| 1. |
- Clavier, Berndt, et al.
(författare)
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Art and the Management of the Racial Archipelago : What is Äga Rum in the Million Homes Programmes in Malmo?
- 2019
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Ingår i: Scandinavica. - : Norvik Press. - 0036-5653. ; 58:3, s. 37-66
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Tidskriftsartikel (refereegranskat)abstract
- In 2015, the Swedish government allocated 130 million SEK to Äga rum ('Taking Place'): a three-year program of arts projects across Sweden to address low voter turnout in certain housing areas, but which, in effect, target the immigrants. We argue-through a short account of Foucault's take on the state, biopolitics, race, and governmentalisation-that this is an example of contemporary state racism, which is best understood as an inextricable part of biopolitical governmentalisation through forms of veridiction. We further analyse a specific governmental program (Äga rum) and a specific project (anonymised) within that program which takes place in two Miljonprogrammet housing areas in Malmö. Although both the program and the project have clear political agendas of empowerment and anti-exclusion, we argue that they nevertheless end up producing racial divisions and what we call a 'racial archipelago.'
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| 2. |
- Clavier, Berndt, et al.
(författare)
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Art for integration : political rationalities and technologies of governmentalisation in the city of Malmö
- 2017
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Ingår i: Ett texthäfte om konst- och kultursatsningar i relation till ägande och styrning. - : MDGH. - 9789163928406 ; , s. 23-38
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Cities increasingly use artistic and cultural activities to promote active citizenship and social cohesion. We suggest that city-sponsored cultural and artistic practices in Sweden are finding a new discursive context in migration. In this article, we look at two artistic and cultural institutions in Malmö, Sweden: Arena 305 and Drömmarnas hus. We develop a typology of governmentalisation based on the work of Nicholas Rose and Peter Miller, which allows us to describe the governing activity of Arena 305 and Drömmarnas hus. What becomes visible is the discrepancy between the moral form of the political rationalities and the technologies of government: even though institutions may harbour ideals and principles of inclusion, they are perfectly capable of sustaining activities that brighten the very boundaries they set out to challenge.
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| 3. |
- Clavier, Berndt, et al.
(författare)
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Art for integration : political rationalities and technologies of governmentalisation in the city of Malmö
- 2014
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Ingår i: Multiculturalism and the Arts in European Cities. - : Routledge. - 9781138795525 - 9781315758381 ; 21:1, s. 10-25
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Bokkapitel (refereegranskat)abstract
- Cities increasingly use artistic and cultural activities to promote active citizenship and social cohesion. We suggest that city-sponsored cultural and artistic practices in Sweden are finding a new discursive context in migration. In this article, we look at two artistic and cultural institutions in Malmö, Sweden: Arena 305 and Drömmarnas hus. We develop a typology of governmentalisation based on the work of Nicholas Rose and Peter Miller, which allows us to describe the governing activity of Arena 305 and Drömmarnas hus. What becomes visible is the discrepancy between the moral form of the political rationalities and the technologies of government: even though institutions may harbour ideals and principles of inclusion, they are perfectly capable of sustaining activities that brighten the very boundaries they set out to challenge.
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| 4. |
- Clavier, Berndt, et al.
(författare)
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Art for integration : political rationalities and technologies of governmentalisation in the city of Malmö
- 2014
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Ingår i: Identities. - : Taylor & Francis. - 1070-289X .- 1547-3384. ; 21:1, s. 10-25
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Tidskriftsartikel (refereegranskat)abstract
- Cities increasingly use artistic and cultural activities to promote active citizenship and social cohesion. We suggest that city-sponsored cultural and artistic practices in Sweden are finding a new discursive context in migration. In this article, we look at two artistic and cultural institutions in Malmö, Sweden: Arena 305 and Drömmarnas hus. We develop a typology of governmentalisation based on the work of Nicholas Rose and Peter Miller, which allows us to describe the governing activity of Arena 305 and Drömmarnas hus. What becomes visible is the discrepancy between the moral form of the political rationalities and the technologies of government: even though institutions may harbour ideals and principles of inclusion, they are perfectly capable of sustaining activities that brighten the very boundaries they set out to challenge.
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| 5. |
- Clavier, Berndt, et al.
(författare)
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Tarihsel Ontoloji Olarak Kültür Politikası : Sanatın Hükümetleşmesi Üzerine
- 2018
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Ingår i: Kültür Politikası Yıllık;2017-2018. - : Kültür Politikaları ve Yönetimi Araştırma Merkez. - 9789750525056 ; , s. 155-167
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This paper maps some of the ontological and methodological concerns incurred by the governmentalization of art and culture that has come about in most advanced liberal societies since WWII. The main argument is that cultural policy forms a new historical ontology constituting a transformed relationship between art and the state. This transformed relationship has profound effects on the “art institution,” loosely defined after Peter Bürger as the apparatuses of production and distribution of the art system but also the historical ideas about what art is and what it should be doing. This transformation has produced a new situation for art and for artists: if print capitalism secured the conception of the artist-genius and the contemplative reader, then today we have the emergence of something new. In the wake of the governmentalization of art we have a landscape on the horizon, one that belabors art with economic, social and quantifiable functions. It is in this context that cultural policy has become a “historical ontology.”
