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  • 251.
    Bisse, Rebecca
    Södertörn University, School of Culture and Education, Teacher Education.
    Genus och jämställdhet: En kvalitativ studie om fyra pedagogers arbete med genus och jämställdhet på förskolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out how the four teachers at the two preschools believe they are working with gender and how they actually work with it in practice. It also aims to show how they treat the children at the preschool based on their gender.

    • What is the preschool teachers view on gender and equality?
    • How do they consider that they work with gender and gender equality, and how do they really work with it in practice?

    The study is based on a qualitative study were I chose to both interview and observe four preschool teachers from two different preschools. My theoretical starting point is Yvonne Hirdmans theory of gender and also research on gender equality. The results show that the majority of respondents believed that gender and gender equality means almost the same thing or have the same meaning. They could not explain the concepts further. It also showed that the majority of informants are working for equality more than gender, when they emphasizes that the individual should be placed in the center and that it should be based on individual rights, regardless of gender.

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    Genus och jämställdhet
  • 252.
    Bjarkö, Fredrik
    Södertörn University, School of Culture and Education, Philosophy.
    Fichte i Heliopolis: En undersökning av det intersubjektiva jaget i vetenskapsläran2019Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This essay examines the role of intersubjectivity in the philosophy of Johann Gottlieb Fichte. For Fichte, the ultimate ground of philosophy is the infinite self-positing activity of the I. However, this self-positing activity must have as its product a determined I, and therefore it must establish a limit to the I’s original infinity. Further, such a limit is only thinkable as a relation to that which lies beyond it: the negation of the I, or the not-I.

    By this characterization of the nature of the I, Fichte establishes it as a paradoxical concept that is at once infinite and finite. To solve this paradox, he introduces the concept of a “check” (Anstoβ) that puts a halt to the outward-striving activity of the I. In experiencing this check, the I is not limited by something outside of itself, which would negate its position as the ultimate ground of its own being, but rather is given the task of positing its own limit.

    In Grundlage des Naturrechts, Fichte develops this idea through another concept: that of a “summons” (Aufforderung) given to the I by another subject. Since the I is characterized by containing the ground of its own being, the intersubjective relation to the other is conditioned by the I limiting itself, so that the self-grounding character of the other can be recognized. In experiencing the summons of the other, though, the I does not only posit a limit for itself, but also becomes conscious of its own nature as a free, self-positing subject. Intersubjectivity, therefore, must be considered a fundamental element of the I as such. In Fichte’s own words: “No I, no Thou; no Thou, no I.”

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  • 253.
    Bjarkö, Fredrik
    Södertörn University, School of Culture and Education, Philosophy.
    Husserl och subjektets självständighet: En undersökning av medvetandets relation till världen i Ideer I och Fenomenologins grundproblem2016Independent thesis Basic level (degree of Bachelor), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In a famous passage in Ideas I, Husserl claims that the pure consciousness is to be understood as independent of anything apart from itself in order to constitute itself, and that it therefore is able exist without a world at all. This notion seems to be contradicted in many of Husserl’s other works as well as stand in conflict with the core of phenomenology itself as a descriptive science of intentional consciousness. Three years before the publication of Ideas I, Husserl held a series of lectures that were later published with the title The Basic Problems of Phenomenology. Here, in stark contrast to Ideas I, the inquiry culminates in stepping beyond the subject as self-given and immanent by instead focusing on intersbjectivity and phenomenological time-consciousness. This essay sets out to examine the relation between the transcendental subject in these two works. It is argued that, while the phenomenological epoché indeed establishes a subject that is prior to the world in the sense that it does not need to suppose the world to guarantee its own existence, Husserl’s philosophical project in The Basic Problems of Phenomenology shows the importance of going beyond such an immanent subject to uncover the full phenomenological field. 

