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  • 51.
    Pettersson, Åsa
    Högskolan Dalarna, Akademin Humaniora och medier, Bildproduktion.
    The Best Friend: Exploring the Power Relations of the Child-Pet Co-Construction in Children’s TV Programs2017Ingår i: Childhood and pethood in literature and culture: new perspectives on childhood studies and animal studies / [ed] A. Feuerstein & C. Nolte-Odhiambo, New York: Routledge, 2017Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 52.
    Purcell Sjölund, Anita
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska. University of Otago .
    An analysis of Samoan reaction to The Orator (O Le Tulafale)’s Fāgogo defining Samoan identity2013Studentarbete övrigtStudentuppsats (Examensarbete)
    Abstract [en]

    The Orator (O Le Tulafale) was promoted as the first Samoan language film shot in Samoa with a Samoan cast and crew. Written and directed by Samoan filmmaker Tusi Tamasese, the film succeeded at several of the movie industry’s prestigious festivals. The Orator (O Le Tulafale) is about an outcast family of a dwarf (Saili), his wife and her teenage daughter. As the main protagonist, Saili battles to overcome his fears to become a chief to save his family and land. The film’s themes are courage, love, honour , as well as hypocrisy, violence, and discrimination. A backlash by Samoans was predicted ; however, the opposite occurred. This raised the following questions: first, what is it about the film causing this reaction? It is a 106 -minute film shot in Samoa about Samoans and the Samoan culture . D espite promotional claims about the film , there have been Samoan -produced films in Samoa . Secondly, to what are Samoans really responding? Is it 1) just to the film because it is about Samoa, or 2) are they responding to themselves , and how they reacted during the act of watching the film? This implies levels of reactions in the act of watching, and examining the dominant level of response is important. To explore this, t he Samoan story telling technique of Fāgogo was used to analyse the film’s narration and narrative techniques. R. Allen’s (1993, 1997) concept of projected illusion was employed to discuss the relationship between Samoans and the film developed during the act of watching. An examination of the term Samoan and a description of the framework of Fa’a Samoa (Samoan culture) were provided. Also included were discussions of memory and its impact on Samoan cultural identity. The analysis indicated that The Orator (O Le Tulafale) acted as a memory prompt through which Samoans recalled memories confirming and defining cultural bonds. These memories constituted the essence of being Samoan. These memories were awakened, and shared as oral histories as fāgogo. The receivers appeared to interpret the shared memories to create their own memories and stories to suit their contexts, according to Facebook postings. An interpretation is that the organic sharing of memories as fā gogo created a global definition of Samoan that Samoans internationally claimed.

  • 53.
    Purcell Sjölund, Anita
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Exploring 'Samoaness' in the Samoan language film The Orator (O Le Tulafale)2012Ingår i: The Proceedings Book of ISLC 2012, Turkey, 2012, s. 1839-1847Konferensbidrag (Refereegranskat)
    Abstract [en]

    The Pacific nation of the Independent Samoa (formerly Western Samoa)  is not known for having a developed film industry.   In 2011, a Samoan languge film called The Orator (O le Tulafale) placed the spotlight on Samoa, its people, and the Samoan culture when it became the country’s first ever film to be accepted into major international film festivals such as the 68th Venice Film Festival.  Samoans the world over have embraced the film for its richness, compassion, and authenticity. Yet at times, the film portrays the Samoan culture as harsh and cruel.   Samoans are usually quick to criticise negative portrayals of their culture but the thousands of comments on the film’s official Facebook page show otherwise.  From April 2011 to March 2012, there were only 11 comments criticising the film on Facebook, and these criticisms were denounced as ‘un-Samoan’. This raised the question as to why Samoans did not react to the unflattering portrayals of their culture, but instead react against legitimate criticisms of the film.  By using Foucault’s concept of heterotopia and the Samoan narrative structure of fāgogo, a heterotopia space and a utopia space are created in which past memories confirming Samoan cultural identity and bonds to the culture are evoked and are (re)experienced by Samoans while viewing the film.  Thus the film’s ability to encourage this is what Samoans praise rather than the actual film.  

