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  • 301.
    Borgström, María
    et al.
    Södertörn University, School of Culture and Education, Education.
    Goldstein-Kyaga, Katrin
    Södertörn University, School of Culture and Education, Education.
    Graviz, Ana
    Södertörn University, School of Culture and Education, Education.
    Ungdomar och den nya kosmopolitismen – Identitet, lärande och fred: En undersökning i Sverige, Polen och Tjeckien2019 (ed. 1)Book (Refereed)
    Abstract [sv]

    Vi lever i en tid av ökande globalisering och intensifierade kontakter över gränserna. Idag är världen sammanflätad på ett helt annat sätt än någonsin tidigare.

    Här presenteras en undersökning om hur ungdomar i Sverige, Polen och Tjeckien ser på andra kulturer och folkgrupper än den egna, om deras konstruktioner av identitet, utvecklandet av kosmopolitiskt lärande och om hur deras vänner, familjer och skolor påverkar deras inställningar. Många ungdomar i Polen och Tjeckien tar upp hur de fasor som deras familjer upplevt under andra världskriget fått dem att inse hur viktigt det är att upprätthålla freden medan de svenska ungdomarnas syn påverkats av den långa perioden av fred.

    Den här boken är ett resultat av ett forskningsprojekt vars syfte varit att undersöka vilken betydelse nya identitetskonstruktioner och kosmopolitiska, interkulturella lärandeprocesser har för fredliga kontra fientliga etniska relationer i det mångkulturella, globaliserade samhället.

  • 302.
    Borgström, Ola
    Södertörn University, School of Culture and Education.
    Frihetens regim: Nyliberal subjektivering hos Foucault2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper focuses on the role freedom plays in Michel Foucault’s analyze of liberal and particularely neoliberal governmentalities. From his perspective, neoliberalism operates through the strategic production of entrepreneural subjectivity and distribution of self-governing. Here autonomy is central for governing, which raises questions about what freedom can mean at all in Foucault, and how resistance can be possible. Through Foucault’s thinking on liberal freedom, we can gain a better understanding of his philosophy on subjectivation and resistance.

  • 303.
    Bork, Emma
    Södertörn University, School of Culture and Education.
    Där "vi" inte hör hemma: En kombinerad textanalys om rapporteringen kring skolattacken i Trollhättan2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den 22 oktober 2015 attackeras en skola i Trollhättan av en maskerad gärningsman, han är beväpnad med kniv och ett svärdliknande föremål och lyckas attackera tre personer innan han själv skjuts till döds av polis.

    Den här uppsatsen handlar om just denna händelse och hur den återberättas i några av våra största nyhetsmedium. Jag vill undersöka hur artiklarna bidrar till en förståelse av denna händelse genom den berättelse som de tillsammans skapar. För att undersöka detta vill jag se vilka perspektiv som väljs när händelsen beskrivs, vilka röster som får höras och vilka delar av händelsen som ges utrymme. Jag undersöker således artiklarna med hjälp av textanalys och jag kombinerar en narrativ analys med kontextualiseringsanalys, för att sedan koppla resultaten till postkolonial diskursanalys.

    Jag har valt att kombinera dessa tre analysmetoder för att de tillsammans kan ge ökad förståelse för hur diskriminerande strukturer kan reproduceras via text, och i synnerhet mediernas olika texter. För det är just det jag vill undersöka i denna uppsats, hur de sex valda nyhetsartiklarna kan ge uttryck för diskriminerande strukturer. Analysen visar bland annat att den beskrivna platsen, Kronogården i Trollhättan, inte beskrivs som vilken plats som helst, utan som en plats där ”de” bor, där ”vi” inte hör hemma. Artiklarna bidrar till att skapa en polarisering mellan ”oss” och ”dem”, och platsen beskrivs vara en utsatt plats redan innan skolattacken ägt rum. De olika grupper som framträder i texterna tillskrivs också olika värden, där ”vi” ofta tillskrivs positiva egenskaper till skillnad från ”de”.

