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  • 51.
    Carlsson, Bo
    et al.
    Department of Sport Science, Linnaeus University, Växjö, Sweden.
    Jonasson, Kalle
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Jönsson, Kutte
    Department of Sport Sciences, Malmö University, Malmö, Sweden.
    Introduction: the blend of science and sport2019In: Sport in Society: Cultures, Media, Politics, Commerce, ISSN 1743-0437, E-ISSN 1743-0445, Vol. 22, no 9, p. 1497-1500Article in journal (Other academic)
  • 52.
    Cox, Timothy
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    'Enter the New Negroes': Images of race in American culture2007In: Comparative literature studies (Urbana), ISSN 0010-4132, E-ISSN 1528-4212, Vol. 44, no 3, p. 332-336Article, book review (Other academic)
  • 53.
    Ekborg, Margareta
    et al.
    Malmö högskola, Malmö, Sverige.
    Ideland, Malin
    Malmö högskola, Malmö, Sverige.
    Lindahl, Britt
    Malmberg, Claes
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Ottander, Christina
    Umeå universitet, Umeå, Sverige.
    Rosberg, Maria
    Högskolan i Kristianstad, Kristianstad, Sverige.
    Samhällsfrågor i det naturvetenskapliga klassrummet2016 (ed. 2)Book (Other academic)
  • 54.
    Eriksson, Helena
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Högdin, Sara
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Isaksson, Anna
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Education and Career Choices: How the School Can Support Young People to Develop Knowledge and Decision-making Skills2018In: Universal Journal of Educational Research, ISSN 2332-3205, E-ISSN 2332-3213, Vol. 6, no 9, p. 1900-1908Article in journal (Refereed)
    Abstract [en]

    Contemporary society is characterized by rapid changes in the labor market, increased flow of information, and more opportunities to make choices in relation to education and career. Previous research has demonstrated how many young people in school don't think they get the support they need to make such choices. The overall aim of this article is to contribute to more in-depth knowledge of what kind of support and knowledge young adults describe as important in order to be able to make informed choices. This knowledge might help school to better support young people in acquiring the knowledge, skills, and attitudes in relation to their education and career choices. The article is based on interviews with 25-year-old men and women. 23 interviews were conducted. In sum, the analysis indicates that guidance activities that aims to contribute to knowledge about the labor market, programs and courses and requirements for different education programs would probably be perceived as more fruitful by the young adults if they are organized in a combination of different levels, i.e. both as group activities (exhibitions, general information/discussion) and individual activities (personal information/discussion). Further, the authors demonstrate that roles and expectations between pupils, teachers and guidance counselors should be discussed and clarified.

  • 55.
    Eriksson, Jonnie
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Filming a New Earth: Ecopolitical Imagination in Cinema and Deleuze's Geophilosophy of Utopia2017In: ACSIS 2017: Sessions, Panels & Abstracts, 2017, p. 7-7Conference paper (Other academic)
    Abstract [en]

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

  • 56.
    Eriksson, Jonnie
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Tusen platåer & Anti-Oidipus2016In: Ord och bild, ISSN 0030-4492, E-ISSN 1402-2508, no 3–4, p. 133-136Article, book review (Other academic)
  • 57.
    Ferm-Almqvist, Cecilia
    et al.
    Luleå Tekniska Universitet, Institutionen för konst, kommunikation och lärande, Luleå, Sverige.
    Wennergren, Ann-Christine
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Utveckling av responskompetens: Seminariet som träningsarena2016In: Det goda seminariet: Forskarseminariet som lärandemiljö och kollegialt rum / [ed] Marie Cronqvist & Alexander Maurits, Stockholm: Makadam Förlag, 2016, p. 133-155Chapter in book (Other academic)
  • 58.
    Fors, Vaike
    et al.
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Berg, Martin
    Malmö University, Malmö, Sweden.
    Eriksson, Jonnie
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Cooking for perfection: Transhumanism and the mysteries of kitchen mastery2016In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 4, no 2, p. 111-135Article in journal (Refereed)
  • 59.
    Fuchs, Helen
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Bröstbilder och verklighet2016In: Kulturen: en årsbok till medlemmarna av Kulturhistoriska föreningen för södra Sverige, ISSN 0454-5915, p. 2-4Article in journal (Other (popular science, discussion, etc.))
  • 60.
    Fuchs, Helen
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    The Reception of the Halmstad Group in the 1930s2019In: A Cultural History of the Avant-Garde in the Nordic Countries 1925-1950 / [ed] Benedikt Hjartarson, Andrea Kollnitz, Per Stounbjerg and Tania Ørum, Leiden: Brill Academic Publishers, 2019, p. 241-256Chapter in book (Refereed)
    Abstract [en]