  • 54.
    Purcell Sjölund, Anita
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    My Name is Gary Cooper, but it is also Samoan2016Ingår i: Transcultural Identity: Constructions in a Changing World / [ed] Irene Gilsenan Nordin, Chatarina Edfeldt, Lung-Lung Hu, Herbert Jonsson, André Leblanc, Frankfurt am Main: Peter Lang Publishing Group, 2016, s. 306-325Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    In the Samoan culture, chiefly titles are a form of oral history and cultural knowledge.  In this chapter, I interpret the term Samoan to be a title that has its own oral history and cultural knowledge. Those who call themselves Samoan belong to this history. However, Samoan is a title which is contested and (re)defined by contemporary Samoan cultural practitioners in immigration destination countries such as New Zealand. Examples are Victor Roger’s play My Name is Gary Cooper, Oscar Kightley and Simon Small’s play Fresh Off the Boat, and Tusi Tamasese’s film The Orator (O Le Tulafale). These works subvert the Western gaze upon the Samoan as the exotic and present a cultural mirror to Samoans to reveal how they view themselves. They form a larger discussion on a transnational or meta-Samoan culture and identity that is inclusive and that reflects the urban and cosmopolitan realities of Samoans whether they are in Samoa or abroad.  

  • 55.
    Purcell Sjölund, Anita
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    My name is Gary Cooper: Western popular culture and Samoan cultural identity2014Konferensbidrag (Övrigt vetenskapligt)
  • 56.
    Purcell-Sjölund, Anita
    Högskolan Dalarna, Akademin Humaniora och medier, Engelska.
    Laffing wif ’n at da Fob, paht hooz da Fob? A discussion of the comedy performances of The Laughing Samoans in New Zealand: (Laughing with and at the Fob, but who's the Fob?)2013Ingår i: The Stockholm 2013 Metaphor Festival, Stockholm University, 29 - 31 August 2013: Conference proceedings book, 2013, s. 64-65Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The Laughing Samoans is a comedy duo comprising New Zealand-born Samoan comedian Tofiga Fepulea’i, and Samoan-born actor Etuati Ete. Having performed throughout the Pacific region, The Laughing Samoans over-exaggerate and mock Samoan immigrants’ interaction with the New Zealand Pakeha (NZ-Europeans) as well as among Samoans, who are the fastest-growing immigrant group in New Zealand.

    In the Samoan culture, comic theatre is known as faleaitu (‘house of spirits’). Faleaitudeals with tensions and conflicts in the Samoan community by providing a comic mirror for the community. Fa’a Samoa (Samoan culture) is a chief-based system, wherein open criticism is discouraged. Hereniko (1994) explained that in faleaitu, actors are clowns and are seen as possessed by a spirit which criticises Samoan chiefs and institutions. Faleaitu is reminiscent of Bakhtin’s (1984) concept of the carnival, using masking and dissembling to turn the social world inside out to reconstruct social relations. The Laughing Samoans portray stereotypes of Samoans as educationally, economically, and socially backwards, in other words FOB (an importer’s acronym for “free on board”). Applied to Pacific Island immigrants, FOB became an acronym for “fresh off the boat” and is the derogatory equivalent to the term “nigger” applied to AfroAmericans.

    In their comedy sketches as a type of faleaitu, The Laughing Samoans enact the stereotypes of Samoans as well as mock Samoans’ attempts to mimic Pakeha. In their performances, The Laughing Samoans speak a variety of English called Pasifika (Pacific) English. Some of the characteristics of Pasifika English are a heavy island (Samoan) accent, slurred pronunciation of English, the mistaken use of prepositions, and switching of sentence word-order. Dominant in The Laughing Samoans’ use of Pasifika English are features such as puns, homonyms, and clichés to create (mis)communication with Pakeha characters and critically comment on aspects of Fa’a Samoa.

    An analysis of The Laughing Samoans’ performances indicates that what is going on is what Balme (2007:182) called reverse colonial mimicry, thereby contradicting Bhabha’s (1994:85-92) concept of mimicry, which may be described as reinforcing colonial cultural dominance. Through their use of Pasifika English and their mock faafafine (cross-dressing), The Laughing Samoans imitate the ways Pakeha as the dominant cultural group see themselves. In some comedy sketches the power and cultural dynamics are realigned and shifted so that Pakehabecome the FOB. In addition, The Laughing Samoans mocked the essentialist attitude many Samoan immigrants have of Fa’a Samoa, an attitude which results in the bastardisation of fundamental cultural values. Suggested in some comedy sketches of The Laughing Samoans is a fluid and contextual definition of the essence of Samoan in an immigrant destination country.

