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  • 2601.
    Zecevic, Anna
    Södertörn University, School of Culture and Education, Teacher Education.
    En kvalitativ studie om konflikter, konflikthantering och förebyggande arbete på fritidshemmet2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to find out what kind of conflicts occur during leisure time in school, how educators handle the conflicts and what preventive methods are used. The focus is also on whether there is a difference in these aspects between one high status school and one low status school. To answer my questions I have done interviews with a total of six competent educators, three on each school. Each interview has been individual and I have recorded my interviews so that I do not miss out on anything that has been said. The interview questions are of a lower degree of structuring and a high degree of standardization because I wanted them to be open and in the same order. The result shows that there is a difference to some extent between the schools in each issue. The conflicts differ in that the causes are psychological and sociological of the two schools. When it comes to the handling of conflicts one school takes more action if their first way of dealing with conflicts does not work, which is quite often the cause. Preventive methods also look very different. One school has preventive methods that are proven to work, while the other school has come up with their own way of handling conflicts.

  • 2602.
    Zemojtel-Piotrowska, Magdalena A.
    et al.
    University of Gdansk, Gdansk, Poland.
    Piotrowski, Jaroslaw P.
    University of Social Sciences & Humanities, Poznan Fac, Poznan, Poland.
    Cieciuch, Jan
    Wyszynski University, Warsaw, Poland / University of Zurich, Zurich, Switzerland..
    Calogero, Rachel M.
    University of Kent, Kent, OH USA.
    Van Hiel, Alain
    University of Ghent, Ghent, Belgium.
    Argentero, Piergiorgio
    University of Pavia, Pavia, Italy.
    Baltatescu, Sergiu
    Oradea University, Oradea, Romania.
    Baran, Tomasz
    Warsaw University, Warsaw, Poland.
    Bardhwaj, Gopa
    New Delhi University, New Delhi, India.
    Bukowski, Marcin
    Jagiellonian University, Krakow, Poland.
    Chargazia, Melania
    Tbilisi University, Tbilisi, Rep of Georgia.
    Clinton, Amanda
    University Puerto Rico, Puerto Real, Spain.
    Halik, Murnizam H. J.
    University Malaysia Sabah, Kota Kinabalu, Malaysia.
    Ilisko, Dzintra
    Daugavpils University, Daugavpils, Latvia.
    Khachatryan, Narine
    Yerevan State University, Yerevan, Armenia.
    Klicperova-Baker, Martina
    Czech Academy of Sciences, Prague, Czech Republic.
    Kostal, Jaroslav
    Czech Academy of Sciences, Prague, Czech Republic.
    Kovacs, Monika
    Eotvos Lorand University, Budapest, Hungary.
    Letovancova, Eva
    Comenius University, Bratislava, Slovakia.
    Liik, Kadi
    Tallinn University, Tallinn, Estonia.
    Marganski, Alison
    Virginia Wesleyan Coll, Norfolk, VA USA..
    Michalowski, Jaroslaw
    Warsaw University, Warsaw, Poland / Ernst Moritz Arndt Univ Greifswald, Greifswald, Germany.
    Nord, Iwo
    Södertörn University, School of Culture and Education, Gender Studies.
    Paspalanova, Elena
    New Bulgarian University, Ctr Cognit Sci, Sofia, Bulgaria.
    de Leon, Pablo Perez
    Universidad Catolica del Uruguay, Montevideo, Uruguay.
    Techera, Jose
    Universidad Catolica del Uruguay, Montevideo, Uruguay.
    Rojas, Mariano
    FLACSO Mexico, Mexico City, DF, Mexico / UPAEP, Puebla, Mexico..
    Rozycka, Joanna
    University of Gdansk, Gdansk, Poland.
    Sawicka, Aleksandra
    University of Gdansk, Gdansk, Poland.
    Seibt, Beate
    University of Oslo, Oslo, Norway.
    Semkiv, Iryna
    Lvov University, Lvov, Ukraine.
    Tiliouine, Habib
    Oran University, Oran, Algeria.
    Truong, Ha Khanh
    Vietnam National University Hochiminh City, Vietnam.
    van den Bos, Kees
    University of Utrecht, Utrecht, Netherlands.
    Wills-Herrera, Eduardo
    Univ Lo Andes, Bogota, Colombia.
    Measurement of Psychological Entitlement in 28 Countries2017In: European Journal of Psychological Assessment, ISSN 1015-5759, E-ISSN 2151-2426, Vol. 33, no 3, p. 207-217Article in journal (Refereed)
    Abstract [en]

    This article presents the cross-cultural validation of the Entitlement Attitudes Questionnaire, a tool designed to measure three facets of psychological entitlement: active, passive, and revenge entitlement. Active entitlement was defined as the tendency to protect individual rights based on self-worthiness. Passive entitlement was defined as the belief in obligations to and expectations toward other people and institutions for the fulfillment of the individual's needs. Revenge entitlement was defined as the tendency to protect one's individual rights when violated by others and the tendency to reciprocate insults. The 15-item EAQ was validated in a series of three studies: the first one on a general Polish sample (N = 1,900), the second one on a sample of Polish students (N = 199), and the third one on student samples from 28 countries (N = 5,979). A three-factor solution was confirmed across all samples. Examination of measurement equivalence indicated partial metric invariance of EAQ for all national samples. Discriminant and convergent validity of the EAQ was also confirmed.

  • 2603.
    Zetterberg, Theodor
    Södertörn University, School of Culture and Education, Philosophy.
    Döden på Tomhetens Fält: Döden, Intet och det Absoluta hos Nishitani Keiji och Nishida Kitarō2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper examines the role played by death in the philosophy of Nishitani Keiji, through the nondual logic of contradictory identity developed by his teacher and founder of the Kyotoschool of philosophy, Nishida Kitarō. I explore Nishitani’s understanding of how Nothingness, nihility, through our awareness of death penetrates and nullifies existence itself, how the irreality of all being comes to the fore to make being itself unreal. The nullifying nothingness of nihility, however, is still nothingness represented as a something; it is a reified nothing, defined as the antithesis to being and thus still seen as a corollary of being itself. A truly absolute nothingness, what Nishitani calls Śūnyatā, emptiness, must be a nothingness so devoid of being as to not even be nothing; it must be absolutely nothing at all, and thus nothing else than being itself. The final chapter of my paper seeks to apply this nondual understanding of being and nothingness to the question of death itself; to understand the ontological meaning of death - the passage from being to non-being - when being and non-being have been one from the very beginning. The paper also seeks to blur the lines between what has traditionally been considered philosophy and religion, using the thinking of the Kyoto school to point to the deeper ties between the two in the borderland that is buddhist philosophy.