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

  • 61.
    Fuchs, Helen
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS). Humtank, Stockholm, Sverige.
    Enbom, Jesper
    Umeå universitet, Umeå, Sverige & Humtank, Stockholm, Sverige.
    Ingvarsson, Jonas
    Högskolan i Skövde, Skövde, Sverige & Humtank, Stockholm, Sverige.
    Humanioras pris och värde: resurser och utbildningskvalitet2016Report (Other (popular science, discussion, etc.))
    Abstract [sv]

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

  • 62.
    Fåhraeus, Anna
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Litteraturvetenskap som demokratiprojekt2018In: Samverkansformer: Nya vägar för humaniora och samhällsvetenskap / [ed] Martin Berg, Vaike Fors, Martin Willim, Lund: Studentlitteratur AB, 2018, 1, p. 133-152Chapter in book (Refereed)
  • 63.
    Fåhraeus, Anna
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    "So You Thought We Would Go Away?": Confronting Shaming in Lillian Hellman's The Children's Hour2018In: Queering Visual Cultures: Re-presenting Sexual Politics on Stage and Screen / [ed] Subashish Bhattacharjee, Montreal: Universitas Press , 2018, 1, p. 148-168Chapter in book (Refereed)
  • 64.
    Fåhraeus, Anna
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Asklund, Jonas
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Läsfrämjande, forskning och kompetensutveckling i Halland2017Report (Other academic)
    Abstract [sv]

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

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

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

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

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

    Maria Ehrenberg Avdelningschef, Regionbibliotekarie

  • 65.
    Granklint Enochson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Davidsson, Eva
    Malmö universitet, Malmö, Sweden.
    Hur och på vilket sätt kopplar lärare samman No-undervisningen med elevernas vardag?2018In: FND 2018: Forskning i naturvetenskapernas didaktik: Samhällsfrågor i naturvetenskaplig undervisning, 2018, p. 12-12Conference paper (Refereed)
    Abstract [sv]

    Upplevelser och händelser som sker i elevernas vardag kan ibland problematiseras utifrån en naturvetenskaplig kontext. I denna studie har vi analyserat vi hur lärare,som undervisar elever i årskurs nio, använder sig av elevernas vardagserfarenheter då de undervisar, analysen bygger påKamberelis och Wehunt (2012) definition av hybrid diskurs-praxis. Analysen fokuseraspå den första inledande delen av lektionen, då läraren oftast är den främsta aktören i undervisningen. Denövergripande anledningentill att göra dessa analyser är indikationerna i PISA som visar att de svenska eleverna upplever den naturvetenskapliga undervisningen relevant men ointressant. I detta sammanhang blir det därför relevant att undersöka hur lärare talat om naturvetenskap i relation till elevernas vardagserfarenheter. Studien gjordes vid 6 olika skolor där totalt 44 lektioner spelades, dessa lektioners inledningar analyserades. 67 situationer detekterades och kategoriserades i tre övergripande grupper; Vardaglig kontext, Skolkontext och Språklig kontext. Vardagligkontext delades sedan i underkategorier ett exempel är: underkategorin, förklarande berättelser (12 situationer), har vi samlat de situationer där läraren, till synes spontant, hittar på berättelser för att kontextualisera naturvetenskapen. Noterbart är att inga längre berättelser förekom utan samtliga historier var korta kontextualiserande berättelser. Skolkontext hade inga underkategorier utan samtliga situationer referenser till andra skolämnen innebär att läraren relaterar till andra skolämnen genom att beskriva ämnesinnehållet som en del av en större enhet och skapar därmed en hybriditet mellan de olika skolämnena. Vid sex tillfällen gjordes sådana kopplingar till andra ämnen. Språkligkontext har tre underkategorier var av en är, Sammankopplar naturvetenskapliga ord med vardagsord, i denna underkategoriåterfinns främst på en av skolorna och då i ämnet kemi, när eleverna arbetade med ämnesområdet organiska syror. Genom att namnge de organiska syrorna med både vetenskapliga och vardagligt språk ger läraren eleverna möjligheter att se sambandet mellan det kemins ordval, askorbinsyra, och det ordval som görs i vardagen, C-vitamin.