     

  • 304.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    A Body Sensitive for Transcendence: A Mystical Understanding of Sensibility2013In: Embodied Religion. : Proceedings of the 2012 Conference of the European Society for Philosophy of Religion / [ed] Peter Jonkers & Marcel Sarot, Utrecht: Ars Disputandi , 2013, p. 25-46Chapter in book (Other academic)
  • 305.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Anden mellan liv och vetenskap: Max Schelers fenomenologi2018In: Om anden: Filosofiska perspektiv på ande och andlighet / [ed] Paula Hämäläinen-Karlström, Järna: Kosmos , 2018, p. 13-27Chapter in book (Other academic)
  • 306.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Body as Movement and Reflection2014In: Studio Talks: Thinking Through Painting / [ed] Kristina Bength, Jonatan Habib Engqvist, Jan Rydén, Sigrid Sandström, Stockholm: Arvinius + Orfeus , 2014, p. 190-197Chapter in book (Other academic)
  • 307.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Den mänskliga erfarenhetens möjligheter2013Other (Other (popular science, discussion, etc.))
  • 308.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge. Södertörn University, School of Culture and Education, Philosophy.
    Det omätbaras renässans: En uppgörelse med pedanternas världsherravälde2018 (ed. 1)Book (Other academic)
  • 309.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Edith Stein and the Carmelites2016In: Early Phenomenology : Metaphysics, Ethics, and the Philosophy of Religion / [ed] Brian Harding och Michael R. Kelly, London, New York: Bloomsbury Academic, 2016, p. 161-179Chapter in book (Other academic)
  • 310.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    EN rörlig själ2014In: Subaltern, ISSN 1652-7046, no 4, p. 62-65Article in journal (Other academic)
  • 311.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    En sandmandala i Ladakh: rationalitet, stämningar och projektioner2014In: Möten med Dalai lama: Reflektioner om fred, medkänsla och interkulturell dialog / [ed] Katrin Goldstein-Kyaga, Stockholm: Dialogos Förlag, 2014, p. 69-82Chapter in book (Other academic)
  • 312.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Förord2014In: Kvalitetsjakten: Om professionalitet i välfärden / [ed] Lotta Victor Tillberg, Stockholm: Premiss förlag, 2014, p. 8-9Chapter in book (Other academic)
  • 313.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Försvarstal för icke-vetandet: en Marciansk läsning av Nicholas Cusanus2017In: Ad Marciam / [ed] Hans Ruin & Jonna Bornemark, Huddinge: Södertörns högskola, 2017, p. 107-120Chapter in book (Other academic)
  • 314.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Giordano Bruno’s Mnemonics: A Deleuzian Reading2015In: Monument and Memory / [ed] Jonna Bornemark, Mattias Martinson and Jayne Svenungsson, Zürich, Berlin: Lit Verlag , 2015, p. 63-83Chapter in book (Other academic)
  • 315.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Gud och människa i Giordano Brunos magiska värld2016In: Att undervisa om människosyner och gudsuppfattningar / [ed] Olof Franck och Mikael Stenmark, Stockholm: Liber, 2016, p. 169-183Chapter in book (Other academic)
  • 316.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    How to Not-Know: an Essay on the Limits of Cognitive Knowledge2015In: Ignorance: Between Knowing and Not Knowing / [ed] Gavin Morrison and Sigrid Sandström, Stockholm: Axl Books, 2015, p. 75-83Chapter in book (Other academic)
  • 317.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Husserl, Edmund2016In: Encyclopedia of the Bible and Its Reception, ISSN 2193-2840, Vol. 12Article, review/survey (Other academic)
  • 318.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Inkännande och enkännande i fenomenologi2013In: Empati / [ed] Henrik Bohlin, Jakob Eklund, Stockholm: Studentlitteratur AB, 2013, p. 109-130Chapter in book (Other academic)
  • 319.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Inledning: Medborgardialogens praktiska kunskap2016In: Medborgardialog – om det svåra i att mötas: Praktikers reflektioner om ett av demokratins viktigaste verktyg / [ed] Jonna Bornemark, Stockholm: Arkus , 2016, p. 9-17Chapter in book (Other academic)
  • 320.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Klokhet, det goda omdömet och praktisk kunskap har länge varit osynliga i debatten2014In: LäS – Tidskrift för Läkepedagogik och Socialterapi, ISSN 1654-2037, no 20, p. 8-9Article in journal (Other (popular science, discussion, etc.))
  • 321.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Kroppsliga samspel oss djur emellan2015In: Modern filosofi, ISSN 2002-0473, no 1, p. 28-36Article in journal (Other (popular science, discussion, etc.))
  • 322.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Kroppslighetens mystik: En filosofisk läsning av Mechthild von Magdeburg2015Book (Refereed)
  • 323.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Life beyond Individuality: A-subjective Experience in Pregnancy2016In: Phenomenology of Pregnancy / [ed] Jonna Bornemark & Nicholas Smith, Huddinge: Södertörns högskola, 2016, p. 251-278Chapter in book (Refereed)
  • 324.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Låt den födande föda och den döende dö2014In: Palliativ vård: tidskriften för palliativ vård i Sverige, ISSN 2001-841X, no 3, p. 16-17Article in journal (Other (popular science, discussion, etc.))
  • 325.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Matter, Magic and Madness: Giordano Bruno's Philosophy of Creativit2015In: Madness, Religion, and the Limits of Reason / [ed] Jonna Bornemark & Sven-Olov Wallenstein, Huddinge: Södertörns högskola , 2015, p. 99-115Chapter in book (Refereed)
  • 326.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Medborgardialog – om det svåra i att mötas: Praktikers reflektioner om ett av demokratins viktigaste verktyg2016Book (Other academic)
  • 327.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Neutrality or Phronetic Skills: A Paradox in the Praxis of Citizen Dialogues Organized by Municipal Administration2017In: Social Pedagogy, ISSN 1642-672X, Vol. 3, no 65, p. 51-66Article in journal (Refereed)
    Abstract [en]