    References:

    Bakhtin, Mikhail. 1984. Rabelais and His World (Tr. Hélène Iswolsky). Bloomington: Indiana University Press.

    Balme, Christopher. 2007. Pacific Performances. Theatricality and cross-cultural encounter in the South Seas. Hampshire and New York: Palgrave MacMillan.

    Bhabha, Homi. 1994. The Location of Culture. New York: Routledge.

    Hereniko, Vilsoni. 1994. “Clowning as Political Commentary: Polynesia, then and now,” in The Contemporary Pacific 6:1, 1–28.

  • 57.
    Rauch, Lea
    Högskolan Dalarna, Akademin Humaniora och medier, Afrikanska studier.
    Humanitarian intervention: a problematic tool for a global Human Rights defence: The concept in theory and practice and the resulting dilemmas A case study of the NATO intervention in Libya in 20112016Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The current Thesis sought to identify and analyse the concept of humanitarian intervention in theory and practice and the resulting legal, ethical and political dilemmas. Along with this objective the question is raised if these dilemmas are a reason why the concept of humanitarian intervention is so rarely used in world politics.

    Th  theoretical part, that contains the main statements of the existing research about  this topic, will be followed by    case study of the NATO intervention in Libya in 2011.

    While some dilemmas seem crucial from a theoretical point of view they turn out to be marginal in a concrete case. Furthermore, one comes to the conclusion that these dilemmas are not the main reason behind the rare use of the concept. The international community is rather reluctant when it comes to inference, as the intervening forces need to see an own strategic and geopolitical interest in the intervention. If this is not the case interventions for the protection of Human Rights are unlikely to be launched.

  • 58.
    Ridder, Iris
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Dicing towards Death: An Oracle Game for Miners at the Falun Copper Mine from the Early Seventeenth Century2015Ingår i: Cultures of Death and Dying in Medieval and Early Modern Europe, Helsinki: Collegium for Advanced Studies , 2015, s. 129-151Kapitel i bok, del av antologi (Refereegranskat)
  • 59.
    Ronáld, David
    Högskolan Dalarna, Akademin Humaniora och medier.
    Musikaliska hallucinationer: En studie av The White Christmas-effect2013Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 60.
    Solem, Anders
    Högskolan Dalarna, Akademin Humaniora och medier, Ljud- och musikproduktion.
    Den tidiga historiska utvecklingen för ljud och musik för hemmakonsoler2014Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
  • 61.
    Stier, Jonas
    Högskolan Dalarna, Akademin Humaniora och medier.
    Interkulturella studier: ett fält i ständigt vardande2016Konferensbidrag (Övrigt vetenskapligt)
  • 62.
    Straszer, Boglárka
    Uppsala University, Sweden.
    Embracing Hungarian: Top-down emancipation of an immigrant language in Finland2011Ingår i: International Journal of the Sociology of Language, ISSN 0165-2516, E-ISSN 1613-3668, nr 209, s. 75-90Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The term “language emancipation” has to date been mainly used in the context of historical minority languages and underprivileged vernaculars. The aim of the present article is to discuss the extension of this concept to other language categories and in this case, an immigrant language. It focuses on the situation of Hungarians and Hungarian in Finland and discusses the relevance of language emancipation in this context. The factors which are concentrated on are: first, the long history of cultural relations between Hungarians and Finns; second, the situation of Hungarian at various levels of education in Finland; and third, the attitudes towards Hungarian on the part of the majority society as well as the Hungarians themselves. The situation of Hungarian in Finland is special compared with other immigrant languages because Hungarian was part of the Finnish nationalist language emancipation. This historical heritage still seems to positively affect the status of Hungarians and the Hungarian language in Finnish society as reflected in a recent sociolinguistic study carried out among second generation Hungarians in Finland. Both official support from the state level and the favorable attitudes among majority language speakers contribute to the privileged status of Hungarians among immigrant groups in Finland.

