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- Hauksson-Tresch, Nathalie
(författare)
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Visual Rhetoric of the Truth in the Dreyfus Affair : A Semiotic Approach
- 2021
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Ingår i: International Journal for the Semiotics of Law. - : Springer. - 0952-8059 .- 1572-8722. ; 34, s. 127-143
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Tidskriftsartikel (refereegranskat)abstract
- At the turn of the twentieth century, French society was shaken by a scandal that affected it at many levels to varying degrees and that is still considered as a symbol of injustice, miscarriage of justice and antisemitism. The Dreyfus Affair started in 1894 when an artillery officer of Jewish descent was convicted and sentenced to life imprisonment for communicating military secrets to the German embassy in Paris. Only years later was Alfred Dreyfus exonerated and rehabilitated, due mainly to the role of the media and the famous article by the novelist Emile Zola, “J’accuse”. The press, in general, played a fundamental role in the narration of the event and in the complex chemistry that led a confidential case of espionage to become a broad public debate, exemplifying the constant struggle against prejudice and irrational impulses that implies democracy. From the impressive volume of publications, I selected two drawings issued when the truth about captain Dreyfus’s innocence began emerging. One is by Félix Vallotton, “That’s why she was not coming out!”, the other by Gustave-Henri Jossot, “She was too naked”, and they both give an interpretation of the truth and of the reasons why it—the truth—came out so late. The semiotic approach of the drawings and of Zola’s pamphlet in terms of visual message leads us to distinguish three aspects. The first is iconic and consists of establishing the links between a signifier, a signified and a referent in order to recognize the immediate message but also the connoted signification; the second is linguistic and consists of the captions; and the third is plastic, focusing on size, colors and shapes. These analyzes of the mode in which visual artefacts produce meaning and provoke an interpretative process are made in terms of rhetoric insofar as rhetoric is considered, not only in terms of figures of speech, but as a method of persuasion and argumentation.
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- Reinholdsson, Peter
(författare)
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Uppror eller resningar? : Samhällsorganisation och konflikt i senmedeltidens Sverige : conflicts and the organization of society in late medieval Sweden
- 1998
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study addresses the problem of the major social conflicts of late medieval Sweden. Contrary to earlier research it states that these are not to be regarded as peasant rebellions (Sw. bondeuppror), since they were common concerns for peasants and noblemen acting in close conjunction. These events are not even to be conceived as rebellions (Sw. uppror). but as feuds. The late medieval notions of justice and legitimate rule was reflected in the contemporary idioms used in connection with these conflicts. Therefore, they are more properly viewed as risings (Sw. resningar), which indicates that they were not illegitimate as such. Furthermore, to rise was not the prerogative of the peasants.The character of the risings and the idiom used to describe them changed almost simultaneously. The word uppror was used for the first time in the 1520s, i.e. concurrent with the emergence of the absolutist state. From the 1540s, no noblemen but only peasants took part in such conflicts and when labelled rebellions by their contemporaries, it is indicated that they were regarded as directed against the king and therefore treacherous.The appearance of peasants in the politics of the realm in late medieval Sweden was due to the reverberations of the agrarian crisis and the recurrent plagues and the severe effects this had on the Crown and the rent-owning classes. But the most immediate cause of this "appearance" was the close relations of reciprocity between peasants and their lords. It was these bonds of mutual obligations that gave the conflicts of the period their special character and this is what have been put to the fore in this thesis.
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- Hellqvist, Magnus, 1964-, et al.
(författare)
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Lönngången på Keldur
- 2001
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Ingår i: Populär Arkeologi. - 0281-014X. ; 19:1
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 6. |
- Liljas, Juvas Marianne
(författare)
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"En ny musikuppfostran" : reformpedagogiska anspråk i Siljanskolans bildningsinnehåll
- 2016
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Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 3:1, s. 47-74
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Tidskriftsartikel (refereegranskat)abstract
- "A new form of musical upbringing": Pretenses of reform pedagogy content in the Siljan schoolIn this article, I describe the Siljan school in Tällberg as a Swedish example of alternative pedagogy. The overall questions relate to the reform pedagogy content of the school and its ability to give Swedish music teaching a new form of musical upbringing. An important issue is how the Siljan school as a model for Swedish reform has been inspired by the reform pedagogy movements in USA and Germany. The analysis is thus based on the Alm couple’s ability to give the school an international character which shines light on Swedish reforms in the greater context of reform pedagogy. With its basis in discursive education of the 1930s, two main questions are discussed: what perspective on musical education can be identified in the personal development ethos of the Siljan school? How can the school’s relation to the reform pedagogy music movement during the start of the 1900s be understood? From a hermeneutic perspective, the article contributes by investigating how the Siljan school can have affected decisions in education politics, Swedish schooling, and Swedish musical life. In summary, the article contributes with new knowledge on a chapter in the history of Swedish music pedagogy.
