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  • 51.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    Rationalized Intimacy and Disciplinary Social Networks2010Conference paper (Refereed)
  • 52.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Social Intermediaries and Object-Centred Sociability2011Conference paper (Refereed)
    Abstract [en]

    During the last few years, a steady stream of journal articles and conference papers with the aim of discerning the impact and possible meanings of social network sites (SNS) have been published. It is often argued that SNS significantly diverge from earlier forms of web communities since they are centred around the individual actor rather than themes of interest. According to boyd and Ellison (2007), an important aspect of these changes is that SNS allow for the construction of a public or semi-public profile through which it is possible to put on display a list of shared social connections which, in turn, makes it viable to browse the social connections of other users. By demonstrating the social connections to others, an establishment of latent social ties is facilitated and thus, as Haythorntwaite (2005) has demonstrated in depth, a form of connectivity emerges that makes otherwise unconnected others connect. Following these lines of thoughts, this paper aims at establishing an understanding of SNS which takes into account two interrelated yet hitherto undertheorised themes. First, SNS such as Facebook and Twitter, have largely come to function as mediators of social and symbolic content which in turn provide the basis for social interaction. Following the arguments of Knorr-Cetina (1997), among others, this paper explores the fact that communication on SNS occurs through a shared social object which is not only mediated but also structured thus allowing for a certain kind of object-centred sociability. Secondly, taking into account the emergence of such a sociability, this paper suggests that SNS are not so much mechanisms for self-presentation and social interaction as they can be regarded as social intermediaries which subject social and symbolic content to the specific structure of the digital interface. Taken as a whole, this paper provides an exploratory understanding of emerging social structures in digital culture thus illuminating important facets of social interaction and communication in contemporary society. 

    boyd, d. m., & Ellison, N. B. (2007). Social Network Sites: Definition, History, and Scholarship. Journal of Computer-Mediated Communication, 13(1), 210-230. 

    Cetina, K. K. (1997). Sociality with Objects: Social Relations in Postsocial Knowledge Societies. Theory, Culture & Society, 14(1), 1-30. 

    Haythornthwaite, C. (2005). Social networks and Internet connectivity effects. Information, Communication & Society, 8(2), 125-148. 

  • 53.
    Berg, Martin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Social Intermediaries and the Location of Agency: A Conceptual Reconfiguration of Social Network Sites2012In: Contemporary Social Science, ISSN 2158-2041, E-ISSN 2158-205X, Vol. 7, no 3, p. 321-333Article in journal (Refereed)
    Abstract [en]

    Over recent years significant changes in the nature of online communication have taken place, not the least because of the emergence of Web 2.0 and the subsequent proliferation of Social Network Sites (SNS). These changes illuminate the need for having a precise conceptual apparatus that can grasp the complexity of contemporary online phenomena and their social dynamics. Exploring various accounts of SNS as part of the wider Web 2.0 realm, this paper approaches the widespread assumption that SNS bring forth a number of changes in the social as well as institutional arrangements surrounding their being used. Distinguishing between an instrumental and an institutional approach towards SNS, this paper suggests that contemporary research on SNS is roughly divided into two broad streams, one that focuses on how SNS are brought into service by users, and the other on how SNS bring users into service. The difference between these approaches is framed by suggesting a conceptual separation between individual-oriented and system-oriented agency. In order to overcome the difficulties attached to understanding the social dynamics of SNS as a distinct application within the Web 2.0 realm, it is argued that the term ‘social intermediaries’ offers a way to conceptualise SNS with respect to their functional position in the social realm, thus providing an important alternative to contemporary instrumental and institutional accounts. © 2012 Copyright Academy of Social Sciences.

  • 54.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Social Intermediaries as the Third Other: Web 2.0 and the Conceptualisation of Sociality and Agency2011Conference paper (Refereed)
    Abstract [en]

    Over recent years significant changes in the nature of online communication have taken place, not the least because of the emergence of Web 2.0 and the subsequent proliferation of Social Network Sites (SNS). These changes have provided researchers, scholars and critics with a multi-levelled field of investigation while at the same time illuminating the need for having a precise conceptual apparatus which bears a possibility to account for the social dynamics of contemporary online phenomena. This paper explores the possibility to understand the various appearances of Web 2.0 and SNS as bringing forth a number of changes in the social as well as institutional arrangements surrounding their being used. In overall terms, these phenomena are conceptualised from a perspective that either focuses on individual instrumentality or institutional exploitation. Whereas the instrumental view primarily locates agency at the level of individual users and the personal benefits associated with the performance of various technologically mediated actions, the institutional view ascribes agency to the Web 2.0 applications which are assumed to commercially deploy their users as objects of inquiry and sources of information. In this paper, these ideas are further elaborated by suggesting a conceptual separation between individual- oriented and system-oriented agency that lays the foundation for developing a conceptual apparatus that accounts for the social dynamics of Web 2.0 and SNS. Taking the different ways of locating agency as a point of departure, it is furthermore suggested that the term ‘social intermediaries’ provides a possibility to conceptualise Web 2.0 and SNS from the perspective of their functional position in the social realm, thus providing an important alternative to contemporary instrumental and institutional accounts. Drawing on Georg Simmel’s understanding of sociality, the notion of social intermediaries is conceptualised as a ‘third Other’ that is assumed to intervene in the social realm and the processes as well as practices of of which it consists. 

  • 55.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Sociala algoritmer och brukat skratt2011Other (Other (popular science, discussion, etc.))
  • 56.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Sociala medier är en omöjlighet2011Other (Other (popular science, discussion, etc.))
  • 57.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Teknologisk socialitet och bokskrivandets problem2011Other (Other (popular science, discussion, etc.))
  • 58.
    Berg, Martin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    The Archived Self: Online Data Processing and the Automated Re-Invention of Life History2012In: Proceedings of a Regular Session, Archives for Maintaining Community and Society in the Digital Age: Final Version (20120213), 2012Conference paper (Refereed)
    Abstract [en]

    During the last few years, numerous journal articles aiming at discerning the impact and possible meanings of social network sites (SNS) such as Facebook and Twitter have been published. It is often argued that SNS significantly diverge from earlier forms of web communities since they are centred around the individual actor rather than themes of interest. According to boyd and Ellison (2007), an important aspect of these changes is that SNS allow for the construction of a public or semi-public profile through which it is possible to put on display a list of shared social connections which, in turn, makes it viable to browse the social connections of other users. Although being important aspects of SNS, these observations do not account for the automated data processing of harvested personal information that constitute the very motor of these sites. Exploring the ways in which Facebook gathers and processes personal and interactional data in order to provide what is assumed to be an enhanced user experience, this paper aims at establishing a (micro-)sociological understanding of the interrelationship between social interaction and archival practices as well as processes on Facebook. Drawing on the theories of Mark Poster (1995/2006) and Michel Foucault (1990/1979) among others, this paper provides an important contribution to contemporary archive studies as well as a critical account of the increasingly automatised understanding of personal life history.