  • 63. Straszer, Boglárka
    Gondolatok az Identitás magyar származású fiatalok körében Finnországban és Svédországban címü elöadásomhoz2005Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 64.
    Straszer, Boglárka
    Uppsala universitet, Institutionen för nordiska språk.
    Hungarians in Finland and Sweden: Comparison of some sociocultural and demographic factors on language choice, culture and identity2012Ingår i: Finnish Yearbook of Population Research, ISSN 1796-6183, E-ISSN 1796-6191, nr 47, s. 5-30Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article provides an overview of some sociocultural and demographic factors of language maintenance and shift among Hungarians in Finland and Sweden, predominately at the group level. Some of the factors described are: the historical background of Hungarian immigration, settlement patterns, demographic development, geographical areas, participation in Hungarian associations along with the attitudes of the majority group towards Hungarians and the Hungarian language. After this some data is presented about language choice, culture and identity of second-generation Hungarians. The article shows that Hungarians are not a single unified group in Sweden or Finland and both groups face factors that can support or hinder the preservation of the Hungarian language and culture. Swedish-Hungarians have a greater ability to preserve their Hungarianism as a group due to population size and concentration in certain areas, while Finnish-Hungarians can maintain their Hungarian identity due to their comparably high status in society and the positive attitudes of the Finnish majority. 

