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  • 151.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    'Nemo sine crimine vivit, and mine is to love Antiquities': The Pleasure of Historiography2013Conference paper (Refereed)
    Abstract [en]

    “Nemo sine crimine vivit, and mine is to love Antiquities”: the pleasure of historiography.

    The quotation is from a letter by Charles Bertram, antiquarian, grammarian, and forger. In describing his interest in history, especially the Middle Ages, he repeatedly uses emotional terms, including ‘love’ and ‘pleasure.’ Clearly, to Bertram, the study of history is first and foremost a pleasure, and one which he finds it difficult to do without. This paper investigates the pleasure taken in knowledge of the Middle Ages, as expressed in Bertram’s letters, and argues that it is, in his case, inextricably linked with a desire to belong.

  • 152.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    'Open manslaughter and bold bawdry': Male Sexuality as a Cause of Disruption in Malory's Morte Darthur2014In: Sexual Culture in the Literature of Medieval Britain / [ed] Amanda Hopkins, Robert Allen Rouse & Cory James Rushton, Cambridge: D.S. Brewer, 2014, 1, p. 13-25Chapter in book (Refereed)
  • 153.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Party Like It's 1469: Dining in Malory's Morte d'Arthur2016Conference paper (Refereed)
    Abstract [en]

    Malory's text contains numerous references to eating together: after all, the most central artefact of King Arthur's court is a (round) dining table. In this paper, I will argue that dining functions as a marker for knighthood, community, and refinement: this is particularly clear in the Tale of Sir Gareth, where various aspects eating, cooking, and food marks Gareth's development from kitchen boy to famous knight. This is further supported by other parts of the Morte d’Arthur, especially where the decline from celebratory dining to the dinner where one eater is poisoned at the table signals the break-down of the community of the court.

  • 154.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Reading desire: men desiring men in Malory2014Conference paper (Refereed)
    Abstract [en]

    There is no doubt that, in Malory, the knights’ sexual desire is directed towards women: much of the text covers the stories of the great lovers Launcelot and Tristram. In this paper, I argue that it is possible, especially for today’s readers, to read Malory from a perspective of same-sex desire. There are three main reasons for this: the usage, between knights, of the language of a feudal world, the eroticisation of dominance and submission, and the marginalisation of one of the most explicitly desiring characters. Malory’s knights interact in the language of feudal bonds: they swear to be each other’s knights always, and to be true and loyal – in fact, the language used between knights often differs little from that used between courtly love couples. Courtly love borrowed its discourse from feudal bonds, eroticising it in the process. When feudal discourse is then used for feudal purposes – such as the swearing of one knight to another – the erotic charge of courtly love is retained, colouring the feudal bonds with desire. The interaction of knights with ladies and their interaction with each other are couched in very similar language, thus making it possible to read both as erotic. As I have argued elsewhere, many medieval texts eroticise dominance and submission, with the man as dominant in marriage, but as submissive in courtly love. So do many modern texts: the eroticisation of dominance and violence is of course not an unknown phenomenon in the contemporary world. In the light of this, much knightly interaction, which is aimed at determining a hierarchy of better/lesser knight, can also be read as expressing desire, for the top position but also for the knight currently holding that position: the lesser, defeated knight desires the winner, and shows such desire through the feudal language which – as mentioned above – carries an erotic subtext. In the story of Palomides, a reading of same-sex desire in the text is particularly possible. To readers who themselves occupy a marginalised position in society, for example due to sexual orientation, the marginalised character might offer a natural target for identification. Palomides is already marginalised due to his ethnicity and religion, making him a potential representative of other marginalised groups. Furthermore, Palomides explicitly desires Tristram’s company, and this is referred to in parallel with his desire for Isoud, using similar language. Palomides’s desire for Tristram is also expressed as a desire to defeat him or be defeated by him, thus linking the desire to eroticisation of dominance and submission. As Palomides is characterised by both his marginalisation and his desire, it is easy to read his desire itself as marginalising, deviant in a heteronormative world. For today’s reader, then, it is possible to read Malory’s text as containing desire not only between men and women, but between men, relying on a subtext of same-sex desire and eroticisation of dominance and submission even in overtly heterosexual characters.

