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Publikasjoner (10 av 32) Visa alla publikasjoner
Hjalmarsson, M. & Odenbring, Y. (2019). Compensating for unequal childhoods: practitioners’ reflections on social injustice in leisure-time centres. Early Child Development and Care
Åpne denne publikasjonen i ny fane eller vindu >>Compensating for unequal childhoods: practitioners’ reflections on social injustice in leisure-time centres
2019 (engelsk)Inngår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275Artikkel i tidsskrift (Fagfellevurdert) In press
Abstract [en]

In Sweden and other countries, children's everyday lives and educational opportunities depend on their living conditions and class backgrounds. The current study examined the manifestation of issues of social injustice and unequal childhoods in the daily practices of leisure-time centres in Sweden. The empirical data were derived from the written reflections of practitioners enrolled in a continuing education course. The results indicate that leisure-time centres play an important role by compensating for unequal childhoods and other inequalities in the society. The practitioners discussed the importance of the centres’ maintaining supplies of clothing and equipment for children who lack these essentials for participation in outdoor activities. This compensation for unequal childhoods was also expressed through the provision of a free snack every afternoon and free meals during excursions.

sted, utgiver, år, opplag, sider
Routledge, 2019
Emneord
Childhood, compensating, inequality, leisure-time centres, social injustice
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:kau:diva-71291 (URN)10.1080/03004430.2019.1570176 (DOI)2-s2.0-85060848151 (Scopus ID)
Tilgjengelig fra: 2019-02-21 Laget: 2019-02-21 Sist oppdatert: 2019-06-07bibliografisk kontrollert
Carlman, P. & Hjalmarsson, M. (2018). A sport for all programme in school: girls’ experience.. Sport in Society: Cultures, Media, Politics, Commerce, 22(3), 416-431
Åpne denne publikasjonen i ny fane eller vindu >>A sport for all programme in school: girls’ experience.
2018 (engelsk)Inngår i: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 22, nr 3, s. 416-431Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article examines a Swedish Sport for All Programme (SAP) in school. We use a case study to discuss girls’ debut in alternative sports programme organized in collaboration between school and the sports movement. The empirical data are derived from repeated focus group interviews with one group of seven 10-year-old girls participating in one SAP. The analyses focus on their subjective experiences and how broader gender structures influence these experiences. Drawing on the results of this study, we argue that certain sports can be interpreted as oppressive activities that produce asymmetric power relationships between different groups of children. Simultaneously, the girls see the idea of sports as joyful activities, without male abuse and oppression or hierarchical gender relationships. Based on the girls’ accounts, we claim that both the leaders and the children actively reproduce gender stereotypes in the SAP.

sted, utgiver, år, opplag, sider
Taylor & Francis, 2018
Emneord
Extra-curricular sport, leisure-time centres, gender equality, childhood, alternative sport
HSV kategori
Forskningsprogram
Idrottsvetenskap
Identifikatorer
urn:nbn:se:kau:diva-70155 (URN)10.1080/17430437.2018.1490268 (DOI)000458758800006 ()
Tilgjengelig fra: 2018-11-16 Laget: 2018-11-16 Sist oppdatert: 2019-06-07bibliografisk kontrollert
Franzén, K. & Hjalmarsson, M. (2018). At your service 24/7: Preschool managers on their tasks and daily work. Early years, 1-13
Åpne denne publikasjonen i ny fane eller vindu >>At your service 24/7: Preschool managers on their tasks and daily work
2018 (engelsk)Inngår i: Early years, ISSN 0957-5146, E-ISSN 1472-4421, s. 1-13Artikkel i tidsskrift (Fagfellevurdert) Epub ahead of print
Abstract [en]

This article focuses on Swedish preschool managers’ views of their tasks and daily work: activities, conditions, challenges and ideas on leadership. Five preschool managers were asked to write diary notes during a couple of weeks at work. Through the analysis process, we were inspired by Yukl’s hierarchical behaviour taxonomy. The taxonomy divides leadership behaviours into four parts, task-oriented, relations-oriented, change-oriented and external. The taxonomy was used in terms of positions the managers navigate between, rather than considering them as being bearers of certain behaviours. Data indicate that these preschool managers mainly use the task-oriented and the relation-oriented position. We noticed that they also activate positions oriented to change and external contacts and network building, but to a significantly lesser extent. They solve all kind of problems and many of their stories are about how they strive to meet the needs of children, parents and staff.

