Change search
Refine search result
1 - 4 of 4
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Ungerberg, Kristin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Flytande inflytande: Affektiva relationer mellan barn och miljön i förskolan2019Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of this doctoral thesis is to develop more understandings concerning children’s influence in preschool. By adopting an immanent approach the study centers on young children’s affective relations with the milieu in preschool.

    The empirical material was produced through approximately 30 hours of observations by video camera and field notes in a preschool department with children aged one to three years. Focus of the observations has been to follow the children in their everyday lives in preschool.

    The result shows three forms of influence characterized by four qualities. One quality is that influence is understood as collective. This means that the children’s relations always involves other actors, both human and non-human which produces an understanding of influence as fluent in the relations between different actors. Children’s relations also emerge through active affects with a creative quality to produce difference and alternatives. This produces an understanding of a child-influence. The result shows how the active intensity in child-influence also sometimes involves the pedagogues. Other affects that has emerged between the children and the milieu in preschool are the passive ones. These affects decreases the intensity and are characterized by acting as usual and according to routines. The pedagogues’ responses to the children’s relations are characterized by both a standardized response that points to a territorialization of earlier routines and the recognizable, and an affective attunement which emerge as a quality where the pedagogues’ tune in to the children’s affective relations. The affective attunement becomes a possibility for a togetherness-influence.

    The study concludes that instead of arranging certain situations where children verbally can express their opinions and take part in decision-making the influence of young children can be based on their bodily and affective relations with the milieu in preschool.

  • 2.
    Ungerberg, Kristin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Rethinking and mapping influence in Early Childhood Education2017Conference paper (Other academic)
    Abstract [en]

    Rethinking and mapping influence in Early Childhood Education

    This presentation puts theoretical concepts of Gilles Deleuze and Felix Guattari to work with data material focusing children´s everyday actions in a Swedish preschool. The aim is to rethink influence as something entangled in intra-actions between human and more-than-human agents where influence is immanent in every child-world relation. Influence in ECE has often been connected to children´s rights and the integration of children’s voices in decision-making and democratic processes, which focus on children as individual subjects with agency to participate. This perspective of influence is linked to a humanist, individualistic and emancipatory discourse where children are seen as citizen becomings. By challenging this dominant discourses and the dualism between adults-children and subject-world, this study opens for an immanent conceptualizing and practicing of influence in ECE. The study contains data from video recordings and field notes at one Swedish preschool. Ethical considerations have been made both before, during and after the empirical fieldwork by paying attention to the participant´s reactions, both verbal and bodily. In an attempt to unpack and rethink influence, the presentation includes an excerpt of a child-world event where agents as sound, light, height and resistance intra-act with children and matter. A first result reveals these child-world assemblages as de-territorialisations of sense and place, where influence is floating in the relations in-between the children and the world. The study problematizes the implications of an increased individualistic focus concerning children's participation and influence in ECE.

     

    Keywords: immanence, influence, matter, Early Childhood Education, Deleuze & Guattari.

  • 3.
    Ungerberg, Kristin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Time to Tell More Stories: Children, Democracy and Education in Movement2019In: Challenging Democracy in Early Childhood Education : Engagementin Changing Global Contexts / [ed] Margrain, V. & Löfdahl Hultman, A., Singapore: Springer, 2019, 1, p. 141-151Chapter in book (Other academic)
    Abstract [en]

    The purpose of this chapter is to highlight and challenge a dominant contemporary perspective regarding children in relation to education, learning and democracy. This perspective primarily puts economic and future-oriented ideas in focus. Scholars are now claiming that this perspective has become so prominent that it many times is assumed as the only true, right and possible alternative. In relation to this I find it interesting to contest this dominant discourse by proposing an alternative approach where a more inclusive and pluralistic idea highlights individual differences and diverse worldviews.

    The chapter provides a review of key literature where the different approaches are highlighted. By introducing two vignettes, drawn from a doctoral study in Sweden, the two approaches are discussed in relation to different consequences. The conclusion opens up for a discussion concerning the role of the child and the teacher, but also a discussion with a democracy aspect concerning education based on predetermined goals and consensus or based on inclusion and diversity.

  • 4.
    Ungerberg, Kristin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Utbildning i tillblivelse – en alternativ berättelse om utbildning och lärande2017In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 13, no 1, p. 74-88Article in journal (Other academic)
    Abstract [sv]

    Syftet med artikeln är att diskutera olika dilemman gällande perspektiv på samhälle, utbildning och lärande. Fokus riktas dels mot den nyliberala förändring som präglar samhälle och utbildning idag där konsekvenser rörande kunskap, ekonomiskt kalkylerande, marknadisering, standardisering och individualisering diskuteras. Vidare lyfts alternativa sätt att se på utbildning in i diskussionen där mer pluralistiska värden och individers olikheter står i fokus. Artikeln avser att synliggöra olika effekter av organiseringen av utbildning utifrån både ett konsensus- och ett konfliktperspektiv där en nyliberal konsensusidé ställs i relation till Chantal Mouffes demokratiperspektiv som berör reella alternativ och agonistisk konflikt. Diskussionen leder fram till konstaterandet att ett konsensusinriktat perspektiv på lärande och utbildning utgår från att kunskap och individer kan kontrolleras och förutbestämmas vilket reproducerar ett rätt sätt och en sanning. Ett sådant synsätt kan få effekten att andra alternativa sätt att organisera utbildning och lärande på kommer i skymundan. I ett konfliktperspektiv synliggörs istället hur en inkludering av individers olikheter skulle kunna utgöra själva drivkraften och därmed bli en förutsättning för lärande och utbildning.

1 - 4 of 4
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf