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  • 201.
    Bengtsson, Stina
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    The right to the citi(zen): Producing urban space in commercial media environments2014Conference paper (Refereed)
  • 202.
    Bengtsson, Stina
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    The Right to the Citi(zen): Urban Spaces in Commercial Media Environments2016In: Space and Culture, ISSN 1206-3312, E-ISSN 1552-8308, Vol. 19, no 4, p. 478-489Article in journal (Refereed)
    Abstract [en]

    Following the publication of Henri Lefebvre’s book Le Droit à la ville (1968), a debate has emerged regarding the neoliberal takeover of urban spaces and activism. Nonetheless, in the past 10 years, we have seen the continuous expansion of public space via social networking media and, today, most public institutions in Western states use social networking sites to communicate with their “citizens.” Although there are many serious problems associated with this takeover, little has been said about them so far. In this article, I address the contribution of The right to the city to this debate by analyzing a public institution which tried to establish communication with its “citizens” in an urban space in a virtual world. My analysis concludes that the users of this new media platform did not regard themselves as citizens when they were dwelling in this urban space online, but instead saw themselves as the consumers they were addressed as in this environment.

  • 203.
    Bengtsson, Stina
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Forsman, Michael
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Jakobsson, Peter
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Johansson, Sofia
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Ståhlberg, Per
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Medielandskap och mediekultur: en introduktion till medie- och kommunikationsvetenskap2016 (ed. 1)Book (Other academic)
  • 204.
    Bengtsson, Stina
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Ericson, StaffanSödertörn University, School of Culture and Education, Media and Communication Studies.Stiernstedt, FredrikSödertörn University, School of Culture and Education, Media and Communication Studies.
    Medievetenskapens idétraditioner2020Collection (editor) (Other academic)
    Abstract [sv]

    Den som vill förstå dagens mediesamhälle har mycket att hämta genom att återvända till tidigare analyser, teorier och idéer – till vad som kunde kallas för medievetenskapens idétraditioner. Den här antologin inventerar och förmedlar ett förråd av traditioner och texter, fyllt av verktyg för att navigera i det samtida medielandskapet. Varje kapitel behandlar en klassisk medievetenskaplig text och placerar den i sitt historiska och vetenskapliga sammanhang; presenterar en närläsning av dess centrala innehåll och diskuterar dess relevans idag. Bokens kapitel är tänkta att erbjuda ett stöd till egen läsning av originaltexterna, inte att ersätta sådan läsning. Boken riktar sig till studenter och lärare i medie- och kommunikationsvetenskap och närliggande ämnen samt andra som intresserar sig för medievetenskapens idétraditioner.

  • 205.
    Bengtsson, Stina
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Fast, Karin
    Karlstad University.
    Jansson, André
    Karlstad University.
    Lindell, Johan
    Karlstad University.
    Media and Basic Desires: An Approach to Measuring the Mediatization of Daily Life2019Conference paper (Refereed)
    Abstract [en]

    The extended indispensability of media can be seen as a key indicator of mediatization, whereby our lives become adapted to media. But even though we can assume that the pervasive character of digital media essentially changes everyday life and the way people experience it, we cannot take consequences of technological transformation for granted. Following from this we argue there is a need for quantitative analyses that can verify mediatization processes in time and space.

     

    Here we present a tool that measures the extent to which media reach into the deeper layers of daily human life, used in an empirical study conducted in Sweden in 2017. The results show that perceived media indispensability is played out along three dimensions of daily human life; (1) (re)production; (2) recognition, and (3) civic life, and appears as a socially structured and structuring process, although not in a very strong way. We argue this tool, in diachronic analyses, works as a measurement of mediatization.

  • 206.
    Bengtsson, Stina
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Johansson, Bengt
    University of Gothenburg.
    Media Micro-Generations: How New Technologies Change Our Media Morality2018In: Nordicom Review, ISSN 1403-1108, E-ISSN 2001-5119, Vol. 39, no 2, p. 95-110Article in journal (Refereed)
    Abstract [en]

    This article proposes and explores the notion of “media micro-generations”. Based on a survey of values and norms in relation to media-related behaviour in Sweden, we identify statistically significant media micro-generations. Through an analysis of the technologies that were introduced during the formative years of different media micro-generations, we propose that media micro-generations are formed with the introduction of new media technologies. Thus, the existence of media micro-generations illustrates how rapid trans- formations of media technologies can shape the moral notions of narrow age groups. It also explains why many earlier studies have detected a rather large span of years (1970-1985, in between the TV generation and the internet generation) during which no generational identity seems to have been formed.

  • 207.
    Bengtsson, Stina
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Johansson, Bengt
    Göteborgs universitet.
    Mediemoral i en digital värld2015In: Fragment / [ed] Bergström, A, Johansson B, Oscarsson H, Oskarsson M, Göteborg: SOM-institutet, Göteborgs universitet , 2015, 1, p. 551-559Chapter in book (Other academic)
  • 208.
    Bengtsson, Stina
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Johansson, Bengt
    Göteborgs universitet.
    Vi vantrivs i det kommersiella (ett litet tag till)2016In: Människorna, medierna och marknaden: Medieutredningens forskningsantologi om en demokrati i förändring / [ed] Oscar Westlund, Stockholm: Wolters Kluwer, 2016, p. 189-208Chapter in book (Other academic)
  • 209.
    Bengtsson, Stina
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Johansson, Sofia
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    A phenomenology of news: Understanding news in digital culture2020In: Journalism - Theory, Practice & Criticism, ISSN 1464-8849, E-ISSN 1741-3001Article in journal (Refereed)
  • 210.
    Benson Marin, Johanna
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Danielsson Jonsson, Petronella
    Södertörn University, School of Culture and Education, Teacher Education.
    "Det är roligt!": En studie om hur pedagoger använder estetiska lärprocesser i arbetet med naturvetenskap i förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to investigate how teachers perceive that they work with science in preschool through aesthetic learning processes as tools both in the indoor and outdoor environment and make visible what the educators' underlying beliefs are that affect how they perceive aesthetic learning processes as tools used to deepen children's understanding of different scientific phenomena.

