Studies in Childhood, Learning and Identities as Interactional Practices (CLIP)
The research is directed to studies of childhood, learning and identities as socially situated interactional practices in relation to broader educational contexts. The research group has an explicit interest in the development of theory and method, and competencies within ethnomethodology, conversation analysis and discourse analysis. A specific interest is in the study of children's, young people's and adults' (professionals, parents, etc.) agency and participation, identity work (gender, class, ethnicity, language, age, disability, etc.), children's rights and communicative practices in informal and formal educational contexts.
Current ongoing projects (total 5) and national research schools (total 2) focus on: interactive technologies, literacy and learning in childhood; school bullying prevention programs and children's interactional practices; children/boys in special needs practices; young children, globalization and literacy in preschool settings.
CLIP assembles a large group of doctoral students in Education (9) and senior and junior researchers (8) from the disciplines of Education, Child and Youth Studies, Language Studies, etc., meeting regularly every other Monday for a research seminar and data-workshops in an Interaction seminar. Primary missions and goals are dedicated to integrate doctorial training and postdoctoral research in the seminars and other activities, promote analytic proficiency in basic empirical (mainly videobased) research and encourage international publications.
Scientific leader: Ann-Carita Evaldsson, professor in Education
Ann-Carita Evaldsson, Karin Aronsson, Gustav Lymer,Katarina Gustafson, Janne Kontio, Sofia Lundmark, Helen Melander, Farzaneh Moinian, Jonas Risberg, Johanna Svahn, Gabriella Gejard, Niklas Norén, Kristina Walldén Hillström, Emma Abrahamsson, Olga Kuvaldina, Danielle van der Burgt, Tanja Joelsson, Marie Karlsson
Child and Youth Studies
Learning, interactive technologies and narrative remembering.
Network in Literacy
The research group participates in undergraduate education
The members teach in Pedagogy, Social studies, Child and youth studies in addition to the teacher educations.
Several of the members teach Pedagogy at advanced level (Master and PhD)
CLIP organizes bi-weekly seminars (Mondays even weeks) and datasessions (Tuesdays even weeks). At the seminars we discuss texts in progress, and receive invited guest speakers. At the data sessions, the focus is on analysis of data from ongoing projects.
Here we present some of the researchgroups publications.
Language policies in play: Learning ecologies in multilingual preschool interactions among peers and teachers.(2017). Multilingua - Journal of Cross-cultural and Interlanguage Communiciation, . vol. 3
Managing disruptive student conduct: Negative emotions and accountability in reproach-response sequences.(2017). Linguistics and Education, vol. 37, ss. 73-86 DOI
Mobila förskolan - vart är den på väg?: Rapport från en kartläggning av mobila förskolor i Sverige april 2017.Download fulltext
- Childhood, vol. 24, ss. 396-415 DOI
- European Journal of Special Needs Education, vol. 32, ss. 391-405 DOI
Making Fun of Language Use: Teasing practices and hybrid language forms in auto mechanic student peer interactions.(2017). Linguistics and Education, vol. 37, ss. 22-31 DOI
Unpacking corrections in mobile instruction: Error-occasioned learning opportunities in driving, cycling and aviation training.(2017). Linguistics and Education, vol. 38, ss. 11-23 DOI
Click-guides and Panic buttons: Designed possibilities for youth agency and user empowerment in online youth counselling services.(2017). Childhood, . vol. 24, ss. 260-278 DOI
- Interactional Competences in Institutional Settings London: Palgrave Macmillan.
- Memory practices and learning, . ss. 187-211
Specialpedagagogers/speciallärares arbete i den dagliga skolpraktiken: en analys av sex fallstudier.Download fulltext
- Child Language Teaching and Therapy, London: Sage Publications. vol. 33, ss. 241-253 DOI
Young children’s participation and citizenship in public space – mobile preschool children’s mobility and spatial appropriation.(2017). I
- Discourse, Context & Media, vol. 12, ss. 20-31 DOI
‘Naming the other’. Category memberships and practices of ‘Othering’ in children’s multiethnic peer group participation.(2016). I P. Linell, Å. Mäkitalo & R. Säljö (red.) Memory Practices and Learning – Interactional, Institutional and Sociocultural perspectives, Information Age Publishing: IAP Information Age Publishing. ss. 49-72
Informal learning in the mobile preschool.: Paper presented in symposium “Topographies of Early Childhood Education and Care – Perspectives from the intersection of childhood studies, human geography and educational research”,.(2016). I
Disability identities and category work in institutional practices: the case of ‘a typical ADHD girl’.(2016). I Siân Preece (red.) The Routledge Handbook of Language and Identity , Milton Park, Abingdon, Oxon: Routledge. ss. 386-411 DOI
Mother tongue language teaching with digital tablets in early childhood education: A question of social inclusion and equity.(2016). He Kupu, vol. 4, ss. 19-29
- Download fulltext
- Discourse Studies, vol. 18, ss. 500-525 DOI
- Discourse Studies, vol. 18
- Download fulltext
- Text & Talk, . vol. 36, ss. 705-731 DOI
Supporting a child with multiple disabilities to participate in social interaction: The case of asking a question.(2016). Clinical Linguistics & Phonetics, vol. 30, ss. 790-811 DOI