    Citizen dialogues (medborgardialoger) are in Sweden normally organized by officials (or consultants) working in the municipal administration. Such dialogues are in Sweden developed by the authorities with starting point in legislated counseling meetings in city planning processes and developed as a way to deepen or resurrect the democratic system. In this article I will contrast this state of affairs with what is less spoken of, and less valued, in modern bureaucracy: phronetic knowledge (Aristotle). Phronesis points toward the capacity to deal with specific situations in their specific context, situations where rules and general knowledge does not help us all the way, but where a  personal judgement is needed. The tension between phronesis and ideals of neutrality is present in city planning and political philosophy, which are exemplified by the thoughts of Paul and Linda Davidoff, Horst Rittel and Melvin Webber, Chantal Mouffe or Hannah Arendt.

  • 328.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Phenomenology of Secular Society and its Scientism2018In: Journal for Cultural and Religious Theory, ISSN 1530-5228, E-ISSN 1530-5228, Vol. 17, no 2, p. 432-445Article in journal (Refereed)
  • 329.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Planerarens fronesis, intellectus och icke-vetande: En undersökning av den praktiska kunskapens djupdimensioner2016In: Medborgardialog – om det svåra i att mötas: Praktikers reflektioner om ett av demokratins viktigaste verktyg / [ed] Jonna Bornemark, Stockholm: Arkus , 2016, p. 129-144Chapter in book (Other academic)
  • 330.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Religion at the Center of Phenomenology: Husserl’s Analysis of Inner Time-consciousness2013In: Impossible Time: Past and Future in the Philosophy of Religion / [ed] Marius Timmann Mjaaland, Ulrik Houlind Rasmussen, Philipp Stoellger, Tübingen: Mohr Siebeck, 2013, p. 59-72Chapter in book (Other academic)
  • 331.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Scientismen tolererar bara sin egen tro2016In: Svenska Dagbladet, ISSN 1101-2412, Vol. Del:1, no 2 mars, p. 1p. 24-24Article in journal (Other (popular science, discussion, etc.))
  • 332.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    The genesis of empathy in human development: a phenomenological reconstruction2014In: Medicine, Health care and Philosophy, ISSN 1386-7423, E-ISSN 1572-8633, Vol. 17, no 2, p. 259-268Article in journal (Refereed)
    Abstract [en]