    This is an interview study using the phenomenographic approach as a means and method to make visible and report on teachers' views on how aesthetic learning processes can be used to extend preschool children's learning about science. The results are analyzed and discussed based on John Dewey's theoretical ideas about children's learning, aesthetics and science.

    The study clearly shows that teachers' views on aesthetic learning processes and how they can be used in the work whit science is very divided and in some cases unreflective. The most striking results are that teachers often are unaware that they make use of aesthetic learning processes because they have a more limited view of what it is than we have in the paper. All informants have science as a core subject. Their focus of the activity is located at the showing and visualizeing of scientific phenomena and some of them express that they submit the aesthetic learning processes to their colleagues or that they collaborate with someone who has training in some art form. During these collaborations the educators are responsible of their respective subjects, and rarely have deeper knowledge about the other topic.

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  • 211.
    Benson, Martin
    Södertörn University, School of Culture and Education.
    Ordets tillblivelse: aspekter av Nietzsches tidiga språkfilosofi2013Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The thesis examines the nineteenth century German philosopher and philologist Friedrich Nietzsche’s early notion of how a word is generated in the process of perception. It does so by looking at the “metaphorical transitions” Nietzsche talks about in the essay “Über Wahrheit und Lüge im außermoralischen Sinne” (“On Truth and Lie in an Extra-MoralSense”). According to the relevant passage in “On Truth and Lie…“ an image is first created as a metaphor for a stimulus and a word is then created as a metaphor for the image. Nietzsche also states that the word has two fundamental aspects: metaphor and concept. The essay, and in particular the passage on the metaphorical transitions, has often been interpreted either from a skeptical viewpoint, saying that Nietzsche’s enterprise is to reject philosophical realism and the Aristotelian/Kantian correspondence theory of truth. Or it has been interpreted from a dogmatic viewpoint, saying that Nietzsche holds that there is an insurmountable barrier between “consciousness” and “the world” and that human knowledge is therefore doomed only to consist of private and erroneous representations of a world beyond the reach of the intellect. This thesis suggests a third way of looking at the passage, where the metaphorical transitions are taken to be the very possibility of knowledge, since they constitute the human way of being in the world. Thus Nietzsche’s train of thought in “On Truth and Lie...” is interpreted as a general model for looking at how knowledge arises. By force of this interpretation, it is argued that a consequence of Nietzsche’s position is that the epistemological strength of language, taken as the ability to pose the question what something is, lies in its image creating aspect, the metaphor, rather than in its discursive aspect, the concept.

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    Ordets tillblivelse
  • 212.
    Benyamine, Isak
    et al.
    Stockholms universitet.
    Haglund, Liza
    Södertörn University, School of Culture and Education, Education.
    Estetiska erfarenheter och elevers sociala rätt: Den goda människan från Sezuan2017In: Estetiska uttryck och barns rättigheter i utbildning / [ed] Margareta Aspán, Jutta Balldin, Charlotte Engel & Anna Röing Hellberg, Malmö: Gleerups Utbildning AB, 2017, 1, p. 113-131Chapter in book (Other academic)
  • 213. Benyamine, Isak
    et al.
    Haglund, Liza
    Södertörn University, School of Culture and Education, Education.
    Persson, Anders, J
    Att slippa tänka själv: Filosofiska samtal som undersökande gemenskaper i skolan2014 (ed. 1)Book (Other academic)
  • 214.
    Berenstein, Natalia
    Södertörn University, School of Culture and Education, English language.
    Female Ashes, Knowledge, and the Construction of Masculinity: Farenheit 451 by Ray Bradbury2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In Bradbury’s dystopian novel Fahrenheit 451, knowledge is illegal, and popular culture is promoted as a way to control society. Guy Montag, the central character of the book, undergoes through a journey of liberation from the oppressive system to the further achievement of the forbidden knowledge. The female characters in the book are key to his awakening and evolvement. Unfortunately during the course of the story these women perish. Using the theories of Simone De Beauvoir and Janice Radway, this essay explores the concept of “otherness” and the consumption of popular culture in a patriarchal and oppressive society. This paper also argues that the construction of the masculinity of the protagonist would not be possible without the women, and their death is a violent reaffirmation of a patriarchal order.

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  • 215.
    Berg, Ingrid
    Södertörn University, School of Culture and Education.
    När orden inte räcker till: en kvalitatitv intervjustudie om barns användning av mobilspråket emoji2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 216.
    Berg, Joella
    Södertörn University, School of Culture and Education.
    Mammor, mat och moral: En studie av judisk­-identifierade kvinnor och icke-mäns förhållningssätt till föreställningar om ”den judiska mamman”2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this paper is to study how Swedish ­Jewish women and non-men relate to widespread notions of Jewish motherhood and the trope of ”the Jewish mother”, through their own  stories. The paper asks how they relate to notions of Jewish motherhood, how these notions  function in the construction of their identities as Jewish and how it relates to processes of  community and nationalism. The material that is analyzed is the narrative of fourteen Jewishidentified women/non-men gathered with a survey interview. It is analyzed through theories  of the relation between motherhood and nationalism, the constitutive terms of a diaspora and an intersectional approach to racialized processes of gender and gendered processes of the  constitution of race and ethnicity. The thesis concludes that through the informants’ stories  the cultural symbol of ”motherhood” is dependent upon certain symbols in its own, such as  food and religious practices, that relate to identity processes among the informants, and to  processes of community and nationalism tied to motherhood. Jewish mothers, potential  mothers and parents are effected by expectations of certain Jewish ways of performing  motherhood in their identification as Jewish and in their sense of belonging to the Jewish  community. They also relate these expectations to portrayals of Jewish mothers from popular culture as well as to the parenting and memories of their own mothers and ancestral women.

