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  • 251. Björklund, Jenny
    et al.
    Dahl, Ulrika
    Södertörn University, School of Culture and Education, Gender Studies.
    Gender Trouble in lambda nordica2015In: Lambda Nordica: Tidskrift om homosexualitet, ISSN 1100-2573, no 2-3, p. 7-19Article in journal (Other academic)
  • 252.
    Björklund, Jenny
    et al.
    Uppsala Universitet.
    Dahl, Ulrika
    Södertörn University, School of Culture and Education, Gender Studies.
    Redaktionens förord: aktivism2013In: Lambda Nordica: Tidskrift om homosexualitet, ISSN 1100-2573, no 1, p. 7-10Article in journal (Other academic)
  • 253.
    Björklund, Jenny
    et al.
    Uppsala Universitet.
    Dahl, Ulrika
    Södertörn University, School of Culture and Education, Gender Studies.
    Redaktionens förord: Representationer2013In: Lambda Nordica: Tidskrift om homosexualitet, ISSN 1100-2573, no 2, p. 7-10Article in journal (Other academic)
  • 254.
    Björklund, Jenny
    et al.
    Uppsala Universitet.
    Dahl, Ulrika
    Södertörn University, School of Culture and Education, Gender Studies.
    Redaktionens förord: trans health (care)2013In: Lambda Nordica: Tidskrift om homosexualitet, ISSN 1100-2573, no 3-4, p. 7-9Article in journal (Other academic)
  • 255.
    Björklund, Jenny
    et al.
    Uppsala universitet.
    Lönngren, Ann-SofiePirholt, MattiasSödertörn University, School of Culture and Education, Comparative Literature. Uppsala universitet.Ullén, MagnusWennerström Wohrne, Maria
    "Någonstädes mellan sol och söder, mellan nord och natt": Interdisciplinära studier tillägnade professor Torsten Pettersson2015Collection (editor) (Other academic)
  • 256.
    Björkman, Lotta
    Södertörn University, School of Culture and Education.
    Intersubjektivitet och prestigelöshet, intentionalitet och oförutsägbarhet: En fenomenologisk studie av lärarstudenters upplevelse av lärarutbildares undervisning genom interkulturalitet2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate education students’ experience of interculturality in their own intercultural teacher education at Södertörn University College. The intercultural policy of this education states that interculturality is something that the students shall learn about, for and through. The focus in this study is on the last aspect, through. How do students experience that teacher educator’s practice inter­culturality? The ontological and epistemological ground on which this study is based is the life-world-phenomenological way of thinking. The object of knowledge in a study guided by this perspective is people’s experiences, how the world reveals itself for them. The life-world-phenomenology has guided both the methodological decisions and actions and has been a tool in the analysis of the material. The study has been conducted as a survey with 97 students in three different teacher programs at Södertörn University College and as three focus group interviews (4-5 people in each group) with students within the same programs. The survey used open questions and the interviews were conducted using a semi-structured interview technique. The theoretical perspectives used in the analysis of the results are: the phenomenological perspective, the theory of relational pedagogy and Hanna Arendt’s idea of action as one of the fundamental categories of the human condition. The results display a red thread through the students’ statements. A thread that starts with a definition of interculturality as interaction and enriched learning through the meeting of others’ experiences continues through the sometimes monocultural reality of a university education where it also meets and is affected by the approach of the teacher. An approach that has consequences on the educational process and that can either enable the intercultural interaction and enriched learning or just the opposite. The intercultural educational process can “take off” or just crash. Qualities that seem to get the intercultural spiral going are intersubjectivity, unpredictability, intentionality and lack of prestige. They evoke contact, curiosity, security and the willingness to be with others. Teacher educators who are interested in and able to introduce these qualities into teaching are by students’ experienced as teachers who teach through interculturality.

  • 257.
    Björkum, Emma
    Södertörn University, School of Culture and Education, Teacher Education.
    ”Å ena sidan, så är vi helt oumbärliga, å andra sidan så behöver vi ingenting”: En kvalitativ studie av hur fritidspedagoger upplever att deras yrkesroll påverkats av att fritidshemmet blivit en del av skolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the early nineties leisure-time pedagogic establishments moved in to school. The aim of the study is to try to find out how leisure-time pedagogues, who have been working for a long time, experience the moving of their establishment in to school and how this affect their practical work and their profession.

    The study is based on interviewes with four leisure-time pedagogues, who all have been working before—and therefore have experienced the time before—during and after their establishment moved in to school.

    These interviewes were recorded and later fully transcribed in preparation of analysis. Data was analysed with the help of the sociology of Pierre Bourdieu as a basis. Findings of the study suggest that the leisure-time pedagogues find it positive to be able to cooperate with teachers and other professional groups working in school, they explain how it enabels themselves to see pupils from a different angle and for others working in school to see pupils from a leisure-time pedagogue angle.

    Some of the pedagogues explain that they find it hard to work with big groups of pupils, or in small surfaces, which they did not have to do before their establishment moved into school. They also mean that this counteract the aims and guidelines of what school should offer the pupils in forms of education, security and social development.

    Findings of the study also suggest that the leisure-time pedagogues experiences their profession to be subordinated teachers. How well the pedagogues experience cooperation with teachers seems to be connected with how they experience their own profession’s status in relation to school leaders and teachers in their workplace.