  • 59.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    The “cyberqueer” option: A sociological take on queer qualitative methods2009Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    Drawing on my experience of “field work” within the web community qruiser.com, this presentation raises a number of questions related to the tension between sociological and queer modes of inquiry. Frequently, as Seidman suggests out, queer analyses consist of a “rendering of literary analysis into social analysis” (1995: 125). The social realm, however, is “often narrowed into categories of knowledge and culture while the latter is itself often reduced to linguistic, discursive binary figures” (ibid: 139). What are the possibilities of a queer sociological method and in what ways is it possible to overcome the problems that Seidman points out? It is my intention to further investigate these issues by turning to what Wakeford (2002) has named “cyberqueer research”. Is it a viable thought that web communities, as O’Brien proposes, make up “a site for studying the viability and implications of constructionist theories that emphasize ’doing gender’ as a social accomplishment” (2001: 79)? Following this line of thought, could a “cyberqueer research” help to overcome the inherent differences between sociological and queer modes of inquiry?

    O’Brien, Jodi. (2001), “Writing in the body: gender (re)production in online interaction”, in Marc A. Smith and Peter Kollock (eds.), Communities in Cyberspace. London & New York Routledge, 76-104.

    Seidman, Steven (1995), “Deconstructing Queer Theory or the Under-Theorization of the Social and the Ethical”, in Linda Nicholson and Steven Seidman (eds.), Social Postmodernism: Beyond Identity Politics. Cambridge: Cambridge University Press, 116-41.

    Wakeford, Nina (2002), “New Technologies and ’Cyber-queer’ Research”, in Diane Richardson and Steven Seidman (eds.), Handbook of Lesbian & Gay Studies. London: Sage, 115-44.

  • 60.
    Berg, Martin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    The production of online space: Facebook and algorithmic metapower2014Conference paper (Refereed)
    Abstract [en]

    Explicitly focusing on Facebook, this paper aims at exploring the effects of algorithms as social structures and strives at advancing the study of how algorithms contribute to a production of online space and its impact on various social processes concerning self and subjectivity. Empirically, this papers departs from an analysis of approximately 470 self-reflexive diary entries about Facebook use, authored by people between the ages of 22 and 68. The findings are analysed by turning to core readings in the emerging field of software studies (Kitchin & Dodge 2011, Manovich 2013) along with the works of Henri Lefevbre (1999/1974) and Georg Simmel (2009/1908). In overall terms, this paper suggests that spatiality is still an important facet of contemporary online sphere yet in a radically different sense than early accounts of online space proposed. By exploring the changed characteristics of online space, this paper advances the ongoing discussion of algorithms as social structures as well as the possible surfacing of new forms of power and their general implications for everyday life (online). These are all matters that need to be taken seriously if research is supposed to establish an understanding of the complex nature of the digital world and the ways in which it feeds into, affects and become part of material social spaces.

  • 61.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Vernacular Sociology and Netnographic Explorations2011Conference paper (Refereed)
    Abstract [en]

    Although the history of the internet, and the social web in particular, is comparatively short, numerous publications have strived at establishing an understanding of what it means to undertake qualitative research on the internet. Early accounts of virtual ethnography or "netnography" focused mainly on the possibility to make use of web communities for researching identity performances and consumption patterns among other themes. During the last few years, the emergence of social network sites (SNS) has heavily redefined the social landscape of the internet since it involves a shift from thematically orientated communities to networks that are centred around the activity of the individual actor. Increasingly, these networks form the basis for a new way of interaction by means of user-generated content since people engage in social activities such as sharing, reviewing and commenting upon the information that each and other user generate. Taking these fundamental changes into account, Beer och Burrows (2007) point at the importance of adjusting research strategies to the conditions of the social web while at the same suggesting that users of SNS are to some extent already involved in a sort of vernacular sociology as part of their social practices. Taking these thoughts further, this paper sets forth to understand in what ways recent developments of SNS have provided a shift in the ways in which the social actor can possibly be delineated. Since SNS allow for a self-presentation and social interaction that largely depend upon the social connection to others, the conditions for communication and social interaction have been fundamentally altered and this state of affairs challenges the assumptions that underlie qualitative research in general and ethnograpy in particular. Theoretically elaborating on these thoughts, the overall objective with this paper is to explore the tensions between ethnographic practies on the internet and the fact that users of SNS are not only preoccupied with a vernacular sociology but are also, and more importantly, to a large extent delineated by their interpersonal actions and social connections. 

    Beer, D., & Burrows, R. (2007). Sociology And, of and in Web 2.0: Some Initial Considerations. Sociological Research Online, 12(5).

  • 62.
    Berg, Martin
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    What you need to know about the youth to become successful in the future: Föredrag och paneldebatt tillsammans med Prof. Thomas Johansson och Dr. Katarina Graffman.2011Conference paper (Other academic)
    Abstract [sv]