  • 66.
    Granklint Enochson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Davidsson, Eva
    Lunds universitet, Lund, Sweden.
    Teachers’ use of hybrid contexts as a means for negotiating the science content2017In: ESERA 2017 Conferencebook, 2017Conference paper (Refereed)
    Abstract [en]

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

  • 67.
    Granklint Enochson, Pernilla
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Sjöberg, Jeanette
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Johnsson, Annette
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    From process to a changed practice - How research questions are processed in a collaborative project2019In: NERA 2019: Education in a Globalized World, 2019, p. 31-32Conference paper (Refereed)
    Abstract [en]

    In 2017, a regional cooperation project was initiated with four municipalities and Halmstad University, called From Great to Excellence (FGTE), that aimed at reducing the gap between children/pupils capacity and performance. The project is planned to run for five years, and participants are persons active in schools and preschools at different levels within the school practice. Within the FGTE project, the participants perform different development projects in cooperation across the municipal boundaries, where they act as critical friends for each other in order to drive each project forward. Parallel with these activities, follow-up research on the project is conducted that focuses on different parts of the collaborative process. In this study we have concentrated on the participants' work with their respective research processes. The overall aim is to investigate the way in which research questions- and the ability to answer these - are developed by the participants through collaborative projects across municipal boundaries. The question we ask is "How does a (research-) question change through a collaborative process?" School development projects are carried out both at national and international level (e. g. Sales, Moliner & Amat, 2017; Adolfsson & Håkansson, 2015). In this study, the focus is both on regional cooperation and more specifically on the research questions of the participating groups.

    Theoretical framework

    The theoretical framework in this study is situated within the socio-cultural field, since much of the focus is around the collaboration between the participants. Conversation is an arena for developing knowledge and by supporting and challenging each other's pronounced thoughts, prerequisites for development of knowledge are given (Vygotsky, 1978).

    Methodological design

    The empirical material for the present study consists partly of the work material from a workshop where the participants' research questions were processed, partly by the participants' final products at the end of their development projects, which was a project report and a poster per project group. The material has mainly been analyzed based on a content analysis perspective (Danielsson, 2017; Denzin & Lincoln, 2003).

    Expected conclusions/findings

    The analysis is not yet complete, but preliminary results show that the research questions in the projects are not fully answered by the participants. On the other hand, the research questions seems to become more sharp when people from other municipalities are involved in working with the them. It also appears to be problematic to relate to overall, relatively abstract questions, and to make them tangible to their own school practice.                     

    Relevance to Nordic educational research

    Through this study, we want to highlight the potential for improvement work in preschool and school practice which lies in developing school activities through a regional cooperation project. This, we mean, are of utmost relevance to Swedish/Nordic as well as international research fields within education.

    References

    Adolfsson, C-H., & Håkansson, J.  (2015). Lärande skolor och förskolor i Kalmar kommun - Forskning och lokalt skolutvecklingsarbete i samspel. Rapport. Linnéuniversitet

    Danielsson, E. (2017). Vetenskaplig teori och metod: från idé till examination inom omvårdnad. Henricson, M. (red.) (Andra upplagan). Lund: Studentlitteratur AB.

    Denzin,  N.  K.,  &  Lincoln,  Y.  S.  (Eds.).  (2003).  Collecting  and interpreting  qualitative  materials (2nd  ed.). Thousand Oaks, CA: SAGE

    Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. M. Cole, Ed.Cambridge: Harvard University Press.

    Sales, A., Moliner, L., & Amat, A. F. (2017). Collaborative professional development for distributed teacher leadership towards school change. School Leadership & Management Formerly School Organisation. VOL. 37, NO. 3, 254–266

  • 68.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Binamnens betydelse för identitetsskapandet: Exemplen ungdoms- och genusidentitet2017In: Norna-rapporter, ISSN 0346-6728, Vol. 94, p. 51-64Article in journal (Refereed)
    Abstract [en]