    In conclusion the pedagogues’ work and profession is highly influenced by their new context, which is differently experienced depending on the status of the profession in the specific sociological field, how big groups of pupils they work with, how small the surfaces which they work within are and the practical work of the pedagogue.

  • 258.
    Björnell, Jennie
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Johansson, Sandra
    Södertörn University, School of Culture and Education, Teacher Education.
    “Barnen behöver de att erbjudas mer än bara en sandlåda med hinkar och spadar”: en undersökning kring förskolepedagogers uppfattningar om förskolegården och dess relation till barns lärande2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is through a teacher perspective illustrate and analyze how preschool teachers apprehend children´s learning in relation to the preschool yard.

    The main research questions asked were:

    • How do preschool teachers apprehend the preschool yard in reference to it as a place?
    • In what way do preschool teachers use the preschool yard in their work with the children?
    • How do preschool teachers view the preschool yard and the significance it has on children´s learning?

    The research is based on data collected through interviews and observations at four different preschools in the same municipality. The research views place and people as social constructions, a theory of knowledge that is based on the view that the world, places and people are constructed in relation to each other. This perspective as well as previous research is used for analyzing the data collected through a qualitive study based on interviews. The data analyzed show that the preschool teachers involved in this research apprehend the preschool yard as a central part in the learning of young children. All the preschool yards being a part of this research is constructed and looks very different from each other. They are however all described as containing several possibilities for learning, both socially between children and teachers as well as learning different skills and creating a relationship between the preschool yard and the child. The preschool teachers however describe several things that can be developed both in their own role as teachers, to support children in the learning process as well as the layout and tools that the yard contains. But the most important thing they all unanimously express is that these developments of the preschool yard need to be based on the interests and wishes from children and need to be a constant process every day, month and year.

  • 259.
    Blank, Nikolina
    Södertörn University, School of Culture and Education, Teacher Education.
    Att lära av varandra?: En undersökning om arbetslag utifrån ett lärarperspektiv2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is from a teacher’s perspective to examine how schoolteachers experience the possibilities of learning from each other within their work team and to shed some light on how teachers believe that cooperation affects their ability to learn and improve on a daily basis. My research questions are: What is the general discussion among the teachers concerning daily capacity building from enhanced teamwork? How important is well-functioning cooperation between co-workers for learning and daily capacity building? What are the prerequisites for a well-functioning learning situation within the work team?

    The study is based on five qualitative interviews with teachers within the same school but from different teaching backgrounds based on what grade they teach, what subjects they teach, and they belong to different work teams within the school. The interviews are semi-structured.

    The results have been analysed from a perspective based on the theories of organisational pedagogy and learning organisations.The results implies that the work teams does not function as a forum for exchanging experiences and learning from each other. Cooperation does, however, exist within the work teams and it has positive effects on other work related aspects, but not on individual daily capacity building. The teams are primarily used for exchange concerning more common and practical issues. This seems to be the situation due to lack of time, priority and structure. The teachers in my study believes that the work team is a vital and important part of their everyday work and it is a forum they wish to exist even if the teams are not today working as wanted when concerning capacity building. The use and functioning of the work teams at the school for this study should be carefully evaluated and improved if the work teams should also function as an effective tool for daily capacity building for the teachers.

  • 260.
    Blomberg, Danielle
    Södertörn University, School of Culture and Education, Teacher Education.
    IKT för elever med ADHD: Nytta eller nöje?2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this study was to see how a few teachers with experience of young students with ADHD looks upon the need of special support through ICT and from which perspective of special needs education the support is formed.

    I related the informants’ answers about their views on special needs support based on a relational and categorical perspective and came to the conclusion that all of the informants uses a bit of both depending on each individual students needs. Therefor I could see that the dilemma perspective is current in schools today. The most important need for the students with ADHD in general is, according to the informants, structure and routine.

    The result from this study also shows that general knowledge about ICT is lacking and needs to increase. This could in most cases be explained by the schools economic resources as that partly prevent purchase of new and more equipment but also forces the school to keep larger groups of students in each class. This leads to less time for the teacher to learn about how and when ICT can be used. When asked if or how ICT could work as an asset for the students with ADHD in their studies, all of the informants said that it could be used mainly as motivation for the students to keep focus but is not seen as a tool only for those in need of special support but acts as motivation for all students, with or without diagnosis.

    In general ICT is viewed as a complement to the ordinary education and all of the informants points out the importance of letting go of these artifacts once in a while to actually see what surrounds them and that it is important to know the purpose of its use.

  • 261. Blomberg, Gunilla
    et al.
    Wolrath-Söderberg, Maria
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Dilemman i förhörsledarrollen2019 (ed. 1)Book (Other academic)
    Abstract [sv]

    ”Det kan väl inte vara så svårt att hålla förhör, jag kan ju snacka med folk”, tänkte Gunilla Blomberg i början av sin poliskarriär. Men erfarenheten lärde henne snart att det är en komplex utmaning. Utöver kännedom om relevanta lagar kräver det bland annat psykologisk kunskap, kommunikativa strategier, tolkningsförmåga, förtrogenhet med rättssystemet och praktisk klokhet.

    I den här essän analyserar Gunilla Blomberg, tillsammans med Maria Wolrath Söderberg, ett fall som ruskade om henne och som gjorde att hon kom att se på förhörsledarrollen på ett nytt sätt.

