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  • 101.
    Jönsson, Karin
    et al.
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Jennfors, Elisabeth
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Svenskämnet och innehållsfrågan2011In: Utbildningsvetenskap för grundskolans tidiga år / [ed] Sven Persson, Bim Riddersporre, Natur & Kultur , 2011, p. 129-147Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet fokuserar frågan om innehållet i svenskundervisningen - vad får elever läsa och skriva om? Vad är det för innehåll barn får möta i skolan? Lärare organiserar undervisning där eleverna får läsa, skriva och samtala, men innehållsfrågan vara en av de svåraste uppgifterna som lärare brottas med. Frågan diskuteras heller inte i någon hög grad.

  • 102.
    Jönsson, Lena
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Elevers bilder av skolan. Vad elever berättar om och hur lärare och lärarstudenter reflekterar och samtalar om skolan utifrån elevers bilder2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The overall aim of this thesis is to examine how pupils in their pictures depict what it means to be a pupil in school today, and to explore the reflections and discussions that the images give rise to among teachers and student teachers. A starting point is the assumption that images are carriers of aspects of knowledge, meaning and sense that cannot always be presented through spoken or written language. The thesis consists of two parts. The first part concerns the main theme of the study: what is it like to be a pupil in school today. The data material consists of a collection of about 450 pictures made by pupils of different ages, and living in different parts of Sweden. The second part of the thesis consists of reflections, individually and in groups, made by 98 teachers and 60 student teachers concerning 65 pictures from the collection. Some of the pictures have been analysed through a theory of visual semiotics. A socio-cultural perspective was used in analysing the individual reflections and discussions from teachers and student teachers. Theories of reflection and speech were used, as well as theories of frames and possibilities for reflections in a school context. When the teachers had the opportunity to reflect upon and discuss the pupils’ pictures, many of them were initially amazed at what was actually told in the pictures. Compared to the teachers, the student teachers are generally closer to the pupils in age, and they were not quite as surprised over the stories that were told in the pictures. Both teachers and student teachers frequently related to their own experiences in the group conversations. The conversations were categorised based on focus, and how teachers and student teachers positioned themselves in the conversations. The analyses show that the majority of the teachers and also student teachers recognise aspects of the pictures from the time when they themselves were pupils, but also from their own children’s experiences of school. These shifts of position from teacher to parent, or to their own school days as a pupil, gave the teachers access to a different way of seeing.

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  • 103.
    Jönsson, Lena
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Pictures about school2005Conference paper (Refereed)
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  • 104. Kelen, Christopher (Kit)
    Dizdarević, Merima (Translator)
    Snö: och andra dikter2011Book (Other (popular science, discussion, etc.))
  • 105.
    Kouns, Maria
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Inga IG i Kemi A: En språkdidaktisk studie av en kemilärares undervisningsstrategier i en gymnasieklass med elever med svenska som andraspråk2011Licentiate thesis, monograph (Other academic)
    Abstract [en]

    As global migration escalates, the number of students with Swedish as their second language entering high school in Sweden also increases. This demographic and linguistic change in the mainstream classroom has forced the role of language in teaching/learning to surface. In order for society to provide all students with equal educational opportunities, accommodation to the needs of second language learners has become a pressing issue. The purpose of this study is to try to understand what opportunities the teaching strategies of a 10th grade chemistry teacher may create for second language learners to develop their Swedish language repertoire in the subject. The study has been conducted from the point of view of language didactics, and a socio-cultural framework has been used to provide a theoretical perspective. Of fundamental importance is the notion that language is the primary mediating tool in learning; that learning is situated; that the situated learning is socially constructed. Furthermore, the concepts of vygotskian origin, scientific and everyday language/scientific and everyday concepts are part of the theoretical perspective along with scaffolding, second language development, language repertoire, and chemistry teaching. The empiric material was collected by observations and video and audio recordings of 31 lessons in one class with one teacher. The vast majority of the students had Swedish as their second lan-guage and half of them had, at the time of the study, been in Sweden four years or less. This primary source material has been transferred into secondary material by way of transcription. The analyses sought to answer three questions regarding 1) the teacher’s general didactic and subject related didactic strategies; 2) the teacher’s language didactic strategies in the whole-class teacher talk; 3) the consequences for the opportunities this may afford the students to develop a language repertoire in the subject. A variety of theoretical concepts has been applied in the process of analysis: cooperation and drive; Johnstone’s triangle; interactivity, a dialogic or authoritative voice, and directness. Consequences of the teacher’s strategies are discussed in terms of positions allowing for receptive or productive language use, scaffolding and meta-skills. The study is concluded by the presentation of a didactic approach to an oscillating shift of focus on the subject matter and on how this subject matter is linguistically constructed.

