| 1. |
- Jakobsen, Liselotte, 1947-, et al.
(författare)
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Medarbetarsamtal som arena för att befästa normer kring medarbetarskap
- 2010
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Ingår i: Arbetsmarknad & Arbetsliv. - Karlstad : Karlstads universitet. - 1400-9692 .- 2002-343X. ; 16:3, s. 39-54
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Tidskriftsartikel (refereegranskat)abstract
- Denna artikel redovisar resultat från en studie av medarbetarsamtal mellan chefer och deras anställda. Studien, som omfattar videoinspelade samtal, intervjuer och en enkät, pekar på strukturella mekanismer och normer som försvårar för medarbetare att lyfta negativa upplevelser av stress i samtalen. Resultaten visar hur olika livsformer kolliderar och hur bilder av en god medarbetare formas av en delvis dold läroplan i organisationen.
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| 2. |
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| 3. |
- Karlsson, Marie, et al.
(författare)
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”Let´s Party!” : Harry Potter fan fiction sites as social settings for narrative gender constructions
- 2015
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Ingår i: Gender and Language. - : Equinox Publishing. - 1747-6321 .- 1747-633X. ; 9:2, s. 167-188
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Tidskriftsartikel (refereegranskat)abstract
- Online communication is often presented in research as offering ways for youngpeople to explore various forms of masculinity and femininity, which, in turn,could extend the notions of gendered identity. This paper explores how a HarryPotter fan fiction website can function as an online setting for gender identityconstruction among young fans. A positioning analysis of a small story told inan Internet Relay Chat (IRC) shows that although traditional gendered subjectpositions are explored and troubled in the story and its telling, heteronormativityprevails through the interpretative repertoires made available by the textualuniverse of Harry Potter. On the other hand, the positioning analysis of the smallstory activates an understanding of the interplay between the relational orderamong story characters and among the storytellers that can be seen as openingup a space between what is the told and the telling that allows the fans to experimentwith aspects of gender identities that are related to power and controlwithin an interpretative repertoire of heteronormativity.
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| 4. |
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| 5. |
- Åberg, Magnus, 1970-, et al.
(författare)
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Wolf cries : On Power, Emotions and Critical Literacy in First-Language Teaching in Sweden
- 2018
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Ingår i: Gender and Education. - : Taylor & Francis. - 0954-0253 .- 1360-0516. ; 30:7, s. 882-898
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Tidskriftsartikel (refereegranskat)abstract
- Adopting a critical literacy perspective in teaching is about howexperiences, social contexts, languages, learning and powerrelations interact in language development. In this article, weexplore how students’ critical literacies are enhanced and hinderedby emotional power relations in the classroom. We investigatewhat happens when emotionally charged texts – here texts aboutwolves in Sweden – are used in lower secondary schools. Drawingon two examples we illustrate different ways of enhancingstudents’ critical approach to the argumentative text type. Thearticle highlights the affective aspects of teaching, and thusthe unforeseeable aspects of classroom interaction. Emotionally,the wolf issue became very different objects for the personsoccupying the classrooms. It invoked, e.g. homosocial relations,racist accounts and nationalistic outbursts. The article stresses thesignificance of teacher intervention but argues that to facilitatecritical literacy in emotionally charged classrooms, the circulationof emotions, including teachers’ emotions must be brought to light.
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| 6. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Reading practices in transformation : Re-designing print-based literacy mindsets in the Swedish digital classroom
- 2021
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Ingår i: L1-Educational Studies in Language and Literature. - : International Association for Research (ARLE) in L1-Education, University of Amsterdam, Kluwer Academic Publishers. - 1567-6617 .- 1573-1731. ; 21:Special issue: Working with Literature in Nordic Secondary Education, s. 1-27
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Tidskriftsartikel (refereegranskat)abstract
- Various reading projects aimed at stimulating students’ reading are carried out on a regular basis in Swedish schools. Beyond L1, a common structure is also to include other subjects and teachers in these projects. By focusing on norms and values connected to the reading and teaching of literature, this article aims to deepen the knowledge about a reading practice project conducted in other subjects than L1, aiming to stimulate, develop and strengthen students’ reading. The analysis is based on ethnographic video material, where the students’ interactions and activities in the classroom are documented through video recording and screen mirroring of their computers and mobile phones. The analysis reveals challenges in relation to reading activities performed in classrooms where different digital devices are available. Results show that reading practice in the connected classroom is characterised by a print-based mindset that the students resist to varying degrees. This leads to situations where the printed book is given contradictory roles in relation to the reading activity in school, providing students with a cover behind which they can engage in alternative reading activities on their digital devices. Here, we highlight the access paradox as well as issues related to the issue of what texts, and what types of reading are sanctioned in reading activities at school, and not least what this means for male students in terms of their chances to join a reading community and identify as readers in the educational setting to which they belong.
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| 7. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Sharing is caring : young people’s narratives about BookTok and volitional reading
- 2024
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Ingår i: Language and Education. - : Routledge. - 0950-0782 .- 1747-7581. ; 38:4, s. 635-651
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores young people’s narratives about BookTok and volitional reading. The data consist of narrative interviews with eight students (all girls) from two different classes in year 1 and year 2 of a preparatory programme for higher education, that is, students aged 17–18 years old. Using the framework of Wenger’s notion of communities of practice and Bamberg’s theory of narrative positioning, the findings indicate that the volitional reading practices described by the participants are strongly characterised by social, physical, and emotional dimensions that are generated and made possible by the book as an artefact. The findings also show that young people use the digital media platform TikTok and its subcommunity BookTok as a resource in constructing their own volitional reading practices and as a means to strengthen their reader identities. In view of their use of BookTok, this article contributes insights into young people’s volitional reading practices and the construction of reader identities outside of school. The results also contribute to the ongoing discussion about how to support and motivate young people to read literature.
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| 8. |
- Asplund, Stig-Börje, 1973-, et al.
(författare)
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Under the teacher´s radar : Literacy practices in task-related smartphone use in the connected classroom
- 2018
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Ingår i: L1-Educational Studies in Language and Literature. - Amsterdam : International Association for Research in L1-Education, University of Amsterdam. - 1567-6617 .- 1573-1731. ; 18, s. 1-26
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we explore the role of smartphones in the classroom and how they interact with teaching. Drawing on examples of literacy events, we show how the students use the smartphone as a resource to exercise power and influence in the literacy practices in which they participate in the classroom, in relation to a teaching content. These actions take place without the teachers being aware of them, and thus theseprocesses dismantle the teacher’s authority in terms of access to, and overview of, the diversity of texts that are managed by the students in the classroom. The article concludes that it is evident that digital tools in general, and smartphones in particular, change the role of the teacher and the school, and thatthe students’ design of texts places new or altered demands on students as well as teachers.
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| 9. |
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Berättelser : Vänbok till Héctor Pérez Prieto
- 2018
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Samlingsverk (redaktörskap) (populärvet., debatt m.m.)abstract
- Denna vänbok tillägnas vår kollega Héctor Pérez Prieto. Boken består av olika berättelser med anknytning till Héctors forskning och tillsammans formar bidragen en ny berättelse om hans forskarliv, en slags livsberättelse.Författarna är akademiska vänner som vid olika tidpunkter och på olika platser samarbetat med Héctor som handledare, student, doktorand och kollega.
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| 10. |
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