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  • 217.
    Berg, Karin
    Södertörn University, School of Culture and Education.
    Roaming the streets: A comparative study of the theme of the flâneur in the novels Catcher in the Rye and Ghost World2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 218.
    Berg, My
    Södertörn University, School of Culture and Education.
    Imagine me: hur förbrytaren konstrueras i Lolita och Min röst ska nu komma från en annan plats i rummet2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay different aspects of the motif of the criminal have been traced in Lotta Lotass’s Min röst ska nu komma från en annan plats i rummet and Vladimir Nabokov’s Lolita. By seeking its representation in the texts, the intention was to show how themes, stylistic patterns and narrative functions interrelate in the construction of the motif. The perpetrator’s position within the narrative structure and its consequences have also been assessed.

    By discussing the meta-fictive aspects of the novels I stressed the importance of the reader’s function, arguing the reader’s participation in the construction of the motif.

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    Imagine me
  • 219.
    Berg, Pia
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Att ta sin plats bland hanarna: ett arbete om överlevnadsförmågor, normer och genus2016Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    In this essay I make an attempt to define the abilities that helped me in my antisocial choices that as a woman to become a decorator and throw me into the male construction industry. I use the metaphor of the wolf pack, which may symbolize hierarchies, norms, and even gender. What helped me to take my place among the males? Is it practical knowledge to deal with new antisocial environments, or what is it? I have not only survived, but also survived in the industry. In the pursuit of abilities and its knowledge of relevance, I analyse different stories from my 25 years in the profession and how I 've handled it encountered. These abilities I have then analysed on the basis of gender and Aristotle and Nussbaum's concept of knowledge, mainly Fronesis and various virtues. All in a try to see if it has to do with knowledge to survive in unfamiliar terrain.

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  • 220.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Crisis or Struggle?: A Language of Natality as a Struggle for Education2017In: Studier i Pædagogisk Filosofi, ISSN 2244-9140, E-ISSN 2244-9140, Vol. 6, no 1, p. 25-38Article in journal (Refereed)
    Abstract [en]

    Taking its point of departure in the connotations to war and violence inherent in what is here called the ‘language of crisis’ (Jantzen), the purpose of this article is to explore what it might mean to reassess the language of educational change and policy reform in the imagery of natality and birth (Arendt). If the task in a ‘crisis’ is to fight against the crisis, effectively and forcefully, the argument of the paper is that the root metaphors of natality and birth puts into play an imagery that makes possible a relational language for educational change and reform. If the language we use has performative consequences, the question explored is what a ‘language of natality’ can make possible as a language of struggle for education.

  • 221.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Dags att lämna krisretoriken i skoldebatten2014In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 1, p. 26-31Article in journal (Other (popular science, discussion, etc.))
  • 222.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Feminist och katolik: Anna Lenah Elgström i nytryck2014In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 6, p. 19-22Article in journal (Other (popular science, discussion, etc.))
  • 223.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Könsskillnadens religionskunskapsundervisning2018In: Interkulturell religionsdidaktik: utmaningar och möjligheter / [ed] Olof Franck & Peder Thalén, Lund: Studentlitteratur AB, 2018, 1, p. 253-274Chapter in book (Refereed)
  • 224.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Language matters: gendering Religious Education teaching2018In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 40, no 3, p. 317-326Article in journal (Refereed)
    Abstract [en]

    Taking its point of departure in the idea that language is never neutral but always coded in the masculine or the feminine (Irigaray), the main purpose of the paper is to explore the gendered coding of Religious Education teaching and how this coding interplays in shaping relationships and knowledge in the classroom. As recent research shows, debates about religion are becoming increasingly aggressive in many Western democracies and Religious Education is not unaffected by this. Drawing on Luce Irigaray’s notion of sexual difference the paper argues that RE tends to have a masculine coding in its overemphasis on beliefs, creeds and concepts. This not only positions both girls and boys as feminine in relation to (masculine) religion, it also fails to offer the more nuanced understanding of religious life so well needed today. The paper is divided into three sections. The first outlines briefly, theoretically and methodologically, the larger study of which this paper is part. The second offers an exposition of Irigaray’s thinking on sexual difference, and the third relates her philosophy to three empirical examples. The paper ends with a summary of the main points of the argument and the implications of language matters for Religious Education teaching.

  • 225.
    Bergdahl, Lovisa
    et al.
    Södertörn University, School of Culture and Education, Education.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Pedagogical postures: a feminist search for a geometry of the educational relation2018In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 13, no 3, p. 309-328Article in journal (Refereed)
    Abstract [en]

    Inspired by Adriana Cavarero’s recent work on maternal inclinations as a postural term, the overall purpose of this article is to seek out a geometry of the educational relation that is alien to the masculine myth of the ‘economic man’. Drawing on Jan Masschelein and Maarten Simons’s critique of the marketization of education, reading their giving ‘shape and form’ to the scholastic school through the geometry of Cavarero’s ‘maternal inclinations’, the article shows how images and metaphors associated with the posture of rectitude infuse the scholastic model of the school. At the same time, we argue, it testifies to a geometry of an inclined subject and, in doing so, it offers an opening for recovering the significance of the feminine and maternal to educational theory. Affirming this opening, the paper makes a shift of emphasis from scholastic techniques to educational postures.

  • 226.
    Bergdahl, Lovisa
    et al.
    Södertörn University, School of Culture and Education, Education.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Time for Values: Responding Educationally to the Call from the Past2018In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 37, no 4, p. 367-382Article in journal (Refereed)
    Abstract [en]

    This paper rethinks the fostering task of the teacher in a time when it, paradoxically, has tended to become marginalized and privatized despite its public urgency. Following post-holocaust thinkers such as Hannah Arendt and Zygmunt Bauman, the position explored here is radical in the sense that it takes ‘the crisis of traditions’ and the erosion of a common moral ground or value basis seriously, and it is conservative in the sense that it insists on responding educationally to the call from the past by returning to (a) the moral character of our existence and (b) our own embeddedness in the incompleteness of living traditions. The argument is that there is a difference between educating for common values—which entails a belief in pre-existing commonalities—and making values common in and through education. The latter, we argue, entails an aspiration for continuously creating new commonalities and for cultivating the ability to act and judge as a thinking moral agent in specific, lived and worldly cases. In this sense, the fostering task of the teacher is to create commonality of what is not (yet) common, turning the liberal democratic values of the past into contested objects of study.

