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  • 1.
    Zackariasson, Maria
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Gunnarsson, DavidSödertörn University, School of Historical and Contemporary Studies, Ethnology.Wollin, ElisabethSödertörn University, School of Historical and Contemporary Studies, Ethnology.
    Det komplexa uppdraget: kulturanalytiska perspektiv på skola, förskola och fritidshem2023Collection (editor) (Refereed)
  • 2.
    Zackariasson, Maria
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Gunnarsson, David
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Wollin, Elisabeth
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Kulturanalytiska perspektiv på skola, förskola och fritidshem: en introduktion2023In: Det komplexa uppdraget: kulturanalytiska perspektiv på skola, förskola och fritidshem / [ed] Maria Zackariasson; David Gunnarsson; Elisabeth Wollin, Lund: Studentlitteratur AB, 2023, p. 13-38Chapter in book (Refereed)
    Abstract [sv]

    Frågor runt skola och förskola diskuteras i en rad olika sammanhang och av en mängd olika personer – i politiken, i tidningar, tv och radio, sociala medier, i forskningen, i vardagliga samtal mellan grannar i trappuppgången eller föräldrar som hämtar sina barn på fritids och, givetvis, av de som arbetar inom skolan. I och med att vi alla har personlig erfarenhet av skolan och väldigt många också av förskolan och av att ha sina barn i skola och förskola, tenderar frågor inom detta område att väcka engagemang och åsikter. Samtidigt är skolkontexten en komplex arena när det gäller relationer, interaktion, roller, föreställningar, normer och praktiker.

  • 3.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Ungas samhällsengagemang: resurs eller utmaning för skolan?2023In: Det komplexa uppdraget: Kulturanalytiska perspektiv på skola, förskola och fritidshem / [ed] Zackariasson, Maria; Gunnarsson, David; Wollin, Elisabeth, Lund: Studentlitteratur AB, 2023, p. 57-77Chapter in book (Refereed)
  • 4.
    Zackariasson, Maria
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Öhlander, Magnus
    Stockholms universitet, Institutionen för etnologi, religionshistoria och genusvetenskap.
    Pripp, Oscar
    Uppsala universitet, Institutionen för kulturantropologi och etnologi.
    Kulturella perspektiv på polarisering och samexistens2022In: Polarisering och samexistens: Kulturella förändringar i vår tid / [ed] Zackariasson, Maria; Öhlander, Magnus; Pripp, Oscar, Umeå: Boréa Bokförlag, 2022, p. 11-65Chapter in book (Refereed)
  • 5.
    Zackariasson, Maria
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Öhlander, MagnusStockholms universitet, Institutionen för etnologi, religionshistoria och genusvetenskap .Pripp, OscarUppsala universitet, Institutionen för kulturantropologi och etnologi.
    Polarisering och samexistens: Kulturella förändringar i vår tid2022Collection (editor) (Refereed)
  • 6.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Akademiskt systerskap – vikten av att någon går före2021In: Frihet! Politik! Systerskap! / [ed] Kim Silow Kallenberg; Jenny Ingridsdotter; David Gunnarsson, Huddinge: Södertörns högskola, 2021, 1, p. 57-69Chapter in book (Other academic)
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    Akademiskt systerskap – vikten av att någon går före
  • 7.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Elevers samhällsengagemang – vad kan det betyda i skolan?2021In: Kleio, ISSN 0356-181X, Vol. 3, p. 26-27Article in journal (Other (popular science, discussion, etc.))
  • 8.
    Magnusson, Jenny
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Handledning i praktiken: Om studenters självständighet och akademiska litteracitet2021 (ed. 1)Book (Other academic)
    Abstract [sv]

    Handledning av självständiga arbeten är en omfattande pedagogisk verksamhet inom högre utbildning och ingår i de flesta universitetslärares undervisningsvardag. Samtidigt är uppsatshandledning på många sätt speciell. Exempelvis ställs det höga krav på studenters självständighet, samtidigt som handledaren får en tätare och mer långvarig relation till studenten än normalt. Dessa speciella villkor ställer handledaren inför nya frågor och utmaningar:

    • Hur kan jag stötta studenten i uppsatsarbetet och samtidigt uppmuntra självständighet? 

    • Var drar jag gränsen mellan en professionell och en mer personlig handledningsrelation? 

    • Hur mycket kan jag berömma och bekräfta studenten när det är en examinator som sätter betyg?

    I den här boken ligger fokus på hur handledning ser ut och fungerar i praktiken. Genom exempel från verkliga handledningssituationer och teoretisk diskussion av dessa, behandlas handledares uppfattningar om självständighet, relationen mellan handledare och student, känslornas betydelse i handledningsprocessen, olika handledningsverktyg för självständighet, och handledarens roll som bedömare.

    Handledning i praktiken kan användas i handledningskurser inom högskolan, men också som underlag för kollegiala diskussioner av frågor relaterade till handledning och uppsatsskrivande. 

