| 1. |
- Ahlund, Mikael
(författare)
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Landskapets röster : Studier i Elias Martins bildvärld
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is about the Swedish landscape painter Elias Martin (1739-1818). The main interest is in his depictions of nature, landscape images and topographical views. Chronologically, it covers the period 1760 to 1810. The first part puts Martin's artistic achievement in a historiographic perspective and presents an overview of his artistic career - from his birthplace Stockholm to Paris and from there to London, where he successfully established himself on the English art scene in the 1770s. Returning to his native Sweden in 1780, he soon emerged as the country's leading landscapist of the period.In the second part of the thesis, a study is presented of Martin's relationship to the art markets of England and Sweden, and in the third an attempt is made, through the medium of a specific genre of Swedish eighteenth-century literature - travel writings - to gain a deeper insight into the attitudes and values of the period. Here, the focus of interest is on different ways of viewing nature and landscape art in Sweden in the late eighteenth century. On the basis of this discussion, an attempt is made to reconstruct a Swedish 'period eye', specific to the upper-class culture of the Gustavian age.These discussions of the importance of the market and of a Swedish period eye form the basis for an answer to the overarching question of this thesis, concerning the relationship between Martin's images and contemporary perceptions of nature. From the conclusions drawn, it becomes clear that different ways of relating to landscape existed side by side. The attitudes discernible in the artist's pictures, as in the travel writings of the period, are diverse and contradictory, complicating an understanding of the eighteenth century's view of nature as something uniform. Elias Martin's art thus illuminates the many vantage points and variations in the Gustavian era's feeling for nature.
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| 2. |
- Alatalo, Tarja, 1961
(författare)
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Skicklig läs- och skrivundervisning i åk 1-3: Om lärares möjligheter och hinder
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study focuses on teachers’ opportunities and obstacles to perform skillful reading and writing instruction. It’s about the ability to accurately identify where students are in their reading and writing process and to help them develop good reading skills. It is also about the ability to recognize signs of difficulties that students may have in their written language development and to know what efforts are needed to help them advance their reading and writing skills. The research is based on teachers’ own statements and survey responses on the external conditions for teaching and on their approach, attitudes and knowledge in reading and writing. The empirical material consists of interviews, surveys and test data. The interview study was conducted with eight teachers. The questionnaire was answered by 249 teachers, while the knowledge test was conducted of 269 teachers and 31 special education teachers. Many of the teachers in this study have lack knowledge in the structure of language and common Swedish spelling rules. Furthermore, it appears that a large part of them are unaccustomed to explaining, in detail, students’ reading development and find it difficult to systematically describe the aspects of daily literacy instruction. The overall picture is that many teachers teach without having tools to reflect on how their education really affects students’ reading and writing. These shortcomings make it difficult to conduct effective literacy instruction. Once students have learned to decode or if they have reading difficulties, many teachers seem to one-sidedly focus on getting students to read more. The consequence could be that those who would need to practice more on the technical basic of reading or comprehension strategies are left without support. Lack of variety and individuality in fluency and comprehension training can challenge the students’ reading and writing development. The teachers in the study, who have the old junior school teacher and elementary teacher education, have the highest amount of knowledge of reading and writing (the test). Good education can provide student teachers with professional skills that they may develop further in their careers. Knowledge of the meaning of phonological and phonemic awareness as well as knowledge of how to count phonemes seem to be important for knowledge of reading and writing (the test). Knowledge of basic reading processes can be obtained by systematic and structured work with students’ linguistic development, and through continuous dialogues with experienced colleagues on how and why questions. This is one important way to work also in teacher training. When essential professional skills are established in the teacher education, in practice students will obtain the school’s learning goals.
