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  • 2451.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    "Art History Outside The Nationalist Paradigm: Soros Art Centers In A Global Perspective": Review of Globalizing East European Art Histories. Past and Present. Ed. Beáta Hock and Anu Allas.2019In: Baltic Worlds, ISSN 2000-2955, E-ISSN 2001-7308, Vol. 2Article in journal (Refereed)
    Abstract [en]

    This article reviews the anthology Globalizing East European Art Histories. Past and Present. Routledge Research in Art History Beáta Hock and Anu Allas (ed.), London: Routledge, 2018. 

  • 2452.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Art in Transfer in the Era of Pop: Curatorial Practices and Transnational Strategies2017Collection (editor) (Refereed)
    Abstract [en]

    How should we understand post-war art? How were issues of cultural transfer and curatorial strategies dealt with in the extended 1960s – the era of pop?

    Art in Transfer in the Era of Pop juxtaposes issues and contexts approaching the concept and reception of Pop Art. Contributors from Europe and beyond weave a web that resists the notion of universialism, adding to art historian Piotr Piotrowski’s “horizontal” art history. This volume avoids the historiographic stance where the US—Europe relationship appears to be a one-way affair. Instead, the reader is drawn into the history of the circulation and cross-pollination of ideas, the aesthetic practices and the various contexts that influenced them.

  • 2453.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Att utvidga sökområdet: Helene Billgrens objekt2016In: Helene Billgren: Svenska illustratörer och konstnärer, Stockholm: Orosdi-Back , 2016, p. 5-12Chapter in book (Other academic)
    Abstract [sv]

    I artikeln diskuteras Helene Billgrens objekt, i relation till konstnärskapet i sin helhet och till några referenspunkter i konsthistorien.

  • 2454.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Claiming Futurism: Arturo Ciacelli in Scandinavia2018In: International Yearbook of Futurism Studies: Open Issue / [ed] Günter Berghaus, Domenico Pietropaolo, and Beatrice Sica, Berlin/Boston: De Gruyter , 2018, p. 107-128Chapter in book (Refereed)
    Abstract [en]

    This essay examines how Italian Futurism could be converted into new cultural capital, transferred intooutjer countries and employed as a strategy in the early 1910s within the early Nordic avant-garde. Around the years 1910-101. the Italian artist Arturo Ciacelli (1883-1966) spent time in Paris in the circle of Robert and Sonia Delaunay before movint north with Elsa Ström, a Swedish artist he had married in 1909. Ciacelli sought to establish himself in Scandinavia not only as an artist, but also as an editor of the new journal Ny Konst (New Art, 1915) and as the director of a gallery for contemporary art. His Nya Konstgalleriet (New Art Gallery), founded in Stockholm in 1915, promoted Nordic and international avant-garde painting until 1921. Ciacelli's embrace of Futurism was less evident in his panterly work that in his theoretical statements, the most important of which was an incomplete translation of La pittura futurista: Manifesto tecnico (1910), based on the French edition of 1912 in the Berhheim-Jeune catalogue, entitled "Manifeste des peintres futuristes". The chapter presents Ciacelli's activities in Stockholm, Lund and Copnehagen, and discusses the artist's strategies for forestering trans-national migrations of avant-garde formations and discuss his Futurist-Målarnes Manifest of 1913.

  • 2455.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Delaunay and Stockholm2015In: O Círculo Delaunay / The Delaunay Circle / [ed] Ana Vasconcelos e Melo, Lissabon: Fundação Calouste Gulbenkian , 2015, p. 226-240Chapter in book (Refereed)
  • 2456.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Hillersberg i tiden2013In: Lars Hillersberg: entreprenör och provokatör / [ed] Andreas Berg, Stockholm: Ordfront förlag, 2013, p. 105-123Chapter in book (Other academic)
    Abstract [sv]

    This essay discusses the work of Swedish artist Lars Hillersberg (1937-2004), and it's positioning within and meaning for the establishment of pop art in Sweden. Hillersberg's double position as provocateur and the protegee of the artistic establishment is developed upon, through the backrop of his early work and exhibitions in the early 1960's. mot bakgrund av av några av hans tidiga verk och utställningar vid början av 1960-talet. 

