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Sökning: swepub > Övrigt vetenskapligt/konstnärligt > Göteborgs universitet

  • Resultat 1-10 av 66262
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1.
  • What We Owe to Ourselves
  • 2025
  • Ingår i: The Monist. - 0026-9662.
  • Annan publikation (övrigt vetenskapligt/konstnärligt)
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2.
  • Aarsand, Pål, et al. (författare)
  • Documenting young people's production of visual culture: heritage as lines and movements
  • 2024
  • Ingår i: 7 th Biennale Association of Critical Heritage Studies Conference, 2024.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • Young people are seen as both consumers and producers of culture. This can be seen in cultural heritage intuitions and how young people's cultural production is categorised, preserved and exhibited. Children’s perspectives are important in understanding what it means to be a young person at a particular moment in history, thereby to make children’s narratives and voices accessible to future generations is of most importance. The present paper scrutinizes young people’s picture practices and archive material on young people’s pictures to see what is captured. The data are part of a larger research project: Children’s cultural heritage – the visual voices of the archive and consists of ten semi-structured in-depth interviews with youngsters 11 to 20 years. Drawing on Ingolds (2007) concepts lines and meshwork, the paper discusses how young people’s pictures are created, recreated, and used in various settings. When youngsters pictures are made part of archives, this usually means that a single picture of a motif is included. The present paper argues that if the aim of the archive is to say something about what it means to be young at a particular time, then archiving pictures as single visual expressions does tell us little about how it is to be young and how young people’s picture practices looks like. Furthermore, the idea of lines may help archives to display and document children as actors, not in the sense of creating single pictures, but as individuals on the move in and across different settings with various purposes.
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5.
  • Acta Poloniae Historica, Special Journal Issue, Volume 129: "Languages of Power and Elite Legitimisation in Poland and Norway, 1000–1300"
  • 2024
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • In this special issue, we argue that the key to understanding the means and dynamics of political order in the peripheral polities during the era of Europeanization (1000–1300) lies in exploring the practices of (self-)legitimisation by the peripheral elites in Poland and Norway. The special issue proposes a novel agenda-setting theoretical and methodological framework for how medievalists can study elite legitimation and relations between core European and peripheral polities from a comparative perspective.
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7.
  • Agrell, Beata, 1944 (författare)
  • Jesus: En lidande och stridbar trickster : Jesus: A suffering and fervent trickster
  • 2024
  • Ingår i: Jesus och politiken / red. Fredrik Portin & Kamilla Skarström Hinojosa.. - Göteborg : Makadam. - 9789170614149 ; , s. 26-55
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • Study of the mission of Jesus in his political age as depicted in the Swedish translation Bible 2000 for ”a common reader” without theological, historical, or exegetical expertise . Jesus is approached as a literary character and the Biblical text is analuýsed as a literary work. Methods of the study are response aesthetics and rhetorics. Overarching issues are: What might the printed text tell a modern secular Swedish reader, reading attentively? More precisely: What image of Jesus and his mission is presented; how is it narrated, and what does the narrating imply about his mission? what kind of reception do the texts prepare? what didactic and rhetorical techniques does Jesus hinself use to present himself and his message for his audience within the text? The result of the analysis is 1) that Jesus uses a special didacticism, including a strategic rhetoric of offense, confronting the prejudices of his audience and forcing them to reflect anew ; 2) that Jesus presents himself as a divine saviour from sin and death, and not as a political activist. Nevertheless, his message of love of the neighbour, the importance of equality before God, and caring for the outcast and contempted implies a politics of solidarity, justice, and social welfare for everyone.
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8.
  • Ahlberg, Kerstin, et al. (författare)
  • Visualisera globala mål i serier : Social och ekologisk hållbarhet i bildämnet
  • 2024
  • Ingår i: Bild och visuell kultur Undersökande bildundervisning i grundskola och fritidshem. - Lund : Studentlitteratur. - 9789144182889 ; , s. 135-158
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • I detta kapitel presenteras ett temaarbete där elever i årskurs fyra skapade serier utifrån de globala målen för hållbar utveckling. Eleverna arbetade under fyra veckor med att skapa sina serier. I kapitlet beskrivs serieskapande som multimodal uttrycksform och temaarbetets upplägg i olika lektioner. Vi gör också en närläsning av två av serierna med kopplingar till serielitteracitet.
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9.
  • Ahlstrand, Pernilla, 1967, et al. (författare)
  • Embedded know-how in feedback: Studying performative knowing in theatre
  • 2024
  • Ingår i: EARLI, SIG9 Book of Abstracts.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • The aim of this paper is to introduce and discuss the method action(re)call as a way to study subject-specific know-how. The method allows the possibility of beginning to articulate performative knowing which, as earlier research has shown, tends to be taken for granted by teachers and can be challenging to verbalize. The articulation is important when teachers and researchers are systematically planning research lessons, using variation theory. Contrast, is one of the patterns of variation in variation theory (Marton 2015). In the filmed material it appears that both the teacher and the students use contrasts to clarify what they mean, for example Student 2 says: “[you] Focus more on the co-actor than what you say yourself”. This is an example that could be used when planning whole-class situations. The teacher can plan for and create teaching situations where the students can be offered a variety of experiences of how to act (e.g. “focus on the co-actor” in contrast to “focus on yourself”) in the acting situation. When working with the method action(re)call, the teacher and students can become familiar with and pay attention to similar situations and use them in whole-class teaching.
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10.
  • Ahlstrand, Pernilla, 1967, et al. (författare)
  • From tacit to explicit. A study exploring patterns of variation.
  • 2024
  • Ingår i: EARLI, SIG9, Book of Abstracts.
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • The paper presents findings from a research lesson in theatre as a school subject at upper secondary level in Sweden. The research lesson is one of five and is part of a larger design in a research project with the aim of developing theatre teaching practice. In the transcripts of filmed material, we follow how the teachers are using variation theory as teaching theory. In planning the research lesson, the teacher and the researcher used variation theory, starting with the patterns of variation contrast and generalisation. During the research lesson the pattern of variation fusion was used as an answer to both the students acting in an improvisational exercise and the students observing and reflecting on what happens in the improvisation when different patterns of variation are used. The research lesson is an example of using variation theory both when systematically planning teaching and when analysing spontaneous feedback in the teaching situation. This could lead to discussion and challenging of a theatre teaching practice described as being part of a tacit knowledge tradition.
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