| 1. |
- Rydin, Ingegerd
(författare)
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Television
- 2004
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Ingår i: Encyclopedia of Children and Childhood In History and Society. - New York : Macmillan Reference. - 0028657144
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Bokkapitel (populärvet., debatt m.m.)
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| 2. |
- Eklund, Monica, 1956-, et al.
(författare)
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Educational Integration of Asylum-seeking and Refugee Children in Sweden
- 2013
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Ingår i: Migrants and Refugees. - Charlotte, NC : Information Age Publishing. - 9781623964665 - 9781623964672 - 9781623964689 ; , s. 73-93
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Bokkapitel (refereegranskat)abstract
- The Nordic countries (Denmark, Finland, Iceland, Norway and Sweden) have undergone substantial cultural and social changes due to increased migration from the 1970s onwards. While the Nordic region has become more multicultural in terms of demography, workforces and cultural practices, criticism of multicultural politics has increased. Despite different patterns of immigration in the Nordic countries, they all seem to share growing political tensions with regard to multiculturalism and migration. Many migrants have experiences of racism and discrimination (Eide & Nikunen, 2010:1). In all Nordic countries, right-wing conservative parties have strengthened their position. In Norway and Denmark, such parties have for some time been represented in the Parliament, and in Sweden, the Sweden Democrats came into the Parliament after the 2010 election. This party has on its agenda to reduce the costs for migration and dramatically change the national migration policy. They blame the government for being too permissive and generous. It is against this background the present report is written.
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| 3. |
- Rydin, Ingegerd, 1946-
(författare)
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Making sense of TV-narratives : Children's readings of a fairy tale
- 1996
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study deals with young children's' reading and reception of television fiction. Theoretically, the study is inter-disciplinary, combining text-reader oriented approaches within literature theory and sociocultural approaches within psychology and sociology. A television program within the genre of fairy tales is analyzed by using both narratological andpsychological theoretical frameworks. Issues of intertextuality, dialogism, narrative codes, cinematic and literary conventions are considered in the analysis.Empirically, the study takes a qualitative approach and the process of reception is studied by in-depth interviews of 86 six and eight years old children. The interview is regarded as a social practice or meeting-place between interviewer and informant. This approach has roots in Piaget's early work, in which he employed and developed the methode clinique as well as in Vygotsky's sociocultural psychology. Sociocultural variation is primarily studied by focus on gender and age.One analysis concerns narrative coherence and how the children "hatched the plot". It appeared as if many of the younger children had difficulties in producing a coherent narrative of the program, whereas most of the older children did. The younger children often focused a particular scene or episode. Apart from age, schooling experience is assumed to explain these differences. Another analysis focuses on how children master the narrative codes of the story and the process of identification. The girls seemed to be more emotionally involved in the story and believed it was "real" to a greater degree than the boys. The analysis shows how emotional involvement and identification play a role in the interpretative processes, i.e. how emotion and cognition are interrelated in media reception.Methodological issues are addressed, for example, how drawings can be used in the study of media reception. The children were asked to make drawings in relation to the program, which can be seen as a "different" reading, in which children project what is of subjective importance to them.Cultural dispositions represent another type of sociocultural variation. The older children's literary repertoires and other cultural dispositions were studied in relation to their reconstructions of the television narrative.The dissertation challenges such notions as "children's understanding of television" as a unitary concept and poin,ts to a variety of readings. Finally, the dissertation has implications for media literacy and media education.
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| 4. |
- Christopoulou, Nadina, et al.