  • 155.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Riding off to Adventure and into Court: Perceval as Other (or, Is that Boy Ready to Leave Mother?)2007Conference paper (Other academic)
  • 156.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Sitting on the Sidelines: Disability in Malory2013Conference paper (Refereed)
    Abstract [en]

    Late medieval tournaments were not a safe sport; deaths and injuries are mentioned by contemporary chroniclers, the most famous case being the death of Henry II of France in 1559. Clearly some of these injuries, where the knight escaped death, led to long-lasting or permanent disability. The disability need not hinder an active life: Götz of Berlichingen, having lost his right arm in battle, wore an articulated prosthetic arm. This shows the importance of warlike endeavour to the knightly classes, considering the ingenuity expended on allowing the disabled man to participate in physical activities and, when in armour, present an able-bodied image.

    In Malory’s works, as in all narratives of chivalric deeds, death is an expected and frequent outcome of knightly activities. However, we encounter few disabled characters: knights either die or heal. In Malory’s text, ability is normalised: lasting injury and disability is outside the norm, marginalised to the point of invisibility. This is surprising, considering that the audience must have been familiar with permanent, more or less disabling, effects of knightly life. Oliver Auge has argued that “affected nobles were ... seen as disturbing elements within the society” and may have internalised this perspective;[1] thus, in Malory’s perfect Arthurian world, disability is not admissible. The exceptions to this are Pellam -  the Grail guardian - and Sir Urry. These two characters, while sharing a long-term disability, differ in narrative function. Pellam is the literary descendant of the Fisher King of earlier Arthurian texts,[2] who is always, as Kisha G. Tracy has pointed out, “defined by his disability.”[3] Sir Urry, on the other hand, seems to appear in the narrative only to provide Lancelot with proof of his worthiness.

    Malory introduces Pellam’s disability at the very beginning, making it a significant part of the story of Sir Balin. Here we see Pellam engaging in battle, desiring to avenge his brother, but resulting in Pellam himself being injured: “and kynge Pellam lay so many yerys sore wounded, and myght never be hole tylle that Galaad the Hawte Prynce heled hym in the queste of the Sankgreall”[4] – at which point his name has changed to Pelles and the story of his maiming is different.

    The story of the maimed king and his healing is, even for Malory, inconsistent and confusing. King Pellam/Pelles is wounded – though there are contradictory stories of that wounding - and will be healed by Galahad; however, there is another Fisher King, and once the healing takes place, not Pelles but another unnamed knight is the object of healing. Pellles’s disability is by no means as dominant in Malory’s text as in the various earlier Perceval/Grail texts: it is only referred to in the two stories of his wounding and once mentioned by Galahad. The same silence about disability can be found in the narrative of Sir Urry. Sir Urry’s injury, which occurred in a tournament, has been aggravated by sorcery and caused disability: his healing restores him to full knightly ability. Thus, we see the disabled knight only briefly, and focus is on the attempts at healing.

    Despite disability being the defining characteristic in previous literary incarnations of the Grail king, and despite the experience of Sir Urry – long-term disability after an injury – being a realistic feature of the chivalric world, disability is consistently hidden by the reader’s attention being diverted, the symbolism of the disability, or even the disabled character, shifting throughout the narrative. Disability and the disabled are unstable sites in the text, and seem to be sites of anxiety for the intended audience.

    [1] Oliver Auge, ”Noblemen injured in fights and jousts: in the field of tension between honour and ability” Medizin, Gesellschaft und Geschichte 2009/28 21-46, abstract.

    [2] Although clearly not identical in Malory, as Galahad asks to be remembered “unto my grauntesyre kynge Pelles, and unto my lorde kynge Pecchere, and say hem” Sir Thomas Malory, Works, ed. Eugéne Vinaver, 2nd ed. (Oxford: Oxford UP, 1977) 519 (my emphasis).