  • 227.
    Bergdahl, Lovisa
    et al.
    Södertörn University, School of Culture and Education, Education.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    'Where are You?' Giving Voice to the Teacher by Reclaiming the Private/Public Distinction2017In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 51, no 2, p. 461-475Article in journal (Refereed)
    Abstract [en]

    In a time of cultural pluralism and legitimation crisis (Habermas), there is an increasing uncertainty among teachers in Sweden about with what right they are fostering other people's children. What does it mean to teach 'common values' to the coming generation? How do teachers find legitimacy and authority for this endeavour, not as family members or as politicians, but as teachers? To respond to this uncertainty, the paper takes the public/private distinction as a starting-point for rethinking the place of the school. Drawing on the work of Hannah Arendt and of Jan Masschelein and Maarten Simons, it argues that the school is an in-between place-a place that transforms values into 'common goods' and turns fostering into a teaching matter. The overall purpose of the paper is to sketch out the consequences of this 'in-betweenness' for what it means to find one's voice as a teacher in fostering the coming generation.

  • 228.
    Bergengren, Anna
    Södertörn University, School of Culture and Education.
    Önskvärda positioner och skamstrategier: En kvalitativ intervjuanalys om hur kön görs och används i BDSM2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay, I interview six users from the website darkside.se, which is an internet community for BDSM practitioners. I’m using Judith Butlers theorys about performativity and heteronormativity, Gayle Rubins model the charmed circle; of which sexualities is regarded as approved and which is not, and Fanny Ambjörnssons explenation of queer theory. With the interviews as my material, I investigate how sex and gender is produced and used in BDSM and at Darkside. I discuss trans, heteronormativity, sexism and hierarchies of power related to sex and gender, in BDSM and at Darkside. I discover that most of my informants is experiencing different kinds of trouble or anxiety concerning their sexual practices in relation to sex and gender, and I examine which different strategies my informants are using to handle this complexes of problems.

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  • 229.
    Berggren- Eriksson, Ellinor
    Södertörn University, School of Culture and Education, Swedish Language.
    Skrivundervisningens gemenskaper: En intervjustudie om svensklärares arbete med skrivundervisning på gymnasiet2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study use the theory of community of practice and the theory of mediating tools to explore how teachers develop student’s writing in the Swedish subject in Swedish upper secondary school. The aim of the study is to display the potential to learn and develop writing through participating in the community of practice that is the classroom, as well as with the help of mediational means in the classroom and in other contexts. Five teachers are interviewed on their ideas about teaching students to develop writing. Results from the study show potential for learning through communities of practice and mediational means in the teachers’ use of collaborative writing and interaction between students as well as their aspiration to connect school writing with writing in other contexts. The way in wich some teacher’s switch from collaborative and interactive work forms to individual, when the student’s texts are to be assessed and graded, could on the other hand be considered problematic. The results also imply that the teachers’ choices and positions must be understood in relation to ideas on writing expressed by the students and in the curriculum and in national writing tests.  

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    Skrivundervisningens gemenskaper Ellinor Berggren Eriksson
  • 230.
    Berggren, Lova
    Södertörn University, School of Culture and Education.
    ”Låta slumpen råda”: En komparativ studie av fokaliseringen i Den allvarsamma leken och För Lydia2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In 1912 Hjalmar Söderberg wrote what came to be a Swedish classic, The serious game, about the two young lovers Lydia and Arvid and their failed attempts to be with each other. 1973 Gun-Britt Sundström responded with her own novel, For Lydia, that tells the same story but from Lydia´s point of view. 

    This essay discusses if the macro perspective, Sundström´s tendency in giving Lydia an agency, can be seen in the structure of the language, the micro perspective. To enable this, the essay has been using parts of the narratology theory founded in the 1960’s that was partly produced by Gérard Genette and supplemented by Mieke Bal. Looking at focalization (from what angle the story is told), it is possible to investigate what kind of information the reader can assimilate of Lydia and her progress. Susan Lanser defined feminist narratology and in accordance to her theory the essay examines the context and author of the novel to fully understand the writings. Sundström in a higher degree than Söderberg includes intern focalization when it comes to Lydia, which gives the reader more information about Lydia and her agency. Söderberg focalizes Arvid rather than Lydia which gives the reader the impression that Lydia acts selfish and unaccountable. Both novels arose in circumstances characterized by female emancipation and by regarding that, a more prominent picture of Sundström´s intention to make For Lydia a feministic response to The serious game can be seen. In conclusion, the essay shows that, the tendency of Sundström, to make a feministic response to Söderberg´s novel, can be seen even in the micro perspective of the language.

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  • 231.
    Bergh Edenborg, Aurora
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Politisk rörelse och grotesk femininitet: En semiotisk studie av det fantastiska Paradiset på Skeppsholmen2019Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The monumental sculpture group The Fantastic Paradise (Le Paradis Fantastique, 1967), a collaboration between the artists Niki de Saint Phalle and Jean Tinguely, was donated to Moderna Museet in Stockholm, Sweden and installed by the water on the island Skeppsholmen in 1971. This was followed by a conflict that lasted 16 years centered around the relationship between the sculptures and the surroundings, in which The Fantastic Paradise was perceived by some as both grotesque and obscene, as well as highly unsuitable in relation to the historical environment. As a result, the sculpture group was moved to a less visible location in 1987.

    This thesis aims firstly to examine the historical context of the donation of The Fantastic Paradise to Moderna Museet. The study shows that the donation was the lucky result of a series of events shaped by circumstances such as personal relationships. The artists were life-long friends of the director of the museum at the time, Pontus Hultén, who aimed to incorporate avantgardist ideas into the museum's activities in the 1960’s. The Fantastic Paradise, located in front of the entrance of the museum, continues to function as a reminder of that era, which has come to be seen as the institution's formative years.

