Katarina Gustafson
Biographic Data
| ID | 200132 |
|---|---|
| NAME | Katarina Gustafson |
| GIVEN NAMES | Katarina |
| FAMILY NAME | Gustafson |
| SIGNATURE | GUSTAFSON K |
| AFFILIATIONS | Uppsala University |
| ORCID | 0000-0001-7800-195X |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
‘No one wants to say no to housing. But where do we fit in the children?’ Swedish city planners’ perspectives on the struggle to secure outdoor space for preschools in the dense city
Stockholm is currently undergoing intense densification. Using interviews, this article discusses planners’ perspectives on the challenges this brings for trying to secure space for preschools in the municipal land use allocation. We show how these planners take on the role of childhood rights activists, but that this does not have much, or any, effect on the planning outcome. We argue that the planning process seems to prioritize maximizing land…
Teaching nature and nation in the Swedish mobile preschool
Ideas of nature, nation and childhood are intertwined in Nordic early childhood education. We explore in ethnographic data the ways nature is taught in Swedish mobile preschools. We show how everyday nationalism manifests in the teaching practices of 'good' pedagogy in nature. We argue that depending on who is teaching and learning, various constructions of nationhood emerge enabling the re-imagination of a single national imaginary to a plural o…
Embodied spatial learning in the mobile preschool: The socio-spatial organization of meals as interactional achievement
This study explores meals as a locus for children’s socialization into the socio-spatial organization of a mobile preschool, i.e. a preschool in a bus. Building on ethnographic fieldwork with video-recordings, the analysis is informed by ethnomethodology and conversation analysis to explore the everyday interactional organization of meal practices. Conceptualizing space as both a resource for interaction and as achieved in interaction, the study …
Children’s prosthetic citizenship as ‘here-and-now’, ‘not-yet’ and ‘not-here’. the case of the mobile preschool
Using the case of the mobile preschool we focus on how children’s prosthetic citizenship is constructed in relation to notions of mobility and place in the accounts of Swedish mobile preschool professionals. Mobile preschools are preschools in buses that visit different places in and around the city on an everyday basis. Analysis of interviews and workshop discussions with mobile preschool professionals shows how three different conceptualisation…
Children’s socialization into the mobile preschool: A priming event collectively performed by novice children, ‘old-timers’, and pedagogues
Using video-ethnographic data from a ‘try-on day’ in a bus-based mobile preschool, we discuss how children with different levels of experience collaborate with one another and with pedagogues to socialize newcomers into an ongoing community. Analyses show how pedagogues create moments of collective orientation and, besides through verbal instructions, invite newcomers to participate in core activities with older children. The novices engage in th…
Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools
In the Nordic countries, there is a culturally rooted understanding of nature as a ‘good’ place for children. The aim of the article is to deconstruct this understanding by exploring how different mobile preschools – buses that bring children to different places on a daily basis – relate to nature spaces and children’s learning and well-being in them. Based on critical theorization of place and the nature/culture divide, we argue that, while ther…
Children's collective embodiment—Mobility practices and materialities in mobile preschools
This article looks at young children's mobility practices in public spaces within the context of a mobile preschool practice (i.e., a preschool in a bus), with a specific focus on how materialities matter in children's mobilities. Using ethnographic data from a mobile preschool, we argue that the mobile preschool group's mobility should be understood in terms of collective embodiment and the mobile preschool should be viewed as a moving collectiv…
Being on the move’: Time-spatial organisation and mobility in a mobile preschool
No-go- area, no-go- school: Community discourses, local school market and children's identity work
This article focuses on how 11-year-old children in a segregated Swedish suburb at the time of choosing school for Year 6 in the 9-year compulsory school used current community discourses in their identity work, while constructing an ‘us’ in relation to ‘them’. The segregation in the suburb was strengthened by the process of a school market, with competition among the schools. Even if the formal choice was made by the parents the study shows that…
Us and them – children's identity work and social geography in a Swedish school yard
The article focusses on constructions of social identities in school and how children in their identity work (re-)construct common and segregated places in the school yard. Data were drawn from an ethnographic research in the daily lives of children aged 11–13. The fieldwork consisted of traditional ethnographic field work as well as children's own narratives in the form of photographs and maps. Children's agency and narratives are seen as identi…
Being on the move’: Time-spatial organisation and mobility in a mobile preschool
Us and them – children's identity work and social geography in a Swedish school yard
The article focusses on constructions of social identities in school and how children in their identity work (re-)construct common and segregated places in the school yard. Data were drawn from an ethnographic research in the daily lives of children aged 11–13. The fieldwork consisted of traditional ethnographic field work as well as children's own narratives in the form of photographs and maps. Children's agency and narratives are seen as identi…
Children’s prosthetic citizenship as ‘here-and-now’, ‘not-yet’ and ‘not-here’. the case of the mobile preschool
Using the case of the mobile preschool we focus on how children’s prosthetic citizenship is constructed in relation to notions of mobility and place in the accounts of Swedish mobile preschool professionals. Mobile preschools are preschools in buses that visit different places in and around the city on an everyday basis. Analysis of interviews and workshop discussions with mobile preschool professionals shows how three different conceptualisation…
Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools
In the Nordic countries, there is a culturally rooted understanding of nature as a ‘good’ place for children. The aim of the article is to deconstruct this understanding by exploring how different mobile preschools – buses that bring children to different places on a daily basis – relate to nature spaces and children’s learning and well-being in them. Based on critical theorization of place and the nature/culture divide, we argue that, while ther…
No-go- area, no-go- school: Community discourses, local school market and children's identity work