    [3] Kisha G. Tracy, “Representations of Disability: the Medieval Literary Tradition of the Fisher King” Ryler, Joshue E., ed., Disability in the Middle Ages: Reconsiderations and Reverberations (Farnham: Ashgate, 2010) 105-118, 105.

    [4] Malory 54.

  • 157.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    The Good, the Bad, and the Ugly: Saracens in Malory's Works2009Conference paper (Other academic)
    Abstract [en]

    Sir Thomas Malory's works include several Saracens, most prominent of which is Sir Palomides. They are clearly defined by their religion: they are named as Saracens, which to Malory means Muslims, and identified as unbaptized, thus not belonging to the church. However, the ethical judgements made about them relies entirely on their adherence, or lack thereof, to the chivalric code and courtoisie. The texts portrays them as heretical or pagan, but as capable of morally right behaviour even before conversion to Christianity.

  • 158.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    The Image of Roman Britain: The Middle Ages as a Stepping-Stone2008Conference paper (Other academic)
    Abstract [en]

    In 1757, Charles Bertram published an ms ascribed to Richard of Westminster. He claimed that it was 'a copy of an old Manuscript Fragment,' although it was a forgery made by Bertram himself. However, while this manuscript was presented as medieval, and as providing new knowledge about Britrain, the new knowledge is actually concerned with Roman Britain. In this paper, I argue that Bertram uses the Middle Ages as a stepping stone to Roman Britain, and represents the Middle Ages as a depository of long-forgotten knowledge rather than as era of interest in itself.

  • 159.
    Hildebrand, Kristina
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    The queen was in her parlour: Guinevere and space2011Conference paper (Other academic)
    Abstract [en]

    Guinevere’s identity as queen in Malory’s works is closely associated with  place: in the royal castles, under the protection of the king, she exerts queenly power. Unlike Isode, who is rather a movable queen, Guinevere remains in the royal castles, tied to the safe space they constitute. The threat to the queen outside the castle is explicitly sexual: in the castle, her position as a chaste wife is protected, outside it she is constantly under the threat of rape.The close association of the queen and the space of the castle can be seen in that threats to the queen’s person are often conveyed in siege images; either directly, as in the siege of the Tower, or indirectly, as in Meleagant’s castle, with the wounded knights between her and her would-be ravisher – and the more successful siege laid by Lancelot.However, even in the space of her own castle, her position is never guaranteed, but always precarious; only through vigilance and good relationships with knights of prowess who are willing to fight for her in trials by combat can the queen retain her safe space. It is a sign of the degeneration of the round table that Guinevere is accused of poisoning a knight in the castle, and later attacked in her own chamber. Significantly, the argument between Arthur and Gawain centres on the queen’s chamber, and what Lancelot was doing there, an argument which also seems to convey different views of the function of the queen’s chamber: to Arthur, it is a private space that has been invaded by another man than himself; to Gawain, it seems to be the centre of the queen’s power to honour and reward knights. The relationship of Guinevere and the castle is a complex and variable one: the castle would normally constitute a safe space, where she is honoured as queen of the land. However, she is attacked both outside the castle, and eventually also inside it. Outside the convent, there is no safe space for Malory’s queen.

  • 160.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    The Rules of the Game: Re-Enactors and Fealty2012Conference paper (Refereed)
    Abstract [en]

    In re-enactment groups, fealty is often sworn and received, in imitation of a feudal world. The procedure is invested with various meanings, often with a clear desire to mark it both as significant and as different from life-long fealty. In the oaths, these boundaries are often explicitly set. I will investigate, through interviews, a number of issues surrounding the modern re-enactor's fealty, such as how the re-enactor understands medieval fealty; how this understanding colours their own experience of fealty, and how significant fealty is to their understanding of the Middle Ages.