(författare)
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Children’s Social Relations in Peer Groups : Inclusion, exclusion and friendship
- 2004
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Rapport (populärvet., debatt m.m.)abstract
- We set up six media clubs for refugee and migrant children (ages 10-14) in six European countries. The clubs met weekly after school hours over a year with some extra full days during school holidays. The clubs made videos and exchanged them on the internet. In each participating country, researchers and media educators employed by the project collaborated with youth workers and teachers, already working with the children. The clubs became social centres as well as a place to learn about and make media. Using the internet we established a communications network to facilitate the sharing of children’s media productions, in order to generate dialogues between them. As a research project CHICAM addressed three major aspects of structural change in contemporary European society: the increase in global migration, the uses of new communication technologies, and the specifi c needs of children. Through the work of the clubs it focused on the social and cultural worlds of refugee and migrant children in centres across Europe; and was mainly concerned with fi rst generation refugees or migrants, for whom the experience of re-location is relatively recent. The children came from many different countries including Iraq, Sierra Leone, Angola, Somalia, Albania, Kosovo, Columbia, Turkey. We investigated how these children represent and express their experiences of migration into the different host countries, and how their use of new media might enable their perspectives to inform the development of European educational and cultural policies. In the process, we were seeking to identify how particular experiences of reception, educational practice, family re-unifi cation and community involvement may more effectively promote social inclusion and economic and cultural integration.
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| 5. |
- Cuesta, Marta, 1954-, et al.
(författare)
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Innovative Pedagogical Methods in Higher Education
- 2013
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Konferensbidrag (refereegranskat)abstract
- The objective of this paper is to critically reflect about the results from a pilot study, in which Facebook was used as a co-learning community. A communicative tool or arena for discussing educational matters in order to facilitate for students with diverse backgrounds to reach better understanding on academic culture and knowledge production. In the pilot study we worked with a “consciousness-raising” pedagogy for encouraging and supporting students to cooperate with each other, and by the use of Facebook as a platform. The development of these pedagogical view and method can be seen as providing equal opportunities, by generating better results in higher education studies. The project is supposed to contribute to knowledge concerning more profound issues associated to ideas of democracy and empowerment connected to change and development in academic cultures. The central questions to be answered are: What means by “co-learning community” by Facebook? How does this tool stimulate students to be more confident and as a consequence, reach a better understanding about the ways into “break down” obstacles, in terms of academic cultural codes? How does it is expressed by the students in terms of benefit?
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| 6. |
- Cuesta, Marta, 1954-, et al.
(författare)
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Using Facebook as a Co-learning Community in Higher Education
- 2016
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Ingår i: Learning, Media & Technology. - Abingdon : Routledge. - 1743-9884 .- 1743-9892. ; 41:1, s. 55-72
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Tidskriftsartikel (refereegranskat)abstract
- Students’ cultural capital plays a major role in their success in higher education. In Sweden today, many students come from diverse cultural, social and educational backgrounds. Knowledge of requirements in academic systems differs widely. Some students feel insecure about how to interpret academic codes, thus weakening these students’ opportunities for academic success. The major goal of this project was to lay the groundwork for a more equal educational system. Using social media, in this case conversations (e.g., chats) in a closed forum on Facebook monitored by a tutor, we aimed to improve student integration into academic culture. We differentiated two central themes related to student conversations on Facebook: (1) Access to academic habitus – cracking codes and (2) Emancipation by co-learning – extended academic codes. It was found that students participating in study groups created on Facebook learnt to better crack and extend the codes extant in university studies. © 2015 Taylor & Francis
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| 7. |
- Danielsson, Martin, 1982-
(författare)
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Digitala distinktioner : Klass och kontinuitet i unga mäns vardagliga mediepraktiker
- 2014
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation explores how social class matters in young men’s everyday relationship to digital media. The aim is to contribute to the existing knowledge about how young people incorporate digital media in their everyday lives by focusing on the structural premises of this process. It also presents an empirically grounded critique of popular ideas about young people as a “digital generation”, about the internet as a socially transformative force, and about class as an increasingly redundant category.The empirical material consists of qualitative interviews with 34 young men (16-19 years) from different class backgrounds, upper secondary schools and study programmes. Drawing on the conceptual tools of Pierre Bourdieu, three classes are constructed: the “cultural capital rich”, the “upwardly mobile”, and the “cultural capital poor”.The analysis shows that class, through the workings of habitus, structures the young men’s relationship to school and future aspirations. This also engenders class-distinctive ways of conceiving leisure and digital media use. Through their class habitus and taste, the young men tend to orient themselves and navigate in different ways in what they perceive as a space of digital goods and practices, endowed with different symbolic value in school and society. The “cultural capital rich” are drawn to-wards practices capable of yielding symbolic profit in the field of education and beyond, whereas the other classes gravitate towards the “illegitimate” digital culture but deal with this different ways.These findings indicate that there are social and cultural continuities at play within recent technological changes. They also expose the structural differences hidden by sweeping statements about young people as a “digital generation”. Finally, they show that class, contrary to popular beliefs about “the death of class”, still represents a pertinent analytical category.