    In phenomenology, theories of empathy are intimately connected with the question of how it is possible to have insight into the mind of the other person. In this article, the author wants to show why it is self-evident for us that the other person is having experiences. In order to do so, it is not enough to discuss the phenomenon of empathy with a starting point in the already constituted adult person; instead the article presents a genetic approach to human development. The author thus contrasts Edith Stein's discussion of Einfühlung (empathy), which takes its starting point in the experience of the grown-up, with Max Scheler's discussion of Einsfühlung (feeling of oneness), where the relation between mother and infant is taken as one example. Maurice Merleau-Ponty's discussion of the world of the infant is read as one way of developing Scheler's theory of intersubjectivity and of Einsfühlung. This genetic approach is developed further into a phenomenological analysis of the experience of the fetus and of birth. The author argues that the analysis of the fetus highlights the distinction between knowing that another person is having experiences, and knowing the specific content of the other person's experiences. The fetus does not experience different persons, but has a pre-subjective experience of life that includes what is later experienced as belonging to "another." Later in life, the experience of empathy, as an experience of a specific content, can be developed from this experience. In this way empathy and Einsfühlung can be understood as complementary rather than as competing phenomena.

  • 333.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    The Limits of Ratio: An Analysis of NPM in Sweden using Nicholas of Cusa’s Understanding of Reason2018In: Metric Culture: Ontologies of Self-Tracking Practices / [ed] Btihaj Ajana, Bingley: Emerald Group Publishing Limited, 2018, p. 235-254Chapter in book (Other academic)
  • 334.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Ängelns rop2016In: Maskros / Dandelion: Cecilia Edefalk / [ed] Karin Sidén, Catrin Lundeberg, Stockholm: Art and Theory Publishing , 2016Chapter in book (Other (popular science, discussion, etc.))
  • 335.
    Bornemark, Jonna
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge. Södertörn University, School of Culture and Education, Philosophy.
    Martinson, MattiasUppsala Universitet.Svenungson, JayneLunds universitet.
    Monument and Memory2015Collection (editor) (Other academic)
  • 336.
    Bornemark, Jonna
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Smith, Nicholas
    Södertörn University, School of Culture and Education, Philosophy.
    Introduction2016In: Phenomenology of Pregnancy / [ed] Nicholas Smith & Jonna Bornemark, Huddinge: Södertörns högskola, 2016, p. 7-14Chapter in book (Refereed)
    Abstract [en]

    This anthology takes its starting point in the conviction that a phenomenologyof pregnancy could play an important role in contemporary thought. Stating this is also an acknowledgment that it doesn’t play such a role—yet. The aim of this anthology is to contribute to making philosophical reflectionon pregnancy a greater part of the discussions to come.

  • 337.
    Bornemark, Jonna
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Smith, NicholasSödertörn University, School of Culture and Education, Philosophy.
    Phenomenology of Pregnancy2016Collection (editor) (Refereed)
    Abstract [en]

    The fundamental and irreducible experience of carrying a child and bringing forth new life from one’s own body is in this anthology subjected to careful analyses that specifically, though not exclusively, draw on female experiences. In this way the crucial role of a phenomenology of pregnancy for contemporary thought is investigated. Exploring the phenomenon of pregnancy not just as a biological process, but also as a problem of lived bodily meaning, the contributions investigate a wide array of experiences that engage the limits of human life, subjectivity, intersubjectivity, and ethics, but also opens important methodological perspectives on the relation transcendental phenomenology and empirical research.

