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  • 1.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Assessing Names?: Effects of Name-Based Stereotypes on Teachers’ Evaluations of Pupils’ Texts2017In: Names, ISSN 0027-7738, E-ISSN 1756-2279, Vol. 65, no 1, p. 3-14Article in journal (Refereed)
    Abstract [en]

    This study investigates the effects of name-based ethnic and social stereotypes on teachers’ grading of pupils’ texts in contemporary Sweden. A total of 113 practicing Swedish high school teachers assessed an authentic pupil text with one of three male names inserted, each intended to evoke a certain ethnic or social stereotype. Participants also explained their grading and answered questions regarding key features of the text. Both quantitative and qualitative analyses were conducted. The study concludes that name-based stereotypes generally have little influence on teachers’ assessment in contemporary Sweden. Results indicate a systematic but small and not statistically relevant name effect. A negative effect can be seen with regard to an ethnically marked name. This effect is shown when teachers evaluate language proficiency, but not for other features of the text. Regarding socioeconomically marked names there is little systematic effect. The study also suggests, however, that there may be compensatory mechanisms limiting the name effect. © 2016 American Name Society.

  • 2.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Att skapa kön: Könsmönster och könsroller i nyskapade förnamn2015In: Innovationer i namn och namnmönster: Handlingar från NORNA:s 43:e symposium i Halmstad den 6–8 november 2013 / [ed] Emilia Aldrin, Linnea Gustafsson, Maria Löfdahl & Lena Wenner, Uppsala: Norna-förlaget , 2015, p. 36-52Conference paper (Refereed)
    Abstract [en]

    The Swedish language conventionally separates female and male first names respectively. Previous research from Sweden, as well as other cultures, shows that first names for girls and boys are chosen in partly separate ways with a desire for separate characteristics and structures, in a way that often contributes to traditional gender stereotyping. When parents choose to create a completely new name for the child, they have an opportunity to use new structural and semantic patterns and thus may negotiate the traditional gender boundaries. This article investigates newly created first names in Sweden in order to explore to what extent and in what ways parents do this. The data consists of 226 newly created first names registered by SCB (Statistics Sweden) for children born in 2012. The overall conclusion is that the newly created names generally still express gender and recreate stereotypical gendered patterns contributing to symbolic dominance. When gender negotiation occurs, it is primarily in boys’ names.

  • 3.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Creating identities through the choice of first names2017In: Socio-onomastics: The pragmatics of names / [ed] Terhi Ainiala & Jan-Ola Östman, Amsterdam/Philadelphia: John Benjamins Publishing Company, 2017, p. 46-68Chapter in book (Refereed)
    Abstract [en]

    Choosing a name for a child is seldom a matter of simple labelling. It is often rather a long and complex process. Names are collected for inspiration, compared and evaluated by the parents. Many aspects are taken into consideration and (more or less consciously) viewed in the light of the parents’ own emotional, aesthetic, ideological and social stances, as well as personal experiences and hopes for the child. In this chapter, the act of naming a child is regarded as an act of identity. Parents, through the choice of first name for a child, engage in a social act which is very much about expressing their own identity – who they are or who they want to be – and constructing a hoped-for identity for their child.

  • 4.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Fjärrundervisning i modersmål: En forskningsöversikt2017Report (Other academic)
  • 5.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Names and Identity2016In: The Oxford Handbook of Names and Naming / [ed] Carole Hough, Oxford: Oxford University Press, 2016, p. 382-394Chapter in book (Other academic)
  • 6.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    [Review of:] Guy Puzey and Laura Kostanski (eds), Names and Naming: People, places, perceptions and power, Multilingual Matters 163 (Bristol: Multilingual Matters, 2016). ISBN 978 1 783094 91 22016In: Journal of the English Place-Name Society, ISSN 1351-3095, Vol. 48, p. 122-124Article, book review (Other academic)
  • 7.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    The social process of child naming in Sweden2017In: Beiträge zur Namenforschung, ISSN 0005-8114, Vol. 52, no 3, p. 301-321Article in journal (Refereed)
    Abstract [en]

    This paper presents results from a doctoral thesis in socio-onomastics (ALDRIN 2011 Namnval som social handling [Naming as a social act]). It is based on a postal survey from the year 2007 with 621 participants who were newly-become parents and were living in the area of Gothenburg, Sweden. The survey included approx. 40 questions on parents’ choice of name and the process of naming. The focus of this paper will be to what extent naming motives and the naming procedure as such (sources of inspiration, time of choice etc.) varies in relation to traditional sociolinguistic variables such as parents’ age, level of education, and the gender of the child. The presented analyses are primarily quantitative, consisting of univariate tests and tests of statistical signification. Based on these results, the paper discusses to what extent the act of naming a child can be seen as having a function as a social marker in contemporary Sweden and which of the investigated social variables are of greatest importance in this context.

  • 8.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Ungdomars språkliga tilltal: En litteraturstudie2017In: Studia Anthroponymica Scandinavica, ISSN 0280-8633, Vol. 34, p. 101-122Article in journal (Refereed)
    Abstract [en]

    This article presents a systematic review of published research on adolescents’ use of proper names and other forms of address in their interaction with one another. The aim is to identify both central issues and gaps within the field, as the basis for a future research project. In all, 45 Scandinavian and English-language publications, dated between 1970 and 2015, are identified and analysed. The review reveals a number of recurring themes: playfulness, power and resistance, and identity. Several gaps in existing research are also identified, the most important of which are: combinations of data, theories and methodologies from both onomastics and interactional research; forms of address in digital communication, especially with regard to power issues; and finally young people’s perceptions of different ways of being addressed and how these influence their identity, power relations and well-being. 