  • 9.
    Sorgenfrei, Simon
    et al.
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions. Södertörn University, School of Historical and Contemporary Studies, Institute for studies in multireligiosity and secularity (IMS).
    Thurfjell, David
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions. Södertörn University, School of Historical and Contemporary Studies, Institute for studies in multireligiosity and secularity (IMS).
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Bergkvist, Martin
    Södertörn University, School of Police Studies.
    Berglund, Jenny
    Stockholms universitet.
    Borevi, Karin
    Södertörn University, School of Social Sciences, Political Science.
    Ekdahl, Yassin
    Gunnarsson, David
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Hagevi, Magnus
    Linnéuniversitetet.
    Kuusisto, Arniika
    Stockholms universitet.
    Larsson, Göran
    Göteborgs universitet.
    Middlemiss Lé Mon, Martha
    Uppsala universitet.
    Mondaca, Margarita
    Karolinska Institutet.
    Nilsson, Staffan
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Nordin, Magdalena
    Göteborgs universitet.
    Rasoal, Chato
    Södertörn University, School of Police Studies.
    Rostami, Amir
    Stockholms universitet.
    Sarwar, Farhan
    Södertörn University, School of Police Studies.
    Ståhle, Göran
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Talén, Peder
    Högskolan i Gävle.
    Vikdahl, Linda
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Weinryb, Noomi
    Södertörn University, School of Social Sciences, Public Administration.
    Wieslander, Malin
    Linköpings universitet.
    Yourstone, Jenny
    Center mot våldsbejakande extremism.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Zillen, Kavot
    Stockholms universitet.
    Åström, Karin
    Umeå universitet.
    Mångreligiositet och sekularitet i svenskt polisväsende, vård, skola och offentlig förvaltning: en forskningsöversikt2021Report (Other academic)
    Abstract [sv]

    Under de senaste decennierna har Sverige genomgått stora demografiska och politiska förändringar. Tillsammans har dessa inneburit att Sverige idag samtidigt är ett av Europas mest sekulariserade och mest mångreligiösa länder. Den snabba demografiska förändring Sverige har genomgått har ställt många inför nya, stora och i vissa fall skyndsamma kunskapsbehov samtidigt är forskningen om situationen delvis eftersatt. I denna rapport identifieras hur den nya situationen relaterar till det lagstadgade uppdrag som svenskt polisväsende, vård, skola och offentlig förvaltning har. Den forskning som gjorts inom dessa områden sammanfattas och de viktigaste forskningsbehoven identifieras.

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    Mångreligiositet och sekularitet i svenskt polisväsende, vård, skola och offentlig förvaltning: en forskningsöversikt
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    presentationsbild
  • 10.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Rootless Youth. Review of Camilla Maartmann, Rotløs ungdom. En kulturhistorisk undersøkelse av hvordan femtitallets ungdom ble fremstilt og konstituert innenfor en kommunalpolitisk diskurs2021In: Ethnologia Scandinavica, ISSN 0348-9698, E-ISSN 0348-9698, Vol. 51, p. 295-298Article, book review (Other academic)
  • 11.
    Zackariasson, Maria
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    Academic literacies and international mobility. The organization and supervision of degree projects in Sweden and Russia2020In: Cogent Education, E-ISSN 2331-186X, Vol. 7, no 1, article id 1855770Article in journal (Refereed)
    Abstract [en]

    In this article we will discuss how circumstances and requirements on a micro-level may be of relevance for the conditions for international student mobility within higher education. This will be done through examining similarities and differences in the organization of degree project courses at universities in Russia and Sweden, and how supervisors and course representatives described their experiences of working with them. International mobility is often described as having the potential of improving quality within higher education institutions and benefiting individuals through offering new experiences and perspectives. But the changing of academic contexts, which international mobility involves, demands a great deal of adjustment from the individual student and can be a complicated process.

    Through examining similarities and differences in comparable courses at universities in two countries, this article aims to say something about what characterizes different local academic contexts and thus the differences in expectations students may encounter when going between them, here in particular concerning academic writing and the relationship to the supervisor. The article is based on empirical material from a qualitative research project on journalism education and teacher education in Sweden and Russia, and the discussion will be related to the concept academic literacies.

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    fulltext
  • 12.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Encouraging student independence: Perspectives on scaffolding in higher education supervision2020In: Journal of Applied Research in Higher Education, ISSN 2050-7003, E-ISSN 1758-1184, Vol. 12, no 3, p. 495-505Article in journal (Refereed)
    Abstract [en]

    Purpose

    The aim of this article is to examine if and how supervisors’ use of two kinds of potential scaffolding means - asking questions and giving instructions - could contribute to fulfilling the scaffolding intention of student independence, in the context of supervision of degree projects within higher education.

    Design/methodology/approach

    The article is based on qualitative content analysis of two series of supervision meetings between a supervisor and a student in Swedish higher education, comprising a total of eight recorded sessions. The theoretical framework of the article is centered on scaffolding and independent learning, and central concepts are contingency, fading, transfer of responsibility and student independence.

    Findings

    The analysis shows how the supervisors’ use of questions, and in some respect instructions, could contribute to fulfilling the scaffolding intention of student independence through enabling active participation of both student and supervisor and that the supervision was based on contingency. The analysis further shows that the supervisors tended to become more directive as the work came along, especially when students appeared to be running out of time. The supervision processes did thus not appear to be characterized by fading and transfer of responsibility.

    Originality/value

    This article contributes to the research field of higher education through discussing student independence as a potential scaffolding intention within supervision of degree projects, based on recorded supervision meetings. Supervision of degree projects is a highly relevant context for discussing scaffolding, since it combines increased student independence with close interaction between student and supervisor for an extended period.

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    fulltext
  • 13.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Kris i högre utbildning? Skrivande, breddad rekrytering och förmågan att navigera mellan olika epistemologiska fält2020In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, Vol. 29, no 1-2, p. 39-45Article in journal (Refereed)
    Abstract [en]

    This article uses examples from the media debate on higher education in Sweden, as well as from a research project on independence in higher education, to discuss the significance of class and social background in relation to higher education. The article takes as its starting point how higher education in the media debate tends to be described as being in a severe crisis, and how the roots of the perceived problems in higher education are described to lie in deficits or incompetence of the individual students, but also within higher education itself. The discussion of what role class and social background may play in this, relates these examples to the assignment given to Swedish higher education institutions to promote widening participation and to the claims within the field of academic literacies that academic writing is not only a question of writing skills as such, but also a question of epistemological understandings, meaning making, and students’ background, identity and self-perception.

