| 1. |
- Avery, Helen
(författare)
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Teaching in the 'edgelands' of the school day : The organisation of Mother Tongue Studies in a highly diverse Swedish primary school
- 2015
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Ingår i: Power and Education. - : SAGE Publications. - 1757-7438. ; 7:2, s. 239-254
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Tidskriftsartikel (refereegranskat)abstract
- To promote attainment and inclusion, Sweden offers tuition in migrant pupils’ mother tongues as a regular school subject. However, the formulation of learning aims is problematic, and resources allocated to the subject do not correspond to ambitions expressed in steering documents. This case study presents an analysis of the organization of Mother Tongue Studies at a highly diverse urban primary school, based on interviews with teachers and head teachers. The practical organization of Mother Tongue Tuition affects how mother tongue teachers and pupils are perceived, but also potentially provides opportunities for empowerment and educational development. Results indicate that in the investigated case, such opportunities are not exploited, placing mother tongue teachers in a state of continuous structural stress, while limiting the forms their teaching relationships can take. Additionally, scheduling the school subject Mother Tongue Studies at the ‘edgelands' of the school day contributed to further marginalizing languages taught as mother tongue and minimized interaction with class teachers.
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| 2. |
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| 3. |
- Lindberg, Ylva, et al.
(författare)
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Culture on the move : Language and literature as vectors for cultural empowerment in Swedish education
- 2024
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1, s. 1-10
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Tidskriftsartikel (refereegranskat)abstract
- This special issue consists of five position papers, four articles and two essays covering diverse aspects of the theme Culture on the Move that foregrounds language and literature both as pedagogical tools and disciplinary fields necessary for learning to live and work in a culturally diverse world. The contributions stem from the initial activities within the graduate school “Culturally Empowering Education through Language and Literature” (CuEEd-LL). Centre-staging teaching and learning in Swedish education, the texts in this issue present a range of inroads into how language and literature can be used to support cultural diversity among pupils, students and teachers since cultural diversity is steadily gaining attention both as a resource and a challenge in education and society.
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| 4. |
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Nya familjekonstellationer - nya benämningar? : Familjen och dess medlemmar i finskan, ryskan, svenskan och tyskan
- 2019. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Under de senaste decennierna har genomgripande samhälleliga och politiska förändringar inom många områden ägt rum. Ett sådant område är familjen som social, ekonomisk och instrumentell institution. Familjens villkor har radikalt förändrats i takt med att antalet skilsmässor har ökat och olika typer av äktenskapsliknande konstellationer har uppstått och fått ökad acceptans. Den traditionella familjen har därmed inte längre den status eller den betydelse som den historiskt har haft. Denna utveckling liksom alla andra typer av förändringar i ett samhälle lämnar spår i språket, eftersom människor måste kunna beskriva och tala om det som de iakttar i sin omgivning och på olika sätt behöver ta ställning till. Behovet att benämna nya företeelser leder till att nya ord bildas eller att ord som redan finns i språket genomgår betydelseförändringar av olika slag. Språket blir på så sätt en spegel av sin tid och bidrar till att belysa och förklara historiska skeenden. De lexikologiska undersökningarna i denna volym har inspirerats av de spår som de ovan nämnda förändringarna inom familjeområdet har lämnat i språket. Bidragen representerar språken finska, ryska, svenska och tyska. Det gemensamma syftet har varit att kartlägga, beskriva och analysera de benämningar på familjen och dess medlemmar som har bildats inom respektive språkgemenskap och som används för att möjliggöra utbyte av tankar och åsikter om den förändrade familjen och dess villkor.
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| 5. |
- Fyhr, Mattias
(författare)
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Efterord
- 2009
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Ingår i: H. P. Lovecraft <em>Fasansfulla händelser i Dunwich och andra noveller</em>. - Lund : Bakhåll. - 9789177423003 ; , s. 161-175
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Siméus, Jenny, 1982-
(författare)
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Black Lives, White Quotation Marks : Textual Constructions of Selfhood in South African Multivoiced Life Writing
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on South African multivoiced and collaborative life writing. The analysed primary texts are The Long Journey of Poppie Nongena (1980) by Elsa Joubert, The Calling of Katie Makanya: A Memoir of South Africa (1995) by Margaret McCord, Finding Mr Madini (1999) by Jonathan Morgan and the Great African Spiderwriters, David’s Story (2000) by Zoë Wicomb, and There Was This Goat: Investigating the Truth Commission Testimony of Notrose Nobomvu Konile (2009), co-written by Antjie Krog, Nosisi Mpolweni and Kopano Ratele. All of these primary texts are either collaborative autobiographies about black lives, multivoiced life writing texts about black lives, or a text that problematises this kind of life writing where predominantly disadvantaged, black life writing subjects either have had their lives narrated or have had their narration steered by well educated, advantaged, Westernised and usually white writers.The analyses of the primary texts are carried out by problematising them in the light of the South African historical and cultural context within which they were produced. The focus of the analyses is on the effects on and the consequences for textual constructions of selfhood when the writers tell or include the life writing subjects’ lives in the life writing texts. The involvement of the writers in the life writing projects is argued to greatly have impacted the textually represented selves that were created in the resulting multivoiced life writing texts.Drawing on theory rooted in postcolonial studies, life writing in general, and self-narration in particular, this thesis concludes that the examined black South African life narratives to various extents are told on white, Western terms and thus inserted in white quotation marks. White quotation marks are defined in this thesis as a certain Western perception of self-narration and selfhood, consisting of components rooted in language, racial tropes, narrative form, and Western autobiographical traditions. Both writers and life writing subjects have been involved in creating or employing these white quotation marks. In some cases this has been an unintentional result and in other cases it has been a conscious effort.