  • 9.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Vad säger mitt namn om mig?: En folkonomastisk studie av vuxnas syn på relationen mellan namn och identitet2017In: Norna-rapporter, ISSN 0346-6728, no 96, p. 21-34Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to study how Swedish adults conceptualize the relationship between their name and identity and how their views relate to scientific theories. It also discusses to what extent the relation between name and identity changes throughout life and which social factors may influence this. The data consists of 173 written survey answers, including both highly structured answers and freely written comments. Perspectives from folk onomastics, sociocultural identity theory and psychological theories life span identity are combined in the analysis. Results indicate that most people do not experience that their name reveals anything about their identity, however a third of the participants do see such a relation. This is often conceptualized as a process and includes both personal and social identity traits. A third of the participants further perceive that this relationship has changes throughout life and basing on these results the article suggests a tentative model of the life development of name identity through certain phases.

  • 10.
    Aldrin, Emilia
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Davidsson, Helén
    Langeblad, Michelle
    Pagoldh, Maria
    Trulsson, Julia
    Vikström, Lisa
    Socio-onomastiska perspektiv på personnamn, djurnamn och företagsnamn: Fem smärre studier2017In: Ortnamnssällskapet i Uppsala årsskrift, ISSN 0473-4351, p. 5-13Article in journal (Other academic)
    Abstract [en]

    This article presents five undergraduate dissertations in socio-onomastics written by students from Halmstad University in 2016 and presented during a visit to the Department of Scandinavian Languages, Scandinavian Onomastics, at Uppsala University in 2017. Two of the dissertations deal with personal names (a social constructionist approach to personal names in children’s literature, and perceptions of name and identity among senior citizens). Two others focus on animal names in contemporary times (a gender analysis of names of horses, and a comparative analysis of names within different dog breeds). The last undergraduate dissertation concerns the process of naming companies. 

  • 11.
    Aldrin, Emilia
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Gustafsson, LinneaHalmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.Löfdahl, MariaInstitutet för språk- och folkminnen, Göteborg, Sverige.Wenner, LenaInstitutet för språk- och folkminnen, Göteborg, Sverige.
    Innovationer i namn och namnmönster: Handlingar från NORNA:s 43:e symposium i Halmstad den 6–8 november 20132015Conference proceedings (editor) (Refereed)
    Abstract [en]

    Innovations in names and name patterns was the theme of a Nordic Symposium held in Halmstad in November 2013. The symposium was arranged by Halmstad University in collaboration with NORNA. The proceedings present 20 symposium papers. They offers insights into names in multicultural environments, changes in the gender marking of first names, introduction of new names in the Swedish name day calendar, the role of names in literature, as well as emergence of new name patterns in place names, personal names, names of animals, planes, ships etc. The proceedings cover a large time span from iron age to contemporary time and deal with names from different Nordic countries as well as Germany. Several articles also present new theories and methods within the field of onomastics.

  • 12.
    Aldrin, Emilia
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Mattfolk, Leila
    Insitutet för språk och folkminnen, Uppsala, Sverige.
    Neumüller, Kristina
    Institutet för språk och folkminnen, Uppsala, Sverige.
    Nyström, Staffan
    Uppsala universitet, Uppsala, Sverige.
    Vikstrand, Per
    Nordisk namnforskning 2016: Sverige2017In: Namn och bygd, ISSN 0077-2704, Vol. 05, p. 148-156Article, review/survey (Other academic)
  • 13.
    Andersson, Camilla
    et al.
    Aalto University, Esbo, Finland.
    Mazé, Ramia
    Aalto University, Esbo, Finland.
    Isaksson, Anna
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Börjesson, Emma
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Ehrnberger, Karin
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Materializing “Ruling Relations”: A Case of Gender, Power and Elder Care in Sweden2017Conference paper (Refereed)
    Abstract [en]

    This paper reflects upon our critical (feminist) design research approach developed in response to the Swedish Governmental Agency for Innovation Systems (Vinnova)’s innovation program on equality. As a pilot of the program, the subject of our research is equality within elder care work, a female-dominated employment sector with particular gender and power dynamics. We have responded to this program and sector by rethinking our research methodologies and critical design research method. Inspired by institutional ethnography and the concept of ‘ruling relations’, our research approach involves critical design to materialize structural inequalities manifested within the everyday micro-practices of care work. Stories and sketches (as ‘material theses’) were generated through qualitative fieldwork involving ‘research through design’ processes to observe, document, explore, interpret, discuss and communicate gendered practices of elder care. Three themes emerged along the way, which articulate ruling relations revealed within elder care work. This research case is reported here along with reflections about the potentials of critical design as a (feminist) research approach capable of more critically interrogating power and positionality within design and innovation. From our perspective, equality as a policy and subject of research – including design research – calls for critical (and feminist) theoretical and methodological development. 

  • 14.
    Asklund, Jonas
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    "Mitt hjerta var i Malin": Förmedling och förvandling i Fredrika Bremers Grannarne (1837)2016In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, no 1, p. 5-13Article in journal (Refereed)
    Abstract [en]

    ”My heart was with Malin”: Mediation and Transformation in Fredrika Bremer’s The Neighbours. This article focuses on a scene in Fredrika Bremer’s 1837 novel, Grannarne (Th e Neighbours), investigating the relationship between reading aloud and empathy established in this work. It discusses the characters’ varied responses to the shared reading experience, utilising reception theory. In a follow-up discussion, I examine the feasibility of using newer theories concerning narrative empathy. Fritz Breithaupt’s theory is of particular interest since he suggests that second-level observation (and thus placing oneself in another person’s perspective) is central to the experience of empathy. Finally, I consider the emotional responses of the characters in relation to melodrama in Bremer’s work.