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| 8. |
- de Block, Liesbeth, et al.
(författare)
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Digital rapping in media productions : Intercultural communication through youth culture
- 2006
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Ingår i: Digital generations. - Mahwah, NJ : Lawrence Erlbaum Associates. - 9780805859805 ; , s. 295-312
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Bokkapitel (refereegranskat)abstract
- (From the chapter) The expanding array of new media offer many different ways in which young people can actively engage in media making and exchange. Although such activities might be very localized in terms of their immediate production processes and relationships, they also have the potential to create global products, both in terms of their distribution and audiences (through the Internet) as well as in the resources on which they might draw for inspiration. Youth cultures may have local references and influences, but they are also increasingly global, allowing young people from very different parts of the world to recognize, identify with, and utilize similar styles of music, fashion, graphics, and dance. These global styles are not exclusively derived from the U.S. mainstream, but include other influences and countercultures. Contemporary popular music, for example, often incorporates a range of different styles, bringing them together to create new forms. For children who have experienced migration, separation, and new settlement and who are living their everyday lives with different cultural influences, these developments are particularly significant, and they also raise several interesting questions for educators and researchers involved with youth media work. What media do young migrants and refugees draw on when making their own productions? What role can media production play in communicating the experiences of migration? How are such productions received and interpreted by other youth? Can such productions form part of research looking into the lives and experiences of young people? What are the implications for media education, particularly in the context of intercultural exchange and learning? To examine some of these questions, we would like to discuss the production and exchange of a series of videos made by young people participating in the European project Children in Communication About Migration (CHICAM; www.chicam.net). The project comprised six European countries: Germany, Greece, Italy, the Netherlands, Sweden, and the United Kingdom. CHICAM was an action research project funded by the European Commission (Framework 5 Program) and coordinated by the Centre for the Study of Children, Youth and Media at the Institute of Education, University of London. Six media clubs for refugee and migrant children ages 10 to 14 years were set up in the participating countries. The clubs met weekly after school over the course of a year, with some extra full days during school holidays. The clubs made videos and exchanged them on the internet. The research focused on particular themes (education, peer relations, family, and intercultural communication), and the videos made by the children were mainly on these topics. In this chapter, we look at a small set of productions within the genre of rap. We discuss two videos in some detail, focusing on how they were made, the ways in which they used global youth culture as their starting point, and their significance in the context of the young people's experiences of migration.
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| 9. |
- De Leeuw, Sonja, et al.
(författare)
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Migrant children's digital stories : Identity formation and self-representation through media production
- 2007
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Ingår i: European Journal of Cultural Studies. - London : Sage Publications. - 1367-5494 .- 1460-3551. ; 10:4, s. 447-464
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Tidskriftsartikel (refereegranskat)abstract
- This article starts out from the European research project Children in Communication about Migration (CHICAM). It addresses questions about intercultural communication via the internet and about media production as a vehicle for personal expression and identity formation among excluded youth groups. The article starts out from a cultural theoretical perspective linked to an empirical analysis, which is based on a series of selected productions made by 12 to 14-year-old refugees. The productions represent various programme genres and formats. The use of visual language such as representational conventions are highlighted in order to find out how identities are (re)created in the process of media production. The article touches upon these productions as they reflect not only experiences in dealing with cultural tensions between the 'old' and the 'new' world, but also their views on their future life and on the conditions that they find crucial in developing themselves.
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| 10. |
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