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Kokkola, L., Palo, A. & Manderstedt, L. (2019). Protest and Apology in the Arctic: Enacting Citizenship in Two Recent Swedish Films. Humanities, 8(1), Article ID 49.
Open this publication in new window or tab >>Protest and Apology in the Arctic: Enacting Citizenship in Two Recent Swedish Films
2019 (English)In: Humanities, ISSN 2076-0787, Vol. 8, no 1, article id 49Article in journal (Refereed) Published
Abstract [en]

Today, Sweden enjoys a positive international reputation for its commitment to human rights issues, for instance, in relation to the recent migrant crisis. Abuses committed by the Swedish state against certain ethnic groups within the country are less well known, both within and beyond its borders. These included systematic attempts to curtail the use of indigenous and local languages, thereby causing communicative and ideological rifts between children and their parents. These policies were enacted through the school system from the 1920s until the 1970s, and particularly affected people living in the Arctic region where the national borders are disputed. In this article, we examine two twenty-first-century films set during this era, featuring feisty female characters responding to the school policy. Elina: As though I wasn’t there is a children’s film created by people “outside” the cultural group represented; and Sámi Blood features an adolescent protagonist (and her older self), created by “insiders” of the cultural group represented. In both films, the female protagonists’ relative lack of agency within the state school system is contrasted with their powerful connections to the Arctic landscape. We seek to examine how these films contribute to the work of apology, beginning with a public acknowledgement of the wrongs of the past. Whilst one of the films concludes with a celebration of the female protagonists’ agency, the other proffers a more ambiguous portrayal of power in relation to culture, nationality, and identity.

Place, publisher, year, edition, pages
Basel: MDPI, 2019
Keywords
Swedish Arctic, national minorities, school and language policy, female agency, belonging, shame and apology, contemporary films
National Category
Humanities and the Arts Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-73141 (URN)10.3390/h8010049 (DOI)
Note

Validerad;2019;Nivå 1;2019-04-12 (johcin)

Available from: 2019-03-08 Created: 2019-03-08 Last updated: 2019-04-12Bibliographically approved
Manderstedt, L. & Palo, A. (2018). Bildens status i läsarkommentarer på nätet: Narrativ interaktion i Jakob Wegelius Legenden om Sally Jones och Mördarens apa. Barnboken, 41
Open this publication in new window or tab >>Bildens status i läsarkommentarer på nätet: Narrativ interaktion i Jakob Wegelius Legenden om Sally Jones och Mördarens apa
2018 (Swedish)In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 41Article in journal (Refereed) Published
Abstract [en]

The award-winning novels Legenden om Sally Jones (2008; The Legend of Sally Jones, 2018) and Mördarens apa (2014; The Murderer’s Ape, 2017) written and illustrated by Jakob Wegelius present a thought-provoking interplay between verbal and visual narration. However, an online data collection of blog posts and online reviews reveals that readers discuss the verbal narration and intersectional themes in these novels, but often overlook the pictures.

This study contributes to the discussion of narrative interaction by juxtaposing analyses of pictures in the novels and online comments by readers on these literary works. The material thus consists of comments by non-professional writers, and the degree and type of attention paid to narrative interaction in these comments is foregrounded. In order to examine the word/image interaction in Wegelius’ novels, Maria Nikolajeva and Carole Scott’s typology for interaction is used on a selection of images and, when possible, on readers’ responses to these novels.

The results show that in the material, the verbal narration is privileged. Less than a third of the online material explicitly comments on the visual narration. Even fewer readers comment on the relationship between the verbal and the visual narration. The study presents potential explanations to the relative absence of comments on the visual narration in these literary works. A likely explanation is that the readers perceive the symmetrical and enhancing relation between the verbal and the visual narration, and, thus, the readers consider the visual narration redundant or an add-on. Therefore, the article highlights the continuous need for explicit training in visual literacy, as the interaction between words and images has a bearing on the narration.