  • 262.
    Blomberg Tranæus, Igor
    Södertörn University, School of Culture and Education.
    Ethics of Relationality, Practices of Nonviolence: A Reading of Butler's Ethics2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to examine Judith Butler’s approach to the problem of ethics, and the ways in which she attempts to reformulate notions of morality and responsibility based on an understanding of the subject as inherently bound to others within a context of normative structures that exceed its own influence. For Butler, this bond implies that the subject’s constitution is structured within what she calls a ”scene of address,” where it emerges into a social field by being appealed to by others, and replying to that appeal by giving an account of itself. By setting out to examine the way in which she puts two influential thinkers—namely Foucault and Levinas—to work, I will examine her notion of scenes of address more closely, and try to show how it enables her to pose the problems of ethics and morality in novel ways. I will argue that her ethics should be understood as one of relationality, since it moves away from the self-sufficient, autonomous subject as the outset for ethics, towards an understanding our very being as dependent on the being of others. This, I propose, puts it in contrast with many established ways of thinking about ethics, both within the Western philosophical tradition, and in views of ethics more generally. Thus, I hope to show that Butler’s ethics constitutes a valuable resource with regard to the question of ethical responsibility. Finally, I will propose that it carries significant implications that point towards ethical nonviolence, and that these are of increasing importance to us today.

  • 263.
    Blomgren, Elin
    Södertörn University, School of Culture and Education.
    S(mothering) the subject formation in Jamaica Kincaid ́s Annie John: Female subject formation in postcolonial Caribbean fiction2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay investigates Jamaica Kincaid´s the book Annie John (1985) and its protagonist Annie John´s search for a coherent self-and/or a de-colonized identity through a subject transformation. Using postcolonial feminism, including theorists such as Homi K. Bhabha and Stuart Hall, I suggest that the protagonist Annie John does not perform a subject transformation as she is unable to embrace the state of hybridity needed to perform such a transformation. Annie John is a colonial subject drawn to the two worlds in which she resided, the East and West- and cannot create herself in the presence of them both. I conclude that Annie John´s mother, under the influence of colonialism and patriarchy, is part reason as to why Annie John is unable to perform this transformation. With the help of postcolonial feminism, I find that as Annie John cannot recover her mother from this double oppression of colonialism and patriarchy. The conclusion of this essay proposes that the protagonist Annie John does not manage to create a subject formation as she is not able to reside in a state of hybridity between her own culture and that of her colonizer. 

  • 264.
    Blomgren, Kamilla
    Södertörn University, School of Culture and Education.
    Läxan, en fråga om ideologi?: En kvalitativ studie av Folkpartiets och Vänsterpartiets syn på läxan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose with this essay is to examine the Liberal Party and the Left Party´s views on homework, if the parties considers that homework affects the schools plan for equivalence and if the parties disagreement can be related to their different ideologies. To answer the purpose I have used following questions: How do the Liberal Party and the Left Party define the concept of homework?, What is the purpose of homework in primary schools according to the Liberal Party and the Left Party?, What are the arguments for and against homework and do homework affects the schools plan for equivalence according to the parties? and Can the parties' views on homework be related to their respective ideologies? The method used is a qualitative textual analysis with focus on the idea analysis. The material consist of relevant newspaper articles, news and debate clips and the parties various party programs, during the time frame of 2006-05-31 - 2013-10-14. To answer the purpose I also used different types of discourse theories, equivalence theory and the ideologies liberalism and reformist socialism as theories.

    The results shows that the Liberal Party and the Left Party have different views about what a homework should be considered as and that both parties thinks that homework can affect the schools plan for equivalence, but they have different perceptions about how. The Left Party believes that homework should be done during school time and The Liberal Party believes that homework should be done after school. Their different views and values regarding homework can also be relate to their different ideologies. A possible idea that I also can find from the results is that the parties different opinions can be based on that they refers to pupils of different age groups when they discuss the topic of homework.

  • 265.
    Blåsjö, Mona
    et al.
    Stockholms universitet.
    Hållsten, Stina
    Södertörn University, School of Culture and Education, Swedish Language.
    Karlström, Petter
    Stockholms universitet.
    Knutsson, Ola
    Stockholms universitet.
    Carretto Pargman, Teresa
    Stockholms universitet.
    Att skriva för att lära i digital miljö2014In: Resultatdialog 2014, Stockholm: Vetenskapsrådet , 2014, p. 109-119Chapter in book (Other academic)
  • 266.
    Boberg, Evelina
    Södertörn University, School of Culture and Education.
    Den medierade mannen: En ideologikritisk studie om maskulinitetsideal i svenska podcasts2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is: based on theories of hegemonic masculinity and homosociality to, study how masculinity is reproduced in three popular Swedish podcasts. The paper contains three research questions: Which values around masculinity exists and is represented in the three podcasts that I have chosen? How is masculinity represented based on defined performances of Alex & Sigge, Filip & Fredrik and Luuk & Lokko? What content does these podcasts have and which specific structures around masculinity is found in this content? My theoretical and analytical perspectives are based on research in masculinity representations and hegemonic masculinity. Furthermore, I develop my theoretical framework with genre theories, where the ideological functions of these become central. The analysis consists of conversation quotes from my material, which I transcribed the relevant parts in order to get close to the text. I have thematically constructed two levels of analysis based on the characters' relationships to each other and to the persons outside the text. Masculinity is constructed with various performances by the main characters put in play against each other and others. These performances will be critical in my analysis and contribute to my final discussion. In the chapter called conclusion I end with a final discussion, in which I relate to my theoretical framework, and discuss which masculinity values that are present in my text. I also broaden my theoretical perspective to a larger social context, in that I believe masculinity norms are included in the ideological structures of society.

