no longer be taken for granted — as it was in former periods of modernity — that continued efforts to realize the childhood project will automatically guarantee the "best interest of the child." With respect to children's welfare in time and space, Flexible Childhood? discusses tensions between demands from the market economy, dynamics of rationalization and technology, and visions of a "good" childhood. Together with the above companion volume — Childhood, Generational Order and the Welfare State, also by the University Press of Southern Denmark — this book is the final result of COST Action A19, Children's Welfare, which has been supported by the European COST Framework.Show more Show less

  • 38.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Näsman, Elisabet
    Sociologiska institutionen Uppsala universitet.
    Ålderism och forskningsetik2006In: Etik i forskningens vardag / [ed] Anna-Liisa Närvänen & Elisabet Näsman, Linköping: Linköpings universitet , 2006Chapter in book (Other academic)
    Abstract [sv]

       Antologin tar upp en rad forskningsetiska frågor i forskningens vardag inom främst humanistisk-samhällsvetenskaplig forskning. Fokus ligger främst på frågor som kan väckas vid kvalitativ fältforskning. Aktuella forskningsetiska principer presenteras och boken lyfter fram etisk medvetenhet samt reflexivitet som en viktig del i forskningsprocessen

  • 39.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Näsman, Elisabeth
    Linköpings universitet, Filosofiska fakulteten.
    Age - life course - generation2002Conference paper (Other academic)
  • 40.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Näsman, Elisabeth
    Linköpings universitet, Filosofiska fakulteten.
    Age order and children's agency2004Conference paper (Refereed)
  • 41.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Näsman, Elisabeth
    Linköpings universitet.
    Challenging postmodern life courses? Reflections on social change, life course institution, age order and agency2004In: Cost A19 meeting, 2004Conference paper (Refereed)
  • 42.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Näsman, Elisabeth
    Linköpings universitet, Filosofiska fakulteten.
    Childhood as generation or life phase?2002Conference paper (Refereed)
  • 43.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Näsman, Elisabeth
    Linköpings universitet, Filosofiska fakulteten.
    Childhood as generation or life phase?2004In: Young : Nordic journal of youth research, Vol. 12, no 1, p. 91-111Article in journal (Refereed)
  • 44.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Näsman, Elisabeth
    Linköpings universitet, Filosofiska fakulteten.
    New Childhoods - New Modernity?2004Conference paper (Refereed)
  • 45.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Näsman, Elisabeth
    Linköpings universitet, Filosofiska fakulteten.
    Time and Space in Different Life Phases2003Conference paper (Refereed)
  • 46.
    Närvänen, Anna-Liisa
    et al.
    Linköpings universitet.
    Åsbring, Pia
    Enheten för psykisk hälsa, Samhällsmedicin SLL.
    Kroniskt trötthetssyndrom, fibromyalgi och risken att bli stigmatiserad2004In: Socialvetenskaplig tidskrift, ISSN 1104-1420, no 1, p. 39-53Article in journal (Refereed)
  • 47.
    Sarstrand Marekovic, Anna-Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Närvänen, Anna-Liisa
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Integrating newly arrived students in upper secondary school: School staffs' perceptions and experiences2018In: ECER 2018: Inclusion and Exclusion, Resources for Educational Research?, 2018Conference paper (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.

  • 48.
    Sarstrand Marekovic, Anna-Maria
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Närvänen, Anna-Liisa
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    The meanings of age and time for newly arrived immigrant pupils’ educational trajectories2016Conference paper (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. 

     

  • 49.
    Åsbring, P.
    et al.
    Karolinska Institutet.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Patient power and control: A study of women with uncertain illness trajectories2004In: Qualitative Health Research, ISSN 1049-7323, E-ISSN 1552-7557, Vol. 14, no 2, p. 226-240Article in journal (Refereed)
    Abstract [en]

    The authors interviewed 12 women diagnosed with chronic fatigue syndrome and 13 with fibromyalgia with the aim of determining the strategies they perceive themselves as using to gain control over their situation during the health care process. The results highlight various strategies that the women report applying to find a way of managing the illness and to influence caregivers. They describe, for example, how they try to gain control over their situation by acquiring knowledge about the illness. The women also describe various power strategies they use in their interaction with the caregivers to take command of their situation, namely exiting, noncompliance, confrontation, persuasion/insistence, making demands, and demonstrative distancing. © 2004 Sage Publications.

  • 50.
    Åsbring, Pia
    et al.
    Institutionen för Folkhälsovetenskap KI.
    Närvänen, Anna-Liisa
    Linköpings universitet.
    Ideal versus reality: Physicians perspectives on patients with chronic fatigue syndrome (CFS) and fibromyalgia2003In: Social Science and Medicine, ISSN 0277-9536, E-ISSN 1873-5347, Vol. 57, no 4, p. 711-720Article in journal (Refereed)
    Abstract [en]

    Encountering patients with chronic fatigue syndrome (CFS) or fibromyalgia can cause dilemmas for physicians due to the uncertainty inherent in these illnesses. The aim of this study was to investigate: (1) How physicians in a Swedish sample describe and categorise patients with CFS and fibromyalgia, (2) What the character of CFS and fibromyalgia, with regard to diagnosing, treatment and medical knowledge/aetiology, mean to the physicians in encounters with patients, and (3) Which strategies physicians describe that they use in the encounter with these patients. Semi-structured interviews were carried out with 26 physicians, specialists in various fields who all had some experience of either CFS or fibromyalgia. The results suggest that there is a discrepancy between the ideal role of the physician and reality in the everyday work in interaction with these patients. This may lead to the professional role being questioned. Different strategies are developed to handle the encounters with these patients. The results also illuminate the physician's interpretations of patients in moralising terms. Conditions given the status of illness were regarded, for example, as less serious by the physicians than those with disease status. Scepticism was expressed regarding especially CFS, but also fibromyalgia. Moreover, it is shown how the patients are characterised by the physicians as ambitious, active, illness focused, demanding and medicalising. The patient groups in question do not always gain full access to the sick-role, in part as a consequence of the conditions not being defined as diseases. ⌐ 2003 Elsevier Science Ltd. All rights reserved.

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