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

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

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

  • 69.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Förnamn med klass: fonetisk ljudsymbolism i ett intersektionellt perspektiv2017In: Norna-rapporter, ISSN 0346-6728, Vol. 96, p. 85-96Article in journal (Refereed)
  • 70.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Kartläggning av horisontella kriterier: En förstudie inom Arena grön tillväxt2017Report (Other academic)
  • 71.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Kvinnlig intimitet och manlig solidaritet: Binamnens könade maktstrukturer2017In: HumaNetten, E-ISSN 1403-2279, no 38, p. 97-108Article in journal (Refereed)
  • 72.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Modern Nicknames in Sweden2018In: Onomastica Uralica, ISSN 1586-3719, E-ISSN 2061-0661, Vol. 10, p. 229-242Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to discuss both the structure and the function of modern nicknames in Sweden. The material for the study has been collected, partly through postal surveys and, partly through interviews. In total, the material consists of 203 informants – 125 women and 78 men. In order to understand and analyze the nicknames, theoretical perspectives from sociology, ethnology, psychology, and linguistics are used. From these disciplines, I have applied reasoning used in pragmatics and onomastics, as well as different theoretical perspectives concerning power, identity and the interactional context as the basis for the analysis of the results. The categorization of the material is based on four categories: the source, the composition, the meaning, and the perceived reason for the naming. In general, nicknames occur in the childhood family (34 %), especially among women. Finally, three main functions of the nicknames, affective function, relationship function, and positioning function, are discussed in the article.

  • 73.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Moderna binamns konstruktion och funktion2017In: Ortnamnssällskapets i Uppsala årsskrift 2017, ISSN 0473-4351, p. 41-55Article in journal (Other academic)
  • 74.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Moderna vardagliga binamn i Sverige2016Book (Refereed)
    Abstract [en]

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

  • 75.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Om kontextens betydelse för förståelsen av smeknamn och öknamn2015In: Norna-rapporter, ISSN 0346-6728, Vol. 92, p. 73-86Article in journal (Refereed)
  • 76.
    Gustafsson, Linnea
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Strukturella skillnader mellan svenska kvinno- och mansnamn 1915-2016In: Article in journal (Refereed)
  • 77.
    Gustafsson, Linnea
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Aldrin, Emilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Teenagers' inclusion and exclusion in their everyday onomastic environments2018In: Onomastica Uralica, ISSN 1586-3719, E-ISSN 2061-0661, Vol. 10, p. 69-83Article in journal (Refereed)
    Abstract [en]

    The paper discusses the notion of onomastic inclusion and exclusion of teenagers in their everyday life. The socio-onomastic site is a Swedish mediumsized town, Halmstad, which is somewhat segregated. This indirectly affects youngsters. In the study, two layers are studied – the geographical and the virtual environments. The first component study describes the geographical environment based on commercial signs around four different squares. The results show that in the center English appears on signs as often as Swedish do, while Swedish is preferred in the middle class areas and Arabic sometimes exists around the square where many Arabic speakers live. The second component study describes teenagers’ created usernames for everyday interaction in social media through their mobile phones. The results show close links to offline personal names, and that teenagers create new kinds of social hierarchies and draws on resources from a variety of languages.

  • 78.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Historia som ämnesdisciplin och vardagsliv – ämnesdidaktiska utmaningar i ett flerkulturellt samhälle2015In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 3, p. 1-18Article in journal (Refereed)
    Abstract [en]

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

  • 79.
    Hammarlund, Karl Gunnar
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Obituary: In memory of Martin Peterson, 1941-20152015In: Innovation. The European Journal of Social Sciences, ISSN 1351-1610, E-ISSN 1469-8412, Vol. 28, no 4, p. 508-509Article in journal (Refereed)
    Abstract [en]

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

  • 80.
    Hasslöf, Helen
    et al.
    Malmö University, Malmö, Sweden.
    Lundegård, Iann
    Stockholm University, Stockholm, Sweden.
    Malmberg, Claes
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Students’ qualification in environmental and sustainability education—epistemic gaps or composites of critical thinking?2016In: International Journal of Science Education, ISSN 0950-0693, E-ISSN 1464-5289, Vol. 38, no 2, p. 259-275Article in journal (Refereed)
    Abstract [en]

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

  • 81.
    Hasslöf, Helen
    et al.
    Malmö universitet, Malmö, Sweden.
    Urbas, Anders
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS). Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI), The Wigforss Group.
    Malmberg, Claes
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Konsekvenser av handlande i en komplex värld2018In: Lärportalen: Hållbar utveckling / [ed] Claes Malmberg, Stockholm: Skolverket , 2018, p. 1-15Chapter in book (Other academic)
    Abstract [sv]

    Syftet med delen är att bidra till hur skolan kan arbeta med komplexa sammanhang, människans betydelse i förhållande till lokala och globala perspektiv av påverkan och ansvar, betydelsen av hur vi tolkar kunskaper genom olika värdegrunder och vilken betydelse vi ger individens handlingar. Det konkretiseras med exempel på fördelar och nackdelar med olika val. Det förs även resonemang om hur människans handlingar bidrar till och ifall de har betydelse för en hållbar utveckling i en komplex värld.