  • 14.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Kun kaikki ei menekään niin kuin piti: Syylisyyden tunne ja häpeä tutkielmaohjauksessa [När det inte blir som man tänkt sig: Skuld och skam i uppsatshandledning]2020In: Afektit ja tunteet kulttuurin tutkimuksessa [Affects and emotions in cultural research] / [ed] Jenni Rinne, Anna Kajander & Riina Haanpää, Helsingfors: Ethnos , 2020, p. 275-309Chapter in book (Refereed)
    Download full text (pdf)
    Fulltext svensk version
  • 15.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Balansen mellan att uppmuntra och ställa krav. En reflektion över studenters uppsatsskrivande i relation till stress och stöttning2019In: Högre Utbildning, E-ISSN 2000-7558, Vol. 9, no 2, p. 15-24Article in journal (Refereed)
    Abstract [sv]

    När studenter ska skriva sin första stora uppsats, det vill säga det som i högskoleförordningen betecknas ”självständigt arbete”, möter de delvis andra krav och förväntningar än de stött på tidigare under sin utbildning. Det kan gälla till exempel hur självständiga de förväntas vara, men också att de ska skriva en text som inte bara visar vad de själva har lärt sig utan som också andra kan lära sig av. För några är detta en spännande utmaning, som de ser fram emot, men för andra kan uppgiften framstå som skrämmande och stressande. Hur ska man som kursansvarig kunna entusiasmera och motivera studenter för uppgiften att skriva sitt självständiga arbete, när man samtidigt vill få dem att inse att uppsatsarbetet kan vara både svårt och utmanande och att de måste arbeta hårt för att klara av det?

    I denna artikel använder jag scaffolding som teoretisk utgångspunkt för att reflektera över detta, i ett resonemang runt vad stress och stöttning kan innebära i detta sammanhang och hur relationen dem emellan kan se ut. Jag utgår från mina erfarenheter som kursansvarig på en självständigt arbete-kurs på ett av lärarutbildningens program.

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    fulltext
  • 16.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    ”Sjung av hjärtat, sjung!”2019In: Sånt vi bara gör / [ed] Jenny Nilsson, Susanne Nylund Skog & Fredrik Skott, Stockholm: Carlsson Bokförlag, 2019, p. 181-183Chapter in book (Other academic)
  • 17.
    Magnusson, Jenny
    et al.
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Student independence in undergraduate projects: different understandings in different academic contexts2019In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, no 10, p. 1404-1419Article in journal (Refereed)
    Abstract [en]

    Independence is a concept of scholarly interest in relation to higher education, especially when it comes to undergraduate projects. At the same time independence is characterised by a certain conceptual ambiguity, and, consequently, tends to be understood differently in different academic contexts, both nationally, internationally and interdisciplinary. Based on the existing research in the field, we see a need for more studies on how supervisors of undergraduate projects handle this conceptual ambiguity. The aim of this article is, thus, to examine how supervisors from two different education programmes, teacher education and journalism, in two different countries, Sweden and Russia, understand the concept of independence within higher education in connection with the supervision of undergraduate projects. The analysis is based on 12 focus-group interviews with supervisors at different universities in the two countries. In our results, we highlight and discuss seven different understandings of independence that were recurrent in our material and in which phases of the undergraduate project they were seen as most significant. Using Wittgenstein’s ideas on family resemblances, we conclude with a discussion of how the concept independence may be understood in relation to some associated concepts that are also significant within higher education.

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    fulltext
  • 18.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    ’I feel really good now!’: Emotions and independence in undergraduate supervision2018In: Learning and Teaching, ISSN 1755-2273, E-ISSN 1755-2281, Vol. 11, no 3, p. 1-24Article in journal (Refereed)
    Abstract [en]

    Within Swedish higher education, there is an explicit focus on the importance of independence, not least in relation to degree projects, which makes it a significant issue within supervision. What student independence comprises and how it may be achieved, however, is rarely discussed, even though the expectations of independence may be a stressful aspect of degree projects for students. This article examines the role emotions may play in undergraduate supervision in relation to student independence, through analysing recorded supervision meetings and focus group interviews with supervisors. Based in a theoretical framework centred on the concepts affective practices, anticipated emotions and anticipatory emotions, it discusses how supervisors handled students’ expressions of fear and anxiety, joy and relief, and how anticipated emotions could be used as a didactic tool.

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    ‘I feel really good now!’ : Emotions and independence in undergraduate supervision
  • 19.
    Zackariasson, Maria
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    Känslors och värderingars betydelse i handledning av självständiga arbeten – två perspektiv2018In: NU2018 - Det akademiska lärarskapet: Abstrakt, 2018, p. 118-119, article id 738Conference paper (Refereed)
    Abstract [sv]

    En central del i det akademiska lärarskapet är att handleda studenter som befinner sig på olika nivåer i sin utbildning. Det kan handla om doktorander på forskarutbildningsnivå, men i och med att en så stor andel studenter skriver ett, eller två, självständiga arbeten under sin utbildning, handlar det oftare om handledning av studenter på grundläggande eller avancerad nivå. Det finns ett antal studier, både nationellt och internationellt, som behandlar olika aspekter av handledning av studenters uppsatser, som exempelvis handledningsprocessen, handledarstilar, och handledares erfarenheter och behov (t.ex. Augustsson & Jaldemark, 2014; Baker, Cluett, Ireland, Reading, & Rourke, 2014; Berg, 2016; Carlson, Svensson, Johannson, & Montin, 2016; Eriksson & Gustavsson, 2016; Kamler & Thomson, 2014; Scholefield & Cox, 2016; Sveen & Magnusson, 2013; Todd, Smith, & Bannister, 2006; Wiggins, Gordon-Finlayson, Becker, & Sullivan, 2016).