  • 338.
    Bornemark, Jonna
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Wallenstein, Sven-Olov
    Södertörn University, School of Culture and Education, Philosophy.
    Introduction: Madness, Religion and the Limits of Reason2015In: Madness, Religion, and the Limits of Reason / [ed] Jonna Bornemark & Sven-Olov Wallenstein, Huddinge: Södertörns högskola , 2015, p. 7-22Chapter in book (Refereed)
  • 339.
    Bornemark, Jonna
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Wallenstein, Sven-OlovSödertörn University, School of Culture and Education, Philosophy.
    Madness, Religion, and the Limits of Reason2015Collection (editor) (Refereed)
    Abstract [en]

    The idea of a limit of reason, a measure that defines reason and that it must not overstep, has been a constitutive part of philosophy since its beginnings in Greek thought. Placing itself in opposition to the madness of hubris, the excesses of tragedy, and the stories of religion and myth, philosophy expels its others just as much as it thrives on them. It begins and ends at the limit; it is drawn towards its outside, and exists as a perpetual attempt to find a line of demarcation that always ends up passing through its interior.

    The present collection analyzes the phenomenon of limit and excess, through readings that range from tragedy and Greek thought, through early Christianity and the Renaissance, to modern phenomenology and philosophy of language.

  • 340.
    Bornemark, Jonna
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Zackariasson, Ulf
    Uppsala University.
    Negotiating evil: an introduction2017In: International Journal of Philosophy and Theology, ISSN 2169-2327, E-ISSN 2169-2335, Vol. 78, no 4-5, p. 329-333Article in journal (Other academic)
    Abstract [en]

    Evil strikes directly at what we care most deeply about, and attempts to control, predict and even eliminate it often generate new and unforeseen evils. Hence, it is no surprise that philosophers and theologians keep returning to the topic. The following special issue springs from the 21st conference of the European Society for Philosophy of Religion held in Uppsala, Sweden, August 2016.

  • 341.
    Bornestav, Eric
    Södertörn University, School of Culture and Education.
    Digital detox – människans räddning i den digitala eran?: En etnografisk studie om digital detox2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsens syfte är att få en djupare förståelse för fenomenet digital detox och hur problem knutna till det alltmer digitalt uppkopplade samhället framställs samt hur dessa är tänkta att lösas inom detox-trenden. Följande frågeställningar är utformade för att besvara syftet: 1. Hur framställs problem knutna till det alltmer digitalt uppkopplade samhället inom digital detoxtrenden? 2. Hur är dessa problem tänkta att lösas? Det vill säga, vad innebär det egentligen att göra en digital detox? Uppsatsens teoretiska ramverk kretsar runt det accelererande samhället samt de effekter som de digitala medierna har inneburit för människan. Däribland redogörs det för upplevelsen av tid, tidspress, medierad interaktion och digital bundenhet. Studien genomfördes med en deltagande observation på digital detox-lägret Villa Insikt i norra Sverige den 17-19 november 2017. Materialet består bland annat av en intervju med kursledaren, informella samtal med densamme och övriga deltagare, fältanteckningar samt analys av broschyrer och lägrets hemsida. Resultatet visar att digitala medier, enligt detox-lägret, har inneburit en rad olika problem för människor. Trots detta ges inga konstruktiva förslag för hur dessa problem ska lösas. Uppsatsens huvudsakliga slutsats är således att detoxen enbart fungerar som ett konstaterande över att människors bundenhet och förhållningssätt till de digitala medierna är problematisk samt att detoxen inte innebär någon större förändring för deltagarna som istället individuellt måste försöka att lösa de problem som detoxen påvisar genom insikt och digital strategi.

