| 1. |
|
|
| 2. |
|
|
| 3. |
- Berndt, Jaqueline, 1963-
(författare)
-
Manga Aging : Grannies and Gutters
- 2020
-
Ingår i: Spaces Between. - Wiesbaden : Springer. - 9783658301156 - 9783658301163 ; , s. 175-186
-
Bokkapitel (refereegranskat)abstract
- Manga (as printed graphic narratives) has become an aging media with regards to reader demographics, technology, and business model; accordingly, series with elderly protagonists are seeing a boom in recent years. From the per- spective of intersectionality, the question arises how the potential age diver- sity relates to gender, especially in terms of manga’s traditional system of gendered genres. The comparison of two representative series—Kaori Tsuru- tani’s Metamorphosis Veranda (since 2017) and Yuki Ozawa’s Sanju Mariko (since 2016)—reveals how publication site (webcomic, print magazine) and a related foregrounding of genre-specific style effect demographic range. One stylistic device is the gutter, or mahaku [liminal time-space], which serves genre-specific nostalgia as well as affectively engaging page compositions in addition to closure.
|
|
| 4. |
- Berndt, Jaqueline, Prof Dr, 1963-
(författare)
-
Kusazōshi as Comic Books? Reading Early Modern Graphic Narratives from a Manga Studies Perspective
- 2024
-
Ingår i: Graphic Narratives from Early Modern Japan. - Leiden : Brill Academic Publishers. - 9789004504103 ; , s. 530-559
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter puts conceptualizations of kuzazōshi as “comic books” to the test by subjecting two early modern graphic narratives to a mangaesque reading, that is to say, a reading that treats them as if they were contemporary story-manga. However, this reading does not foreground character types, narrative tropes, visual motifs, or parodic intertextuality, which normally are the subject of investigation by literary scholars; preference is given to embodied reading, to the perceptual rather than cognitive effects of the forms at hand. This includes intermedial considerations, in particular regarding the argument that the storytelling of modern comics is fundamentally informed by cinema. The manga-informed readings foreground two central issues: on the one hand, the perceptual movement of the gaze which connects to page-turns as movements of the hand, and the narrative’s visual flow forward; on the other hand, the representation of characters’ feelings, which in turn may move the reader and lead to empathetic engagement. In conclusion, the contingency of the notion of “manga” comes to the fore, and the conceptualization of kusazōshi as “comic books” appears as a matter of degree, depending on the considered historical periods, genres, and works of manga, and also the aesthetic aspects that are highlighted. Rendered in still, mute, and monochrome fragmented drawings, both kusazōshi and (print-based) story-manga afford an agency to their readers, that differs from both classic live-action film and recent (vertical-scroll) webtoons. To trace this agency, it is vital to consider the perceptual, sensory, and cognitive effects of the material forms at hand, and their embodied reading.
|
|
| 5. |
- Berndt, Jaqueline, Prof Dr, 1963-
(författare)
-
Manga : Medium, Kunst und Material
- 2015
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Manga sind Vieles: Kulturindustrie und „Media-Mix“-Komponente, Instrument für „Cool-Japan“-Kampagnen seitens des japanischen Staates, Bildsprache einer globalen Fankultur und Quelle niedlicher Figuren. Aber sie sind auch Comics, serielle Bilderzählungen zumeist, deren Medienspezifik ebenjene Darstellungsleistungen beeinflusst, die aus geschichts- und geschlechtswissenschaftlicher Sicht vorrangig interessieren. Dieser Band versammelt deutsch- und englischsprachige Texte aus zehn Jahren Manga-Studien, die als Buch- oder Konferenzbeitrag für nicht comicspezifische Kontexte entstanden. Manga wird hier nicht einfach als kulturwissenschaftliches oder japanologisches Material benutzt, sondern vielmehr daraufhin befragt, welche ästhetisch-kulturellen Gegebenheiten und Diskurse für eine solche Indienststellung zu berücksichtigen sind. Hier steht der Manga selbst im Zentrum.
|
|
| 6. |
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
- Johansson, Magnus, 1970-, et al.
(författare)
-
Social learning in education – an important step in practical integration of preventive risk reduction and adaptation to climate change
- 2012
-
Konferensbidrag (refereegranskat)abstract
- The potential of linking the preventive phase of Disaster Risk Reduction (DRR) with the adaptation in human society to forecasted consequences from climate change, has received growing acceptance internationally, but the integration of both fields is still at an embryonic stage. Integration in this case implies transdisciplinary approaches in complex fields where liabilities and stakeholders normally are found in different sectors and levels in society. For integration to be successful, a first step is to create platforms and contexts where participants may generate raised awareness about each other’s roles and evolve a shared problem identification. Social learning is a concept that has been used in many different contexts where uncertainty and change are crucial and challenging. It has earlier been linked as a suitable approach to issues such as public participation, governance or natural resource management. Here it is used in education, gathering among others stakeholders working within the fields of Flood Risk Management, DRR and Climate Change Adaptation at local or regional level around the two Swedish lakes Vänern and Mälaren. Teaching arrangements and didactic elements are described for the two pilot-courses that were held 2009-2010. The academic institutional arrangements favoured an open exchange and knowledge building, with local examples of management and strategies repeatedly in focus during several study visits in different cities along the shoreline. The elements of social learning facilitated the build-up of shared holistic perspectives, identified areas in need of development or research efforts and contributed to informal as well as formal relationships among participants.
|
|
| 10. |
|
|