  • 2457.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Hilma af Klint och Ivan Aguèli. Andligheten och konstens rum.2017In: Aura. Tidskrift för akademiska studier av nyreligiositet, ISSN 2000-4419, Vol. 9, p. 42-60Article in journal (Refereed)
    Abstract [sv]

    The article suggests a comparative reading of the art and art theory of the artists Hilma af Klint and Ivan Aguéli, as well as of their position in the art historical narration.

  • 2458.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Hilma af Klint: Paintings for the future: Review of the catalogue to the exhibition Hilma af Klint: Paintings for the future at Solomon R. Guggenheim.2019In: Woman's Art Journal, ISSN 0270-7993, E-ISSN 2158-8457, Vol. 40, no 1, p. 46-48Article, book review (Refereed)
  • 2459.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    I sjuttiotalets korsvägar. Maria Adlercreutz2016In: Maria Adlercreutz, väverska mellan mörker och ljus / [ed] Elina Antell, Stockholm: Ordfront förlag, 2016, 1, p. 18-25Chapter in book (Other academic)
  • 2460.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Il faut se distinguer: Académie Matisse och föreställningen om en modernistisk brytpunkt2014In: Inspiration Matisse! / [ed] Meister, Anna; Prytz, Daniel; Sidén, Karin, Stockholm: Prins Eugens Waldemarsudde , 2014, p. 55-69Chapter in book (Refereed)
    Abstract [sv]

    This essay discusses the artistic and educational experiences of the Scandinavian students of Henri Matisse 1908-11, with their career strategies as a guiding line through the material. But first, background is drawn on the availability of relevant art education in their home countries - choosing Matisse was as often a decision based on a lack. In Paris several Académies libres was visited by young Scandinavian artists. - After having returned to Scandinavia, some of Matisse's students successfully claimed Matisse as a part of their avant-garde identity, while for others, foremost the female students, this career strategy was in reality not on option.

  • 2461.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Introduction2017In: Art in Transfer in the Era of Pop: Curatorial Practices and Transnational Strategies / [ed] Annika Öhrner, Huddinge: Södertörns högskola, 2017, p. 9-20Chapter in book (Other academic)
  • 2462.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Ivan Aguéli: Långt borta och nära2018In: Ivan Aguéli: måleriet och mystiken / [ed] Patrik Steorn, Viveca Lindenstrand, Stockholm: Thielska Galleriet , 2018, p. 14-19Chapter in book (Other academic)
  • 2463.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Konsten och rummet: en kollektion för Södertörns högskola2016In: Konsten på Södertörns högskola: Art at Södertörn University, Huddinge: Södertörns högskola, 2016, p. 44-65Chapter in book (Other academic)
  • 2464.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Konsten på Södertörns högskola2016Collection (editor) (Other academic)
  • 2465.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Making Space for Feminism: All-Women Art Exhibitions in Sweden in the 1970s2018In: All-Women Art Spaces in Europe in the Long 1970s / [ed] Agata Jakubowska and Katy Deepwell, Liverpool: Liverpool University Press, 2018, p. 47-70Chapter in book (Refereed)
  • 2466.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Niki de Saint Phalle Playing with the Feminine in the Male Factory: Hon - en katedral2018In: Stedelijk Studies, ISSN 2405-7177, no 7, p. 1-16Article in journal (Refereed)
    Abstract [en]

    HON – en katedral (SHE – a cathedral, June 4–September 4, 1966) at Moderna Museet in Stockholm, was structured as a giant, reclining woman filling the entire space of the museum’s largest room, more or less to its edges (fig. 1). She was painted white with patterns of clear colors over parts of her body. Entering HON – en katedral (hereafter simply Hon) through its vagina, the audience found themselves walking and climbing in something that has been referred to as a kind of amusement park. The image of the invasive, female body placed directly into the heart of the museum institution served to disturb power relations within artistic networks and cultural life at a time when both the representation of women and gender positions in the arts were being challenged.