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  • 254.
    Bjerstedt, Kristin
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Är det ens möjligt?: En essä om lika villkor i förskolan.2017Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    This essay starts with a story about the children Anna and Martin. The story depicts how children can end up in different contexts and provide different conditions in the same preschool depending on what child perspective and ability to adhere to the individual child's needs as the work team and the leading preschool teacher. This difference is highlighted and discussed from an equality perspective that emerges in three research questions: How do the principal and preschoolers interpret the concept of equivalent conditions? How do the principal and the various preschool organizations work to create kindergartens that work for the best of the children and for equal conditions for the children? How do preschool teachers work with this issue in the business?

    A minor qualitative study has been conducted through interviews with a representative from the principal (municipality), a preschool manager, and two preschool teachers. The purpose has been to seek answers to these questions as well as to give a perspective on the story of Anna and Martin.

    After reflection and analysis of the informants' responses and by studying what current research says on the subject, it has been found that equivalent terms are a term that contains many factors. This includes skills, education, and financial resources. A key factor that clearly shows that children are offered equal terms is the ability of the teacher to apply practical knowledge. The pedagogue must be able to establish close relationships with the child and respond to the needs of the child. A skill that some have more of than others.

    However, the social debate and the informants answer that in the development work at preschools, this issue is not prioritized. Instead, the focus is on an increased requirement for learning goals in traditional subjects. The concept of conceptualization is lifted due to the increased demand for learning and the question of what knowledge is essential to lead a rich life. Can there be other values that are more important as the technology society offers tools that make some subjects unnecessary?

    An analysis based on Bronfenbrenner's ecological system theory shows that the debate about increased learning brings impact from social debate and trends to the activities where it meets the child. However, the impact is perceived to be greater from trend to government and from government to principal but weakened as it comes to preschools and educators in the business. A clearer goal picture and training and support efforts are demanded for both active educators and preschool leaders, but also a salutogenic approach, instead of focusing on shortcomings, building on what's positive and creating upward energy spirals. Networking and educational guidance are seen as effective tools for development processes and the focus should be on supporting the development of educators' relationship-building abilities as well as how the children's individual needs are met.

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  • 255.
    Bjur, Jakob
    et al.
    Göteborgs universitet.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Massa, individualiserad, nätverkad: En historisk återblick på framtiden för radio och TV2014In: MedieSverige 2014 / [ed] Carlsson, Ulla & Facht, Ulrika, Göteborg: Nordicom, 2014, p. 39-46Chapter in book (Other academic)
  • 256. Bjur, Jakob
    et al.
    Bolin, Göran
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Nyre, Lars
    The Anticipated, Co-creative, and Co-designed Nature of Researcher-Stakeholder Relationships: Building Bridges to Stakeholders2014In: 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. 14-29Chapter in book (Other academic)
  • 257.
    Björck, Amelie
    Södertörn University, School of Culture and Education, Comparative Literature. Södertörns högskola.
    Den nomadiska repliken – tankar från Strindbergs Intima Teater2020In: Kulturmöten: En festskrift till Christine Farhan / [ed] Amelie Björck, Eva Jonsson, Claudia Lindén & Mattias Pirholt, Huddinge: Södertörns högskola, 2020, p. 53-64Chapter in book (Other academic)
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    Den nomadiska repliken – tankar från Strindbergs Intima Teater
  • 258.
    Björck, Amelie
    Södertörn University, School of Culture and Education, Comparative Literature.
    Köttätande som omedvetet trossystem2014In: Svenska Dagbladet, ISSN 1101-2412, no 12 augusti, p. 23-Article in journal (Other (popular science, discussion, etc.))
  • 259.
    Björck, Amelie
    Södertörn University, School of Culture and Education, Comparative Literature. Lunds universitet.
    Omläsning: Donna Haraway "Manifesto for cyborgs: science, technology, and socialist-feminism in the 1980s"2014In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 44, no 1, p. 70-72Article in journal (Other academic)
  • 260.
    Björck, Amelie
    Södertörn University, School of Culture and Education, Comparative Literature.
    Stemmer2014In: Ord&Bild, ISSN 0030-4492, no 3-4Article, book review (Other (popular science, discussion, etc.))
    Abstract [sv]

