As a target-group, dislocated children are pointed out as a particularly vulnerable in society. Over the past few years, Social Circus has developed as a supportive practice for children on the move. The emerging body of research report on social, and health benefits of circus interventions (see f. ex.Bessone, 2017; Bolton, 2004; Löf, 2021; Spiegel, 2019). However, there is still a need to explore Social Circus from a pedagogical perspective. Drawing upon a 1,5 year-long ethnographic fieldwork with a Swedish Social Circus program in asylum accommodations, this paper aims to explore ‘commons’ (Pechtelidis and Kioupkiolis, 2020) in circus pedagogy for children on the move. The analysis revolves around an understanding of teachers and participants as ‘commoners’, engaged in circus as a ‘commoning practice’. In the results ‘chaos’ stands out as a ‘common good’ in circus pedagogy, viewed upon as a catalyst for freedom and creativity

Sedan undervisning fick en mer framträdande position i den svenska reviderade läroplanen för förskolan (Lpfö 18) har lärare i såväl förskola som förskollärarutbildning kämpat med att tolka konceptet. När 2011 års skollag trädde i kraft några år tidigare fick förskolans arbete med normer och värden en starkare ställning. Mot bakgrund av detta blir det intressant att studera båda dessa stärkta mandat – undervisning och värden. Med utgångspunkt i erfarenheter från ett didaktiskt och pragmatiskt informerat undervisningsupplägg är syftet med denna artikel att bidra med kunskap om vilka värderingar som kan framträda i undervisning i förskola. Det empiriska material som genererats genom undervisningsupplägget består av totalt 364 dokument, inklusive 64 videoinspelningar. Detta genomfördes på cirka 120 förskolor och/eller förskoleavdelningar i tio svenska kommuner. Analysen har en didaktisk ansats och kan metodo-logiskt beskrivas som abduktiv analys. Resultatet indikerar att pragmatiskt informerad undervisning om värden kretsar kring sociala värden, såsom demokrati och (barns) delaktighet. I förskolans praktik är undervisningen organiserad som möjligheter till reflektion, samt som ett ”flerdeltagande”. Vidare framträdde spår av flerstämmighet i relation till kunskapsinnehåll som samspelar på flera olika nivåer samtidigt.

In 2018 teaching was enhanced in the Swedish revised curriculum (Lpfö 18). Both in the preschool practice and in teacher preparation, teachers seem to struggle with the concept. When the Swedish Education Act of 2011 entered into force, the work of preschools with norms and values was also accorded a stronger position. In light of this, it becomes interesting to study both of these strengthened mandates – teaching and values. Drawing upon experiences from a didaktik and pragmatically informed teaching approach, the aim of this article is to contribute with knowledge of what kind of values that can appear in the teaching at the participating preschools. The material underlying the teaching approach consists of a total of 364 documents, including 64 video recordings. This was carried out in about 120 preschools and/or preschool departments in ten Swedish municipalities. The analysis takes a didactic approach and can be methodologically described as abductive analysis. The results indicate that pragmatically informed teaching of values revolves around social values, such as democracy and (children’s) participation; in the preschool practice, the teaching is organized as opportunities for reflection and ”multiparticipation”. Additional traces of multivocality emerged from integrative knowledge content moving within and between various value levels.

Social circus has emerged as a complement to regular health and welfare interventions for identified target groups, often striving for social change. Previous studies point out the challenge of identifying target groups without simultaneously positioning said groups as 'others'. Although children and childhood are intimately intertwined with circus, not least as target groups for circus arts interventions, there are no previous studies that examine constitutions of childhood through social circus. This article is based on a 1.5-year long ethnographic fieldwork on a project using circus in asylum accommodations in Sweden. The aim is to explore the childhood(s) constituted through social circus practice in asylum accommodations in Sweden, with focus on the work of the social circus team. The analysis draws upon childhood sociology informed by critical theory, asking what discursive positions are offered the target group through the social circus project. The analysis shows that when identifying the target group, the team navigated through contradictory discourses. Establishing and upholding a discourse on childhood as playful, the circus activities interrupted the positioning of children in dislocation as 'others'. The design of the project, as well as the ever-shifting roles in the interaction between all participants, enabled new positions for all.

