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Doing Good Parenthood -- Acknowledgements -- Contents -- Contributors -- List of Figures -- 1 Introduction: Doing Good Parenthood -- Denmark and Sweden as Political Context -- Parenting Studies -- Child Studies and Parenthood -- How to Read This Book -- References -- 2 Time for Good Parenthood: A Study of Intercountry Adoption Assessment -- Parenthood and the Value of Time -- The Study -- Making Time for Parenting -- Spending Time with the Children -- Concluding Discussion -- Note -- References -- 3 No One of Importance: Lesbian Mothers' Constructions of Permanently Anonymous Sperm Donors -- The Study -- The Donor Is Not a Father -- The Donor Is the Child's Other Half -- Concluding Discussion -- Note -- References -- 4 Parenting on the Edge: Doing Good Parenthood in Child Protection Services Interventions -- The Study -- The General Context for Exploring Parenthood: The Danish Welfare State -- Professionals' Concerns -- Instructions and Everyday Life as Contradictions -- Concluding Discussion -- Note -- References -- 5 Ambitious Parents as Ideal or Disorder: Doing Good Parenthood in Denmark and Singapore -- The Study -- Contested Parenting Norms in Denmark -- Ambivalence in Singapore -- Concluding Discussion -- Notes -- References -- 6 Ambiguous Involvement: Children's Construction of Good Parenthood -- The Study -- Analytical Framework: Family Studies and Childhood Research -- Parents as Ambassadors -- Social Events and Support on Demand -- Limited Parental Involvement -- Concluding Discussion -- Note -- References -- 7 Limited But Committed Parents: Primary School Teachers Negotiating Good Parenthood in a Disadvantaged Area -- The Study -- Limited but Committed Parenting -- Concluding Discussion -- Note -- References -- 8 Doing Good Parenthood Through Online Parental Involvement in Danish Schools -- The Study -- Digital Involvement of Parents

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

PurposeThe purpose of this paper is to understand, from children's perspectives, the commercial marketing strategy of selling breakfast cereals with "insert toys" targeted at children.Design/methodology/approachThe study is based on four focus group interviews conducted with 16 children (8‐9 years of age) concerning 18 different breakfast cereal packages. The theoretical framework integrates childhood sociology, critical discourse analysis and talk‐in‐interaction. This theoretical and methodological combination is used to show how children, in local micro settings of talk, make use of the discourses that are available to them to produce and reproduce social and cultural values about marketing with "insert toys".FindingsThe present findings suggest that, from children's perspectives, "insert toys" are constituted by cultural and social patterns extending far beyond the "insert toy" itself. For example, the analysis shows that it is not biological age that defines what and how consumption is understood.Research limitations/implicationsThe focus group material provides understandings of marketing strategies and consumption practices from children's perspectives. When the children talk about children and adults, hybrid agents of the "child‐adult", the "adult‐child" and the "childish child" are constructed. These hybrids contradict research that dichotomizes children and adults likewise children's understandings of consumption based on age stages. Accordingly, age is rationalized into an empirically investigated category rather than being used as a preset category set out to explain children's behaviours.Originality/valueAnalysis of the focus group interactions shows that the way the market and marketing as well as children and adults are talked about is crucial to understanding children's and parents' actions as consumers.

Providing extensive examples of the conditions of children's everyday consumption as well as how children themselves understand issues of work, money, scarcity, and consumer products, this book challenges the prevailing theories of consumption and opens up new ways of thinking about children. Arguing that consumption simultaneously reflects on the changing social role of children, family relations, market interaction, and state regulations, this account marries consumer studies with perspectives that emanate from the disciplines of childhood sociology and the history of childhood. With contrib

This edited collection shows that good parenthood is neither fixed nor stable. The contributors show how parenthood is equally done by men, women and children, in and through practices involving different normative guidelines. The book explores how normative layers of parenthood are constituted by notions such as good childhood, family ideals, national public health and educational strategies. The authors illustrate how different versions of parenthood coexist and how complex sets of actions are demanded to fulfil today's expectations of parenthood in Western societies. This interdisciplinary book will be of interest to research scholars in child and family studies, students, experts, social workers, politicians, teachers and parents. Anna Sparrman is Professor at the Department of Thematic Studies - Child Studies, Linköping University, Sweden. Allan Westerling is Associate Professor at the Department of People and Technology and the Centre for Childhood, Youth and Family Life research at Roskilde University, Denmark. Judith Lind is Lecturer at Department of Thematic Studies - Child Studies, Linköping University, Sweden. Karen Ida Dannesboe is Assistant Professor at the Department of Educational Anthropology, School of Education, Aarhus University, Denmark.

This piece is a collective exploration by seven doctoral researchers in Child Studies, who discuss notions of listening to children and young people in a Swedish context. We approach different aspects of listening in research and in practices such as education, psychiatry, and social work. The discussions in this collective writing are an invitation for continuous reflections about the contexts where listening to children is done, its challenges and possibilities.