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This dissertation deals with relations between parents and child institutions such as childcare, school and child health centers in terms of an institutionalization of childhood and expressions of parental identities in life stories. The empirical study consists of thematic life story interviews with parents focusing on their experiences of meeting and relating to these child institutions. A perspective on life stories as socially situated action and identity performance is adopted that views the life stories as co-constructed in between the interviewee and the interviewer. The aim of the dissertation is to contribute to an understanding of relations between parents and child institutions in Sweden that takes as its point of departure the expressions of parental identities. Methodologically, the dissertation also aims to further develop a way of working with life stories that makes the interviewer visible as co-constructor of life stories and expressions of identity. The analyses is focused on expressions of parental identities through the storytelling and in the stories told. Parental identities took shape and form as performances and constructions of, for example, social subordination in relation to preschool staff and other parents, helpful intervention in school helping an inexperienced teacher, worries about children being different from other children and not fitting in at preschool and of gratefulness for help and support from childcare staff when being short of time and money. The identity expressions were then analyzed in relation to recurrent discourses in research on relations between parents and childinstitutions. The results show that dominant discourses of relations between parents and child institutions tend to construct parents as a homogenous group, thereby concealing how gender, social class, ethnicity and age, and the subsequent different constructions of children and childhood, structure and influence the relations between parents and child institutions and thereby also the institutionalization of childhood. / Förskola och skola i samverkan. Ett reformerat utbildningssystem.

The purpose of this study is to use life story as a method to describe a former student’s, with her main schooling in the special school, thoughts of life during and after school, as well as the social relationships she has had and has access to. An overarching objective is to contribute to the field of knowledge from a young adult’s perspective. The study is qualitative with a life story approach. In the analysis, Bronfenbrenner’s ecological development model is used. The empirical data consists of transcriptions of conversations and instant prints from Facebook. The study is retrospective, but the study also captures the present day when the informant’s perception of life in the present day is also described. The informant perceives its later school years as more positive than earlier years. The result shows that the availability of social relationships was significantly higher during school in comparison to life as a young adult. The result also shows that the informant’s experience of the support of important adults is predominantly negative.

This is an explorative study conducted to gain a deeper understanding of the experiences of the criminal life by exploring ex-offenders’ stories and analyzing what possible factors could have had an impact on them. The method used was that of semi structured, narrative interviewing and the theories used to analyze and gain a deeper understanding of the results were those of social constructionist theory, differential association theory, and labeling theory. Firstly, the results showed that the combination of the two factors lack of support and attitudes towards delinquent behavior had markedly contributed to the participants’ way into a criminal life and the misuse of drugs. Secondly, the respondents’ all credited some part of their success in reintegrating to the NGO KRIS, which they stated had significantly helped them during their time in and after prison. Thirdly, the respondents’ attitudes towards life seemed to be an important part of being able to both get clean and stay away from the criminal life. However, all of the respondents had experienced some sort of relapse, being it into drugs or crime.

Review of LIFE STORIES OF WOMEN ARTISTS, 1550–1800. Burlington, VT: Ashgate, 2009. 504p. bibl. index. $99.95, ISBN 978-0754654315.

<p>This dissertation deals with relations between parents and child institutions such as childcare, school and child health centers in terms of an institutionalization of childhood and expressions of parental identities in life stories. The empirical study consists of thematic life story interviews with parents focusing on their experiences of meeting and relating to these child institutions. A perspective on life stories as socially situated action and identity performance is adopted that views the life stories as co-constructed in between the interviewee and the interviewer. </p><p>The aim of the dissertation is to contribute to an understanding of relations between parents and child institutions in Sweden that takes as its point of departure the expressions of parental identities. Methodologically, the dissertation also aims to further develop a way of working with life stories that makes the interviewer visible as co-constructor of life stories and expressions of identity. </p><p>The analyses is focused on expressions of parental identities through the storytelling and in the stories told. Parental identities took shape and form as performances and constructions of, for example, social subordination in relation to preschool staff and other parents, helpful intervention in school helping an inexperienced teacher, worries about children being different from other children and not fitting in at preschool and of gratefulness for help and support from childcare staff when being short of time and money. The identity expressions were then analyzed in relation to recurrent discourses in research on relations between parents and childinstitutions. The results show that dominant discourses of relations between parents and child institutions tend to construct parents as a homogenous group, thereby concealing how gender, social class, ethnicity and age, and the subsequent different constructions of children and childhood, structure and influence the relations between parents and child institutions and thereby also the institutionalization of childhood.</p>