  • 161.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Tropical Knights: Chivalry and Masculinity in Malory and Hawaii Five-02015Conference paper (Refereed)
    Abstract [en]

    The works of Malory portray a masculinity which is based on prowess in combat and desire for a more or less unattainable woman. Despite this, the masculinity is deeply concerned with homosocial desire verging on the homoerotic, and with discussing emotional experiences. Similarly, the masculinity of Hawaii Five-0 (2010) is based in shared violence, but diverges from the standard type of masculinity portrayed in cop shows by including homoerotic elements as well as the discussion of emotional experiences. Thus, Hawaii Five-0 is not only groundbreaking but in fact reinvents a masculinity which was once unremarkable in a work of chivalry.

  • 162.
    Israel, Lena
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Vilnapartituren: En existentiell resa i tid, rum, kropp och minne2010Book (Other academic)
  • 163.
    Lerbom, Jens
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Att njuta lag och rätt?: Kvinnorna och det gotländska tingssamhället 1492–16452009In: Kvinnfolki: en helt annan historia, Visby: Gotlands museum , 2009, p. 61-68Chapter in book (Other academic)
  • 164.
    Lerbom, Jens
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    "Det är sagt av några bönder": Civilas rörelsemönster och berättelser om fred, ofred, danskt och svenskt under skånska kriget 1676-16792014Conference paper (Other academic)
  • 165.
    Lerbom, Jens
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Ett omöjligt uppdrag?: Om lokal- och personhistorisk forskning i de erövrade östdanska landskapen före 16582016In: Släktforskarnas årsbok 2016 / [ed] Eva Johansson, Solna: Sveriges släktforskarförbund , 2016, p. 167-176Chapter in book (Other (popular science, discussion, etc.))
  • 166.
    Lerbom, Jens
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Evighetens motsträviga målsmän?: Hallands prästerskap på Sveriges riksdagar 1649-17192008In: Roskildefreden 350 år: Från danskt till svenskt kyrkoliv / [ed] Stig Alenäs, Lund: Stiftshistoriska sällskapet i Lunds stift , 2008, p. 108-119Chapter in book (Other academic)
  • 167.
    Lerbom, Jens
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Flyttare, flyktingar, återvändare: Migration i gränsområdet kring Öresund under 1600-talets andra hälft2007In: Öresundsgränser: Rörelser, möten och visioner i tid och rum / [ed] Fredrik Nilsson, Hanne Sanders & Ylva Stubbergaard, Göteborg: Makadam Förlag, 2007, p. 116-141Chapter in book (Other academic)
  • 168.
    Lerbom, Jens
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    For King, Kindred’s and friends2008Conference paper (Other academic)
  • 169.
    Lerbom, Jens
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Freden från ett annat håll2012In: I Halland, ISSN 2001-9165, Vol. 36, no 4, p. 7-9Article in journal (Other (popular science, discussion, etc.))
  • 170.
    Lerbom, Jens
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Freden i Knäred2012In: I Halland: för kultur i hembygd, ISSN 2001-9165, Vol. 36, no 4, p. 4-6Article in journal (Other (popular science, discussion, etc.))
  • 171.
    Lerbom, Jens
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Freden i Knäred 1613: Kortfattad bakgrund, historik och nya perspektiv2013Book (Other (popular science, discussion, etc.))
  • 172.
    Lerbom, Jens
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Från Halland till Själland - Några funderingar kring en förteckning över in- och utresande i Helsingborg 16932011In: ALE : Historisk tidskrift för Skåne, Halland och Blekinge, ISSN 0345-0708, no 4, p. 74-78Article in journal (Other academic)
  • 173.
    Lerbom, Jens
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    För Gud och kung, släkt och vänner: Folkliga föreställningar om svenskhet under tidigt 1600-tal2013In: Historisk Tidskrift (S), ISSN 0345-469X, Vol. 133, no 2, p. 174-196Article in journal (Refereed)
    Abstract [en]

    This article investigates popular perceptions of Swedishness in early 17th century Sweden. The starting point is the well-known fact that ordinary people used concepts such as Swedes and Danes to describe themselves and others. The empirical basis of the survey is popular narratives recorded in protocols from six Swedish county courts bordering the kingdom of Denmark during the period 1600-1658. The overall question is whether these expressions reflected a political or imagined cultural (ethnic) community. The result of the survey shows that, besides being perceived politically and judicially, on an everyday popular level Swedishness was also imagined as a cultural community. The ethnic dimension of this was not religious, and probably not linguistic, but consisted of an imagined community of being native-born and having kin and friends in a common emotionally associated fatherland.

