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  • 1.
    Agelin, Susanne
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    En essä om känslornas betydelse i lekterapeutisk verksamhet2016Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
  • 2.
    Alsterdal, Lotte
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Essäskrivande som utforskning2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, 47-73 p.Chapter in book (Refereed)
  • 3.
    Alsterdal, Lotte
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Säkerhet och osäkerhet i rörelsen: tankar om förskolepraktik och förskollärarutbildning2016In: Inifrån och utifrån: Om praktisk kunskap på förskolan / [ed] Lotte Alsterdal, Maria Pröckl, Huddinge: Södertörns högskola, 2016, 391-419 p.Chapter in book (Other academic)
  • 4.
    Alsterdal, Lotte
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Pröckl, MariaSödertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Inifrån och utifrån: Om praktisk kunskap i förskolan2016Collection (editor) (Other academic)
    Abstract [sv]

    Här tecknar studenter på den erfarenhetsbaserade förskollärarutbildningen, och forskare som undervisar på samma utbildning, en bild av förskolepedagogens praktiska kunskap. Texterna rör sig mellan ett förtroget inifrånperspektiv och ett teoretiskt utifrånperspektiv. Boken kombinerar på så vis en djupgående undersökning av dagsaktuella frågor som relationen mellan omsorg och lärande, det ökade antalet diagnostiserade barn, resursbrist, lek och utbildningens betydelse, samtidigt som den sätter dessa frågor i relation till vilken förskola, och vilket samhälle, vi vill ha.

  • 5.
    Ambagtsheer, Frederike
    et al.
    Erasmus MC University Hospital Rotterdam, the Netherlands.
    Gunnarson, Martin
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    de Jong, Jessica
    Central Division of the National Police, the Netherlands.
    Lundin, Susanne
    Lund University.
    van Balen, Linde
    Erasmus MC University Hospital Rotterdam, the Netherlands.
    Orr, Zvika
    The Hebrew University of Jerusalem, Israel.
    Byström, Ingela
    Lund University.
    Weimar, Willem
    Erasmus MC University Hospital Rotterdam, the Netherlands.
    Trafficking in Human Beings for the Purpose of Organ Removal: A Case Study Report2016In: Trafficking in Human Beings for the Purpose of Organ Removal: Results and Recommendations / [ed] Frederike Ambagtsheer & Willem Weimar, Lengerich: Pabst Science Publishers, 2016Chapter in book (Other academic)
  • 6.
    Ambagtsheer, Frederike
    et al.
    Erasmus MC University Hospital Rotterdam, the Netherlands.
    Gunnarson, Martin
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    van Balen, Linde
    Erasmus MC University Hospital Rotterdam, the Netherlands.
    Ivanovski, Ninoslav
    University of St. Cyril and Methodius, Macedonia.
    Lundin, Susanne
    Lund University.
    Byström, Ingela
    Lund University.
    Weimar, Willem
    Erasmus MC University Hospital Rotterdam, the Netherlands.
    Organ Recipients who Paid for Kidney Transplantation abroad: A Report2016In: Trafficking in Human Beings for the Purpose of Organ Removal: Results and Recommendations / [ed] Frederike Ambagtsheer & Willem Weimar, Lengerich: Pabst Science Publishers, 2016Chapter in book (Other academic)
  • 7.
    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, 59-72 p.Chapter in book (Other academic)
  • 8.
    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, 2013, 109-130 p.Chapter in book (Other academic)
  • 9.
    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, 75-83 p.Chapter in book (Other academic)
  • 10.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    EN rörlig själ2014In: Subaltern, ISSN 1652-7046, no 4, 62-65 p.Article in journal (Other academic)
  • 11.
    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, 28-36 p.Article in journal (Other (popular science, discussion, etc.))
  • 12.
    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, 8-9 p.Chapter in book (Other academic)
  • 13.
    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, 190-197 p.Chapter in book (Other academic)
  • 14.
    Bornemark, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Den mänskliga erfarenhetens möjligheter2013Other (Other (popular science, discussion, etc.))
  • 15.
    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, 8-9 p.Article in journal (Other (popular science, discussion, etc.))
  • 16.
    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, 16-17 p.Article in journal (Other (popular science, discussion, etc.))
  • 17.
    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, 25-46 p.Chapter in book (Other academic)
  • 18.
    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, 63-83 p.Chapter in book (Other academic)
  • 19.
    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, 259-268 p.Article 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.