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  • 106.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Aesthetic and artistic aspects of the teaching profession2008Conference paper (Other academic)
    Abstract [en]

    The aim of this paper is to present a theoretical framework that can help us make visible the aesthetic and artistic aspects of the teaching profession. The framework consists of the following aspects: a) the social- semiotic aspect or how the teacher communicates and how effectively in the class room in term not only of ideas but also relations and textual presentations as well as in terms of the teacher´s awareness of metacommunicational issues and sub-texts (aesthetic sensibility) b) the experiential aspect or the more vague, pre-reflexive, tactile and sensual experiences of critical situations (aesthetic experience) c) the organizational aspect or how teachers finds legitimate time to plan ahead and renew teaching materials and methods, as well as being able to improvise, motivate and inspire students within the time constraints of a highly scheduled everyday organization of school work (artistic working methods) d) the identity aspect or how to negotiate between personal and professional convictions and the expectations and demands coming from other actors which are part of ones life-world such as students, other colleagues, superiors, parents, guiding documents, national policies etc (the problem of authenticity). The method is mainly essaistic, using any kind of empirical material available ( “fishing method”).

  • 107.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Art students meet sociology students: The interview as meta-communicational encounter between two professional worlds2007Conference paper (Refereed)
  • 108.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Artistic Creativity as an elementary social form. The forms, conditions and rules of creativity2007Conference paper (Refereed)
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  • 109.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Becoming a visual arts teacher in a multicultural European city2009In: Abstract book, 2009Conference paper (Other academic)
    Abstract [en]

    A core competence as well as central part of the identity of future teachers in the arts, is the problem of how to teach visual methods. What are visual methods for, how can one motivate youth to learn visual methods and how do you engage your students in a dialogue or communication about the role and functions of art and visual methods in contemporary societies that feels relevant for the younger generations? In this paper I will present the oral as well as written and visualized reflections by nineteen coming school teachers made over a period of one and a half years of training in the teaching of art . I will look at how they have coped with these issues both in their own education to become teachers of art and in their attempts to apply some of the theories, ideas and methods they learned at Malmo University during their periods of practical training in different schools in and outside Malmo. Since the town of Malmo is the "immigrant port" of Sweden, Malmo itself as well as it schools can be seen as natural laboratories of how visual methods in teaching interact with the increasingly multicultural context of contemporary Europe (more the fifty per cent of all school children are recent immigrants or children of recent immigrants).

  • 110.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Disciplinary imperialism or analytical wrestling: Rethinking semiotics, aesthetics and sociology2009In: Abstract book, 2009Conference paper (Other academic)
    Abstract [en]

