| 1. |
- Aggeklint, Eva, et al.
(författare)
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Introducing M+ as capital for a Hong Kong specific cultural identity
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the last decade the Hong Kong government has shown an interest in promoting large scale cultural development projects including Art Basel Hong Kong, the West Kowloon Cultural District (WKCD) as well as M+ The Museum of Arts and Visual Culture, all presenting Hong Kong as a cultural hub. The development of those projects can be seen as a way for the city to diversify its economy through creative industries (CI) and urban entrepreneurship (Raco and Gilliam, 2012), making the place more appealing for international workers and global tourism. However, ongoing grassroots political movements such as the 2014 Umbrella Movement suggest that the Beijing government is keen to intervene with Hong Kong’s affairs. As a result, its cultural identity is being challenged. In this paper we argue that the study of the yet conceptual M+ museum contribute with accruing capital of cultural identity when compared to likewise huge museum projects in mainland China. We will further argue that the Hong Kong museum will represent an original that other museums in the world may wish to copy.
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| 3. |
- Airey, John, 1963-, et al.
(författare)
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Multimodal Science and Engineering Teaching: Perspectives from 8ICOM
- 2018
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Ingår i: 9ICOM - Complete Book Of Abstracts. - Odense, Denmark. : Syddansk Universitet.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The previous international conference on multimodality – 8ICOM – featured two sessions devoted to multimodal, social semiotic approaches to science teaching and learning (c.f. Halliday1978; van Leeuwen 2005, Airey & Linder 2017). What the papers in these sessions shared was the argument that such perspectives on science, and science teaching, can, at least in part, respond to calls to ‘democratize’ science education by recognising diverse sets of semiotic resources and, in so doing, seeking to address impediments to equal participation (Burke et al., 2017). The 8ICOM science sessions were particularly noteworthy given the backdrop against which 8ICOM had been organised. In the months leading up to the conference, South Africa (and Cape Town, in particular) had experienced campus unrest aimed at ‘decolonizing’ higher education in that country. As part of this movement, the phrase #ScienceMustFall briefly trended on social media. This emanated from the claim that ‘science’ is a western, colonial construct that needs to be dismantled and replaced with the teaching of indigenous, African knowledge. Although the #ScienceMustFall slogan has since departed from the wider public consciousness, the questions it raises nonetheless remain: why, and how, should science be taught? Is science more than just a western colonial construction and, if so, why? And, what can the concept of multimodality offer by way of answering these questions? In this paper, we offer an overview of the multimodal science papers presented in the two sessions at 8ICOM in the light of these questions. This is done with a view to assessing where the multimodality community finds itself regarding science education, and how it might address questions of the legitimacy of western science in the future. It is thus an attempt, as the conference theme suggests, to ‘move the theory forward’.
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| 4. |
- Airey, John, 1963-
(författare)
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Research on physics teaching and learning, physics teacher education, and physics culture at Uppsala University
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This project compares the affordances and constraints for physics teachers’ professional identity building across four countries. The results of the study will be related to the potential consequences of this identity building for pupils’ science performance in school. The training of future physics teachers typically occurs across three environments, the physics department, the education department and school (during teaching practice). As they move through these three environments, trainees are in the process of building their professional identity. However, what is signalled as valuable for a future physics teacher differs considerably in different parts of the education. In educational research, professional identity has been used in a variety of ways (See for example overviews of the concept in Beauchamp & Thomas, 2009; and Beijaard, Meijer, & Verloop, 2004). In this project we draw on the work of Sfard and Pruzak (2005) who have defined identity as an analytical category for use in educational research. The project leverages this concept of identity as an analytical tool to understand how the value-systems present in teacher training environments and society as a whole potentially affect the future practice of trainee physics teachers. For identities to be recognized as professional they must fit into accepted discourses. Thus the project endeavours to identify discourse models that tacitly steer the professional identity formation of future physics teachers. Interviews will be carried out with trainee physics teachers and the various training staff that they meet during their education (physics lecturers, education lecturers, school mentors). It has been suggested that the perceived status of the teaching profession in society has a major bearing on the type of professional identity teachers can enact. Thus, in this project research interviews will be carried out in parallel across four countries with varying teacher status and PISA science scores: Sweden, Finland, Singapore and England. These interviews will be analysed following the design developed in a pilot study that has already carried out by the project group in Sweden. The research questions for the project are as follows: In four countries where the societal status of the teaching profession differs widely: What discourse models are enacted in the educational environments trainee physics teachers meet? What are the potential affordances and constraints of these discourse models for the constitution of physics teacher professional identities? In what ways do perceptions of the status assigned by society to the teaching profession potentially affect this professional identity building? What are the potential consequences of the answers to the above questions for the view of science communicated to pupils in school? In an extensive Swedish pilot study, four potentially competing discourse models were identified: these are: the critically reflective teacher, the practically well-equipped teacher, the syllabus implementer and the physics expert. Of these, the physics expert discourse model was found to dominate in both the physics department and amongst mentors in schools. In the physics expert discourse model the values of the discipline of physics dominate. Thus, the overarching goal of physics teaching is to create future physicists. In this model, the latest research in physics is seen as interesting and motivating, whereas secondary school subject matter is viewed as inherently unsophisticated and boring—something that needs to be made interesting. The model co-exists with the three other discourse models, which were more likely to be enacted in the education department. These other models value quite different goals such as the development of practical skills, reflective practice, critical thinking and citizenship. We claim that knowledge of the different discourse models at work in four countries with quite different outcomes on PISA science will useful in a number of ways. For teacher trainers, a better understanding of these models would allow informed decisions to be taken about the coordination of teacher education. For prospective teachers, knowledge of the discourse models at work during their education empowers them to question the kind of teacher they want to become.