  • 2604.
    Zetterqvist Blokhuis, Mari
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Interaction between rider, horse and equestrian trainer: a challenging puzzle2019Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis examines the complex and challenging relationships between rider, horse and equestrian trainer in the context of teaching horse riding. What strategies and methods do equestrian trainers use to support the riders’ understanding of, and performance with, their horses? What role is the horse assigned in this form of interaction? Operating at the intersection between practical knowledge and human-animal studies, the thesis adopts an ethnographic approach, and seeks to develop theories of practical knowledge in the practice of teaching riding.

    Horse riding relies on embodied and “tacit” knowledge, which is achieved through practical experience, and is personal as well as context dependent. Since this kind of knowledge is (in most cases) difficult to completely express in words, it is also difficult to convey. “Equestrian feel” is a part of tacit knowledge and is considered as the most rewarding aspect of equestrian communication. Although horse riding has been taught for hundreds of years, knowledge about the learning situation during riding lessons, is sorely lacking. The results show that, as a subject and as an active participant in rider-horse communication, the horse is not directly addressed in the current education of rider-horse combinations. It is concluded that new teaching strategies are required, so that greater emphasis is placed on “equestrian feel” and on how riders experience their own as well as their horses’ bodies and minds. Furthermore, equestrian trainers need to improve their skills to make explicit to the rider why they choose to give certain instructions, thus contributing to the further development of a rider’s practical wisdom (phronesis).

    Equestrian cultures are in transition, and traditional systems of training rider-horse combinations are being challenged. The use of horses for sport raises ethical questions and it may be time for sport riders to seriously re-examine and re-evaluate the relation with their horses and how this affects the horse as a conscious and sensitive animal. This thesis is expected to contribute to improved teaching strategies and methods and thus to promote better welfare for both horse and rider.

  • 2605.
    Zetterqvist Blokhuis, Mari
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Teaching horse riding: feel as a central concept?Manuscript (preprint) (Other academic)
  • 2606.
    Zetterqvist Blokhuis, Mari
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    The Praxis of Horse Riding: An Autoethnographic Study2018In: Humanimalia - a journal of human/animal interface studies, ISSN 2151-8645, E-ISSN 2151-8645, Vol. 9, no 2, p. 47-67Article in journal (Refereed)
  • 2607.
    Zetterqvist Blokhuis, Mari
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Andersson, Petra
    University of Gothenburg.
    Riders’ understanding of the role of their horse in sports dressage2019In: Equine Cultures in Transition: Ethical Questions / [ed] Jonna Bornemark, Petra Andersson, Ulla Ekström von Essen, London: Routledge, 2019, 1, p. 179-192Chapter in book (Other academic)
    Abstract [en]

    Given that the role of the horse and ethical questions regarding their treatment have become a source of dispute, the aim of this study was to explore how riders express, and understand, the role of their horse in the context of equestrian sport. The data consists of semi-structured, in-depth interviews with in total 27 amateur riders (15 Swedish and 12 Polish) practicing sports dressage. Riders’ quotes reflect a tension between the way riders have historically perceived the role of the horse in equestrian sport as predominately tools or instruments, and contemporary attitudes that consider animals as having their own mind and consciousness. Equestrian cultures are in transition, and it may be time for sport riders to seriously re-examine and re-evaluate the relation between themselves and their horse and how this affects the horse as a conscious and sensitive animal

  • 2608.
    Zetterqvist Blokhuis, Mari
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Lundgren, Charlotte
    Linköpings universitet.
    Coaching dressage riders: a qualitative interview study examining the changing paradigms of equestrian training2015In: Book of abstracts / [ed] Susanna Hedenborg, 2015Conference paper (Refereed)
    Abstract [en]

    The proposed paper reports how coaches in dressage riding describe their methods for teaching riders to communicate with their horses, an ability which is considered paramount to an equipage's success at all levels of dressage test riding.

    The dominating description of dressage riding is anchored in a behaviourist paradigm, where the rider is seenas aprovider of signals to the horse through a combination so called aids (weight, leg, reins and voice), to which the horse responds. The rider's combination and timing of the aids is thus the focus of the training. The role of the horse is simply to react to these signals. This paradigm, together with the close ties to the uses of horses within the military, has favoured command-oriented methods in the training of horses and riders alike. However, during the last fifteen years, the interest in alternative ideas about training horses as well as when it comes to the role of the coach and their communication with the riders, has begun to grow.

    To begin examining how this shift-in-process affects dressage training today, data has been collected through semi-structured, in-depth interviews with five dressage coaches. Transcriptions of the interviews have been analysed from a phenomenographical perspective, an approach favouring qualitative investigations of how people experience and think about a phenomenon. The analyses reveal that the coaches work within a field of tensions between ideas pertaining from different theories on learning as well as different 'horseologies' (a termwhich we introduce to describe ideas about the role of the horse, about how horses learn and about horse-human relations which form an ideological core inthe various traditions within the equestrian communities). All coaches stress that their primary task and goal is to improve the riders' ability to communicate with their horse and thus to improve their 'equestrian feel'. They also point to the importance of involving the rider in the communicative work of the coaching situation. Some seem to be basing their work more firmly on the traditional understanding of the role of the horse as an object responding to the rider's signals, whereas others emphasizea some what more symmetrical relation, where the rider's role is that of aguide rather than that of acommander. In the coaches' accounts of their training practices, adaptions to the needs of each equipage arealso central. Such adaptions take into accountaspects such as the equipage's educational level, the short-and long term development goals and the current shape of horse and rider alike.

    The study reported in this paper is a part of a larger study concerning communication in the horse-rider-trainer triad.