  • 267.
    Boberg, Karin
    et al.
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Högberg, Anna
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Estetiska lärprocesser i skola och lärarutbildning2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, p. 75-91Chapter in book (Refereed)
  • 268.
    Bodelsson, Aron
    Södertörn University, School of Culture and Education, Philosophy.
    Den spekulativa materialismen - en ny väg för filosofin?: En läsning av Après la finitude2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay I make a comprehensive presentation of Après la finitude by Quentin Meillassoux. The basic concepts of the book are introduced and the main lines of arguments are exposed. The focus lies on the relationship between science and philosophy, understood on the basis of a presumed conflict between on the one hand what Meillassoux calls the ancestral statements of science and on the other what he calls the correlationism of modern philosophy. Finally, I discuss the response of two prominent scholars of continental philosophy, Martin Hägglund and Catherine Malabou, to the ideas developed in Après la finitude, and thustry to assess Meillassoux’s contributionto contemporary philosophy

  • 269.
    Bohman, Agnes
    Södertörn University, School of Culture and Education.
    Shangri-La himmel eller fängelse?: En postkolonialistiskt studie av James Hiltons Blå månen2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to analyze how hierarchy in both ethnicity and gender is portrayed in the novel Lost Horizon by James Hilton. I will look on this utopian novel about Shangri-La and see for whom it is a utopia. I have also analyzed in a psychological perspective why the European men with an experience with war likes the visit in Shangri-La when other people in the novel don’t like it.

    I have used postcolonial, feministic and psychological perspective to see for whom the Shangri-La is a utopia. I have discussed the concept of utopia, it’s both a literary genre and it’s also, the term for an ideal society.

    My result is that the fictive place Shangri-La is a utopia for the men, specially the European men, with a war experience.

  • 270.
    Bolevin, Mirja
    Södertörn University, School of Culture and Education, Teacher Education.
    En jämförande studie av några fritidslärares och klasslärares syn på formellt och informellt lärande2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis was to investigate how teachers in school and in leisure time center look at informal and formal learning. Informal learning is often associated with leisure-time while formal learning is generally linked to school. My questions also deal with the teachers’ view of each other’s activities from a learning perspective and visibility of informal learning. I have made an empirical study with qualitative, semi-structured interviews with three class teachers and three leisure teachers. The results of the study show that the informal learning in leisure time center is generally not perceived as learning. Concepts such as knowledge, learning, and teachers are associated with the school and formal learning. The study also shows that it is necessary for teachers to visualize informal learning.

  • 271.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Afterword: The construction of markets for place branding and public diplomacy: A view from the north2016In: Place Branding and Public Diplomacy, ISSN 1751-8040, E-ISSN 1751-8059, Vol. 12, no 2, p. 236-241Article in journal (Other academic)
    Abstract [en]

    This afterword is an attempt to draw some general conclusions from the case studies presented in the individual articles and try to situate the analyses from these in a broader context of globalisation and modernity. It is specifically argued that symbolic assets and actions are becoming increasingly important for the modern project, and hence that new types of value forms, e.g. sign value, are coming to be important as the basis for the transformation of nations and regions into commodities. The article ends with discussing some epistemological and ontological implications for future research in this area.

  • 272.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Book Review: From Media Systems to Media Cultures: Understanding Socialist Television by Sabina Mihelj and Simon Huxtable2019In: Journalism & Mass Communication Quarterly, ISSN 1077-6990, E-ISSN 2161-430X, Vol. 96, no 3, p. 921-923Article, book review (Other academic)
  • 273.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Generational analysis as a methodological approach to study mediatised social change2017In: Digital Technologies and Generational Identity: ICT Usage Across the Life Course / [ed] Sakari Taipale; Chris Gilleard; Terhi-Anna Wilska, Abingdon, Oxon: Routledge, 2017, p. 23-36Chapter in book (Other academic)
    Abstract [en]

    Introduction Time and again, it is said that we are living in an era of rapid technological change, or even one of increased acceleration (Rosa, 2013 [2005]). This idea of accelerating technological change, especially that involving media technologies, also serves as a basis for contemporary theories of ‘media generations’. These theories argue that in contrast to previous generations who were socialised into print media culture, those born over the past 50−60 years have seen a much more rapid transformation of technologies, impacting more strongly on the formation of generational identity. According to Gary Gumpert and Robert Cathcart, the faster pace of technological change leads to the formation of distinct media generations.