sted, utgiver, år, opplag, sider
Routledge, 2018
Emneord
daily work, diaries, Preschool managers, tasks
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:kau:diva-72341 (URN)10.1080/09575146.2018.1478392 (DOI)2-s2.0-85048810865 (Scopus ID)
Tilgjengelig fra: 2019-06-07 Laget: 2019-06-07 Sist oppdatert: 2019-06-07
Hjalmarsson, M. (2018). Leisure-time teachers’ reflections on systematic quality work: Approaches and challenges. Early Child Development and Care, 1-9
Åpne denne publikasjonen i ny fane eller vindu >>Leisure-time teachers’ reflections on systematic quality work: Approaches and challenges
2018 (engelsk)Inngår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, s. 1-9Artikkel i tidsskrift (Fagfellevurdert) Epub ahead of print
Abstract [en]

In times of global tendencies on governance of the public sector, ‘quality’ has become a keyword, an ideal. In Sweden, all municipalities, school heads and teachers are required to carry out systematic quality work to meet the demand on goal attainment. Working with documentation is a crucial aspect of this process. The Swedish leisure-time centre aimed for younger school children has goals to strive towards but not goals to attain. This study aims to gain knowledge of leisure-time teachers’ reflections on their work with documentation. Based on written reflections from 22 groups of leisure-time teachers engaged in a continuing professional development course, the article call for a discussion on meanings of ‘quality’ and what effect systematic quality work has on views of valued activities, content and professional skills, and on the holistic notion of pupil’s learning and development.

sted, utgiver, år, opplag, sider
Routledge, 2018
Emneord
Care, leisure-time centres, neoliberalism, quality, article, child, documentation, human, learning, professional development, skill, teacher
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:kau:diva-72340 (URN)10.1080/03004430.2018.1445731 (DOI)2-s2.0-85043320122 (Scopus ID)
Tilgjengelig fra: 2019-06-07 Laget: 2019-06-07 Sist oppdatert: 2019-06-07
Hjalmarsson, M. (2018). The presence of pedagogy and care in leisure-time centres' local documents: Leisure-time teachers' documented reflections. AUSTRALASIAN JOURNAL OF EARLY CHILDHOOD, 43(4), 57-63
Åpne denne publikasjonen i ny fane eller vindu >>The presence of pedagogy and care in leisure-time centres' local documents: Leisure-time teachers' documented reflections
2018 (engelsk)Inngår i: AUSTRALASIAN JOURNAL OF EARLY CHILDHOOD, ISSN 1836-9391, Vol. 43, nr 4, s. 57-63Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

MANY COUNTRIES OFFER younger school children school-age child care. However, the governance, organisation and practical activities and its relation to education and care differs within and between countries. In Scandinavia, the concept of Educare acknowledges the need for emotional, social and intellectual aspects of the holistic view of learning. The Swedish leisure-time centres (LTC) designed for younger school children have, by tradition, an identity that strongly relates to aspects of care. This study aims to gain knowledge of leisure-time teachers' (LTT) reflections on how pedagogy and care appear in LTCs' local documents. After examining the written reflections of 22 groups of LTTs involved in a professional development course, it can be argued that care is fundamental to the LTC activities; however, this notion is simultaneously challenged by neoliberal tendencies.

sted, utgiver, år, opplag, sider
Watson: Early Childhood Australia Inc, 2018
Emneord
Education, Gender
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:kau:diva-71498 (URN)10.23965/AJEC.43.4.07 (DOI)000459705900008 ()
Tilgjengelig fra: 2019-03-14 Laget: 2019-03-14 Sist oppdatert: 2019-03-21bibliografisk kontrollert
Carlman, P. & Hjalmarsson, M. (2017). Gender regime in a Sport for All programme in school. In: : . Paper presented at AIESEP Internationale congress, Guadeloupe 7-10 nov 2017.
Åpne denne publikasjonen i ny fane eller vindu >>Gender regime in a Sport for All programme in school
2017 (engelsk)Konferansepaper, Poster (with or without abstract) (Fagfellevurdert)
Abstract [en]

Introduction

The aim of the study was to investigate children’s experiences of The Sport for All programme in school (SAP) (idrottsskolan). The specific purpose with this paper was to investigate if boys and girls have equality accessibility to participate in the SAP. The purpose of the SAP is to give children an opportunity to try different sports, with a focus on play and motor learning rather than organized competition.

