This article asks questions about the ontology of child culture. It aims to position the concept of child culture at the forefront of theoretical research without creating a 'true' or singular definition of the concept. It is rather a conceptual exploration of partial consistencies of child culture in and through practices. The focus of the analyses is on five institutional cultural practices created for children: two children's museums, a science centre, a theme park and an amusement park. A cross-analysis of these practices provides the empirical material for proposing the notion of 'child culture multiple'.
This text is an exploration of collaborative thinking and writing through theories, methods, and experiences on the topic of the child, children, and childhood. It is a collaborative written text (with 32 authors) that sprang out of the experimental workshop Child Studies Multiple. The workshop and this text are about daring to stay with mess, “un-closure” , and uncertainty in order to investigate the (e)motions and complexities of being either a child or a researcher. The theoretical and methodological processes presented here offer an opportunity to shake the ground on which individual researchers stand by raising questions about scientific inspiration, theoretical and methodological productivity, and thinking through focusing on process, play, and collaboration. The effect of this is a questioning of the singular academic ‘I’ by exploring and showing what a plural ‘I’ can look like. It is about what the multiplicity of voice can offer research in a highly individualistic time. The article allows the reader to follow and watch the unconventional trial-and-error path of the ongoing-ness of exploring theories and methods together as a research community via methods of drama, palimpsest, and fictionary.
Over recent years, a cultural industrial branch of play and fun, focused on children, has been established in Swedish cities. Under names such as 'the mischief factory', 'play and mischief land multisport' and 'funhouse', opportunities to consume spaces filled with tools for play, so-called sports zones and celebration milieus with different themes, are offered. Children and their parents as well as schools can stay in these spaces for hours or days, as camps are one of the services provided. In information and advertisements for these businesses, playfulness, speed, parties and celebrations are marked out as key components; everything in a world that is claimed to be created for children. This paper critically investigates the temptations and the activities portrayed within this 'children's culture industry ' (Langer, 2002) by analyzing informational material and advertisements as presented on websites. The study is based on the hypothesis that these spaces offer, encourage and make possible certain forms of social choreography (Hewitt, 2005) that are connected to logics of productive consumption (Lefebvre, 1991). The paper develops a picture of the characteristics of industrial play in what is conceptualized as the 'funzone'. The concept of the funzone is developed with support from research on childhood that has highlighted the tensions between nature and culture during this life phase.
Barns ledarskapFör en vidgad vokabulär genom skiftande exempel
David Cardell SammanfattningDenna artikel behandlar barns ledarskap. Syftet är att uppmärksamma relationer mellan barn och ledarskap och att vidga vokabulären kring barns ledarskap. Inledningsvis behandlas betydelser av barns ledarskap utifrån forskning som fokuserat på förekomsten av informellt ledarskap inom institutioner som förskola och skola. Här noteras att forskningen ger en begränsad förståelse av barns ledarskap och detta aktualiserar behov av teoretiskt utvecklande studier på området. Föreliggande artikel introducerar variationsrika exempel på barns ledarskap och därigenom öppnas möjligheter till att förstå fenomenet som ett aktuellt, svårgripbart och omtvistat fenomen. I artikeln uppmärksammas betydelser av formellt ledarskap inom idrottsorganisationer jämte populärkulturens Baby-bossen och Tonårsbos-sen. Dessa exempel låter utkristallisera två typer av ledarskap, det ekonomiska respektive det demokratiska. Artikeln aktualiserar avslutningsvis möjligheter till en empiriskt grundad förståelse som låter oss teoretisera barns ledarskap och ledarskap-för-barn i olika sammanhang utifrån diskussioner om agency inom barndomssociologin.
AbstractThis article deals with children
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