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- Wallner, Lars, Doktor, 1983-, et al.
(författare)
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Constructing Empathy with Comics in Swedish Upper Secondary School
- 2024
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Empathy is generally fostered within education, through a variety of materials. Here, we explore how students can use a comic text in upper secondary school to construct empathy towards ‘the other’. The study builds on observations of 91 Swedish students discussing the comic story “Report from Ukraine”. Results show that students construct empathy through ‘otherness’ as being both similar and different to themselves, and how imagery is used to construct this, related to students’ previous knowledge. This is indicative of how comics can engage students in discussions on empathy, relating current global events and issues of ethnicity and otherness.
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| 2. |
- Wallner, Lars, Doktor, 1983-
(författare)
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Constructing moments of insight : Accounting for learning in classroom discussions on narrative fiction reading
- 2024
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Ingår i: Classroom Discourse. - : Taylor & Francis. - 1946-3014 .- 1946-3022.
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Tidskriftsartikel (refereegranskat)abstract
- This article explores booktalk situations in which student teachers discuss a narrative text and construct in situ accounts of learning when recalling their reading. This study contributes to knowledge about the role of narrative fiction in general educational practice, as well as to the understanding of situated constructions of learning. Video and audio recordings were made in a seminar involving two groups of five master’s students, and the situated interaction was analysed using discursive reception theory. The results show that students construct what are here called moments of insight: a social action constructing a significant shift in participants’ self-described cognitive or emotional development, related to the reading. Students construct themselves as having been changed as both teachers and learners, either through the reading experience or when reflecting upon that experience. This demonstrates both how booktalk enables students to reflect upon their reading and their own cognitive development, and how situated classroom interaction studies enable us to engage with student learning in a naturalistic setting. This has an impact on our view of narrative fiction in educational practice, as well as educational research methods and practices.
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| 3. |
- Wallner, Lars, Doktor, 1983-, et al.
(författare)
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Digital and Analogue Play : Children’s Interactions Around Popular Culture Artefacts in School-Age Educare
- 2024
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/aimPopular culture (henceforth: pop culture) is part of children's everyday expressions in creating social relationships. This study focuses on children's interests and needs as the central starting points of school-age educare (SAEC) centres (Skolverket, 2022), allowing the child to share their interests. This article explores children’s use of play activities as boundary objects, and the transmedial boundary work done in Swedish SAEC centres as children bring their experiences of digital media into SAEC.Theoretical frameworkPrevious research indicates the problematic relationship between children’s free time interests and the pedagogical and social mission of the SAEC (see, e.g., Fast, 2007; Sparrman, 2002). Star and Griesemer’s (1989) boundary object concept is utilized here to analyse children’s free time activities as objects that they ‘carry’ from home, and how these objects are negotiated and constructed at the SAEC.Methodological designThrough field observations in an SAEC centre in southern Sweden, we collected ethnographic field data, together with two groups of children in Years 2-3, aged 8-9, and their teachers and other personnel. In total, 47 children and 7 staff took part in the study. This case study is ethnographically inspired, and fieldnotes have been used for the collection of data, focusing on interaction between children and staff. Based on a thematic analysis, data has been coded, labeled, categorized and thematized (Braun & Clarke, 2006).Expected conclusions/findingsThe results demonstrate that children’s digital free-time activities are either ignored, banned, or reconstructed in the SAEC centre as analogue activities, including drawing, dancing, and more. Furthermore, digital activities considered inappropriate due to, e.g., violence or sexual content are ‘cleaned up’ in this process. These results indicate that children’s activities are objects that change to fit within the institutional limitations. Teachers of SAEC need to consider what is required from children adapting to this social arena, and what is lost and gained in the process. If a child’s interest is limited or changed, there is a risk that their interest in the SAEC will drop, or, if the child identifies heavily with the interest, that they will feel personallyunwanted.Relevance to Nordic educational researchThis study is relevant to the educational community as it expands on previous knowledge on the activities of young children in SAEC, providing connections between children’s interests during free time and their institutional activities. These results shed light on how teachers can engage with children’s interests and find new ways to view children’s digital activities.References:Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.Fast, C. (2007). Sju barn lär sig läsa och skriva – Familjeliv och populärkultur i möte med förskola och skola (Doctoral dissertation, Department of Educational Sciences). Uppsala University.Skolverket. (2022). Läroplan för grundskolan, förskoleklassen och fritidshemmet – Lgr 22 . https://www.skolverket.se/getFile?file=9718Sparrman, A. (2002). Visuell kultur i barns vardagsliv: Bilder, medier och praktiker (Doctoral dissertation, Child Studies). Linköping University.Star, S. L., & Griesemer, J. R. (1989). Institutional Ecology, 'Translations' and Boundary Objects: Amateurs and Professionals in Berkeley's Museum of Vertebrate Zoology, 1907-39. Social Studies of Science , 19(3) 387-420. https://www.jstor.org/stable/285080
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| 4. |
- Wallner, Lars, Doktor, 1983-, et al.