  • 2609.
    Zetterqvist Blokhuis, Mari
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Lundgren, Charlotte
    Linköping University.
    Riders' Perceptions of Equestrian Communication in Sports Dressage2017In: Society and Animals, ISSN 1063-1119, E-ISSN 1568-5306, Vol. 25, no 6, p. 573-591Article in journal (Refereed)
    Abstract [en]

    The aim of this study is to enhance the understanding of how sport dressage riders describe rider-horse communication when riding, and to relate these descriptions to current research on human-horse communication. Interviews with 15 amateur dressage riders were analyzed using a qualitative approach. The study shows that the interviewed riders describe the communication with the horses partly in a behavioristic way, applying concepts based on learning theory, which deviate from the description of riders as lacking understanding of these concepts put forth by some researchers. The riders connect the timing of their aids to equestrian feel, which they describe as the most difficult yet the most awarding aspect of the interspecies communication that riding is. Simultaneously, they acknowledge that horses are fully capable of choosing to listen to and cooperate with their requests.

  • 2610.
    Zevallos vargas, Rosa
    Södertörn University, School of Culture and Education, Teacher Education.
    Lek i förskolan: En studie av fri och styrd lek2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to examine how four teachers reflect on free play and controlled play in preschool. What are their reflects concerning free play, controlled play and children’s development and education. The main focus of this research is the experiences of the teachers and I compare their perspectives against each other regarding free and controlled play.

    To be able to realize this study, I propose the following questions:

    • What kind of vision does the teacher have concerning free play and controlled play?
    • According to the teacher, how does playing affect the children?
    • Which development areas are affected by participating in the play?

    This is a qualitative study, based on interviews with four teachers from two different preschools. My theoretical approach to this is Vygotskij theories which are used to analyze the collected data.

    The result obtained is according to two teachers. They thought that the result of controlled play was positive. Meanwhile, two other teachers meant that the combination of free and controlled play should be used as a complement to children’s development and learning. The four teachers have different experience regarding what they think is good for the Childers development and education.

  • 2611.
    Ädel, Rebecca
    Södertörn University, School of Culture and Education, Teacher Education.
    "'Jag tycker såhär och då är det såhär.' Det är inte så.": En kvalitativ intervjustudie om lärares interaktionsstrategier i bemötandet av rasistiska, avvikande och kontroversiella uppfattningar2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how six students at a Secondary School describes interaction patterns among teachers when students express in a way that the teacher perceives as racist and/or xenophobic, by presenting a qualitative interview study. The interviews were analyzed by two opposing models of value education: the traditional and the constructive model.

    The results show that students divide teachers in different categories based on five qualities: 1) they listening, 2) they accept students' opinions, 3) they allow discussion, 4) they are knowledgeable and 5) they can express their own opinions.

    These qualities are included in the value pedagogical model for deliberative conversations, whose strategies for interaction aim to create an understanding of different rules and values, thereby creating skills of rules by using a democratic approach. In contrast to this model, the rule-based moral education, in which the teacher uses his authority and refers to rules without giving an explanation for why they occurred, as strategies. 

  • 2612.
    Åhrlin, Ulrika
    Södertörn University, School of Culture and Education, Teacher Education.
    Pedagogisk dokumentation i ett förändringsarbete2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main objective of this study was to find out what pedagogical documentation does and to get knowledge of what you may need to consider in order starting a process of change with a focus on pedagogical documentation. To get answers to my questions, the study is based on pedagogical theories from scientists and interviews with three preschool teachers who have different experience on documentation. My main questions were: What characterizes a pedagogical documentation? What tools / materials do I need to do a pedagogical documentation? What is important to consider when starting the process of change with pedagogical documentation? The result shows that pedagogical documentation is an approach that is based on that one is curious, interested, observant, listens, talking and researching with children and colleagues. You give the kids great participation which you can then pick up the children's learning processes and reveals that the business and the children develop according to curriculum objectives. Prior to this change you need to have an organization that ensures time for reflection with colleagues is for the work to develop further, and thereby become a pedagogical documentation. Each educator must demonstrate a shared interest and responsibility in which all knowledge is of value.

  • 2613.
    Åhrling-Nykvist, Eva Marie
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Specialpedagogens förmåga att sätta tankar i rörelse - en outnyttjad resurs i det kollegiala lärandet2017Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Abstract

    The ability of the Special Needs Teacher to put thoughts in motion –

    an unused resource in the collegiate learning

    The work takes the form of a scientific essay from a phenomenological hermeneutical perspective. Based on my research questions – “How do headmasters view the role of the Special Needs Teachers (SNT) in relation to Lead Teachers (LT) when it comes to school development and collegial learning?”, “What has shaped their views?” and “What are the consequences of this in regards to how the school handles students who do not achieve the goals?” – I have tried to create a trialogue between the empirical results of some qualitative research interviews with high school principals, texts I've read within this field as well as my own experiences and reflections. In my conclusion I note that although the headmasters seem to regard the competences of the SNT respective LT as complementary, it is difficult to see how cooperation between the two roles would actually manifest itself concretely in a school where the SNT´s tasks still tend to end up in individual remedial work. I speculate as to what may have formed the headmasters´ view and claim that the history of the SNT may be of significance. The fact that our profession is still referred to as SNT may further make it difficult to break the ingrained thought that some students need a special kind of education – ie. “Special Needs Education”. The fact that we have both the National Agency for Education and the Special Needs Education Authority certainly contributes to the view that SNTs should concern themselves with something different to the mainstream education.  The role of the Headmasters’ training must not be neglected as it seems to have a big focus on the jurisprudence, and the role of the SNTs is virtually invisible in the Education Act and other regulatory documents. The texts that I have read on the subject of the LT reform, collegial learning and school development in general give me the impression that the LTs and the SNTs do not exist in the same universe. When SNTs are considered key figures, the focus is to increase the accessibility and allow more students to get the help that they need, in their actual classroom and in such cases the LTs are not even mentioned. In texts on the subject of collegial learning, however, the role of the LTs is practically the only one focused on. If the practical knowledge of the SNTs – to make colleagues develop their own practical judgment without providing given solutions – does not receive a more prominent position, there is a risk that the collegial learning turns into nothing but collegial sharing, where the more expressive teachers get an arena for telling about their most successful projects. Another danger is for the categorical perspective to once again gain ground and for the democratically included thought of a school - for- all to be further and further away, which, in today´s society would be most unfortunate. The voice of the SNT needs to be heard in order to put thoughts in motion.       