  • 174.
    Lerbom, Jens
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    "Försvenskningen" av Bohuslän – en problematisk historia?2009In: Bohus 700: Föreläsningar om nordiskt försvar i Bohuslän förr, nu och i framtiden vid symposium 31 oktober 2008 tillägnat Bohus fästning 700 år / [ed] J.O. Rune Hasslöf, Kungälv: Föreningen Kungälvs musei vänner , 2009, p. 19-24Chapter in book (Other academic)
  • 175.
    Lerbom, Jens
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Gotlands saköreslängder 1600-1645: Brott och böter på Gotlands landsbygd2007Book (Other academic)
  • 176.
    Lerbom, Jens
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Handskriften från Krogsered: Äldsta kyrkliga räkenskapsboken i Halland2016In: Museet på Varbergs fästning 100 år 1916–2016 / [ed] Pablo Wiking-Faria, Varberg: Hallands kulturhistoriska museum Varberg , 2016, p. 82-83Chapter in book (Other (popular science, discussion, etc.))
  • 177.
    Lerbom, Jens
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Kritiska besök i ”snapphaneland”: något om problemen med historieskrivning kring Skånelandskabens övergång från Danmark till Sverige2009In: Roskildefreden 1658: i perspektiv / [ed] Hanne Sanders, Per Karlsson, Roskilde: Roskilde museums forlag , 2009, p. 113-126Chapter in book (Other academic)
  • 178.
    Lerbom, Jens
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Kungamakt och bonderätt: Om danska kungar och bönder i riket och i Göinge ca. 1525-16402006In: Scandia, ISSN 0036-5483, Vol. 26, no 1, p. 127-128Article, book review (Other academic)
  • 179.
    Lerbom, Jens
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Massavrättningen vid Kristianopel 1677 och något om problemen med övergångstidens historieskrivning2008In: Ale, ISSN 0345-0708, no 4, p. 25-32Article in journal (Other academic)
  • 180.
    Lerbom, Jens
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Mellan två riken: Integration, politisk kultur och förnationella identiteter på Gotland 1500-17002003Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Under the peace treaty of Brömsebro in 1645 the largest island of the Baltic Sea, Gotland, became a part of the Swedish Kingdom. Until then it had been under Danish control, and since the late fifteenth century the Danish authorities had pursued the economic, judicial, administra-tive and ecclesiastical incorporation of the island. This policy was continued, and its scope wide-ned, by the Swedish state after 1645 Both Danish and Swedish approaches to incorporation involved bureaucratization, including the regulation of the local administration, and the legal and tax systems, combined with a more professional corps of state servants. Written documents were increasingly used as an instrument of control. The main purpose of this dissertation is to study the process of incorporating Gotland viewed from ’below’. Central are the Gotland peasants’ own thoughts and patterns of political behaviour during a time of transition.

  • 181.
    Lerbom, Jens
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Nationsbyte: Danskar blev svenskar2011In: Kulturimperiet, ISSN 2000-6454, Vol. 4Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Att byta nationstillhörighet har aldrig varit helt okomplicerat. I drygt trehundra år har vi varit svenskar i sydsverige, men levde innan dess desto längre som självklara danskar. Den nationella identiteten är inget som är inristat permanent i en person eller ens ett folk, utan är utbytbar nu som då, om behovet skulle uppstå.