    Secondly, this thesis aims to contextualise and interpret the meaning of the art work through the use of semiotic theory and the concept of the implicit beholder. This interpretive part of the study is divided into two chapters, in accordance with the dualistic structure of the sculpture group itself. It follows two separate but linked theoretical directions: movement in Jean Tinguely’s machines, and corporeality and femininity in the Nanas, fantasy creatures and vegetation motifs of Niki de Saint Phalle. The interpretation shows that The Fantastic Paradise through both of these aspects can be read as an anti-classicistic comment in an art historical perspective. The concept of movement can be found not only in the actual movements of the kinetic sculptures, but also, in the case of The Fantastic Paradise, implies an idea of an activated, embodied beholder that is constructed as a political subject.

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  • 232.
    Bergh, Karl
    Södertörn University, School of Culture and Education, Philosophy.
    Mimesis och den moderna konsten: En studie av Theodor W. Adornos konstfilosofi2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The focus of this essay is to examine and reconstruct one of Theodor Adorno's most enigmatic philosophical concepts – the notion of mimesis. Mimesis is a fundamental pole in language, relating to imitation and mimicry. It plays an important role in all of Adorno's writings, although it is rarely if ever defined rigorously as a concept. In this essay I will develop an analysis of the mimetic that traces Adornos use of the concept in two of his major works: The Dialectic of Enlightenment and Aesthetic Theory. Adorno relates the question of mimesis to the dichotomy of nature and culture, it manifests as a mediating link between the two. Mimesis is a central trait in all culture in the sense that it is the means by which humans explain their position in the world they inhabit. By mimicking the world around them, the dangers of this world becomes intelligible and, ultimately, exploitable in human affairs. In this sense the spheres of nature and culture are revealed as an interconnected whole within the mimetic logic of identification. This reading of mimesis marks in a broader sense the ontological status that Adorno ascribes to aesthetics: the mimetic is at the same time an element of linguistic ontology and a thoroughly aesthetical notion. This essay will explore this reading of mimesis and develop the notion within the framework of the nature/culture dichotomy, focusing on Adorno's theory of prehistoric mimesis in ancient society and modern mimesis in radical art. The mimetic pole is central to the workings of the new and the unknown in the aesthetic sphere and it is a crucial element in Adorno's theory of modern aesthetics. A study of Adorno's notion of mimesis has a potential to illustrate the significance he attributes to aesthetics overall. Through the mimetic element inherent in art, aesthetics becomes more than just a field of experience, it marks a central element in all human conduct.

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  • 233.
    Bergholtz, Alice
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Mediated stand-by citizenship: An interview study of the switch between political activity and inactivity in Sweden2019Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Political participation and civic engagement are terms under constant negotiation in academic research. In order to understand how our active citizenship develops and affects our democratic structures there is need to go beyond seeing media as a tool or method of communication, and rather as an integrated part of the environment in which political participation is conducted. This study investigates how political participation can be channeled, from latency to activity. By interviewing citizens who have historically entered and exited a variety of participatory actions the study managed to identify a new aspect of the citizen’s perspective on citizenship and participation. Building on the notion of stand-by citizenship by Ekman and Amnå (2012), where educated, informed and skilled citizens are monitoring their surroundings until they see need to activate their engagement, I develop the term mediated stand-by citizenship. By this new terminology, the mediated aspect of political participation is conceptualized, and gives an additional approach to studying the stand-by citizens of today. 

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    Bergholtz, A. (2019) Mediated stand-by citizenship
  • 234.
    Berglund, Carolina
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Linerstad, Alina
    Södertörn University, School of Culture and Education, Teacher Education.
    ”Vad spelar det för roll då om inte alla syns på bild?”: En studie av representation i förskolans miljö2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is, from a norm-critical approach, to find, investigate and analyse human representation in the visual culture of one preschool in order to understand if the children enrolled are represented or not. The research questions are: In what ways is there imagery of human representations in images and materials designed for play? What skin-colors and origins are dominant in the data collected?

    We carried out a qualitative study in the form of visual ethnography. This method allowed us to use a combination of different data collection tools such as photography and ethnographic field notes to collect our data. The photographs we took of images and material used for play, was then analysed through semiotic picture analysis. The focus was to see which skin-color and origin that was dominant in the photographs of human representations.

    The result of the study, show that human representation is found in many variations such as, books, board games, puzzles and materials for educational use. The study also show that the vast majority of representations, displayed people of white skin and Swedish origin.

    In discussing these results we argued that the selected preschool is imbued by the norm of whiteness that is also dominant in the Swedish society. From a postcolonial perspective, we find that this norm and its underlying assumption of racial differences forms part of a historically rooted structural system of values that has evolved in Sweden during hundreds of years.

    The impact these results have in a preschool context is that children don’t have the same opportunity to identification through the visual culture at the preschool. We conclude that this can, in the long run, create problems since representation or lack of representation is linked to marginalization of whole social groups due to not having the same requisites to take on for example positions of power. We have a strong believe that if the topic of human representation can be enlightened in preschools and schools, teachers can work towards offering all children the same potential for positive identification in preschool.

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  • 235.
    Berglund, Sofie
    Södertörn University, School of Culture and Education, Teacher Education.
    Mobbning bland barn i skolan: Hur fyra F-6 skolors antimobbningsgrupper beskriver sitt arbete för att få nolltolerans mot mobbning2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Bullying is today a major problem in schools worldwide. Far too many children are forced to undergo bullying day in and day out without anyone seeing or doing something. My purpose with this study is to find out how four F-6 schools in a municipality south of Stockholm are describes their work to get zero tolerance for bullying at their school.

    My questions are:

    • How does the four F-6 schools' anti-bullying group in a municipality south of Stockholm describes their work to have zero tolerance for bullying?
    • What do the employees in the school anti-bullying groups consider that bullying is?
    • Why do the employees in the school anti-bullying groups think bullying occurs?
    • Who do the employees in the school anti-bullying groups think are bullies or are being bullied?