    Key words: Special Needs Teacher, Lead Teacher, Headmaster´s educational leadership, collegial learning, practical knowledge, phronesis

  • 2614.
    Åhrling-Nykvist, Marie
    Södertörn University, School of Culture and Education.
    Specialpedagogens vardag: vision och verklighet2013Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    In this essay I follow the traditions of the continental didactics and use phenomenology and hermeneutics to examine how I, as a Special Educational Needs teacher, can develop my skills in making teachers adopt a more inclusive approach. The teachers and I have often got different agendas; I seek to change the teaching in order to fit the students, whereas the teachers wish for me to help the students manage the prevailing teaching practice. Traditionally this has been a task for the remedial teachers. In Sweden there is a difference, however a lack of clarity formally as well as practically, in the definition of these two professions, which indeed makes my assignment ever so challenging. One of the tools I have often applied is to plan and teach together with the teachers, to function as a role model. However, this method is not always a successful one and certain conditions seem necessary to make it work. In my conclusion I claim that motivation, voluntariness and security are three keywords but also that reflecting tutorial dialogues are of utter importance. My own approach is essential during these dialogues, how I choose to view the differences but also how eager I am to investigate the comprehension horizon of the Other, which ultimately leads to the question how willing I am to change myself in order to establish a genuine learning dialogue. Keywords: Special Educational Needs Teacher, master-apprentice, tutoring, learning dialogue, practical knowledge

  • 2615.
    Åker, Patrik
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Journalistik och underhållning till döds: Vem är skyldig till (för)skjutningarna på fältet?2019In: Fritt från fältet: Om medier, generationer och värden. Festskrift till Göran Bolin / [ed] Peter Jakobsson; Fredrik Stiernstedt, Huddinge: Södertörns högskola, 2019, p. 99-113Chapter in book (Other academic)
  • 2616.
    Åker, Patrik
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Roland Barthes: Det ljusa rummet (1980)2020In: Medievetenskapens idétraditioner / [ed] Stina Bengtsson; Staffan Ericson; Fredrik Stiernstedt, Lund: Studentlitteratur AB, 2020, p. 261-276Chapter in book (Other academic)
  • 2617.
    Åker, Patrik
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    The Space Race in the Swedish Press during the Cold War Era: A Celebration of Transparent Western Television2015In: The Nordic Media and the Cold War / [ed] Henrik G. Bastiansen & Rolf Werenskjold, Göteborg: Nordicom, 2015, p. 147-166Chapter in book (Refereed)
  • 2618.
    Åker, Patrik
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Rogatchevski, Andrei
    UiT Arctic University Norway, Tromsö, Norway.
    The Journalist as a Detective: The Media Insights and Critique in Post-1991 American, Russian and Swedish Crime Novels2019In: Journalism Studies, ISSN 1461-670X, E-ISSN 1469-9699Article in journal (Refereed)
    Abstract [en]

    Today it often happens that the protagonist in crime fiction is a journalist-for instance, in the globally spread sub-genre of Nordic noir. This article examines what readers can learn about journalism by comparing crime fiction (a widely popular genre fostering society critique) from Russia, Sweden, and USA. These countries with significantly different press traditions have in the post-1991 era been involved in transformations of the media landscapes which have led to a public distrust in traditional media. We approach these novels as a form of adult media education and thereby as a resource for the reader to develop a critical thinking about journalism. The novels under consideration are permeated with transnational understandings and provide a rich ground for reflections around challenges for finding the truth, such as news-making as a male-dominated activity, journalism as a publicity arena, and an accelerating news environment (i.e., information overload paired with a competition for immediate reporting) as a threat to investigative journalism. The struggling, truth-seeking protagonists can be understood as an answer to a widespread cultural anxiety about journalism's questioned authority as a truth-telling occupation.

  • 2619.
    Åker, Patrik
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Voronova, Liudmila
    Södertörn University, School of Social Sciences, Journalism.
    Framtidens bildjournalist blickarbortom journalistiken2020In: Vad är journalistik?: En antologi av journalistiklärare på Södertörns högskola / [ed] Elin Gardeström & Hanna Sofia Rehnberg, Huddinge: Södertörns högskola, 2020, p. 111-123Chapter in book (Other academic)
  • 2620.
    Åker, Patrik
    et al.
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Voronova, Liudmila
    Södertörn University, School of Social Sciences, Journalism.
    Фотографический реализм» в эпоху цифровых медиа: фотожурналистика и визуальная грамотность в России и Швеции2018In: ЖУРНАЛИСТИКА В 2017 ГОДУ [Journalism in 2017]: творчество, профессия, индустрия : материалы международной научно-практической конференции москва, 5-7 февраля 2018 г.[Art, Profession, Industry: Materials Of The International Scientific-Practical Conference] / [ed] Vartanova, E.L., Zassoursky, Y.N. et al., Moscow: MediaMir, Faculty of Journalism, Moscow State University , 2018, p. 131-132Conference paper (Refereed)
    Abstract [ru]

    С развитием цифровых технологий и онлайн-среды профессии фотожурналистов был брошен вызов. Несмотря на то, что использование любительских фотографий, монтаж и редактирование изображений появились в журналистике не сегодня, по мнению некоторых исследователей, нынешняя ситуация позволяет говорить не просто об изменениях, а о смене парадигм (Solaroli 2015). Одним из аспектов смены парадигм является распространенность гражданской фотожурналистики и моментальность распространения снимков; другим – легкость пост-продакшна, где редактирование фотографий является скорее правилом, чем исключением (Stiegler 2002, Van Dijck 2008). Более того, мы живем в эпоху, когда социальные медиа стали центральным источником новостей, что привело ко все возрастающему недоверию к фактам и элитам. Эти факторы бросают вызов профессиональному журналистскому сообществу и его методам освещения ситуации в мире, идеалам объективности и реалистичности (Mäenpää 2014). Тем не менее, среди множества голосов в цифровом медиа-ландшафте остается необходимость в профессиональном фотографе как надежном источнике интерпретации реальности (Åker 2012).