  • 274.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Generational temporalities and rhythm-analysis2019In: Comunicazioni Sociali, ISSN 0392-8667, Vol. 2019, no 2, p. 202-214Article in journal (Refereed)
    Abstract [en]

    In his theory of generations Ortega y Gassett suggested what others have come to call the "pulserate" hypothesis, where he argued that generational exchanges occurred in thirty-year cycles. His student Julién Marías later qualified this to fifteen years. This mechanistic theory has, of course, met with criticism - for being too mechanistic, and for being insensitive to different types of temporalities. Nonetheless, the self-perception of generations is not only guided by the relation to coevals, but also to, what Ricoeur calls "contemporaries, predecessors, and successors", that is, the generations that came before, those with whom one shares experiences as coevals, and those who will succeed oneself. In this paper will be discussed the relations between the - often nostalgic - memories that communify coevals, and the experiences of generation as kinship that impact on a person's perception of their place in the generational succession order, and how this can be developed into a generational rhythm analysis. It is argued that the rhythm of collective social life, which is arrhythmic along diversities in the combination of life-course and generational features seems to prevent the increase in "generational turnover" that could be expected through the increased speed of the "technological turnover" that follow from digitisation. 

  • 275.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Generational “we-sense”, “they-sense” and narrative: An epistemological approach to media and social change2019In: Empiria. Revista de metodología de ciencias sociales, ISSN 2174-0682, no 42, p. 21-36Article in journal (Refereed)
    Abstract [en]

    A classic epistemological problem in the social sciences is how to analyse and understand social change. In media and communication studies, for example, the concept of mediatisation has sparked off such a debate, since one of the main criticisms against the approach is that researchers rather take change for granted without being able to empirically establish if and how change has occurred. In this article is suggested a model for analysing social change through an analysis of how generational identity as “we-sense” is produced in narratives about media use. The empirical basis for the discussion is picked from a recently finished project on media generations in Sweden and Estonia, building on foremost qualitative material. The article concludes with accounting for the merits of using a generational perspective for analysing social change.

  • 276.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Generationsskiftningar i mobillandskapet2014In: Mittfåra & marginal: SOM-undersökningen 2013 / [ed] Bergström, Annika & Oscarsson, Henrik, Göteborg: SOM-institutet , 2014, p. 229-237Chapter in book (Other academic)
  • 277.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Institution, Technology, World: Relationships between the Media, Culture and Society2014In: Mediatization of Communication / [ed] Lundby, Knut, Berlin: Mouton de Gruyter, 2014, p. 175-197Chapter in book (Other academic)
    Abstract [en]

    In this chapter three approaches to mediatization are discussed: the institutional, the technological, and the media as world. Each of these has a different ontological and epistemological background, and it is argued that this has consequences on which questions are posed, and which kinds of answers are possible to give. For these backgrounds it is accounted, with a special focus on how these approaches theorize the relationship between media and society, how media are defined and which historical perspective is privileged. 

  • 278.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Media Generations: Experience, Identity and Mediatised Social Change2016Book (Other academic)
  • 279.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Media generations: Objective and Subjective Media Landscapes and Nostalgia among Generations of Media Users2014In: Participations, ISSN 1749-8716, E-ISSN 1749-8716, Vol. 11, no 2, p. 108-131Article in journal (Refereed)
    Abstract [en]

    This article discusses from an inter-cultural and inter-generational perspective the relationship between ‘objective’ media landscapes and how they are subjectively perceived among four different media generations. Based on a focus group study with media users in Sweden and Estonia of two tentative generations, the relationship between the ‘objective’ and ‘subjective’ media landscapes is analysed, as is how the landscapes produce nostalgia at the intersection of age, generation, life course and life situation. Based on the differences found in the cross-cultural and the cross-generational comparison, it is concluded that in relation to the formative years of the respondents, there are two different kinds of nostalgia produced: one individually based, focussing on childhood memories; and one social or collective, focussing on the formative years of the respondents.

  • 280.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Media Use and the Extended Commodification of the Lifeworld2018In: Technologies of Labour and the Politics of Contradiction / [ed] Bilić, Paško; Primorac, Jaka; Valtýsson, Bjarki, Cham: Palgrave Macmillan, 2018, p. 235-252Chapter in book (Other academic)
    Abstract [en]

    In the chapter Bolin argues that in the world of digital, interactive media, media users become involved in two kinds of valorisation processes: one in which they produce social, aesthetic and cultural value within the framework of a cultural economy – which then becomes appropriated by the media industries and transformed into economic value. Furthermore, the nature of the business models of social networking media makes the labour activities at their bottom easily misrecognized by the media users. The result of this process is an increased commodification of social realms that have previously been outside of the economic markets.

  • 281.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Mobila generationer2013In: Vägskäl: 43 kapitel om politik, medier och samhälle : SOM-undersökningen 2012 / [ed] Lennart Weibull, Henric Oscarsson & Annika Bergström, Göteborg: SOM-institutet , 2013, p. 517-528Chapter in book (Other academic)
  • 282.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Narrativas Transmídia e Valor nos Ambientes de Mídias Digitais2015In: Parágrafo: Revista Científica de Comunicação Social, ISSN 2317-4919, Vol. 2, no 3, p. 113-123Article in journal (Refereed)
    Abstract [pt]

    O Este artigo discute o fenômeno das narrativas transmídia e das adaptações em termos da valorização deste gênero específi co de produção midiática. Aborda ainda os diferentes tipos de valor gerado na relação produção-consumo e traz informações para quem aprecia a produção de narrativa transmídia. Por meio da apresentação de dois exemplos europeus, revela que este formato, muitas vezes, aparece em ambientes de produções de serviço público de mídia, sem fi ns lucrativos, enquanto que na indústria commercial da comunicação há maior envolvimento com as elaborações multiplataformas por suas possibilidades lucrativas.

