| 1. |
- Deldén, Maria, 1963-
(författare)
-
Perspektiv på historiefilmslitteracitet : en didaktisk studie av gymnasieelevers historiska och emotionella meningsskapande i mötet med spelfilm
- 2017
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present study addresses what happens when historical feature film is used in history education. The purpose of this thesis is to develop new knowledge of historical film literacy through a study of the feature film's didactical potential in an educational context. This is carried out through an analysis of the historical meaning making among upper secondary students when viewing historical feature films, and special attention is paid to the importance of emotions in the students' meaning making through historical feature film. A focus of the study is the didactical dilemma, previously addressed in historical film research, that arises in the use of feature film in history or social studies education, in relation to educational context, film experience, and historical understanding.The present thesis is an independent continuation of my licentiate thesis History as Fiction (2014). The empirical material consists of interviews with students and teachers from two upper secondary schools in Sweden, as well as documentation from students' assessments and selected scenes from feature films experienced by the students as they were used in history class.The theoretical framework for the study takes an interdisciplinary approach. It is based on Jörn Rüsens understanding of historical meaning and historical culture, as well as on transaction theory described by John Dewey and Louise M. Rosenblatt. Film reception theory is equally important, represented by theories from David Bordwell and Carl Plantinga.The main research question focused on how the concept of historical film literacy could be developed theoretically. Historical film literacy is understood in this thesis as an advanced consciousness of how historical meaning making is created through the individual's transaction with film's narration in a specific context, and how meaning making ideally links historical disciplinary thinking with practical orientation in life. The core of theoretically developed historical film literacy is an understanding of the individual's emotional and aesthetic experience of historical feature film, and elaborated theoretical knowledge about the close relationship between the affective response and the more distanced cognitive activity during and after watching a film. Also crucial for historical film literacy is an understanding of the historical film's representation of the past as a conflation of facts and fiction. The knowledge of history that students' gain from historical feature film should be constructed in a synthesis of an aesthetic and an efferent stance in the transaction process. This is because the feature film has the capacity to stimulate both a feeling of empathy and of nearness in the viewer as well as a movement of the viewer away from the narration and towards more distanced cognition. This movement helps the viewer to analyze and interpret the historical meaning making from a critical perspective, when the experience of the feature film is transformed to a reflected experience.
|
|
| 2. |
- Hjorthén, Adam, 1984-
(författare)
-
Border-Crossing Commemorations : Entangled Histories of Swedish Settling in America
- 2015
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Different groups from both sides of the Atlantic have since the 1930s come together to commemorate histories of Swedish settling in America. They have celebrated the founding of the New Sweden colony in the Delaware Valley (1638–1655), and the mid-nineteenth-century arrival of Swedish pioneers in the Mississippi Valley. Border-Crossing Commemorations investigates this continuing practice in studies of the 1938 New Sweden Tercentenary and the 1948 Swedish Pioneer Centennial. It analyzes how histories of colonization, pioneering, and migration have been made functional and meaningful in these border-crossing commemorations. The purpose of this dissertation is to analyze the ways in which actors entangled historical representations in the 1938 New Sweden Tercentenary and the 1948 Swedish Pioneer Centennial. On a more general level, the study explores the question of what happens when different people, with different agendas, in different parts of the world, commemorate the same history, at the same time, in the same places. It proceeds from a critique of the national paradigm in commemoration research, and thus contributes to the emerging field of cross-border memory studies and cultural history. The study adopts entanglements as a way-of-seeing, influenced by the theoretical discussions on histoire croisée. Methodologically, this approach entails studies of interactions and the use of a wide range of source materials from the major groups involved in the commemorations, gathered from fifteen archives in both Sweden and the United States. By investigating both the planning and performance of the commemorations, the study analyzes the ways in which actors entangled history through the analytical concepts of modernity, race, and settler colonialism. These concepts provide an understanding of how actors made history meaningful in the present by, for example, emphasizing historical ruptures (through modernity), continuities (through racial genealogies), and significances (through claims that the settlers founded “civilization” in America). Empirically, the dissertation discusses why certain groups appropriated the histories of New Sweden and the Swedish pioneers as their own; which histories that the actors agreed to commemorate and how these histories were characterized by settler colonial claims; how delegations were framed as traveling in the footsteps of the past, and made to represent shared social, political, and technological progress; how community festivals were forums where Swedes and Swedish Americans could interact and manifest their, sometimes differing, ideas about Swedishness; and how dinners were forums for international political and commercial relations, promoted through teleological claims of historical friendship. The study demonstrates how actors during the 1938 and 1948 commemorations entangled histories of mutual modernities, of friendly relations, and of Swedishness. These histories were permeated by contemporary social, political, and commercial interests as politicians, businessmen, cultural leaders, and others, claimed that Swedish settlers had founded civilization in North America. The study shows that these historical representations have been resilient and malleable, and that they have continued to be circulated during the twenty-first century.
