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Harju, A., Bernedo Muñoz, I. M. & Tofteng, D. (2024). Tensions and dilemmas in participatory youth projects working within institutional frameworks. International Journal of Adolescence and Youth, 29(1)
Öppna denna publikation i ny flik eller fönster >>Tensions and dilemmas in participatory youth projects working within institutional frameworks
2024 (Engelska)Ingår i: International Journal of Adolescence and Youth, ISSN 0267-3843, E-ISSN 2164-4527, Vol. 29, nr 1Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The aim of the article is to explore the tensions and dilemmas that arise when bottom-up projects involving young people are placed within policy- and administratively driven institutions. The tensions and dilemmas are illustrated through three cases. The first case illustrates the colliding interests that can arise when institutions seem unable to create space for ideas from youth projects, while the second shows how bottom-up work is subordinated to policy priorities and high-level management anxieties. The third case illustrates the difficulties that arise when youth projects aiming at doing transformative and educative work collide with formal mechanisms of the legal system. The tensions and dilemmas at play are analysed through the concepts of disciplinary and project logic. The article concludes with a discussion of power relations, ownership, and control connected to youth projects and participation.

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2024
Nyckelord
Youth participation, project vs disciplinary logics, marginalized youth, exclusion, marginalizatin
Nationell ämneskategori
Tvärvetenskapliga studier inom samhällsvetenskap
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-66000 (URN)10.1080/02673843.2024.2312855 (DOI)001157155500001 ()2-s2.0-85184439039 (Scopus ID)
Tillgänglig från: 2024-02-15 Skapad: 2024-02-15 Senast uppdaterad: 2024-02-26Bibliografiskt granskad
Rohr, M., Foertsch, L., Droessler, T., Harju, A., Hautamäki, T., Jousmäki, H., . . . Wagner, H. (2024). “Then you want everyone to be friends, and [having] friends is important for learning, I think”: The Role of Peers in Children’s Integration, Participation and Learning. Revista Española de Sociología, 33(2), a215-a215
Öppna denna publikation i ny flik eller fönster >>“Then you want everyone to be friends, and [having] friends is important for learning, I think”: The Role of Peers in Children’s Integration, Participation and Learning
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2024 (Engelska)Ingår i: Revista Española de Sociología, ISSN 1578-2824, Vol. 33, nr 2, s. a215-a215Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Although the importance of social contexts in general and peer relationships in particular for integration and learning is widely recognized, the role of children as co-constructors in shaping these processes remains insufficiently considered. Previous studies either have focused on the individual or on macro-level-processes, thus, neglecting the micro- and meso-level with their emphasis on exchanges and interrelations among children and between children and their social environments. Addressing this gap and illuminating both levels, the present article combines Bronfenbrenner’s theory with the notion of "doing" peer relations, and brings together the perspectives of children and professionals. Analyses were based on qualitative interviews in four European countries that were realized within a larger project on integration and participation of migrant children. Results show the great potential of peer relations for integration and learning, which needs to be used more strongly. Conclusions for practitioners in the fields of education and social work will be discussed.

Ort, förlag, år, upplaga, sidor
Federacion Espanola de Sociologia, 2024
Nyckelord
Peers, doing peer relations, meso-level, integration, participation
Nationell ämneskategori
Pedagogik
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-66776 (URN)10.22325/fes/res.2024.215 (DOI)001207547600009 ()2-s2.0-85191946460 (Scopus ID)
Tillgänglig från: 2024-04-17 Skapad: 2024-04-17 Senast uppdaterad: 2024-05-20Bibliografiskt granskad
Harju, A. & Singhateh, A. (2023). Early school leaving: students’ perspectives for dropping out. In: : . Paper presented at The Nordic Educational Research Association (NERA) Conference 2023, Oslo Metropolitan University, Norway, 15-17 March 2023.
Öppna denna publikation i ny flik eller fönster >>Early school leaving: students’ perspectives for dropping out
2023 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-64353 (URN)
Konferens
The Nordic Educational Research Association (NERA) Conference 2023, Oslo Metropolitan University, Norway, 15-17 March 2023
Tillgänglig från: 2023-12-13 Skapad: 2023-12-13 Senast uppdaterad: 2023-12-13Bibliografiskt granskad
Thingstrup, S. H., Harju, A., Lundqvist, U., Prins, K. & Åkerblom, A. (2023). Globalisation in and of Nordic early childhood education: Tensions between the local and the global. Global Studies of Childhood, 13(3), 195-199
Öppna denna publikation i ny flik eller fönster >>Globalisation in and of Nordic early childhood education: Tensions between the local and the global
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2023 (Engelska)Ingår i: Global Studies of Childhood, E-ISSN 2043-6106, Vol. 13, nr 3, s. 195-199Artikel i tidskrift, Editorial material (Övrigt vetenskapligt) Published
Ort, förlag, år, upplaga, sidor
Sage Publications, 2023
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-63029 (URN)10.1177/20436106231186307 (DOI)001060907800001 ()2-s2.0-85170082534 (Scopus ID)
Tillgänglig från: 2023-10-09 Skapad: 2023-10-09 Senast uppdaterad: 2023-12-08Bibliografiskt granskad
Foertsch, L., Ballestri, C., Farini, F., Harju, A., Slany, K., Ślusarczyk, M., . . . Rohr, M. K. (2023). It takes a village to enable participation and integration: Examining the meaning of social relationships from different perspectives. In: Claudio Baraldi (Ed.), Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools: Researching Hybrid Integration (pp. 49-72). Routledge
Öppna denna publikation i ny flik eller fönster >>It takes a village to enable participation and integration: Examining the meaning of social relationships from different perspectives
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2023 (Engelska)Ingår i: Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools: Researching Hybrid Integration / [ed] Claudio Baraldi, Routledge, 2023, s. 49-72Kapitel i bok, del av antologi (Refereegranskat)
Abstract [en]