    Tillsammans med Katarina Graffman, doktor i antropologi och VD för InCulture, samt Thomas Johansson, professor i pedagogik vid Göteborgs universitet, höll jag ett kortare föredrag med påföljande diskussion på The Conference. Rubriken var satt till “What you need to know about the youth to become successful in the future” och redan dessa ord tyder på att det var fråga om en grannlaga uppgift. Hur skulle det vara möjligt för tre talare att under 45 minuter komma fram till något vettigt, säga det på ett begripligt sätt och dessutom vara någorlunda överens i det vi kom fram till? Det är stora frågor vi har att göra med då utveckling och design omtalas eftersom det inte på något vis är fråga om att bara skapa en cool eller praktisk grej, tjänst eller applikation på eget bevåg eller för kunds räkning. Snarare handlar det om att skapa produkter som på ett eller annat sätt får en plats i människors vardagsliv och som därifrån får betydande konsekvenser för hur vi lever våra liv. Kanske låter det överdrivet stort men det går inte längre att se nätet och dess olika applikationer som ett festligt eller praktiskt inslag i människors vardagsliv. Med tanke på den vikt som människor (och inte minst ungdomar) lägger vid nya medier av olika slag blir design- och utvecklingsprocesser snarare en fråga om att skapa och förändra de strukturer varvid vardagslivets olika skeenden häftas fast. För att lyckas med en sådan uppgift krävs det att långsiktiga relationer med användarna byggs upp och det är något som kräver en fördjupad förståelse av såväl det sociala sammanhang som användarna (som ju trots allt är människor) befinner sig i som deras komplexa relation till teknologi. Om detta talar jag, Katarina Graffman och Thomas Johansson.

  • 63.
    Berg, Martin
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM).
    Grafström, Maria
    Samhällsvetenskapliga fakulteten, Stockholms centrum för forskning om offentlig sektor (SCORE), Stockholm, Sverige.
    Att samverka2014In: Efter festen: Om konsten att utvecklas från doktor till docent, eller en överlevnadsguide för den postdoktorala tillvaron / [ed] Sara Eldén & Anna Jonsson, Lund: Studentlitteratur, 2014, 1, p. 197-212Chapter in book (Other academic)
  • 64.
    Berg, Martin
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Sjunnesson, Joakim
    Lunds universitet.
    ICOTW: Internet flyttar hemifrån2011Report (Other academic)
  • 65.
    Berg, Martin
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Wickman, Jan
    Åbo Akademi; Gästforskare vid Centrum för genusvetenskap, Lunds universitet.
    Queer2010Book (Other academic)
    Abstract [sv]

    Queerteorin har fått ett stort genomslag inom forskning och debatter om kön, genus och sexualitet. I den här boken presenteras "klassisk" amerikansk queerteori och utvecklingen av queerforskningen fram till våra dagar. Den diskuterar de spänningar som uppstår i en sociologisk tillämpning och erbjuder en analys av den lokala utformningen av perspektivet i Sverige och Norden.

  • 66.
    Berglund, Tobias
    Halmstad University, School of Social and Health Sciences (HOS), Centre for Studies of Political Science, Communication and Media (CPKM), Media and Communication Science.
    En illusion av verkligheten: en undersökning av sanningsanspråket i fiktiva dokumentärer2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Hur gestaltas sanningsanspråket i mockumentärer i förhållande till dokumentärer? Denna uppsats tjänar till att undersöka hur/om ungdomar i 15 och 16 års ålder är kapabla att se skillnad på mockumentärfilm och dokumentärfilm.

  • 67.
    Björk, Peter
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    I "det infantila samhällets" labyrint: Om familjen, uppfostran och relationen mellan barn och vuxna2011In: Tillbaka till framtiden: Familjens betydelse för individens livsval / [ed] Thomas Knoll, Ann-Katrin Witt, Lund: Studentlitteratur, 2011, p. 95-132Chapter in book (Other academic)
    Abstract [sv]

    Kapitlets syfte är att beskriva och analysera aktuella politiska tendenser och ideologiska strömningar, vilka på ett eller annat sätt förespråkar ett "återupprättande" av traditionella förhållanden mellan kategorierna "barn" och "vuxna", men också att lyfta fram några av de motsägelser och paradoxer som ryms inom och mellan dessa diskurser.

  • 68.
    Björk, Peter
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Konstruktiv eller moralisk kritik?: Reflektioner om villkor för kommunikation och lärande kring krisberedskap och krishantering2008In: Säkerhet och sårbarhet: Hur skapar vi ett hållbart samhälle? Om forskning och utveckling i samverkan / [ed] Hans Bengtsson, Anders Mellbourn, Halmstad: Högskolan i Halmstad , 2008, p. 139-148Chapter in book (Other academic)
    Abstract [sv]

    Texten innehåller några reflektioner på Säkerhets- och sårbarhetskonferensen vid Högskolan i Halmstad den 17 april 2008. Syftet är att lyfta fram och diskutera en aspekt av problematiken i forsknings- och utvecklingsarbetet kring krisberedskap och krishantering; nämligen de diffusa och komplexa gränserna mellan å ena sidan en moralisk och å andra sidan en konstruktiv form av kritik.

  • 69.
    Björk, Peter
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Regional samverkan för distansstudier i Entreprenörsregionen: En utvärdering av flexibelt lärande och entreprenörskap2005Report (Other academic)
    Abstract [sv]

    Rapporten redovisar resultatet från en utvärdering av projektet "Regional samverkan för distansstudier i Entreprenörsregionen" som, med stöd av Nationellt Centrum för Flexibelt Lärande (CFL), pågick mellan våren 2003 och våren 2005. Utvärderingen genomfördes inom ramen för ämnet Statsvetenskap vid Sektionen för Hälsa och Samhälle på Högskolan i Halmstad, på uppdrag av projektets ledare vid Entreprenörsregionen.

  • 70.
    Björk, Peter
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    "The flowers in the dustbin": Om Sex Pistols, 1970-talspunken och musik som politisk kommunikation2015In: Vinklade budskap – perspektiv på politisk kommunikation / [ed] Hans Bengtsson, Halmstad: Halmstad University Press , 2015, 1:1, p. 67-83Chapter in book (Refereed)
  • 71.
    Björk, Peter
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR), The Learning and Educational Relations (SOLUR).
    Dalghi, Eva
    Sociala fakta eller pågående aktiviteter?: Ett försök att förena Émile Durkheim och Dorothy Smith2007Conference paper (Other academic)
    Abstract [sv]

    Syftet med detta paper är att diskutera Dorothy Smiths kunskapsteoretiska ställningstagande och dess relation till Emilé Durkheims klassiska tes om sociala fakta. Vid en första betraktelse kan det förefalla som om Smiths uppfattning innebär ett definitivt avståndstagande från den samhällsvetenskapliga syn som Durkheim på sin tid stod för. Vi menar dock att kunskapssyn som Dorothy Smith företräder mycket väl går att förena med Durkheims "sociala fakta".