  • 182.
    Lerbom, Jens
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Rikets vardagliga förkroppsligande: En aspekt av Gotlands "fördanskning" före övergången till Sverige 16452003In: Da Østdanmark blev Sydsverige: Otte studier i dansk-svenske relationer i 1600-tallet / [ed] Karl Erik Frandsen & Jens Chr. V. Johansen, Ebeltoft: Skippershoved , 2003, p. 23-30Chapter in book (Other academic)
  • 183.
    Lerbom, Jens
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Ruotsi, Venäjä ja "metsä"2010In: Historiallinen Aikakauskirja, ISSN 0018-2362, Vol. 108, no 3, p. 377-379Article, book review (Other academic)
  • 184.
    Lerbom, Jens
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Shame on the Danes: The Nature of Ethnic Popular Prejudice in Early Modern Sweden2013Conference paper (Other academic)
  • 185.
    Lerbom, Jens
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Sjuttio mil från Kungens ögon: Undersåtar, överhet och föreställda gemenskaper på Gotlands landsbygd vid den danska erövringen 16762014In: Gusem = Gutilandorum Universitas Scholarium et Magistrorum : tidskrift för Högskolan på Gotlands historiska förening, ISSN 2000-3870, Vol. 5, no 5, p. 213-228Article in journal (Other academic)
  • 186.
    Lerbom, Jens
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    The spaces and boundaries of the realm: interaction and identities in the Danish-Swedish borderland 1600–16582010Conference paper (Other academic)
  • 187.
    Lerbom, Jens
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    The spaces and boundaries of the realm: Sweden in the early modern popular mind2012In: Imagined, Negotiated, Remembered: Constructing European Borders and Borderlands / [ed] Kimmo Katajala, Maria Lähteenmäki, Wien: LIT Verlag, 2012, p. 31-45Chapter in book (Other academic)
  • 188.
    Lerbom, Jens
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Våldets regionala realiteter: Soldaters våld mot civila i Skåne och Blekinge 1660-16752006In: Våld: Representation och verklighet / [ed] Eva Österberg & Marie Lindstedt Cronberg, Lund: Nordic Academic Press, 2006, p. 272-285Chapter in book (Other academic)
  • 189.
    Müller, Inez
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    ”Ich ein anderer: Autofiktion und autobiographisches Schreiben in ’Am Beispiel meines Bruders’”2006In: Literatur für leser, ISSN 0343-1657, Vol. 29, no 1, p. 43-58Article in journal (Refereed)
  • 190.
    Nilson, Tomas
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    'Those ever changing boundaries...': Political delimitation, organisation and praxis in Örebro, ca. 19002009In: Borders as experience / [ed] KG Hammarlund, Halmstad: Halmstad University , 2009, p. 170-182Chapter in book (Other academic)
  • 191.
    Olsson, Sven-Olof
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Managing Crises and De-Globalisation: Nordic Foreign Trade and Exchange, 1919-19392010Collection (editor) (Other academic)
    Abstract [en]

    As small, open economies the Nordic states have always been more dependent on foreign trade than larger powers, and have thus had a historic preference for free trade. But during the inter-war period the Nordic countries were squeezed between powerful and aggressive trading partners: above all Great Britain and Germany. Although the period between the end of the First World War and 1929 was marked by a return to a liberal world economy, the Great Depression ushered in a decade of protectionism. The bilateralisation of international trade was especially evident after Britain's Ottawa treaties in 1932 and the Nazi seizure of power in 1933. Their dependence on trade with Britain and Germany meant that the Nordic countries were exposed to the full force of British and German bilateralism.

    The paradox is that in spite of international trade wars and regulated exchange the Nordic countries managed better than other European states during the interwar period, and that the Great Depression was not as deep or long lasting as in other countries. The chapters in this book discuss why and how this rather successful Nordic experience was achieved. The topics covered include commercial and monetary policies but also important industries such as forestry, agriculture and fishing. Many of the chapters are comparative and discuss economic developments in two or more Nordic countries.