This article focuses on how 11-year-old children in a segregated Swedish suburb at the time of choosing school for Year 6 in the 9-year compulsory school used current community discourses in their identity work, while constructing an ‘us’ in relation to ‘them’. The segregation in the suburb was strengthened by the process of a school market, with competition among the schools. Even if the formal choice was made by the parents the study shows that…
Teaching nature and nation in the Swedish mobile preschool
Ideas of nature, nation and childhood are intertwined in Nordic early childhood education. We explore in ethnographic data the ways nature is taught in Swedish mobile preschools. We show how everyday nationalism manifests in the teaching practices of 'good' pedagogy in nature. We argue that depending on who is teaching and learning, various constructions of nationhood emerge enabling the re-imagination of a single national imaginary to a plural o…
Children's collective embodiment—Mobility practices and materialities in mobile preschools
This article looks at young children's mobility practices in public spaces within the context of a mobile preschool practice (i.e., a preschool in a bus), with a specific focus on how materialities matter in children's mobilities. Using ethnographic data from a mobile preschool, we argue that the mobile preschool group's mobility should be understood in terms of collective embodiment and the mobile preschool should be viewed as a moving collectiv…
Embodied spatial learning in the mobile preschool: The socio-spatial organization of meals as interactional achievement
This study explores meals as a locus for children’s socialization into the socio-spatial organization of a mobile preschool, i.e. a preschool in a bus. Building on ethnographic fieldwork with video-recordings, the analysis is informed by ethnomethodology and conversation analysis to explore the everyday interactional organization of meal practices. Conceptualizing space as both a resource for interaction and as achieved in interaction, the study …
Us and them – children's identity work and social geography in a Swedish school yard
The article focusses on constructions of social identities in school and how children in their identity work (re-)construct common and segregated places in the school yard. Data were drawn from an ethnographic research in the daily lives of children aged 11–13. The fieldwork consisted of traditional ethnographic field work as well as children's own narratives in the form of photographs and maps. Children's agency and narratives are seen as identi…
No-go- area, no-go- school: Community discourses, local school market and children's identity work
This article focuses on how 11-year-old children in a segregated Swedish suburb at the time of choosing school for Year 6 in the 9-year compulsory school used current community discourses in their identity work, while constructing an ‘us’ in relation to ‘them’. The segregation in the suburb was strengthened by the process of a school market, with competition among the schools. Even if the formal choice was made by the parents the study shows that…
Being on the move’: Time-spatial organisation and mobility in a mobile preschool
Children’s socialization into the mobile preschool: A priming event collectively performed by novice children, ‘old-timers’, and pedagogues
Using video-ethnographic data from a ‘try-on day’ in a bus-based mobile preschool, we discuss how children with different levels of experience collaborate with one another and with pedagogues to socialize newcomers into an ongoing community. Analyses show how pedagogues create moments of collective orientation and, besides through verbal instructions, invite newcomers to participate in core activities with older children. The novices engage in th…
Children’s education in ‘good’ nature: Perceptions of activities in nature spaces in mobile preschools
In the Nordic countries, there is a culturally rooted understanding of nature as a ‘good’ place for children. The aim of the article is to deconstruct this understanding by exploring how different mobile preschools – buses that bring children to different places on a daily basis – relate to nature spaces and children’s learning and well-being in them. Based on critical theorization of place and the nature/culture divide, we argue that, while ther…
Children's collective embodiment—Mobility practices and materialities in mobile preschools
This article looks at young children's mobility practices in public spaces within the context of a mobile preschool practice (i.e., a preschool in a bus), with a specific focus on how materialities matter in children's mobilities. Using ethnographic data from a mobile preschool, we argue that the mobile preschool group's mobility should be understood in terms of collective embodiment and the mobile preschool should be viewed as a moving collectiv…
Embodied spatial learning in the mobile preschool: The socio-spatial organization of meals as interactional achievement
This study explores meals as a locus for children’s socialization into the socio-spatial organization of a mobile preschool, i.e. a preschool in a bus. Building on ethnographic fieldwork with video-recordings, the analysis is informed by ethnomethodology and conversation analysis to explore the everyday interactional organization of meal practices. Conceptualizing space as both a resource for interaction and as achieved in interaction, the study …
Children’s prosthetic citizenship as ‘here-and-now’, ‘not-yet’ and ‘not-here’. the case of the mobile preschool
Using the case of the mobile preschool we focus on how children’s prosthetic citizenship is constructed in relation to notions of mobility and place in the accounts of Swedish mobile preschool professionals. Mobile preschools are preschools in buses that visit different places in and around the city on an everyday basis. Analysis of interviews and workshop discussions with mobile preschool professionals shows how three different conceptualisation…
Teaching nature and nation in the Swedish mobile preschool
Ideas of nature, nation and childhood are intertwined in Nordic early childhood education. We explore in ethnographic data the ways nature is taught in Swedish mobile preschools. We show how everyday nationalism manifests in the teaching practices of 'good' pedagogy in nature. We argue that depending on who is teaching and learning, various constructions of nationhood emerge enabling the re-imagination of a single national imaginary to a plural o…
‘No one wants to say no to housing. But where do we fit in the children?’ Swedish city planners’ perspectives on the struggle to secure outdoor space for preschools in the dense city
Stockholm is currently undergoing intense densification. Using interviews, this article discusses planners’ perspectives on the challenges this brings for trying to secure space for preschools in the municipal land use allocation. We show how these planners take on the role of childhood rights activists, but that this does not have much, or any, effect on the planning outcome. We argue that the planning process seems to prioritize maximizing land…
Children's Rights and Participation (10 works) · Sociology (10 works) · Early Childhood Education and Development (6 works) · Psychology (6 works) · Computer Science (5 works) · Gender Studies (5 works) · Gender Studies (5 works) · Agency (philosophy (4 works) · Engineering (4 works) · Ethnography (4 works)