    Deltagarna får genomföra en undervisning som bygger på livscylelanalys (LCA) och redogöra för den. Erfarenheterna används för ämnesövergripande diskussioner om hur undervisningen kan utvecklas.

  • 82.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    "As fayre an handid man": Malory's figurative language2018In: International Journal of Language Studies, ISSN 2157-4898, E-ISSN 2157-4901, Vol. 12, no 4, p. 61-74Article in journal (Refereed)
    Abstract [en]

    Figurative language in Malory is not very varied, but is strongly connected to chivalry and the community standards that uphold it. This paper deals briefly with set figurative phrases, but focuses on similes and some other figurative phrases, especially ‘out of measure’ and phrases involving hands, as examples of this. The figurative language used has a number of functions: the similes are not original or intended to be so, but instead connect the depiction of chivalry to other chivalric texts; the phrases concerned with measure reminds the reader if the standards of the chivalric community, and the phrases involving hands retain a connection to the literal hands of the knight characters, bringing the violence perpetrated by a knight's hands into focus. The figurative language of Malory, while not as diverse and varied as we might expect were this a modern text, fulfils literary functions that are essential to this chivalric romance. © International Journal of Language Studies 2016

  • 83.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Bertram and Nennius: sources, editions, forgeries2018Conference paper (Refereed)
    Abstract [en]

    Charles Bertram is best known for his Britannicarum Gentium Historiæ Antiquæ Scriptores Tres, published in 1757. This contains two genuine chronicles, Gildas' and Nennius,' and Bertram's forgery of a chronicle by Richard of Cirencester, and while not having had an extensive print run, still exists in some libraries, including the Centre for Arthurian Studies at Bangor.

    The few studies that exist of Bertram's text focus on the forgery, but I owuld here like to look at one of the other two texts: that of Nennius. It seems clear that the inclusion of those two texts was intended to add credibility to the forgery, but considering that Bertram choose to publish Nennius's text again in 1758, it would seem to have meant more to him than a useful façade for his forgery. He provides it with a preface discussing its origin and sources, which indicates the extent of his interest.

    From his letters and his forgery, it seems clear that Bertram is always more interested in Roman Britain than in medieval Britain: his main interest in medieval texts is where they transmit knowledge of the Roman era. The Middle Ages are interesting only as a time when the texts of classical authors later lost were still to be found in monastic libraries, and when Roman remains were more visible, and in better repair, than they were in his time. Yet he was invested enough in Nennius to publish the text twice, at some expense to himself.

    His preface discusses the origins of Nennius' text, and its later fates in the hands of editors. It concerns itself specifically with what is Nennius' genuine text and what are later additions - a concern which produces some amusement, considering Bertram's own forgery. In this paper, I investigate Bertram's approach to Nennius, and why this text, so far removed from the Roman sources he primarily focused on, still fascinated him.

  • 84.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Fragile masculinity and beleaguered womanhood: the construction of white gender in some Swedish asatru groups2018Conference paper (Refereed)
    Abstract [en]

    While most Swedish asatru groups are explicit in their support of diversity, there is a significant fringe movement which embraces at least some white supremacist views. Ethnicity cannot be disconnected from gender, and these groups also promote a quasi-feminism which focuses solely on the protection of white womanhood from men of colour. This paper focuses on the intersection of racism, sexism, and religious faith in this fringe of asatru, and on the construction of white gender identity in opposition to a perceived threat from other ethnic groups.

  • 85.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    ’I love nat to be constreyned to love’ - Launcelot and coerced sex.2019Conference paper (Refereed)
    Abstract [en]

    While we tend to think of rape as something that happens to female characters, Malory's text does, in fact, contain numerous male characters who suffer attempts to coerce them into sex. This happens to Bors de Ganis, and indeed, to Arthur himself. The most regular victim of this is Launcelot, who is repeatedly in danger of being forced to have sex with various women, and is, of course, in fact drugged and raped.

                          Launcelot seems to attract these women through his fame and prowess, and his attachment to Guinevere frequently arouses jealousy. However, if we take into consideration rape as a crime of power more than of sexual attraction, another image of Launcelot's situation appears. This reading suggests that the women in question desire power over Launcelot - and the common threat to kill him if he will not acquiesce rather strengthens that suggestion - and this desire puts him in a uniquely vulnerable position. As they are women, they cannot be dealt with through his martial prowess and vanquished in battle; their very defenselessness causes Launcelot's vulnerability. This paper investigates how Launcelot's masculinity, based, as masculinity in Malory generally is, on prowess and the steadfast love for a specific woman, paradoxically places him in what is traditionally a feminine position - that of vulnerability to violence, including sexual violence.