This dissertation deals with relations between parents and child institutions such as childcare, school and child health centers in terms of an institutionalization of childhood and expressions of parental identities in life stories. The empirical study consists of thematic life story interviews with parents focusing on their experiences of meeting and relating to these child institutions. A perspective on life stories as socially situated action and identity performance is adopted that views the life stories as co-constructed in between the interviewee and the interviewer. The aim of the dissertation is to contribute to an understanding of relations between parents and child institutions in Sweden that takes as its point of departure the expressions of parental identities. Methodologically, the dissertation also aims to further develop a way of working with life stories that makes the interviewer visible as co-constructor of life stories and expressions of identity. The analyses is focused on expressions of parental identities through the storytelling and in the stories told. Parental identities took shape and form as performances and constructions of, for example, social subordination in relation to preschool staff and other parents, helpful intervention in school helping an inexperienced teacher, worries about children being different from other children and not fitting in at preschool and of gratefulness for help and support from childcare staff when being short of time and money. The identity expressions were then analyzed in relation to recurrent discourses in research on relations between parents and childinstitutions. The results show that dominant discourses of relations between parents and child institutions tend to construct parents as a homogenous group, thereby concealing how gender, social class, ethnicity and age, and the subsequent different constructions of children and childhood, structure and influence the relations between parents and child institutions and thereby also the institutionalization of childhood.

This study focused on the process of frequent geographical relocation during childhood and adolescence. Three adult women contributed to this study providing retrospective accounts of their experiences with frequent relocation within Canada. As a group, relocations occurred between 4 and 10 cities, between 8 and 13 schools, between 2 and 4 provinces, and between Canada and Germany. Based theoretically on narrative theory, supported by a social constructionist epistemology, this study used life history interviews to obtain a deeper understanding of the participants experiences, the meanings they derived from them, and their interpretation of causal links amongst elements surrounding relocation. Through the use of narrative analysis, as proposed by Polkinghorne (1995), individual life stories were created for each of the three women who participated in this study. Their stories highlight the complexity of the process of repeated exits and entries into distinct schools, communities, and peer groups. They illustrate the multiplicity of experiences the participants coped with and the many meanings they derived from their relocation experiences. Furthermore, the stories provide causal explanations to short and long-term changes that occurred in their lives as a result of their experiences.<p>Providing support to other reports in the literature, these women described their experiences of fear, anxiety, anger, pain, sadness, and identity loss. Some positive experiences were excitement about change, enjoyment and appreciation of new possibilities, and hope for the future. The three participants connected many factors together in explaining changes in their lives, including family life, personal factors, historical and financial elements, social and environmental context, as well as factors related to their experiences with relocation. Although many different meanings were created at different times, all participants commented on their loss of not having a childhood friend, and on their perception of the value of stability in their lives. Five different focal points emerged as helpful in the interpretation of the narratives: family support and the experience of self-worth; person-environment fit and the experiences of self and belonging; academic ability, social skills, and school environment, as they relate to school adaptation; timing of geographical mobility; and, adjustment-stability cycles in the context of repeated geographical relocation. Implications for support providers and future research are provided.

This study focused on the process of frequent geographical relocation during childhood and adolescence. Three adult women contributed to this study providing retrospective accounts of their experiences with frequent relocation within Canada. As a group, relocations occurred between 4 and 10 cities, between 8 and 13 schools, between 2 and 4 provinces, and between Canada and Germany. Based theoretically on narrative theory, supported by a social constructionist epistemology, this study used life history interviews to obtain a deeper understanding of the participants experiences, the meanings they derived from them, and their interpretation of causal links amongst elements surrounding relocation. Through the use of narrative analysis, as proposed by Polkinghorne (1995), individual life stories were created for each of the three women who participated in this study. Their stories highlight the complexity of the process of repeated exits and entries into distinct schools, communities, and peer groups. They illustrate the multiplicity of experiences the participants coped with and the many meanings they derived from their relocation experiences. Furthermore, the stories provide causal explanations to short and long-term changes that occurred in their lives as a result of their experiences.<p>Providing support to other reports in the literature, these women described their experiences of fear, anxiety, anger, pain, sadness, and identity loss. Some positive experiences were excitement about change, enjoyment and appreciation of new possibilities, and hope for the future. The three participants connected many factors together in explaining changes in their lives, including family life, personal factors, historical and financial elements, social and environmental context, as well as factors related to their experiences with relocation. Although many different meanings were created at different times, all participants commented on their loss of not having a childhood friend, and on their perception of the value of stability in their lives. Five different focal points emerged as helpful in the interpretation of the narratives: family support and the experience of self-worth; person-environment fit and the experiences of self and belonging; academic ability, social skills, and school environment, as they relate to school adaptation; timing of geographical mobility; and, adjustment-stability cycles in the context of repeated geographical relocation. Implications for support providers and future research are provided.

