| 1. |
- Björk, Åsa, 1973-
(författare)
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Drama, hat och vänskap : om ungdomars interaktioner i sociala medier
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Departing from narratives of young people, the aim of this thesis is to deepen the knowledge about the meaning of their social interactions in social media.In this qualitative study, young people’s interactions when they use social media are studied in a Swedish context. The study constitutes an important contribution since it makes young people’s voices heard. It is based on semi-structured interviews with 32 young people aged 13-15.The results show that young people do not use the term bullying when they define a situation that is of a negative nature. They use other terms such as hate and drama to define a situation they perceive to be negative, both in situations when they themselves are involved and in situations when they are among the audience. It depends on how they define the situation. Explanations for why drama, hate and negative actions occur can be understood based on on-going relation-building work and an effort to fit into a certain peer culture. The results also indicate that it is important to receive attention from significant others. In interaction with others, social skills are developed to navigate drama, hate, friendship, negative actions and relation-building efforts in social media.Social norms, gender norms and negotiating identities come to expression when the young people discuss self-presentations in pictures.Explanations as to why they choose to publish a certain kind of picture can be linked with complex relationship and identity construction processes where the young peoples position themselves and others in the struggle to doing gender and a desire to participate in a certain peer culture.
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| 2. |
- Dunkels, Elza, 1960-, et al.
(författare)
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The invisible girl : Ceci n'est pas une fille
- 2010
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Konferensbidrag (refereegranskat)abstract
- This presentation describes The Invisible Girl, a Swedish multi-disciplinary research project in which power relations, gender, online youth culture and learning are the primary objects of study. Many studies on young girls' and boys' internet use have been conducted during the last fifteen years of rapidly developing mass use of the internet. However, the vast bulk of this research has had a top-down, adult perspective, with very little or no intention at all to give voice to the young informants themselves. There have also been tendencies to over-emphasize the generation gap and exoticisize young people's actions. Taking a closer look at this body of research, we find the presence of discomforting gender blindness. This is evident in, for instance, the use of boys' knowledge as a norm in the sense that girls should develop the same interests and competences as boys (ITU, 2008). Furthermore, in the gender blind school, girls' digital competence has been invisible and girls' knowledge is often hidden by their own terminology (Enochsson, 2005). Simmons (2004) also claims that we do not have words to describe girls' aggressions and that the lack of words leads to difficulties in discussing the question. As researchers we are concerned about the unequal nature of this research field. When trying to find out what these inequalities consist of we have identified an important blind spot, both from a societal and a research point of view, which has led us to call our project The Invisible Girl. The name is inspired by Ralph Ellison's novel Invisible Man (1952). Just like Ellison portrays black Americans as being invisible, it is possible to view girls as invisible on the internet in the sense that their actions cannot be described with the existing male oriented terminology.
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| 3. |
- Dunkels, Elza, 1960-, et al.
(författare)
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Young people and contemporary digital arenas : Identity, learning and abusive practices
- 2008
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Ingår i: Tidskrift för lärarutbildning och forskning. - Umeå : Fakultetsnämnden för lärarutbildning. - 1104-523X. ; :3-4, s. 35-50
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to outline an emerging research area, evolving around young people and contemporary digital arenas. The field is growing in size, shape and complexity and the need for study is urgent. The research area is also somewhat elusive and its outline is changing very quickly over time. In previous works the authors have focused on different parts of this area, and in this article bring ideas together to form a joint research base. The first theme is identity; what factors influence young people's identity development and how do we interpret identity in a changing media landscape as well as in a changing society? The second theme is learning; have contemporary media influenced the processes and outcomes of learning and if so, how can the educational system benefit from and exploit this? The third theme is what we in this context call abusive practices; how can we understand abusive behavior on the internet, among and towards young people? The issues problematized in this article are to be seen as a probing for and a framing of a research base for further development. The overall aim of the proposed area of study is to identify, analyze and problematise contemporary digital channels of communication and learning in particular, expressions of abusive behavior, and their influence on digital culture and digital native identity construction, with a specific emphasis on issues related to age, class, gender and ethnicity.
