Documentation in Childhood

Alasuutari, Maarit; Kelle, Helga

doi:10.1111/chso.12119

Cited by 17 publications

(10 citation statements)

References 16 publications

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“…have highlighted the powerful agency of the forms and templates (Alasuutari and Kelle 2015;Kelle et.al 2015) and how it outline the educational prospects for SEBD students in residential care. The documentation covered contains few expectations that the teenagers can become capable learners; almost all teenagers have been given a reduced curriculum that will considerably complicate further studies.…”

Section: Resultsmentioning

confidence: 99%

“…Different actants contribute to the assessments and to constitutions of different positions as student, parent or teacher. This documentation obligation has increased for teachers in Sweden, as has the demand for students and parents to reflect on knowledge and achievements (Alasuutari and Kelle 2015;Markström 2015).…”

Section: Increased Importance Of Documentationmentioning

confidence: 99%

“…Children are evaluated and may be considered as failing to reach the standard of the ideal citizen. Documentation creates a certain knowledge about possible life trajectories, and positions young people in certain ways (Alasuutari and Kelle 2015;Kelle et al 2015).…”

Section: Increased Importance Of Documentationmentioning

confidence: 99%

“…The documentation in this study can be seen as a stabilising, materialised actant and as a synthesis of norms and discourses (Alasuutari and Kelle 2015;Markström 2015). In the analysis, I regard the materiality of the documentation-both content and form-as an actant.…”

Section: Theorymentioning

confidence: 99%

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Documentation for students in residential care: network of relations of human and non-human actants

Severinsson

2015

International Journal of Inclusive Education

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Swedish and international research points to serious problems for the education of students with social, emotional and behavioural difficulties (SEBD) in the care of social welfare, for example in residential care. The aim of this article is to elucidate how documentation, care plans (CPs) and individual educational plans (IEPs) outline the educational prospects for SEBD students in residential care. A more specific aim is to study how the form or template partakes in the production of educational trajectories. Using post-structural theory and the concepts of actor-network theory (ANT), this paper highlights the forms or templates as agentive forces in a network with students, parents, teachers and social workers. Documentation reveals few expectations that these teenagers can become capable learners and almost all of the subjects have been given a reduced curriculum. The lack of headings such as 'Student's or parents' opinion' or 'School subjects' can be understood as indications that these topics are considered to be of less importance. Individual differences between students disappear when the electronic document enables the use of the exact same phrases and words to describe different students. These results, along with previous research, point to an immediate need to discuss both the form and content of documentation in educational practice and to consider what, for what reason and for whom to document.

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Section: Resultsmentioning

confidence: 99%

Section: Increased Importance Of Documentationmentioning

confidence: 99%

Section: Increased Importance Of Documentationmentioning

confidence: 99%

Section: Theorymentioning

confidence: 99%

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Documentation for students in residential care: network of relations of human and non-human actants

Severinsson

2015

International Journal of Inclusive Education

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“…The intensification of the schooling day, as others have also observed (Kirby, 2018), offers insight into the felt costs of dominant rhetorics of 'what works', 'big data' and envisioning of education as a technicist or scientific enterprise (Thomson, Berriman and Bragg, 2018). Equally, Spyrou's attention to ontologies offers new ways to conceive the role of non-human actantsobjects like scooters and locks, in his examples, also documented in other research in this journal (Alasuutari and Kelle, 2015) and to bring theories of social practice into research on schooling.…”

Section: On Inclusivity and Interdisciplinaritymentioning

confidence: 96%