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| 6. |
- Clavier, Berndt, et al.
(författare)
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The Cascading Metrologies of Swedish Cultural Policy
- 2018
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Ingår i: Nordisk kulturpolitisk tidskrift. - : Idunn. - 1403-3216 .- 2000-8325. ; 21:2, s. 179-199
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Tidskriftsartikel (refereegranskat)abstract
- The commencement of cultural policy in Sweden is analysed as part of global and networked socio-technical agencements, beginning with the transformation of the political rationalities underlying state support for theatre in the early nineteen-thirties and ending in the current moment, which is described as a phase of cascading metrologies. Using Actor Network Theory as a methodology, the article explores how cultural policy partakes in what Foucault has elaborated as the progressive governmentalization of power relations, whereby art and culture, in this case, is “elaborated, rationalized, and centralized in the form of, or under the auspices of, state institutions.” Specific attention is brought to the historical role of UNESCO in the governmentalization of art and culture, and its importance for the first Swedish bill of culture. The article also elaborates on the central role of metrologies in the process of governmentalization, whereby art and culture is subjected to measuring devices, and by extension, concepts and instruments that contribute to the progressive socialization and naturalization of novel art-effects, such as social and economic development.
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| 7. |
- Eriksson, Andreas, 1973, et al.
(författare)
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MUCH : The Malmö University-Chalmers Corpus of Academic Writing as a Process
- 2012
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Ingår i: Proceedings - 10th Teaching and Language Corpora Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- MUCH: THE MALMÖ UNIVERSITY-CHALMERS CORPUS OF ACADEMIC WRITING AS A PROCESS Andreas Eriksson, Chalmers University of Technology, Gothenburg; Damian Finnegan, Asko Kauppinen, Maria Wiktorsson, Anna Wärnsby, Malmö University, Malmö; Peter Withers, Max Planck Institute for Psycholinguistics, Nijmegen This poster introduces a recently-launched corpus project which aims to compile and monitor various text drafts involved in the writing process of EFL students in higher education. The corpus material will consist of three drafts of undergraduate, master or PhD student texts. Additionally, the corpus will contain a collection of self-reflective papers. Papers will be collected from approximately 400 students per year over a three-year period. In addition to parts-of-speech tagging, the corpus will include peer comments between the first and second drafts and teacher comments between the second and third drafts, as well as annotations of information structure and rhetorical structures. Upon its completion, the corpus will consist of about 500,000 words, excluding the metadata and peer and teacher comments. The corpus is primarily an academic writing research corpus, but also a pedagogic and linguistic corpus, and it is the combination of these perspectives that we would like to emphasise. One important aim of the project is to narrow the gap between writing pedagogy and the use of corpora for teaching and learning purposes. In writing pedagogy, the focus has been on issues such as writing as social action (Miller 1984), feedback processes (Hyland & Hyland 2006) and the development of academic literacy (Lea & Street 1998, Lillis & Scott 2007, Street 2004), whereas there has been a tendency in corpus-driven and corpus-based pedagogy to focus on linguistic aspects of language learning, such as vocabulary, grammar and phraseology. This tendency is, for instance, evidenced in Flowerdew’s (2010) comprehensive overview of how corpora have been used in writing instruction. There are obviously notable exceptions to this somewhat sweeping description (see e.g. Charles 2007 and Flowerdew 2008). However, a lot more can be done to merge these two perspectives. We believe that a corpus containing drafts tagged for information structure, rhetorical structures, and linguistic structures as well as peer and teacher feedback is an important step in such a process. In this poster, we will establish the rationale for the project by exemplifying how the corpus can be used for research purposes as well as teaching and learning purposes. We will show how the corpus can be employed in the study of: 1) peer and teacher comments; 2) thesis statements and how these are formed, located and realised in students’ writing processes; and 3) linguistic structures, such as elements recurring in thesis statements. References: Charles, M. 2007. Reconciling top-down and bottom-up approaches to graduate writing: Using a corpus to teach rhetorical functions. Journal of English for Specific Purposes 6: 289-302. Flowerdew, L. 2008. Corpus linguistics for academic literacies mediated through discussion activities. In D. Belcher & A. Hirvela (eds), The Oral-Literate Connection: Perspectives on L2, speaking, writing and other media interactions. Ann Arbor: University of Michigan Press, p. 268-287 Flowerdew, L. 2010. Using a corpus for writing instruction. In O’Keeffe, Anne & McCarthy, Michael (eds.). The Routledge Handbook of Corpus Linguistics. London/New York: Routledge, pp. 444-457. Hyland, K. & Hyland, F. (eds.). 2006. Feedback in Second Language Writing: Contexts and Issues. Cambridge: Cambridge University Press. Miller, C. R. 1984. Genre as social action. Quarterly Journal of Speech, 70:151-167. Lea, M. R. and Street, B. (1998) Student writing in higher education: an academic literacies approach. Studies in Higher Education 23(2): 157–172. Lillis, T. & Scott, M. 2007. Defining Academic Literacies Research: Issues of epistemology, ideology and strategy. Journal of Applied Linguistics, 4(1): 5-32. Street, B. (2004) Academic Literacies and the ‘new orders’: implications for research and practice in student writing in higher education. Learning and Teaching in the Social Sciences, 1(1): 9–20.