    To get my results I have done four interviews with those in charge of the school's anti-bullying group. My theory is based on standards, what is acceptable behavior and normative theory, hypotheses, what is right and wrong as well as desirable or undesirable behavior. My conclusion of the study is that schools can work in different ways to fight bullying and that they should adapt their practices after the school´s own problems and circumstances. I have also come to the conclusion that the causes bullying, who or which exposes or is exposed has no correct answer, everyone has different ideas about it.

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    mobbning
  • 236.
    Bergslätt, Emelie
    Södertörn University, School of Culture and Education.
    Föreningen Svenska Konstnärinnor och de svenska Matisseeleverna: En historiografisk och genusteoretisk studie av ett föregivet orsakssamband i konsthistorien2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I have studied the founding of Föreningen Svenska Konstnärinnor (FSK) [”The Association of Swedish Female Artists”] to examine whether the assumption that the association was founded as a reaction against the male artist group De unga [”The Young”] and their first exhibition at Hallins konsthandel in 1909 is correct. I have also examined whether there is any connection between the founding of the association and the female Matisse students’ exclusion from De unga. Through a historiographical survey and Griselda Pollock's gender theory, I have through quantitative studies concluded that FSK was founded when individual women didn’t have the right to exhibit their art in public. The founding of the association is based on the female artists struggle for equal legal rights. Through the statistics that I’ve put forward in this thesis I’ve been able to conclude that there is no connection between the founding of FSK and the exclusion of the female Matisse students’ from De unga. This is because the female Matisse students’ presence in FSKs exhibitions is too rare to have any influence on its founding. 

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  • 237.
    Bergström  , Inger
    Södertörn University, School of Culture and Education.
    KONSTNÄRLIG  PROCESS - SSECORP  GILRÄNTSNOK: att  beskriva  det  konstnärliga  görandet2017Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This master's thesis has the form of a scientific essay. Its purpose is to try to make visible what a visually artistic process is, investigate how it may be described and in what way it is based on knowledge. The first part of the essay is based on a story in which an artistic process is described and the second part on interviews with three active artists. The story and the interviews together make up the empirical material of the investigation and based on this, different themes are reflected and discussed. A theoretical perspective here is the conceptual world of philosopher John Dewey, in which experience, action and doing are important aspects. The paper tries to break down expectations regarding what an artistic process is, such as a mere expression of personality or a direct expression of emotions. Instead, the artistic performance is brought forward as something which to a great extent is based on skill and acquired knowledge. The artistic process is described as having an elusive character and therefore the last part of the essay is also dedicated to discussing the relevance of the purpose. Here are presented phrasings by other artistic practitioners and researchers’ in regards to artistic processes. Questions are asked regarding what happens when knowledge concepts are used to describe an artistic process, and the relationship between the artistic practice and the textual is touched upon.

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    fulltext
  • 238.
    Bergström, Inger
    Södertörn University, School of Culture and Education.
    I mitt görande: Hur kan ett konstnärligt kunskapsutövande beskrivas och reflekteras?2014Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    The aim of this scientific essay is to explore specific knowledge and experiences within anartistic practice. The starting point of the essay is in the stories of and around making anddoing as a theoretical perspective is introduced to the processes of knowledge production. Theessay wants to examine the artistic practice as a form of practical knowledge and reflect uponhow this form of knowledge can be delineated. The text especially tries to capture whatconceivably is the most difficult aspect to describe of an artistic process. This would not bethe technical craft skill, not the ambient theoretical discourse but rather the nonlinear processof transforming ideas into an artistic form. The essay also emphasizes the issues surroundingthe concepts of reflection, discussing where, when and how an artist reflects within her ownmaking. References from e.g. Donald Schön, Gilbert Ryle and Arto Haapala are included.How the artistic practice is related to science, text and theory is also discussed. The essaywants to accentuate the importance of observing those processes of knowledge productionwhich not easily can be placed within formalized forms of knowledge.

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    Inger_Bergström_20140708
  • 239.
    Bergström, Isabella
    Södertörn University, School of Culture and Education, Teacher Education.
    Praktikchock?!: En studie om hur erfarenheter från VFU påverkat studenters självkänsla2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: All the students in the University College of Södertörn in Sweden who are studying to become a teacher, are attending practice education.

    Purpose: The purpose of this qualitative study was to illuminate and analyze how the students experienced their practice education. My intent was to investigate if the students by their experiences have been affected in their own self-esteem.

    Method: This is a qualitative study that has been responded by 60 teacher students. The students attended in an internet- survey that included ten different questions.

    Result: The result of the interviews shows that the self-esteem has been affected, mostly in a positive way.

    Conclusion: The most common reason that affected the student self-esteem depended on how their supervisor has been treating them during their practice.

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    Bergström C-uppsats
  • 240.
    Bergström, Lucella
    Södertörn University, School of Culture and Education.
    "I feel that I was being written...": Identitetsskapande i William S Burroughs romaner Junky och Queer2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay I examine how identity is created in William S. Burroughs two early novels Junky andQueer. The theoretic starting points are Lacans psychoanlytic concepts ”ideal ego”, ”egoideal” and the ”superego” and also queertheory as presented by Tiina Rosenberg in her book Queerfeministisk agenda.

    The examination contains an analysis of how Burroughs creates identity in both Junky and Queer with main focus on the second novel. I look at how the desire in the maincharacter Lee is described and what the desire is aimed at. In Junky Lee has a need for drugs and in Queer the desire is aimed at sexual contact with other men. I examine how the desire switches between the novels and how it affects his identity.

    There is a difference in how Lee sees himself and how the people around him sees him. He sees himself as the masculine homosexual man but the society has antoher view of how homosexual men should act and look like, that is the effiminate man. There is a conflict between Lees ideal ego and the ego-ideal wich has great impact on how his identity is formed. There is a gap between his interpretation of himself and how other sees him wich creates a disintegration in his identity. This essay tries to describe how this disintegration in Lees identity appears and how he handles it.