  • 65. Straszer, Boglárka
    Identiteetistä: Suomalaisuus unkarilaisittain.2005Ingår i: Liekki, Vol. 3, s. 12-14Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 66. Straszer, Boglárka
    Kétnyelvüségröl mindenkinek: Könyvajánló a kétnyelvüség szakirodalmáról2006Ingår i: Híradó: Ungerska Riksförbundets medlemstidning, ISSN ISSN 1103-7679, Vol. 101, s. 13-Artikel, recension (Övrig (populärvetenskap, debatt, mm))
  • 67.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk.
    Language and Identity among Hungarians in Sweden2011Ingår i: Ethnic and Linguistic Context of Identity: Finno-Ugric Minorities / [ed] Grünthal, Riho; Kovács, Magdolna, Helsinki: University of Helsinki , 2011, s. 161-195Kapitel i bok, del av antologi (Refereegranskat)
  • 68.
    Straszer, Boglárka
    Högskolan Dalarna, Akademin Humaniora och medier, Svenska som andraspråk. Uppsala universitet, Institutionen för nordiska språk.
    Második generációs magyarok nyelvválasztásáról és identitásáról egy kutatómunka alapján2012Ingår i: Ághegy: Skandináviai Magyar Irodalmi és Művészeti Lapfolyam, ISSN 6082-6706, s. 4971-4982Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 69.
    Straszer, Boglárka
    Uppsala universitet, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Språkvetenskapliga fakulteten, Institutionen för moderna språk.
    Ruotsin unkarilaiset2006Ingår i: Liekki, ISSN 0347-3597, Vol. 1Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 70. Straszer, Boglárka
    Sanna Iskanius, Venäjänkielisten maahanmuuttajaopiskelijoiden kieli-identiteetti. Jyväskylä 2006 och Marja Ågren, "Är du finsk, eller...?" En etnologisk studie om att växa upp och leva med finsk bakgrund i Sverige. Göteborg 2006.: Recension2007Ingår i: Multiethnica. Meddelande från Centrum för multietnisk forskning, Uppsala universitet, ISSN 0284-396X, nr 30, s. 32-33Artikel, recension (Övrigt vetenskapligt)
  • 71. Straszer, Boglárka
    Szülők a magyar anyanyelvi oktatásról egy felmérés alapján: Mit szeretünk és hogyan szeretnénk a jövőben?2012Ingår i: Magyar Liget, ISSN 1404-7780, Vol. 1-3, s. 41-43Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 72.
    Straszer, Boglárka
    Uppsala universitet, Institutionen för moderna språk.
    Tolmácsot a nagyinak2006Ingår i: Új Kéve, Vol. XIV, nr 1, s. 16-16Artikel, forskningsöversikt (Övrig (populärvetenskap, debatt, mm))
  • 73. Straszer, Boglárka
    Tutkimusta Suomen ja Ruotsin unkarilaisista2005Ingår i: Suomi-Unkari, Vol. 2Artikel, forskningsöversikt (Övrig (populärvetenskap, debatt, mm))
  • 74.
    Straszer, Boglárka
    Uppsala universitet, Institutionen för nordiska språk.
    Ungerska förnamn: Namnval och identitet bland sverigeungrare2012Ingår i: Studia Anthroponymica Scandinavica, ISSN 0280-8633, Vol. 30Artikel i tidskrift (Refereegranskat)
  • 75.
    Straszer, Boglárka
    Uppsala universitet.
    Ungrare - en osynlig men aktiv invandrargrupp i Norden2006Ingår i: Humanister forskar: Humanistdagen vid Uppsala universitet 2006 / [ed] Gunilla Ransbo, Uppsala universitet, 2006, s. 211-217Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 76.
    Straszer, Boglárka
    Uppsala university, Sweden.
    Unkarilaiset Suomessa2009Ingår i: Siirtolaisuus - Migration, ISSN 0355-3779, Vol. 1, s. 12-21Artikel i tidskrift (Övrigt vetenskapligt)
  • 77. Straszer, Boglárka
    Unkarilaiset tänään Suomessa ja Ruotsissa väestötilastojen valossa2005Ingår i: Suomi-Unkari, Vol. 4Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 78.
    Straszer, Boglárka
    Uppsala universitet, Institutionen för nordiska språk.
    Unkarilaistaustaiset lapset äidinkielen opetuksessa Uppsalassa: havaintoja vanhempien odotuksista ja opettajan kokemuksista2008Ingår i: Revitalisera mera!: en artikelsamling om den språkliga mångfalden i Norden tillägnad Leena Huss / [ed] Ulla Börestam, Satu Gröndahl & Boglárka Straszer, Uppsala: Centrum för multietnisk forskning , 2008, s. 179-196Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 79.
    Straszer, Boglárka
    Mälardalens högskola, Finskt språk- och kulturcentrum.
    "Unkarilaisuus tekee minusta persoonallisen": Pohdintoja toisen polven suomenunkarilaisten kieli-identiteetistä2010Ingår i: Maahanmuutto ja sukupolvet / [ed] Martikainen, Tuomas; Haikkola, Lotta, Helsinki: Suomalaisen Kirjallisuuden Seura , 2010, s. 193-216Kapitel i bok, del av antologi (Refereegranskat)
  • 80.
    Stub Nybelius, Marit
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Idrotts- och hälsovetenskap.
    Från Assars lada i vår fantasi till Hellnerbacken på våra näthinnor2014Rapport (Övrigt vetenskapligt)
  • 81.
    Stub Nybelius, Marit
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Idrotts- och hälsovetenskap. Malmö Högskola.
    Japan strengthens the Olympic value of Nordic skiing2013Ingår i: Program & Abstract book: ISHPES Congress: 14th Congress of the International society for the history of physical education and sport, 2013, s. 59-60Konferensbidrag (Övrigt vetenskapligt)
  • 82.
    Swenberg, Thorbjörn
    Högskolan Dalarna, Akademin Humaniora och medier, Bildproduktion.
    Editorial intentions and viewer perceptions: An audiovisual methodology for studying film editing and eye movements2016Ingår i: Visual Methodologies. A postdisciplinary journal., ISSN 2040-5456, Vol. 4, nr 2, s. 13-33Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article presents an audio-visual methodology, VOSMET, designed to address activities of the craft of film editing, with a focus on the use of perception, and its implications. The methodology employs 13 different visual aspects and five different audio aspects, starting with video-recording observations of an editor, and ending with the analysis of eye-tracking data from film viewers. Craft research needs methodologies that address craft activities and cognitive approaches. Design practices share a similar need for reaching deeper understanding. It is neither established how film editors achieve perceptual precision in continuity editing in practice. The VOSMET methodology simultaneously captures bodily actions, utterances, software events, and keystrokes, along with the audiovisual material under processing, and uses graphics to distinguish between what takes place. The methodology also contributes by grasping what a film editor attends to, how this attention functions, as well as how perceptual factors are handled by the film editor. Finally, the methodology can evaluate editorial intentions against film viewer perceptions.