  • 72.
    Björner, Anna
    Halmstad University, School of Social and Health Sciences (HOS). Halmstad University, School of Social and Health Sciences (HOS), Centre for Studies of Political Science, Communication and Media (CPKM), Media and Communication Science.
    Bilden av lycka: En kvalitativ bild- och diskursanalys av reklam2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syfte: Syftet med studien var att undersöka reklamvärldens konstruktion av lycka samt att undersöka om det finns eventuella skillnader i den manliga respektive kvinnliga "lyckokonstruktionen"

  • 73.
    Bouveng, Hanna
    Halmstad University, School of Social and Health Sciences (HOS), Centre for Studies of Political Science, Communication and Media (CPKM), Media and Communication Science.
    En studie hur Sapa Profiler AB kan använda sig av sociala medier i sitt varumärkesbyggande2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    BakgrundJag har fått i uppdrag av Sapa Profiler AB att ta fram konkreta förslag på hur de skulle kunna använda sig av sociala medier i sitt varumärkesbyggande.SyfteGe Sapa Profiler AB konkreta åtgärder på hur de kan använda sociala medier i sitt varumärkesbyggande.MetodJag har använt mig av kvalitativa intervjuer, benchmarking, netnografi och dokumentanalyser av Sapa Profiler AB:s eget material.ResultatJag har gett olika förslag på hur Sapa Profiler AB kan använda sig av sociala medier för att stärka sitt varumärke.

  • 74.
    Burcar, Veronika
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Betydelsen av etnicitet - unga brottsoffers gestaltningar2010Conference paper (Other academic)
    Abstract [sv]

    Detta projekt uppmärksammar brottsoffer och etnicitetsfrågor. I fokus står mellanmänskliga tolkningar av etnicitetens betydelse. Syftet är att analysera etnicitetstillskrivningar hos ungdomar som blivit utsatta för rån eller misshandel av andra ungdomar med "annan etnicitet". Projektet utgår från Malmö där både unga män och kvinnor med såväl "icke-svenskt" som "svenskt" ursprung samtalsintervjuas. Både ungdomar som polisanmält det brott de utsatts för och ungdomar som inte gjort någon polisanmälan ingår i studien. I studien diskuteras "etnisk tillhörighet" utifrån hur identiteter (egna och andras) och kategoriseringar aktualiseras, markeras och formeras. Det paper som kommer att presenteras vid Sociologförbundets årsmöteskonferens fokuserar särskilt på hur några "etniskt svenska" unga män, som blivit utsatta för misshandel eller rån av unga män med annan etnisk bakgrund än "svensk", omtalar och behandlar etnicitet i samtal om våld och offerskap. Ett antal olika berättelser om brottet – där etnicitet i någon mening är centralt – analyseras. I den allmänna diskursen kring ungdomsbrott förknippas inte sällan unga män, främlingar och etniska minoritetsgrupper med kriminalitet och rädsla. Det handlar här om varaktiga stereotyper kring relationen etnicitet/brottslighet. Det tycks därför vara angeläget att studera hur unga "svenska" män som utsatts för brott av andra unga män med "annan etnicitet" faktiskt resonerar kring ungdomsbrott. Begrepp som "etnicitet" och "kriminalitet" är mångfacetterade och i detta projekt läggs vikt vid att studera vilka kategoriseringar, förklaringar och identitetstillskrivningar som återges i relation till dessa.

  • 75.
    Burcar, Veronika
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Mäns våld mot kvinnor i nära relationer – och barn som upplever våld: En forsknings- och kunskapsöversikt2008Report (Other academic)
    Abstract [en]

    This report presents a summary of Swedish research and knowledge concerning men’s violence against women in intimate relationships. It also discusses children’s experiences of this violence. Various theoretical perspectives on men’s violence are illustrated. A structural perspective on men’s violence is described using concepts like gender, power and normalization of violence. Some interactionist-based theories concerning assaulted women’s resistance are also discussed. The report further gives attention to research about children who have experienced violence against their mothers. Also discussed are particularly vulnerable groups of women (refugees, immigrants, elderly women and women with functional disability).

    Veronika Burcar is a university lecturer at the School of Social and Health Sciences, Halmstad University. Predominantly she is teaching sociology, social psychology and criminology. She also teaches diversity and culture at the Department of Teacher Education. In 2005 Burcar publicly defended her doctoral dissertation, “Talking about violence: young men's victim narratives”, at Lund University. In a newly published research report, commissioned by Landskrona city council, Burcar is studying safety work in Landskrona city. Her interests within research are mainly violence, victimhood, safety, social deviation, ethnicity and inclusion/exclusion.

  • 76.
    Burcar, Veronika
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Wästerfors, David
    Kriminal- och socialvetenskapligt nätverk, Sociologiska institutionen, Lunds universitet, Lund, Sverige.
    Lugnt på stan?: en studie av trygghetsarbete i Landskrona centrum2007Report (Other academic)
    Abstract [sv]