This chapter concerns the importance of social relationships for the integration, participation, and identity formation of children with – and without – migrant background. Carefully differentiating between symmetric and asymmetric relationships, the chapter examines the impact of the social contexts in enabling or inhibiting the development of a hybrid identity and integration, but also how children experience, construct and shape their social environments. Analyses of interviews with children and professionals highlight the importance of identity construction and point to the consequences of such constructions for children's participation and integration. The interviews reveal commonalities and differences between dimensions of interest (e.g. developmental outcomes), social contexts (e.g., in providing opportunities and barriers), and perspectives (e.g. children vs. professionals). For example, while children's understanding of belonging and identity is often linked to everyday practices, teachers are focusing more on children’s achievement and emphasising its importance for participation and integration beyond school life.

Ort, förlag, år, upplaga, sidor
Routledge, 2023
Serie
Migration and Education
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-64280 (URN)10.4324/9781003341772-4 (DOI)2-s2.0-85166075546 (Scopus ID)9781032377810 (ISBN)9781003341772 (ISBN)
Tillgänglig från: 2023-12-12 Skapad: 2023-12-12 Senast uppdaterad: 2023-12-12Bibliografiskt granskad
Harju, A. (2023). Leading change of practice: a study of challenges and possibilities from the position of preschool management. Educational action research, 31(5), 881-893
Öppna denna publikation i ny flik eller fönster >>Leading change of practice: a study of challenges and possibilities from the position of preschool management
2023 (Engelska)Ingår i: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 31, nr 5, s. 881-893Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article explores the conditions required for preschool managers to support change through research aimed at developing educational practice. It examines factors that enable and constrain support of change and the arrangements that can be identified in relation to these factors. The results suggest that arrangements that support a more technical and accountable form of practice constrain managers’ capacity to support research aiming to change practice. However, the findings also show thatmanagers do have possibilities to support such research. One key factor is whether the research is in line with their goals and efforts. Another is whether they have trust in the researchers and the educators implementing the change. The results also indicate that one way for leaders to enable change is by creating meaningful spaces for sharing experiences and developing practices. This involves the reframing of leadership practices into a more democratic and collaborative approach, and implies that cultural-discursive, material-economic, and social-political arrangements are needed to support such approach. Hence, for research projects aimed at changing educational practice, it is necessary to identify the specific arrangements connected to that practice. This is especially important in times when practice-based research is promoted as a way to attain educational goals. 

Ort, förlag, år, upplaga, sidor
Taylor & Francis, 2023
Nyckelord
Practice architectures, change of practice, leadership, early childhood education, communicative spaces
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:mau:diva-49618 (URN)10.1080/09650792.2021.2004903 (DOI)000743830700001 ()2-s2.0-85122876832 (Scopus ID)
Tillgänglig från: 2022-01-24 Skapad: 2022-01-24 Senast uppdaterad: 2024-01-04Bibliografiskt granskad
Harju, A. (2023). Varför integrerar de sig inte? Om social oro, rumsligt stigma och avancerad marginalitet. In: Linda Clavier; Martin Grander; Rickard Ulmestig (Ed.), Varför skärper vi oss inte: En vänbok till Tapio Salonen (pp. 139-146). Malmö: Malmö universitet
Öppna denna publikation i ny flik eller fönster >>Varför integrerar de sig inte? Om social oro, rumsligt stigma och avancerad marginalitet
2023 (Svenska)Ingår i: Varför skärper vi oss inte: En vänbok till Tapio Salonen / [ed] Linda Clavier; Martin Grander; Rickard Ulmestig, Malmö: Malmö universitet, 2023, s. 139-146Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Malmö: Malmö universitet, 2023
Nationell ämneskategori
Socialt arbete
Identifikatorer
urn:nbn:se:mau:diva-64640 (URN)9789178774371 (ISBN)9789178774388 (ISBN)
Tillgänglig från: 2023-12-20 Skapad: 2023-12-20 Senast uppdaterad: 2023-12-20Bibliografiskt granskad
Harju, A., Balldin, J., Ekman Ladru, D. & Gustafson, K. (2021). Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools. Global Studies of Childhood, 11(3), 242-251
Öppna denna publikation i ny flik eller fönster >>Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools
2021 (Engelska)Ingår i: Global Studies of Childhood, E-ISSN 2043-6106, Vol. 11, nr 3, s. 242-251Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