  • 83.
    Tamm, Janika
    Högskolan Dalarna, Akademin Humaniora och medier, Afrikanska studier.
    There is No Other Way: Economic self-reliance of South Sudanese women in Kakuma refugee camp in Kenya2016Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The thesis examines the strategies used by the South Sudanese women in Kakuma refugee camp in Kenya to initiate and carry through income-generating activities. The purpose of this study is to explore the reasons why some South Sudanese women are economically self-reliant in Kakuma and to conclude with suggestions as to how these economic self-reliance strategies can be applied by the agencies working in Kakuma. In addition to the relevant secondary sources, the study is based on five weeks’ ethnographical research in Kakuma refugee camp. Throughout the thesis, I analyzed the influence of the cultural and legal context on the self-reliance of South Sudanese women, and the strategies which they have employed in order to achieve economical self-reliance. I have also explored the measures implemented by the agencies working in the refugee camp to promote economic self-reliance. Two main differences between the successful female South Sudanese entrepreneurs and other South Sudanese women were the experience of entrepreneurship environment and/or determination and dedication. The agencies lack sufficient manpower, funds and strategies to reach and support to the most vulnerable women who feel helpless in their situation and do not look actively for solutions. In order to improve the entrepreneurship mentality among the South Sudanese women, the main focus should be on ensuring that the most vulnerable women will be identified and recruited to provide long-term tailor-made support, trainings and mentors in order to empower and encourage the women to initiate the income generating activities. Promoting the economic self-reliance of the South Sudanese women would satisfy their basic needs and would benefit all the counterparts: the refugees and their families, Kenyan government and the agencies working with the refugees.

  • 84.
    Ternhag, Gunnar
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Ljud- och musikproduktion.
    Wingstedt, JohnnyHögskolan Dalarna, Akademin Humaniora och medier, Ljud- och musikproduktion.
    På tal om musikproduktion: elva bidrag till ett nytt kunskapsområde2012Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 85.
    Thomas, Jeffrey
    et al.
    Kansas City School of Law.
    Hu, Lung-Lung
    Högskolan Dalarna, Akademin Humaniora och medier, Kinesiska.
    Dissents and dispositions2017Konferensbidrag (Refereegranskat)
  • 86.
    von Seth, Martina
    Högskolan Dalarna, Akademin Humaniora och medier, Afrikanska studier.
    Democratisation and inequality in South Africa – the paradox: A case study of South Africa’s celebrated democratisation and stagnant inequality2016Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The thesis sets out to scrutinise the paradox of South Africa’s successful democratic

    development and its stagnant inequality. Due to the country’s remarkable transition towards

    an inclusive democracy in the 1990s, and moreover with the incoherent human development,

    the country becomes unique in its region and therefore a suitable deviant case to study. The

    analysis will be built upon a theoretical framework focusing on the dominant party-system,

    social- and political trust and support along with the capabilities approach.

    ANC have dominated the political playing field since the first all-race election, however

    without achievements in inequality reduction and mediocre improvements regarding wellbeing.

    The research indicates an erosion in trust and support for the government. If ‘bad

    governance’ persist, accumulated dissatisfaction could lead to disillusion regarding the

    democracy as an ideal, hence undermining the South African democracy.

  • 87.
    Wallner Dahlin, Julia
    Högskolan Dalarna, Akademin Utbildning och humaniora, Pedagogiskt arbete.
    Hantering av arbetsbelastning och stress inom förskolan: En kvalitativ studie baserad på intervjuer med pedagoger i förskolan2013Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med detta arbete har varit att få större insikt i hur en hälsosam arbetssituation kan skapas i förskolan genom att studera förskolepedagogers tankar kring och hanterande av arbetsbelastning och eventuell arbetsrelaterad stress utifrån studiens huvudsakliga frågeställning: hur hanterar de intervjuade pedagogerna arbetsbelastning och eventuell arbetsrelaterad stress? Jag har närmat mig undersökningsområdet med en kvalitativ ansats baserad på intervjuer med två förskollärare från olika förskolor. Som teoretiska redskap för tolkning av studiens resultat har jag använt mig av Sjödins (2012) forskning kring stress i förskolan, Lidholts (1999) hanteringsstrategier samt copingteori. Studien visar att de intervjuade pedagogerna arbetar förebyggande för att skapa en lugnare arbetsmiljö samt reflekterar kring hur situationer med hög arbetsbelastning kan lösas. Vidare förekommer i studien anpassningsstrategier, motstånds- eller kampstrategier samt problem- och känslofokuserad coping som redskap för att hantera arbetets belastning och arbetsrelaterad stress.

