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Publications (6 of 6) Show all publications
Bäckström, L. & Juusela, M. (2015). Stolen identities. In: : . Paper presented at 67th OMEP World Assembly and Conference July 27 – August 1, DC USA, 2015..
Open this publication in new window or tab >>Stolen identities
2015 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

Interviews from 700 adoptive families that have been followed during a decade will be presented. The identity processes and the health of adoptees, the adoptees´ parents and the adoptees´ families will be discussed in the frame of exclusion and xenophobia processes. The results that emerge are that the sense of loss and sadness for adoptees generally are not at all related to the loss of biological inheritance or the biological family. Rather, it is the loss of the emotional and / or practical attachments to the current life, nationality, family and civil society in the new context that is important. The narratives shared by the adoptees are that they have been reduced to skincolour or biological origin and not as human beings. Thus there is a gap between the individual apprehension of identity and belonging and the social counterpart.

Keywords
adoptees, identification process, exclusion, xenophobia, adopterade, identifikationsprocess, exkludering, främlingskap
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-13900 (URN)
Conference
67th OMEP World Assembly and Conference July 27 – August 1, DC USA, 2015.
Projects
Children’s Rights / Systems of Comprehensive Health and Wellness
Available from: 2015-05-19 Created: 2015-05-19 Last updated: 2016-04-01Bibliographically approved
Tullgren, C., Österlind, M.-L., Bäckström, L. & Palla, L. (2013). Relations and reflexivity meet measurability and effectivness: rearticulated and transformed quality ideals in the Swedish preschool. In: : . Paper presented at American Educational Researsch Association (AERA), Annual Meeting, San Fransisco, USA 26 april- 1 maj 2013.
Open this publication in new window or tab >>Relations and reflexivity meet measurability and effectivness: rearticulated and transformed quality ideals in the Swedish preschool
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-11025 (URN)
Conference
American Educational Researsch Association (AERA), Annual Meeting, San Fransisco, USA 26 april- 1 maj 2013
Projects
Kvalitet i förskolan
Available from: 2013-08-29 Created: 2013-08-29 Last updated: 2016-04-01Bibliographically approved
Palla, L., Bäckström, L., Tullgren, C. & Österlind, M.-L. (2013). Talk about quality - how can discourse analysis contribute to the study of quality and quality work in school?: an example from a Swedish preschool setting. In: : . Paper presented at 16th Biennial Conference on Teachers and Teaching July 1-5, 2013 - Ghent, Belgium.
Open this publication in new window or tab >>Talk about quality - how can discourse analysis contribute to the study of quality and quality work in school?: an example from a Swedish preschool setting
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Swedish preschools and schools are welfare institutions required to achieve and demonstrate high quality. The teachers’ extensive responsibility for quality development and evaluation is stated in the national curriculums. Many studies have contributed with quality definitions and suggestions on how quality can be achieved and measured. This paper discusses how discourse analysis can contribute to the studies of quality and quality work in school. Short extracts of data from the on-going project Quality work in Swedish pre-school are used in order to give an insight in the method’s potential and limitations. Our methodological framework is inspired by Foucault’s theories of discourse and knowledge relations, in which discourses are regarded as more or less systematic statements about how we should think about the world. According to Foucault discourses shape and created meaning systems which may gain the status of 'truth', and hereby dominate how we define and organize ourselves and our social world. Some discourses can constrain and dissent the production of knowledge, while others may enable 'new' knowledge. Discourses lead to mechanisms that control us, by construing some manners of speaking [or writing] and behaving as appropriate, true and good, while others are construed as inappropriate, untrue and undesired. Consequently the study of discourses is closely related to the study of power relations, focusing on how these relations are operating in the spoken [or written] words. The questions that arise within this framework are e.g. How do some discourses maintain their authority? Why do some 'voices' get heard whilst others are silenced? Who benefits and who does not? Critical discourse analysis is a method used to study discourses and their relations to sociocultural practices, which allows for a critical perspective on the society. Critical discourse analysis is especially suitable for studies of texts such as steering documents, interview transcripts etc. The analyses focus on how discourses express themselves, e.g. in teachers’ statements about quality. The method provides a number of analytical tools such as: Normalization [What is expressed as a ’truth’? What does this ‘truth’ encompass?]; Pronouns used [Who are made responsible?]; and Modality [How forceful are the statements?]

The short extracts from our analyses demonstrate how language contributes to create, consolidate and sometimes change the perceptions of quality in socio-political institutions such as the Swedish municipal preschool. We exemplify how power relations coexist or concur within this discourse, and illustrate the discursive shift which seems to have occurred.

Conclusively, discourse analysis neither describe quality nor prescribe how it can be achieved. It contributes to our knowledge about the ‘truths’ and power relations that are embedded in the spoken and written ‘talk’ about quality. This knowledge is not merely of academic interest. It can also prove useful for teachers trying to understand and relate to the circumstances under which they are expected to create and evaluate quality in a school setting.