Methods

This article is based on repeated focus group interviews with one group of 7 ten-year-old girls participating in a SAP in the western part of Sweden. The girls had no, or limited experience, of practice organized sport on their leisure time. The girl’s lived in a low socioeconomic district with a high proportion of immigrants. In the district there is few sports clubs.

Results

The result shows how the boys have the power to dominate the practice and influence the girls’ experiences of the SAP. And sometimes the boys take over and control the practice in so considerable proportions that the girls find it difficult to participate in the SAP. The study shows that the boys have a better opportunity to use their agency (Alanen, 2014), partly in cooperation with the leaders, and be a part of and influence the sport activities in the SAP.

 Conclusions

The girls in the study felt that they were disparaged and excluded cause of the boys’ behaviour. Hence, it is absolutely necessarily that organizer of the SAP pay attention to gender issues and work out guidelines and strategies so that both girls and boys feel included in the SAP:s all activities. As has been discussed before (Flintoff, 2008), and according the results in this study, it requires more than to just start up sport activities and hope that more alternatives will boost more and new participants.

Emneord
Leisure-time centre, Gender, Connell, Children, Sport
HSV kategori
Forskningsprogram
Idrottsvetenskap; Pedagogiskt arbete
Identifikatorer
urn:nbn:se:kau:diva-65557 (URN)
Konferanse
AIESEP Internationale congress, Guadeloupe 7-10 nov 2017
Tilgjengelig fra: 2018-01-09 Laget: 2018-01-09 Sist oppdatert: 2019-07-12bibliografisk kontrollert
Hjalmarsson, M., Löfdahl, A. & Warin, J. (2017). Gendered aspects of Leisure-time teacher’s care: social and physical dimensions. Education Inquiry, 8(3), 232-245
Åpne denne publikasjonen i ny fane eller vindu >>Gendered aspects of Leisure-time teacher’s care: social and physical dimensions
2017 (engelsk)Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 8, nr 3, s. 232-245Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This article aims to gain knowledge on how gender and profession are accounted for and expressed in leisure-time teachers’ (LtTs) work in Sweden, with a specific focus on the caring aspects of the profession. Our results show that LtTs take up various positions in navigating between aspects connected to managerialism and external auditing as well as trust and internal valuation. We argue that the need exists for an expanded understanding of care in order to recognise and reward various gendered actions and activities in teachers’ caring orientation. The article provides knowledge to both researchers and practitioners on gendered nuances of care that by tradition have been connected to women.

sted, utgiver, år, opplag, sider
Taylor & Francis Group, 2017
Emneord
Gender, leisure-time centres, managerialism, profession, teachers’ work
HSV kategori
Forskningsprogram
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:kau:diva-65260 (URN)10.1080/20004508.2017.1308459 (DOI)
Tilgjengelig fra: 2017-11-24 Laget: 2017-11-24 Sist oppdatert: 2017-11-24bibliografisk kontrollert
Carlman, P. & Hjalmarsson, M. (2017). Genusrelaterade erfarenheter av Idrottsskolan: en grupp flickor berättar. In: : . Paper presented at Nationell konferens I pedagogiskt arbete, Göteborg 14-15 aug 2017.
Åpne denne publikasjonen i ny fane eller vindu >>Genusrelaterade erfarenheter av Idrottsskolan: en grupp flickor berättar
2017 (svensk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [sv]

Syfte

Idrottsskolan innebär att flera idrottsföreningar samverkar med skolan, där barn på

fritidshemstiden kontinuerligt under en termin ges möjligheten att prova på olika idrotter.

Den ska bygga på lek och sätta barnen i centrum och inte vara grundad i organiserad

tävlingsverksamhet. Syftet med studien är att bidra med kunskap om flickors erfarenheter av

idrottsskolan.

Metod

Studien baseras på upprepade (två tillfällen) fokusgruppsintervjuer med en grupp bestående

av sju stycken tioåriga flickor som deltog i en idrottsskola på västsvensk ort. Flickorna hade

ingen eller begränsad erfarenhet av organiserad föreningsidrott.

Teoretisk inramning

Studien tar stöd den så kallade ”nya” barndomssociologin, vilket innebär att

barnet sätts i centrum som en aktiv agent i sociala processer. Vidare omfattar studien ett

genusperspektiv i avsikt att belysa genusrelaterade normer och erfarenheter inom

idrottsskolans ram.