  • 88.
    Wedin, Åsa
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    A restricted curriculum for second language learners: a self-fulfilling teacher strategy?2010Ingår i: Language and Education, ISSN 0950-0782, E-ISSN 1747-7581, Vol. 24, nr 3, s. 171-183Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The focus of this article is on relations between classroom interaction, curricular knowledge and student engagement in diverse classrooms. It is based on a study with ethnographic perspective in which two primary school classes in Sweden were followed for three years. The analysis draws on Halliday's Systemic Functional Linguistics. The results indicate that language use in the classrooms is on a basic everyday level and that high teacher control results in low-demanding tasks and low engagement among students. Interaction in the classrooms mainly consists of short talk-turns with fragmented language, frequent repairs and interruptions, while writing and reading consists of single words and short sentences. Although the classroom atmosphere is friendly and inclusive, second language students are denied necessary opportunities to develop curricular knowledge and Swedish at the advanced level, which they will need higher up in the school system. The restricted curriculum that these students are offered in school thus restricts their opportunities to school success. Thus, I argue for a more reflective and critical approach regarding language use in classrooms.

  • 89.
    Wedin, Åsa
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Classroom interaction: Potential or problem? : The Case of Karagwe2010Ingår i: International Journal of Educational Development, ISSN 0738-0593, Vol. 30, nr 2, s. 145-150Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper discusses interactional patterns in classrooms in primary school in rural Tanzania, based on an ethnographic study on literacy practices. The paper argues that the official policy of Swahili-only in primary school, together with the huge gap between high expectations on educational outcome and lack of resources, have resulted in the creation of safety strategies among pupils and teachers. These safety strategies include interactional patterns that also constitute a hindrance for students’ learning. However, I claim that these interactional patterns could constitute a potential for educational development, if research findings from bilingual education were taken into account.

  • 90.
    Wedin, Åsa
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Klassrumsinteraktion i de tidiga skolåren: flerspråkiga elever i skolans språkliga vardag2011Ingår i: Nordic Studies in Education, ISSN 1891-5914, Vol. 31, nr 3, s. 210-225Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Classroom interaction is particularly important for those students who learn school knowledge in a second language. In this article two episodes of whole class teaching in pre-school and standard one are analyzed. The analysis shows the importance of making teachers aware of interactional patterns in classrooms. Although knowledge was presented clearly and concretely and teachers used routines that made norms explicit, inconsistencies in interactional patterns made the role of the teacher stand out as unclear. Whole class teaching of this type does not provide students with such linguistic and intellectual demands that are necessary for their language development.

  • 91.
    Wedin, Åsa
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Musk, Nigel
    Flerspråkighet, identitet och lärande: skola i ett föränderligt samhälle2010Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 92.
    Wingstedt, Johnny
    Kungl. Musikhögskolan / Royal College of Music in Stockholm.
    Analyzing narrative functions of music in film and other multimodal expressions2011Konferensbidrag (Refereegranskat)
  • 93.
    Wingstedt, Johnny
    Högskolan Dalarna, Akademin Språk och medier, Ljud- och musikproduktion.
    Exploring knowledge of music in multimodal narrative settings2013Ingår i: Multimodalities: Book of abstracts, 2013, s. 14-14Konferensbidrag (Refereegranskat)
    Abstract [en]

    Music, used for narrative purposes in multimodal settings such as film, television and computer games is becoming one of the largest sources of musical experience in contemporary society. Although typically experienced on an unconscious and unreflected level, this kind of music actively contributes narrative meaning in multimodal interplay with other representational modes such as moving image, speech and sound effects. It seems that by engaging in social activities such as watching movies and playing computer games, we learn how to make sense of such musical functions, gaining knowledge necessary for interpreting stories multimodally told (Wingstedt, Brändström & Berg, 2010). A study was performed to make available for observation representations of knowledge, what could be described as ‘evidence of learning‘ of musical narrative functions (Wingstedt, 2008; Wingstedt, Brändström & Berg, 2008). A software tool (REMUPP) was designed, where seven musical parameters (semiotic resources of music) could modify musical expression in real time. Twenty-three participants, 12-13 years old, were given the task of designing music to fit different 3D-animated visual settings. They also answered a questionnaire giving information about their musical training and media habits. After each session they were interviewed in a stimulated recall situation, where they commented on their achieved musical expressions. Numerical data from the software was used to analyse textual aspects of the musical expressions, actualising ideational and interpersonal meanings. This was combined with analyses of the interviews and results of the questionnaires. The results indicated clearly expressed knowledge of culturally available musical narrative conventions. Combining analyses of the verbal expressions with the musical expressions contributed to a fuller and more nuanced account of the participants’ expressed musical knowledge. The results showed strong correlations to factors such as the participants’ musical backgrounds and habits of playing computer games and watching movies – highlighting the impact of the increasing availability of narrative media on our attitudes and knowledge.