    Recension av bokserien Stemmer (1-12) från Aschehougs förlag

  • 261.
    Björck, Amelie
    Södertörn University, School of Culture and Education, Comparative Literature.
    Zooësis: om kulturella gestaltningar av lantbruksdjurens tid och liv2019Book (Other academic)
  • 262.
    Björck, Amelie
    et al.
    Södertörn University, School of Culture and Education, Comparative Literature.
    Jonsson, EvaSödertörn University, School of Culture and Education, Comparative Literature.Lindén, ClaudiaSödertörn University, School of Culture and Education, Comparative Literature.Pirholt, MattiasSödertörn University, School of Culture and Education, Comparative Literature.
    Kulturmöten: En festskrift till Christine Farhan2020Collection (editor) (Other academic)
    Abstract [sv]

    Mötet är ett ledord i Christine Farhans långa gärning som forskare, lärare och ledare. För att hylla henne på hennes sextiofemte födelsedag, den 1 april 2020, har vänner och kollegor samlat texter som på olika sätt belyser kulturmötets viktiga roll i humaniora i allmänhet och litteraturvetenskap i synnerhet. Som alla kulturmöten är också denna bok en brokig samling. Materialet är hämtat från 1700-, 1800-, 1900- och 2000-talen, från böcker, filmer, scener, sånger och tidigare stängda arkiv, från Sverige, Frankrike, Tyskland och USA, från det offentliga livet och det privata.

    Festskriften har redigerats av Amelie Björck, Eva Jonsson, Claudia Lindén och Mattias Pirholt, samtliga kollegor från litteraturämnet vid Södertörns högskola.

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    Kulturmöten: En festskrift till Christine Farhan
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    presentationsbild
  • 263.
    Björk, Erik
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Design as Play: lek design utbildning praktik2018Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    In this essay from my perspective as a furniture designer and theacher at a design college I explore the idea that design actually is (playful) play. And if not exactly play that a playfulmind is an asset when it comes to being a designer as well as an teacher. From two portrayals and throughout the essay from experience as designer I study the different concepts play, design, design-process and creativity to see what tears them apart as well what binds them together.

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    fulltext
  • 264.
    Björk, Harald
    Södertörn University, School of Culture and Education.
    Musikframförandets magiska rum: Ett rum för handling tillsammans bortom vardaglig verklighet2019Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    By using the scientific essay and modern hermeneutic understanding as method the essay Musical performance, a space of magic examines the mental and physical room for musical performance. The focus is, as the title reveals, the sense of a higher state of interconnection which can occur between the performing artist and audience. The essay examines the musical performance as a collective act; seeing both the performer and the audience's as maneuvering actors in the room. The performance is understood as an act together.

    The theoretical reflection of this scientific essay is largely based on the concept of play defined by Johan Huizinga. For an understanding of knowledge in action, practical knowledge, the essay investigate the concept of fronesis defined by Aristotle. For an understanding of collective knowledge about sensory experience, the essay search understanding in Jonna Bornemark's thoughts on a concept of judgment understood as a framework for quality built from within a practice by its actors. The essay also discusses John Dewey's thoughts on the creative process and collects experience from literature on improvisational music.

    The essay contributes from a hermeneutic understanding with an experience based reflection and offer the reader a ground for continued scientific reflection on professional knowledge in music performance.

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    Harald Björk - Musikframförandets magiska rum
  • 265.
    Björk, Oscar
    Södertörn University, School of Culture and Education, Teacher Education.
    Där skollagen slutar tar förståelsen vid: En undersökning av referenter i skollagen och hur de förstås av tolkande lärare i gymnasiet2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay consists of a heuristic analysis of referents in the Swedish educational act, leaning on the methodological guidelines of discourse analysis. The overall aim of the essay has been to analyse in what way language in the educational act works as guidelines and law in relation to teachers’ work. To correspond to this aim an openly structured questionnaire has been used, providing an empirical view of how teachers understand certain words, or referents, in the educational act. This empirical data has then been shaped to a spectrum view of the definitions of the referents showing a number of deductable facts, including the significance of the apparent use of institutional and professional language, which then have been viewed from two theoretical perspectives. The theories are a structuralist one represented by Ferdinand de Saussure and Claude Lévi-Strauss, and a sociolinguistic one represented by Michel Foucault and Norman Fairclough. The theoretical analysis is based on three stages of the constitution of meaning in the communication between the educational act and the interpreting teachers. Four questions has guided the analyses and reads as follows: Which referents are used in the educational act to describe the purpose and forming of the education for the students?; How are said referents interpreted by active teachers?; Which are the gains of the understandings provided by the theoretical perspectives of the analysis of referents in relation to the empirical enquiry?; How are the referents to be understood functioning as imperative law regarding the teacher and its practice?