  • 192.
    Olsson, Sven-Olof
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Nordic trade cooperation in the 1930s2010In: Managing Crises and De-Globalisation: Nordic Foreign Trade and Exchange, 1919-1939 / [ed] Sven-Olof Olsson, London: Routledge , 2010, p. 17-33Chapter in book (Other academic)
  • 193.
    Peter, Heike
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    History of religions, useless and by that too expensive?: A study of the representations of the past in Swedish textbooks and national curricula2010In: Religion : a human phenomenon: XXth World Congress of the International Association for the History of Religions Proceedings, University of Toronto, 15-21 august 2010 / [ed] Donald Wiebe, Toronto: Institute for the Advanced Study of Religion , 2010, p. 74-74Conference paper (Refereed)
    Abstract [en]

    Historical research, especially research without clear genealogical bonds to contemporary world religions seems to be on the way out of the national curricula in Sweden, both in secondary school and at the universities. The new national guidelines for the secondary school, decided by the government 2010, show this clearly. This situation diverges greatly from the curriculums just 30-40 years ago where the proportions have been nearly the opposite. This study aims to investigate this difference to “former times” more closely.

    Material for this study is selected textbooks for the secondary school and the national curriculums from different époques. The method is both qualitative and quantitative. How much space takes the past compared to the present? Which past is represented, what are the main themes? Is there an argument for the selection? Are the past and the people of the past treated differently than present religions? The theoretical point of departure is inspired from anthropological research about race, ethnicity and religion, looking for implicit and explicit valuations of religions and peoples from former times, trying to outline the differences over time.

    The analysis of the national curricula raises questions of education politics and the role of past religions within it. Have there been power-shifts of minority and majority groups? This would be interesting for further investigations both in comparison to other countries as to other objects like the department of history.

  • 194.
    Rögnvaldsson, Thorsteinn
    et al.
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Brink, Joachim
    Halmstad University.
    Florén, Henrik
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Gaspes, Veronica
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Holmgren, Noél
    University of Skövde, Skövde, Sweden.
    Lutz, Mareike
    Halmstad University.
    Nilsson, Pernilla
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Olsfelt, Jonas
    Halmstad University.
    Svensson, Bertil
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Ericsson, Claes
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Contexts and Cultural Boundaries (KK).
    Hoveskog, Maya
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Hylander, Jonny
    Halmstad University, School of Business, Engineering and Science, Biological and Environmental Systems (BLESS).
    Jonsson, Magnus
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Nygren, Jens
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Rosén, Bengt-Göran
    Halmstad University, School of Business, Engineering and Science, Mechanical Engineering and Industrial Design (MTEK).
    Sandberg, Mikael
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Benner, Mats
    Lund University, Lund, Sweden.
    Berg, Martin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Bergvall, Patrik
    Halmstad University.
    Carlborg, Anna
    Halmstad University.
    Fleischer, Siegfried
    Halmstad University, School of Business, Engineering and Science, Biological and Environmental Systems (BLESS).
    Hållander, Magnus
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Mattsson, Marie
    Halmstad University, School of Business, Engineering and Science, Biological and Environmental Systems (BLESS).
    Olsson, Charlotte
    Halmstad University, School of Business, Engineering and Science, Biological and Environmental Systems (BLESS).
    Pettersson, Håkan
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS).
    Rundquist, Jonas
    Halmstad University, School of Business, Engineering and Science, Centre for Innovation, Entrepreneurship and Learning Research (CIEL).
    Sahlén, Göran
    Halmstad University, School of Business, Engineering and Science, Biological and Environmental Systems (BLESS).
    Waara, Sylvia
    Halmstad University, School of Business, Engineering and Science, Biological and Environmental Systems (BLESS).
    Weisner, Stefan
    Halmstad University, School of Business, Engineering and Science, Biological and Environmental Systems (BLESS).
    Werner, Sven
    Halmstad University, School of Business, Engineering and Science, Biological and Environmental Systems (BLESS).
    ARC13 – Assessment of Research and Coproduction: Reports from the assessment of all research at Halmstad University 20132014Report (Other (popular science, discussion, etc.))
    Abstract [en]

    During 2013, an evaluation of all the research conducted at Halmstad University was carried out. The purpose was to assess the quality of the research, coproduction, and collaboration in research, as well as the impact of the research. The evaluation was dubbed the Assessment of Research and Coproduction 2013, or ARC13. (Extract from Executive Summary)