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| 3. |
- Aldrin, Emilia, 1982-
(författare)
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Namnval som social handling : Val av förnamn och samtal om förnamn bland föräldrar i Göteborg 2007–2009
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this doctoral thesis is to examine how parents in Sweden at the beginning of the twenty-first century use the process of naming as a resource to contribute to the creation of various identities for both themselves and their child. It is based on a two-component study — a postal survey and qualitative group interviews, both conducted in the city of Göteborg, Sweden — and includes parents with children born during 2007 and 2008. By combining different sources (names, surveys and interviews) and different methods (quantitative and qualitative), this study attempts to elucidate how first names and choices of first names can be given various social meanings. In contrast to previous socio-onomastic studies, this study considers not only whether naming contains any social variation, but also how and why such variation arises. The theoretical framework is a combination of onomastic, sociolinguistic, identity-theoretical and interactional theories. The results demonstrate that parents’ choice of first names for their children is an important social act. Through name choices and discussions of these choices, parents create what is known as social positioning, which in turn contributes to the creation of certain identities both for themselves and their child. A number of resources are identified which are used by parents to create different social positionings. This study also demonstrates how both macro-societal structures and interactional aspects influence this social positioning. Finally, this study argues that the observed social variation is best explained by the parents’ desire to identify with and contribute to the creation of different models for society, in which varying social values and attributes are important.
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| 4. |
- Alm, Fredrik, 1971-
(författare)
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Uttryck på schemat och intryck i klassrummet : En studie av lektioner i skolor utan timplan
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med föreliggande avhandling är att studera användning och förekomst av lektionsbeteckningar på scheman i skolor utan en nationellt fastställd timplan, samt belysa hur elever upplever de lokala val som görs vad gäller vissa av dessa lektionsbeteckningar. Den teoretiska referensramen har sin grund i didaktikens selektionsfråga och kommunikationsfråga, och Bernsteins båda begrepp klassifikation och inramning. Avhandlingen består av två delstudier. I delstudie I analyseras, såväl kvalitativt som kvantitativt, 326 scheman från 33 skolor som på försök arbetar utan timplan. 163 scheman från skolor med timplan har analyserats i jämförande syfte. I delstudie II genomförs tio gruppintervjuer med totalt 41 elever kring tre typer av icke ämnesrelaterade lektionsbeteckningar (lagtid, verkstad och mentorstid), som är vanligt förekommande på elevers scheman. I avhandlingen visas att en mängd schemabeteckningar (170 stycken) används för att beskriva vad elever och lärare ämnar ägna sig åt. Utöver traditionella ämnen, schemaläggs arbetsmetoder, gruppbaserad tid, skriv- och lästid, social samspelstid, rekreationstid samt lektioner där eleverna involveras i val, planering och utvärdering. Den här typen av alternativa schemabeteckningar används i signifikant större utsträckning i skolorna utan timplan och i de tidigare årskurserna. När skolorna utan timplan använder alternativa beteckningar leder det huvudsakligen till schemapositioner med svagare inramning och svagare klassifikation, samt en förskjutning från innehåll mot metod/form. Eleverna upplever att lektionerna med svagare inramning och klassifikation har ett värdefullt och verklighetsanknutet innehåll, men att de inte är lika viktiga som ämnena. De upplevs ibland vara slöseri med lektionstid. Resultaten diskuteras i ljuset av annan forskning om skolor utan timplan och avhandlingens didaktiska perspektiv.
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| 5. |
- Almér, Elin, 1968
(författare)
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Att tala om vem man är. En språkvetenskaplig studie av transitivitet, agentivitet och engagemang i unga kvinnors erfarenhetsberättelser
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation deals with the relationship between language and identity in narratives of personal experience told by young women in different settings. The aim of the investigation was to find out if there are cross-situational similarities in the individuals’ language use concerning the construction of the concepts ”I” and ”others”. The linguistic aspects investigated are connected to a sociopsychological concept of identity style. The purpose of investigating this aspect of language use and identity is to shed new light on the agency status of a person in relation to current interactional (constructionist) frameworks. Three women were recorded in two different situations: group conversations and interviews. The recordings were transcribed and twelve stories extracted. Systemic Functional Linguistics and the Appraisal framework were used to conduct two different studies: in study A transitivity and agency were investigated and in study B engagement was investigated. By relating the results to different parameters – the situations, the genres and the individuals – it was possible to conclude that there were patterns of linguistic aspects tied to each one of the three parameters. The results also showed that the generic structure potential of stories tends to be realized in different ways according to situation and that all of the investigated women altered their language according to situation in similar but, interestingly enough, not identical ways. The most interesting results were that some aspects of each of the individual’s language use were realized in both situations, which indicated that their identity style could be traced in everyday conversations.