Förväntade slutsatser

Det preliminära resultatet visar att de intervjuade flickorna beskriver pojkarna i idrottsskolan

på ett genusstereotypt vis och som en homogen grupp. Flickornas berättelser visar också att

de har mött genusstereotypa uppfattningar från pojkarna om flickor. Enligt deras

erfarenheter ges pojkarnas agens mer utrymme och de påverkar aktivt idrottsskolans

innehåll.

Emneord
Fritidshem, Idrottsledare, Barn, Conell, Idrott, Skola, Idrottsföreningar
HSV kategori
Forskningsprogram
Idrottsvetenskap; Pedagogiskt arbete
Identifikatorer
urn:nbn:se:kau:diva-65559 (URN)
Konferanse
Nationell konferens I pedagogiskt arbete, Göteborg 14-15 aug 2017
Tilgjengelig fra: 2018-01-09 Laget: 2018-01-09 Sist oppdatert: 2019-07-12bibliografisk kontrollert
Löfdahl Hultman, A. & Hjalmarsson, M. (2016). Children’s interpretive reproduction of gender-conscious didactic agendas in a Swedish pre-school (1ed.). In: Simon Brownhill, Jo Warin, Inga Wernersson (Ed.), Men, masculinities and teaching in early childhood education: International perspectives on gender and care (pp. 36-45). London: Routledge
Åpne denne publikasjonen i ny fane eller vindu >>Children’s interpretive reproduction of gender-conscious didactic agendas in a Swedish pre-school
2016 (engelsk)Inngår i: Men, masculinities and teaching in early childhood education: International perspectives on gender and care / [ed] Simon Brownhill, Jo Warin, Inga Wernersson, London: Routledge, 2016, 1, s. 36-45Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
London: Routledge, 2016 Opplag: 1
Emneord
gender-conscious, didactics, swedish pre-school
HSV kategori
Forskningsprogram
Pedagogik
Identifikatorer
urn:nbn:se:kau:diva-42380 (URN)10.4324/9781315756936 (DOI)9781138797710 (ISBN)9781315756936 (ISBN)
Tilgjengelig fra: 2016-06-07 Laget: 2016-05-23 Sist oppdatert: 2017-03-10bibliografisk kontrollert
Hjalmarsson, M. & Löfdahl Hultman, A. (2016). Det är inte jag som har tillsatt mig själv på posten: Motstånd och ironi i relationer mellan förstelärare och deras kollegor. Paper presented at Andra nationella konferensen i Pedagogiskt arbete 2015. Kapet (elektronisk), 12(1), 76-94
Åpne denne publikasjonen i ny fane eller vindu >>Det är inte jag som har tillsatt mig själv på posten: Motstånd och ironi i relationer mellan förstelärare och deras kollegor
2016 (svensk)Inngår i: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 12, nr 1, s. 76-94Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [sv]

2013 infördes en ny reform om karriärvägar för lärare. Genom att tillsätta 17 000 lärare i en ny position, en formellt högre befattning – förstelärare - förväntas reformen förutom att bidra till skolutveckling och förbättrad måluppfyllelse även att höja läraryrkets status. Efter reformens två första år konstateras att förstelärarpositionen domineras av kvinnor. I artikeln belyses de villkor som kvinnor i lärarkarriärer mött och fortfarande möter, villkor som relateras till de positioner som förstelärarna upplever sig ha. Data från intervjuer och enkäter belyser hur första generationens förstelärare själva upplever att lärarkollegor ser på deras nya position och hur de själva hanterar dessa bemötanden. I analysen av data har vi inspirerats av ett teoretiskt ramverk av Wahl, Holgersson och Höök (1998) om hur ironi och motstånd används för att hantera skilda positioner bland kollegor. Resultaten visar framförallt hur förstelärare utsätts för ironiska kommentarer och gliringar från kollegor, men även hur förstelärare gör motstånd och hävdar sin position. 

 

Begreppet position används i artikeln i två betydelser. Å ena sidan refererar position till den formella befattningen som förstelärarna har fått genom förordnandet. Å andra sidan hänvisar positionsbegreppet till den symboliska plats som förstelärarna försätts och försätter sig själva i genom interaktion med andra i yrkesvardagens praktiker.

sted, utgiver, år, opplag, sider
Karlstad: Karlstads universitet, 2016
HSV kategori
Forskningsprogram
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:kau:diva-43709 (URN)
Konferanse
Andra nationella konferensen i Pedagogiskt arbete 2015
Tilgjengelig fra: 2016-06-28 Laget: 2016-06-28 Sist oppdatert: 2017-11-28bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-7438-0232