  • 86.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Powerful matriarchs, warrior women, and sexy slaves: views of women in Viking reenactment2017Conference paper (Refereed)
    Abstract [en]

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

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

  • 87.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Sitting on the Sidelines: Disability in Malory2017In: Arthuriana: The Quarterly for the International Arthurian Society-North American Branch, ISSN 1078-6279, E-ISSN 1934-1539, Vol. 27, no 3, p. 66-80Article in journal (Refereed)
    Abstract [en]

    The presence of a small number of disabled characters in Malory’s text points to the normalization of ability: disability is outside the norm. This paper argues that disability is marginalized to the point of invisibility in the text because it is a site of anxiety for the intended audience.

  • 88.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    The Display of Honour: Clothing and Armour in Malory's Le Morte Darthur.2019Conference paper (Refereed)
    Abstract [en]

    This session looks at the appropriate display of rank and wealth in Scandinavian and English courtly literature, through textiles, armour, and gift-giving. The objects referenced in these texts allowed the contemporary reader to place the characters at the appropriate level of the hierarchy, judging their rank by the value of the objects displayed in public settings. The texts also served as instructions for proper consumption and guided the reader into ways of establishing and displaying aristocratic identities in public settings.

  • 89.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    The Matter of Britain: Roman Scotland and the British Empire.2019Conference paper (Refereed)
    Abstract [en]

    In 1757, the Englishman Charles Bertram published, in Copenhagen, a text and map of supposed medieval origins, which showed new information on the extent of Roman Britain, particularly in Scotland. This text, and particularly the map, introduced a previously unknown Roman province which covered large parts of southern Scotland, as well as roads and stations extending into this area. It was, of course, not genuine.

    Nevertheless, this new information was eagerly embraced by many antiquaries and historians. In the aftermath of the Jacobite risings, any evidence that the union of Scotland and England had ancient origins was welcome, as it implied that this union was, in a sense, natural, and had existed in a warmly admired Roman era, on which the emerging British Empire was keen to model itself.

    The text comprises many aspects of international medievalism and intentional misuse of a medieval past. This paper discusses how the forgery engages the relationship between England and Scotland after the Union, but also the position of Bertram as an Englishman in exile and his desire for a nostalgically remembered England.

  • 90.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    The Other Cornwall Girl2017Conference paper (Refereed)
    Abstract [en]

    In the medieval texts, Morgawse is generally a less ambiguous character than Morgaine; although the mother of Mordred and a willing adulteress, she is unwaveringly loyal to Arthur. She has no great success with her sons, but is not portrayed as anything worse than possibly foolish. She even appears briefly as the love interest of Sir Lamorak, one of the great knights and lovers of Malory’s Tale of Sir Tristram.

    However, in modern texts, especially those rehabilitating Morgaine (or other female characters) Morgawse emerges as a much more problematic character. This begins in Stewart’s Merlin trilogy, where she is conflated with the woman who seduces and traps Merlin – while that character, still present in the text, is instead rehabilitated as a positive figure. It is also present in the texts by Bradley, Sampson, and Bradshaw, to mention a few.

    Depictions of Morgawse as (semi-)villain, despite their often overt feminist approach to the Arthurian stories, tend to include a strong contempt for female sexuality and for those embracing a traditionally feminine gender role. Morgawse is often presented as seductive, promiscuous, and inclined to work through and for her children, rather than to realise personal ambitions. In this paper, I discuss what happens to this female character when texts rehabilitate other female characters, and how the various portrayals of Morgawse exhibit a number of problematic ideas about women and sexuality.

  • 91.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    The Other Cornwall Girl: Morgause in Twentieth-Century English Literature2018In: Journal of International Arthurian Society, E-ISSN 2196-9353, Vol. 6, no 1, p. 25-45Article in journal (Refereed)
    Abstract [en]

    Morgause is an understudied character in Arthurian scholarship. In Malory, she is relatively positively presented as a queen, as a mother of knights and as a sexually active woman; she is always seen from these perspectives, which define her as a character. In modern portrayals, there is no novel with Morgause as a main character, but she appears frequently as a secondary one. The focus is on her sexuality, which is sometimes contrasted against Morgaine le Fay’s. Morgause’s sexual independence is frequently condemned and used to depict her as a negative character, or even the villain of the piece

  • 92.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    The trappings and trimmings: clothes, food, and decoration in Herra Ivan2016Conference paper (Refereed)
    Abstract [en]

    In translating and adapting Chrétien’s Yvain for the Swedish court and nobility, the author seems to have been aiming at presenting an ideal to be imported. Thomas Småberg has pointed out that the author wanted to introduce models for behaviour by portraying courtly manners, feasts, and battles, including scenes that are not present in the original (Småberg 212, 209). I would here like to look at how the text depicts the outer markings of aristocracy: elegant clothes made from expensive fabrics, fancy dining, and the usage of fabrics in furnishing homes. 