Place, publisher, year, edition, pages
Svenska barnboksinstitutet, 2018
Keywords
Narrative interaction, image analysis, picturebook, readers’ online comments, Jacob Wegelius, Legenden om Sally Jones, Mördarens apa
National Category
Humanities and the Arts Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-71881 (URN)10.14811/clr.v41i0.336 (DOI)
Projects
Läser gör man! Läsning och litteratursamtal i och utanför skolan/Reading in progress! Reading and book talk in and out of school
Note

Validerad;2019;Nivå 1;2018-12-20 (marisr)

Available from: 2018-12-04 Created: 2018-12-04 Last updated: 2019-02-04Bibliographically approved
Bergmark, U., Lundström, S., Manderstedt, L. & Palo, A. (2018). Why become a teacher?: Student teachers’ perceptions of the teaching profession and motives for career choice. European Journal of Teacher Education, 41(3), 266-281
Open this publication in new window or tab >>Why become a teacher?: Student teachers’ perceptions of the teaching profession and motives for career choice
2018 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 41, no 3, p. 266-281Article in journal (Refereed) Published
Abstract [en]

The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Teacher education, student teachers, teaching profession perceptions, career choice motives, discourse analysis
National Category
Educational Sciences Pedagogy Didactics
Research subject
Education; Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-67882 (URN)10.1080/02619768.2018.1448784 (DOI)000432156100002 ()2-s2.0-85043351011 (Scopus ID)
Note

Validerad;2018;Nivå 2;2018-05-14 (svasva)

Available from: 2018-03-08 Created: 2018-03-08 Last updated: 2018-07-25Bibliographically approved
Palo, A. & Manderstedt, L. (2017). Beyond the Characters and the Reader?: Digital Discussions on Intersectionality in The Murderer’s Ape. Children's Literature in Education
Open this publication in new window or tab >>Beyond the Characters and the Reader?: Digital Discussions on Intersectionality in The Murderer’s Ape
2017 (English)In: Children's Literature in Education, ISSN 0045-6713, E-ISSN 1573-1693Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article presents an analysis of a recent, award-winning Swedish novel for children and young adults, The Murderer’s Ape by Jakob Wegelius, and digitally published reviews of the novel. In the first part of the paper, we provide an intersectional analysis of the novel, focusing on gender, profession, species and class. The protagonist and narrator of The Murderer’s Ape is not easily categorized, as she is a mute but literate, highly intelligent and technically proficient gorilla in a man’s world; an ape among human beings, a working engineer and not a pet or an attraction at a zoo. Neither class nor social standing constrain her as they do the human fictional characters. In the second part of the paper, we contrast commentaries by professional readers with comments from young readers, paying particular attention to how they have responded to the protagonist. The overarching aim is to examine how features admired by critics and professional readers are, in practice, understood by engaged, active readers, including children. Some intersectional categories represent acquired qualities, whereas others represent socially set boundaries. Posthumanist and intersectional perspectives provide tools to understand Sally Jones’ position beyond both the other fictional characters and the readers. The analyses reveal differences between the readings of gender, profession and class by professional and young readers, but for both categories, the readers’ reactions to questions pertaining to species are pivotal in their readings of the novel.

Place, publisher, year, edition, pages
Springer, 2017
National Category
Specific Literatures Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-65987 (URN)10.1007/s10583-017-9338-2 (DOI)
Available from: 2017-10-05 Created: 2017-10-05 Last updated: 2017-11-24
Manderstedt, L., Rodriguez, A. & Palo, A. (2017). University Subject Teaching + Competencies Requested by 21st Century Employers = A Perfect Match?. In: : . Paper presented at HICE (Hawaii International Conference on Education). 16th Annual Conference, 4-7 January 2017.
Open this publication in new window or tab >>University Subject Teaching + Competencies Requested by 21st Century Employers = A Perfect Match?
2017 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

In recent years, reports and public debate have depicted a crisis in higher education with students demonstrating difficulties in reading, writing, analyzing and problem solving and university teaching not helping students develop these skills. This situation does not appear to be limited only to Sweden (Enefalk, Andersson & Aronsson et al., 2013). In higher education, the importance of university teachers has not always been emphasized with regards to student learning and student success (cf. Mourshed et al, 2010). There is a cognitive gap between what is taught and the students’ ability to develop the requested competencies (Lisberg Jensen, 2013).

     Luleå University of Technology, in Northern Sweden, is attempting to implement and develop a learning environment based on core competencies (Wikberg Nilsson & Gedda, 2013; Alverno College, (n.d.) and the general exam objectives in the Higher Education Act (SFS 1993: 100). In doing this, the university is faced with a number of challenges.

     In a pilot research and development project, we have been working with one possible way to support the implementation of a competence-based pedagogical concept by creating educational materials for university teachers and students. The research questions were:

 

  • To what degree are core competencies integrated and developed within current university programs?
  • What problems do university teachers face when attempting to implement the competence-based pedagogical concept of the university?
  • How can university teachers ensure that their teaching and assessment promotes the development of core generic competencies without sacrificing acquisition of subject-specific knowledge?