    Burroughs is wellknown for his so called ”routines”. These are crazy and imaginative monologues created by the maincharacter Lee. In this essay I present these routines as a way for Lee to take back control of his own identity, he uses them as a way to convince his surroundings that he is the masculine homosexual guy with control not the feminine man that other people sees him as.

    I also examine how the maincharacter Lee reflects Burroughs as his ideal ego. Ginsbergs have said that Queer is ”Burroughs heart laid bare” and that is a central point throughout my essay.

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    "I feel that I was being written..."
  • 241.
    Bergvall, Isabelle
    Södertörn University, School of Culture and Education.
    Barns spontana bildskapande: En pedagogisk aktivitet eller ett tidsfördriv?2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study's main purpose is to examine the space children's spontaneous imaging gets in a preschool. I have chosen to focus on two preschool teachers views on their own approach to children's spontaneous imaging and what space they find that it gets in preschool. I have also investigated how this is documented in preschool. As a theoretical approach I adopt Lev S Vygotsky's socio-cultural theories of learning and development. In my essay, I also describe previous studies on children's imaging.

    I have collected the material through qualitative methods such as interviews of two preschool teachers and through six days of observation divided on two of the preschool departments.

    The result shows that preschool teachers adult-driven approach characterizes the creative climate of the nursery, which is not particularly allowing in practice, but allowing in theory and preschool teachers thoughts. The preschool teachers approach is significant for how well the child's spontaneous creation capability will be developed or inhibited. Children can come to have a view of his own creation as something insignificant and without meaning if it never followed up in the form of pedagogical documentation or attention. The results also show that children's spontaneous imaging don´t get space in the form of schedule, this is because preschool teachers have a view on the activity as a pastime rather than an educational activity with a clear goal or purpose.

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  • 242.
    Bernövall, Oskar
    Södertörn University, School of Culture and Education.
    Entreprenörernas gymnasieskola: En kritisk diskursanalys av värdeord i gymnasieskolors informationstexter2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att se hur två diskurser, marknadsdiskurs och skoldiskurs, konstrueras i gymnasieskolors informationstexter. Dels genom värderingar, dels genom hur eleverna framställs. Texterna är tagna från skolornas hemsidor. Jag undersöker totalt fem skoltexter samt en text från Skolverket som belyser skolan som institutions värderingar. Undersökningen utgår från Norman Faircloughs kritiska diskursanalys samt textanalys, bland annat den systemisk-funktionella grammatiken (SFG).

    Uppsatsen är språkvetenskaplig och utgår från det textuella. Jag utgår i min analys främst från värdeord, eller buzz words, där jag belyser positivt värderade ord i texterna. Jag utgår även från en analys av fraser samt den interpersonella analysens språkhandlingar och modalitet.

    Analysresultatet visar att skolornas texter präglas av en marknadsdiskurs där värdeord som ”entreprenör” och ”företag” ofta förekommer. Ett tydligt resultat är hur ord som realiserar en marknadsdiskurs betydligt oftare värderas som positiva i sig själva än ord som realiserar en skoldiskurs. Det är även tydligt att de värderingar som framkommer i skolornas texter inte återfinns i Skolverkets text. De elever som framträder i skolornas texter är oftast ambitiösa, drivna och självgående. Även om det finns vissa undantag.

    Uppsatsens resultat kan på ett större plan kopplas till en allmän samhällsförändring där ett marknadsspråk tar större plats inom den offentliga sektorn. För gymnasieskolorna innebär det att det målas upp en bild av en skola som finns till för elever som är högpresterande och intresserade av entreprenörskap och företagande. 

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  • 243.
    Bertils, Klara
    et al.
    Uppsala universitet, Institutionen för lingvistik och filologi.
    Magnusson, Simon
    Södertörn University, School of Culture and Education, Swedish Language.
    Att koka ihop ett beslut: En multimodal interaktionsanalys av gemensamt beslutsfattande i vardagen2019In: Språk och stil, ISSN 1101-1165, E-ISSN 2002-4010, Vol. NF 29, p. 73-98Article in journal (Refereed)
    Abstract [en]

    This study explores the social organization and the necessary involvement in accomplishing sharedness in joint decision-making, by adopting a members’ perspective on food preparation. Prior research on joint decision-making has mostly focused on verbal analysis of institutional interactions, e.g. medical encounters. In contrast, the current study carries out a multimodal interaction analysis of joint decision-making in everyday informal cooking among friends. The analysis demonstrates a crucial function of embodied actions, such as bodily stance, eye gaze and manipulation of objects, in organizing and coordinating decision-making sequences. Since the decisions in this particular setting often are based on a multisensory access to the objects of decision, establishing and displaying epistemic access comprise a constitutive part of joint decision-making. In line with this, we show that not allowing for an epistemically equal point of departure, the participants may be sanctioned when not accessing the empirical object of decision, e.g., not tasting the sauce. In addition to shedding light on the temporal organization of actions and the epistemic ac- cess central to organizing joint decision-making, the study offers an understanding of how partici- pants as social actors constitute themselves as friends and family by means of making decisions shared in the midst of a mundane activity that constitutes daily life.

  • 244.
    Betül, Gül
    Södertörn University, School of Culture and Education.
    Flerspråkighet i förskolan: En kvalitativ undersökning om pedagogernas arbetssätt när det gäller språkligt heterogena grupper i förskolan2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study was to visualize how teachers works with multilingual children in pre-school, the methods used to stimulate and develop primary and secondary language and how teachers does see second languages development with the help of the primary language. The study consists of qualitative methods in form of interviews which are made with four teachers who work within the pre-school. The findings during the collection of data (interviews) are going to be connected to the relevant literature on the subject I have chosen.

    The result showed that the concrete materials are used to stimulate and develop primary- as the secondary language and that the teachers have different opinions on secondary languages development with the help of primary language even if the primary language seems to be an important asset of all teachers that I interviewed.