Since the term “teaching” was apostrophized in the revised curriculum for Swedish preschool,preschool teachers seem to have been struggling with the concept in their day-to-day practices.The current article is based in a collaborative R&D programme aiming at further developingknowledge about what may characterize teaching in preschools. In this article a didactic andpragmatically informed teaching approach with focus on values is analysed. The aim is to understand preschool teachers’ interpretations of the didactic why question, which plays a centralrole in teaching from a pragmatic perspective. The material underlying the teaching approachconsists of a total of 364 documents, including 64 video recordings. This was carried about inabout 120 preschools and/or preschool departments in ten Swedish municipalities. The analysis takes a didactic approach and can be methodologically described as abductive analysis.The results indicate that the question “why?” in didactic and pragmatically informed teachingwith focus on values is characterized by ethical dilemmas concerning rules and norms in preschool practice. Consequently, the ethical dilemmas are constituted as didactic dilemmas, inwhich preschool teachers, in co-actions with children, focus on values in teaching situations,and for which preschool teachers need to take actions without offending colleagues, childrenor parents. 

Rapporten baseras på forskningsdelen i ett forsknings- och utvecklingsprogram som syftar till att, i samverkan mellan förskollärare, chefer och forskare, beskriva och vidareutveckla kunskap om vad som kan känneteckna undervisning och sambedömning i förskola. Detta görs i relation till vetenskaplig grund och beprövad erfarenhet i cirka 130 förskolor/avdelningar belägna i tio kommuner i Sverige, mellan åren 2016 och 2018. Sammantaget har 5 236 samtyckt att medverka i forskningsdelen av programmet. Metoden kan beskrivas i termer av en ”praxiografisk samverkansmetod” som avser analys av registrerad praktik. Designen utgörs av parallella och prövande serier av teoriinformerade undervisningsupplägg. Materialet består av cirka 870 samplaneringar, cirka 700 samvärderingar och cirka 110 filmtimmar över genomförd undervisning. Analysen är didaktiskt orienterad och kan beskrivas i termer av abduktiv analys. Resultatet indikerar att undervisning modelleras genom sambedömning. Det framträder flerstämmiga spår relaterat till didaktiska frågor och didaktiska nivåer i de teoriinformerade undervisningsuppläggen. Sammantaget fogas analysen samman och prövas i en kommunicerbar helhet genom begreppet ”flerstämmig didaktisk modellering”.

This report is based on a collaborative project involving preschool teachers, managers, and researchers to build knowledge of what characterizes teaching and co-assessment based on scientific grounds and proven experience in about 130 preschools/divisions in ten municipalities in Sweden between 2016 and 2018. In all, 5,236 individuals consented to participate in the project. The method can be described as praxiographic and collaborative, with reference to the analysis of registered practice of teaching and co-assessment. The research project design consists of a practical series in which participants test theory-informed teaching arrangements. The material consists of about 895 co-plans, 740 co-evaluations, and 110 hours of video. The analysis is based on a didactic premise and can be methodologically described in terms of abductive analysis. The results indicate that teaching is modelled through co-assessment. Multivocal traces related to didactic questions and levels emerge from the theory-informed teaching arrangements. In summary, the analysis is merged and tested in a communicable entity through the concept of “multivocal didactic modelling”.