 

Methodologically, the first step was to map core competencies via qualitative interviews with both experienced and inexperienced university teachers as well as undergraduate students. Three key challenges were identified, the first being that some university teachers had difficulties understanding how the core competencies could be taught within their respective subjects or programs. Secondly, teachers voiced concerns that their lack of pedagogical training made it difficult for them to properly teach communication, problem solving, etc. Lastly, the interviews revealed that lack of time and pedagogical support were obstacles to the implementation of the educational concept.

      In order to address the indicated problems and support the objectives of the educational concept, a set of digital materials were developed. These materials featured film clips of pedagogically and academically excellent university teachers explaining and providing clear examples of how they implement core competencies in their subjects. The films were then edited and supplemented with further examples and references. These materials are primarily directed at university teachers, as a supplement to existing courses in university pedagogy, but because they will be made openly available online, they will also be accessible to students.

     The materials will help teachers to teach in accordance with the university's educational concept, develop and deepen their educational and pedagogical action competence (Jank & Meyer, 1997), and challenge themselves in the role of educational leaders. These materials could also help university teachers teach in ways that help students develop these core competencies in tandem with relevant subject knowledge. Students experience this as particularly useful educational training (Utbildningens användbarhet, 2013).

     In this poster presentation, we will show the design of the project, how the results can be implemented in teaching at university level, and how the project has been deepened with further interviews, in order to learn more about how the objectives of the educational concept can be achieved. The presentation has broader relevance for all universities attempting to implement a pedagogical approach that develops generic competencies.

 

                                                                                                   

References

 

Alverno College (n.d.). The 8 core abilities.

http://www.alverno.edu/academics/ouruniquecurriculum/the8coreabilities/

Enefalk. H., Andersson, L. M., Aronsson, A. m.fl. (2013). Våra studenter kan inte svenska. Upsala Nya Tidning 2/1.

Jank, W. & Meyer, H. (1997). Didaktikens centrala frågor I: M. Uljens (Ed.). Didaktik. Lund: Studentlitteratur, 1997, pp. 47-74.

Lisberg Jensen, Ebba. (2013). Studenter på 13-åringsnivå kräver nya arbetssätt. Universitetsläraren 5/13.

Mourshed, M., Chijoke, C. & Barber, M. (2010). How the world’s most improved school systems keep getting better. New York: McKinsey Company.

SFS 1993:100. Högskoleförordning. Stockholm: Utbildningsdepartementet.

Utbildningens användbarhet. (2013). Sveriges förenade studentkår om syftet med högre utbildning.

Wikberg Nilsson, Å. & Gedda, O. (2013). Guide 2013 för utbildningsutveckling enligt Pedagogisk idé LTU. LTU: Luleå: Luleå tekniska universitet.

 