  • 15.
    Asklund, Jonas
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Myt och metall: Värdemodeller i litteratur och ekonomisk prosa under tidigt 1800-tal2016In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. 137, p. 5-30Article in journal (Refereed)
    Abstract [en]

    Money and myths: An exploration of models of value in early 19th-century literature and texts on economy

    The main aim of this paper is to show how the concept of money could be treated in literary and in economic writings in the Swedish Age of Romanticism. Three texts — an early poem by Erik Johan Stagnelius and two contemporary essays in economic theory — serve as examples of how, and for which purpose, qualitative and quantitative values could be negotiated in these writings. The study shows that, in the poem, money and profit are treated as inconsistent with such qualitative values as freedom, justice, and joy, whereas the two theoretical essays both make use of different strategies of fictionalization to deal with qualitative and quantitative values in one and the same narration. In this paper, the fictionalization strategies are linked to the paracapitalist approach often to be found in the political and economic theories in the Romantic period. From the perspective of economy-discourse history, an attempt is made to link the two essays to the German economist and philosopher Adam Müller and his Versuche einer neuen Theorie des Geldes (1816).

  • 16.
    Bilstrup, Urban
    et al.
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Stranne, Frida
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS). The Swedish Institute for North American Studies (SINAS), Uppsala University, Uppsala, Sweden.
    Peace in Cyberspace Will Not Take Place2016Conference paper (Refereed)
    Abstract [en]

    The ongoing debate whether cyberwar exists or not is odd and to large extent based on an Industrial age view of the definition of war. The ongoing digital revolution ends the industrial age and it was in the context of the industrial age that the Clausewitzian theories of war were defined. The industrial age was built upon machines and physical objects, and the theories of war in this era were also based on these elements. However, when the importance of physical values is vanishing and replaced by other values, as information and knowledge, the fundamental elements of war in the industrial age becomes week. An extension of the theories of war in the information age is that destruction of digital assets is representing the same element of violence, if it potentially cripples an enemy to defeat. When a society’s valuable assets are in the digital form and not necessarily even present within the geographical area of a sovereign state one maybe have to reconsider the understanding of war. This paper explores the discourse framing war in the information age, and conducts a discussion on how to define peace and war in cyberspace, especially in the context of digital violence.

  • 17.
    Björkén-Nyberg, Cecilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Empathetic Ears: The audiobook, aesthetics and affect2017Conference paper (Refereed)
    Abstract [en]

    Judging from sales figures, the popularity of the audiobook is more than a passing trend. While everyone seems to have an opinion on the topic, either one listens avidly or one refuses to abandon the ingrained habit of print, the aesthetic dimension of the listening experience has long been underexplored. Recently, however, producers and researchers have started to show a growing interest in the actual voicing of a text and its aesthetic effect and, consequently, readers are becoming less categorical. Reading with one’s ears is neither inferior nor superior to reading with one’s eyes; it is quite simply a different experience.

    My talk is founded on the assumption that this difference is related to double voicing which can be studied through the theoretical lens of audionarratology. What happens when the metaphorical voice goes physical in the performing act of narration? My focus is on the materiality of voice, what Roland Barthes famously termed its “grain.” A key argument is the recorded voice as a facilitator for an empathetic stance. In my study of the shift to the listening mode with its affective potential, previous research findings on readers’ emotional responses to print texts based on such parameters as story type (descriptive, emotional) and set (sympathetic spectator, identification) will be used as a reference point.

  • 18.
    Björkén-Nyberg, Cecilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Losing Oneself in Words: Finding Ourselves in Sound: The Halmstad Poetry Lab2017Conference paper (Refereed)
    Abstract [en]

    Being immersed in narratives is often said to be a means of making readers forget the passing of time. As such they may have a beneficial impact on our wellbeing not least due to our capacity to empathise with fictional characters. Poetry, by contrast, forces us to pause. Lyric poetry in particular tends to focus on states and stasis. Thus, while we naturalise texts by narrativising them, we struggle with the “unnaturalness” of poems that force us to pay attention to friction, to see, hear and voice it. This methodology helps us engage in a continuous process of understanding not only ourselves but the experiences of other people and cultures and, paradoxically, to find new narratives while doing so.

     Creative friction is explored in the Poetry Lab (Lyriklabbet), set up jointly by Halmstad city library and Halmstad university in the spring of 2017. Here poetry’s artifice and segmentivity – as opposed to naturalness and flow – is taken as a starting-point for slowing down time and dwelling on emotions and mental states. The main object is to promote a sense of wellbeing through an experimentation with words and the embodiment of voice. Existing poems are studied as well as fresh poems composed by lab members out of material that comes their way in everyday situations. In this presentation, we will be demonstrating how we work in the poetry lab. An important aspect is the use of sound technology as an instrument for challenging the naturalness of the poetic text. By manipulating, rearranging and recontextualising the text through the recorded voice the multidimensionality of the poetic material is foregrounded. The creation of such a sound archive is quite simply a means of staying sound.

