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This paper proposes a method for studying historical radio dialogues with participating children. It is an in-depth method focusing on the interaction in dialogues and the aim is to get an understanding of discursive change in a historical perspective, and more specifically how radio dialogues can be understood as sites for negotiations on citizenship norms and values. The focus is on changed notions of gender and generation. Choice of topic, turn taking, and the distribution of questions and answers are analyzed as parts of an ongoing struggle between power relations in which contemporary gender and generational orders were challenged. Thus, the staring point is Critical Discourse Analysis but it is applied on historical material and adapted to radio dialogues. The argument put forward is that the method presented can increase the understanding of how notions of gender and generation have been challenged in everyday practices, here in the form of everyday radio dialogues with participating children. The highly politicized but non-commercial public school broadcasts gave children a voice as competent and active citizens in new ways, and especially in programs produced by female teachers. In particular, these programs transgressed traditional boundaries concerning notions of gender and generation and thus understandings of childhood.

This paper proposes a method for studying historical radio dialogues with participating children. It is an in-depth method focusing on the interaction in dialogues and the aim is to get an understanding of discursive change in a historical perspective, and more specifically how radio dialogues can be understood as sites for negotiations on citizenship norms and values. The focus is on changed notions of gender and generation. Choice of topic, turn taking, and the distribution of questions and answers are analyzed as parts of an ongoing struggle between power relations in which contemporary gender and generational orders were challenged. Thus, the staring point is Critical Discourse Analysis but it is applied on historical material and adapted to radio dialogues. The argument put forward is that the method presented can increase the understanding of how notions of gender and generation have been challenged in everyday practices, here in the form of everyday radio dialogues with participating children. The highly politicized but non-commercial public school broadcasts gave children a voice as competent and active citizens in new ways, and especially in programs produced by female teachers. In particular, these programs transgressed traditional boundaries concerning notions of gender and generation and thus understandings of childhood.

The visual documentation of education for pedagogical purposes focuses on preschool children's activities and is used by educators to improve their understanding of children while strengthening their own professionalism. By analysing three educational TV programmes concerning visual documentation in preschools, this paper challenges the positivistic way visual documentation is portrayed. Moreover, it questions political documents and the TV programmes' unproblematic description of children as always ready to be visually documented. Applying a child perspective and children's perspectives, the paper demonstrates that there is a fine line between being documented and surveilled using visual technologies. The paper describes how doing on-looking-ness (onlooker) versus being looked-at-ness (looked at) can be understood as specific discursive formations. ; Original Publication:Anna Sparrman and Anne-Li Lindgren, Visual Documentation as a Normalizing Practice: A New Discourse of Visibility in Preschool, 2010, Surveillance & Society, (7), 3/4, 248-261.http://www.surveillance-and-society.org/ojs/index.php/journal/article/view/documentation/documentationLicensee: Surveillance Studies Networkhttp://www.surveillance-and-society.org/ojs/index.php/journal/index