  • 20.
    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, 1 p.24-24 p.Article in journal (Other (popular science, discussion, etc.))
  • 21.
    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)
  • 22.
    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, 99-115 p.Chapter in book (Refereed)
  • 23.
    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)
  • 24.
    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, 251-278 p.Chapter in book (Refereed)
  • 25.
    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, 69-82 p.Chapter in book (Other academic)
  • 26.
    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, 169-183 p.Chapter in book (Other academic)
  • 27.
    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, 161-179 p.Chapter in book (Other academic)
  • 28.
    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)
  • 29.
    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.))
  • 30.
    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, 129-144 p.Chapter in book (Other academic)
  • 31.
    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, 9-17 p.Chapter in book (Other academic)
  • 32.
    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, 107-120 p.Chapter in book (Other academic)
  • 33.
    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)
  • 34.
    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, 7-14 p.Chapter 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.

  • 35.
    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.

  • 36.
    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, 7-22 p.Chapter in book (Refereed)
  • 37.
    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.

  • 38.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Philosophy and its Shadow: On Skepticism and Reaon in Levinas2015In: Madness, Religion, and the Limits of Reason / [ed] Jonna Bornemark & Sven-Olov Wallenstein, Huddinge: Södertörn University , 2015, 177-186 p.Chapter in book (Refereed)
  • 39.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Att tänka det mänskliga: bortom generna, i ljuset av utopin2015In: Människa, stat, utopi: En antologi om det möjligas konst / [ed] Mårten Björk & Jon Wittrock, Hägersten: Tankekraft , 2015, 177-195 p.Chapter in book (Other academic)
  • 40.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Gadamers tolkande samtal med Platon: Hermeneutik och dialektik som filosofisk praxis2014In: Hans-Georg Gadamer och hermeneutikens aktualitet / [ed] Anders Burman, Stockholm: Axl Books, 2014, 53-76 p.Chapter in book (Other academic)
  • 41.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Den rätta blandningen: Om antika dryckeslag i sanningens tjänst2014In: Klassiska tänkare om alkoholfrågan / [ed] Oskar Jalkevik, Stockholm: Nocturum , 2014, 5-9 p.Chapter in book (Other (popular science, discussion, etc.))
  • 42.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Thinking Revolution With and Beyond Levinas2014In: Jewish Thought, Utopia and Revolution / [ed] Elena Namli, Jayne Svenungsson, Alana M. Vincent, Amsterdam / New York: Rodopi, 2014, 79-93 p.Chapter in book (Refereed)
    Abstract [en]

    This article presents the view on revolution in the writings of French-Jewish philosopher Emmanuel Levinas. Levinas is often thought of as a mainly ethical thinker, cautious regarding the political. Here, the political implication of his thought is emphasised. Levinas, the article argues, is a thinker of the revolution. His thought is also criticized in the article, however, for drawing too severe boundaries between the home and the public sphere.