  • 19.
    Björkén-Nyberg, Cecilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Translators, Tricksters and Traps: The Correspondence between Paul Solanges and Henry Handel Richardson as Life-Writing Project2017In: Life Writing, ISSN 1448-4528, E-ISSN 1751-2964, Vol. 14, no 1, p. 83-96Article in journal (Refereed)
    Abstract [en]

    In 1910, Paul Solanges wrote to Henry Handel Richardson, author of Maurice Guest (1908), offering to translate the novel into French. Solanges had been deeply moved by the music novel recounting the story of a piano student’s attraction to a femme fatale. Throughout the translation process, which went on for over three years and was never completed due to the translator’s death, Richardson and Solanges exchanged some 300 letters. Initially Solanges was unaware that he was corresponding with a woman and although he soon began to suspect that this was the case, he never confronted her with his suspicion. Instead, the correspondents were in implicit agreement that they were setting traps for each other, a feature that has been given some scholarly attention in the study of Richardson’s creation of her male persona. However, in the present article, the ‘story of traps’ is approached primarily from the point of view of Solanges’s life-writing project. It is claimed that due to its liminal character, the correspondence sits neatly within the trickster genre. The argument is built on Jacques Derrida’s notion of the archive as a phenomenon to be understood from a point in the future. As such, the existence today of the meticulously edited correspondence testifies to the triumphant outcome of Solanges’s painful suffering from archive fever. © 2016 Informa UK Limited, trading as Taylor & Francis Group

  • 20.
    Björkén-Nyberg, Cecilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Vocal Woolf: The audiobook as a technology of health2016In: SoundEffects, ISSN 1904-500X, E-ISSN 1904-500X, Vol. 6, no 1, p. 69-87Article in journal (Refereed)
    Abstract [en]

    This article explores the therapeutic potential of the performing audiobook voice. It takes its point of departure in the view that the audiobook negotiates the semantics of a text and its vocal manifestation. A key idea is that the performing voice is an affordance for creating a salutogenic sense of coherence in the listener. The argument is theoretically situated within the context of the psychology and sociology of music with affect regulation and ‘health-musicking’ as significant elements. The British actress Juliet Stevenson’s reading of Virginia Woolf’s second novel Night and Day (1919) will be approached as a case of ‘health-musicking’ and an event-based appreciation of sonic culture. This discussion will focus on the listeners’ appropriation of the sound object for their own empowering purposes.

  • 21.
    Björkén-Nyberg, Cecilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Vocalising motherhood: The metaphorical conceptualisation of voice in listener responses to Paula Hawkins’s The Girl on the Train2018In: International Journal of Language Studies, ISSN 2157-4898, E-ISSN 2157-4901, Vol. 12, no 2Article in journal (Refereed)
  • 22.
    Blossing, Ulf
    et al.
    University of Gothenburg, Gothenburg, Sweden.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Principal Leadership and Student Participation in School Improvement2015Conference paper (Refereed)
    Abstract [en]

    The aim of this study is to describe and understand the negotiation process within a professional learning community (PLC) for school improvement between principals, students and teachers; and with a particular focus on the principals and students. Wenger’s (1998) social learning theory of community of practice is used as framework in the analysis.

    Research has found that successful schools could be described as professional learning communities, PLCs.APLC is characterised by a collaborative culture in which teachers participate in a continual process of creating new knowledge where there is a collective responsibility for supporting each other to improve (Stoll et al., 2006). The principal has an important role in the shaping of this community. Studies have found that there is a need for the principal to practise a leadership which focuses on the learning of the teachers in order to improve teaching (Robinson, 2011; Timperley, 2011). However, we conclude that the students are at the most centred in teachers’ work of planning instruction (Robinson, 2011), they are seldom centred as participators in the community discussing learning matters. They do not seem to be legitimate participators, but rather peripheral to the community, using the terms from Lave and Wenger (1991).

    We find this problematic from a democratic point of view and also from the point of the learning of the students. Dysthe (1993) found a clear relationship between high academic performance and student participation and engagement among secondary schools. She also found an apparent relationship between the teachers’ knowledge and experiences in creating learning activities that involved students in meaningful interaction both about the subject matter and about the students’ participation and learning.

    PLC research does not provide a strong theory base for how to understand the descriptions and processes in the community. When Stoll et al. (2006) describe a PLC the basis for the account is the most evident data visible in interviews and observations. But how should we understand those data and what is the logic in the relations between the different data? Wenger’s (1998) theory of social learning provides an interesting framework in this respect which we intend to use. Wenger’s hypothesis is that practice cannot be distinguished from community. More accurately he means that individuals appear as actors in a collective, which constitutes the practice.Actors in a specific situation, e.g. in school, shape a community around a practical problem, which they have to solve or manage in order to obtain meaning in the practice or work. Wenger introduces the notion of reification to display how actors’ solutions, or ways of managing, materialise into new concepts, reasoning, understandings, documents, models or tools. Learning, as we interpret it from Wenger, is the negotiation of meaning that takes place among participants experiencing a practical problem. The term “peripheral” describes the condition of the individual when being part of the community but not being legitimated to negotiate the meaning of the work (Lave & Wenger, 1991). In those terms, the students were part of the classroom work but only legitimated as being active participants when invited by the teachers. And concerning the principal the work of Robinson (2011) and Timperley (2011) suggest the principal to practise a leadership which take initiative and become a participator, together with the teachers, in the negotiation of how to improve teaching. 

    Method

    The research context for the study was a compulsory school involved in a professional learning project planned for five years. The school had identified obvious needs to improve student learning and achievement. Teacher participation in the project was mandatory and decided by the local authority. Every teacher in school was supposed to take an active role in the work, in order to improve the schools’ results. The concept of professional learning was built on teachers’ engagement in collaborative learning and the central part of their actions was based on systematic inquiries in the classroom (cf. Wennergren, 2014). Primary data forming the basis for the analysis consisted of 1) field notes from informal communication during three years, 2) written accounts from two principals, 3) interviews of two principals. Secondary data consisted of observations of teachers. With our theoretical starting point in Wenger the analysis was focusing the negotiations that occurred between the principals, teachers and students. Those were the major parties in the daily school practice. From the basis of the theory of community of practice it became essential to investigate the content in the negotiations and who participated in the communication. It also was essential to assess in what degree the negotiations led to reification(s); that is a result the parties believe could improve the situation. Subsequently we have analyzed the data by identifying 1) negotiations, 2) content of the negotiations, 3) the participators in the negotiations, and 4) reifications. Those data were analyzed in relation to legitimization, that is; how active the principals, the teachers and the students could be in the negotiations and reifications of different content.