    Hösten 2005 intensifierades de kommunala insatserna mot brott och för trygghet i centrala Landskrona. Bakgrunden var en ökning i antalet anmälda misshandelsfall och personrån samt en medborgarundersökning som visade att Landskronaborna upplevde en stor otrygghet. I föreliggande rapport uppmärksammas delar av trygghetsinsatserna i Landskrona, särskilt Lugnt på stan-projektet och brottsförebyggarnas (Blåjackornas) arbete. Rapporten utgår från statistiskt och etnografiskt material, mediarapportering samt en mindre enkätundersökning. Insatserna har bland annat studerats genom så kallade ”go-alongs” vid vandringar tillsammans med ordningsvakter, fältarbetare och brottsförebyggare. Vidare har representanter från polisen och Socialtjänsten intervjuats. Även centrumhandlare, ungdomar och ”folk på stan” har fått ge sina synpunkter angående trygghet och trygghetsarbete i Landskrona. Studien utvärderar inte enbart effekten av satsningarna utan behandlar också processen, det vill säga sättet på vilket insatserna utförts. Statistiken visar att antalet anmälda misshandelsfall och personrån minskat i Landskrona tätort år 2006. Landskrona utmärker sig dessutom positivt i jämförelse med regional och nationell statistik angående anmäld misshandel. Nedgången i antalet anmälda brott sammanfaller med det intensifierade kommunala trygghetsarbetet. I rapporten beskrivs ökad närvaro av trygghetsaktörer i centrum, medling i kritiska situationer och uppsökande arbete som brottsdämpande och brottsförebyggande insatser, vilka sannolikt har bidragit till den positiva riktningen. Otryggheten i Landskrona tätort verkar emellertid bestå. Rapporten behandlar tänkbara orsaker till detta. Aktörerna i studien beskriver media som en orsak till sin egen eller andra människors upplevda otrygghet; lokalpressen sägs ha bidragit till rädsla särskilt för ungdomar med invandrarbakgrund. En vanlig inställning hos tillfrågade Landskronabor är att andra, det vill säga inte i första hand de själva, blir uppskrämda av lokalpressens artiklar.Bilden av ett centrum tömt på andra individer än ungdomsgäng tycks vara särskilt oroväckande. Enligt aktörerna i studien skulle större lugn och ökad trygghet bli den positiva konsekvensen av att ungdomar ägnade sig åt andra aktiviteter än att ”hänga på stan”. Samtidigt efterfrågas liv och rörelse i centrum; fler individer på stan skapar större trygghet. Det är emellertid ”rätt” personer (dvs. inte unga män med invandrarbakgrund) som eftersöks. Rapporten visar på en speciell problematik relaterad till Landskronabornas rädsla för ungdomsgäng. Fokuseringen på ungdomen som problem får till följd att även skötsamma ungdomar blir potentiella hotfaktorer. I detta avseende tycks unga män med invandrarbakgrund bli särskilt drabbade. Etnisk grupptillhörighet som grund för en polarisering av invånarna i Landskrona uppmärksammas i anslutning till detta. Vidare diskuteras Landskronabornas inställningar till trygghetsinsatserna. Trygghetssktörerna (framförallt brottsförebyggarna) beskrivs i positiva ordalag då det handlar om att hålla ordning på barn och ungdomar som vistas i centrum. Den kritik som förs fram kretsar kring deras otillräckliga befogenheter. I rapporten analyseras även trygghetsaktörernas arbete med att åstadkomma lugn på stan. Fyra olika metoder i trygghetsarbetet beskrivs och tolkas; kunskapsinhämtning, samtal, synlighet och aktiveringar. Det handlar här om trygghetsarbetet som förstärkt social kontroll, i synnerhet av unga killar på offentliga platser. ”Den höga brottsligheten i Landskrona” återkommer ständigt i diskussioner med Landskronabor. Detta utgör en del i en allmän nedgångsdiskurs beträffande staden. Två förhållningssätt till denna diskurs urskiljs i materialet; moralisk indignation och socialt entreprenörskap. Oavsett vilken uppfattning man har om diskussionsämnet (dvs. om det anses överdrivet eller inte) reproduceras bilden av Landskrona som en stad förknippad med kriminalitet.

  • 77.
    Burcar, Veronika
    et al.
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Åkerström, Malin
    The Department of Sociology, Lund University, Lund, Sweden.
    Negotiating a victim identity: Young men as victims of violence2009In: Journal of Scandinavian Studies in Criminology and Crime Prevention, ISSN 1404-3858, E-ISSN 1651-2340, Vol. 10, no 1, p. 37-54Article in journal (Refereed)
    Abstract [en]

    This article is based on an interview study of how 10 young male crime victims talk about violent events and actors involved. It focuses on how the young men present their identities as ‘young men’ who have been victims of violent crimes. In their narrations the men struggle with a cultural understanding that ‘masculinity’ is associated with strength and power, while ‘victim’ is associated with weakness and impotence. During the interviews the young men actualize several balancing acts in their presentation of themselves as men and victims in a delicate manner by use of specific word choice, manner of speaking, laughter, etc. The young men are negotiating a victim identity; they portray themselves by careful positioning as both victims and strong and active young men. By this discursive balancing of identities the young men can ‘be manly’ at the same time as they present themselves as victims. In collaboration with the interviewer the participants negotiate how they want to be known; as ‘victim worthy’ young men, with associations to a ‘hegemonic manliness’.

  • 78.
    Bäckström, Åsa
    et al.
    The Swedish School of Sport and Health Sciences (GIH), Stockholm, Sweden.
    Fors, Vaike
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Knowing As "Känsla": Accounting For Knowing As An Outcome Of Sensory Emplaced Learning2015Conference paper (Refereed)
    Abstract [en]

    Within education studies there have been calls for systematic attention to how learning is situated, to the notion of context and to experiential elements of learning. In recent decades theories of situated learning and cognitive learning theories have existed in a critical relationship to each other and by the twenty first century a major debate raged between the two positions (Sfard, 1998; Säljö, 2003, Hodkinson et al 2008). At a more sophisticated level situated learning theory offers an alternative to cognitive learning theories that draw on the root metaphor of acquisition. Instead it understands thinking as embedded in social and material practices and conceptualises learning through the metaphor of participation (Lave & Wenger, 1991).

    In this context there is an on-going search for new ways to understand the situatedness of learning as well as its experiential qualities. In our recent work we have addressed this need by developing a framework that builds on Lave and Wenger’s ideas of situatedness and Hodkinssons’et. al (2008) call for moving on from the recent debate between cognitive and sociocultural theorists informed by theories of place, perception and the senses. Theories of place, perception and knowledge in human geography and anthropology, offer an ideal route through which to respond to this call. They offer accounts of place that acknowledge the relationship between spatial and temporal process (Massey 2005), and the embodied nature of learning, while advancing the agenda further to suggest that the senses and the environment are central to how we learn (e.g. Ingold 2000, Pink 2009).We call this framework sensory emplaced learning (Fors, Bäckström & Pink, 2013), through which we conceptualize how learning is situated in the dynamics between body– senses – material environments.