    В эпоху “пост-правды” и “альтернативных” фактов особенно важно понимать возможности и ограничения фотожурналистики в том, что касается правдивого освещения общественной ситуации. В данной презентации мы представляем исследовательский проект, целью которого является изучение изменений и вызовов профессии. Объектом исследования являются образовательные программы для будущих фотожурналистов в России и Швеции. Данные программы представляют собой пространство, в котором будущие профессиональные фотографы, преподаватели и опытные фотографы встречаются и формируют дискурсы и практики «фотографического реализма» (Schiller 1977, Barnhurst & Nerone 2000). Для их изучения мы используем теории о фотографической правдивости, культурах (фото)журналистики и визуальной грамотности (Messaris 1998, 2012). Сравнительный исследовательский проект отталкивается от предыдущих исследований, демонстрирующих, что российская и шведская журналистские культуры отличаются в подходах к объективности и реалистичности (Nygren et al 2015, Voronova 2014). Выбор данных двух контекстов может помочь в поиске как отличий, которые бросают вызов представлениям об универсальности журналистских идеалов, так и схожих характеристик.

  • 2621.
    Åkerberg, Amanda
    Södertörn University, School of Culture and Education.
    Att leva grönt är skönt – men tänker vi likadant?: En retorisk analys av Coop som grönt företag2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine a brand’s green marketing and its consumers’ perception of it in order to compare these views. The idea is to find a potential gap and what effect it may have on the brand. A case study has therefore been made with the grocery market brand Coop with focus on organic food. The material used consists of texts from Coop’s website to represent their brand. The topic of all texts is organic production and its relation to Coop. To analyze the consumers’ perception of the brand, interviews has been made. Lloyd F. Bitzer’s theory of the rhetorical situation and Roland Barthes’ theory of myths, adapted to rhetoric and argumentation by Eric Bengtson, have been applied. The findings show that there is a gap between Coop and the consumers’ perception of it: Coop has an elaborate myth in all their texts about being the protectors of the Earth, while the consumers only regard the company as somewhat aware of the environment. This stands even though the company and the consumers both believe sustainability to be an important issue. 

  • 2622.
    Åkerlund, Josefine
    Södertörn University, School of Culture and Education.
    Experiences of Social Inequalities Related to Skin Colour Enhaced by Fashion Magazines in South Africa: A case study on how women in South Africa identify themselves in relation to the representation of race in South African fashion magazines2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study was carried out during the spring of 2013 in Cape Town, South Africa with a Minor Field Study (MFS) scholarship funded by the Swedish International Development Cooperation Agency (SIDA).

    South Africa is a country with a complex society due to the still recent history of Apartheid. South Africa faces great challenges with the gap between rich and poor, high unemployment and deep expertise gaps between the white minority and the historically disadvantaged coloureds and black majority. As a result the contemporary situation is extensive segregation and difficulties for the multicultural population to conduct a common cultural identity.

    The aim of this study was to find out how four South African issues of international fashion magazines deals with the representation of black, white and coloured people. Furthermore, to find out how South African women from socially diverse areas experience and perceive this representation.

    Quantitative content analysis, connotative and denotative picture analysis and the conduction of interviews was made in order to reach a result. Consequently, it turned out that the investigated magazines do not present a fair and equal representation of the South African society, hence highly over representing the white minority in each magazine. Additionally, South African women do not describe the fashion magazines as presenting an equal representation of race, neither that a reality based ideal is being conveyed.

  • 2623.
    Åkerström, Johanna
    Södertörn University, School of Culture and Education, Swedish Language.
    Visuella och språkliga resurser för relationsbyggande i reklam: En multimodal analys av träningsannonsers komposition2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Advertising and commercials is a big part of our everyday life, advertising has become part of the cultural scene. The methods of convincing the reader gets more advanced by the second. In this paper I have analyzed ads published in two different fitness magazines, one that targets women and one that targets men. I have looked at how the composition and the colors affect the message of the ad by doing multimodal analysis. I have also looked at how the companies appeals to the reader in the ad and how a relationship between these two are built through language. My result showed that a direct address of the reader is very common in ads to build something similar to a close relationship. The results also showed that the color compositions were different depending on if the target group where women or men. The ad’s version of the world from a female perspective is portrayed as simplified and optimistic, as from the male perspective the world is portrayed as tougher and more realistic.

  • 2624.
    Ås, Daniella
    Södertörn University, School of Culture and Education.
    Handikappad – en diskriminerande benämning?: En kritisk diskursanalys om hur personer med funktionsnedsättningar språkligt konstrueras på internet2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta är en språkvetenskaplig studie med avsikt att belysa aspekter av det språkbruk som kan tänkas ha inflytande på föreställningen om personer med funktionsnedsättningar. Genom kritisk diskursanalys med utgångspunkt i ableismen studeras hur olika ord för att benämna personer med funktionsnedsättningar förekommer och diskuteras på internet samt hur språklig diskriminering eventuellt kan urskiljas. Analysen är uppdelad i flera delar där det görs en undersökning av hur vanliga ord för att benämna personer med funktionsnedsättningar förekommer i tre webbaserade korpusar, en analys av språket i bloggtexter från 2014 där ordet handikappad påträffas samt en beskrivning av hur handikappad diskuteras på nätverket funktionshinder.se, en portal för personer med funktionsnedsättningar. När bloggtexterna analyserats framkommer det att vid de tillfällen som den kollektiva beteckningen handikappade förekommer konstrueras de som tillskrivs grupptillhörigheten som offer i olika sammanhang. När handikappad används som adjektiv är det i majoriteten av fallen för att beskriva en känsla/situation av tillfällig fysisk nedsatthet. Återkommande är också att personer använder begreppet som metafor för att vara utan något och då vanligtvis något tekniskt som en mobiltelefon eller internetuppkoppling. Återkommande attityder och argument på funktionshinder.se är att ord har en ursprunglig betydelse som en ska ta hänsyn till, att det går att ställa högre krav på auktoriteter än allmänheten vad gäller ordval, att de ordval en gör är konsekvensen av ålder eller kunskap/okunskap eller att det ges uttryck för en oförstående inställning till språkförändring och diskussionen om den.

