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| 2. |
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| 3. |
- Cavalli-Björkman, Görel, 1941-, et al.
(författare)
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Rubens & Van Dyck ...
- 2010
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Bok (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Cederlöf, Ulf, 1948-, et al.
(författare)
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Lust & Last ...
- 2011
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Bok (övrigt vetenskapligt/konstnärligt)
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| 5. |
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| 6. |
- Ekholm, Christer, 1966, et al.
(författare)
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Literary Studies and the Questions We Ask: On Reflection as Cognitive Core Competence
- 2019
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Ingår i: Conference Proceedings: The Future of Education. 9th Edition. Florence, 27-28 June 2019. - Florence : Libreria universitaria. - 2384-9509. - 9788885813458
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Konferensbidrag (refereegranskat)abstract
- Trapped in a contemporary educational twirl, generated by a public management inspired definition of educational quality as something wholly measurable and assessable, the teaching of literature in school faces major difficulties in terms of both justification and performance. At the same time the reading and talking about fiction and poetry reveal some profound shortcomings in the current tendency to make education secure and predictable. These shortcomings are apparent against the backdrop of a long history of regarding literature reading as a main aspect of education and of becoming educated. In this paper we focus on the core competence of reflection as central to all education regarded as an essential practice in the forming and upholding of a democratic society. To reflect is, we propose, to critically-ethically engage yourself with the notion of something and someone Other. Reflection, then, is fundamentally dialogical and of an indefinite nature, i.e., a process of reciprocal estrangement – acknowledging yourself in the other, and the other in yourself – making space for the becoming of liable subjects. We suggest that reading and talking about literature in school by necessity must open up for such events of a dialogical reasoning not aimed at producing answers of a presupposed and definite nature. We furthermore propose that if reflection systematically could be taught, modelled and given time and centrality in education – and thereby be a counter-discourse to the focus on speed, quantity and assessability in contemporary schools – much would be gained. And what it all comes down to, in a teaching perspective, is the questions we ask.
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| 7. |
- Ekholm, Christer, 1966, et al.
(författare)
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The Beautiful Future of Literary Education
- 2018
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Ingår i: Conference Proceedings: The Future of Education. 8th Edition. Florence, 28-29 june 2018. - Florence : Libreria universitaria. - 2384-9509. - 9788833590202
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Konferensbidrag (refereegranskat)abstract
- In The Beautiful Risk of Education (2013) Gert J.J. Biesta describes how Western educational systems are increasingly becoming a landscape of control and assessment; a development produced by “a desire to make education strong, secure, predictable and risk-free”. Against this strong view, Biesta argues for “weak” one, focusing the unpredictable, the unknown: “the risk”. Education, Biesta emphasizes, isn’t only qualification and socialization, but also subjectification: an event of recognition and responsibility in relation to the Other. Such events are crucial to the creation of true citizenship, but are suppressed in the dominant educational views and practices, where teaching is conceptualized as a process aimed at producing something given beforehand. Biesta calls for a weaker attitude, where the risk of education is embraced as a beautiful one, and where teaching is set forth as “the giving of a gift the teacher doesn’t possess”. What part, then, can the reading of fictional narratives in education play, if you accept Biesta’s argument? On the basis of the educational implications of the concept of ‘gap’ we discuss the question of why, and how reading and discussing literature can make room for events of recognition and responsibility in the classroom, and thus counterbalance current tendencies of harsh instrumentalization. To this end, our ambition is to outline didactic perspectives and teaching practices consciously oriented towards a beautiful, riskful future of literary education.
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| 8. |
- Enstedt, Daniel, 1972, et al.
(författare)
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Education and Risk: An Introduction
- 2020
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Ingår i: Educational Theory. - : Wiley. - 0013-2004 .- 1741-5446. ; 70:1, s. 5-9
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Tidskriftsartikel (refereegranskat)
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| 9. |
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För berättelsens skull. Modeller för litteraturundervisningen.
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Skönlitterära texter kan fungera som en mötesplats för samtal, diskussioner och insikter i klassrummet. Här erbjuds handfasta modeller för den praktiska litteraturundervisningen oavsett stadium förankrade i samtida litteraturdidaktisk forskning.
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| 10. |
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| 11. |
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| 12. |
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| 13. |
- Kåberg, Helena, 1966-, et al.
(författare)
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Förfärligt härligt...
- 2007
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Bok (övrigt vetenskapligt/konstnärligt)
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| 14. |
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| 15. |
- Lindell, Ingrid, 1957
(författare)
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Embracing the Risk of Teaching Literature
- 2020
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Ingår i: Educational Theory. - : Wiley. - 0013-2004 .- 1741-5446. ; 70:1, s. 43-55
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Tidskriftsartikel (refereegranskat)abstract
- Contemporary Western educational systems have been described as a landscape of control and assessment meant to make education, in Gert J. J. Biesta's words, "strong, secure, and predictable," and ultimately "risk-free." Against this desire for strength, Biesta argues forweakness, focusing on therisksof the unpredictable and the unknown as primary features of an education worthy of the name. In this article, Ingrid Lindell promotes this weaker attitude specifically in the context of teaching literature. Guiding her analysis is the question,How might we create a practical approach to make the unmeasurable more accessible and assessible?In applying some of Biesta's concepts to the practical considerations of teaching literature and assessing student outcomes, Lindell identifies a tension that arises when demands for educational transparency and measurable outcomes are imposed on teachers of literature: in literary education, it is very often not desirable to know outcomes in advance. Against this background, Lindell introduces the methodological idea ofteaching in the gap, an attempt to apply some of Biesta's concepts and ideas in the literature classroom in order to explore how we might embrace and teach "The Risk." Lindell aims to strengthen the case for reading and assessing literature as ametacognitiveactivity rather than submitting to a ratio-based approach to literary education that focuses narrowly on reproductive knowledge that is measurable.