    In this paper we draw from our respective ethnographic research projects on social and cultural informal learning among young people in two very different, albeit Swedish, contexts. Through our field work with people on the one hand publishing and talking about images and texts on a particular website and on the other hand practicing skateboarding, we have come to question the idea of knowledge as acquisition. This mainly cognitive metaphor for learning and knowing applies poorly to the practices of learning and knowing that we have studied. Instead, we argue for a theoretical development around the Swedish term “känsla”, (pronounced shensla). This Swedish word encompasses feeling, sensation, affect, emotion and style and derives from the verb känna – to feel, to sense. Etymologically the word is closely related to one of the Swedish words for knowledge – “kännedom” (Wessén, 1982). Hence, the main objective of this paper is to develop the theoretical thinking that revolve around the Swedish conceptualisation of “känsla” which, we argue, could provide useful for analysing how we know, handle and make meaning of everyday life in and through our sensorial bodies emplaced in material contexts.

    Methodology, Methods, Research Instruments or Sources Used The empirical material analysed in this paper emanates from two different sets of data that was produced in two different research projects with a similar methodological ethnographic approach; sensory ethnography (as developed by Pink 2009/2012). A sensory ethnography approach has the advantage of focusing the experiences of lived space, i.e. the crossroads between people’s bodies, their minds and place. In other words, it may be used to describe and analyse what we have previously labelled sensory emplacement (Fors, Bäckström & Pink, 2013; Pink, 2011). The first research project focused on informal learning processes in women skateboarding contexts mainly including unregulated skateboarding, but also contests, skate camps and a skate tour at indoor and outdoor skateparks. Addressing didactic issues of verbal and non verbal expressions of teaching and learning a sensory ethnography approach made bodily un/knowing apparent. The kinesthetic experience of explosiveness, defined as enforcement and transformation of energy, was remembered and also implicitly imagined as part of movement (Bäckström, 2014). For the purpose of this paper data from the first project predominately consist of written field notes, photographs, as well as interview and video transcripts. During the second project, we spent time with the research participants sharing the same computer screen when they used the Internet to gain an appreciation of how they embed these technologies in the routines and habits of their everyday life (Fors, 2013). We were specifically inspired by the notion of how visual experience is part of the multisensory process of moving through the digital, paying attention to “the ways the body is engaged in imagining and remembering” the localities and persons that Internet content represent and there by “move beyond the notion of ‘looking at’ images on a screen” (Pink, 2012:122). The data produced for the analysis presented in this paper consist of interview transcripts, photographs and entries/comments from the photo diaries, and video-recorded interviews during the sessions when the participants guided us through their use of these digital diaries.

    Conclusions, Expected Outcomes or Findings Our analysis made clear that it is possible to deepen our understanding of how learning becomes situated in human practice through identifying alternative and multisensory categories of routes to knowing. In this research, the research participants described their learning experiences through qualities deeply embedded in embodied and emplaced practices. Through a sensory ethnographic approach we identified one specific quality that highlights both embodied and emplaced aspects of learning and may be used to move further sensory emplaced implications on theories of situated learning. We call this quality “känsla”. As mentioned above, this Swedish word includes multiple meanings where feeling, sensation, affect, emotion and style are the most important. Moreover, our analysis shows that “känsla” is a concept that is constituted of multiple aspects of knowing. It engages the senses, it unfolds in the interface between body and the material environment, it engages the body through affect, and it is situated within, and thereby characterized by, distinct social and cultural settings. It is also a concept that becomes evident in both material and digital contexts, and both embodied, emplaced and virtual practices.

    References Ingold, Tim. 2000. The Perception of the Environment: Essays on Livelihood, Dwelling and Skill. London: Routledge. Lave, Jean and Wenger, Etienne. 1991. Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Marchand, Trevor. 2007. “Crafting Knowledge: The Role of ‘Parsing and Production of Skill-Based Knowledge among Masons.” In: M. Harris (ed.), Ways of Knowing: New Approaches in the Anthropology of Knowledge and Learning. New York: Berghahn Books. Pink, Sarah. 2009. Doing Sensory Ethnography. London: Sage.

    Intent of Publication This is an original paper which will be submitted to the Scandinavian Journal of Educational Research.

  • 79. Christopoulou, Nadina
    et al.
    Rydin, Ingegerd
    Halmstad University, School of Social and Health Sciences (HOS), Centre for Studies of Political Science, Communication and Media (CPKM).
    Children’s Social Relations in Peer Groups: Inclusion, exclusion and friendship2004Report (Other (popular science, discussion, etc.))
    Abstract [en]

    We set up six media clubs for refugee and migrant children (ages 10-14) in six European countries. The clubs met weekly after school hours over a year with some extra full days during school holidays. The clubs made videos and exchanged them on the internet. In each participating country, researchers and media educators employed by the project collaborated with youth workers and teachers, already working with the children. The clubs became social centres as well as a place to learn about and make media. Using the internet we established a communications network to facilitate the sharing of children’s media productions, in order to generate dialogues between them. As a research project CHICAM addressed three major aspects of structural change in contemporary European society: the increase in global migration, the uses of new communication technologies, and the specifi c needs of children. Through the work of the clubs it focused on the social and cultural worlds of refugee and migrant children in centres across Europe; and was mainly concerned with fi rst generation refugees or migrants, for whom the experience of re-location is relatively recent. The children came from many different countries including Iraq, Sierra Leone, Angola, Somalia, Albania, Kosovo, Columbia, Turkey. We investigated how these children represent and express their experiences of migration into the different host countries, and how their use of new media might enable their perspectives to inform the development of European educational and cultural policies. In the process, we were seeking to identify how particular experiences of reception, educational practice, family re-unifi cation and community involvement may more effectively promote social inclusion and economic and cultural integration.

