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Med blicken på barnet: Om olikheter inom förskolan som diskursiv praktik
Malmö högskola, School of Teacher Education (LUT), School Development and Leadership (SOL).ORCID iD: 0000-0003-1549-9900
2011 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [sv]

Med blicken på barnet syftar till att synliggöra hur barn skapas som subjekt när deras beteenden förbryllar, oroar eller utmanar personal i förskolan och hur utrymme för, eller begränsningar av, barnens möjligheter till att vara, kunna eller göra olika därmed framträder. Vidare belyser studien hur hanterings- och styrningsförslag av barnen och deras beteenden formuleras i specialpedagogiska sammanhang inom förskolan som diskursiv praktik. Huvudsaklig grund för studien är situationer där avdelningspersonal och specialpedagog möts för samtal samt texter som producerats i samband med dylika samtal. Studien vilar på en poststrukturalistisk teoribildning och har genomförts med ett diskursanalytiskt angreppssätt. Studien har genomförts utifrån antagandet om att språket medverkar till hur människor konstituerar, socialt konstruerar och förändrar sin verklighet. Även om det finns rörlighet och förändringskraft i språket kan, genom att ett specifikt sätt att tänka och tala inom en kontext reproduceras och fixeras, viss kunskap och vissa föreställningar bli dominerande och till slut tas så för givna att de inte längre ifrågasätts. Studien erbjuder en alternativ bild som kan öppna upp för reflektion och andra sätt att tänka och tala än de som har blivit och utmärkt sig som naturliga och dominerande i specialpedagogiska sammanhang inom förskolan.

Abstract [en]

The aim of the thesis is to highlight how children are created as subjects when their behaviour puzzles, worries or challenges staff in preschool, and how scope for, or limitations to, the children's opportunities to be, know or act differently thereby emerge. An additional purpose is to shed light on how suggestions for ways of managing and, in Foucault’s sense, governing the children and their behaviour are formulated as a discursive practice in special education contexts at preschool. The study is primarily based on meetings between staff and special educators, as well as texts produced in relation to such meetings. The analysis shows how the discursive practice constructs images of what is considered as special, based on what has appeared as significant in the gaze of the staff. The child is constructed as a multiple subject, grouped in five main topics. These are: the child as growing and developmental, the child as regulated, the child as transparent and measurable, the child as confident and routinized, and the child as deficient. The results give an understanding of how preschool offers or assigns children different identities in relation to the normalizing practice, where both homogeneity and heterogeneity are of significance. The preschool works with governing techniques, such as time and routines, space and materials, body and play. A clear desire for the child to be able to regulate itself is also seen. The observed discursive practice creates some latitude for children in preschool to be, know and act differently, as long as the variation doesn’t become too pronounced, permanent, or extensive in relation to age, or violate too many of the preschool routines and rules.

Place, publisher, year, edition, pages
Malmö högskola, Lärarutbildningen , 2011. , p. 184
Series
Malmö Studies in Educational Sciences: Doctoral Dissertation Series, ISSN 1651-4513 ; 63
Keywords [sv]
Children, Child, differences, documentation, governing, governmentality, identities, identity, preschool, poststructuralism, power, special education, subject, subjectification, subjectivation, Foucault
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mau:diva-7528Local ID: 12151ISBN: 978-91-86295-14-1 (print)OAI: oai:DiVA.org:mau-7528DiVA, id: diva2:1404458
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-12-08Bibliographically approved

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Palla, Linda

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