    It is of course dangerous to put too much weight on the minor differences between the texts, even though Sofia Lodén has shown that ”the French romance was the Swedish translator’s main source text and that the saga served as occasional support” (Lodén 283). Nevertheless, the author was not adverse to excluding parts he found uninteresting (like the flirtatious conversation between Laudine and Yvain on their first meeting) so it seems fair to assume that the relevant parts of the text, even if translated directly, contain subjects and depictions the author made a conscious choice to retain.

    The text is strongly concerned with the fabrics used by the characters, for clothing and for decoration. Here the author often expands on the original, and also tends to define the materials used as expensive and rich (kostelik, rik, dyr) – while the terms have the wider meaning of ’valuable, spendid’ they are also closely associated with the amount of money one would have to pay for the item in question. In this paper, I will discuss how the outer markings of aristocracy are presented and used to define the correct and courtly lifestyle for a nobleman in 14th century Sweden.

  • 93.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    The two Elaines and their fathers: Malory’s (dis)obedient daughters2018Conference paper (Refereed)
    Abstract [en]

    Malory’s two Elaines, of Carbonek and of Astolat, are generally noted for their love for Lancelot, in both cases unrequited and in one case fatal. However, I am interested here in their positions as daughters, and how their sexuality is explicitly portrayed as under patriarchal control.

    The sexuality of both Elaines is under the control of their fathers, and, to some extent, other male family members. However, as daughters they are dissimilar: Elaine of Carbonek is obedient to patriarchal control, Elaine of Astolat disobedient.

    In the case of Elaine of Carbonek, she is explicitly told to seduce the drugged Lancelot, in order to conceive Galahad. Having her partner selected by her father, without much consultation of her own desires, is, of course, not an exceptional situation in a text written in 1469, the only exceptional circumstances being the absence of a wedding. While the intercourse is fornication, and in Lancelot’s case, rape, these aspects are ignored in favour of the greater good served by Galahad’s conception.

    Elaine of Astolat, on the other hand, makes the choice to approach Lancelot with a request to be his wife, and, on being refused, wants to be his lover. Lancelot’s responds with horror at the thought of abusing his hosts’ hospitality by having sex with the virgin daughter of the house. Here, too, patriarchal control over the daughter’s (and sister’s) sexuality is obvious: Lancelot, while a faithful lover to Guinevere, to which he can hardly admit, seems not so much to reject Elaine of Astolat for his own reasons, but genuinely distressed at the thought of how he would treat her male family members by acquiescing.

    How, then are the actions of the two daughter – one obedient, one disobedient – portrayed? Elaine of Carbonek appears in the text as a perfect daughter: obedient, faithful to Lancelot, even willing to challenge Guinevere for him. She gives birth to a son who becomes the best knight in the world; while his lineage from Lancelot – and, through him, from Jesus – is clearly part of his natural ability as a knight, Malory’s text largely subscribes to good children coming from morally pure mothers. The lack of a morally pure mother results in a morally corrupt child; Elaine of Carbonek, as the mother of Galahad, must be completely pure. The rape of Lancelot, who never consents to sex with Elaine, is either seen as irrelevant or blamed on Elaine’s father.

    Elaine of Astolat, on the other hand, dies for her unrequited love for Lancelot. It has been argued by Reynolds that her death should not be seen as a good death, as she defends her right to think of Lancelot even on her deathbed. She is the disobedient daughter, willing to offer herself as lover to a man who will not marry her, subverting the whole patriarchal system of women given in exchange between men. Her death implies that her love is excessive, and that independence can be fatal.