  • 2467.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Nils Dardel. Samlaren = Nils Dardel. The Collector2014In: Nils Dardel och den moderna tiden = Nils Dardel and the modern age / [ed] John Peter Nilsson, Stockholm: Moderna Museet , 2014, p. 54-67Chapter in book (Other academic)
  • 2468.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Om fredsmonument. Fia-Stina-Sandlunds One More Monument: 2013In: Kritiker: nordisk tidskrift för litterär kritik och essäistik, ISSN 1653-7432, no 27, p. 74-95Article in journal (Other academic)
  • 2469.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    On the Construction of Pop Art: When American Pop Arrived in Stockholm in 19642017In: Art in Transfer in the Era of Pop: Curatorial Practices and Transnational Strategies / [ed] Annika Öhrner, Huddinge: Södertörns högskola, 2017, p. 127-159Chapter in book (Refereed)
  • 2470.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    The Moderna Museet in Stockholm: The Institution and the Avant-Garde2016In: A Cultural History of the Avant-Garde in the Nordic Countries 1950-1975 / [ed] Tania Ørum & Jesper Olsson, Leiden: Brill Academic Publishers, 2016, p. 112-121Chapter in book (Other academic)
  • 2471.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Tre Verk: HV 1874-2014, 140 år : Handarbetets Vänners Etthundrafyrtioårsutställning2014Other (Other academic)
    Abstract [en]

    On the occasion of the 140 year anniversary of Handarbetets Vänner (Friends of Handicraft), an exhibition of three large art works was presented at the association's gallery, Eivor Hedvall, Banner for International Woman Alliance (1911), Siri Derkert, Vi-We-Nous (1963) and Åsa Cederqvist, The expectation, devotion and the ambivalence of being penetrated and born-again (2010). This exhibition catalogue contains interpretations and images of them, as well as assessment of their emancipatory content.

  • 2472.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Yvonne Rainer and Robert Morris: An Evening of Talking and Dancing2016In: A Cultural History of the Avant-Garde in the Nordic Countries 1950-1975 / [ed] Tania Ørum & Jesper Olsson, Leiden: Brill Academic Publishers, 2016, p. 534-539Chapter in book (Other academic)
  • 2473.
    Öksuz, Zöhre
    Södertörn University, School of Culture and Education, Teacher Education.
    Lekens funktion för språkinlärning hos flerspråkiga barn2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a qualitative study that explores how bilingual children develop their language through play. The study is based on observations and interviews conducted in a preschool located in a multicultural area of Stockholm.

    The purpose of using two qualitative methods; observations and interviews, was to get a bigger picture of the study area. The results of the study, illustrated through observations and interviews that I have conducted, shows that the game has great role for bilingual children's language development. Furthermore, the results show that the informants are aware of the importance of play for bilingual children's language development especially when they are talking about investing in the promotion of children's language by using different methods and materials in their pre activity for various games and activities.

    One of my conclusions is that bilingual children learn the language during both free play and structured play especially when educators are present and aware of the activities that they perform. It is also important to see children as individuals to cover all the needs of children at different activities. Finally, I can also mention that bilingual children develop their language in the play by using different materials and communicate in different ways to contact other children. In play, children work a lot with their fantasies, knowledge and experience they already have from before and that they created during the game.

  • 2474.
    Österberg, Sofie
    Södertörn University, School of Culture and Education, Teacher Education.
    Delaktighet i samtal inkluderar elever med särskilda behov: en jämförande studie mellan ordinarie undervisning och specialundervisning2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about how the dialog can help students with special needs to feel participation and inclusion in the class and the teaching. My purpose with this study was to look for how the students with special needs interact with other students and teachers through the dialogue. I also wanted to know if there is any positive and negative effects to teaching students with special need in the classroom compared with the teaching at the special teacher.