  • 2625.
    Åsberg, Maja-Stina
    Södertörn University, School of Culture and Education.
    Poor, fucked-up, kinky, philanthropic Christian Grey: en studie i maskulinitet och fantasier om manlig sexualitet i romansviten Fifty Shades of Grey2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The current paper is a study of the character Christian Grey in the EL James trilogy Fifty Shades of Grey. The main aim is to find out how masculinity, sexuality and gender are constructed in this erotic fantasy. More over terms as femininity, unmanliness and gender have relevance to the study. Several studies have been done on romance novels and Harlequin in particular from a gender perspective, but few of them from a masculine point of view. Hence, no earlier study has been done on Fifty Shades of Grey with masculinity studies as the main tool of masculinity, or with theories of romance. The novels have been read and analysed with studies of the romance literature and masculinity as the main tool of analysis. The result shows that the character Christian Grey is ambivalent towards femininity and has a fear of losing control. And from this point of view the novels problematize patriarchy, male control and superiority.

  • 2626.
    Åsberg, Sofia
    Södertörn University, School of Culture and Education.
    Att bilda till frihet: En studie av folkbildningens ideologiska påverkan och utveckling 1990-20122012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    During the last two decades, the elementary, - secondary-, and upper secondary schools of especially Europe and USA have gone through a change. From being formed in the post war time and, in Europe, very influenced by the ideas of social democracy, the school today has more and more come under the influences of neo liberalism, entrepreneurship and the political and economical situations during the late 1980´s.

    This undergraduate work brings up the changed discourses of education and knowledge in relation to the traditional free school system for adults in Sweden, the popular education, and especially in relation to folk high schools (folkhögskolor). By using, first and foremost, the idea of Norman Faircloughs critical discourse analysis (CDA) the rules and documents concerning the folk high schools are analyzed. The purpose of the paper is to identify and recognize the movement in the discourse to reach an understanding about the political situation for folk high schools in Sweden. In the end you can see that it is possible to define a similar development in discourse surrounding the popular education, as has been in the case with the elementary, - secondary-, and upper secondary schools.

  • 2627.
    Åström, Ida
    Södertörn University, School of Culture and Education, Swedish Language.
    Drömkandidaten: En kritisk diskursanalys om hur den ideale sökande konstrueras i platsannonser inom bygg- och fastighetssektorn2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this bachelor thesis is to investigate how an ideal job applicant is described when searching real estate janitors and real estate managers in job advertising using a Swedish linguistic perspective. This is achieved by looking at how the model reader is constructed i.e. if the ways to describe the two occupational groups differ, if the descriptions tend to include or exclude groups of applicants, and if and how a relationship is created between the employer and the recipient and if so what kind of relationship.

    The material consists of ten job advertisements where the employer is looking for real estate janitors and ten job advertisements where the employer is looking for real estate managers. The choice of method for the study is systemic functional grammar, critical discourse analysis and gender coding. Theoretically I also start from the systemic functional grammar and the critical discourse analysis, though with an emancipatory approach.

    The descriptions of the dream candidates that is created in the ads differ between the two occupations. Real estate janitor is a job which requires more practical skills, while the job as a manager requires more theoretical skills. The ideal real estate janitor has equal numbers of masculine and feminine qualities. The dream candidate is self-propelled, service-oriented and is able to plan the working day in an efficient way. Since the employer seems to have a dominant attitude towards the janitor their relationship tends to not be very close.

    The ideal dream candidate created for real estate managers is also very self-sufficient, but he or she also has a strong internal drive and likes to run projects in combination with a strong sense of responsibility. The ideal real estate manager has a little more feminine than masculine qualities. The relationship between the employer and the ideal real estate manager is more symmetrical than the relationship that is constructed with the ideal real estate manager.

  • 2628.
    Åström, Josephine
    Södertörn University, School of Culture and Education.
    "A Queer Fish": En Queerläsning av John Galsworthys The Forsyte Saga.2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper aims to examine the heteronormativity that is present in John Galsworthy’s The Forsyte Saga. This is achieved by performing a queer reading of the text with the help of Swedish Queer theorists Fanny Ambjörnsson and Tiina Rosenberg. I study the norm and how it is enforced by law, society and family. To get a complete image of the heteronormativity I also need to analyze the gender presented in the saga. For that task I use Judith Butler’s definitions of gender identity and the heterosexual matrix. I conclude that there is only a slight gender variation in the saga, mostly concerning the woman. Meanwhile the norms are broken repeatedly by different people and for different reasons. Generally all the non-normative behavior that is out of the public eye gets included and silenced by the family who acts as the norm.

  • 2629.
    Åström, Josephine
    Södertörn University, School of Culture and Education.
    Holmes och Watson – Ett Queerläsningsäventyr: En undersökning av maskulinitet och sexualitet i Sir Arthur Conan Doyles The Memoirs of Sherlock Holmes2014Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis is a queer masculinity reading of Sir Arthur Conan Doyle’s short story collection The Memoirs of Sherlock Holmes (1894). The analysis focuses on the dissonances, tensions and queerness that reside within the text itself. This has been done from my problem statement: How is Sherlock Holmes and John Watson’s sexuality and masculinity portrayed within the boundary of the text? What is being said, what is hidden, and what is dealt with silently? To reveal these queer parts this analysis has been focused around five themes: the late Victorian male, the Woman, countertypes and decadence, the homosocial sphere and sexuality. The thesis has two major theoretical perspectives: masculinity theory, and queer theory. For the masculine analysis I have used Jørgen Lorentzen and Claes Ekenstam’s concept of manly/unmanly, character, and the citizen from the book Män i Norden: Manlighet och modernitet 1840-1940 and George L. Mosse’s countertype. For the queer theoretical I have used a queer resistant reading combined with Eve Kosofsky Sedgwick’s concept of homosexual panic, and Judith Butler’s gender melancholia. Professor Joseph A. Kestner’s Sherlock’s Men has guided the reading of the short story collection. This thesis aims at showing that the improbable might well reside within the text, not least in the relationship between the two main characters Holmes and Watson. At first glimpse this world of Holmes’s seems devoid of desire, but in a closer reading cracks appear. There are silences, and unnecessary explanations, which have little to do with the adventures themselves, not to mention silent looks, and the association with the domestic. These threaten to effeminize their masculinity, especially Holmes who is a bachelor and suffers from repeated nervousness. Disease of the nerves was associated with effeminacy and homosexuality during the Victorian era. Also, the relationship between Holmes and Watson do at times parody the heterosexual. It’s hard however to find any conclusive evidence of any sexuality in the text, least of all homoerotic, which is hardly surprising considering the forbidding laws that were in place. 