  • 94.
    Hildebrand, Kristina
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Språk, kultur och samhälle.
    Whedon and Race2019Conference paper (Refereed)
  • 95.
    Hillbur, Per
    et al.
    Malmö University, Malmö, Sweden.
    Ideland, Malin
    Malmö University, Malmö, Sweden.
    Malmberg, Claes
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Response and responsibility: fabrication of the eco-certified citizen in Swedish curricula 1962–20112016In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 48, no 3, p. 409-426Article in journal (Refereed)
    Abstract [en]

    This article addresses the fabrication of the eco-certified citizen, an ideal – rather than real – citizen constructed through requirements of both needed knowledge and a kind of personhood, with specific qualities. The societal demands of knowledge-response to environmental problems are studied, as well as the student’s (future citizen’s) responsibility in relation to these problems, in five subsequent national curricula for the Swedish compulsory school between 1962 and 2011. How does environmental education operate as a hub for constructing desirable citizens? From a theoretical framework of governmentality, the article explores how political rationalities for society and citizenship emerge. Our findings show how recent curricula, by using space and time metaphors, fabricate the eco-certified citizen as an individualistic, globalized person who is able and willing to use scientific knowledge to make decisions and develop opinions about the world. Citizenship has evolved as a competence rather than an ongoing practice, meaning that one has to prove oneself as a legitimate citizen. This emerging, post-political, citizenship differs from citizenship posited in 1960s’ curricula – a combination of traditional family values and democratic involvement in the local society. © 2016 Taylor & Francis

  • 96.
    Hoffert, Anna
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Sjöqvist, Therese
    Halmstad University, School of Education, Humanities and Social Science.
    Kommunikation i förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 97.
    Holmberg, Kristina
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Zimmerman Nilsson, Marie-Helene
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Perversity of enjoyment? Preschool music activities go neoliberal2017In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 23, no 5, p. 583-595Article in journal (Refereed)
    Abstract [en]

    There is a lack of empirical studies that examine the influence of neoliberal ideas in preschool music and teaching. Neoliberal ideas have primarily been studied in a broader educational perspective and related to preschool policy reforms. The aim of this paper is to study preschool teachers’ rhetoric concerning music contents and music activities related to neoliberal ideas. Data consist of group conversations with preschool teachers and of video observations of daily music activities, at one preschool in Sweden. Discursive psychology has been used as a micro-sociological methodological approach. The findings show that music in this preschool is characterized by popular music, and varied consequences for knowledge content and early childhood learning are highlighted and analyzed. Also, it is argued that neoliberal ideas, in varied ways, determine the establishment of music content. For many reasons, rhetoric concerning the choice of musical content is of great importance to the field of preschool education. For example, it is essential to music education research and to preschool teachers’ everyday work, as it can improve teaching and learning qualities and become a knowledge contribution in society at large. © 2016 informa UK Limited, trading as Taylor & Francis group

  • 98.
    Holmberg, Kristina
    et al.
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Zimmerman Nilsson, Marie-Helene
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Ericsson, Claes
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS), Lärande, Profession och Samhällsutveckling.
    Lindgren, Monica
    University of Gothenburg, Gothenburg, Sverige.
    Snacking on Knowledge and Feel Good: Challenging discourses on arts in education2016In: European Journal of Philosophy in Arts Education, ISSN 2002-4665, Vol. 1, no 1, p. 38-67Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to re-think the results of four larger studies conducted by the authors during the last decade, all with a discourse analytical approach. The studies are empirical and concern the Swedish field of arts in education and deal with a comprehensive material consisting of interviews, observations and field notes. In the results of these studies three prominent discourses emerges. A Curriculum discourse, where content knowledge is connected to traditions, norms and values of educational institutions, a Feel-good discourse that deals with content knowledge where social and personal aspects are essential, and a Snacking on knowledge discourse where content knowledge is portrayed as something students are able to pick and choose according to their own preference. Ideas of late modern society and arts in education are then used as a basis to carry out a critical discussion about the emerging discourses. Also different teacher and student positions are problematized.

  • 99.
    Holmquist, Mats
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Johansson, Jörgen
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Thomsen, Michel
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    Åkesson, Maria
    Halmstad University, School of Information Technology, Halmstad Embedded and Intelligent Systems Research (EIS), Man and Information technology laboratory (MI-lab).
    IT-utveckling för hållbara arbetsplatser:  Rapport I - Analysseminarium2018Report (Other academic)
  • 100.
    Holmquist, Mats
    et al.
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Nyman, Carin
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Trolle-Schultz Jensen, Jette
    Halmstad University, School of Health and Welfare, Centre of Research on Welfare, Health and Sport (CVHI).
    Urbas, Anders
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Delutvärderingsrapport 1 i projekt Salut, Halmstad2014Report (Other academic)
1234567 51 - 100 of 327
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