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| 8. |
- Eriksson, Andreas, 1973, et al.
(författare)
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The Malmö University-Chalmers Corpus of Academic Writing as a Process (MUCH): Results from Work In Progress
- 2013
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Ingår i: Program of 7th Conference of the European Association for the Teaching of Academic Writing (EATAW 2013), Budapest, June 27-29..
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Konferensbidrag (refereegranskat)abstract
- This paper introduces a recently-launched corpus project which aims to compile and monitor various text draftsinvolved in the student writing process in higher education. Most of the students are non-native speakers ofEnglish from undergraduate, master or PhD programmes. The corpus consists of drafts of academic papers, such as argumentative papers and journal paper drafts. Additionally, the corpus contains a collection of self-reflective comments. Papers are collected from approximately 300 students per year over a three-year period. In addition to student texts, the corpus also contains peer and teacher comments. It is tagged for rhetorical and linguistic structures. Upon completion, the corpus will consist of approximately 2,500,000 words. One of the aims of the project is to narrow the gap between writing pedagogy and the use of corpora for teaching and learning purposes. In writing pedagogy, the focus has been on issues such as writing as social action (Miller 1984), feedback processes (Hyland & Hyland 2006) and academic literacy (Lea & Street 1998, Lillis & Scott 2007), whereas corpus-based pedagogy has tended to focus on linguistic aspects (Flowerdew 2010). Notable exceptions to this somewhat sweeping description are for example Charles (2007) and Flowerdew (2008). However, a lot more can be done to merge these two perspectives. We believe that a richly-annotated corpus is an important step in such a process. In this paper, we will establish the rationale for the project and present results from a pilot study, including categorisations and effects of comments in texts.
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| 9. |
- Finnegan, Damian, et al.
(författare)
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Academic Writing in a Multi-lingual and Multi-disciplinary Context
- 2011
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Damian Finnegan (damian.finnegan@mah.se) Asko Kauppinen (asko.kauppinen@mah.se) Anna Wärnsby (anna.warnsby@mah.se) Academic Writing in a Multi-lingual and Multidisciplinary Context One crucial challenge of academic writing concerns the increasing heterogenisation of student populations. In many writing classes, we now find “any combination of native-born, international, refugee, permanent resident, and naturalized students,” exhibiting considerable linguistic diversity and multiple levels of English proficiency (Preto-Bay and Hansen, 2006; see also Hall, 2009). At the same time, interest towards academic writing in European higher education is growing, yet resources for teaching do not reflect this. Moreover, the wider student base demands practical application from their writing courses, not theoretical knowledge of language skills (see, for example, Anderson 1983, 2009 on procedural vs. declarative knowledge). To show how these problems can be addressed, we discuss the course Academic Writing in English offered at Malmö University, Sweden, which currently enrolls approximately 300 students per year. The course design is explicitly based on the general model of information processing, which assumes that “complex behavior builds on simple processes” (McLaughlin and Heredia, 1996, p. 213). The focus of all learning activities is on acquisition of procedural knowledge geared towards comprehension and production. One distinctive feature of this course is the very tight integration of electronic resources and other teaching material. This provides student populations various types of continuous feedback and highly individualised learning paths. In this paper, we present and evaluate empirical data pertaining to students’ experience of the content, structure and resources in this course. We also discuss the preliminary results obtained through tests administered before, during and after the course. References Anderson, J. R. 2009. Cognitive Psychology and Its Implications. 7th edition. New York: Worth Publishers. Anderson, J. R. 1983. The Architecture of Cognition. Cambridge: Harvard University Press. Hall, Jonathan. 2009. “WAC/WID in the Next America: Redefining Professional Identity in the Age of the Multilingual Majority.” The WAC Journal. Vol. 20, November. 33-49. McLaughlin, B. and Hereda, J. L. C. 1996. “Information-processing Approaches to Research on Second Language Acquisition and Use.” In Ritchie, W. C. and Bhatia, T. K. (eds.), Handbook of Second Language Acquisition. San Diego: Academic Press, 213-228. Preto-Bay, Ana Maria and Kristine Hansen. 2006. “Preparing for the Tipping Point: Designing Writing Programs to Meet the Needs of the Changing Population.” WPA: Writing Program Administration, Vol. 30, Nos. 1-2, Fall. 37-57.
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