“Soft governance” i förskolans utvecklingssamtal
DOI:
https://doi.org/10.24834/educare.2011.2.1210Keywords:
assessment, parent-teacher conference, preschool, soft governanceAbstract
According to the Curriculum for the Swedish Preschool, parent-teacher conferences are important practices in the intermediate sphere and in the relations between home and preschool. This article draws on a study in which the overall aim is to explore how parent-teacher conferences are constructed and used in Swedish preschools. Using transcripts of audiotaped episodes from parentteacher conferences, the analysis reveals that the interactions are charactarised by formality in accordance with institutional talk, but also to a large extent informality. Additionally, the analyses show that the parent-teacher conferences are characterised by “soft governance” both in terms of content (what) and form (how). The teachers use various communicative techniques that govern the conversation: closeness and intimacy, the use of anecdotes, references to the common interest of the child, elements of humour and laughter, and seemingly neutral questions. The article also discuss how “soft governance” is used in the construction and the assessment of a desirable preschool child and parent.
References
Adelswärd, Viveca, Evaldsson, Ann-Carita & Reimers, Eva (1997). Samtal mellan hem och skola. Lund: Studentlitteratur.
Alasuutari, Maarit (2009). What is so funny about children? Laughter in Parent-Practioner Interaction. International Journal of Early Years Education, 17(2), 105-118.
Alasuutari, Maarit, & Karila, Kaarina (2010). Framing the picture of the child. Children & Society, 24(2), 100-11.
Alasuutari, Maarit, & Markström, Ann-Marie (forthcoming) Institutional Order and the Ordinary Child in Preschool. Scandinavian Journal of Education.
Asp Onsjö, Lisa (2006). Åtgärdsprogram – dokument eller verktyg? En fallstudie i en kommun. Göteborgs universitet.
Bartholdsson, Åsa (2007). Med facit i hand: normalitet, elevskap och vänlig maktutövning i två svenska skolor. Diss. Stockholm universitet. Antropologiska institutionen.
Billig, Michael (1988). Ideological dilemmas: a social psychology of everyday thinking. Arguing and thinking. New York: Sage.
Canella, Gail Sloan (1997). Deconstructing Early Childhood Education. Social Justice & Revolution. Rethinking childhood 2. New York: Peter Lang
Crozier, Gill (2000). Parents and schools: Partners or Protagonists? Oakhill: Trentham Books.
Dahlberg, Gunilla, Moss, Peter, & Pence, Alan (2002). Från kvalitet till meningsskapande. Stockholm: HLS förlag.
Fairclough, Norman (1992). Discourse and Social Change. Cambridge: Polity Press.
Foucault, Michel (1991). Governmentality. In G. Burchell, C. Gordon, & P. Miller (Eds.). The Foucault Effect: Studies in Governmentality. With two Lectures by and an Interview with Michael Foucault (pp. 87-104). Chicago: University of Chicago Press.
Foucault, Michel (1997). Ethics: Subjectivity and Truth. I P. Rabinow (Ed.) The Essential Works of Michel Foucault 1954–1984, Vol. 1(pp. 87-92). New York: The New Press.
Goffman, Erwing (1981). Forms of talk. Philadelphia: University of Philadelphia Press.
Granath, Gunilla (2008). Milda makter! Utvecklingssamtal och loggböcker som disciplineringstekniker. Göteborg: Acta Universitatis Gothoburgensis.
Hjörne, Eva & Säljö, Roger (2004). ‘There is something about Julia’- Symptoms, categories, and the process of invoking Attention Deficit Hyperactivity Disorder in Swedish school. A case study. Journal of Language, Identity, and Education 3(1), 1-24.
Hofvendahl, Johan (2006). Riskabla samtalen analys av potentiella faror i skolans kvarts- och utvecklingssamtal. Linköping University, Sweden: The Institution for Language and culture.
Leiminer, Michele & Baker, Carolyn (2000). A Child’s say. Talk at the Preschool: conversation analytic research in early childhood settings. Contemporary Issues in Early Childhood 1(2), 135-152.
Linell, Per (1990). De institutionella samtalens elementära former: om möten mellan professionella och lekmän. Forskning om utbildning 17 (4), 18-35.
Lpfö 98. Läroplan för förskolan. (1998). Stockholm: Utbildningsdepartementet.
