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  • 1.
    Bäckström, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Lunds universitet.
    Barn i bon: en intervjustudie med 11-åringar om familj, fostran och dagligt liv2006Doctoral 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.

  • 2.
    Bäckström, Lena
    et al.
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Juusela, Mary
    Stolen identities2015Conference paper (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.

  • 3.
    Palla, Linda
    et al.
    Malmö högskola.
    Bäckström, Lena
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Tullgren, Charlotte
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Österlind, Marie-Louise
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Talk about quality - how can discourse analysis contribute to the study of quality and quality work in school?: an example from a Swedish preschool setting2013Conference paper (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.

  • 4.
    Tullgren, Charlotte
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Bäckström, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Österlind, Marie-Louise
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    How do we define and evaluate preschool quality?: Swedish pre-school teachers in a discoursive crossfire2011Conference paper (Refereed)
  • 5.
    Tullgren, Charlotte
    et al.
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Österlind, Marie-Louise
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Bäckström, Lena
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Palla, Linda
    Malmö högskola.
    Relations and reflexivity meet measurability and effectivness: rearticulated and transformed quality ideals in the Swedish preschool2013Conference paper (Refereed)
  • 6.
    Österlind, Marie-Louise
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Tullgren, Charlotte
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Bäckström, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Arbete i skolan (AiS).
    Relation or evaluation?: Swedish preschool teachers' expressions concerning quality work2012In: 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 (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.

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