    En aspekt av handledningsprocessen, som dock framför allt har diskuterats inom den forskning som finns om handledning på forskarutbildningsnivå, är att känslor och känslomässiga aspekter kan spela en viktig roll i handledning och för doktoranders skrivande (Cotterall, 2013; Doloriert, Sambrook, & Stewart, 2012; Sambrook, Stewart, & Roberts, 2008). En utgångspunkt i denna forskning är som regel att handledaren och doktoranden hinner etablera känslomässiga relationer i och med att en forskarutbildning pågår under flera år, och att det kan påverka skrivprocessen. Även inom forskning om skolelevers skrivande har betydelsen av känslor och värderingar framhållits, till exempel inom det forskningsfält där olika språkliga resurser för att värdera och uttrycka känslor analyseras utifrån ramverket appraisal (Martin & White, 2003). Denna forskning har till exempel visat att skolelevers texter värderas högre när språkliga resurser för att uttrycka värderingar och känslor används (Folkeryd, 2006).

    Men hur är det i handledning av studenter på grundutbildningsnivå? Vilka resurser och strategier knutna till känslor och värderingar används av studenter och handledare i handledningssamtal om självständiga arbeten? Med utgångspunkt i den befintliga forskningen är detta frågor som bör belysas närmare, och i denna presentation ämnar vi göra det ur två olika perspektiv. Det första perspektivet utgår från de bedömningsprocesser som hela tiden pågår i handledningsinteraktionen, och vi analyserar dessa utifrån begrepp som knyts till ramverket appraisal (Martin & White, 2003). Det andra perspektivet utgår från hur handledare och studenter kan använda känslor och känslomässiga uttryck som en typ av handledningsstrategi. Här utgör begreppen anticipated emotions och anticipatory emotions de huvudsakliga analysredskapen (Barsics, Van der Linden, & D'Argembeau, 2016, 219).

    Vårt paper har sin grund i ett pågående, tvärvetenskapligt projekt om självständighet i högre utbildning, där handledning har en central roll (http://www.sh.se/p3/ext/content.nsf/aget? openagent&key=projekt_page_1446544810333 ). Det empiriska material presentationen bygger på, består av inspelad handledningsinteraktion, med handledare och studenter från lärarutbildning och journalistik, vid två svenska lärosäten.

     

    Referenser

    Augustsson, G., & Jaldemark, J. (2014). Online supervision: a theory of supervisors’ strategic communicative influence on student dissertations. Higher Education, 67(1), 19-33.

    Baker, M.-J., Cluett, E., Ireland, L., Reading, S., & Rourke, S. (2014). Supervising undergraduate research: A collective approach utilising groupwork and peer support. Nurse Education Today, 34(4), 637-642.

    Barsics, C., Van der Linden, M., & D'Argembeau, A. (2016). Frequency, characteristics, and perceived functions of emotional future thinking in daily life. The Quarterly Journal of Experimental Psychology, 69(2), 217-233.

    Berg, D. (2016). Det självständiga arbetet - en plats för emancipation eller automation. Utbildning och lärande, 10(1), 94-108.

    Carlson, V., Svensson, P., Johannson, V., & Montin, S. (2016). Handledare, vägledare eller kontrollant? Utbildning och lärande, 10(1), 20-38.

    Cotterall, S. (2013). More than just a brain: emotions and the doctoral experience. Higher Education Research and Development, 32(2), 174-187.

    Doloriert, C., Sambrook, S., & Stewart, J. (2012). Power and emotion in doctoral supervision: Implications for HRD. European Journal of Training and Development, 36(7), 732-750.

    Eriksson, A., & Gustavsson, S. (2016). Krav, uppmaningar och frågor - en autoetnografisk reflektion över handledning av självständiga arbeten. Utbildning och lärande, 10(1), 70-87.

    Folkeryd, J. W. (2006). Writing with an attitude : appraisal and student texts in the school subject of Swedish. Uppsala: Acta Universitatis Upsaliensis.

    Kamler, B., & Thomson, P. (2014). Helping doctoral students write pedagogies for supervision. London ; New York: Routledge,.

    Martin, J. R., & White, P. R. (2003). The language of evaluation: Springer.

    Sambrook, S., Stewart, J., & Roberts, C. (2008). Doctoral supervision . . . a view from above, below and the middle! Journal of Further and Higher Education, 32(1), 71-84.

    Scholefield, D., & Cox, G. (2016). Evaluation of a model of dissertation supervision for 3rd year B.Sc. undergraduate nursing students. Nurse Education in Practice, 17, 78-85.

    Schreier, M. (2012). Qualitative Content Analysis in Practice. London & Thousand Oaks: SAGE.

    Sveen, H., & Magnusson, J. (2013). Handledningens vad, hur och varför: interaktionella mönster med fokus på röst. Högre Utbildning (2), 87-102.

    Todd, M. J., Smith, K., & Bannister, P. (2006). Supervising a social science undergraduate dissertation: staff experiences and perceptions. Teaching in Higher Education, 11(2), 161-173.

    Wiggins, S., Gordon-Finlayson, A., Becker, S., & Sullivan, C. (2016). Qualitative undergraduate project supervision in psychology: current practices and support needs of supervisors across North East England and Scotland. Qualitative Research in Psychology, 13(1), 1-19.