    I have taking purpose of the sociocultural theory in my study because it says that children learn together when they communicate with each other. The theory central words are dialog and scaffolding in the zone of proximal development. I also describe central words like participation, inclusion and students with special needs in the special teaching.

    I have investigated in four interviews, two of them were with a teacher and a special aids teacher, and two of them were students with special needs. I wanted to compare the teachers answer with the student’s answer about participation and including of student with special needs. I also did observations to see how the students with special needs where participation and including in the teaching.

    In my result I was found that both of the two students with special needs can feel participation and including through the dialogue in the teaching and in the class, even though they go to the special aid teacher for a while every day. I also found out in my study that students with special needs want to go to the special aid teacher because it is calm there but one of them also wanted to have the special teaching in the classroom instead, so he/she can work where her/his friends are.

  • 2475.
    Österberg, Susanna
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Den qvinnliga konstnären:: representationer i tidskriften Palettskrap 1877 –19042016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I have dedicated this essay in researching the journal Palettskrap founded by students at the Royal Swedish Academy of Arts in 1877. Palettskrap consists of notes, protocols and a variety of images such as portraits, illustrations and satirical cartoons. My purpose has specifically been to see how the conflict of the woman artist is articulated during the late 1800's in a student journal such as Palettskrap, and also more generally, how the woman's role in society is articulated. I have primarily analyzed images but I have also exposed text from Palettskrap which has been relevant to my subject matter. By using Roland Barthes' semiotics, I have analyzed the images' expression and message. For a gender-sensitive and critical eye on the art historical context, I have applied feminist theory which has been useful in deconstructing the masculine myth on modernism and ”the artist”. My research shows that there are two established stereotypes/categories of the woman artist: the ”unwomanly” artist and the ”amateur”. These two stereotypes reflect the bourgeois notions of womanhood/femininity as incompatible with the role of the artist.

  • 2476.
    Östergren, Åke
    Södertörn University, School of Culture and Education, Philosophy.
    Vi har problem - om medvaro i ljuset av klimatkrisen2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay tries to find a possible way for us to deal with the questions concerning climate change by looking into an alternative conception of being. One can speak of the ongoing climate change as a crisis that concerns all of human kind and all beings on earth, but how can we fight it together? The situation demands us to re-think how we humans exist together and among other beings. Despite that the situation calls for instant and radical action, we seem unwilling to do enough. We get stuck on questions about who should take action: is it the politicians or each one alone, or is there something in between? By looking more deeply into the concept of Mitsein as Martin Heidegger depicts it in Being and Time, Jean-Luc Nancy brings to light a possible way past the problematic thought of Heidegger. Nancy shows us in Being Singular Plural that Heideggers exposition on Mitsein is a mere sketch when considering the full potential of the concept. By determining Mitsein as being fundamentally-ontologically originary and anterior to the individuation of Dasein, Nancy opens up a whole new field of thought. According to Nancy, the existential analytic has to begin with something like a ”co-existential analytic”, which will draw the lines for how we exist being-with. With a concept like being singular plural and his way of conceptualizing meaning, Nancy might give us some possible tools to cope with our situation today. Nancys actuality is confirmed by the ecological philosopher Mick Smith, who emphasizes the demand for a new approach towards nature and what it means to be. Smith adds to the essay a glimpse of an emerging philosophical discourse about the thought of an ecological community, where the concept of being singular plural could possibly play a central part.