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| 6. |
- Almgren White, Anette, 1960-
(författare)
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Intermedial narration i den fotolyriska bilderboken : Jean Claude Arnault, Katarina Frostenson och Rut Hillarp
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This bipartite thesis presents and implements an intermedial model for co-reading poems and photographs in paper books, a genre I call photo poetry. A survey of the genre in Sweden was carried out and presented in a selected bibliography in my licentiate thesis.Two well-established poets, Katarina Frostenson and Rut Hillarp, made their debut in the genre in the 1980s and have since produced three books each. Frostenson cooperates with photographer Jean Claude Arnault and Hillarp created the poems as well as the pictures herself. Scholarly studies up to now have focused on the poems, however, and have therefore neglected the impact of the photographic pictures.The first part of the thesis elaborates a model based on the framework of the picture book and adapted to the text genre of poetry and the epistemology of the photographic picture. Two different narrative reading strategies are developed and applied to the material: the metonymical and the metaphorical linking. The metonymical linking implies that the diegesis on the spread is perceived to be part of a larger diegesis and that that diegesis has direct virtual contact with the diegesis on the next spread. The metaphorical linking implies that the diegesis on the single spread is perceived to be part of a larger diegesis, but that that diegesis has no direct virtual spatial contact with the next spread.Whether or not a diegesis is perceived to have direct virtual spatial contact with spreads depends on the story’s display of the contingency of characters, time and place.The model is based on the relations tied to the book’s construction: the schematic, the synchronic and the diachronic relation. The schematic relation concerns meaning created on all spreads, the synchronic relation meaning on a single spread, and the diachronic relation meanings on spreads in a row. The schematic and the diachronic may appear to overlap somewhat but in the schematic relation the focus is on tracing different story schemes, and in the diachronic relation the focus is on how the narration progresses and alternates between different schemes.The findings show that with the co-reading model the impact of the photographs gives a deeper understanding of not only the narrative interplay of word and image but also of semiotic, intermedial and intertextual connections. The reading strategies applied show that Frostenson’s and Arnault’s works gain from a metonymically linked interpretation whereasHillarp’s mainly gain from a metaphorically linked interpretation. The study also discusses the impact of the photographic picture and connects it to the semiotic theory of C. S. Peirce as well as to Western picture practices.
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| 7. |
- Amhag, Lisbeth
(författare)
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Mellan "jag" och andra. Nätbaserade studentdialoger med argumentering och responsgivning för lärande
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingen handlar om kvaliteten i studenters nätbaserade argumentering och responsgivning. Handlar det om vardagssamtal eller vetenskapliga diskussioner? Syftet är att undersöka om och i så fall hur studenters skriftliga, asynkrona dialoger bidrar till utveckling av kollektivt och individuellt lärande i en nätbaserad akademisk kontext. Det vill säga urskilja, identifiera och beskriva på vilket sätt och i vilken utsträckning studenter använder egna och andras texters meningsinnehåll i argument och responser för lärande i samspel med andra studenter. Syftet är också att finna struktur och mönster på hur argumentering och responsgivning kan formas, förhandlas och befästas i en nätbaserad, akademisk kontext. Datainsamlingen består av 70 studenters (41 kvinnor och 29 män) skriftliga, individuella