    This article discusses the phenomenon of transmedia storytelling and adaptations in terms of which values are produced around this specifi c kind of media production, which diff erent kinds of value that is generated in relation to its production and consumptions, and for whom the production of transmedia storytelling and adaptations is ascribed value. Against two European examples of transmedia storytelling it is argued that this narrative form oft en appear in non-profi t motivated public service production environments, whereas the commercial media industry more oft en engage in multi-platform productions, since this type of production makes it easier to meet outer demands of economic kinds.

  • 283.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Northern Lights: [Special Issue:] Age, Generation and the Media2013Collection (editor) (Refereed)
  • 284.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Passion and Nostalgia in Generational Media Experiences2016In: European Journal of Cultural Studies, ISSN 1367-5494, E-ISSN 1460-3551, Vol. 19, no 3, p. 250-264Article in journal (Refereed)
    Abstract [en]

    One component in the generational experience strongly related to media is the intimate and often passionate relation that is developed towards media technologies and content from one’s formative youth period: musical genres and stars, as well as reproduction technologies such as the vinyl record, music cassette tapes, comics and other now dead media forms. Passion, however, is a dialectic concept that not only refers to the joyful desire and intense emotional engagement of cherished objects but also includes its dialectic opposite in the form of pain and suffering. This passion, it is argued in the article, is activated by the nostalgic relationships to past media experiences, the bittersweet remembrances of media habits connected to earlier life phases of one’s own. Taking its point of departure in generational theory of Mannheim and others, this article analyses a series of focus group interviews with Swedish and Estonian media users tentatively belonging to four different generations. Based on the analysis of these interviews, it is suggested that passion and nostalgia are produced, first, in relation to old technologies, second, in relation to childhood memories and, third, at the limits of shared intergenerational experience, that is, at the moment when one realises that one’s own experiences of past media forms cannot be shared by younger generations, and especially one’s own children.

  • 285.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Questioning Entertainment Value: Moments of Disruption in the History of Swedish Entertainment Television2013Conference paper (Refereed)
    Abstract [en]

    In the early 1920’s John Reith of the BBC summarized the goals that the organization still adhere to: ‘To enrich people's lives with programmes and services that inform, educate and entertain’. This chapter deals with the last of these three ambitions, and in a historically informed genre-analytical manner describes the history of Swedish television entertainment. The focus is on four important moments of disruption, and their consequences for larger generic trends. The paper exemplifies with some such productions that have been generically important and/or specific for their time (e.g. the launch of reality series Expedition: Robinson in 1997, and the start of the reality drama).

  • 286.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Questioning Entertainment Value: Moments of Disruption in the History of Swedish Television Entertainment2013In: A History of Swedish Broadcasting: Communicative Ethos, Genres and Institutional Change / [ed] Djerf-Pierre, Monika ; Ekström, Mats, Göteborg: Nordicom, 2013, p. 261-281Chapter in book (Other academic)
  • 287.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Television Journalism, Politics, and Entertainment: Power and Autonomy in the Field of Television Journalism2014In: Television and New Media, ISSN 1527-4764, E-ISSN 1552-8316, Vol. 15, no 4, p. 336-349Article in journal (Refereed)
    Abstract [en]

    This article discusses two trends in the debates about contemporary television journalism. First, journalism is said to be increasingly subsumed an economic logic, privileging entertainment before serious journalistic practices. Most often, this is framed as if entertainment is eating its way into serious journalism, affecting it negatively and thus being detrimental for the political public sphere and political reasoning. Second, it is often pointed to a changed relation between journalism and politicians, where the latter have lost some of their power, for example, in political debates. This article relates these two trends and argues, against a field model inspired by Bourdieu, that it is not entertainment that is eating its way into journalism, but the other way around: Rather than having been absorbed by entertainment, journalism has differentiated, become more autonomous as a subfield of cultural production, and has gradually come to dominate both factual and entertainment television.

  • 288.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    The Death of the Mass Audience Reconsidered: From Mass Communication to Mass Personalisation2014In: Fernsehen: Europäische Perspectiven: Festschrift Prof. Dr. Lothar Mikos / [ed] Eichner, Susanne & Prommer, Elizabeth, Konstanz & München: UVK Verlagsgesellschaft, 2014Chapter in book (Other academic)
  • 289.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    The Rhythm of Ages: Analysing Mediatization through the Lens of Generations Across Cultures2016In: International Journal of Communication, ISSN 1932-8036, E-ISSN 1932-8036, Vol. 10, p. 5252-5269Article in journal (Refereed)
    Abstract [en]

    A criticism raised about mediatization research is that although the concept of mediatization presupposes a long-term temporal perspective, there are few projects that have studied the process methodologically over time. This article argues that a generational approach can serve as one suggested analytical solution to the problem of studying long-term social, cultural, and societal change. The article describes a recently finished project on media generations in Sweden and Estonia and discusses overcoming the problem of conducting research on mediatization as a long-term process. Through intergenerational and cross-cultural analysis, the article shows how media memories from childhood and the formative years of youth can reveal specific traits in the historical process and how the role of the media has changed over time in the minds of different generations. The article focuses on four generations that had their formative years during significant historical moments in the late 20th century; these formative moments were marked by specificities both in the respective national media landscapes and in the vast historical and geopolitical differences between the two countries.