|
|
| 3. |
- Karlsson, Martin, 1977-
(författare)
-
Att projicera det förflutna : Historiebruk och historieförmedling i svensk skolfilm 1970–2000 utifrån de regionala AV-centralernas utbud
- 2011
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Karlsson, Martin; Att projicera det förflutna. Historiebruk och historieförmedling i svensk skolfilm 1970–2000 utifrån de regionala AV-centralernas utbud [Projecting the past: Use and mediation of history in Swedish educational films 1970-2000] Department of Humanities, Mid Sweden University, SE-871 88 Härnösand, SwedenISBN 978-91-974902-8-8Swedish text with a summary in English This dissertation analyses a significant element of Swedish historical culture, namely how history was used, communicated and (re)constructed in films with historical themes, available to Swedish schools from 1970 to 2000. Another important purpose is to analyze the debate among teachers and educators that preceded the large scale use of film in Swedish schools in the 1970s that followed the establishment of the large regional audio-visual centers (Läns AV-centraler). The main material for this thesis consists of historical films of Swedish film centers, tasked with supplying schools with educational films, the majority of which are educational or documentary films. At this time these film centers, in particular the larger regional ones, were the main legitimate suppliers of educational films to Swedish schools, which make these films vital to study, considering their potential impact on Swedish school pupils as well as their role in historical culture in general. How history is depicted in these films is also contrasted against the in which teachers and educators envisaged that films would be used in schools before the establishment of the large regional film centers in the 1970s. How these visions of the potential of the medium contrast with actuality, here represented by how history is portrayed in the analyzed historical films, constitutes an important part of the study. On a theoretical level, I regard these educational films as products (or artifacts) of a historical culture that should be viewed as related to various institutional and societal frameworks or contexts, including the way in which history is used and communicated for various individual and societal purposes. The main focus of this dissertation is centered on four different themes or areas, namely the Holocaust, the Roman Empire, the Industrial Revolution (and, to a lesser extent, industrialization and modern industrialized society in general) and the portrayal of the early modern Swedish King (and national father figure) Gustavus Vasa. The shifting portrayal of these subjects during the 30-year-period is analyzed in detail and contrasted against the portrayal of history in the analyzed educational films as a whole during the time period in question. This qualitative analysis is complemented by a quantitative overview of the material, primarily focusing on what themes, time periods and geographical areas that are emphasized (or deemphasized) in the material as a whole. One important conclusion is that the portrayal of the past shifts from a seemingly objective one that focuses on large societal structures and movements to a more ideologically colored depiction, to a great extent is centered on individuals. The type of historical films available to teachers goes through a substantial change during the examined time period. For the first twenty years, almost all the examined films are produced with an expressly educational intent, but during the final decade of the 20th century however, an increasing number of films, originally produced for other purposes, such as television, become available from the regional film centers.Another important conclusion is thus that historical culture and historical artifacts cannot necessarily be understood and analyzed merely in a narrow chronological perspective that does not take into account that old artifacts may live on in a historical culture well beyond the year they were produced. Organizations that mediate history may function as agents of change (by introducing or distributing new artifacts of historical culture) while simultaneously encouraging stability and continuity concerning how history is conveyed in the long term. Keywords: Historical culture, uses of history, history and film, history didactics, historical consciousness, 1970–2000, history and media, the Holocaust, the Industrial revolution, educational history.
|
|
| 4. |
- Ståhl, Benjamin, 1973-
(författare)
-
Innovation and Evolution in the Multinational Enterprise
- 2004
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- For multinational enterprises (MNEs) that are active in dynamic industries with global scope, the ability to quickly leverage innovations across the whole organization is imperative. This thesis is concerned with how subsidiaries innovate, how these innovations are spread in the MNE and what the consequences are, for the MNE as a whole and for the innovating subsidiary. The analytical framework that is developed in the thesis focuses on the role of interaction and problem solving activities that drive a shared practice......... An in-depth case study of the development of an innovation and the subsequent transfer efforts show that "innovation " can be as much about an evolving business logic as it is about technology. But logics do not always evolve in the same way as in the rest of the MNE, which may frustrate transfer efforts........ The quantitative study investigates 66 major innovations and 139 innovation transfer projects.......... The findings indicate that technology flows easier in smaller, emergent networks than they do in designes networks - top management involvement in transfer projects is detrimental to both their efficiency and their effectiveness..........
|
|
