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- Göthlund, Anette, 1965-
(författare)
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Den frånvarande kroppen : Dagens bildkultur och unga kvinnors identitetsskapande
- 2002
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Ingår i: Locus. - Stockholm : Lärarhögskolan i Stockholm. - 1100-3197. ; :4, s. 4-18
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Bilder har en framträdande plats i vår vardagskultur. Estetiska och kulturella uttrycksformer – framför allt visuella – har också fått allt större betydelse för unga människors identitetsarbete. När unga kvinnor ska pröva möjliga roller och positioner för sina verkliga liv fungerar mediekulturens kvinnobilder som exempel på former för kvinnlighet. Vilka teman och konventioner är det då som dominerar i dessa kvinnobilder? Vilka modeller finner de unga kvinnorna? Anette Göthlund diskuterar dessa frågor bland annat utifrån reklam för mensskydd.
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| 2. |
- Göthlund, Anette, 1965-
(författare)
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Makt och blickar i Sisleys modebilder
- 2003
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Ingår i: Konsthistorisk Tidskrift. - : Informa UK Limited. - 0023-3609 .- 1651-2294. ; 72:3, s. 206-216
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Tidskriftsartikel (refereegranskat)
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| 4. |
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| 5. |
- Eriksson, Yvonne, et al.
(författare)
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Foundations of Visual Communication : How Visuals Appear in Daily Life
- 2023
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Bok (refereegranskat)abstract
- Drawing upon theories from visual studies, critical visual culture studies, and cognitive psychology, and with a special focus on gender and ethnicity, this book gives students a theoretical foundation for future work as visual communicators.The book takes a closer look at the interwoven character of perception and reception that is present in everyday visual encounters. Chapters present a wide variety of visual examples from art history, digital media, and the images we encounter and use in our daily lives. With the tools to understand how images and text make meaning, students are thus prepared to better communicate through visual media.This book serves as a main or supplementary text for visual communication or visual culture courses.
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| 7. |
- Göthlund, Anette, 1965-, et al.
(författare)
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Adventures and performativity in students’ visual and multimodal re-inventing of the academic degree thesis
- 2024
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Ingår i: NERA 2024, Abstract book. ; , s. 117-117
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Konferensbidrag (refereegranskat)abstract
- Research topic/aim Inspired by the question How can we as researchers and teachers bring about learning and teaching adventures? we will turn to a recent pilot study regarding possibilities and challenges in students’ production of multimodal degree theses within our teacher education in visual arts. When a group of students approached us with the question whether they could produce multimodal theses, instead of written ones, we said yes. Their idea coincided with our interest in developing approaches to knowledge production and knowledge representation that acknowledge, and take advantage of, the visual as a valid mode and of epistemological qualities in transductive and transformative processes (e.g. Kress, 2003; 2010; Huang & Archer, 2017; Selander & Kress, 2021). Theoretical framework Offering students the opportunity to explore forms of knowledge production and representation other than those traditionally found in an academic context, also introduce moments of risk and uncertainty (Biesta 2013). Together, we open up adventurous spaces of possibility that are more or less unexplored, e.g. regarding how students are thereby (re)positioned as active learning subjects. Performative theories about the various forms of knowledge, about the making of the student subject are also borrowed from Denzin (2003) and Dewsbury (2000) and are here put in relation to the various affordances and cultures of recognition (Selander & Kress, 2021) that students encounter.Methodological design The data consists of five multimodal and digitally disseminated degree theses (using Research Catalogue as a platform) and conversations with the five students who produced them. Expected conclusions/findings Preliminary findings suggest a number of positive effects, e.g. in relation to academic literacy, understanding of subject matter; while also implying some challenges in terms of workload and construing cohesion in the multimodal text. However, as a means to invite students to work from within their own desires, offering an understanding of differences (between forms of knowledge) as productive, and the courage to encounter unpredictability, we find this pilot project promising. Relevance to Nordic educational research The approach applied in this project appears as a possible first step towards a wider recognition of multimodal forms of knowledge representation in academia, while also indicating some issues that need further consideration.
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| 9. |
- Göthlund, Anette, 1965-, et al.
(författare)
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In my worst nightmares : teaching art education on-line
- 2019
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Ingår i: Research in Arts and Education. - Espoo : Aalto University, School of Arts, Design and Architecture, Department of Art. - 2670-2142. ; , s. 1445-1446
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Tidskriftsartikel (refereegranskat)
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| 10. |
- Göthlund, Anette, et al.
(författare)
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Intermezzo : a performative research project in teacher training
- 2010
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Ingår i: International Journal of Education Through Art. - Bristol, UK : Intellect Ltd.. - 1743-5234 .- 2040-090X. ; 6:2, s. 197-212
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Tidskriftsartikel (refereegranskat)abstract
- In this article we discuss an ongoing project named Performing Knowledge A project to improve knowledge in higher education through a double perspective: Theory and Performativity. This project is situated at the Department of Visual Art Education at Konstfack, University College of Arts, Crafts and Design in Stockholm, Sweden. The aim is to investigate and develop pedagogy and methods through double perspectives, whereby scientific research is joined with artistic practice as different, but compatible forms of knowledge in learning and degree projects in higher education. The research examined how different forms of knowledge appear in learning processes as well as in student theses; focus is equally placed on forms of representation and presentation. The article presents and discusses two different student projects as examples of performative knowledge. In this text we draw upon a presentation held at the 32nd InSEA World Conference, in Osaka, August 2008.
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