Esta pesquisa investigou histórias de vida e trabalho de costureiras autônomas das classes populares. O objetivo foi conhecer e analisar suas histórias de vida e trajetórias profissionais, em particular seus saberes do trabalho, na perspectiva de saber como se tornaram costureiras. Participaram da pesquisa quatro costureiras moradoras do município de Esteio, RS, com mais de 60 anos de idade, que trabalham há mais de quarenta anos com costura, confeccionando peças por encomenda, de forma autônoma e no espaço doméstico. Para tal, foi realizado um percurso metodológico inspirado nas histórias de vida e biografias formadoras, entrevista narrativa e entrevista reflexiva. Serviram de base, para este estudo os referenciais da ergologia sobre o debate de normas, os usos de si e os saberes Schwartz (2000, 2003), o conceito de artífice, Sennet (2013) e, sobre trajetórias profissionais, Franzoi (2006). Foram realizadas entrevistas narrativas com cada uma das costureiras. O estudo mostrou trajetórias profissionais marcadas por questões de classe e de gênero, pelo distanciamento da educação formal e do espaço industrial de produção e suas formas. A formação e o processo de se tornar uma profissional da costura - uma costureira - se deu através do aprendizado com outras mulheres e diretamente na atividade de trabalho. A curiosidade, a necessidade de subsistência e o reconhecimento do trabalho, pela outra pessoa e por si mesma, foram fundamentais no seu processo de profissionalização. A costura como autônoma, realizada no espaço doméstico, foi responsável por grande parte, senão toda, do orçamento familiar. As entrevistas demonstraram uma invisibilidade dos saberes do trabalho para as próprias trabalhadoras que, ao longo da sua vida de trabalho, convocaram e renormalizaram seus conhecimentos de forma inconsciente. Saberes tão complexos transmitidos pelas mulheres, aprendidos, produzidos e mobilizados na atividade de trabalho são naturalizados e pouco valorizados de forma explícita por elas. Percebeu-se uma relação muito íntima e indissociável entre a execução e a concepção na atividade de trabalho e muitas aproximações com o trabalho artesanal e com a ideia de artífice: “fazer é pensar”. A criatividade, as renormalizações, certa autonomia sobre o trabalho, estão muito presentes na atividade dessas costureiras autônomas, além de se verificar uma diversidade e quantidade de saberes que estão além daqueles que formalmente (CBO) identificam uma costureira. São histórias de vida duras e de muito trabalho. Dar voz a essas histórias de vida e trabalho, socializar estas experiências, significa visibilizar saberes do trabalho, a história de aprender o ofício da costura e outros saberes que fazem parte da vida de muitas mulheres no espaço privado. São saberes e potências que podem e devem ser compartilhados e visibilizados visando ampliar autorreconhecimento, emancipação e empoderamento das mulheres. / This study investigated story of life and work of independent seamstresses from popular classes. The objective was to understand and analyze their life stories and professional careers, particularly their work knowledge, trying to know how they become seamstresses. The participants were four seamstresses residents of Esteio, RS, with an average age of 62 years, acting as seamstresses for over forty years, working independently and from home. To achieve it, a methodological approach inspired by the stories of life and forming biographies, narrative interview and reflective interview was conducted. The basis for this study are the ergology’s references about the rules debate, uses of self and knowledge from Schwartz (2000, 2003), the concept of craftsman, Sennet (2013) and professional careers, Franzoi (2006). Narrative interviews were conducted with each of the seamstresses. The study found professional careers marked by class and gender issues and the distance from the formal education and from industrial production space. The formation and the process of becoming a sewing professional - a seamstress - was through learning from other women and directly in the work activity. Curiosity, the need for livelihoods and recognition of the work by others and for their self, were instrumental in their professionalization process. The sewing as an independent, held in the home, was responsible for much, if not all, of the family budget. Interviews demonstrated the invisibility of knowledge of work for the own workers who, throughout their working life, used and renormalized their knowledge unconsciously. So complex knowledge transmitted by women, learned, produced and mobilized in work activity are naturalized and undervalued. It was realized a very intimate and inseparable link between the implementation and design in the work activities and many approaches with craftsman and with the idea of architect: "make is think". Creativity, the renormalizations, certain autonomy on the job, are very present in the activity of these independent seamstresses, in addition to assessing a variety and quantity of knowledge that are beyond those formally (CBO) identify a seamstress. Are stories of hard living and a lot of work. Give voice to the stories of life and work, socialize these experiences means making visible that work knowledge, the history of learning the craft of sewing and other knowledge that are part of life for many women in the private space. Are knowledge and powers that can and should be shared aimed to increase the self-recognition, emancipation and empowerment of women.