Citations (18)
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Read on this site (12)
Johan Liljestrand. (2021) Like school and not like school: ambivalences in Swedish preschool teachers’ enacted policy. Nordic Journal of Studies in Educational Policy 7:1, pages 44-52.
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Per-Olof Erixon & Inger Erixon Arreman. (2019) ECEC Students’ Writing Trajectories: Academic Discourse and “Professional Habitus”. Scandinavian Journal of Educational Research 63:6, pages 968-983.
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Emilie Moberg. (2018) Children, sub-headings and verbal discussions creating evaluations: acknowledging the productiveness of ambivalence. Pedagogy, Culture & Society 26:3, pages 363-379.
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Tuula Vuorinen. (2018) ‘Remote parenting’: parents’ perspectives on, and experiences of, home and preschool collaboration. European Early Childhood Education Research Journal 26:2, pages 201-211.
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Per-Olof Erixon & Inger Erixon Arreman. (2017) Extended Writing Demands – A Tool for ‘Academic Drift’ and the Professionalisation of Early Childhood Profession?. Education Inquiry 8:4, pages 337-357.
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Håkan Löfgren. (2016) A noisy silence about care: Swedish preschool teachers’ talk about documentation. Early Years 36:1, pages 4-16.
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Håkan Löfgren. (2015) Teachers' Work with Documentation in Preschool: Shaping a Profession in the Performing of Professional Identities. Scandinavian Journal of Educational Research 59:6, pages 638-655.
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Maria Hjalmarsson & Annica Löfdahl Hultman. (2015) Confirming and resisting an underdog position – leisure-time teachers dealing with a new practice. European Early Childhood Education Research Journal 23:4, pages 434-443.
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Annica Löfdahl & Maria Folke-Fichtelius. (2015) Preschool’s new suit: care in terms of learning and knowledge. Early Years 35:3, pages 260-272.
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Maria Hjalmarsson & Annica Löfdahl. (2014) Being caring and disciplinary – male primary school teachers on expectations from others. Gender and Education 26:3, pages 280-292.
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Marie Karlsson, Annica Löfdahl & Héctor
Pérez Prieto. (2013) Morality in parents’ stories of preschool choice: narrating identity positions of good parenting. British Journal of Sociology of Education 34:2, pages 208-224.
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Annica Löfdahl & Héctor Pérez Prieto. (2009) Institutional narratives within the performative preschool in Sweden: ‘if we write that we're no good, that's not good publicity!’. Early Years 29:3, pages 261-270.
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Articles from other publishers (6)
Johan Liljestrand. (2021) Undervisning i förskolan:. Educare:4, pages 192-212.
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Mary B. McVee, Katarina N. Silvestri, Kelly A. Schucker & Aijuan Cun. (2021) Positioning theory, embodiment, and the moral orders of objects in social dynamics: How positioning theory has neglected the body and artifactual knowing. Journal for the Theory of Social Behaviour 51:2, pages 192-214.
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Håkan Löfgren. (2015) Learning in preschool: Teachers’ talk about their work with documentation in Swedish preschools. Journal of Early Childhood Research 15:2, pages 130-143.
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Annica Löfdahl. (2014) Teacher-Parent Relations and Professional strategies: A Case Study on Documentation and Talk about Documentation in a Swedish Preschool. Australasian Journal of Early Childhood 39:3, pages 103-110.
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Annica Löfdahl & Solveig Hägglund. (2012) Diversity in Preschool: Defusing and Maintaining Differences. Australasian Journal of Early Childhood 37:1, pages 119-126.
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Rosalind Latiner Raby. (2010) Comparative and International Education: A Bibliography (2009). Comparative Education Review 54:S1, pages S1-S132.
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