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| 4. |
- Dunkels, Elza, 1960-, et al.
(författare)
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Young people and online risk
- 2011
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Ingår i: Youth culture and net culture. - Hershey, Pennsylvania (USA) : IGI Global. - 9781609602093
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The authors suspect that the young perspective has been left out when online risk and safety are discussedin contemporary research. The aim of this chapter is to give a critical approach to this matter and questionfear as a driving force for protecting young people online. Interviews with children about their views ofinternet use (Dunkels, 2007) and a study of safe use guides from European countries conducted in 2008(Lüders et al, 2009) form the empirical base. The discussion in the chapter is underpinned by ideas ofchildhood as a social construction, emerging ideas of power relations pertaining to age and theories oftechnology reception. The authors also introduce a metaphor, the layer cake, to better understand howthe same action can be viewed from different vantage points.
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| 5. |
- Frånberg, Gun-Marie, 1949-, et al.
(författare)
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Introductory chapter
- 2012
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Ingår i: Invisible Girl. - Umeå : Umeå universitet. - 9789174594621 ; , s. 9-15
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Bokkapitel (refereegranskat)
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| 6. |
- Frånberg, Gun-Marie, 1949-, et al.
(författare)
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Youth and contemporary learning
- 2011
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Ingår i: Interactive media use and youth. - Hershey, Pennsylvania (USA) : IGI Global. - 9781609602062 - 1609602064
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the chapter is to problematize the concept of learning and common views on transformed conditions for learning; have contemporary digital media reformed the processes of learning and if so, how can the educational system benefit from and exploit this? The chapter highlights changes and reflects on contemporary and future aspects of learning. What is seen as meaningful learning? Is learning more demanding today or does the open and abundant access to information simplify it?
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| 7. |
- Gaine, Chris, et al.
(författare)
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“Eurokid” : an innovative pedagogical approach to developing intercultural and anti-racist education on the Web
- 2003
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Ingår i: Intercultural Education. - : Taylor & Francis. - 1467-5986 .- 1469-8439. ; 14:3, s. 317-329
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Tidskriftsartikel (refereegranskat)abstract
- Most schools in today's Europe have a high percentage of immigrant students. This percentage has increased in typical immigration countries such as Switzerland, Luxembourg, Belgium, Germany, France and the UK. However, this is also true for countries such as Sweden or Spain. Aware of this multicultural picture, in this paper we present the methodological approach of a European Comenius project, "Eurokid", based on the template "Britkid" (see www.britkid.org), which addresses intercultural education and anti-racism. Three countries are involved in the project: the UK, Sweden and Spain. The project is an educational and innovative tool and a learning and teaching resource for students and teachers in secondary schools. How? Through websites where a group of adolescents (minorities and majorities) "meet" and "talk" about issues of acceptance, difference, racism, mixed cultures, (multiple) identitie, and integration. Their "talks" in the three websites--written in each country's language(s) and in English--as well as the characters, are based on original research (via interviews and questionnaires). The project's objectives, content, pedagogical approaches and authentic classroom material, created to facilitate and promote dialogue among minorities and majorities, form the basis of this paper.
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| 8. |
- Gaine, Chris, et al.
(författare)
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Evaluation, reflections and conclusions
- 2005
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Ingår i: Kids in cyberspace. - Oxford : Symposium Books. - 1873927452 ; , s. 125-153
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Gaine, Chris, et al.
(författare)
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The Eurokid project
- 2005
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Ingår i: Kids in cyberspace. - Oxford : Symposium Books. - 1873927452 ; , s. 7-31
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Bokkapitel (populärvet., debatt m.m.)
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| 10. |
- Gaine, Chris, et al.
(författare)
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The reasearch base of the project
- 2005
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Ingår i: Kids in cyberspace. - Oxford : Symposium Books. - 1873927452 ; , s. 75-103
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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