  • 43.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Om pedagogens ansvar bortom förskolans läroplan2016In: Inifrån och utifrån: Om praktisk kunskap på förskolan / [ed] Lotte Alsterdal, Maria Pröckl, Huddinge: Södertörns högskola, 2016, 367-390 p.Chapter in book (Other academic)
  • 44.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Filosofi som lovtal till ...2017In: Ad Marciam / [ed] Hans Ruin & Jonna Bornemark, Huddinge: Södertörns högskola, 2017, 319-323 p.Chapter in book (Other academic)
  • 45.
    Cederberg, Carl
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Europe as identity and ideal: Reading Barroso’s ‘New Narrative’ heretically alongside Hegel, Husserl and Patočka2017In: Europe Faces Europe: Narratives From Its Eastern Half / [ed] Johan Fornäs, Bristol: Intellect Ltd., 2017, 179-235 p.Chapter in book (Other academic)
  • 46.
    Granqvist, Kimmo
    Södertörn University, School of Culture and Education, Education. Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge. University of Helsinki, Helsinki, Finland,.
    Review of: Krinková, Zuzana 2015. From Romani to Iberian Para-Romani Varieties. Prague: Karolinum2016In: Romani Studies, ISSN 1528-0748, E-ISSN 1757-2274, Vol. 26, no 1, 101-104 p.Article, book review (Other academic)
  • 47.
    Gunnarson, Martin
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Avhandlingspresentation: Please Be Patient: A Cultural Phenomenological Study of Haemodialysis and Kidney Transplantation Care2016In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 93, no 3, 332-332 p.Article in journal (Other (popular science, discussion, etc.))
  • 48.
    Gunnarson, Martin
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge. Lunds universitet.
    Please Be Patient: A Cultural Phenomenological Study of Haemodialysis and Kidney Transplantation Care2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis examines the practice of haemodialysis and kidney transplantation, the two medical therapies available for persons with kidney failure, from a phenomenological perspective. A basic assumption made in the thesis is that contemporary biomedicine is deeply embedded in the cultural, historical, economic, and political circumstances provided by the particular local, national, and transnational contexts in which it is practiced. The aim of the thesis is twofold. On the one hand, the aim is to examine the forms of person- and patienthood enacted and negotiated in haemodialysis and kidney transplantation care and in the daily lives of persons with kidney failure. On the other hand, the aim is to investigate the ways in which the enacted and negotiated forms of person- and patienthood are culturally embedded and normatively charged. In order to examine and investigate this twofold aim, an empirical material has been gathered that comprises observations and in-depth interviews with patients and caregivers at four haemodialysis units, one in Riga, Latvia, and three in Stockholm, Sweden. The theoretical approach and methodology of the study is cultural and phenomenological in character, drawing on an ethnological and anthropological understanding of culture as processual and relational, and on a phenomenological understanding of personhood as embodied and intertwined with the surrounding world. The thesis shows that patients’ encounters and attempts to deal with the diagnoses and treatments associated with kidney failure are complex and often misalign them with the normatively charged orientations enacted and recommended by medicine. The complex situation that emerges when they undergo transplantation, for example, stands in stark contrast to the widespread official view of organ transplantation as a self-evidently health-bringing and normalising therapy. Through their repeated and extensive experiences of undergoing haemodialysis and living with the disease, patients eventually become able to create a synthesis between their lived experiences of their own body and their body as a medical object – what in the thesis is called a ‘sick body’ – a synthesis that allows them to reorient themselves in life and experience a sense of direction. This process relies, to a large extent, on the temporal structure that haemodialysis affords life; it is by repeatedly undergoing the treatment that patients become able to create a sick body. Even so, many of them find this temporal structure problematic; they experience it as disruptive of their control and future-orientedness and as causing an existentially difficult-to-handle boredom. The thesis also shows that the political developments and the norms prevalent in the two national contexts studied greatly affect the orientations of the treatment practices and the participants’ lives. In both Riga and Stockholm, ideals of freedom, activity, control, and self-actualisation influence what forms of patienthood and personhood are enacted. The study indicates that persons who fall ill with a serious and chronic disease only gradually become able to understand and actively cope with their differently embodied circumstances of life. This suggests that medical professionals should not too hastily enlist their patients as experts on their own bodies, but rather provide them with the time and support necessary for making repeated attempts at creating and maintaining a life with a sick body.

  • 49.
    Gunnarson, Martin
    et al.
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge. Avdelningen för etnologi, Institutionen för kulturvetenskaper, Lunds universitet.
    Lundin, Susanne
    Avdelningen för etnologi, Institutionen för kulturvetenskaper, Lunds universitet.
    The Complexities of Victimhood: Insights from the Organ Trade2015In: Somatechnics, ISSN 2044-0138, E-ISSN 2044-0146, Vol. 5, no 1, 32-51 p.Article in journal (Refereed)
    Abstract [en]

    The aim of this paper is to explore the complexity of the concept of the victim within the context of organ trading. By examining the intricate phenomenon of organ trade, we show how prevailing notions of victimhood form the basis of concrete social practices. The empirical basis for this exploration comprises in-depth interviews conducted during fieldwork in South Africa and Kosovo. We also draw on research undertaken at various expert meetings. What our research in these locations attests to is that one-dimensional and generalised conceptualisations of victimhood are rife, and that these tend to be founded on a pre-theorised opposition between agency and victimhood. For persons who become practically and intimately involved in dealing with cases of organ trade – such as investigators and prosecutors – such conceptualisations do not hold. What is required is an understanding of victimhood that takes into account its complexity. In this paper, we explore attempts to grasp and reduce this complexity, and argue against generalised concepts of victimhood and for concepts that are sensitive to contextual and relational variations.

  • 50.
    Hjertström Lappalainen, Jonna
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Klassiska texter om praktisk kunskap2015Collection (editor) (Other academic)
    Abstract [sv]

    Klassiska texter om praktisk kunskap är det allra första försöket att i bokform sammanställa texter som är centrala för den praktiska kunskapens teoribildning. Antologin består av 13 översättningar av olika tänkare från främst filosofi och vetenskapsteori, som undersöker den praktiska kunskapen i förhållande till språk, tänkande och känslor. Frågeställningarna rör teman som expertis, skicklighet, synen på arbete, språklöshet och etik. Genom att på detta sätt sammanställa dessa texter inom en mycket ung forskningsdisciplin väcker antologin, med ny skärpa, frågor om hur praktisk kunskap ska förstås och formuleras inte bara i sin praktik utan också i sin teori. Det framgår att fältet redan rymmer intressanta motsättningar och gemensamma frågeställningar, till exempel om hur expertis ska värderas, om hur olika former av praktisk kunskap värderas på olika sätt och om vad det egentligen innebär att förstå arbete som självförverkligande.

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