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Publications (7 of 7) Show all publications
Skaremyr, E., Hermansson, C., Abraham, G. Y. & Lindström, M. (2024). (Re)thinking children’s picturebooks as the mirror of contemporary society. Journal of Early Childhood Education Research, 13(1), 343-367
Open this publication in new window or tab >>(Re)thinking children’s picturebooks as the mirror of contemporary society
2024 (English)In: Journal of Early Childhood Education Research, E-ISSN 2323-7414, Vol. 13, no 1, p. 343-367Article in journal (Refereed) Published
Abstract [en]

This study deals with all children’s possibilities of meeting the multilingual society and aims to explore the norms regarding language and culture that are reflected in picturebooks in preschools. Previous research has shown how picturebooks can be used to develop literacy skills and intercultural understandings among children. A postcolonial lens is used to identify social locations and thereby unfold hidden power relations and social positionings of who is to be included and who is not (Spivak, 1988; Yuval-Davis, 2006). 35 picturebooks collected from preschools in Iceland, Norway and Sweden have been analysed by frequency and qualitative content analysis, eleven of which were found to contain multilingualism and/or multiculturalism. The results show a) a prevailing monolingual norm in which solely artefacts carry multilingual trails; b) a strong monocultural norm, which places people of diversity in a marginalised position; c) the English language holds an advanced position compared to majority languages, which situates other minority languages as anomalous. The educational significance of the research implicates a need for multilingual and multicultural diversity to be more observable in picturebooks used in preschool, to help children develop languages, and their own linguistic and cultural identity/-ies and, thus, their sense of belonging to a multilingual society.

Keywords
picturebooks, belonging, multilingual society, early childhood education
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-31589 (URN)10.58955/jecer.130137 (DOI)
Available from: 2024-02-20 Created: 2024-02-20 Last updated: 2024-03-04
Raivio, M., Skaremyr, E. & Kuusisto, A. (2023). Discursive Norms and Incentives for Equipping Students with Religion and Worldview Literacy in Swedish Preschool Teacher Education Policy. Religions, 14(9), 1-15, Article ID 1194.
Open this publication in new window or tab >>Discursive Norms and Incentives for Equipping Students with Religion and Worldview Literacy in Swedish Preschool Teacher Education Policy
2023 (English)In: Religions, E-ISSN 2077-1444, Vol. 14, no 9, p. 1-15, article id 1194Article in journal (Refereed) Published
Abstract [en]

The increasing societal diversity of religions and worldviews (R&W) in Swedish preschools affects what competencies today’s preschool teachers need and what needs to be taught in Swedish Preschool Teacher Education (PTE). The study aims to investigate the content and discursive norms regarding religion and worldviews in Swedish PTEs on a national policy level and contribute to knowledge in the research field of Religious Studies and Higher Education. The PTE curricula of all the twenty Higher Education institutions offering PTE in Sweden in 2022 are investigated using text-centred discourse analysis, together with a theoretical and analytical tool for analyzing different dimensions of the PTEs and the potential for them to function as socially sustainable communities of care. The results show that even though there might be implicit incentives for teaching about R&W, all but one of the educational curricula of the twenty PTEs in Sweden lack explicit mention of ‘religion’. Based on the results, we can see that at a national policy level, the content of the educational curricula reproduces liberal secular and humanist worldviews as norms for the PTEs. There is also a lack of explicit policy-related incentives for the PTEs to promote social sustainability regarding equipping students with proper knowledge and skills for developing care-centered and norm-critical R&W literacy. 

Keywords
policy, preschool teacher education, religion, religion and worldview literacy, social sustainability, worldviews
National Category
Didactics
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-30634 (URN)10.3390/rel14091194 (DOI)001077970200001 ()2-s2.0-85172191642 (Scopus ID)
Available from: 2023-10-19 Created: 2023-10-19 Last updated: 2024-02-20Bibliographically approved
Raivio, M., Skaremyr, E. & Kuusisto, A. (2022). Caring for Worldviews in Early Childhood Education: Theoretical and Analytical Tool for Socially Sustainable Communities of Care. Sustainability, 14(7)
Open this publication in new window or tab >>Caring for Worldviews in Early Childhood Education: Theoretical and Analytical Tool for Socially Sustainable Communities of Care
2022 (English)In: Sustainability, E-ISSN 2071-1050, Vol. 14, no 7Article in journal (Refereed) Published
Abstract [en]

Societies of today are becoming increasingly pluralistic. This applies also to the diversity of values and worldviews in Swedish early childhood education and care (ECEC). Still, in the increasingly secular contexts, societal hegemony often fails to include children's home religions and worldviews in the actions and understandings aiming towards inclusiveness. We argue that it is of critical importance to also include the plurality of worldviews in the educational perception of "the whole child" in the care and education taking place in ECEC. The purpose of this article is to connect the discussions in the fields of intercultural and interreligious education, in particular those dealing with the diversity of religions and worldviews, to discussions on care and social sustainability in ECEC. The UN Agenda 2030 for Sustainable Development promotes inclusive and equitable education, and the Convention on the Rights of the Child states children's right to freedom of religion and a concern for the spiritual, moral, and social development. Our previous findings have illustrated the importance of religions and worldviews in the intercultural work within early childhood education, both empirically and conceptually, and as part of the moral core of teaching. This article employs feminist and postcolonial ethics of care as a theoretical lens in elaborating on the three key notions: social sustainability, care, and worldviews. Several discursive challenges that ECEC teachers in Sweden face in their work, to enhance social sustainability by supporting the child's well-being and sense of belonging in the ECEC, have been outlined. To conclude, we bring forth a theoretical and analytical tool for the understanding, researching, and planning of socially sustainable communities of care.