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    Flerspråkighet i förskolan
  • 245.
    Bhatti, Sumbal Zia
    et al.
    Södertörn University, School of Culture and Education.
    Bustamante, Natalie
    Södertörn University, School of Culture and Education.
    Matematik i utemiljö: En komparativ studie med fokus på matematik i Ur och Skur förskolor2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to find out how pre-schools teachers use mathematics in the outdoors to promote and develop children's learning. The essay also focus on similarities and differences between pre-school teachers and their ways of integrating mathematics in the outdoor environment. A comparison is later made to the answers from pre-school teachers in two ''I Ur och Skur" pre-schools about what outdoor education is , how they use the outdoors for mathematics and what kind of mathematics activates they use practical.

    The survey is based on a comparative method of qualitative interviews and observations. The study builds on Lev Vygotsky's socio-cultural theory in which we have chosen to focus on the concept of '' the proximal development''. It can be summarized as learning occurs in interaction with each other and that children learn better through social relationships. Another concept that we have chosen to use in our study is ''learning by doing’’ by John Dewey's. The concept means that learning takes place through the practice.The essay then tries to analyse how '' I Ur och Skur'' pre-school teachers use mathematics in the outdoor environment. We analyze by see similarities and differences with both pre-school teachers education, outdoor as a learning room and mathematics activates.

    The conclusion of the study is that mathematics is infinite and therefore they are many different ways of working. We did not find such large differences in pre-schools teachers’ way of working with mathematics outdoor. We also came to the conclusion that nature is as a support tool to develop the interest in mathematics with more space for learning. At the end of our essay we want to point out that the theories helped us to highlight preschool teachers interview answers to more clearly linked to previous research and our observations

     

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    Matematik i utemiljö
  • 246.
    Bienen, Charlotta
    Södertörn University, School of Culture and Education, Teacher Education.
    Du vet ju vad vårt styrdokument säger...: En essä om det mätbara och det svårmätbara lärandet i förskolan2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My essay begins with two stories showing two different perspectives when looking at learning in preschool. These two different learning styles I have chosen to call, the measurable and the difficult to measure learning. As a pedagogue I am involved in both events. In these events I describe how different we pedagogues interpret our governing documents on children's learning. By describing how the educational activities are designed differently in the two events, I try to highlight the pedagogues views on learning in preschool. Although we have the same governing document, we differ in our work with children.

    In my study, I look at how educators Piaget and Vygotskij regard the child and its development from a socio-cultural and a cognitive perspective. I want to see if there is any connection between their views on child development and what is happening in my two events.

    In the essay, I also try to find out how we work with children in preschool when it comes to both the measurable and the difficult to measure learning and why we do it so differently. Our society has recently become more focused on measurable results in order for us to assure the quality of the work we do. In preschool we also have a duty to assure the quality of our educational activities. I examine whether that is the reason we have different views on learning. The measurable learning makes it easier for pedagogues to see what children have learned while the difficult to measure, makes it more complicated to measure results.

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    Du vet ju vad vårt styrdokument säger... -En essä om det mätbara och det svårmätbara lärandet i förskolan
  • 247.
    Birk Jørgensen, Morten
    et al.
    Royal Danish Academy of Fine Arts, Copenhagen, Denmark.
    Escach, Nicolas
    Institut d'Etudes Politiques Rennes, Caen, France.
    Høegh Stigsen, Bilo
    Aarhus School of Architecture, Aarhus, Denmark.
    Kervanto Nevanlinna, Anja
    University of Helsinki, Helsinki, Finland.
    Lindstrand, Tor
    Konstfack / KTH.
    Nilsson, Håkan
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Les villes nordiques, une ingéniosité territoriale par nécessité: Un débat entre Bilo Høegh Stigsen, Anja Kervanto Nevanlinna, Morten Birk Jørgensen, Tor Lindstrand et Håkan Nilsson, mené par Nicolas Escach2019In: Perspective: actualité en histoire de l'art, ISSN 1777-7852, no 1, p. 69-96Article in journal (Refereed)
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    fulltext
  • 248. Birnbaum, D.
    et al.
    Wallenstein, Sven-Olov
    Södertörn University, School of Culture and Education, Philosophy.
    Spatial thought2018In: Superhumanity: Design of the Self / [ed] Nick Axel, Beatriz Colomina, Nikolaus Hirsch, Anton Vidokle, Mark Wigley, Minneapolis, MN: University of Minnesota Press, 2018, p. 169-176Chapter in book (Other academic)
  • 249. Birnbaum, Daniel
    et al.
    Wallenstein, Sven-Olov
    Södertörn University, School of Culture and Education, Philosophy.
    Figuring the Matrix: Lyotard’s Les Immatériaux, 19852014In: Place and Displacement: Exhibiting Architecture / [ed] Thordis Arrhenius, Mari Lending, Wallis Miller, Jérémie Michael McGowan, Baden: Lars Müller Publishers , 2014, p. 73-89Chapter in book (Other academic)
  • 250. Birnbaum, Daniel
    et al.
    Wallenstein, Sven-Olov
    Södertörn University, School of Culture and Education, Philosophy.
    Spacing Philosophy: Lyotard and the Idea of the Exhibition2019Book (Other academic)
    Abstract [en]

    In 1985, the philosopher Jean-François Lyotard curated “Les Immatériaux” at Centre Georges Pompidou. Though widely misunderstood at the time, the exhibition marked a “curatorial turn” in critical theory. Through its experimental layout and hybrid presentation of objects, technologies, and ideas, this pioneering exploration of virtuality reflected on the exhibition as a medium of communication, and anticipated a deeper engagement with immersive and digital space in both art and theory. In Spacing Philosophy, Daniel Birnbaum and Sven-Olov Wallenstein analyze the significance and logic of Lyotard’s exhibition while contextualizing it in the history of exhibition practices, the philosophical tradition, and Lyotard’s own work on aesthetics and phenomenology. “Les Immatériaux” can thus be seen as a culmination and materialization of a life’s work as well as a primer for the many thought-exhibitions produced in the following decades.

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