    Expected Outcomes

    We expect that the analysis will result in a description and understanding of the principals’ leadership and students’ participation in the school improvement process. The improvement process will be ununderstood as the negotiation process between the principals, teachers and students. The theoretical basis of this can contribute with an understanding of what promotes or prevents the process. Identifying the experience of being a legitimate or peripheral participator is assumed being a critical issue in the process. Finally we will suggest successful parts in an improvement process as understood as negotiations using the theoretical terms from the social theory of Wenger (1998). 

    References

    Dysthe, O. (1993). Writing and talking to learn. A theory-based interpretative study in three classrooms in the USA and Norway (Diss: Rapport nr 1 APPUs skriftserie). Tromsø: School of Languages and Literature University of Tromsø. Lave, J., & Wenger, E. (1991). Situated Learning. Legitimate peripheral participation. Cambridge: Cambridge University Press. Robinson, V. (2011). Student-Centered Leadership. San Fransisco, CA: Jossey-Bass. Stoll, L., Bolam, R., McMahon, A., Wallace, M. & Thomas, S. (2006). Professional learning communities: A review of the literature. Journal of Educational Change 7, 221-258. Timperley, H. (2011). Realizing the power of professional learning. Maidenhead: Open University Press. Wenger, E. (1998). Communities of practice : learning, meaning, and identity. Cambridge: Cambridge University Press. Wennergren, A. (2014). The power of risk-taking. In: K. Rönnerman & P. Salo (Eds), Lost in Practice: Transforming Nordic Educational Action Research (pp. 133-151). Rotterdam: Sense Publisher.

     

  • 23.
    Bungum, Berit
    et al.
    Norwegian University of Science and Technology, Trondheim, Norway.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Introduction to Strand 17: Science in the Secondary School2016In: Electronic Proceedings of the Esera 2015 Conference. Science Education Research: Engaging Learners for a Sustainable Future, Part 17: Science in the Secondary School / [ed] Jari Lavonen, Kalle Juuti, Jarkko Lampiselkä, Anna Uitto, Kaisa Hahl, Berit Bungum & Pernilla Nilsson, Helsinki: University of Helsinki, 2016, p. 2770-2772Chapter in book (Refereed)
  • 24.
    Börjesson, Emma
    et al.
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Isaksson, Anna
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Ilstedt, Sara
    KTH, Stockholm, Sweden.
    Ehrnberger, Karin
    KTH, Stockholm, Sweden.
    Visualizing Gender – Norm-critical Design and Innovation2016In: Research Handbook on Gender and Innovation / [ed] Gry Agnete Alsos, Ulla Hytti and Elisabet Ljunggren, Cheltenham: Edward Elgar Publishing, 2016, p. 252-273Chapter in book (Refereed)
    Abstract [en]

    Innovation is seen as one of the main engines of economic growth. It is generally assumed to be gender neutral when, in fact, the gendered construction of innovation has been traditionally masculine. This Handbook explores the nexus between innovation and gender by providing a wide range of studies from different analytical and methodological perspectives and from various regional and industry contexts and draws implications for a gender-inclusive innovation policy. The multidisciplinary group of contributors discuss topics such as gender and innovation in new and small businesses, and growth businesses; addressing innovation in different organizational contexts ranging from public sector health care to mining and forestry; researching gender in innovation policy and in design and materiality.This Handbook will be useful to researchers looking to understand parallels between research on gender and innovation on one hand, and research on gender and entrepreneurship or management on the other. It will also be invaluable to students looking for an overview of research in both areas.

  • 25.
    Caiman, Cecilia
    et al.
    Stockholms universitet.
    Hasslöf, Helen
    Malmö universitet.
    Lundegård, Iann
    Stockholms univeritet.
    Malmberg, Claes
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Urbas, Anders
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS). Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Didaktiska perspektiv på hållbar utveckling2018In: Hållbar utveckling Ämnesövergripande / [ed] Claes Malmberg, Stockholm: Skolverket , 2018Chapter in book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Kapitlet ger en introduktion till lärande i hållbar utveckling. Det görs genom att ge en bild av hur de komplexa och ämnesövergripande hållbarhetsfrågorna kan karaktäriseras. Kapitlet lägger vikt vid att diskutera och problematisera de viktiga frågorna, varför behövs en undervisning i hållbar utveckling, vad ska undervisningen innehålla samt hur ska den organiseras.

  • 26.
    Cox, Timothy
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    'Enter the New Negroes': Images of race in American culture2007In: Comparative literature studies (Urbana), ISSN 0010-4132, E-ISSN 1528-4212, Vol. 44, no 3, p. 332-336Article, book review (Other academic)
  • 27.
    Ekborg, Margareta
    et al.
    Malmö högskola, Malmö, Sverige.
    Ideland, Malin
    Malmö högskola, Malmö, Sverige.
    Lindahl, Britt
    Malmberg, Claes
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Ottander, Christina
    Umeå universitet, Umeå, Sverige.
    Rosberg, Maria
    Högskolan i Kristianstad, Kristianstad, Sverige.
    Samhällsfrågor i det naturvetenskapliga klassrummet2016 (ed. 2)Book (Other academic)
  • 28.
    Eriksson, Jonnie
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Filming a New Earth: Ecopolitical Imagination in Cinema and Deleuze's Geophilosophy of Utopia2017In: ACSIS 2017: Sessions, Panels & Abstracts, 2017, p. 7-7Conference paper (Other academic)
    Abstract [en]

    This paper explores the concept of utopia in Gilles Deleuze’s philosophy and its significance for cinema, placing his and Félix Guattari’s “geophilosophy” in the context of posthumanist ecocriticism. It relocates the notion of utopia from out of a paradigm of political fiction and speculations of a possible social progress, towards Deleuze & Guattari’s ideas of a geography and topology of time as conditions for creative thought. Considering the importance of the concepts of becoming and virtuality in this philosophy, a utopian image is no mere speculation or representation, but a force of creation. Deleuze’s notion that philosophers and artists share the task of resisting the present in creatively thinking “a new people” and “a new earth” can be developed to view film as a medium for re-imagining nature, creating a new set of earth-images or geosigns for future thought. 