     

  • 20.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    [Recension av] Birgitta Theander: Till arbetet! Yrkesdrömmar och arbetsliv i flickboken 1920-1965.: Makadam förlag, Göteborg/Stockholm 2017. 393 s. ill. ISBN 978-91-7061-243-5.2018In: RIG: Kulturhistorisk tidskrift, ISSN 0035-5267, E-ISSN 2002-3863, no 2-3, p. 183-185Article, book review (Other academic)
  • 21.
    Magnusson, Jenny
    et al.
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Student independence in undergraduate projects: Supervisors’ understandings and attitudes2018Conference paper (Refereed)
  • 22.
    Zackariasson, Maria
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    ’They shouldn’t work all by themselves’: Supervisors’ understandings of student independence in undergraduate projects2018In: NERA 2018 - 46th CONGRESS Educational Research: Boundaries, Breaches and Bridges: Abstracts, Oslo: University of Oslo , 2018, p. 237-238Conference paper (Other academic)
    Abstract [en]

    Title: “They shouldn’t work all by themselves!” Supervisors’ understandings of student independence in undergraduate projects

    Authors: Maria Zackariasson, professor, Södertörn University & Jenny Magnusson, lecturer, Södertörn University

    That independence is a concept of scholarly interest in relation to higher education, is evident within the research field on independent learning, as well as in research on supervision within higher education (eg Broad 2006; Cukurova et al 2017; Gurr 2010; Lau 2017; Lee 2008). That it also in other ways constitutes a significant concept within the academic context, is evident for instance in how independence in the Swedish Higher Education Ordinance is described as one of the main goals of higher education (Swedish Council for Higher Education 1993).

    At the same time, independence is characterized by a certain conceptual ambiguity, and, consequently, tends to be understood differently in different academic contexts, both nationally, internationally and interdisciplinary. This may pose a problem not least in relation to the supervision of undergraduate projects. In this paper we examine how supervisors understand the concept independence and how their understandings might influence their attitude to and practice of supervision of undergraduate projects. The analysis is based on focus group interviews with supervisors from two education programs, teacher education and journalism, in two countries, Sweden and Russia.

    In our findings we highlight and discuss several understandings of independence that were evident in our material, and in which phases of the undergraduate project these were regarded to be most significant. The theoretical framework for the paper connects to how a number of concepts that are central within higher education, such as criticality/critical thinking, learner autonomy and independent learning, tend to be characterized by conceptual ambiguity (cf Borg and Al-Busaidi 2012; Gardner 2007; Moore 2011). Using Wittgenstein’s ideas on family resemblances, we discuss how the concept independence may be understood in relation to such associated concepts (Wittgenstein 1958).

    The paper is of relevance to Nordic educational research through its focus on a concept that is rarely discussed and defined, even though it is most significant within higher education and for supervisors’ attitudes and didactic choices.

    References

    Borg, Simon, and Saleh Al-Busaidi. 2012. "Teachers’ beliefs and practices regarding learner autonomy." ELT Journal 66(3):283-92.

    Broad, James. 2006. "Interpretations of independent learning in further education." Journal of Further and Higher Education 30(2):119-43.

    Cukurova, Mutlu, Judith Bennett, and Ian Abrahams. 2017. "Students’ knowledge acquisition and ability to apply knowledge into different science contexts in two different independent learning settings." Research in Science & Technological Education:1-18.

    Gurr, Geoff. 2010. "Negotiating the "Rackety Bridge" — a Dynamic Model for Aligning Supervisory Style with Research Student Development." Higher Education Research & Development:81-92.

    Lau, Ken. 2017. "‘The most important thing is to learn the way to learn: evaluating the effectiveness of independent learning by perceptual changes." Assessment & Evaluation in Higher Education 42(3):415-30.

    Lee, Anne. 2008. "How are doctoral students supervised? Concepts of doctoral research supervision." Studies in Higher Education 33(3):267-81.

    Moore, Tim John. 2011. "Critical thinking and disciplinary thinking: a continuing debate." Higher Education Research & Development 30(3).

    Swedish Council for Higher Education 1993. "The Higher Education Ordinance" Ministry of Education and Research. Accessed 2017-04-11. https://www.uhr.se/en/start/laws-and-regulations/Laws-and-regulations/The-Higher-Education-Ordinance/.

    Wittgenstein, Ludwig. 1958. Philosophical investigations. Oxford: Basil Blackwell.

  • 23.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    “You are going to hate me!”: Ethnological perspectives on the role of emotions in undergraduate supervision2018Conference paper (Other academic)
    Abstract [en]

    Working in multidisciplinary research settings often contributes to raising questions around one’s own research practice and disciplinary traditions and habits. Why do we do things the way we do and how may an ethnological perspective contribute to seeing and understanding things in a different way than in other disciplines? This presentation will start from a multidisciplinary project on higher education, where researchers from journalism, Swedish and ethnology cooperate in collecting and analyzing material and also write articles together. The focus of the research project is undergraduate supervision, and in particular how the idea and ideal of student independence, expressed for instance in the Swedish Higher Education Ordinance, is understood and handled by supervisors in journalism and teacher education.

    In my presentation I will concentrate on one of the types of material we have collected within the project, namely recorded supervision sessions, and how this material may be used to examine the role of emotions in undergraduate supervision, particularly in relation to the ideal of student independence. The analysis of the material is based in a theoretical framework centered on the concepts affective practices, anticipated emotions and anticipatory emotions, and focuses on how the participating supervisors handled students’ expressions of fear and anxiety, joy and relief, as well as on how anticipated emotions could be used by the supervisors during the supervision. In the discussion I will also put my ethnological perspective in relation to how researchers from the other disciplines within the project approach the same material.