National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-11026 (URN)
Conference
16th Biennial Conference on Teachers and Teaching July 1-5, 2013 - Ghent, Belgium
Projects
Kvaliet i förskolan
Available from: 2013-08-29 Created: 2013-08-29 Last updated: 2016-04-01Bibliographically approved
Österlind, M.-L., Tullgren, C. & Bäckström, L. (2012). Relation or evaluation?: Swedish preschool teachers' expressions concerning quality work. In: The 40th Annual Congress of the Nordic Educational Research Association, 8 – 10 March 2012: abstract book. Paper presented at NFPF/NERA 40th Congress: Everyday life, education and their transformations in a Nordic and globalized context (pp. 160). Aarhus: Department of Eduation, Aarhus University
Open this publication in new window or tab >>Relation or evaluation?: Swedish preschool teachers' expressions concerning quality work
2012 (English)In: The 40th Annual Congress of the Nordic Educational Research Association, 8 – 10 March 2012: abstract book, Aarhus: Department of Eduation, Aarhus University , 2012, p. 160-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Swedish preschools are welfare institutions required to achieve and demonstrate high quality. The preschool teachers are responsible not only for the quality of the daily activities at the preschool, but also for the evaluation and development of these activities. The latter can be problematic especially in times of diminishing financial resources. This raises question on how quality is defined and evaluated.

Our analysis of the national steering documents showed two coexisting discourses concerning quality and quality work in the Swedish preschools: I) a relational discourse within which quality was closely related to relations and reflections, and II) a new public management (NPM) discourse within which quality was related to measurability and effectiveness.

A following study of discursive expressions of quality and quality work among preschool teachers showed that the participants’ statements to a high extent corresponded with the relational discourse found in the national steering documents. The teachers regarded themselves responsible for maintain good relations to the children and their parents, and to their colleagues. The relational discourse was to some extent challenged by the NPM discourse. This discourse was found in statements stressing a correspondence between activities and curriculum, and the local guiding principle: perform, evaluate, and develop. Evaluations were made by mandatory reports to the municipal administration and locally produced inquiry forms to the parents.

In this paper we present a study which aims to explore discursive expressions about how quality could be achieved in preschool work among preschool teachers. The methodological frame of reference is inspired by critical discourse analysis, which enables the study of discourses and their relations to socio cultural practices, hereby allowing a critical perspective on society. Data was collected during a seminar where preschool teachers reflect upon their work and how they define quality or lack of quality.

Place, publisher, year, edition, pages
Aarhus: Department of Eduation, Aarhus University, 2012
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-11029 (URN)
Conference
NFPF/NERA 40th Congress: Everyday life, education and their transformations in a Nordic and globalized context
Available from: 2013-08-30 Created: 2013-08-29 Last updated: 2016-04-01Bibliographically approved
Tullgren, C., Bäckström, L. & Österlind, M.-L. (2011). How do we define and evaluate preschool quality?: Swedish pre-school teachers in a discoursive crossfire. Paper presented at ISATT.
Open this publication in new window or tab >>How do we define and evaluate preschool quality?: Swedish pre-school teachers in a discoursive crossfire
2011 (English)Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:hkr:diva-9161 (URN)
Conference
ISATT
Available from: 2012-03-19 Created: 2012-03-19 Last updated: 2016-04-01Bibliographically approved
Bäckström, L. (2006). Barn i bon: en intervjustudie med 11-åringar om familj, fostran och dagligt liv. (Doctoral dissertation). Lund: Lunds universitet, Pedagogiska institutionen
Open this publication in new window or tab >>Barn i bon: en intervjustudie med 11-åringar om familj, fostran och dagligt liv
2006 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

In conclusion it is argued that the notion of the nuclear family has being a narrow and short-sighted family notion. in a longer time perspective, we have to try out a broader family notion where circles of families, network families and linked family systems can be fruitful. these family notions include the generative aspect - in which parents always will be parents even though they become grandparents and great grandparents - as well as the fact that families are reformed as the child comes into existence and during its childhood. this was reality for more than one third of the children in the study. as people live longer and are increasingly socially mobile, we can no longer reliably use a family notion that does not take into account the fact that family lives both change and last over time.

Place, publisher, year, edition, pages
Lund: Lunds universitet, Pedagogiska institutionen, 2006. p. 246
Keywords
barn, familjeliv, familjemönster, moderskap, faderskap, ställföreträdande föräldrar
National Category
Social Sciences
Identifiers
urn:nbn:se:hkr:diva-13894 (URN)91-628-6897-7 (ISBN)978-91-628-6897-7 (ISBN)
Public defence
Högskolan Kristianstad, Elmetorpsvägen, Kristianstad (Swedish)
Opponent
Supervisors
Available from: 2015-05-19 Created: 2015-05-19 Last updated: 2016-04-01Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9148-3754

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