svar på åtta kursuppgifter, gruppvisa asynkrona argumentering, responsgivning och diskussioner under fyra högskolekurser (60 hp) på distans i Lärarutbildning 90 högskolepoäng. Totalt innefattar studierna 2 430 ”frusna dialoger”. Metodmässigt tillfördes Bakhtins teoretiska ramverk om dialoger till sociokulturell teori och Toulmins praktiska argumentmodell. Nära hälften av dem (42 %) är deskriptivt kategoriserade (N=1 012) utifrån reviderade modeller av Veerman och Veldhuis-Diermanse och Toulmins argumentmodell. Knappt en tredjedel av dem (29 %) är selektivt analyserade (N=707) utifrån Bakhtins teorier om dialoger och Rommetveit’s begrepp meningspotential, med fokus på dialogens potential, röster och argumentmönster och relationerna dem emellan som medierande redskap för både ett kollektivt och individuellt lärande. CSCL perspektivet (Computer-Supported Collaborative Learning) relateras till både sociokulturell teori och Bakhtins teorier om dialoger utifrån att lärandet är situerat och inte enbart utvecklas individuellt utan också i samarbete med andra i en bestämd situation, vilket får betydelse för lärandets karaktär och resultat. Resultaten som framträder är att studenterna i olika grad successivt utvecklar en förmåga att använda sig av meningsinnehållet i dialogerna som ett aktivt redskap för att utveckla ny förståelse eller nya perspektiv, individuellt som kollektivt. Det som också visar sig är att mening, dialog och interaktion hör ihop och är de medverkande krafterna i nätbaserad undervisning. Det som också tydliggörs är att det är en aktiv och kreativ lärprocess som utvecklas över tid, när studenter som medaktör använder sina teoretiska kunskaper och praktiska erfarenheter tillsammans med andra, mot nya sätt att tänka och handla. Olika dialogiska argumentmönster utvecklas. Det sker ett perspektivbyte "mellan `jag´ och andra" genom att studenterna blir medförfattare med egna och andras ord och röster. Mening blir dels ett resultat av spänningen i skillnaden mellan "jag" och andra och dels som samarbetsförmåga av de kollaborativa arbetssätten.
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| 8. |
- Andersén, Annelie, 1977-
(författare)
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Ett särskilt perspektiv på högre studier? : Folkhögskoledeltagares sociala representationer om högskola och universitet
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingen syftar till att undersöka folkhögskoledeltagares sociala representationer om högskola och universitet. Enligt teorin om sociala representationer är folkhögskoledeltagarnas sociala representationer om högskola och universitet något som skapas socialt och förändras beroende på deltagarnas erfarenheter av högskola och universitet. Avhandlingen syftar också till att undersöka dessa sociala representationers ursprung och framväxt, liksom om de har påverkats av andra sociala representationer exempelvis dem om folkhögskolans särart. För att identifiera folkhögskoledeltagarnas sociala identitet och sociala representationer har jag använt mig av empiriska data insamlat genom fria associationer och intervjuer med folkhögskoledeltagare och före detta folkhögskoledeltagare. För att undersöka representationernas ursprung har jag genomfört en dokumentstudie på folkhögskolelärarnas tidskrift. Resultaten visar att folkhögskolans företrädare genom hela folkhögskolans historia har förhållit sig till två huvudidéer, den om folkhögskolans särart och den om att folkhögskolan är en institution som anpassar sig efter det omkringliggande samhället och dess krav. Dessa båda idéer förklarar varför olika sociala identiteter och olika sociala representationer existerar bland folkhögskoledeltagarna. Grundidén att folkhögskolan har en särart leder till representationer om folkhögskolan som ett alternativ till annan utbildning och högskola och universitet som något som inte är likt folkhögskola. Den andra grundläggande idén om folkhögskolan som en institution som ständigt anpassar sig leder till representationer om folkhögskolan som en andra chans och högskolan som mål.