  • 80.
    Chung, Hsien-Yu
    Halmstad University, School of Social and Health Sciences (HOS), Centre for Studies of Political Science, Communication and Media (CPKM).
    Taiwan’s Public Diplomacy and Mega-event: An Analysis of Foreign News Reports of the World Games 2009 Kaohsiung2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis, as a case study, focuses on the perspective of foreign news reports on Taiwan’s first time hosting an international multi-sport event, the World Games 2009 in its biggest port city Kaohsiung. The World Games 2009 Kaohsiung, the significant Olympic type mega-event as to Taiwan, is applied as the approach to public diplomacy and soft power for the purpose of expanding Taiwan’s international space. It is expected to raise publicity and mass media exposure to boost Taiwan’s international profile and spur its tourism industry. From Taiwan’s image-marketing strategy, practices to foreign news reports, it outweighs to study foreign media’s reflection on Taiwan and the World Games 2009 as the important evaluation on the mega-event as a whole. This thesis attempts to answer two research questions: How was the World Games 2009 Kaohsiung reported by the foreign media? Did hosting the World Games improve Taiwan’s image? It presents the results and perspectives of foreign news reports by qualitative methods: case study and discourse analysis of online-English news reports and some quantitative methods applied on data. It combines news reports study with theory, model of public diplomacy, mega-event and expected-model. Within 101 pieces of online-English news found related to the World Games 2009, it unveils fruitful results such as the failure of interpreting the core story (Taiwan’s images and values) by foreign media during the sporting extravaganza, and it echoes Rivenburgh (2004)’s three viewpoints toward the Olympic type event (intercultural challenges, less news about host country’s culture and dramatic news). By the amount of news and the absence of foreign media on the press conference indicates that foreign media did not pay much attention to the World Games and Taiwan. In spite of reporting the sports and games, other major topics of reports were Taiwan’s hosting the event, the greenest solar-powered stadium designed by Japanese, Toyo Ito, Chu Chen’s promotion itinerary to Beijing and China’s absence on the opening and closing ceremony which triggered foreign media’s great concern.

     

  • 81.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Autobiografias Testimoniales2010In: GéneRos, ISSN 1405-3098, Vol. 2, no 7, p. 121-135Article in journal (Refereed)
    Abstract [en]

    This article aims a critical reading of autobiographies, particularly from a feminist point of view.  But also, on how interpret narrations as witness in society. The text follows a biography Behind my mother’s street by Alexandra Pascalidou, A literal piece, in which the author tells about her feelings and experiences into being immigrant. In other words, about racism in Sweden. A possible conclusion is that immigrant’ s and women’s integration in the Swedish labour market is coloured by racial discrimination. However the emancipation’ struggle is not yet accepted in juridical’s level.

  • 82.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Doing autobiographies: a critical approach2009Conference paper (Other academic)
    Abstract [en]

    My point of departure is that feminist research has to have an emancipatory ambition. This paper aims to reflect around self biography as method. Biographies are testimonies from different angels of experiences, including testemonies. Postcolonial feminist theories criticism about west biographical texts focus on a critique in that often use biographical works, which are excluded from the History. On the other way highlight this standpoint on differential self biographies, as a form into positioning on marginalization, and in different contexts. The ambition with this paper is to analyse a couple self biographies written by immigrants. But when I develop the analysis of it’s I will involve my voice in the middle of their. It because, my ambition is to highlight contextualize these works in a critical understanding about “situated knowledge”.

     

     

  • 83.
    Cuesta, Marta
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Feminism som pedagogiskt projekt2008Conference paper (Other academic)
    Abstract [sv]

    Den här texten syftar till att reflektera över rollen feminism(er) har på universitetsundervisningen. Målsättningen är att erbjuda en kritisk översikt över hur feministisk teori och praktik samspelar i relation till undervisning – kunskapsproduktion. Mina egna erfarenheter om att undervisa på universitet ligger som fokus på det empiriskt materialet. Ambitionen att förmedla mina egna erfarenheter kan tyckas vara en självupptagen resa, men min önskan ligger i att öppna nya diskussionskanaler kring ämnen som fortfarande kan uppfattas som känsliga, nämligen i anknytning till sexistiska och rasistiska upplevelser i lärosalar eller i undervisningssituationer.

  • 84.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Feministisk konst och motstånd”: En studie om (genus)nätverken inom konstaktivism2009Conference paper (Other academic)
    Abstract [sv]

    I denna artikel kommer att reflekteras om konstaktivister kopplade till migrationsprocesser med fokus på fallstudie som metod; dels genom att bearbeta olika konstnärers livsberättelser, dels genom att analysera deras konstverk samt dokumentera deras diasporanätverk. Texten koncentreras kring följande frågeställning: Hur förhåller sig konstfeminister till konstvärlden generellt och till kvinnor i konstvärlden specifikt? Vilka strategier utvecklar gruppen i gränslandet mellan å ena sidan deras feministiska visioner och å andra sidan deras erfarenheter av diaspora?  Under vilka villkor tolkas och förmedlas deras konstproduktion?

  • 85.
    Cuesta, Marta
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Feminists about feminism: methodological considerations2012Conference paper (Other academic)
    Abstract [sv]

    I denna artikel reflekteras om förståelsen av feminism som rättviserörelse. Vilket innebär en kunskapsproduktion som bygger på en interaktion mellan teori och praktik. Och som också inkluderar en kritisk självreflektion kopplade till materialinsamlingen, som utgångspunkt.

  • 86.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    Flowers to the Ocean: A study of everyday practices, rituals and identity in Candomblé.1997Book (Other academic)
  • 87.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    Genus och den emancipatoriska pedagogiken: Undersöker motsägelser och motsättningar i den dagliga interaktionen med studenter och kollegor, ur ett feministiskt perspektiv2005Other (Other academic)
  • 88.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    How to interpret autobiographies2011In: Razón y Palabra, ISSN 1605-4806, E-ISSN 1605-4806, Vol. 16, no 76, p. 9-Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to reflect on how to read autobiographical texts. The major ambition is to make a point about the political meaning of testimonies.

  • 89.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Kolonisering… en röst och priset för integration2006Manuscript (preprint) (Other academic)
    Abstract [sv]

    Artikeln behandlar en självbiografisk berättelse om genus och (diaspora) gemenskaper, ur ett postkolonialt feministiskt perspektiv.

  • 90.
    Cuesta, Marta
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Nationsbiografier2012Conference paper (Other academic)
    Abstract [sv]

    Denna artikel bygger på en näraläsning av Nira Yuval-Davis textproduktion, i syftet att reda ut hennes bidrag till kritiska studier – med särskilt fokus på debatten om konstruktionen av nationen och dess implicita innebörd i termer av processer och praktiker, relaterade till ett genus och tillhörighets politik.