    The main conclusion of the essay is that depending on our theoretical understanding of language, the function of the Swedish educational act as imperative law with a clear relationship between vision and reality is questionable. Therefor it is important to acknowledge the need for guidelines in teachers’ interpretation of the law, better ensuring consensus in how central values of the school corresponds in practice. 

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    Björk, Oscar, Där skollagen slutar tar förståelsen vid: En undersökning av referenter i skollagen och hur de förstås av tolkande lärare i gymnasiet
  • 266.
    Björk, Oscar
    Södertörn University, School of Culture and Education.
    En trädgård, en boksamling och det väl valda ordet: genrepedagogik för skriftspråksutveckling hos framgångsrika respektive mindre framgångsrika skriftspråkare i gymnasiet2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is a qualitative analysis that, based on systemic functional linguistics, or SFL, and genre theory, has aimed to study the genre pedagogical implications on written language as they occur in narrative stories and expositions whilst the model is introduced. Systemic functional linguistics is a linguistic theory that views the organisation of language as functional options for meaning; language is a set of resources to channel meaning through realisation. Genre theory elucidates the pragmatic and educational uses of SFL in the categorizing of language in configurations of meanings as they are set and understood in different cultures.  The purpose of the survey is to do so with focus on successful and less successful writers by attempting to answer two primal issues:

    1. How is development of written language in reference to the introduction of the genre pedagogical model visible in the studied texts?
    2. How does genre pedagogical teaching influence successful and less successful writers as visible in their writing with a certain purpose?

    To answer these issues the survey is based on narratives and expositions written by high school students who have been divided into two groups according to the purpose of the survey. One text in each genre has been written by the students before and after lessons based on the genre pedagogical learning wheel explaining the relevant genres. Thereafter the texts have been analysed, both in accordance to the staging of the relevant genres, but also with an inductive focus on the variations of the texts.  The results show that significant development of the texts, after the genre pedagogical lessons, is visible in both student groups in different ways. This demonstrates how the genre pedagogical approach to teaching language is a method that is able to lift students regardless of their prior merits. 

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    Examensarbete O. Björk
  • 267.
    Björk, Ulrika
    Södertörn University, School of Culture and Education, Aesthetics.
    Försonande katharsis hos Aristoteles och Arendt2013In: Filosofisk Tidskrift, ISSN 0348-7482, no 3, p. 17-28Article in journal (Other academic)
  • 268.
    Björk, Ulrika
    Södertörn University, School of Culture and Education, Aesthetics.
    Om skuld och ansvar2013In: Tidskrift för politisk filosofi, ISSN 1402-2710, Vol. 17, no 3, p. 22-34Article in journal (Other academic)
  • 269.
    Björk, Ulrika
    Södertörn University, School of Culture and Education, Philosophy.
    Rahels dröm2017In: Ad Marciam / [ed] Hans Ruin & Jonna Bornemark, Huddinge: Södertörns högskola, 2017, p. 413-420Chapter in book (Other academic)
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    Rahels dröm
  • 270.
    Björk, Ulrika
    Södertörn University, School of Culture and Education, Philosophy.
    The eclipse of the transcendent and the poetics of praise: Arendt's Rilke2018In: Metodo: International Journal of Phenomenology and Philosophy, ISSN 2281-9177, Vol. 6, no 1, p. 99-126Article in journal (Refereed)
    Abstract [en]