    In his book Structuralist Poetics, Jonathan Culler argues that from a literary point of view, everything can be seen as a "text". The everyday world is a text, culture is a text and literary norms (genres) as well as conventions are texts. From a sociological point of view everything, not the least the literary and artistic worlds are seen as partial empirical realities ("social fields" or "institutions") which are at the same time "social constructions." Now looking on the world as a text which is to be dechiffered by some competent reader or as empirical realities that have already been constructed socially by actors who are themselves endowed with different kinds of habitus and equipped with different degrees of social and symbolic capital and accompanying strategies of distinction, is obviously something different. On the other hand, the two approaches amount to the same thing in the sense that both seek to impose a particular perspective on the world. The question I want to raise in this paper is iif there are some epistemological advantages in trying to replace the usual, "elevated" way disciplines go about trying to make sense of the world (which we could call "disciplinary imperialism") with something more "down to earth" that we could call "analytical wrestling". With the latter I mean that you so to say step down from your imagined throne and try to "grab" the other in a more open-ended contest. You emerge yourself in the perspective of the other, but not completely, you then return to your own perspective but somewhat shaken or changed. What would such a way of approaching the issue of aesthetics and sociology contribute to both? Could something new emerge out of such analytical wrestling, something that contains elements of both perspectives at the same time?

  • 111.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Farvel til "de rigtige svars" pædagogik2009In: Kreativitetsfremmende læringsmiljøer i skolen / [ed] Lene Tanggard, Sven Brinkman, Dafolo A/S, 2009, p. 103-120Chapter in book (Other academic)
  • 112.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Hidden impact of a cultural migration. Traces of Lewis Coser´s Transatlantic experience in his sociological work2007Conference paper (Refereed)
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  • 113.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Hidden impact of a cultural migration: Traces of Lewis Coser's Transatlantic experience in his sociological work2010In: Transatlantic Voyages and Sociology: the migration and development of ideas / [ed] Cherry Schrecker, Ashgate, 2010, p. 239-254Chapter in book (Other academic)
    Abstract [en]

    Culture is strongly dependent on audiences. Migration tend to change the adience of intellectuals. The success and failure of migrating intellectuals depend upon their ability to adapt to the expectations and language of the new audience. This theoretical model is illustrated by the case of Lewis A. Coser who migrated twice, first from Germany to France in the thirties and then to USA in the early 1940s.

  • 114.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Homo pedagogicus :mänskligt lärande och pedagogiska språkhandlingar2011In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 16, no 2, p. 144-158Article in journal (Other academic)
    Abstract [en]

    In contrast to those who claim that science is purely empirical, the philosophy of science argues that science is based on certain norms of a methodological nature. Such norms have to be learned, that is they are pedagogical in kind. In this article I discusse what this means for our understanding of pedagogy as a science. What is it and how can it be conceptualized. In particular the aricle looks at speecg act theory and how pedagogical speech acts make human learning inherently creative

  • 115.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Konstnärligt skapande och konstpedagogik i hybridmoderniteten2009In: Estetiska lärprocesser: upplevelser, praktiker och kunskapsformer / [ed] Fredrik Lindstrand, Staffan Selander, Studentlitteratur AB, 2009, p. 103-120Chapter in book (Other academic)
  • 116.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Läraruppdragets egenart och rollmodeller: kreativitetsregimer i hybridmoderniteten2007In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 53-75Article in journal (Refereed)
    Abstract [en]

    What does learning to become a professional mean and how can the scientific study of various forms of professional education help those institutions that educate teachers understand better what becoming a professional teacher means in contemporary Swedish society? In this inauguration lecture as new professor of education at Malmo University, I argue that the traditional understanding of what it means to enter a profession that we find in the subdiscipline “the sociology of professions,” has had an unfortunate tendency to overestimate the importance of scientifically grounded knowledge and underestimate other forms of relevant knowledge and experience. In order to conceptualize such an alternative view of analyzing professional education and learning, I suggest the concepts of “creativity regimes” and “hybrid modernity.” Whereas the former concept helps us to clarify how professional education can help students to cope with new situations in a creative manner within their own profession, the concept of hybrid modernity suggests that the professional education of teachers can also gain from studying other types of professional education, as this could broaden the creative competence of future teachers. What I am suggesting is thus that rather than trying to prepare teachers for a career as researchers – which represents a particular creativity regime where critique is the dominant norm in which students are professionally socialized – the education of teachers should be organized around the dominant norm of the pedagogical creativity regime, which is dialogue. Teaching has its own role expectations, norms and identity, but in a society which is increasingly hybridized, being inspired by other models is both a virtue and necessity This role-modeling should not drive out the core competence of teaching but rather supplement it.