  • 91.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    Pedagogía de Género. Conocimientos críticos: Refleccione sobre la enseñanza en la universidad de Suecia2011In: GénEros, ISSN 1405-3098, Vol. 3, no 10, p. 1-12Article in journal (Refereed)
    Abstract [es]

    Este artículo trata sobre la articulación entre “teoría y práctica” (pedagogía de género) en relación a la tarea de aulas. El material usado se basa en mis experiencias personales como profesora en las Universidades de Lund y Halmstad, Suecia. Una conclusión encontrada es que “hacer género” en aulas implica distintas interpelaciones, todas basadas en un diálogo consciente y en un intercambio de experiencias. Situaciones que revitalizan cuestionamientos y hacen necesario romper barreras de silencios y evidenciarlas. Además de que sus testimonios, representan vivencias sobre visiones y opiniones acerca de la igualdad de género.

  • 92.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Postkoloniala röster: om diaspora, mainstream och motstånd2011Book (Other academic)
    Abstract [sv]

    I denna studie kommer begreppen röster, territoriet och testimonier att nyanseras och tillämpas via kritiska reflektioner av diasporarepresentationer. Syftet är att belysa skildringar av ”olikheter” (kön/sexualitet/ras/etnicitet/klass/nationalitet/ etc.) ur postkoloniala och feministiska ståndpunkter. Ambitionen med studien, inklusive val av materialet, syftar till att illustrera spänningar mellan offentliga respektive vardagliga diskursiva berättelser av och om diaspora.

  • 93.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Röster och motstånd: En studie om (genus)representationer inom hiphop2007Conference paper (Other academic)
    Abstract [en]

    Denna artikel behandlar begrepp (genus)motståndet, som illustreras med utgångspunkt i texten ”A Woman's World” skriven av Nabila Abdul Fattah. Ambitionen är att kunna kritiskt resonera om hur ”testimonier” av marginalisering synliggörs i form av (protest)röster i det svenska samhället. Detta med fokus på en diskussion av ”representationer av olikheter”, ur postkoloniala feministiska teorier.

  • 94.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    (Själv)biografisk subversion2010In: Tidskrift för Genusvetenskap, ISSN 1654-5443, E-ISSN 2001-1377, no 4, p. 72-75Article in journal (Refereed)
  • 95.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    The centrality of gender and identity in Candomblé: a reflection about religion, gender and society1997In: Universidad Nacional de Montevideo/Ibero America Institutet (red.) La Ciudadania en el Mercosur, Ibero America InstitutArticle, review/survey (Other academic)
  • 96.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    Vardagssamtal mellan kvinnor: feministiska reflektioner kring berättandet2003In: Mer än bara kvinnor och män: feministiska perspektiv på genus / [ed] Diana Mulinari, Kerstin Sandell, Eva Schömer, Lund: Studentlitteratur , 2003, p. 119-136Chapter in book (Other academic)
  • 97.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Social Change, Learning and Social Relations (SLSR).
    ”Vi är inte vagabonder": Om gemenskaper och dess emancipatoriska krafter2010Conference paper (Other academic)
    Abstract [sv]

    I den här artikeln kommer att diskuteras om ”tillskrivna” respektive ”motstridiga” gemenskaper, mer specifik gemenskaper som utvecklas kring solidaritets aktioner. Detta med syfte av att identifiera, i beskrivningar om samspel mellan den hegemoniska agendan respektive motståndsagendan.

     

  • 98.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    Voces de Resistencia: Un estudio sobre género y hiphop2009In: GénEros, ISSN 1405-3098, Vol. 2, no 3, p. 75-89Article in journal (Refereed)
    Abstract [es]

    Este artículo discute acerca del rol de la “resistencia de género” como forma de protesta testimonial, sobre la discriminación y marginalización (género y etnicidad) en la sociedad sueca.  Como ejemplo ha analizar voy a usar canciones y textos de protesta escritos por Nabila Abdul Fatta, asi como tambien entrevistas con la misma. Textos los cuales podrian inscribirse dentro del debate sobre “género y diferencia” desde una perspectiva feminista y antirasista. El artículo dessarrolla y discute temas centrales acerca de la discriminación (género y etnicicdad) en la sociedad sueca, asi como tambien del rol que el rap feminista y antirasista ocupan en la misma. Esto a partir de demostrar como la voz de Nabila describe, interpreta y representa a un colectivo (género, etnicidad) y de como el rap femenino (poniendo a Nabila como ejemplo) se apropia de espacios públicos transformandolos apartir de sus protestas.

  • 99.
    Cuesta, Marta
    Halmstad University, School of Social and Health Sciences (HOS), Center for Social Analysis (CESAM), Social Change, Learning and Social Relations (SLSR).
    VOICES and TERRITORIES: A Critical Study on Representation of Diaspora2008In: Razón y Palabra, ISSN 1605-4806, E-ISSN 1605-4806, Vol. 13, no 61, p. 1-20Article in journal (Refereed)
    Abstract [en]

    This article treats two exhibitions (Voces - a multimedia part within the greater exhibition “Forum Barcelona”, Spain) and (Territories a nomadic exhibition shown at the “Art Museum” in Malmö, Sweden). My aspiration is to critically discuss issues concerning “mainstream representations of diaspora” in a contextual understanding, from a postcolonial and feminist perspective.

  • 100.
    Cuesta, Marta
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Eklund, Monica
    Halmstad University, School of Education, Humanities and Social Science, Research on Education and Learning within the Department of Teacher Education (FULL).
    Rydin, Ingegerd
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Witt, Ann-Katrin
    Halmstad University, School of Education, Humanities and Social Science, Center for Social Analysis (CESAM).
    Innovative Pedagogical Methods in Higher Education2013Conference paper (Refereed)
    Abstract [en]

    The objective of this paper is to critically reflect about the results from a pilot study, in which Facebook was used as a co-learning community. A communicative tool or arena for discussing educational matters in order to facilitate for students with diverse backgrounds to reach better understanding on academic culture and knowledge production. In the pilot study we worked with a “consciousness-raising” pedagogy for encouraging and supporting students to cooperate with each other, and by the use of Facebook as a platform. The development of these pedagogical view and method can be seen as providing equal opportunities, by generating better results in higher education studies. The project is supposed to contribute to knowledge concerning more profound issues associated to ideas of democracy and empowerment connected to change and development in academic cultures. The central questions to be answered are: What means by “co-learning community” by Facebook? How does this tool stimulate students to be more confident and as a consequence, reach a better understanding about the ways into “break down” obstacles, in terms of academic cultural codes? How does it is expressed by the students in terms of benefit?

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