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The aim of this study is to examine preschool teachers’ ideas of children’s right to bodily integrity and the preschools’ work on this. Furthermore, by using theories of power and resistance, the study aims to discuss how these ideas can affect children’s ability to discover and express their own integrity boundaries, to have them respected and to discover and respect the boundaries of others. The empirical material is based on interviews with six preschool teachers. The results show that the teachers’ ideas can lead to both limiting and productive exercise of power, which can affect the children's opportunities to express their own, and to discover the integrity boundaries of others. In order to protect the bodily integrity of the children, rules are formulated that can limit the children's ability to discover their own and others' boundaries and also can lead to control of the children. Rather than using rules, the teachers guide children's actions according to prevailing behavioural norms through what is interpreted as hidden, or friendly exercise of power. The teachers describe how they support and interpret children's actions and, provided that the teachers interpret the children correctly, this can create opportunities for the children to both express their boundaries and to discover those of others in order to respect them. The teachers show awareness of children’s different ways of expressing resistance and intend to help children to pay attention to subtle kinds of these actions. In that way, even children who express their integrity boundaries in a more implicit way can be respected by the others. However, the analysis shows that certain forms of acts of resistance increase opportunities for respect. These acts of resistance are explicit and consist of a clearly expressed "Stop!” or by using the ”Stop hand”. The empirical material also shows that the teachers work towards a culture of consent in the preschool by using themselves as role models and by encou

The purpose of this paper has been to interpret, analyze and discuss power and resistance in a selection of the most lent picture books 2017 in Botkyrka municipality. Nine out of fifteen of the most lent picture books were in the series about Alfons Åberg. With the help of qualitative book analysis, I have investigated power relationships linked to age in five Alfons Åberg books. My analysis shows power as something that is constantly being negotiated and that both adults and children use strategies to get their will through. My study also shows that the power relations between adults and children are questioned in the books about Alfons Åberg. Norms on how children and adults should behave in terms of size and age are both contradicted and aligned with the results of this study.

The overall purpose of the survey is to explore what emancipatory potential the feminist literature analysis can reveal in a work. This is done by investigating which resistance strategies the main character Moa Bengtsson uses in Sara Beischers novel Jag ska egentligen inte jobba här (2012. In order to do this, the study is based on a feminist power analysis focusing on resistance. The study is a close reading of the novel Jag ska egentligen inte jobba här by Sara Beischer. The study results in the following conclusions: - The resistance strategies used by the main character Moa are breaking rules, separating her identities and sisterhood. - Feminist literature analysis is functional in order to operationalize an intercultural perspective in the sense that it is a critical power analysis whitch shows the structures that exist and find ways to change and / or resist them. - The novel opens to renegotiate ones funds to reach ones goal. The analysis assumes that the main character's goal is self-realization and independence, which she also achieves by breaking down restrictive rules and by giving herself scope for action. - The didactic gains that can be made through a feminist analysis of resistance strategies are that it shows, in a natural and obvious way the possibilities of change offered in a text. Through power analysis, a student may be given the opportunity to reflect on the nature of their enviroment and their own possibilities of resistance.

The purpose of the study is to investigate how preschool teachers structure different routine situations in the preschool activities and how the preschool teachers in turn respond to children who in different ways resist these structures and situations. The study has been conducted based on an ethnological research method. Through observations and open interview questions, preschool teachers and children have given examples of how these phenomena can be seen in daily structured pre-school activities. The analysis, based on a relational perspective and Foucault’s theory on power, shows that preschool teachers often looks at the children's resistance as a problem and issue anchored to the child in question and not as a response to the teacher’s actions of power and other factors, which opened for further questions about children's ability to influence in preschool.