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  • 117.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Läraryrkets kreativa uppdrag- pedagogiskt iscensättande av kreativt lärande2008In: Läraren i blickpunkten- olika perspektiv på lärares liv och arbete / [ed] Carola Aili, Ulf Blossing, Ulrika Tornberg, Pedagogiska Magasinets Skriftserie , 2008Chapter in book (Other academic)
  • 118.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Migrant men and the challenge of entrepreneurial creativity2007In: Self-employment Activities of Women and Minorities / [ed] Ursula Apitzsch, Maria Kontos, VS Verlag für Sozialwissenschaften, 2007, p. 145-147Chapter in book (Other academic)
  • 119.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Projektarbejde og kreativitetsteori2008In: Projektpaedagogik. Perspektiver fra Aalborg Universitet / [ed] Lone Krogh, Jan Brödslev Olsen, Palle Rasmussen, Aalborg Universitetsforlag, 2008Chapter in book (Other academic)
  • 120.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Skola, kultur, kreativitet. Vad är det vi mäter då vi betygsätter kreativt lärande2007Conference paper (Other academic)
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  • 121.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Teacher in two nation-states: How the working lives of East German teachers were effected by German Unification2007Conference paper (Refereed)
  • 122.
    Kupferberg, Feiwel
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Turning-points in the biography of a half-time artist2008Conference paper (Refereed)
  • 123.
    Kupferberg, Feiwel
    et al.
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Antoft, Rasmus
    Jacobsen, Michael Hviid
    Kreativitet i kvalitativ sociologi - om kunstneriske processer og praksisser i samt paralleller til sociologien2007In: Håndvaerk og horisonter:Tradition og nytaenkning i kvalitative metode / [ed] Rasmus Antoft, Michael Hviid Jacobsen, Anja Jörgensen, Syddansk Universitetsforlag, 2007, p. 292-330Chapter in book (Other academic)
  • 124.
    Kupferberg, Feiwel
    et al.
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Balic, Sofia
    Creative learning. Report on the evaluation of a drama educational project2008Conference paper (Refereed)
  • 125.
    Kupferberg, Feiwel
    et al.
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Kristiansson, Michael
    Corporate entrepreneurship - undervisning i felten2011In: Entreprenørskabsundervisning / [ed] Anne Kirketerp, Linda Greve, Aarhus Universitetsforlag, 2011, p. 185-206Chapter in book (Other academic)
    Abstract [en]

    In the article a new educational concept is presented with the purpose of renewing education in corporate entrepreneurship from a theoretical point of view. The article presents the results so far from the attempts to develop a research based concept for corporate entrepreneurship education with a focus on field work as the core of a practical training period. The idea is that the role of "stranger" should enable the student to 1) identify obstacles for innovations within a company 2) become aware of ones own competences which might be useful to remove some of these obstacles. The educational concept is developed from theoretical studies, analyses and pracital experiences with entrepreneurial education and similar activities. The developent of the concept has been supported by the Cultural Ministry of Denmark and has been tested by an experimental course. The development of the course has been supported by the Oresund Entrepreneurship Academy

  • 126.
    Källström, Lisa
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Berättelser om en röd stuga: Föreställningar om en idyll ur ett svenskdidaktiskt perspektiv2011Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This licentiate-thesis, Stories About a red Cottage, is an attempt to combine cultural theory with a didactic method applied to Swedish as a field of study. With the two notions intertextuality and the foreign as a starting point, I discuss the importance of how an idyllic view of Sweden affects students studying Swedish as a foreign language as part of their studies in Scandinavistics. The students are familiar with the German culture and well aware of the legends and the myths about Sweden which are distributed via German media. At the same time they are shaping new images of Sweden in the didactic interaction with the teachers. The study indicates that the encounter with a foreign culture requires preparation to question even what seems to be self-evident. Hence, the study proposes an intertextual approach when using texts for studies in foreign languages. The result also demonstrates that even if it is important that we critically analyze the stories we hear and our interpretations of them, it is as important that we demand the right to get lost in dreams, because this is where we find a part of the secret of the esthetical experience.