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| 7. |
- Persson, Anders, 1974-
(författare)
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Lärartillvaro och historieundervisning : innebörder av ett nytt uppdrag i de mätbara resultatens tid
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Swedish compulsory school has recently been subjected to a number of political reforms. Between 2011 and 2014, for example, earlier grades, more national tests and a new curriculum plan (Lgr 11) were to be implemented. This thesis aims to examine those changes as they were experienced by teachers who teach history in Swedish upper primary schools. The theoretical framework is in-spired by existential philosophy, primarily as formulated in the works of Martin Heidegger and Hanna Arendt. In this way, the study highlights the teachers’ lived experience by making use of the concepts yearning, appearance, acting and mood.The study comprises of 36 interviews with 26 informants. The interviews were carried out and transcribed during 2014. The questions focus on both the existential being of the teachers’ lives as well as the ideological function of the history subject. This highly renders in the issue of how lived experiences of a specific school reform corresponded to the teachers’ own perception of a mean-ingful history education. Both the yearnings that were expressed by the participants and their de-scriptions of what they have experienced, have been related to the overall educational ideological functions stated by Gert Biesta (socialisation, subjectification and qualification) and Jonas Aspelin (existentialisation).Although the teachers’ narratives were greatly varied in some aspects, their interpretations of the new assignment seemed to be quite homogenous. Most of the teachers portrayed a situation characterised by performativity. Measurable knowledge and more frequent documentation seemed to be prioritised. Some of them stressed that they experienced less autonomy. In terms of history, the new curriculum was associated with more content knowledge, cognitive skills and procedural abilities. From the teachers’ perspective, pure qualification, rather than subjectification and social-isation, characterised the new curriculum.Still, the teachers’ feelings towards the curricular changes showed a great deal of divergence. Some of them embraced most of the new aspects. They claimed that clearly formulated require-ments in the history curricula provided them with security. They declared that their history teaching to some extent became more professional. In line with such beliefs, some teachers asserted that the strengthened focus on analytical skills improved their teaching. Particularly those who ex-pressed that they preferred such analytic procedural approaches described their experience in terms of confirmation and approval. Others appeared to struggle with the changes. While a few teachers even tried to resist the curricular changes, some found themselves forced to endure what appeared to be a totally new situation. They expressed disbelief, frustration and pain. Notably it was those most devoted to the existentialisational function of history teaching that usually seemed to express such alienation. As argued, they appeared to long for a lost possibility to engage their pupils, to bring history alive and to make meaning of the past.
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| 8. |
- Thorp, Robert, 1976-
(författare)
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Uses of History in History Education
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This compilation thesis contains an introductory chapter and four original articles. The studies comprising this thesis all concern aspects of how historical culture is constituted in historical media and history teachers’ narratives and teaching. It is argued that the teaching of history is a complex matter due to an internal tension resulting from the fact that history is both a product and a process at the same time. While historical facts, and knowledge thereof, are an important aspect of history, history is also a product of careful interpretation and reconstruction. This study analyses and discusses how history is constituted in history textbooks and popular history magazines, i.e. two common historical media, and in teachers’ narratives and teaching of history.The study finds that the historical media studied generally tend to present history as void of perspective, interpretation and representation, suggesting this to be the culturally warranted form of historical exposition. Moreover, the teachers studied also tend to approach history as if it were not contingent on interpretation and reconstruction. These results indicate that the history disseminated in historical media and history classrooms presents history in a factual way and disregards the procedural aspects of history.Applying the history didactical concepts of historical consciousness, historical culture and uses of history, this thesis argues that an essential aspect of historical understanding is an appreciation of the contextual contingency that characterises history. All history is conceived within a particular context that is pertinent to why and how a certain version of history is constructed. Furthermore, all history is also received within a particular context by people with particular preconceptions of history that are contextually contingent, in the sense that they are situated in a certain historical culture. Readers of historical media are members of societies and are thus affected by how history is perceived and discussed in these contexts. This thesis argues that an awareness of these aspects of history is an important factor for furthering a complex understanding of history that encompasses the tension highlighted above.
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| 10. |
- Avango, Dag, et al.
(författare)
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The making and re-making of high modernist towns in the Circumpolar North
- 2022
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Ingår i: The Extractive Industries and Society. - : Elsevier. - 2214-790X .- 2214-7918. ; 12
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Tidskriftsartikel (refereegranskat)abstract
- In this article we explore the fate of high modernist architecture and settlement planning in the North, through the lens of mining towns in Sweden and Quebec. After WW2, cities across the world were subject to a wave of restructuring in accordance with high modernist ideals. The circumpolar north became the subject of some of the most radical examples, often described as utopian. In the Swedish Arctic, a renowned architect Ralph Erskine played a leading role. He combined functionalist principles, with ideas of creating settlements protecting inhabitants from harsh Arctic conditions, in harmony with the environment. Erskine...s ideas were implemented to a different extent in Kiruna and Svappavaara in north Sweden in the 1960's and in Fermont, Quebec, in the early 1970's. Our aim is to understand the challenges of creating industrial settlements in the Arctic, with the capacity to attract employees that are needed for resource extraction and other industries. While Erskine's architecture in Svappavaara and Kiruna will be demolished, the wall shaped town in Fermont is still intact and expanding. By comparing and highlighting differences, we call attention to the threat of demolition of legacies of an era that has yet to be defined as cultural heritage.
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