Lutz, Kristian (2009). Kategoriseringar av barn i förskoleåldern. Styrning och administrativa processer. Malmö: Malmö Studies in Educational Sciences.
Markström, Ann-Marie (2005). Förskolan som normaliseringspraktik. En etnografisk studie. Linköpings universitet: Pedagogic practices.
Markström, Ann-Marie (2006). Utvecklingssamtalet i förskolan. Skapande vetande, Linköpings universitet.
Markström, Ann-Marie (2008). Förskolans utvecklingssamtal – ett komplex av aktiviteter i tid och rum. Educare, 1, 51-67.
Markström, Ann-Marie (2009). The parent-teacher conference in the Swedish preschool. A study of an ongoing process as a “pocket of local order”. Contemporary Issues in Early Childhood, 10, (2), 122-132.
Markström, Ann-Marie (2010). To Involve Parents in the Assessment of the Child in Parent-Teacher Conferences. Early Childhood Education Journal, 38(6), 465-474.
Markström, Ann-Marie & Simonsson, Maria (2011). Constructions of girls in preschool parent-teacher conferences. International Journal of Early Childhood, 43(1), 23-41.
Maynard, Douglas (1991). Interaction and Asymmetry in Clinical Discourse. American Journal of Sociology, 97(2), 448-495.
Mehan, Hugh (1996). Beneath the Skin and between the Ears: A Case Study in the Politics of Representation. In Seth Chaiklin, & Jane Lave (Eds.), Understandning practice (pp. 241-268). Cambridge: Cambridge University Press.
Mäkitalo, Åsa (2005). The Record as a Formative tool. A Study of Immanent Pedagogy in the Practice of Vocational Guidance. Qualitative Social Work 4(4), 431-449.
Nordin-Hultman, Elisabeth (2004). Pedagogiska miljöer och barns subjektsskapande. Stockholm: Liber.
Popkewitz, Thomas (1998). Foucault’s challenge: discourse, knowledge, and power in education. New York: Teacher College Press.
Popkewitz, Thomas (2003). Governing the child and pedagogicalization of the parent. In Marianne Block, Kerstin Holmlund, Ingeborg Moqvist & Thomas Popkewitz (Eds.), Governing Children, Families and Education. Restructuring the Welfare State (pp.35-62). New York, NY: Palgrave.
Qvortrup, Jens, Bardy, Marjatta, Sgritta, Giovanni, & Wintersberger, Helmut (Eds.) (1994). Childhood Matters: Social Theory, Practice and Politics. Aldershot: Avebury.
Rose, Nicholas (1995). Politisk styrning, auktoritet och expertis i den avancerade liberalismen. In Kenneth Hultqvist, & Kenneth Petersson (Red.), Foucault. Namnet på en modern vetenskaplig och filosofisk problematik (s. 41-59). Stockholm: HLS förlag.
Rose, Nicholas (1999). Powers of Freedom. Reframing Political Thought. Cambridge: Cambridge University Press.
Rose, Nicholas, O´Malley, Pat, & Valverde, Marina (2006). Governmentality. Annual Revie of Law and Social Science, 2, 83-104.
Sarangi, Srikant & Slembrouck, Stefaan (1996). Language, bureaucracy, and social control. London: Longman.
SOU 2000:1. En uthållig demokrati. Slutbetänkande.
Vallberg Roth, Ann-Christine, & Månsson Annika (2006). Individuella utvecklingsplaner som fenomen i tiden, samhället och skolan. Utbildning & Demokrati, 15(3), 31-60.
Vallberg Roth, Ann-Christine (2009). Att stödja och styra barns lärande? Bedömning och pedagogisk dokumentation. I Barndom, lärande, bedömning med inriktning mot förskola och skola (s. 175-234). Kunskapsöversikt. Stockholm: Skolverket.
Wetherell, Margaret (2001). Introduction. In Margret Wetherell, Stephanie Taylor & Simeon Yates, (Eds.), Discourse theory and practice (pp. 1-13). Los Angeles: Sage.
Wood, Linda & Kroger, Rolf (2000). Doing Discourse Analysis. Methods for Studying Action in Talk and Text. Thousand Oaks: Sage.
Ödman, Per-Johan & Hayen, Mats (2004). Främlingar i vardagen. Liv och pedagogik vid Stora Barnhuset i Stockholm på 1700-talet. Stockholm: Stockholmia förlag.