  • 29.
    Eriksson, Jonnie
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Tusen platåer & Anti-Oidipus2016In: Ord och bild, ISSN 0030-4492, E-ISSN 1402-2508, no 3–4, p. 133-136Article, book review (Other academic)
  • 30.
    Ferm-Almqvist, Cecilia
    et al.
    Luleå Tekniska Universitet, Institutionen för konst, kommunikation och lärande, Luleå, Sverige.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Utveckling av responskompetens: Seminariet som träningsarena2016In: Det goda seminariet: Forskarseminariet som lärandemiljö och kollegialt rum / [ed] Marie Cronqvist & Alexander Maurits, Stockholm: Makadam Förlag, 2016, p. 133-155Chapter in book (Other academic)
  • 31.
    Fors, Vaike
    et al.
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Berg, Martin
    Malmö University, Malmö, Sweden.
    Eriksson, Jonnie
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Cooking for perfection: Transhumanism and the mysteries of kitchen mastery2016In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 4, no 2, p. 111-135Article in journal (Refereed)
  • 32.
    Fuchs, Helen
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Bröstbilder och verklighet2016In: Kulturen: en årsbok till medlemmarna av Kulturhistoriska föreningen för södra Sverige, ISSN 0454-5915, p. 2-4Article in journal (Other (popular science, discussion, etc.))
  • 33.
    Fuchs, Helen
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    The Halmstad Group: Surrealism in the 1930s2017In: Swedish Art History: A Selection of Introductory Texts / [ed] Ludwig Qvarnström, Lund: Lund University , 2017Chapter in book (Refereed)
    Abstract [en]

    In the 20th-century story of Swedish art, the Halmstad Group is associated with post-cubism during the 1920s and the introduction of surrealism during the 1930s, and the group garnered much attention being from a small provincial town but having an obvious relationship to international avant-garde movements. Even so, some critics seemed unable to consider them as a part of both a local and a cosmopolitan context. Irrespective of what art movement the Halmstad Group was related to according to its critics, it was often described in relation to “Swedish” art, international movements, and to preconceived ideas about provincial places such as the city of Halmstad. The group exhibited extensively in Sweden during the 1930s, and a large number of articles and newspaper items were written about them. The reception of the group’s surrealism was profoundly divergent, and this article intends to present how the surrealism of the Halmstad Group was met during the 1930s in terms of both Swedish cultural contexts and international cosmopolitan modernist contexts. 

  • 34.
    Fuchs, Helen
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    The Reception of the Halmstad Group during the 1930s2017In: A Cultural History of the Avant-Garde in the Nordic Countries 1925-1950 / [ed] Tania Ørum, Per Stounbjerg, Benedikt Hjartarson & Andrea Kollnitz, Haag: Brill Academic Publishers, 2017Chapter in book (Refereed)
    Abstract [en]

    Early on, influential art historians and critics identified the Halmstad Group as an interesting Swedish example of international surrealism. Others made fun of a supposedly odd combination of international avant-garde trends and manifestations of such an off-centre locality as the city of Halmstad. Individually the artists were both identified and denied as surrealists, depending on how strictly they were compared to preconceived notions about international surrealism. The artists themselves tried to balance this with independence in order to claim a type of surrealism of their own.

  • 35.
    Fuchs, Helen
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS). Humtank, Stockholm, Sverige.
    Enbom, Jesper
    Umeå universitet, Umeå, Sverige & Humtank, Stockholm, Sverige.
    Ingvarsson, Jonas
    Högskolan i Skövde, Skövde, Sverige & Humtank, Stockholm, Sverige.
    Humanioras pris och värde: resurser och utbildningskvalitet2016Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Tankesmedjan Humtank har valt att under 2016 särskilt fokusera på frågan om utbildnings-anslaget och dess relation till utbildningskvalitet och arbetsvillkor inom humaniorasektorn. Som ett led i detta lägger Humtank fram denna rapport i syfte att kartlägga nuvarande situation och staka ut möjliga riktningar för framtiden.

  • 36.
    Fåhraeus, Anna
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Asklund, Jonas
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Läsfrämjande, forskning och kompetensutveckling i Halland2017Report (Other academic)
    Abstract [sv]

    Hösten 2015 blev Regionbibliotek Halland kontaktad av två forskare från Halmstad högskola för en första diskussion om eventuella samarbeten. Och vi behövde inte sitta många minuter tillsammans förrän Anna Fåhraeus, lektor i engelska och litteraturvetenskap, Jonas Asklund, lektor i litteraturvetenskap och vi från regionbiblioteket insåg att vi hade många gemensamma frågor som vi ville studera och gå vidare med. Regionbibliotekets goda erfarenhet att samarbeta med forskare utanför professionen har varit en drivande kraft. Att låta någon som inte är färgad av biblioteksvärlden reflektera över vårt arbete har tidigare visat sig vara lyckosamt. Anna och Jonas förankring i lärarutbildningen var en annan god grund för samarbete; bibliotekarieyrket och läraryrket har överlappningar som vi fortfarande är dåliga på att ta tillvara.