  • 24.
    Zackariasson, Maria
    Södertörn University, Teacher Education.
    Feeling at home?: An emotion work perspective on involvement in a Christian youth organization2017In: SIEF2017 13th Congress: Ways of Dwelling: Crisis - Craft – Creativity, Göttingen, Tyskland, March 26-30 2017, 2017Conference paper (Other academic)
    Abstract [en]

    Feeling at home? An emotion work perspective on involvement in a Christian youth organization

    Author: Maria Zackariasson (Södertörn University)

    Abstract

    As this paper will discuss, being active in a religious organization is not something automatically accepted or uncontroversial among young people in Sweden, a society which in several aspects is characterized by a high level of secularization. Still, a number of youths are engaged in Christian youth organizations, even though they do not necessarily come from religiously active homes. What contributes to their choice to become active in this kind of organization and what makes them want to stay active there? These are questions discussed in this paper, which is based on a qualitative research project about young people active in the Christian youth organization Equmenia in Sweden.

    The results from the project show that the experience of feeling at home, being able to be oneself and being part of a community where they felt everyone was accepted, were significant contributing factors for the youths' will to stay active in the organization. In the paper I use an emotion theoretical approach, with a focus on emotion work and everyday rituals and collective practices, to discuss how such an inclusive atmosphere and feeling of togetherness could be created. But also how such rituals and collective practices at times had the opposite effect, in the sense that they created atmospheres that could contribute to that certain situations and contexts were experienced as strange and unpleasant, and to that the youths felt out of place rather than at home.

  • 25.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Gemenskapen: Deltagande, identitet och religiositet bland unga i Equmenia2016 (ed. 1)Book (Refereed)
    Abstract [sv]

    Är demokratin i fara? Ja, åtminstone om man ska tro de som ser minskat föreningsdeltagande som ett problem. Men kanske är blicken felriktad. Inte alla sorters föreningsengagemang ses självklart som positivt ur demokratisynpunkt.

    Denna bok handlar om ett sådant förbisett engagemang, och vad som driver det. Att som ung person vara aktiv i en religiös organisation i Sverige uppfattas vanligtvis av majoritetssamhället som en personlig angelägenhet, och kanske rent av som något avvikande eller suspekt. Gemenskapen – Deltagande, identitet och religiositet bland unga i Equmenia ifrågasätter denna bild.

    Boken bygger på intervjuer med unga i den frikyrkliga organisationen Equmenia. Hur ser de på sitt eget engagemang? Varför har de valt att bli aktiva och vad får dem att stanna kvar? Hur uppfattar de att vänner och bekanta utanför kyrkan ser på dem? Ungdomarnas personliga erfarenheter och berättelser sätts i relation till mer övergripande frågor om hur engagemang skapas och upprätthålls, och hur ungas aktivitet i religiösa organisationer kan förstås som samhällsdeltagande och demokratisk skolning.

    Maria Zackariasson är professor i etnologi vid Södertörns högskola, Stockholm.

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    Gemenskapen: Deltagande, identitet och religiositet bland unga i Equmenia
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    Omslag
  • 26.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Perspectives on participation: Organisational work among free-church youth2016In: Reconsidering religion, law, and democracy: New challenges for society and research / [ed] Anna-Sara Lind, Mia Lövheim, Ulf Zackariasson, Lund: Nordic Academic Press, 2016, 1, p. 75-90Chapter in book (Refereed)
  • 27.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Caught between expectations: Swedish student teachers’ experiences of working with gender and sexuality issues2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, no 3-4, p. 217-232Article in journal (Refereed)
  • 28.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Loving and forgiving?: Emotions and emotion work in the youth organization Equmenia2015In: Ethnologia Europaea, ISSN 0425-4597, E-ISSN 1604-3030, Vol. 45, no 1, p. 42-57Article in journal (Refereed)
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  • 29.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Review: The Norwegian Women’s Movement of the 1970s – Ingrid Müftüoglu, "Hverdagens politikk i 1970-tallets kvinnebevegelse”2015In: Ethnologia Scandinavica, ISSN 0348-9698, E-ISSN 0348-9698, Vol. 45, p. 201-203Article, book review (Other academic)
  • 30.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Rewarding discussions or (creative) conflicts?: Teaching in multidisciplinary contexts at Södertörn University2015In: 33 Nordic Ethnology and Folklore Conference: Copenhagen 2015, Copenhagen: University of Copenhagen , 2015, p. 87-Conference paper (Other academic)
  • 31.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Being yourself: Identity and self-presentation among youths in Christian youth organizations2014In: Young - Nordic Journal of Youth Research, ISSN 1103-3088, E-ISSN 1741-3222, Vol. 22, no 2, p. 153-170Article in journal (Refereed)
    Abstract [en]

    A person’s identity, both social and personal, can be said to be constituted by several different aspects, such as gender, age, ethnicity, class and also religious affiliation. In a country like Sweden, where only a small number of youths are involved in religious organizations, it is, however, not necessarily uncontroversial for youths to present themselves as religiously active. To openly declare your religious commitment, places you in particular collective identities associated with certain beliefs or stereotypes that may challenge norms surrounding how Swedish youths are expected to think, behave and act. This article examines how a number of youths, active in the Christian youth organization of one of the Swedish free churches, present themselves and their religious involvement to friends at school. The results show different strategies used for handling experienced or anticipated reactions to their involvement in a religious organization and the collective identities they may be ascribed because of it.

