| 31. |
- Bäckström, Åsa, 1966-, et al.
(författare)
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Introduktion
- 2020
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Ingår i: Sport management. Del 3. - Stockholm : SISU idrottsböcker. - 9789177270782 ; , s. 5-13
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Bokkapitel (populärvet., debatt m.m.)
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| 32. |
- Bäckström, Åsa, 1966-, et al.
(författare)
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Introduktion
- 2020
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Ingår i: Sport management. Del 3. - Stockholm : SISU idrottsböcker. - 9789177270782 ; , s. 5-13
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Bokkapitel (populärvet., debatt m.m.)
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| 33. |
- Bäckström, Åsa, 1966-
(författare)
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Kinaesthetic detours in ethnographic representation
- 2011
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Konferensbidrag (refereegranskat)abstract
- In 1989 the American anthropologist Paul Stoller argued in favour of taking detours in his now classic The taste of ethnographic things, subtitled the senses in anthropology. Detours, he argued, may be theoretical, or artistic. One way is to strive for what he calls “radical empiricism”. This demands a different kind of text (or film), where the senses are given greater prominence. He writes: “This kind of respect directs writers and filmmakers onto a radically empirical detour along which we can achieve the most simple yet most allusive goal of ethnography: to give our readers or viewers a sense of what it is like to live in other worlds, a taste of ethnographic things” (1989: 156). Recently, a “sensory revolution” (Howes, 2005) has fuelled and interest in perception and the senses. This paper draws on research with a sensory ethnography (Pink, 2009) approach. It focuses the un/knowing body and deals with epistemological issues related to collecting and representing sensory ethnographic material. It is argued that scientific texts (in a wide sense) need richer sensory “data” in order to more fully understand learning and knowing in a contemporary world. Moreover, the paper problematizes the prevalent logocentrism in society.
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| 34. |
- Bäckström, Åsa, 1966-
(författare)
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Knowing and teaching explosiveness in skateboarding : Remembrance and expressions of kinaesthetic experience
- 2011
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Konferensbidrag (refereegranskat)abstract
- In social sciences and humanities 'the body' is accentuated to the extent that we may even talk about a ‘corporeal turn’. Through ethnographic research on skateboarding I explore the particular corporeal practice of energy transformation and the verbal, visual and bodily expression of what can be labeled explosiveness.Explicitly, I use the digital audio-visual empirical material to investigate how kinaesthetic knowing is expressed and taught. The paper adds theoretically and empirically to recent arguments of a shift from embodiment to emplacement. By way of conclusion, a more elaborate focus on the sensory experiences is suggested to better understand the intersections of mind, body, place and learning.
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| 35. |
- Bäckström, Åsa, 1966-
(författare)
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Knowing and teaching kinaesthetic experience in skateboarding : an example of sensory emplacement
- 2014
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Ingår i: Sport, Education and Society. - : Informa UK Limited. - 1357-3322 .- 1470-1243. ; 19:6, s. 752-772
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Tidskriftsartikel (refereegranskat)abstract
- The body has become a vital research object in several disciplines in recent years. Indeed, in the social sciences and humanities, a corporeal turn in which embodiment has become a key concept related to learning and socialisation is discussed. This cross-disciplinary paper addresses the epistemological question of how we know what we know and theoretically and empirically contributes to current arguments of a shift from embodiment to emplacement. In other words, this study strives for understanding of the intersection of mind, body and place through a focus on how bodily knowing is formed as part of a moving world. The purpose of the paper is to explore the kinaesthetic experience as bodily knowing in emplaced semi-formal teaching. Through long-term ethnography in a Swedish skateboard setting and in-depth analysis of digital visual material, this paper demonstrates how kinaesthetic experience might be viewed as knowing and how a particular type of this experience might be interpreted as explosiveness and, as such, an act of physical remembrance and energy transformation. Knowing is formed along paths of movement and rhythm, and kinaesthesia is identified as a multisensory experience. It is argued that a fruitful way of bridging the mind–body divide is to view the body as un/knowing, rendering it both knowing and not knowing simultaneously. Moreover, emplaced via its senses in a sociocultural and spatio-temporal environment, this conceptualisation of a moving body in a moving world might allow for re-thinking regarding how a body in context knows, teaches and, possibly, learns.
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| 36. |
- Bäckström, Åsa, 1966-, et al.
(författare)
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Knowing As "Känsla" : Accounting For Knowing As An Outcome Of Sensory Emplaced Learning
- 2015
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Konferensbidrag (refereegranskat)abstract
- 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.
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| 37. |
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| 38. |
- Bäckström, Åsa, 1966-
(författare)
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Kroppen, brädan, lärandet
- 2010. - 1
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Ingår i: Den lärande staden. - Umeå : Boréa. - 9789189140653 ; , s. 113-129
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I stadslandskapet manifesteras människans makt över naturen. Staden är dynamisk; den skapas och omskapas ständigt i takt med förändrade politiska och kulturella ideal. Dess olika miljöer används – medvetet och omedvetet – för olika typer av lärande. Skolgården och slottsparken kan fungera som budbärare med pedagogiska avsikter för både barn och vuxna, gallerian kan ses som ett klassrum och detaljhandeln som kunskaps- och kulturformande faktorer. När olika grupper intar det offentliga rummet uppstår nya mötesplatser och samspelsmönster. Ser det sociala samspelet likadant ut i förorten, på handelsgatan och i innerstaden? Hur och när tar exempelvis unga kvinnor staden i besittning?
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| 39. |
- Bäckström, Åsa, 1966-
(författare)
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Känsla och kroppsligt kunnade inom idrott / "Känsla" and bodily knowing in sports
- 2015
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Ingår i: In the flow.. - Linköping.
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Konferensbidrag (refereegranskat)abstract
- Inom idrott är känsla något en har eller inte. Känsla sätts ofta som förled till idrottsliga attiraljer eller idrottsliga göranden. Bollkänsla innebär en förmåga att hantera bollar på ett skickligt sätt och matchkänsla innebär att ha en helhetssyn på matchen. Till skillnad mot teknik, som kan övas upp, är känsla en förmåga som omtalas termer av kroppslig kompetens som funnits med hela livet. Känsla har också en estetisk dimension. I detta paper diskuteras idrottens känsla i relation till fenomenologisk teori. Genom empiriska exempel från etnografiska studier om idrott, synliggörs hur känslan och dess olika dimensioner kan sägas vara betydelsefulla komponenter i konstruktionen av kunnande.
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| 40. |
- Bäckström, Åsa, 1966-
(författare)
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Learning to see – learning to know : Transforming visual information to kinesthetic experience
- 2011
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Konferensbidrag (refereegranskat)abstract
- This panel/workshop presents ways that visual methods of investigation, documentation, practice and performance are used in different processes of learning. Drawing on educational settings in journalism, media studies and art education, and also informal learning settings where visual documentation plays a central role, the panel addresses forms of knowledge that arise through visual practices. The limitations of the visual are also addressed, in particular the forms of knowledge that are precluded when visual regimes are considered primary.Åsa Bäckström, Senior Lecturer at the Department of Child and Youth Studies, Stockholm University, draws on her studies of skateboarders to examine the ways they transform visual documentation (both hers and their own) into kinesthetic experience as they refine their bodily knowing in order to become increasingly proficient. An exclusive focus on the visual ignores the other sensory forms so critical to the integrated knowing which is the basis of the skateboarder’s performance.
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