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- Olsson, Maria, 1969-
(författare)
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Galna kameror och barns virtuella bildseende, bildtänkande och filmgörande i förskolan
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis is to contribute knowledge about children’s image-vision, image-thinking and image- and filmmaking in preschool, through a collaboration with children and digital film technology, and about Gilles Deleuze’s film philosophy (1989) as well as digital videography and the methodology created in the research process. The empirical production was carried out as a digital decentralized videography, according to Pink et al. (2016), over a period of about 12 months. A total of 29 children participated in filmmaking at filmings and screenings collected in fifteen film event-logs. The researcher follows, films and interacts with the children’s filmmaking. Deleuze’s transcendental empiricism makes it possible to think about the indeterminable that is triggered in filmmaking as movement and change. Thus, internal differences are established as an immediacy between thinking and being. Feeling and being in itself can be understood as a form of consciousness in its ’own right that is both definite and indefinite. The form of the indeterminable becomes determinable within time. Deleuze’s concept crystal-image works in the analyses, unfolding the concepts mirror-image, recollection-image as well as ritornello and gallop. The concept mirror-image works as an image with two sides, the current and the virtual. In one chapter of the thesis, the researcher accompanies the children Andreas and Hanna’s filmmaking. The image of a common virtual vision is made visible and actually becomes with the digital film cameras and the speech about who sees whom. In a second chapter, the children Kim and Erik film to try to see a ghost that Erik remembers seeing in the room outside the toilets. With the concept recollection-image, the memory of a virtual ghost from the past can be re-played and actualized in the present and become visible. In a third chapter, the concepts ritornello and gallop set parallel images of time in motion towards the future. It is about how the children Isak and Rebecka film and play on rhythmic instruments. The children play their film on a screen and imitate their own movements that are visible on the screen. With the gallop, the world is coming to an end and the ritornello creates the beginning of the world possible, and takes it away from time. The results of the thesis contribute knowledge about how children’s and adults’ interaction with digital film technology can open opportunities for children and adults to interact and rethink the reality of the surrounding environment with digital film. This shows the importance of understanding how relationships between materialities, images and life in preschool are connected. In addition, the thesis contributes knowledge of how a continuous alternation between images of the actual, visible, and the virtual, invisible, can emerge in children’s filmmaking. This makes it possible to follow the children through digitized time passages and retrieve memories from the past and place them in the present, and also in the future. The thesis thus raises new questions about what kind of virtual images of realities can become available and also visible and actual, in the meeting between children’s image-vision and digital film technology.
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| 2. |
- Lukkerz, Jack, FIl licentiat, 1972-
(författare)
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Sex på rätt sätt : Unga, sexualitet och svensk samtida sexualsyn
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Swedish sexuality education, mandatory since 1955, is part of general social politics, aiming among others to prevent socio-sexual problems through educating and disciplining young, future citizens. The overall aim is to examine contemporary societal view on sexuality through studies of representatives of schools, authorities and NGO’s negotiating young people's sexuality regulations related to current ideas of socio-sexual problems, and to outline constructions of young people's sexuality through the organisation of sex education. Two studies with ten years in between highlight the contemporary view on youth and sexuality through an analysis of 1) professional views on sexuality education and 2) analysis of documents regarding the new Swedish curriculum, in force since autumn semester 2022. The first study contains of focus group interviews with staff working with young people with intellectual disabilities, previously published 2014, using Theory of Social Representations. The second, newer study, using Critical Discourse Analysis as method and Rubin´s radical theories on sexuality politics as theory, analyses views on sexuality in open access published preparatory works regarding the new curriculum. Young people's sexuality is related to risks, while the idea of pleasure is absent. Young women, young LGBTQ people, and young with intellectual disabilities are made vulnerable and norm breaking, while young men´s sexuality, heterosexuality and able-bodiedness are a not scrutinised norm. Sex education is defined by professionals and experts on elite level, not necessarily linked to scientific knowledge. Equality, pornography, and consent appear as questions that engage. Equality is related to a binary understanding of gender, or a freer view on gender as a prerequisite for equality work to succeed. Pornography is understood as a problem in young men, affecting young women and promoting violence and negative attitudes. Consent is welcomed, but with lacking analyses of how to communicate it.
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| 3. |
- Pröckl, Maria, 1964-
(författare)
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Tyngd, sväng och empatisk timing : förskollärares kroppsliga kunskaper
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In what way is knowledge embodied and what role does embodied knowledge play in interpersonal professional practices? In this thesis, practical and embodied knowledge of preschool teachers is investigated as an example of a profession where relational and bodily situated knowledge is significant.The questions, from where my point of departure is taken, are for instance: How does a skilful preschool teacher act? What approach in terms of embodied knowledge is needed if one wants to give care, trust and offer a child a sense of we? Are there dimensions of embodied knowledge that are present only in situations that appear negative? This thesis belongs to the academic discipline The Theory of Practical Knowledge. Practical Knowledge in often described as experience based, bodily carried, situated and tied to our emotional life. The Theory of Practical knowledge tries to frame and explain these aspects of knowledge in the situations and contexts where they occur. The importance of embodied knowledge, as a form of practical knowledge in relation to preschool teachers professional development, is not a theme that has been scrutinized in other research. In the light of a presupposition that knowledge is bodily carried (a presupposition that is founded in experiences of dance and a phenomenological influenced theoretical base) and that practical wisdom and skill in interpersonal practices exists only in action, this thesis is built upon a concern regarding whether values embedded in these practises could be threatened as a result of the difficulty to grasp them. The forms of embodied knowledge possessed by the preschool teachers in this study appear as relational and situated in the co-embodied space in between the preschool teacher and the child, or, more correctly, between everyone in the group. In the interaction enabled by the good relationship the embodied forms of knowledge express themselves as mastery, a skill honed by care that I have chosen to describe using terms such as groove, weight, and empathetic timing.
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