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| 7. |
- Filipovic, Zlatan
(författare)
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For a Future to Come: Derrida’s Democracy and the Right to Literature
- 2013
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Ingår i: Journal of East-West Thought (JET). - Pomona, CA, US. - 2161-7236 .- 2168-2259. ; 3:1, s. 13-24
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Tidskriftsartikel (refereegranskat)abstract
- Reflecting on the political nature of literature and its relation to modern democracy, the essay begins by problematizing any notion of commitment in literature. However, irresponsibility found in literature, far from undermining the political process, is what animates the political field seen as an endless contestability of our social practice. The way our notion of modern democracy informs our understanding of literary practice is explored through a selection of Derrida’s writings where democracy emerges as the possibility of imagining alternatives to the world and “of thinking life otherwise,” as Derrida (2004) says, which is to say that democracy cannot be thought without the possibility of literature. Democracy implies not political stability but a continuous call for unrest that prevents its atrophy, and literature, in its unconditional right to call everything to account, is its rearguard work as it were, keeping democracy forever open, for better or for worse.
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| 8. |
- Filipovic, Zlatan, 1974
(författare)
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Not Human Enough: Levinas and a Call For New (Old) Humanism
- 2013
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Ingår i: An Insatiable Dialectic: Essays on Critique, Modernity, and Humanism, Ed. Roberto Cantú. - Newcastle upon Tyne : Cambridge Scholars Publishing. - 9781443852920 ; , s. 104-121
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Bokkapitel (refereegranskat)abstract
- The humanity of man, Levinas argues in Humanism of the Other, is not defined by rationality or subjectivism of freedom, it is found instead in absolute humility and subjection of my freedom to the vulnerability of others. Indeed, for Levinas, the subject itself is constituted as singular or unique by an assignation of responsibility it cannot escape. The fact that no one can respond to the distress of others in my stead is what so imperially consigns me to my identity. The critique of humanism that is implicit in Levinas does not testify so much to its failure as to the hypocrisy of the humanist projects based on reason, integrity, autonomy and the dignity of the subject, its naive rights of freedom and self-assertion often appropriated by the discourses of exploitation and used as a shameless pretext for virile imperialism and colonial aggression. Instead, for Levians, humanism has not risen to the true height of its ideals, of what it means to be human. It is the status and the menaing of this ideal that this paper will question. For to be human is to be called to goodness such that the other counts more than myself. Freedom of the subject, ‘is not the source of all right and meaning,’ as Levians writes in Ethics and Infinity. It is rather the possibility of self-sacrifice and being for the other. Being called to goodness is being sobered up to a responsibility that for Levians is manifested as the-one-for-the-other, even as ‘substitution unto death.’ To be human is to call into question the prejudice of my freedom and my self-righteousness. It is to discover onself in passivity. The other person’s vulnerability, his mortality, comes as the effraction of my being, of my rights, and exposes the injustice of my selfish will. True humanness seems, in fact, to demand more than my capacity. I am thus never responsible enough, I am never human enough. The presence of the other person, the unabated pathos of his need and vulnerability, revelas me to my own shame, to a kind of self-effacement and absolute indiscretion of my own presence. There is a supplication to a freedom that precedes mine and to respond to it is to be human. This paper points towards a certain insufficiency of humanism and the inheritance of its concept in the context of Levinas’s writing as an expression a post-Enlightenment critique both of the notions of freedom and autonomy that are put in question in the responsibility for the other but also in terms of its pre-critical naivité about ‘the human nature’ and the metaphysics of the unified subject. Self-relation is broken in Levinas by infinite incumbent responsibilities that devolve on the subject like an insolvent debt one can never settle in good conscience. The self with all its resources is in a permanent deficit.
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| 9. |
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| 10. |
- Avery, Helen, et al.
(författare)
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From policy to practice : Roma education in Albania and Sweden
- 2017
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Ingår i: The Urban review. - : Springer Science and Business Media LLC. - 0042-0972 .- 1573-1960. ; 49:3, s. 463-477
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to make a contribution to recentering practice- and practitioner-oriented issues in Roma education studies. Gaps can be observed today between conditions of educational work in practice and the ways education is understood in mainstream academic discussions, compounded by the fact that educational workers in the field have limited access to academic environments. Also, as a subject dealing with minorities, education for Roma and Roma communities tends to occupy a marginal position in academic departments of Education. Inversely, in Roma studies, focus often lies on culture or history, and education is mainly considered through the lens of identity. This means that many important experiences in Roma educational work remain silent, and significant aspects of practices are not sufficiently shared across contexts. In this paper, experiences from education projects in Albania and Sweden are presented and considered against the background of Roma education policies in these countries generally. An analysis is made of the ways these projects directly or indirectly connect to local academic structures. Finally, suggestions are made of potential strategies for developing practice- and practitioner-driven research in this area, to make relevant experiences more accessible across linguistic and national borders.
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