  • 342.
    Boréus, Kristina
    et al.
    Uppsala universitet.
    Behtoui, Reza
    Linköpings universitet.
    Neergaard, Anders
    Linköpings universitet.
    Yazdanpanah, Soheyla
    Södertörn University, School of Culture and Education, Gender Studies.
    Motstånd - valet mellan protest, sorti och tystnad för invandrade och infödda anställda i äldrevården2016In: Makt och inflytande i arbetslivet / [ed] Margaretha Holmqvist, Stockholm: Premiss förlag, 2016, p. 240-265Chapter in book (Other (popular science, discussion, etc.))
  • 343.
    Boström, Elin
    Södertörn University, School of Culture and Education.
    Sociala medier: en del av vår samtid: En kvalitativ studie om fem lärares syn på sociala medier i förhållande till undervisning och identitetsskapande.2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the report Ungar & Medier 2012/13, statistics show that the users of social media are becoming increasingly younger at age and that social media has become a natural part of children and young people's everyday lives (Statens medieråd, 2013). The purpose of this study is to examine how five teachers experiencing and think about social media's impact on their students and teaching. And also what effects the teachers describe that social media has contributed to in students' identity work. I have, based on the purpose of this study issued following questions: What is social media, according to the teachers?, How do the teachers think about their students' use of social media?, How do the teachers think that social media has influenced their teaching? And how do the teachers describe / experiencing the impact that social media has contributed to in the students' identity work?

    This study is made through a qualitative method based on interviews with five teachers. The results show that all of the teachers agree that social media is a part of our present. The teachers’ talk about various ways social media has affected their teaching, but most often the discussion has been about values, laws and regulations, concerning the etiquette on social media. The teachers’ believe that social media has had an effect on the children's identity. They believe that children today, focus on appearance, perfection, performance and material objects, which automatically will affect children’s self-image. According to the teachers, social media has created a new way to show appreciation between individuals, where they are appreciated by comments and likes. But let’s all agree that social media is a social place, where children can feel part of their social togetherness and culture.

  • 344.
    Boström, Magnus
    et al.
    Örebro University.
    Gilek, Michael
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    Hedenström, Eva
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies.
    Jönsson, Anna Maria
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    How to achieve sustainable procurement for “peripheral” products with significant environmental impacts2015In: Sustainability: Science, Practice, & Policy, ISSN 1548-7733, E-ISSN 1548-7733, Vol. 11, no 1, p. 21-31Article in journal (Refereed)
    Abstract [en]

    Departing from previous theoretical and empirical studies on sustainable supply-chain management, we investigate organizational commitment (drivers and motivations) and capabilities (resources, structures, and policy instruments) in sustainable procurement of “noncore” products. By focusing on chemicals in textiles, the article explores the activi-ties of differently sized organizations and discusses the potentials and limitations of sustainable procurement measures. The study is based on a qualitative and comparative approach, with empirical findings from 26 case stud-ies of Swedish public and private procurement organizations. These organizations operate in the sectors of hotels/ conference venues, transport, cinema, interior design, and hospitals/daycare. While this work demonstrates major challenges for buyers to take into account peripheral items in sustainable procurement, it also identifies constructive measures for moving forward. A general sustainability/environmental focus can, as an effect, spill over to areas per-ceived as peripheral. © 2014 Boström et al.

  • 345.
    Boström, Magnus
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science. Örebro universitet.
    Gilek, Michael
    Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Jönsson, Anna Maria
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Karlsson, Mikael
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
    IKEA and the Responsible Governance of Supply Chains: IKEA’s work on chemicals in textiles2013Report (Other academic)
    Abstract [en]

    This report focuses on IKEA’s management and communication surrounding sustainability in general and chemical risks specifically. IKEA’s work is analysed in relation to theoretical concepts around responsibility, supply chain, and governance . The report focuses on IKEA’s visions and organizational structures, its policy instruments to deal with chemical risks, supplier-relations and communication and learning. The study is based on previous scholarly literature, analyses of relevant documents, a field visit at a few of IKEA’s suppliers in southern India, as well as interviews with staff working at IKEA in Sweden. The report focuses on IKEA’s systems and processes for dealing with chemical risks, and not on the implementation of such measures in quantitative terms.