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    fulltext
  • 32.
    Zackariasson, Maria
    Södertörn University, School of Gender, Culture and History, Ethnology.
    Coming from the outside: Learning and experiences among youths from non-religious families in Christian youth organisations2012In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 1, no 3-4, p. 249-258Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to examine the learning processes that take place when youths from non-religious homes become active in religious youth organisations. The empirical foundation for the article consists of interviews with Swedish youths who are active in youth organisations belonging to free church denominations. The experiences and reflections of the interviewed youths are analysed in terms of communities of practice, situated learning and conversational learning and discussed in relation to socialisation processes. The results show that more organized learning situations, led by adults or youth leaders within the congregation, are of some importance for the learning within the groups. But that friends and peers also play an imperative role for these youths from non-religious homes, when it comes to learning how to behave and what to believe, as well as knowing what can be said and what shouldn't be mentioned in the context and group they become a part of. The article finally underlines how learning about the values, expectations and practices within a religious group or organisation, is not necessarily the same as actually embracing them.

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    Coming from the Outside Post-print
  • 33.
    Zackariasson, Maria
    Södertörn University, School of Gender, Culture and History, Ethnology.
    Gamla förbud eller levande värderingar?: Attityder till alkohol och sex hos ungdomar i frikyrkan2012In: Religion som resurs? : Existentiella frågor och värderingar i ungas svenskars liv / [ed] Mia Lövheim & Jonas Bromander, Skellefteå: Artos & Norma bokförlag, 2012Chapter in book (Other academic)
  • 34.
    Zackariasson, Maria
    Södertörn University, School of Gender, Culture and History, Ethnology.
    Teaching gender and sexuality: Experiences from student teachers2012Conference paper (Other academic)
    Abstract [en]

    The Swedish national school curricula for pre-school and for the compulsory school system include an explicit focus on gender issues, connected to aspects such as gender equality and sexuality. The overarching aim is to promote all individuals’ opportunities to express themselves in whatever way they want to, without being hindered by implicit or explicit norms and traditions. My aim with this paper is to discuss how these issues can be incorporated in the teacher education, using a particular course at Södertörn University as my starting point. During this course, the students learn basic facts about how the body works, and the didactics for teaching this to small children. But they also learn about societal and cultural aspects of the body. Parallel to learning for instance about x and y chromosomes they have seminars on gender roles and sexuality, and so on. During the practicum period that is included in the course, the students are to create a lesson where they use a children’s book to talk about different kinds of families, and afterwards reflect upon their experiences in a short written paper. The suggested books are selected based on how they show family constellations that in various ways differ from the nuclear family, but the books also open up for discussions around having two mothers or two fathers, and thus the opportunity to talk about LGBT issues. In my paper I will discuss the experiences students have had when doing this assignment, using the written course papers as the basis for my analysis. The theoretical framework used for analyzing these experiences and examples includes the concepts masculinity, femininity and heteronormativity. The preliminary findings show that the students’ experiences differ considerably from each other, and that the focus on gender and sexuality that is present in the national school curriculum is not uncontroversial among the students or among the supervising teachers out in the schools.The paper is of relevance to Nordic educational research since it raises the issue of how gender and sexuality issues can be incorporated in the teacher education also for teachers for the younger age groups.

  • 35.
    Zackariasson, Maria
    Södertörn University, School of Gender, Culture and History, Ethnology.
    Communicating values: religious transmission to and among young Christians2011Conference paper (Other academic)
    Abstract [en]

    This presentation is based on a qualitative research project involving young people who are active in an evangelical church in Sweden. Using their narratives and experiences as a starting point, I will discuss how religious values and beliefs can be transmitted to and within a group of young Christians, and how this process may involve negotiation, interpretation and reinterpretation of those values.

    For young people, who are active in a congregation and its youth organization, religious transmission takes place on several levels and in various environments. There is for instance an official religious message that comes e.g. from the adult representatives of the main congregation, and from the youth leaders. Here the communication is in many ways quite direct, and it may involve a level of discipline, that becomes visible if the implicit and explicit rules within the congregation are not followed. But there is also an ongoing process within the youth group, where beliefs and values are discussed and transmitted within the peer group. The communication process on this level is in several ways different, since the relations and power relations between the individuals are different.

    In their everyday lives, the participants in my study also encounter ideas about what it means, or should mean, to be a young Christian today, in contexts outside the church, such as in school. Such more general conceptions are subsequently related to their own faith and the more specific ideas and values that are transmitted in the church context.

  • 36.
    Zackariasson, Maria
    Södertörn University, School of Gender, Culture and History, Ethnology.
    The right to be different?: Growing up as a practising Christian in Sweden2011Conference paper (Other academic)
    Abstract [en]

    In a global perspective, Sweden is often regarded and described as one of the most secularised countries in the world. Compared to countries in the south of Europe, Latin America or the US, religion is seen as much less influential in society and in the everyday lives of the individuals. Even though this view incertain respects can be contested, Protestantism and the Church of Sweden are for instance still significant forces in the Swedish society, these views of Sweden as secularised, have consequences for the daily lives of young people who are practising a religion. Religion has for example not a very prominent place in the mainstream youth culture, and pronounced religious piety among youth is in the general discourse described as problematic rather than as commendable. So what is it like to be a practising Christian in a society and an environment where this is regarded as unusual at best and strange at worst? How are the religious rights of young people affected by the expectations they meet from parents and friends, but also from the school and the congregation they are a part of? How do they navigate between these different environments in their everyday lives? This presentation will be based on a qualitative research project involving young people who are active in one of the independent evangelical churches in Sweden: The mission covenant church. Their experiences of and views on being a practising young Christian in contemporary Sweden will be discussed in relation to concepts such as religious rights, youth culture, and fundamental values.