  • 2630.
    Öberg, Ida
    Södertörn University, School of Culture and Education, Teacher Education.
    Valfrihet, likvärdighet eller kvalitet?: Legitimitet för att avveckla en skola2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In a suburb of Stockholm, local polititians descide to close down an elemantary school. Because of its shortage of pupils, the polititians claim they can not guarantee the quality of the school and the public requreiments of equal education. The school-employed teachers and parents of the pupils are all unhapy with the descision, but first and foremost dissatisfaied with how the descision was communicated.

    Using qualitative methods; interviews and content analisys, this thesis aimes to determine how the involved parties, in regards to the termination of the school, view the concepts of freedom of choice, equal education and quality. Interviews have been made with decision-makers, employees of the school, the school leader, one civil servant and parents; all with the goal of understanding how the involved parties view the events leading to the termination of the school and what causes they see. Furthermore, the thesis analyses if and why the involved parties experience the decision as legitimate.

  • 2631.
    Öberg, Lisa
    Södertörn University, School of Historical and Contemporary Studies, History. Södertörn University, School of Culture and Education, Teacher Education.
    With an eye to the future2013In: 300 years in the service of life: The Swedish association of midwives / [ed] Margareta Rehn, Donald Boström, Stockholm: Svenska barnmorskeförbundet , 2013, 1, p. 61-64Chapter in book (Other (popular science, discussion, etc.))
  • 2632.
    Ögren, Sam
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Auditiv kommunikation i det digitala spelet League of Legends2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper is an attempt to replicate Kristine Jörgensen study of auditory functions of sound in the video game World of Warcraft, but doing so on a different game, and that game is League of Legends. By using social semiotic’s multimodal theory I hope not only to replicate the results of Jögensens study, but also come with some new insight in to the field of communication as well as contributing to sound studies which compared to visual representations are not as common. However, the focus is on communication through different semiotic representations. In the end, the results are quite positive although not ground breaking by any means.

  • 2633.
    Öhman, Marcus
    Södertörn University, School of Culture and Education.
    "Muskeljazz... stökigt, snabbt och svårt": En kvalitativ undersökning av jazzmusikers erfarenheter av jazzkultur utifrån ett feministiskt, fenomenologiskt perspektiv2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis explores how jazz musicians in Sweden experience jazz culture in terms of hierarchies and structures of power through a feminist phenomenological perspective. Through qualitative interviews with four jazz musicians with experience of attending different music colleges in Sweden, I explore their experiences of jazz culture in general, as well as specific contexts which are common within the culture. Using my theoretical approach, mainly consosting of the theories of Sara Ahmed and Iris Young, I review my informants´ possibilities to orientate themselves toward and within Swedish jazz culture. The informants all have different views of who holds the authority within the jazz culture. The study shows that male representation, masculine patterns of movement and structures of class differences has an impact on the informants possibilities to orientate themselves within the culture.

  • 2634.
    Öhman, Niklas
    Södertörn University, School of Culture and Education, Teacher Education.
    Med läsaren i centrum: Rosenblatts reader-responseteori som "narrative imagination"?2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this thesis – concerning didactics of literature – I perform a reading and theoretical analysis of two pivotal works within reader-response theory, more precisely: Literature as Exploration (1938) and The Reader, the Text, the Poem – The Transactional Theory of the Literary Work (1978), both written by Louise M. Rosenblatt. The object of this analysis is to examine whether Rosenblatts’ theory and methodology can be used to accomplish understanding for ”the other”, what Martha C. Nussbaum have called ”narrative imagination”. For a theoretical basis I use postcolonial theory, implicating a poststructuralistic och constructivistic understanding of language and linguistics.

    The reader-oriented theory and methodology of Rosenblatt – what she calls an aesthetic transaction, or a ”total situation” – has been discussed as problematic in relation to ”narrative imagination” mainly because reader has to be understood as centered, i.e. to be able to understand why a reader performs a specific reading Rosenblatt focus is fixed on the reader her-/himself, ignoring the linguistic, social and discursive context surrounding her/him. I have, with reference to postcolonial theory made the argument that teaching literature must be understood as a discursive practice in which context and discourse limits and influences the readers’ perception and appreciation, and thereby found Rosenblatts method restricted and unsatisfactory.

    Finally I have, in the light of the results above, proposed a postcolonial version of ”narrative imagination” in which ambitions to understand ”the other” is not formulated in terms of personal, empathic and cosmopolitic cultivation, but rather a reflective practice in which the limitations and principles of discourse is taken into account. A certain attitude or a certain reading must be recognized as a concretion of an institutional (social and linguistic) order of thought. This is a theoretical aspect that needs to be considered in future research, as well as in the classroom.

  • 2635.
    Öhman, Niklas
    Södertörn University, School of Culture and Education, Teacher Education.
    Narrativ föreställningsförmåga: ett spivakianskt ”hopp i den andres sjö”?: Nussbaum, Spivak och att (med skönlitteratur) skapa förståelse för den Andra2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This survey is a theoretical analysis concerning didactics of literature, in which I problematize what Martha C. Nussbaum describes as ”narrative imagination”. By using postcolonial theory, more specific: Gayatri Spivaks essay ”Can the Subaltern Speak?” and her theoretical formula ”a leap into the other’s sea”, I try to answer the following question: Can ”narrative imagination” be understood as a manifistation or concretisation of ”a leap into the other’s sea”?