  • 2477.
    Österman, Elin
    Södertörn University, School of Culture and Education, Swedish Language.
    Att uppmana till handling: En kritisk diskurs- och genreanalys av debattartiklar om #MeToo2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to critical investigate genre and discourses in six debate articles connected to the hashtag #MeToo. The study intends to identify common generic structures in the articles, followed by a discourse analysis with a feminist theoretical perspective to reveal ideological positions that forms the article and its content. The debate articles were all published in well- known Swedish newspapers and their topics are all the debate that came with the hashtag #MeToo, which purpose was to illustrate the width of the problem with sexual harassment and discrimination against women during the fall of 2017. The questions that the study aims to answer is if generic differences in the articles can be connected to ideological contextual factors or the writer’s opinion. The genre analysis identified five common schematic structures, or structural moves, one of which was further analyzed in the discourse analysis. The result showed that different ideological discourses was identified depending on how the writer strategically chosen to implement the structural move, and who it is intended to affect. The main differences between the articles was depending on who was produced as the actor, and what he or she should do next. The articles that invited a change in opinion was realized through a rhetorical question or a summering sentence and mainly directed to women, while the articles that invited the reader to take action and work for change was realized in a list or an instruction and was mainly directed to men. The difference in the communicative strategies used by the authors seems to be depending on who you’re writing for, the perspective you have on gender and #MeToo and the problems in society connected to it. 

  • 2478.
    Özbek, Yusuf
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Ström, Linda
    Södertörn University, School of Culture and Education, Teacher Education.
    Interaktioner med nya medier i pedagogisk dokumentation: appen på framväxt?2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The overall purpose of this study is to examine how preschool teachers make use of digital tools in correlation with pedagogical documentation. More specifically, the purpose is to interview preschool teachers about their ideas and their use of the digital tool Förskoleappen to record and document childrens learningprocesses. The purpose will be answered with help from the following questions: In what way do preschool teachers use Förskoleappen in pedagogical documentation? What ideas and views do preschool teachers have about digital technology in general and Förskoleappen in particular? In order to find the answers to our questions we carried out a qualitative study in the form of interviews with six preschool teachers from two different preschools. We have used the designtheoretical perspective as our theoretical frame. The designtheoretical perspective describes how teachers design their classrooms and how the choice of tools affects that design. The result of the study show that there are both pros and cons working with pedagogical documentation with the use of the digital tool Förskoleappen, though the preschool teachers express that they are mostly in favor of using it.  

  • 2479.
    Özsoy, Gül-Bahar
    Södertörn University, School of Culture and Education, Teacher Education.
    "Skippar prinsessböcker med happy ending": En kvalitativ studie av genus i fem bilderböcker och fem förskolepedagogers uppfattningar om genus i bilderböcker2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of my thesis was to examine if educators need to be critical of what they read to the children from a gender perspective. I examined how picture books depict gender and if the books enhances or breaks perception of gender roles. I also examined educator’s perception of gender and if they think picture books can affect children’s perceptions of gender, but also what educators think about gender equality through picture books. The study is based on analysis of five picture books and interview with five educators.

    The results of analyzes showed that picture books are stereotyped and enhances perceptions of gender roles. The result of the interviews showed that teachers had different perceptions of gender when they selected picture books, and most of them believed that stereotypes in picture book affect children’s perceptions of gender.   The educators perceptions about equality work though picture books was different, some educators perceive it as just reading unisex picture books while other educators perceive it as reading picture books with girls in main role.

    My conclusion is that educators need to be critical of what they are reading from a gender perspective because books usually represent gender stereotypes. The educators also need more knowledge about how gender is represented in the picture books and what gender equality means.

  • 2480.
    Ünsal, Nuran
    Södertörn University, School of Culture and Education, Teacher Education.
    Inskolning på förskolan: Undersökning av två inskolningsmetoder2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    When the introduction starts for the child and their parents it holds many emotions. There are many emotions involved in the first meeting between preschool and home for both the children and their parents. So my purpose with this study is to focus on two introduction models educators at my selected preschool works by. The purpose of my study is to focus on the two introduction models that are used by educators at my selected preschool. I ´m going to view this two models by examining how the educators prepare before the introduction starts and look at their point of view. In my study I m also going to look at how the parents thought before the introduction, fast started and during it. My empirical material consists of four interviews with educators and two interviews with parents.

    The final result showed a number of important factors that both educators and parents consider of great importance to an introduction. Educators pointed out that a good collaboration and relationship with the child’s and parents was of great importance. But one mutually point that was shared by all the educators and parents was the importance of safety during the introduction.

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