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  • Disputas: 2020-06-05 15:00 MB503/via link, Huddinge
    Forsler, Ingrid
    Södertörns högskola, Institutionen för kultur och lärande, Medie- och kommunikationsvetenskap. Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES), Baltic & East European Graduate School (BEEGS).
    Enabling Media: Infrastructures, imaginaries and cultural techniques in Swedish and Estonian visual arts education2020Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This dissertation explores the media environments of visual arts education in Sweden and Estonia and how educators understand, negotiate and enable this infrastructure. Based on the notion that the ongoing digitalization of the educational system in these countries makes established practices appear, it further discusses how visual arts education as a school subject is shaped in relation to different technologies for image making and school administration. The comparative perspective makes visible how these practices have emerged in specific cultural settings, including the historical development of compulsory education and the organization of teacher training in each country. The two-way relation in which media technologies used in education to some extent condition pedagogical practice at the same time as being dependent on the work of educators, is conceptualized in the title as enabling media.

    Theoretically, the dissertation draws on infrastructuralism, suggested by Peters (2015), as a unifying concept for media studies interested in the logistical qualities of media. By using this perspective to study schools as media environments, the dissertation builds on an established interest within medium theory on the relation between compulsory education and media technologies. This tradition is developed here through theoretical perspectives and concepts from media philosophy, German media theory, infrastructure studies and science and technology studies.

    Infrastructure studies also informed the methodological approach of this dissertation, a combination of short time ethnographic field work, site visits, interviews, and visual methods.

    The results of the dissertation indicate that it is not only established media literacy competences such as the ability to interpret and create media content that visual arts education can contribute in our contemporary media society, but also the ability to recognize, visualize and reimagine the infrastructures and technologies involved in the distribution of media. This ability is conceptualized here as infrastructure literacy (Parks, 2010) and concretized in a tentative curriculum, including lesson plans and assignments designed to facilitate historicizing, explorative and material approaches to media in school art education.

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  • Disputas: 2020-09-04 13:00 MB503, Huddinge
    Sehlberg, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Filosofi.
    Of Affliction: The Experience of Thought in Gilles Deleuze by way of Marcel Proust2020Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The aim of the present thesis is to explicate the experience of thought corresponding to the critical undertaking characteristic of Gilles Deleuze’s philosophy between Nietzsche and Philosophy (1962) and Difference and Repetition (1968), from within the conjunction of Deleuze’s Proust and Signs (1964) and Marcel Proust’s In Search of Lost Time (1913-1927). The importance of Proust for the development of Deleuze’s two major themes at the time, the overturning of Platonism and transcendental empiricism, has generally not been sufficiently recognised and investigated in Deleuze scholarship. This thesis is written in response to this disregard. To this end it seeks to develop the positive side of Deleuze’s critical destruction of the “image of thought” insofar as this aspect is most elaborately and concretely expressed in relation to Proust. In order to circumscribe the real conditions of the experience of a “thought without Image”, by way of Proust, but also by way of an intricate dialogue with Plato, this study seeks to overturn the classical interrogation into the what? of thought. Proceeding from the questions which?, who?, how?, and to what effect?, a conception of the essence of thought as determined by accidents rather than substances is established to the effect that (1) thought is no longer a voluntary exercise of a given faculty, but the result of an irruption from without finding its necessity in the contingency of the event; (2) the thinker is no more the ancient Friend of Wisdom desiring to know by virtue of nature alone, but the Jealous Lover searching for truth only under the pressure of the beloved’s lies; (3) the truth is never a universal knowledge immediately recollected from a timeless past, but is extracted from randomly encountered signs distributed through time; (4) the finality of thought cannot be the recognition or representation of the Essence as an abstract and identical universal, but the experimental creation of the Essence as a singular and concrete manifestation of pure difference.

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    Of Affliction
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