    Regionbiblioteket hade redan ett stort projekt på gång tillsammans med samtliga folkbibliotek i Halland. Folkbibliotekschefsgruppen hade initierat ett utbildningspaket för alla anställda kring litteratur och läsning – en insats som i synnerhet Eiler Jansson, utvecklingsledare på Regionbiblioteket höll samman. Vi bestämde nu att Halmstad högskola skulle gå in i denna satsning som föreläsare, följeforskare och samtalspartners.

    Efter denna dag föreslog de båda forskarna att de skulle gå vidare med en enkät samt en del djupintervjuer för att bättre fånga hur biblioteksanställda arbetar med läsfrämjande i Halland men också att försöka fånga upp ytterligare insatser som behöver göras.

    Det känns viktigt att påpeka att forskning utförd i sådan nära relation som i detta fall ändå är självständig. Detta är inte en uppdragsforskning där beställaren har en ungefärlig bild av vad som ska undersökas. Tvärtom, frågeställningen var ett gemensamt beslut, en färdriktning som skulle gynna både professionen och akademin. Anna Fåhraeus och Jonas Asklund presenterar här sina egna analyser och resultat. Regionbiblioteket har stått till tjänst med bakgrundsmaterial, samordning och utgivning.

    Rapporten ger svar på hur bibliotekarier i Halland ser på sitt läsfrämjande arbete och förslag på insatser som behöver göras. Den har gett oss mycket att tänka på och folkbibliotekschefsgruppen kommer att tillsammans med regionbibliotekarien och Halmstad högskola bestämma hur vi ska gå vidare. För gå vidare vill vi. Tillsammans.

    Maria Ehrenberg Avdelningschef, Regionbibliotekarie

  • 37.
    Granklint Enochson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Davidsson, Eva
    Lunds universitet, Lund, Sweden.
    Teachers’ use of hybrid contexts as a means for negotiating the science content2017In: ESERA 2017 Conferencebook, 2017Conference paper (Refereed)
    Abstract [en]

    Previous research studies have pointed to the benefits of involving students’ everyday life experiences for enhanced learning and positive attitudes towards school science. This study explores in what ways teachers relate other contexts to the school science context as a means to facilitate the negotiation of the presented scientific content. This means that we explore how teachers introduce other societal contexts (e.g. references to media or a narrative) and by that create hybrid contexts when introducing their science lessons. In all, 490 minutes of lesson introduction in Swedish grade nine classes were analyzed. The results reveal that the number of situations where the teachers created hybrid contexts was low, only 67 situations. However, if categorizing the situations these could be referred into five main categories, media, narratives, everyday-life experiences, linguistic references and other school subjects. The most common way to use hybrid contexts was to refer to every-day life. Only two references to actual topics in media were found indicating that the lesson introductions are far from considering the relation between science, news reporting and current novelties. However, the most striking results from this study are the absence of other contexts and hybrid contexts when introducing the science content.

  • 38.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    30:ans buss. En resa genom det språkliga landskapetIn: Namn och bygd, ISSN 0077-2704Article in journal (Refereed)
  • 39.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Binamnens betydelse för identitetsskapandet: Exemplen ungdoms- och genusidentitet2017In: Norna-rapporter, ISSN 0346-6728, Vol. 94, p. 51-64Article in journal (Refereed)
    Abstract [en]

    The significance of nicknames in the making and performance of identity: The examples youth and gender identity

    This article analyses the nickname’s significance for the construction of identity. The issues I specifically discuss are as follows: 1) How does the nickname contribute in the construction of identity? 2) How is youth and gender identity constructed through nicknames? My approach to identity is based on a constructivist perspective where the starting-point is that the identity is originally individual but also perceived as collective in a group constructing process where nicknames can be used to announce inclusion or exclusion of the group.

    In the analysis, I am using 198 nicknames that are collected through interviews and questionnaires. Name-bearers usually get their nicknames when they are children or adolescents. A gender perspective on the issue shows that it is more common for women to get nicknames at the age of 0–5 years, while men get, to a greater extent, their nicknames at the age of 11–15 years. However, it is more common that men’s nicknames contain different features which reinforce traditional gender roles. The conclusion is that the nickname can be an important linguistic resource for constructing identity.

  • 40.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Förnamn med klass: fonetisk ljudsymbolism i ett intersektionellt perspektiv2017In: Norna-rapporter, ISSN 0346-6728, Vol. 96, p. 85-96Article in journal (Refereed)
  • 41.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Kartläggning av horisontella kriterier: En förstudie inom Arena grön tillväxt2017Report (Other academic)
  • 42.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Kvinnlig intimitet och manlig solidaritet: Binamnens könade maktstrukturer2017In: HumaNetten, E-ISSN 1403-2279, no 38, p. 97-108Article in journal (Refereed)
  • 43.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Lena Gavelin, Mäklare KullingBennys allservice och Glada grisen: Exempel på företagsnamn i Uppsala2018In: Festskrift, Uppsala universitet, 2018Chapter in book (Other academic)
  • 44.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Moderna binamns konstruktion och funktion2017In: Ortnamnssällskapets i Uppsala årsskrift 2017, p. 41-55Article in journal (Other academic)
  • 45.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Moderna vardagliga binamn i Sverige2016Book (Refereed)
    Abstract [en]