    Literature has a central place in Hannah Arendt’s writings. In particular, scholars continually discuss the implications of storytelling to her theory of action. This paper takes a different approach by drawing attention to an early literary essay, ”Rilke’s Duino Elegies”, which Arendt co-authored with Günther Stern (later Anders) in 1930. The paper locates the essay in the early twentieth century intellectual response to the ”break in tradition”, arguing that the construction of a poetics dramatized in the Duino Elegies is crucial for judging the originality of Arendt’s philosophical methodology, and the ontological significance of her poetic conception of praise. In this conception, meaning is to be found in things as they appear to human beings capable of using the language designating them poetically. I present my interpretation of the Arendt-Stern essay by contrasting it with Heidegger’s comment on the eighth Elegy from 1942-43 and Blanchot’s reading of Rilke from 1955.

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    fulltext
  • 271.
    Björk, Ulrika
    Södertörn University, School of Culture and Education, Aesthetics.
    The monument inside: Freud, Benjamin, and Interminable Grief2015In: Monument and Memory / [ed] Jonna Bornemark, Mattias Martinsson, Jayne Svenungsson, Zürich: LIT Verlag, 2015, 1, p. 101-114Chapter in book (Other academic)
  • 272. 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)
  • 273.
    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)
  • 274.
    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)
  • 275.
    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)
  • 276.
    Björklund, Jenny
    et al.
    Uppsala University.
    Lönngren, Ann-Sofie
    Södertörn University, School of Culture and Education, Comparative Literature.
    Now You See It, Now You Don't: Queer Reading Strategies, Swedish Literature, and Historical (In)visibility2020In: Scandinavian Studies, ISSN 0036-5637, E-ISSN 2163-8195, Vol. 92, no 2, p. 196-228Article in journal (Refereed)
  • 277.
    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)
  • 278.
    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.

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    Intersubjektivitet och prestigelöshet – intentionalitet och oförutsägbarhet
  • 279.
    Björkqvist, Jenni
    Södertörn University, School of Culture and Education, Swedish Language.
    Normbrytande reklam: En multimodal studie av hur språkliga och visuella resurser används i normbrytande reklam2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examines two norm-breaking advertising campaigns. Through a sociosemiotic multimodal analysis I have examined a selection of advertising images from two norm-breaking campaigns: Försvarsmakten’s campaign Kom som du är and Arbetsförmedlingen’s campaignGör plats. The purpose of this study was to create a deeper understanding of how norm-breaking advertisement uses verbal and visual resources to affect attitudes and prejudices. To answer this purpose, the study has been based on the following questions: How are prominent participants constructed in norm-breaking advertising? How does image and text interact in order to change attitudes and prejudices? How does the presentation of the prominent participants in the advertising images relate to the overall purpose of the campaign?

    The result of this study indicates that there are patterns regarding how verbal and visual resources are used in the analyzed norm-breaking advertising images. The overall result shows that how the participants are portrayed makes the advertising images both demanding, contact- creating and engaging. Text and image interact in such a way that they both strengthen and complement each other and together they express demands that point toward a desired attitude and social change. The advertising images contains different people represented in a non- stereotyped way which relates well to the overall purpose of the campaigns.

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    Normbrytande reklam
  • 280.
    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.

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  • 281.
    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.

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  • 282.
    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.

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    Arbetslag i skolan
  • 283.
    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.

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    IKT för elever med ADHD
  • 284. 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.

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    Dilemman i förhörsledarrollen
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  • 285.
    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.

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    Ethics of Relationality, Practices of Nonviolence
  • 286.
    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. 

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  • 287.
    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.

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  • 288.
    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)
  • 289.
    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.

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    Den medierade mannen
  • 290.
    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)
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    Estetiska lärprocesser i skola och lärarutbildning
  • 291.
    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

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  • 292.
    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.

  • 293.
    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.

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    examensarbete
  • 294.
    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.

  • 295.
    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)
  • 296.
    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.

  • 297.
    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. 

  • 298.
    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.

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    fulltext
  • 299.
    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)
  • 300.
    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. 

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    Mediatization
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