(författare)
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Negotiating Empathy and Otherness in a Comic Narrative : Upper Secondary Students Reading Report from Ukraine
- 2024
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/aimAmbitions to promote empathy has been discussed from different angles and contexts, and empathy is generally seen to be fostered within the realm of education, achieved through a variety of materials. Researchers have analyzed the ways in which empathy can be enhanced through art (Phillips, 2003), literature (Rydén Gramner, 2022), and photography (Lorenz, 2011). This article sets to contribute to this research by including comics; a medium that has been granted sparse academic attention in education (see Wallner & Eriksson Barajas, 2020).Theoretical frameworkIdentity construction can be seen as establishing a border between the self and the other by articulating who we are not; while fiction enables us to see ourselves through others (Felski, 2008). Therefore, the purpose of this article is to explore how students can use a comic text in upper secondary school to construct empathy towards ‘the other’.Methodological designThis article builds on data from five Swedish upper secondary classes in Year 10 (16 years old), with 91 students and 4 teachers. The students read a comic story in Swedish called “Report from Ukraine”, a freely accessible online comic from Swedish publisher Galago. Students read the comic and discussed it in small groups during a one-hour lesson. Some group discussions lasted only about 15 minutes, while others talked for almost the whole hour. Video and audio were recorded, resulting in a total of 13 hours and 18 minutes of data. This was then analyzed using thematic analysis (Braun & Clarke, 2006), focusing on students’ verbal and non-verbal actions, in order to explore how students construct empathy. The category of ‘them and us’ turned out to be the most common (n=38 out of 218), wherein students compared, e.g., Swedes and Ukrainians.Expected conclusions/findingsThe results can be summarized through three themes: 1) Portrayal of the other, wherein students construct otherness as being both similar and different to themselves, and how imagery is used to construct this. 2) Knowledge , how students’ knowledge about the situation in Ukraine, the invasion, etc. differs, and how this is important for their (empathic) reading of the story. 3) Fear and other emotions, containing both students’ emotional narratives about the war, as well as perceivedemotions interpreted through the comic characters.Relevance to Nordic educational researchWe consider this to be indicative of how comics, as multimodal narratives, can engage students in discussions on empathy, relating current global events and issues of ethnicity and otherness to their personal experiences and individual viewpoints.References:Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oaFelski, R. (2008). Uses of Literature. Blackwell Publishing.Lorenz, L. S. (2011). A way into empathy: A ‘case’of photo-elicitation in illness research. Health 15 (3), 259-275. https://doi.org/10.1177/1363459310397976Phillips, L. C. (2003). Nurturing empathy. Art Education 56 (4), 45-53. https://doi.org/10.1080/00043125.2003.11653509Rydén Gramner, A. (2022). Cold Heart, Warm Heart: On fiction, interaction, and emotion in medical education [Doctoral dissertation]. Linköping University.Wallner, L., & Eriksson Barajas, K. (2020). Using Comics and Graphic Novels in K-9 Education: An Integrative Literature Review. Studies in Comics 11(1), 37-54. https://doi.org/10.1386/stic_00014_1
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