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- Hübinette, Tobias, 1971-, et al.
(författare)
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Scientist or Racist? The Racialized Memory War Over Monuments to Carl Linnaeus in Sweden During the Black Lives Matter Summer of 2020
- 2022
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Ingår i: Journal of Ethnic and Cultural Studies. - : Center for Ethnic and Cultural Studies (CECS). - 2149-1291. ; 9:3, s. 27-55
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Tidskriftsartikel (refereegranskat)abstract
- This is a study of the Swedish debate on statues and monuments to the world-famous Swedish natural scientist Carl Linnaeus that took place during the Black Lives Matter movement breakthrough in the summer of 2020. The purpose is to examine how understandings of race, racism, identity,and history were articulated in the debate. The empirical material consists of Twitter posts and newspaper editorials,which we approach through thematic analysis complemented with discourse analysis of illustrative examples and excerpts. Theoretically, we conceptualize the debate as a case of a Swedish racialized memory war. The results show that discourse participants constructed the terms of the debate as a matter of being “for” or “against” Linnaeus’ legacy, and consequently as a matter of being for or against science, reason, progress, and a supposedly non-ideological historiography, rather than as a matter of qualitatively renegotiating how we selectively remember and celebrate historical persons and legacies, and formulate tendentious narratives of the past that serve present agendas. In this memory war, discourse participants mainly representing the white majority population of Sweden mobilized a defense of a “canonized” understanding of Linnaeus’ legacy on the editorial pages of the Swedish newspapers and on Twitter. This defense, we argue, supports an ongoing effort to absolve Swedes of any substantial complicity in European and Western racism and colonialism. In effect, what is defended is a white-washed use and understanding of history – a status quo that largely remains unchallengedin Sweden.
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| 2. |
- Wikström, Peter, Fil dr, 1986-, et al.
(författare)
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Bringing Beyond into the L2 Classroom : On Video Ethnography and the 'Wild' In-class Use of Smartphones
- 2022
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Ingår i: The Routledge Handbook of Language Learning and Teaching Beyond the Classroom. - London : Routledge. - 9781003048169 ; , s. 408-425
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Bokkapitel (refereegranskat)abstract
- Just as everyday social life increasingly plays out in, around, and surrounded by digital and online technologies, so too does language learning. Learning in the digital wilds has emerged as an important area of study in its own right, yet at the same time, the increasing ubiquity of connected personal mobile devices means that learners bring the wilds with them into the classroom, offering potential for rewilding language learning in the classroom. In this chapter, we review, discuss, and recommend an approach to studying this topic in a participant-centered way, empirically grounded in video ethnography and ethnomethodological Conversation Analysis. Through classroom video recording and screen recording of learners’ personal mobile devices, a wide range of language learning-relevant activities may be observed that permit researchers to explore the contingent and complex ways in which connected devices open up windows to learners’ authentic interests, engagements, and relationships outside of the classroom in ways that enrich the classroom’s affordances for learning from an ecological perspective.
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