  • 346.
    Boström, Magnus
    et al.
    Örebro University.
    Jönsson, Anna Maria
    Södertörn University, School of Culture and Education, Media and Communication Studies.
    Lockie, S.
    James Cook University, Australia.
    Mol, A. P. J.
    Wageningen University, Wageningen, The Netherlands.
    Oosterveer, P.
    Wageningen University, Wageningen, The Netherlands.
    Sustainable and responsible supply chain governance: Challenges and opportunities2015In: Journal of Cleaner Production, ISSN 0959-6526, E-ISSN 1879-1786, Vol. 107, p. 1-7Article in journal (Refereed)
    Abstract [en]

    This paper introduces the Special Volume on sustainable and responsible supply chain governance. As globalized supply chains cross multiple regulatory borders, the firms involved in these chains come under increasing pressure from consumers, NGOs and governments to accept responsibility for social and environmental matters beyond their immediate organizational boundaries. Governance arrangements for global supply chains are therefore increasingly faced with sustainability requirements of production and consumption. Our primary objectives for this introductory paper are to explore the governance challenges that globalized supply chains and networks face in becoming sustainable and responsible, and thence to identify opportunities for promoting sustainable and responsible governance. In doing so, we draw on 16 articles published in this Special Volume of the Journal of Cleaner Production as well as upon the broader sustainable supply chain governance literature. We argue that the border-crossing nature of global supply chains comes with six major challenges (or gaps) in sustainability governance and that firms and others attempt to address these using a range of tools including eco-labels, codes of conduct, auditing procedures, product information systems, procurement guidelines, and eco-branding. However, these tools are not sufficient, by themselves, to bridge the geographical, informational, communication, compliance, power and legitimacy gaps that challenge sustainable global chains. What else is required? The articles in this Special Volume suggest that coalition and institution building on a broader scale is essential through, for example, the development of inclusive multi-stakeholder coalitions; flexibility to adapt global governance arrangements to local social and ecological contexts of production and consumption; supplementing effective monitoring and enforcement mechanisms with education and other programs to build compliance capacity; and integration of reflexive learning to improve governance arrangements over time. © 2015 Elsevier Ltd.

  • 347.
    Bozkurt, Oya
    Södertörn University, School of Culture and Education, Teacher Education.
    Högtider och traditioner i förskolan: en kvalitativ studie om fem förskollärares beskrivningar och reflektioner kring firandet av högtider och traditoner i förskolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about the work around festivals and traditions that takes place in multicultural preschools. The purpose of this study is to describe and reflect upon the work around festivals and traditions in multicultural preschools from the view of five preschool teachers who are active in their profession.  The purpose is also to investigate which festivals and traditions that are given attention at preschool and for what reason according to the preschool teachers.

    The method of research chosen in this study is qualitative in the form of individual interviews with the intention of obtaining and interpreting the descriptions and reflections of the informants around the subject. The results will be analyzed from an intercultural perspective.

    The results show that all investigated preschools celebrate the traditional Swedish festivals Christmas, St. Lucia’s day, Easter and Midsummer, and that these festivals take up lots of space in terms of time and labor. At some of the preschools attention was also given to other festivals from different faiths and cultures out of diversity and a more globalized perspective. The results also revealed that all of the preschool teachers were positive to giving attention to festivals from other faiths and cultures. It was considered to bring an increased understanding and respect for differences between people. It appeared that an operation with increased cultural features would result in the confrontation of some difficulties.