    The answer that is given concerning my general question is simply: No. Nussbaums’ reader is far to active, whereas Spivak strongly argues that hearing and/or listening to the subaltern requires a state of self-suspendedness. Nussbaum also shows a great belief in literature as a representation of something truly real, but also as a representation of the Other. Drawing on Spivaks critique of Deleuze and Foucault, I have suggested that representation of this kind should, from a poststructuralistic and Marxist point of view, be seen as a theoretical misstake, for: representation postulates objectiveness or/and transparentness. Finally Nussbaums goals, in terms of cultivating the humanity, has been problematized. Her cosmopolitan and democratic approach is based upon – a form of – universalism and an ambition towards consensus, which – again: from a poststructuralistic perspective – is highly debatable.

    With this background I have concluded two implications concerning didactics of literature: Firstly, there are plenty of voices not represented by literature, a fact that needs to be considered. Thus, to base a world citizenship, a democracy or an understanding of the Other on works of literature is to restrict ”the world” or ”the Other” to the fictional, literary characters that has been written. Secondly Spivak urges us to reflect on the reader as an interpreter. A total suspension of the self is a naive statement – but she is right to point to the occidental subject as a member and reproducer of postcolonial discourse.

  • 2636.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    A Northern Avant-garde: Spaces and Cultural Transfer2018In: A Companion to Modern Art / [ed] Pam Meecham, Hoboken: Wiley-Blackwell, 2018, p. 359-373Chapter in book (Other academic)
    Abstract [en]

    The avant-garde of the early twentieth century in Europe was to a large extent a field of migrating artists and the circulation of artists' works. Swedish and other Scandinavian artists were a large part of avant-garde formations in Paris. Avant-garde formations need to be understood as being positioned in a field of several parallel spaces. Matisse eleverna ("the students of Matisse") has become ahistorical, gendered in the masculine unit that with time and much historical writing, has taken on a narrower meaning different from the actual group of Matisse's Swedish students. This chapter investigates this construction through two recent figures of pioneering avant-gardism within the modernist narrative: the ones created around the work of Siri Derkert and Hilma af Klint. It concludes by revisiting the Baltic Exhibition in Malmo 1914, an historic moment where several initiatives of avant-garde ambition were performed on one site.

  • 2637.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Amuletter mot onda ögat / Amulets against the evil eye: Katrine Helmersson2014Book (Other academic)
  • 2638.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    "Art History Outside The Nationalist Paradigm: Soros Art Centers In A Global Perspective": Review of Globalizing East European Art Histories. Past and Present. Ed. Beáta Hock and Anu Allas.2019In: Baltic Worlds, ISSN 2000-2955, E-ISSN 2001-7308, Vol. 2Article in journal (Refereed)
    Abstract [en]

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

  • 2639.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Art in Transfer in the Era of Pop: Curatorial Practices and Transnational Strategies2017Collection (editor) (Refereed)
    Abstract [en]

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

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

  • 2640.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Att utvidga sökområdet: Helene Billgrens objekt2016In: Helene Billgren: Svenska illustratörer och konstnärer, Stockholm: Orosdi-Back , 2016, p. 5-12Chapter in book (Other academic)
    Abstract [sv]

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

  • 2641.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Claiming Futurism: Arturo Ciacelli in Scandinavia2018In: International Yearbook of Futurism Studies: Open Issue / [ed] Günter Berghaus, Domenico Pietropaolo, and Beatrice Sica, Berlin/Boston: De Gruyter , 2018, p. 107-128Chapter in book (Refereed)
    Abstract [en]

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

  • 2642.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Delaunay and Stockholm2015In: O Círculo Delaunay / The Delaunay Circle / [ed] Ana Vasconcelos e Melo, Lissabon: Fundação Calouste Gulbenkian , 2015, p. 226-240Chapter in book (Refereed)
  • 2643.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Hillersberg i tiden2013In: Lars Hillersberg: entreprenör och provokatör / [ed] Andreas Berg, Stockholm: Ordfront förlag, 2013, p. 105-123Chapter in book (Other academic)
    Abstract [sv]

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

  • 2644.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Hilma af Klint och Ivan Aguèli. Andligheten och konstens rum.2017In: Aura. Tidskrift för akademiska studier av nyreligiositet, ISSN 2000-4419, Vol. 9, p. 42-60Article in journal (Refereed)
    Abstract [sv]

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

  • 2645.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Hilma af Klint: Paintings for the future: Review of the catalogue to the exhibition Hilma af Klint: Paintings for the future at Solomon R. Guggenheim.2019In: Woman's Art Journal, ISSN 0270-7993, E-ISSN 2158-8457, Vol. 40, no 1, p. 46-48Article, book review (Refereed)
  • 2646.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    I sjuttiotalets korsvägar. Maria Adlercreutz2016In: Maria Adlercreutz, väverska mellan mörker och ljus / [ed] Elina Antell, Stockholm: Ordfront förlag, 2016, 1, p. 18-25Chapter in book (Other academic)
  • 2647.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Il faut se distinguer: Académie Matisse och föreställningen om en modernistisk brytpunkt2014In: Inspiration Matisse! / [ed] Meister, Anna; Prytz, Daniel; Sidén, Karin, Stockholm: Prins Eugens Waldemarsudde , 2014, p. 55-69Chapter in book (Refereed)
    Abstract [sv]

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

  • 2648.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Introduction2017In: Art in Transfer in the Era of Pop: Curatorial Practices and Transnational Strategies / [ed] Annika Öhrner, Huddinge: Södertörns högskola, 2017, p. 9-20Chapter in book (Other academic)
  • 2649.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Ivan Aguéli: Långt borta och nära2018In: Ivan Aguéli: måleriet och mystiken / [ed] Patrik Steorn, Viveca Lindenstrand, Stockholm: Thielska Galleriet , 2018, p. 14-19Chapter in book (Other academic)
  • 2650.
    Öhrner, Annika
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Konsten och rummet: en kollektion för Södertörns högskola2016In: Konsten på Södertörns högskola: Art at Södertörn University, Huddinge: Södertörns högskola, 2016, p. 44-65Chapter in book (Other academic)
5051525354 2601 - 2650 of 2667
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