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| 6. |
- Anderson, Pia, et al.
(författare)
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Textrörlighet och kohesion i textsamtal : gymnasieelever talar om texter i svenska och historia
- 2013
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Ingår i: Genre / Tionde nationella konferensen i svenska med didaktisk inriktning, Stockholm 18-19 oktober. - Stockholm : Nationella nätverket för svenska med didaktisk inriktning. - 9186762699 ; , s. 17-28
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Konferensbidrag (refereegranskat)abstract
- Artikeln handlar om textsamtals potential att stötta elevers läsning av texter de möter i undervisningssammanhang. Artikeln presenterar analyser av tre textsamtalsutdrag i ämnena svenska och historia på gymnasiet. Samtalen i svenska är lärarledda och sam- talet i historia är elevstyrt. Materialet hämtas från två pågående avhandlingsprojekt i språkdidaktik och analyseras med avseende på textrörlighet och lexikal kohesion. Det första utdraget illustrerar ett lärarlett samtal som rör sig utanför och på ytan i den text som diskuteras. Det andra visar ett lärarlett samtal där läraren på ett struktu-rerat sätt styr samtalet så att eleverna leds in i texten och stimuleras till en fördjupad textbaserad läsning. Det tredje visar på ett elevstyrt samtal utifrån en strukturerad samtalsmodell där eleverna använder såväl egna erfarenheter som texten för att be-svara textfrågor. Eleverna uttrycker alltså såväl associativ som textbaserad textrör-lighet i samtalet och visar ofta på en djup textrörlighet. Analyser av kohesion visar hur textinnehåll kommer till uttryck i samtalen, framförallt genom att nyckelbegrepp från texten fångas upp och repeteras.Resultaten visar hur olika sätt att arbeta med text kan ge olika stöttande potential för elevers möjligheter att röra sig på flera nivåer i texten. Sammanfattningsvis pekar artikeln på den lärandepotential som strukturerade och väl förberedda textsamtal kan innebära.
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| 7. |
- Andersson, Marta, et al.
(författare)
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A sentiment-annotated dataset of English causal connectives
- 2020
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Ingår i: Proceedings of the 14th Linguistic Annotation Workshop. - 9781952148330 ; , s. 24-33
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Konferensbidrag (refereegranskat)abstract
- This paper investigates the semantic prosody of three causal connectives: due to, owing to and because of in seven varieties of the English language. While research in the domain of English causality exists, we are not aware of studies that would cover the domain of causal connectives in English. Our claim is that connectives such as because of link two arguments, (at least) one of which will include a phrase that contributes to the interpretation of the relation as positive or negative, and hence define the prosody of the connective used. As our results demonstrate, the majority of the prosodies identified are negative for all three connectives; the proportions are stable across the varieties of English studied, and contrary to our expectations, we find no significant differences between the functions of the connectives and discourse preferences. Further, we investigate whether automatizing the sentiment annotation procedure via a simple language-model based classifier is possible. The initial results highlights the complexity of the task and the need for complicated systems, probably aided with other related datasets to achieve reasonable performance.
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| 8. |
- Andersson, Marta, et al.
(författare)
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Annotating Topic Development in Information Seeking Queries
- 2016
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Ingår i: The LREC 2016 Proceedings. - 9782951740891 ; , s. 1755-1761
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Konferensbidrag (refereegranskat)abstract
- This paper contributes to the limited body of empirical research in the domain of discourse structure of information seeking queries.We describe the development of an annotation schema for coding topic development in information seeking queries and the initialobservations from a pilot sample of query sessions. The main idea that we explore is the relationship between constant and variablediscourse entities and their role in tracking changes in the topic progression. We argue that the topicalized entities remain stable acrossdevelopment of the discourse and can be identified by a simple mechanism where anaphora resolution is a precursor. We also claim thata corpus annotated in this framework can be used as training data for dialogue management and computational semantics systems.
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