In the Nordic countries, there is a culturally rooted understanding of nature as a ‘good’ place for children. The aim of the article is to deconstruct this understanding by exploring how different mobile preschools – buses that bring children to different places on a daily basis – relate to nature spaces and children’s learning and well-being in them. Based on critical theorization of place and the nature/culture divide, we argue that, while there exists an idealization of nature within the mobile preschool tradition, the ways that nature is viewed as ‘good’ for children differ depending on the children’s ethnic background and residential area. The results show that compensatory ideas are especially vivid when it comes to migrant children who live in multi-ethnic neighbourhoods. Education in nature, aiming at freedom and agency, brought forward in the preschool curriculum in the Nordic countries, seems more reserved for children who already have the right kind of cultural background and language. The ‘other’ children, however, are more likely to receive an education aiming to compensate for something perceived as missing – that is, the ‘right’ kind of capital regarding ‘nature’.

Ort, förlag, år, upplaga, sidor
Sage Publications, 2021
Nationell ämneskategori
Utbildningsvetenskap
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-18533 (URN)10.1177/2043610619900519 (DOI)000691323600004 ()2-s2.0-85078328513 (Scopus ID)
Tillgänglig från: 2020-10-07 Skapad: 2020-10-07 Senast uppdaterad: 2024-02-05Bibliografiskt granskad
Hvid Thingstrup, S., Harju, A., Prins, K. & Åkerblom, A. (2021). Early Childhood Education, Globalization and Mobility. In: Childhood and time: The IX Conference on Childhood Studies. Paper presented at The IX Conference on Childhood Studies 2021, 10 May 2021 - 12 May 2021, Tampere University, Tampere, Finland.
Öppna denna publikation i ny flik eller fönster >>Early Childhood Education, Globalization and Mobility
2021 (Engelska)Ingår i: Childhood and time: The IX Conference on Childhood Studies, 2021Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Nationell ämneskategori
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:mau:diva-47473 (URN)
Konferens
The IX Conference on Childhood Studies 2021, 10 May 2021 - 12 May 2021, Tampere University, Tampere, Finland
Tillgänglig från: 2021-12-13 Skapad: 2021-12-13 Senast uppdaterad: 2022-03-11Bibliografiskt granskad
Harju, A., Righard, E. & Svensson Källberg, P. (2021). Language use in superdiverse schools – Discrepancies between national and local policy and the experiences of students and school professionals: The case of Malmö, Sweden. In: : . Paper presented at IMISCOE 2021, July 7- 9, 2021, Luxembourg.
Öppna denna publikation i ny flik eller fönster >>Language use in superdiverse schools – Discrepancies between national and local policy and the experiences of students and school professionals: The case of Malmö, Sweden
2021 (Engelska)Konferensbidrag, Enbart muntlig presentation (Övrigt vetenskapligt)
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:mau:diva-47474 (URN)
Konferens
IMISCOE 2021, July 7- 9, 2021, Luxembourg
Tillgänglig från: 2021-12-13 Skapad: 2021-12-13 Senast uppdaterad: 2023-07-05Bibliografiskt granskad
Projekt
Möjligheter och utmaningar för en förskola i en migrerande värld; Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för barndom, utbildning och samhälle (BUS); Publikationer
Delblanc, Å., Harju, A. & Åkerblom, A. (Eds.). (2021). Möjligheter och utmaningar för förskola: i en tid av mångfald och rörlighet. Lund
CHILD-UP; Publikationer
Rohr, M., Foertsch, L., Droessler, T., Harju, A., Hautamäki, T., Jousmäki, H., . . . Wagner, H. (2024). “Then you want everyone to be friends, and [having] friends is important for learning, I think”: The Role of Peers in Children’s Integration, Participation and Learning. Revista Española de Sociología, 33(2), a215-a215Righard, E., Svensson Källberg, P., Amadasi, S., Damery, S., Slany, K. & Droessler, T. (2023). Epistemic authority and hybrid integration in the view of language ideologies in classroom discourse (1ed.). In: Claudio Baraldi (Ed.), Exploring the Narratives and Agency of Children with Migrant Backgrounds within Schools: Researching Hybrid Integration (pp. 143-164). RoutledgeDamery, S., Ślusarczyk, M., di Napoli, E. & Righard, E. (2023). The complex position of migrant children in European legislation and education. In: Brandi, Claudio (Ed.), Exploring the narratives and agency of children with migrant backgrounds within schools: Researching hybrid integration (pp. 32-48). Milton Park and New York: Routledge
Learning from the margins: Social inclusion of highly marginalised young people in urban settings; Publikationer
Harju, A., Bernedo Muñoz, I. M. & Tofteng, D. (2024). Tensions and dilemmas in participatory youth projects working within institutional frameworks. International Journal of Adolescence and Youth, 29(1)
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-8205-4787

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