In Swedish preschools teachers seem to struggle with the concept of “teaching” in their day-to-day practices. A three-year collaborative research project involving preschool teachers, managers and researchers therefore aimed to describe and further develop knowledge about what could characterize teaching and co-assessment based on scientific grounds and proven experience. The research was carried out in between 93 and 137 preschools/or preschool departments in ten municipalities in Sweden between 2016 and 2017. The method was based on a praxiographic approach where preschool teachers tested four different theory-informed teaching arrangements. The material consisted of about 895 co-plans, 740 co-evaluations and 110 hours of video. Analysis was based on a didactic premise and can be methodologically described in terms of abductive analysis. The analysis was merged and tested in a communicable entity through the “multivocal didactic modelling” concept. The results indicated that teaching is modelled through co-assessment. Multivocal traces related to didactic questions and didactic levels emerge from theory-informed teaching arrangements. The research stands to make a highly significant contribution to knowledge development concerning teaching and co-assessment in preschool. Theory-informed teaching arrangements, with integrated didactic models, have been tried and shown to support teachers in conducting teaching that is based on scientific grounds and proven experience. The concept “multivocal didactic modelling” paves the way for alternative (meta)theoretical trajectories for critical reflection and for more cohesive and finely tuned teaching. In conclusion, the contribution to the development of knowledge can be described in terms of theory-informed practical development and practically grounded conceptual development.

Rapporten belyser förskollärares och chefers skriftliga beskrivningar i frågor om undervisning och sambedömning inom ramen för FoU-programmet Undervisning i förskolan. Frågorna besvarades i anslutning till programstarten år 2016 och avslut år 2018. I rapporten analyserar vi ”tecken på förändringar” i beskrivningarna mellan 2016 och 2018. Relativt öppna fritextfrågor skickades till alla medverkande i programmet via e-post. Svarsfrekvensen blev 91 % år 2016 och 70 % år 2018. Sammantaget omfattar materialet cirka 89 800 ord. Fritextfrågorna var formulerade enligt följande: 1. Vad kan känneteckna undervisning i förskola? 2. Vad kan känneteckna undervisning i • musik • matematik • språk-kommunikation/flerspråkighet 3. Vad kan känneteckna en undervisande förskollärare? 4. Vad kan känneteckna en organisation och ett ledarskap som verkar för undervisning i förskolor? 5. Vad kan känneteckna bedömning och sambedömning i förskola? Analys: Didaktiskt orienterad textanalys med kvantitativa inslag har genomförts utifrån omväxlande empirinära och teorinära tolkningsled. Analysen kan beskrivas som abduktiv – en process där empiri och teori omtolkats i ljuset av varandra. Resultat: Det finns tecken på förändring mellan spåren i materialet 2016 och 2018. En påtaglig skillnad är att det 2016 fanns tydliga spår av avståndstagande till undervisning. År 2018 framträder inga explicita spår av avståndstagande, men dock ett ”vet ej”-svar. År 2016 uttolkas en påtaglig stämma med barncentrerad undervisning (Vallberg Roth, 2018). Tecken på förändring kan utläsas i materialet 2018 med framträdande spår av undervisning som kan röra sig mellan barn-, lärar- och innehållsinriktad undervisning.

Central values promoted in a national curricula are often uncontested (Arnot, Hopman, & Molander, 2007; Colnerud, 2004; Popkewitz, 2009). Therefore, a critical understanding of these values is crucial, as is an understanding of how students are affected by interpretations of certain values as fundamental. The aim of this study is to cast light on how educators in a Swedish compulsory school interpreted the values promoted in the national curricula, when they formulated local work plans. Using critical discourse analysis (Fairclough, 2010) combined with the sociology of childhood (Corsaro, 2005; James & Prout, 1997; Lee, 2001), the analysis focuses on the constitutions of childhood through local interpretations of values promoted by the curricula. The results suggest that the values upheld in the local work plans were closely intertwined with the educators' own under-standings of what children in the school's neighborhood needed. The educators identified social problems in the community, such as crime, and built the curriculum from there. As a consequence, the local work with core values risked constituting an even more segregated and stigmatized childhood. However, the study did show that the process of revising allows educators to gain insight and take a salutogenic approach.