National Category
Pedagogy
Identifiers
urn:nbn:se:hb:diva-27766 (URN)10.3390/su14073815 (DOI)000780989100001 ()2-s2.0-85127404135 (Scopus ID)
Available from: 2022-04-20 Created: 2022-04-20 Last updated: 2024-02-01
Cronqvist, M. & Skaremyr, E. (2022). Etiskt ledarskap i övergången mellan förskola och skola- förskoleklassen som inkluderande gränsöverskridare. Paideia, 24
Open this publication in new window or tab >>Etiskt ledarskap i övergången mellan förskola och skola- förskoleklassen som inkluderande gränsöverskridare
2022 (Swedish)In: Paideia, ISSN 1904-9633, Vol. 24Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Frederikshavn: , 2022
National Category
Pedagogy
Research subject
Teacher Education and Education Work; Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-29028 (URN)
Available from: 2022-12-06 Created: 2022-12-06 Last updated: 2023-01-17Bibliographically approved
Cronqvist, M. & Skaremyr, E. (2022). Learning Environment in Supervision that Develops Students' Autonomy in Degree Projects. In: : . Paper presented at ECER.
Open this publication in new window or tab >>Learning Environment in Supervision that Develops Students' Autonomy in Degree Projects
2022 (English)Conference paper, Published paper (Refereed)
Abstract [en]

This study is a newly started project about student autonomy with focus on the learning environment that promotes and develops students’ autonomy in degree projects. Research shows that academic writing in higher education needs to be developed in terms of student autonomy (Fung & Mei, 2015; Mickwitz & Suojala, 2020; van Blankenstein, Saab, van der Rijst, Danel, Bakker-van den Berg et al., 2019 ). Other aspects of learning such as critical thinking and motivation are closely related to students' autonomy, the studies show. Both autonomy and critical thinking are presented as desirable ideals generally in higher education, but based on research, and experiences as teacher educators, it turns out to be problematic to develop students' autonomy, not least in academic writing and in degree projects. Issues related to supervision strategies are rarely discussed and there is a presumption about how supervision is done (Eriksson & Gustavsson, 2016). As a common international issue, many students request templates and very clear guidance on how they “should” write to be approved.

Thus, the purpose of this study is to create a learning environment in supervision that develops students' autonomy in degree projects. Through the creation of the learning environment in supervision, students' autonomy is expected to develop.

The research questions are:

1.How do the teaching colleagues describe…

a) autonomy?

b) that autonomy is promoted?

c) their observation of autonomy?

2. How do the workshop and Self Determination theory contribute to the collegial consensus?3. How do the autonomy matrix contribute to the collegial consensus?

Keywords
Teacher education, Higher Education, Autonomy, Self Determination Theory, Supervision
National Category
Pedagogical Work
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-28624 (URN)
Conference
ECER
Available from: 2022-09-19 Created: 2022-09-19 Last updated: 2022-12-15Bibliographically approved
Raivio, M. & Skaremyr, E. (2022). Understandings of Religion as Culture: Renegotiating Troublesome Concepts in Swedish ECEC Policy. In: Kuusisto, A. (Ed.), The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care: . Routledge
Open this publication in new window or tab >>Understandings of Religion as Culture: Renegotiating Troublesome Concepts in Swedish ECEC Policy
2022 (English)In: The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care / [ed] Kuusisto, A., Routledge, 2022Chapter in book (Refereed)
Place, publisher, year, edition, pages
Routledge, 2022
National Category
Pedagogy
Research subject
Teacher Education and Education Work
Identifiers
urn:nbn:se:hb:diva-29098 (URN)10.4324/9781003017783-26 (DOI)2-s2.0-85127376579 (Scopus ID)9781003017783 (ISBN)
Available from: 2022-12-09 Created: 2022-12-09 Last updated: 2024-02-01Bibliographically approved
Skaremyr, E. (2021). Newly arrived children’s encounters with the cultural community of preschool. European Early Childhood Education Research Journal, 29(3), 397-409
Open this publication in new window or tab >>Newly arrived children’s encounters with the cultural community of preschool
2021 (English)In: European Early Childhood Education Research Journal, ISSN 1350-293X, E-ISSN 1752-1807, Vol. 29, no 3, p. 397-409Article in journal (Refereed) Published
Abstract [en]

The Swedish preschools have evolved to be more diverse in terms of language and culture amongst the attending children. Previous research on newly arrived children in the Swedish preschools focusses on, amongst other things, how to provide for the best reception or education, but less is known about the newly arrived children’s own communicative ways when they start preschool. The aim of this paper is to explore how children entering a new linguistic environment are able to participate by using communicative tools in speech events at preschool. The analysis shows how the children participate by combining different communicative tools when they shadow, code-switch, invent language and make use of expressive body language. The study contributes with knowledge about preschool children’s various ways of approaching a new language and adjusting to a new cultural context and children’s social and informal learning practices in preschool.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2021
Keywords
Communication, interaction, linguistic environment, newly arrived children, peer learning, second language
National Category
Pedagogical Work
Research subject
Library and Information Science
Identifiers
urn:nbn:se:hb:diva-25992 (URN)10.1080/1350293X.2021.1928722 (DOI)000652782400001 ()2-s2.0-85106209077 (Scopus ID)
Available from: 2021-07-08 Created: 2021-07-08 Last updated: 2022-12-15
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9836-1909

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