  • 290.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Value production in media industries and everyday life2019In: Making Media: Production, Practices, and Professions / [ed] Mark Deuze and Mirjam Prenger, Amsterdam: Amsterdam University Press, 2019, p. 111-119Chapter in book (Other academic)
  • 291.
    Bolin, Göran
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Andersson Schwarz, Jonas
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Heuristics of the Algorithm. Big Data, User Interpretation and Translation Strategies2015In: Big Data and Society, ISSN 2053-9517, E-ISSN 2053-9517, Vol. 2, no 2, p. 1-12Article in journal (Refereed)
    Abstract [en]

    Intelligence on mass media audiences was founded on representative statistical samples, analysed by statisticians at the market departments of media corporations. The techniques for aggregating user data in the age of pervasive and ubiquitous personal media (e.g. laptops, smartphones, credit cards/swipe cards and radio-frequency identification) build on large aggregates of information (Big Data) analysed by algorithms that transform data into commodities. While the former technologies were built on socio-economic variables such as age, gender, ethnicity, education, media preferences (i.e. categories recognisable to media users and industry representatives alike), Big Data technologies register consumer choice, geographical position, web movement, and behavioural information in technologically complex ways that for most lay people are too abstract to appreciate the full consequences of. The data mined for pattern recognition privileges relational rather than demographic qualities. We argue that the agency of interpretation at the bottom of market decisions within media companies nevertheless introduces a ‘heuristics of the algorithm’, where the data inevitably becomes translated into social categories. In the paper we argue that although the promise of algorithmically generated data is often implemented in automated systems where human agency gets increasingly distanced from the data collected (it is our technological gadgets that are being surveyed, rather than us as social beings), one can observe a felt need among media users and among industry actors to ‘translate back’ the algorithmically produced relational statistics into ‘traditional’ social parameters. The tenacious social structures within the advertising industries work against the techno-economically driven tendencies within the Big Data economy.

  • 292.
    Bolin, Göran
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Bjur, Jakob
    Overcoming the Barriers of Access, Newsworthiness and Organisational Forms of Academy and Stakeholders: Report from the Stakeholder­Academy Deliberations on 19 September, 20132014In: Building Bridges: Pathways to a Greater Societal Significance for Audience Research / [ed] Geoffroy Patriarche, Helena Bilandzic, Nico Carpentier, Cristina Ponte, Kim Schrøder & Frauke Zeller, Brussels: COST , 2014, p. 30-33Chapter in book (Other academic)
  • 293.
    Bolin, Göran
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Hepp, Andreas
    University of Bremen, ZeMKI, Germany.
    The Complexities of Mediatization: Charting the Road Ahead2017In: Dynamics of Mediatization: Institutional Change and Everyday Transformations in a Digital Age / [ed] Driessens, Olivier; Bolin, Göran; Hjarvard, Stig; Hepp, Andreas, London: Palgrave Macmillan, 2017, p. 315-332Chapter in book (Refereed)
  • 294.
    Bolin, Göran
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Jerslev, A.
    University of Copenhagen, Copenhagen, Denmark.
    Surveillance through media, by media, in media2018In: Northern Lights, ISSN 1601-829X, E-ISSN 2040-0586, Vol. 16, no 1, p. 3-21Article in journal (Other academic)
    Abstract [en]

    Following the spread of digital media, the interdisciplinary field of surveillance studies has gained prominence, engaging scholars from the humanities and the social sciences alike. This introductory article aims to map out the main terrain of surveillance through, by and in the media. First, we discuss the phenomenon of, and the scholarly work on, surveillance through and by media, taking into consideration both state and corporate surveillance and how these activities have grown with the new digital and personal media of today. We then discuss surveillance as the phenomenon is represented in the media and how representations relate to surveillance practices. We conclude by presenting the articles of this special issue.

  • 295.
    Bolin, Göran
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Jordan, Paul
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Ståhlberg, Per
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    From Nation Branding to Information Warfare: The Management of Information in the Ukraine–Russia Conflict2016In: Media and the Ukraine Crises: Hybrid media practice and narratives of conflict / [ed] Mervi Pantti, New York: Peter Lang Publishing Group, 2016, p. 3-18Chapter in book (Refereed)
    Abstract [en]

    Scholarly attention regarding the conflict between Russia and Ukraine has mainly concentrated on so-called Russian propaganda, directed both towards Russian-speaking populations and the international public, but less attention has been paid to the management of information from Ukraine. In this chapter is proposed that the conflict between Ukraine and Russia has engaged an entirely new set of actors engaged in the management of information, most notably from PR and nation branding activities, as well as journalists, oligarchs and various individuals with an interest in Ukraine’s international image. These new actors bring with them competences, ideologies and practices from their field of origin which impact on the practice and expressive character of information warfare. In this chapter we analyse three domains of communication used by Ukraine to address external audiences; the Ukraine Crisis Media Centre (UCMC), the English language news channel Ukraine Today and the fact checking website StopFake. With a focus on both individuals as well as the institutions they represent, this chapter explores the way in which actors in Ukraine have attempted to shape the content of the messages communicated.