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| 9. |
- Andersson, Ann-Helén, 1979-
(författare)
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"Jag är baserad på verkliga personer" : Ironi och röstgivande i Kristina Lugns författarskap
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- ”I am based on real people,” Kristina Lugn writes in the foreword to her play Nattorienterarna (1999). This quotation summarises the ever-changing concept of the ego which finds expression in Lugn’s writing and which is the focus of this study. Special emphasis is placed on the way in which Lugn tackles the concept of the ego in both her work and her appearances in the media, and also how in recent years she has taken to greater depths this playing with the ego’s changing forms and has, in an ironic way, created different egos which are constant in neither time nor space. The thesis is in part a text analysis of Lugn’s lyrics and drama and in part an examination of Lugn’s appearances in the media – and, in the case of the latter, it touches on intermedial aspects. The analysis discusses how Lugn expresses in different ways in her appearances in the media pathos for groups seen as potentially isolated and vulnerable, of which children constitute a particularly charged category. One argument in this reasoning is that Lugn’s constant nods at and incorporating of the exposed and solitary child’s experience of society’s norms and power order structures is a basis and a reason for the explosive power in her ironic delivery of a critique of power, in her questioning and shaking up of the ordered roles of gender. The purpose of the thesis is to examine the irony and what can be characterised as “the giving of voice” in Kristina Lugn’s literary production, and also how these devices hang together. One chief question is whether it can be viewed that Lugn’s irony is used both as a means of style and as a (literary) political strategy. The concept of the giving of voice is used to illustrate the way in which Lugn as author and role player allows her personae and characters to speak, often in situations of her devising where they are, and feel they are, powerless in different senses, even though she has inevitably, in her capacity as author, the power to edit and dictate. A secondary aim is to present a more nuanced and in-depth picture of Lugn’s writing than that done so far in the reception given Lugn in the media. The study focuses attention on Lugn’s ironic stage-setting of ego positions and the constant playing with fiction and reality which characterises her writing. This is in contrast to the early reception of Lugn as a depressive confessional lyricist, where the fictitious personae were very much likened to the biographical figure of Lugn. Part of this revisionist picture includes a discussion about how central the position of the child is in both Lugn’s work and her appearances in the media. Irony and the giving of voice in her writing is discussed and illustrated with examples from a selection of Lugn’s literary works. Focus is placed on the poetry collections Om ni hör ett skott… (1979), Percy Wennerfors (1982) and Hundstunden. Kvinnlig bekännelselyrik (1989), and also on the theatre scripts Tant Blomma (1993), Idlaflickorna (1993), Nattorienterarna (1999) and Stulna juveler (2000). The selection of the material in the media consists of TV and radio programmes in public service broadcasting and also daily newspapers, evening papers and weekly magazines. An examination of this material is made on the basis of three points in time: that of Lugn’s literary breakthrough as a lyricist; i.e. 1983 and the period around then, the 1990s in connection with Lugn’s transition from primarily that of lyricist to that of dramatist, and the period around the turn of the millennium in connection with the première performance of the play Stulna juveler.
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| 10. |
- Andersson, Catrine, 1982-
(författare)
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Hundra år av tvåsamhet : Äktenskapet i svenska statliga utredningar 1909-2009
- 2011
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the thesis is to study the concept of marriage and discursive constructions linked to marriage in Swedish policy documents, SOU, 1909-2009. Focusing on marriage as a formal institution, and on form, rather than content – marriage is considered one of several ways of regulating intimate relationships, and the analysis is thus centred on the intimate and erotic aspects of marriage as an institution. Using queer and sociological theories on late modern intimacy, state regulation and concepts of norms, theoretical tools which make possible exploring historical discursive shifts of heteronormativity and coupledom are developed. Policy documents (SOU) are analysed using discourse analysis inspired by archaeology and history of concepts. In three chapters, each covering a part of the period 1909-2009, the discursive landscape of state intervention in marital and other coupled relations is traced. Three themes emerge in this analysis. Firstly, a discursive movement can be seen, from marriage, as a morally superior form of relation, to family, as one of several more or less encouraged forms of relations. Secondly, in using the theoretical framework of heteronormativity, it is suggested that heteronormativity is reshaped in paradoxical ways. The seemingly non-heteronormative, gender neutral marriage law introduced in 2009 was built discursively on a concept of love used from the 1980s in these materials for motivating extended civil rights for homosexuals. It was, however, a logic of love based on difference and essentialised homosexual identity. A non-heteronormative law was thus introduced on a heteronormative discursive basis, enforcing extended norms of coupledom in the process. Thirdly, the question of what discursive role marriage plays in relation to society is explored. By enforcing differentiation between sexual and non-sexual, reproductive and non-reproductive, coupled and non-coupled relationships, social order is maintained. For one hundred years, despite major changes, coupledom is constant.
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