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| 16. |
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| 17. |
- Lindell, Ingrid, 1957
(författare)
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Filmanalysen och det sociala
- 2005
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Ingår i: Sociologisk forskning. - 0038-0342. ; :2.2005
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Tidskriftsartikel (refereegranskat)abstract
- Argumenterar för den sociala sidan av film och representation.
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| 18. |
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| 19. |
- Lindell, Ingrid, 1957, et al.
(författare)
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Inledning
- 2017
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Ingår i: LIR.journal. Didaktiska omställningar. Mellan teoretiska och praktiska ämnesrum. - 1102-9773 .- 2001-2489. ; 16:8, s. 4-9
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 20. |
- Lindell, Ingrid, 1957
(författare)
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"Om börjor och berättande: ett kalejdoskopiskt förhållningssätt i litteraturundervisningen"
- 2019
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Ingår i: För berättelsens skull / Ingrid Lindell & Anders Öhman (red.).. - Stockholm : Natur & Kultur. - 9789127824652 ; , s. 65-88
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Genom att fokusera på berättelsers anslag presenteras en undervisningsmodell som utgår från att elever o studenter redan vet en hel del om berättande, har en viss narrativ kompetens. Här varvas film- och romanbörjor med att vi i klassrummet skapar en egen analysmodell.
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| 21. |
- Lindell, Ingrid, 1957
(författare)
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Rebelliska lärare satsar på läsning
- 2022
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Ingår i: Svenskläraren. - 0346-2412. ; :2
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Vilka hinder ser lärare för läsning och litteraturundervisning? Lärarna beskriver brist på tid och utrymme för längre lärprocesser, och problematiserar att aspekter av ämnesundervinsingen måste göras kvantifierbara och mätbara.
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| 22. |
- Lindell, Ingrid, 1957
(författare)
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The Sudden Revelation of the Whatness in a Day
- 2014
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Ingår i: En dag i Dublin : om James Joyces Ulysses / red: Åsa Arping & Mats Jansson. - Göteborg : Litteratur, idéhistoria och religion, Göteborgs universitet. - 9789188348586 ; , s. 83-88
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Bokkapitel (refereegranskat)abstract
- Undersöker Joyce användning av epifanier.
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| 23. |
- Lindell, Ingrid, 1957, et al.
(författare)
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The Use of Literature in a Beautifully Riskful Education
- 2017
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Ingår i: Cultures, Arts & Verbal Communication: The 11th Conference of ARLE, 15–17 June, Tallinn University (Estonia). - 9789949293377
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In The Beautiful Risk of Education, Gert J. J. Biesta (2013) describes contemporary Western educational systems as a landscape of control and assessment produced by "a desire to make education strong, secure, predictable, and risk-free”. Against that “strong” view, Biesta argues for a ”weak” one, focusing on the unpredictable, the unknown—i.e., the risk—as a primary feature of an education worthy of its name. Education, says Biesta, isn’t just qualification and socialisation, but also subjectification, which is a social event of recognition and responsibility. Such events, which according to Biesta are crucial to a democratic society, are suppressed in the dominant, strong views and practices of today’s learning industry, but can be promoted by a weaker attitude, where the risk of education is embraced as a beautiful one. What part, then, can the reading of literature in education play if we accept Biesta’s argu-ment? Or, to put it in another way, what is the use of literature in a beautifully riskful education? In our paper we will discuss this question in dialogue with Rita Felski’s much debated manifesto Uses of Literature (2008), which – on the basis of a problematizing de-scription of how literature is commonly conceptualised in literary studies and education, with a suspicious, critical eye – focuses on how and why literature ’actually’ is read. What can be said about the uses of literature put to the fore by Felski (recognition, enchantment, knowledge, shock) in relation to “weak” education and subjectification? And what more needs to be said to counter the instrumentalisation of literature studies?
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| 24. |
- Mehrstam, Christian, 1973, et al.
(författare)
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Litteraturens didaktiska funktion
- 2018
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Ingår i: 13:e nationella konferensen i Svenska med didaktisk inriktning i Linköping 22-23 november 2018.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 25. |
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| 26. |
- Öhman, Anders, et al.
(författare)
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Inledning
- 2019
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Ingår i: För berättelsens skull : modeller för litteraturundervisningen / Ingrid Lindell & Anders Öhman (red.).. - Stockholm : Natur & Kultur. - 9789127824652 ; , s. 7-16
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I denna inledning sätter vi redaktörer in antologins texter i ett litteraturdidaktiskt sammanhang med förankring i samtidens utbildningslandskap.
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| 27. |
- Öhman, Anders, 1953-, et al.
(författare)
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Inledning
- 2019. - 1
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Ingår i: För berättelsens skull. - Stockholm : Natur och kultur. - 9789127824652 ; , s. 7-15
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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