    The aim of the study is to examine the modern everyday use of nicknames. The study is based on two different types of material – questionnaires and interviews. In contrast to previous nicknames-studies in Sweden, this study considers, not only different sorts of nicknames, even though this has been taken into consideration, but the function of the nicknames in everyday communication. The observations are based on the name-bearer’s own estimation of his or her nickname(s). The theoreti- cal framework is a combination of onomastics, sociolinguistic, identity-theoretical, and interactional theories. The results demonstrate that the use of nicknames is an important social act that can be either positive or negative for the nickname-users. Six naming environments have been identified for the nicknames’ occurrence: childhood family, childhood friends, sports context, adulthood friends, partner and other. It appears that nicknames are co-creators of a gender and a youth identity. Three different functions for nicknames have been identified: affective function, relation function and positioning function. Finally, this study argues that there are two dimensions, public–private and exclusive–inclusive, that are useful in describing the use of nicknames. © Linnea Gustafsson 2016

  • 46.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Om kontextens betydelse för förståelsen av smeknamn och öknamn2015In: Norna-rapporter, ISSN 0346-6728, Vol. 92, p. 73-86Article in journal (Refereed)
  • 47.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Historia som ämnesdisciplin och vardagsliv – ämnesdidaktiska utmaningar i ett flerkulturellt samhälle2015In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 3, p. 1-18Article in journal (Refereed)
    Abstract [en]

    Even if an overwhelming majority of historians acknowledges that history can harbour a multitude of interpretations and thus a multitude of narratives of the past, history – as encountered by students from primary school to the first year at the university – more often than not takes the form of a single, coherent narrative marked by an almost inexorable determinism. Ever since the beginning of the 19th century, such public narratives have served as instruments for promoting a shared sense of (national) community, not least within the compulsory school system. In our time, in our pluralistic societies where the idea of a common past shared by all has become untenable, such public narratives also pose a dilemma that is both political and ethical: how can social coherence, inclusion, and integration be achieved if (a) community is dependent on a shared past while (b) no shared past can be found? In this article I suggest that a possible way of solving, or steering clear of, this dilemma is through a history education that strives to promote an understanding of history as interpretations, as (re-)constructions of narratives of the past. Such an understanding underlines the importance of being able to deconstruct already existing narratives. It will also elucidate history’s role in society, a role that consists not only of what history says about the past but also of what history does for shaping our perceptions of the present and the future. And, finally, it offers students the tools needed for evaluating and choosing among the many narratives of the past, picking those that may serve them as aids for temporal orientation in everyday life.

  • 48.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Obituary: In memory of Martin Peterson, 1941-20152015In: Innovation. The European Journal of Social Sciences, ISSN 1351-1610, E-ISSN 1469-8412, Vol. 28, no 4, p. 508-509Article in journal (Refereed)
    Abstract [en]

    Martin’s home base was Scandinavia, but he felt equally at home when, as guest lecturer or conference speaker, he journeyed from the Baltic Sea to the River Plate, from the Bosporus to the coast of New England. He participated in research projects under the auspices of or funded by UNESCO, the EU Framework Programmes, the Nordic Council’s research programme NordForsk, and the Swedish Council for Planning and Co-ordination of Research. A prolific writer, he published works on identity, urban and rural development, cultural encounters, industrial democracy, research policy, the threatening dismantling of the welfare state, and social inclusion and exclusion.

  • 49.
    Hasslöf, Helen
    et al.
    Malmö University, Malmö, Sweden.
    Lundegård, Iann
    Stockholm University, Stockholm, Sweden.
    Malmberg, Claes
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Students’ qualification in environmental and sustainability education—epistemic gaps or composites of critical thinking?2016In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 2, p. 259-275Article in journal (Refereed)
    Abstract [en]

    In an ‘age of measurement’ where students’ qualification is a hot topic on the political agenda, it is of interest to ask what the function of qualification might implicate in relation to a complex issue as Education for Sustainable Development (ESD) and what function environmental and sustainability issues serve in science education. This paper deals with how secondary and upper secondary teachers in discussions with colleagues articulate qualification in relation to educational aims of ESD. With inspiration from discourse theory, the teachers’ articulations of qualification are analysed and put in relation to other functions of education (qualification, socialisation and subjectification). The results of this study show three discourses of qualification: scientific reasoning, awareness of complexity and to be critical. The discourse of ‘qualification as to be critical’ is articulated as a composite of differing epistemological views. In this discourse, the teachers undulate between rationalistic epistemological views and postmodern views, in a pragmatic way, to articulate a discourse of critical thinking which serves as a reflecting tool to bring about different ways of valuing issues of sustainability, which reformulates ‘matter of facts’ towards ‘matter of concerns’ © 2016 Taylor & Francis

  • 50.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Powerful matriarchs, warrior women, and sexy slaves: views of women in Viking reenactment2017Conference paper (Refereed)
    Abstract [en]

    This paper is based on a specific occurrence at a Viking reenactment market in Sweden in the summer of 2016. The incident in question involved a group which has decided to recreate Viking slave trade. They visit Viking markets where they will capture female visitors and ’sell’ them; in this case, this resulted in a police report for assault and kidnapping. What interests me is the reactions among other reenactors, and what those reactions indicate about ambivalent views of gender among Viking reenactors.

    Many Viking reenactors assert that Viking society was one of gender equality. They are often keen to pick up new research which seems to support this idea, such as the possibility of female warriors among Vikings. Thus, the Viking age is seen as closer to contemporary ideals about equality than, for example, the Middle Ages, and also as a time of strong independent women. Still, there is a certain amount of ambivalence about this equality: Viking society is also seen as heteronormative, and gender roles are often presented as complementary and interdependent rather than affording equal opportunities for both genders. In this paper, I will explore the recreation of Viking gender roles and how this draws on and legitimises heteronormativity and both equal and unequal contemporary gender roles.

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