  • 94.
    Wingstedt, Johnny
    Högskolan Dalarna, Akademin Humaniora och medier, Ljud- och musikproduktion.
    Expressing values and attitudes in the advertising jingle through the interplay of music, voice and lyrics2015Konferensbidrag (Refereegranskat)
  • 95.
    Wingstedt, Johnny
    Royal College of Music in Stockholm.
    Film music and interactivity1998Ingår i: From Awareness to Action, Proceedings from “Stockholm, Hey Listen!”, 1998Konferensbidrag (Refereegranskat)
  • 96.
    Wingstedt, Johnny
    Högskolan Dalarna, Akademin Språk och medier, Ljud- och musikproduktion.
    Functions of narrative media music: a multimodal and social semiotic perspective2013Konferensbidrag (Övrigt vetenskapligt)
  • 97.
    Wingstedt, Johnny
    Högskolan Dalarna, Akademin Humaniora och medier, Ljud- och musikproduktion.
    Ideational meaning potentials of narrative media music2012Ingår i: 6th International Conference on Multimodality: Abstracts, 2012, s. 130-130Konferensbidrag (Refereegranskat)
    Abstract [en]

    The question of musical meaning has been controversial and much debated over the years, especially music’s ability to express any kind of ‘content’ or ideational meaning. Wingstedt (2005, 2008) and Wingstedt et al. (2010) have discussed how narrative media music (music in film, computer games etc) can be categorized into six basic narrative functions: the informative, descriptive, emotive, guiding, rhetorical and temporal functions. These can in turn be put in relation to Halliday’s three metafunctions of communicational meaning (ideational, interpersonal, textual). This paper/presentation will discuss how narrative media music can express ideational meanings in defined narrative contexts, in interaction with other modes such as moving image, speech and sound design. The ideational metafunction is the content dimension of communication, representing what goes on in the world, ‘who does what, with or to whom and where’ (Kress et al, 2001:9). In multimodal narrative settings, music will typically contribute ideational meaning by informative and descriptive functions. In performing informative functions, music will often make use of culturally known and recognizable features expressed through different genres or specific musical compositions or performances. Typical examples are how music is used to establish cultural settings, as when playing ‘French music’ when a filmic narrative cuts to a location set in Paris – or using musical style to convey certain time periods or to indicate social events or status. The descriptive functions of narrative media music are akin to programme music, a type of art music attempting to render an extra-musical setting or narrative. This includes setting out to metaphorically describe attributes of physical atmosphere or environment, such as ‘the ocean’, ‘the pastoral’ or ‘the city’ – or by mimetically expressing physical movement, a technique that, when emphasized, is known as Mickey Mousing. Also, expressing mental processes or ‘observed emotions’ (rather than ‘experienced’), can be seen as descriptive functions of music. Musical narrative tools such as the use of leitmotifs (a recurring motif associated with characters, places or ideas of the narrative) will function on both an informative and descriptive level, symbolically representing a specific phenomenon and at the same time describing its attributes. The dramaturgical position of the music as being either diegetic (part of the spatio-temporal world of the story) or non-diegetic will also affect how ideational meaning is manifested. The different functions will be illustrated by using examples from various film scenes.

  • 98.
    Wingstedt, Johnny
    Högskolan Dalarna, Akademin Humaniora och medier, Ljud- och musikproduktion.
    'If You Have Nothing To Say – Sing It!': On the Interplay of Music, Voice and Lyrics in the Advertising Jingle2017Ingår i: Music as Multimodal Discourse: Semiotics, Power and Protest / [ed] Lyndon C.S. Way and Simon McKerrell, London: Bloomsbury Academic, 2017, 1, s. 135-158Kapitel i bok, del av antologi (Refereegranskat)
  • 99.
    Wingstedt, Johnny
    Högskolan Dalarna, Akademin Humaniora och medier, Ljud- och musikproduktion.
    Music as a carrier of values, attitudes and ideologies in advertising: a multimodal discourse analysis2015Konferensbidrag (Refereegranskat)
  • 100.
    Wingstedt, Johnny
    Högskolan Dalarna, Akademin Humaniora och medier, Ljud- och musikproduktion.
    Musik som medel för att uttrycka värderingar, attityder och ideologier2014Konferensbidrag (Refereegranskat)
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