  • 348.
    Brask, Emma
    Södertörn University, School of Culture and Education.
    Kunniga kvinnor och mjuka män: en socialsemiotisk studie om vem som givs plats på tidningen QX omslag2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study seeks to find answers to whom, in terms of which gender group, is given space on the QX magazine cover. Primarily with focus on text elements, secondarily the visual aspects. The study is created in the traces of gender researcher Yvonne Hirdman's theories concerning the male dominance that is generally found in society, and which gives women a lower social status. Hirdman points out that this inequality is being created and recreated, as well as Embretsén and Palmberg's study "A Monochrome Rainbow" presents an underrepresentation of women in QX magazine. The research material consists of 36 covers from the QX magazine, published between 2015 and 2017. The study is based on systemic-functional linguistics, discourse analysis and a multimodal analysis to cover both the ideational meanings of the texts as well as how messages are presented visually. The result shows an even frequency of gender distribution, but an uneven design in which QX turns on stereotypes of female and male, which is based on a ruling male point of view.

  • 349.
    Brask-Jensen, Leila
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Systematisk dokumentation av barns utveckling och lärande inom pedagogisk omsorg i Sverige och Finland: En vetenskaplig essä om två grannländers sätt att sammanställa barns lärprocesser2019Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    The preschool curriculum obliges us working at preschool to systematically document the development and learning of children. Our premier policy document does not in detail explain how one should do the documentation. The purpose with my essay has been, starting at our neighbour country Finland and its early childhood education and care, to deepen my understanding for the intentions of the curriculum and to find new ways to document children´s learning processes at preschool. In Finland I have examined The child´s individual early childhood education and care plan which is a legislated individual development plan for children at preschool age. I have also looked at the kindergarten teacher´s practical knowledge, which I have reflected against my own experiences in my profession as a preschool teacher. My research questions are about how the child´s individual early childhood education and care plan is used in practice in Finland, the role of administration at the documentation in Sweden and Finland, how the child´s individual early childhood education and care plan effects the documentation process in Finland and vice versa how the lack of an individual plan in Sweden is effecting the documentation, the child´s individual early childhood education and care plan in relation to educational documentation and finally how Sweden and Finland relate to individual or group documentation.

    The research is written in an essay form. My self-experienced story together with field observations and theory have provoked insights and answers. The general terms in the swedish curriculum opens up space for the practical knowledge and the local cognizance in the process of documentation. Educational documentation as a method and the working team´s unity regarding to knowledge and ”child view” has shown to be important parts in documentation work. As a way of documentation, educational documentation concentrates on group documentation, in opposite to what the swedish curriculum is demanding about systematic documentation of the individual child. In Finland the child´s individual early childhood education and care plan has come to focus on the needs of support of the single solid child though these represent only a part of the plan. Finland has some years ago instituted educational documentation in preschool curriculum and my research has shown similar duration in time to change the working ways of the Finnish educators as I have experienced in Sweden. Administration that comes from documenting children´s learning processes has shown to be burdening on both sides of the Baltic sea, but mostly in Finland.

  • 350.
    Bredberg, Eva
    Södertörn University, School of Culture and Education, History and Theory of Art.
    Dräkt och pose i porträtt: En analys av posens fiktion och dräktens avbildning i tre porträtt föreställande Herman Wrangel (1584 - 1643)2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is concerned with portraiture as a roleplay and a strategy to communicate the sitter´s identity to affect the viewer. Focusing on the sitter´s pose and the depiction of dress, the study examines three portraits between 1624 and the 1630s, representing Herman Wrangel (1584–1643), Field Marshal and Councilor of the Realm. The analysis is based on the concept, the fiction of the pose, developed by Harry Berger Jr. The idea of Theatricality discussed by Hanneke H Grootenboer´s is also used. The results show that dress, details of dress and the pose which are significant for the identity of the sitter are depicted with emphasis. Therefore, the dress and the pose have a key role in the depiction of the sitter acting his identity. The sitter acts before the artist and in the long run before the beholder. The portrait of the nobleman becomes a monologue for the beholder who can confirm the nobility´s role in society.

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