  • 296.
    Bolin, Göran
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Miazhevich, G.
    University of Leicester, UK.
    The soft power of commercialised nationalist symbols: Using media analysis to understand nation branding campaigns2018In: European Journal of Cultural Studies, ISSN 1367-5494, E-ISSN 1460-3551, Vol. 21, no 5, p. 527-542Article in journal (Refereed)
    Abstract [en]

    Since the late 1990s, nation branding has attracted a lot of attention from academics, professional consultants and government actors. The ideas and practices of nation branding are frequently presented by branding advocates as necessary and even inevitable in the light of changing dynamics of political power and influence in a globalised and media-saturated world. In this context, some have argued that nation branding is a way to reduce international conflict and supplant ethno-nationalism with a new form of market-based, national image management. However, a growing body of critical studies has documented that branding campaigns tend to produce ahistorical and exclusionary representations of the nation and advance a form of ‘commercial nationalism’ that is problematic. Importantly, the critical scholarship on nation branding has relied primarily on sociological and anthropological theories of nationhood, identities and markets. By contrast, the role of the media – as institutions, systems and societal storytellers – has been undertheorised in relation to nation branding. The majority of the existing literature tends to treat the media as ‘neutral’ vehicles for the delivery of branding messages to various audiences. This is the guest editors’ introduction to the Special Issue ‘Theorizing Media in Nation Branding’, which seeks to problematise this overly simplistic view of ‘the media’ and aims to articulate the various ways in which specific media are an integral part of nation branding. It adopts an interdisciplinary approach and problematises both the enabling and the inhibiting potentialities of different types of media as they perpetuate nation branding ideas, images, ideologies, discourses and practices.

  • 297.
    Bolin, Göran
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Skogerbø, Eli
    University of Oslo.
    Age, Generation and the Media2013In: Northern Lights, ISSN 1601-829X, E-ISSN 2040-0586, Vol. 11, no 1, p. 3-14Article in journal (Refereed)
  • 298.
    Bolin, Göran
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Ståhlberg, Per
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Mediating the Nation-State: Agency and the Media in Nation-Branding Campaigns2015In: International Journal of Communication, ISSN 1932-8036, E-ISSN 1932-8036, Vol. 9, p. 3065-3083Article in journal (Refereed)
  • 299.
    Bolinder, Siri
    Södertörn University, School of Culture and Education, Teacher Education.
    Pedagogisk dokumentation: En kvalitativ studie som beskriver hur utförande, utvärdering och presentation genomförs i praktiken2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With the curriculum Lpfö98, and its revised version 2010, the demands for evaluation of the quality of the preschool have been emphasized. Accordingly, the activities need to be systematically documented, followed up and assessed, to be improved. Most importantly, this includes continuous follow up, documentation and analysis of the development and learning of the children. This is usually carried out by means of pedagogical documentation, but how this working tool should be used in practice is not totally clear for all pedagogues. The aim of this study was therefore to investigate how pedagogical documentation is performed, assessed and made accessible for the children, parents and staff-members, in practical preschool work.

    In the study, four pedagogues (two preschool teachers and two pedagogical mentors), working in two different preschools where the Reggio Emilia concept is practiced for pedagogical documentation, were interviewed using a semi-structured questionnaire.

    The informants described pedagogical documentation as a complex and time-consuming working tool, albeit necessary and helpful to fulfill the requirements of the curriculum. In one of the preschools, portfolios were used to collect and present the documentation, whereas the other preschool used a so called BUL-wall (Barn, Utveckling, Lärande, i.e., Children, Development, Learning). Both preschools carried out their systematic documentations preferentially as specific projects. The documentations were then used for dialogue and reflections with the colleagues and/or feed-back with the children; this is how the pedagogical documentation is formed, which allows the pedagogues to perceive the learning process of the children as well as their own. In this way, the pedagogical documentation forms the basis for evaluation and analysis of the preschool activities, and results in shared decisions for improvements to accomplish the children’s needs and challenges. From the findings in this study, it appears that different techniques for collecting and presenting the documentations may be feasible to attain the main objectives of the pedagogical documentation.

  • 300.
    Bonini, Tiziano
    et al.
    IULM University of Milan.
    Fesneau, Elvina
    Paris Pôle-Alternance School of Communication .
    Perez, J. Ignacio Gallego
    Carlos III University of Madrid .
    Luthje, Corinna
    Hamburg University.
    Jedrzejewski, Stanislaw
    Kozminski University of Warsaw .
    Pedroia, Albino
    Institute of Political Sciences/SciencesPo Paris.
    Rohn, Ulrike
    University of Tartu.
    Sellas, Toni
    University of Girona.
    Starkey, Guy
    Sunderland University.
    Stiernstedt, Fredrik
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Radio formats and social media use in Europe: 28 case studies of public service practice2014In: Radio Journal: International Studies in Broadcast and Audio Media, ISSN 1476-4504, E-ISSN 2040-1388, Vol. 12, no 1-2, p. 89-109Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to report, summarize and spread the results of a largescale European research project funded by EBU Radio in 2011 to map best practices in social media and European public radio, focusing on the way successful public service radio formats have incorporated social media in their production flow. The programmes have been selected for one of the following reasons: programmes that are audience leaders in their country, use innovative radio language or are youthoriented productions. The survey has been carried out by a team of ten European researchers from seven countries on a sample of 28 public radio programmes analysed for two months between January and February 2011. The research team attempted to answer the empirical question: ‘How social media are used by public service?’. Are there some common threads and shared practices among successful programmes in different countries? The team adopted an empirical approach based on social media content analysis and interviews with radio producers. This article will present the main results of this empirical research project. It will conclude with practical guidelines for public radio production and social media innovation.

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