Ideology and choice between work and care: Swedish family policy for working parents

Björnberg, Ulla

doi:10.1177/02610183020220010401

Cited by 78 publications

(59 citation statements)

References 2 publications

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“…The indispensability of the male workforce still seems to be an indisputable norm to many employersin contrast to the female workforce (Björnberg, 2002). Many fathers fear that their careers will be damaged if they take parental leave (Possinger, 2013, pp.…”

Section: Research On Fathers Taking Parental Leavementioning

confidence: 99%

Couples and Companies: Negotiating Fathers’ Participation in Parental Leave in Germany

Aunkofer¹,

Meuser²,

Neumann³

2018

RES

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This article reports on findings of a study of fathers on parental leave in Germany. Drawing on interviews with couples (n=16) and human resource managers in different companies RESUMENEste artículo versa sobre los resultados de un estudio sobre el uso por los padres de la excedencia por cuidado de niños en Alemania. A partir de entrevistas en profundidad a 16 parejas y a 8 responsables de recursos humanos de distintas empresas, se analiza cómo negocian los miembros de la pareja el que el padre utilice parte del permiso parental y cómo reaccionan las empresas cuando los hombres solicitan este tipo de permiso. Nuestro enfoque se centra en los factores que facilitan y dificultan esta opción. Analizamos los efectos esperados y los problemas a los que se han enfrentado, los modelos de parentalidad y los modelos de género así como las relaciones de poder en el seno de la pareja.

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Section: Research On Fathers Taking Parental Leavementioning

confidence: 99%

Couples and Companies: Negotiating Fathers’ Participation in Parental Leave in Germany

Aunkofer¹,

Meuser²,

Neumann³

2018

RES

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“…In addition, they are entitled to 60 days 'temporary parental leave' annually per child (below age 12) for the home care of a sick child. This leave can also be used in case the childminder is ill (Björnberg 2002). As a large part of the parental-leave is covered by the income-related benefit, this provides a strong economic incentive to establish oneself in the labor-market (and of having a stable income) for young people before opting for parenthood.…”

Section: Parental Leavementioning

confidence: 99%

“…The proportion of children aged 0-6 years enrolled in public daycare centers increased from 2% in 1966 to 53% in 1996, while the share of children in public family daycare increased from 1 to 17%. The share of childcare provided by the private market 7 increased to nearly 15% by the late 1990s (Björnberg 2002), as non-municipal childcare centers have become eligible for public subsidies since 1991.…”

Section: Public Childcarementioning

confidence: 99%

Sweden: Combining childbearing and gender equality

Oláh¹,

Bernhardt²

2008

DemRes

103

100

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“…For example, Sweden demonstrates the smallest gap between the richest 20% and the poorest 20% in its society compared to other countries (Wilkinson and Pickett 2009). Similarly for gender equality, Sweden is also often noted as having a leading role (Björnberg 2002); and also in early education (UNICEF 2008;Lien Foundation 2012) because all children have the right to access ECE from one year of age (National Agency of Education 2016). US economist and director of the Earth Institute at Columbia University, Jeffery Sachs (2016) also indicated Sweden was a leading nation in relation to sustainability policies.…”

Section: Children Grow Up In Various Cultural Contextsmentioning

confidence: 99%

How to Educate Children for Sustainable Learning and for a Sustainable World

Samuelsson

Park

2017

IJEC

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This article discusses how early learning might be made sustainable for children. It considers the application of Goal 4 of the Sustainable Development Goals to early childhood education to ensure that inclusive and equitable quality education that promotes lifelong learning opportunities is available to all children. Early childhood practitioners and researchers are encouraged to implement curricula and pedagogies that can support sustainable learning. While educational research about sustainability is necessary, understandings of sustainability policies and values are also required. Values related to sustainability promote a certain type of pedagogy in which the child should be allowed to take initiatives, think, and reflect. This requires high-quality early childhood education. How sustainability concepts can be applied to both content and pedagogy are discussed, as well as different preconditions that are necessary so that all children can access education for sustainability. Important preconditions of education for sustainability include a need for awareness that lifelong learning is applicable to early childhood education, as well as educated staff who are aware about what is relevant for young children to learn about sustainability. Résumé Cet article discute de la façon dont l'apprentissage dès le plus jeune âge pourrait être rendu durable pour les enfants. Il examine l'application à l'éducation préscolaire de l'objectif 4 des Objectifs du Développement Durable (ODD) pour assurer à tous les enfants l'accès à une éducation de qualité, inclusive et équitable, permettant des apprentissages tout au long de la vie. Les professionnels et les chercheurs de la petite enfance sont encouragés à mettre en oeuvre des programmes d'études et des pédagogies qui peuvent soutenir l'apprentissage durable. La recherche sur l'éducation durable est nécessaire, mais il faut aussi comprendre les politiques et les valeurs en matière de durabilité. Les valeurs relatives à la durabilité promeuvent un certain type de pédagogie dans laquelle on devrait permettre à l'enfant de prendre des initiatives, penser et réfléchir. Ceci exige une éducation de grande qualité pour la petite enfance. L'article aborde la manière dont les concepts de durabilité peuvent être appliqués tant au contenu qu'à la pédagogie ainsi que les différentes conditions préalables nécessaires pour que tous les enfants puissent avoir accès à une éducation durable. Ces importantes conditions préalables de l'éducation au développement durable incluent une prise de conscience que l'apprentissage tout au long de la vie est applicable à l'éducation préscolaire, ainsi qu'un personnel instruit, informé de ce qu'il est pertinent que les jeunes enfants apprennent au sujet du développement durable.Resumen Este artículo discute de qué manera el aprendizaje temprano podría hacerse sostenible para los niños. Este artículo considera la aplicación del Objetivo número 4 de los objetivos de desarrollo sostenible (ODS) para a la educación de la primera infancia, la que pret...

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Ideology and choice between work and care: Swedish family policy for working parents

Cited by 78 publications

References 2 publications

Couples and Companies: Negotiating Fathers’ Participation in Parental Leave in Germany

Couples and Companies: Negotiating Fathers’ Participation in Parental Leave in Germany

Sweden: Combining childbearing and gender equality

How to Educate Children for Sustainable Learning and for a Sustainable World

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