Keywords
Higher Education Core Competencies
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-62068 (URN)
Conference
HICE (Hawaii International Conference on Education). 16th Annual Conference, 4-7 January 2017
Available from: 2017-02-17 Created: 2017-02-17 Last updated: 2018-10-19Bibliographically approved
Manderstedt, L. & Palo, A. (2016). En (skol)genre på rymmen: Bokrecensionen online. In: Cathrine Andersson-Busch, Susanne Duek, Birgitta Ljung-Egeland, Christina Olin-Scheller, Marie Tanner och Michael Tengberg (Ed.), SMDI 12 Textkulturer: Tolfte Nationella konferensen i Svenska med Didaktisk inriktning. Paper presented at 12. Svenska med Didaktisk inriktning (SMDI), Karlstad, 24-25 november 2016.
Open this publication in new window or tab >>En (skol)genre på rymmen: Bokrecensionen online
2016 (Swedish)In: SMDI 12 Textkulturer: Tolfte Nationella konferensen i Svenska med Didaktisk inriktning / [ed] Cathrine Andersson-Busch, Susanne Duek, Birgitta Ljung-Egeland, Christina Olin-Scheller, Marie Tanner och Michael Tengberg, 2016Conference paper, Oral presentation with published abstract (Refereed)
National Category
Humanities Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-62062 (URN)
Conference
12. Svenska med Didaktisk inriktning (SMDI), Karlstad, 24-25 november 2016
Available from: 2017-02-17 Created: 2017-02-17 Last updated: 2017-11-24Bibliographically approved
Manderstedt, L. & Palo, A. (2016). Identifying with Otherness: Readings of Jakob Wegelius’ novel Mördarens apa (ed.). In: (Ed.), : . Paper presented at IBBY international congress : Literature in a multi-literate world 18/08/2016 - 21/08/2016.
Open this publication in new window or tab >>Identifying with Otherness: Readings of Jakob Wegelius’ novel Mördarens apa
2016 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Digitization is practically inescapable for literature today, even when it is published in traditional book format. Books are reviewed on virtual networking sites, discussed in blogs and commented on Instagram, Twitter and in other networking communities. This was the case for Jakob Wegelius’ novel Mördarens apa [The Killer’s Ape], a nominee for best book for children and young adults. The aim of this study is to analyse Mördarens apa and to map its readings, as presented in media and social media. The theoretical framework draws on intersectionality theory (De los Reyes & Mulinari, 2005; Lykke, 2008) as well as posthumanist theory (Braidotti, 2002; 2013). The data collection method resembles virtual ethnography (cfr. Hine, 2015; Kozinets, 2010). The analysis uses an approach from the sociology of literature (e.g. Escarpit, 1970) in an attempt to understand how readers’ own readings of the novel deal with the theme of Otherness. The protagonist in Mördarens apa represents Otherness in many respects; Sally Jones is a mute, female gorilla who defines herself as a mechanic. The story takes place in a vaguely defined past and in settings far away from contemporary life. Tentative results show that the readings contain strong elements of identification with the Otherness. Keywords: Gorilla protagonist, Otherness, identification, media and social media. References: Braidotti, R. (2002). Metamorphoses: towards a materialist theory of becoming. Cambridge: Polity Press. Braidotti, R. (2013). The posthuman. Cambridge: Polity. De los Reyes, P. & Mulinari, D. (2005). Intersektionalitet: kritiska reflektioner över (o)jämlikhetens landskap. (1. uppl.) Malmö: Liber Escarpit, R. (1970). Litteratursociologi. Stockholm: Wahlström & Widstrand. Hine, C. (2015). Ethnography for the Internet: embedded, embodied and everyday. London:Bloomsbury Academic. Kozinets, R. V. (2010). Netnography: doing ethnographic research online. Los Angeles, Calif.: SAGE. Lykke, N. (2009). Genusforskning: en guide till feministisk teori, metodologi och skrift. (1. uppl.) Stockholm: Liber.

Keywords
Humanities and religion - Other humanities and religion, Humaniora och religionsvetenskap - Övrig humaniora och religionsvetenskap
National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-31375 (URN)58a0316b-62ad-4d01-9358-3dac5f4e3e77 (Local ID)58a0316b-62ad-4d01-9358-3dac5f4e3e77 (Archive number)58a0316b-62ad-4d01-9358-3dac5f4e3e77 (OAI)
Conference
IBBY international congress : Literature in a multi-literate world 18/08/2016 - 21/08/2016
Available from: 2016-09-30 Created: 2016-09-30 Last updated: 2017-11-25Bibliographically approved
Palo, A. & Manderstedt, L. (2016). Värdegrund på undantag?: Om normbrytande flickmekaniker i litteratursamtal online och i skoluppgifter (Rapport nr 39ed.). In: Heidi Höglund& Ria Heilä-Ylikallio (Ed.), Framtida berättelser: Perspektiv på nordisk modersmålsdidaktisk forskning och praktik (pp. 121-142). Vasa, Finland: Fakulteten för pedagogik och välfärdsstudier Vasa
Open this publication in new window or tab >>Värdegrund på undantag?: Om normbrytande flickmekaniker i litteratursamtal online och i skoluppgifter
2016 (Swedish)In: Framtida berättelser: Perspektiv på nordisk modersmålsdidaktisk forskning och praktik / [ed] Heidi Höglund& Ria Heilä-Ylikallio, Vasa, Finland: Fakulteten för pedagogik och välfärdsstudier Vasa , 2016, Rapport nr 39, p. 121-142Chapter in book (Refereed)
Place, publisher, year, edition, pages
Vasa, Finland: Fakulteten för pedagogik och välfärdsstudier Vasa, 2016 Edition: Rapport nr 39
National Category
Specific Literatures
Identifiers
urn:nbn:se:ltu:diva-61878 (URN)978-952-12-3482-8 (ISBN)
Available from: 2017-02-08 Created: 2017-02-08 Last updated: 2017-11-24Bibliographically approved
Palo, A. (2015). Aktivitet: Kvinnobilder i litteratur och film (ed.). Paper presented at Bland kvinnor och troll : kvinnans roll i vårt samhälle och vår demokrati 2015 08/03/2015 - 08/03/2015. Paper presented at Bland kvinnor och troll : kvinnans roll i vårt samhälle och vår demokrati 2015 08/03/2015 - 08/03/2015.
Open this publication in new window or tab >>Aktivitet: Kvinnobilder i litteratur och film
2015 (Swedish)Conference paper, Published paper (Other (popular science, discussion, etc.))
Abstract [sv]