  • 195.
    Svensson, Jonas
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Den ofrivilliga apologeten – Fatima Mernissi och den muslimska feminismen2007In: Svensk religionshistorisk årsskrift, ISSN 0283-0302, Vol. 15, p. 138-150Article in journal (Refereed)
  • 196.
    Svensson, Jonas
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Divisions, diversity and educational directives: IRE teachers' didactic choices in Kisumu, Kenya2010In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 32, no 3, p. 245-258Article in journal (Refereed)
    Abstract [en]

    The present article focuses on the choices teachers make when teaching Islamic religious education (IRE) in the town of Kisumu, Kenya. The data were collected through interviews with IRE teachers and participant observations in schools that offered IRE during several fieldwork sessions in the period2003-2006 . The fieldwork revealed that the choices teachers made were related to social and religious contexts both inside and outside the school setting and also the more immediate contexts of the teaching-learning situation. Most clearly, the choices were influenced by the fact that IRE is an examinable subject in a larger educational system. This article claims that an alternation between a confessional education into Islam and a more fact-oriented education about Islam was a strategy used by some teachers balancing between competing demands posed by the educational system, students, parents and the surrounding local society.

  • 197.
    Svensson, Jonas
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Have you all got your copy of the Qur’an?: Rationalisation, ritual and the role of God’s word in a Kenyan Islamic educational setting2006In: Tidsskrift for islamforskning, ISSN 1901-9580, E-ISSN 1901-9580, no 1, p. 1-27Article in journal (Refereed)
    Abstract [en]

    This article concerns the discussions on and use of the Qur'an in the setting of Islamic Religious Education in Kisumu, Kenya. It is based on fieldwork conducted 2003 – 2006. Theoretically it uses a distinction between ritual and cognitive aspects of how the text is addressed. The author finds that the teaching is focused on the latter aspect. Hence, hypothetically the author argues, Islamic Religious Education, through the content and the form of the teaching as well as the position of the subject itself in the overall educational system, promotes a "demystification" of the text, providing it with a character that is quite different from the one dominating in the local Muslim context.

  • 198.
    Svensson, Jonas
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    HIV/AIDS and Islamic religious education in Kisumu, Kenya2007In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, E-ISSN 1748-2623, Vol. 2, no 3, p. 179-192Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to describe and critically discuss the discourse on HIV/AIDS within the framework of Islamic Religious Education (IRE) in Kisumu, Kenya. It is based on data collected mainly through participant observation and interviews during five fieldwork sessions in the period 2003-2006. The context is the research project Islamic education and social development in Kisumu, Kenya, financed by the Swedish International Development Agency (SIDA). The article describes how the issue of HIV/AIDS is present in the context of IRE, mainly in secondary schools in Kisumu, an area heavily affected by the pandemic. The framework in which teachers and students address the issue is one conditioned by notions of religiously correct and incorrect sexual behaviour and gender, and by the fact that Muslims constitute a religious minority in Kisumu. The article argues that the main role of the local discourse on HIV/AIDS and Islam in the context of IRE is to strengthen notions of religious and moral superiority, and hence boost the self-esteem of the Muslim students. Furthermore, it provides support for dominant views and norms relating to Islam, gender and sexuality.

  • 199.
    Svensson, Jonas
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Kön2008In: Religion i Sverige / [ed] Ingvar Svanberg, David Westerlund, Stockholm: Dialogos Förlag, 2008, p. 353-357Chapter in book (Other (popular science, discussion, etc.))
  • 200.
    Svensson, Jonas
    Halmstad University, School of Humanities (HUM), Contexts and Cultural Boundaries (KK).
    Morals, manners, and modernism: Elements of religious boundary construction within Islamic religious education in Kisumu, Kenya2009In: Your heritage and mine: Teaching in a multi-religious classroom / [ed] Roos, Lena & Berglund, Jenny, Uppsala: Uppsala universitet, Religionshistoriska avdelningen , 2009, p. 83-93Chapter in book (Other academic)
12345 151 - 200 of 213
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