  • 37.
    Zackariasson, Maria
    Södertörn University, School of Gender, Culture and History, Ethnology.
    [Recension av] Susanne Waldén: Berättad berusning. Kulturella föreställningar i berättelser om berusade personer. Etnolore 34, Etnologiska avdelningen, Uppsala universitet 2010.2010In: RIG: Kulturhistorisk tidskrift, ISSN 0035-5267, E-ISSN 2002-3863, no 4, p. 225-227Article, book review (Other academic)
  • 38.
    Zackariasson, Maria
    Södertörn University, School of Gender, Culture and History, Ethnology.
    Å skape et lokalt sosialt forum: De praktiske forutsetningen for en "bevegelse"2010In: Historier om motstand / [ed] Helle Aarnes, Knut Kjeldstadli, Jardar Sørvoll, Oslo: Abstrakt forlag, 2010, p. 348-366Chapter in book (Other academic)
  • 39.
    Zackariasson, Maria
    Södertörn University, School of Gender, Culture and History, Ethnology. University of Oslo.
    Angry young men?: masculinities and emotion among young male activists in the Global Justice Movement2009In: Journal of Men's Studies, ISSN 1060-8265, E-ISSN 1933-0251, Vol. 17, no 1, p. 31-46Article in journal (Refereed)
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  • 40.
    Zackariasson, Maria
    Södertörn University College, School of Gender, Culture and History, Ethnology.
    Blixtsnabba beslut2009In: Tidens termik: hastighet och kulturell förändring / [ed] Anna Hagborg, Rebecka Lennartsson, Maria Vallström, Umeå: Borea , 2009, p. 85-98Chapter in book (Other academic)
  • 41. Zackariasson, Maria
    Lust eller plikt?: Motiv för politiskt engagemang hos utomparlamentariskt engagerade unga2008In: Tidsskrift for ungdomsforskning, ISSN 1502-7759, E-ISSN 1894-1036, no 1, p. 31-48Article in journal (Refereed)
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  • 42.
    Zackariasson, Maria
    Universitetet i Oslo.
    Som en blixt från klar himmel: Emotionernas roll i tidningarnas katastrofskildringar2007In: Tidsskrift for kulturforskning, ISSN 1502-7473, E-ISSN 2387-6727, no 3, p. 5-20Article in journal (Refereed)
  • 43. Zackariasson, Maria
    Trying to make a difference: Political involvement in everyday life2007In: INTER: a european cultural studies conference in Sweden, Linköping , 2007, p. 677-686Conference paper (Other academic)
    Abstract [en]

    When the media writes about young people and political action, they usually focus on the big, spectacular demonstrations and protests. Those are the kind of political actions that are most visible to the public, and they thus get the most attention. In my study of political involvement among youth, based on interviews with young people in the Global Justice Movement, I show that many individuals see other, less visible ways of acting politically as just as important as the big manifestations. Seemingly trivial choices in everyday life; what you buy, what you eat, how you travel etc. are by them seen as political actions, in those cases when they are motivated by political opinions and values. To keep up a “politically aware” lifestyle is however not always easy. In my paper I give examples of how the interviewed individuals reason around the connection between such inconspicuous actions, their political involvement and their long term goal to change the world.

  • 44. Zackariasson, Maria
    Att skapa ett lokalt ”Social Forum”: De praktiska förutsättningarna för uppkomsten av ”rörelse”2006In: Sociala rörelser: politik och kultur / [ed] Åsa Wettergren, Andrew Jamison, Lund: Studentlitteratur , 2006, p. 237-260Chapter in book (Other academic)
  • 45. Meurling, Birgitta
    et al.
    Zackariasson, Maria
    Nytänkande och eftertankar: kön, kulturella föreställningar och livsvillkor : ett urval artiklar från STRAS-projektet2006Collection (editor) (Other academic)
  • 46. Zackariasson, Maria
    Viljan att förändra världen: politiskt engagemang hos unga i den globala rättviserörelsen2006Book (Other academic)
  • 47. Zackariasson, Maria
    Överdrivet känslosam eller kall som en fisk?: betydelsen av kön och känslor för unga kvinnor i den globala rättviserörelsen2006In: Nytänkande och eftertankar: kön, kulturella föreställningar och livsvillkor : ett urval artiklar från STRAS-projektet / [ed] Maria Zackariasson & Birgitta Meurling, Uppsala: Etnologiska avdelningen, Uppsala universitet , 2006, Vol. S. 52-69, p. 52-69Chapter in book (Other academic)
  • 48. Zackariasson, Maria
    [Review of] ”Nordiska Tonårsrum. Vardagsliv och samhälle i det moderna" Willy Aagre, Anne de Haas, Cecilia Häggström, Mats Lieberg, Sven Mörch2005In: Ethnologia Scandinavica, ISSN 0348-9698, E-ISSN 0348-9698, Vol. 35, p. 121-123Article, book review (Other academic)
  • 49. Zackariasson, Maria
    Viljan att förändra världen: Framtidsbilder och politiskt engagemang2005In: Nord nytt - Nordisk tidsskrift for folkelivsforskning, ISSN 0008-1345, Vol. 92/93, p. 168-189Article in journal (Refereed)
  • 50. Zackariasson, Maria
    Vän eller fiende?: Positioner och relationer i fält2005In: Kulturvitenskap i felt: metodiske og pedagogiske erfaringer / [ed] Anders Gustavsson, Kristiansand: Høyskoleforl. , 2005, p. 135-161Chapter in book (Other academic)
12 1 - 50 of 59
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