Föreläsningen var en del i ett arrangemang i samverkan med FI Luleå, Vetenskapens hus, Luleå tekniska universitet, Glugg Produktion och Edit Media.

National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-41335 (URN)0ac7f4cd-6537-4e33-a339-9414accf324d (Local ID)0ac7f4cd-6537-4e33-a339-9414accf324d (Archive number)0ac7f4cd-6537-4e33-a339-9414accf324d (OAI)
Conference
Bland kvinnor och troll : kvinnans roll i vårt samhälle och vår demokrati 2015 08/03/2015 - 08/03/2015
Note
Startdatum: 08/03/2015; Slutdatum: 08/03/2015; Roll: Föreläsare; Typ: Föreläsning / muntligt bidragAvailable from: 2016-10-03 Created: 2016-10-03 Last updated: 2017-11-25Bibliographically approved
Lindberg, Y., Manderstedt, L. & Palo, A. (2015). Experiencing Virtual Spaces through Amor and Eros: L1-Language Teaching and Literary Competence. (ed.). Paper presented at IAIMTE 2015 : 03/06/2015 - 05/06/2015. Paper presented at IAIMTE 2015 : 03/06/2015 - 05/06/2015.
Open this publication in new window or tab >>Experiencing Virtual Spaces through Amor and Eros: L1-Language Teaching and Literary Competence.
2015 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

In today’s digitalized world, text is no longer bound to a book, nor social activities to the actual world. This context, where virtual and real spaces are blurred, transforms reading and writing activities, as well as views on personal relationships (Buckingham Shum & Ferguson, 2012:8: Murray 2011; Turkle, 2005; 2011). Literary narration is perceived as more closer to fiction and distant from reality, since readers are more passive in the part-taking of the story. However, in digital environments, especially those distributed in three dimensions, readers merges with the author since participants have to invent and live the story at the same time. Thus, the created narrative becomes real and the participant’s feeling of risking oneself is augmented. Since multimodal features of the virtual environments activate several senses creating an immersive experience, the present study perceive virtual spaces as an important complement to reading and writing, with the potential to enhance motivation and learning about narrative features. The curricula for compulsory and secondary school in Sweden state that reading and writing in different media are part of the subject of Swedish (Skolverket, 2011a, 2011b). Both activities are linked to the development of identity, knowledge and understanding of the surrounding world. Reading and writing embrace cognitive and emotional development and offer tools to interpret and critically analyse different types of genres and content. This study focuses the theme of love and erotic love, in particular related to avatars in social media like Second Life and games like World of Warcraft (See Lindberg 2013), and ask questions about plot, environment, characters and other narrative features that literary and virtual experiences have in common. The in-world observations and analysis are carried out with netnographic methodology (Kozinets 2010), focusing on environment, interaction, activities and communication at different levels, as well as on identities appearing in the observed material. The results consist of a critical study of the theme in virtual communicative contexts and provide tools for teachers to make use of virtual environments in order to help pupils achieve the curricular objectives. The latter part is further problematizing and deepening results of a previous Swedish study (Manderstedt & Palo 2009).

National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-39795 (URN)ead4ab5f-01fa-4bc8-a3a2-a193f150abab (Local ID)ead4ab5f-01fa-4bc8-a3a2-a193f150abab (Archive number)ead4ab5f-01fa-4bc8-a3a2-a193f150abab (OAI)
Conference
IAIMTE 2015 : 03/06/2015 - 05/06/2015
Note
Godkänd; 2015; 20150609 (lenhol)Available from: 2016-10-03 Created: 2016-10-03 Last updated: 2017-11-25Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8771-8597

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