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  • 127.
    Källström, Lisa
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Vad kan vi lära oss av berättelser?: De fiktivas funktion i svenska som främmande språk2011In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 139-161Article in journal (Refereed)
    Abstract [en]

    What can we learn from fiction? In this article, I discuss this question from an ethnographic point of view. With the two notions intertextuality and the foreign as a starting point, I show how an idyllic view of Sweden affects two students, Hanna and Åsa, studying Swedish as a foreign language as part of their studies in Scandinavistics. The two students are familiar with the German culture and well aware of the legends and the myths about Sweden which are distributed via German media. At the same time, they are shaping new images of Sweden in the didactic interaction with the teachers. The study indicates that the encounter with a foreign culture requires readiness to question even what seems to be self-evident. Hence, the study proposes an intertextual approach when using texts for studies in foreign languages. Only through a shift of perspectives are we able to see the world from a different angle.

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  • 128.
    Lelinge, Balli
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Klassråd - ett socialt rum för demokrati och utbildning: Om skola och barndom i förändring2011Licentiate thesis, monograph (Other academic)
    Abstract [sv]

    I denna licentiatuppsats studeras klassrådets möjligheter och villkor för att fungera som ett socialt rum för demokrati och utbildning. Studien förankras i en historisk tradition om skolans demokratiska uppdrag men tar också avstamp i en aktuell diskussion om deliberativ demokrati i skolan. Elever och lärare formulerar sig kring de villkor som behöver uppfyllas för att eleverna skall ha inflytande och ta ansvar i frågor som engagerar dem. Vidare observeras hur elever och lärare agerar i klassrådet under olika besluts- och diskussionsprocesser. Studien belyser en aspekt på skolan och den förändrade barndomen, där barns inflytande och egenansvar synliggörs. Genom att tydliggöra villkor och dilemman som lärare och elever ställs inför, problematiseras också barns aktörskap. Det framgår att eleverna har god förståelse av de beslutsprocesser som skolan är en del av. De är också engagerade i och vill utveckla klassrådet, samtidigt som de anger en rad villkor för att klassrådet skall vara en demokratisk arena. Eleverna framhåller att i klassrådet är det viktigt att alla får komma till tals och att alla lyssnar på de som talar. De talar om disciplinära aspekter av demokratiska processer och en strävan efter att låta klassrådet vara en störningsfri zon. För några av eleverna är den formella strukturen i ett klassråd ett problem, för andra är den snarare en möjlighet att rucka på maktbalansen mellan lärare och elever och mellan elever. Lärarna ser klassrådets potential men uttrycker också en osäkerhet om vilka frågor som eleverna kan och får besluta om i klassrådet för att skapa reell demokrati. Lärarna uttrycker en osäkerhet om det är den demokratiska processen eller det konkreta beslutet som är viktigast. Studien ger ett viktigt bidrag till debatten om demokrati i skolan genom att synliggöra de dilemman som elever och lärare ställs inför då de ”gör” demokrati i klassrådet. Avhandlingen ger en bild av den komplexitet som är invävd i begreppet demokrati och demokratiska processer i skolan och en fördjupad kunskap om barndom och sociala relationer i förändring, särskilt i förhållande till skolans demokratioch fostransuppdrag. Avhandling är en del av projektet ”Mångkontextuell barndom”, där skola, fritid och familj studeras som gränsöverskridande sociala rum i förändring.

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  • 129.
    Lilja Waltå, Katrin
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Läroböcker i svenska? En studie av ett läromedel för yrkesförberedande gymnasieprogram och dess modelläsare2011Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This licentiate thesis addresses what textbooks in the school subject Swedish specifically oriented to pupils in different vocational programmes at Swedish high school/ upper secondary schools (Gymnasiet) offer to their readers. The study uses qualitative textual analysis as its main approach as well as, to a certain extent, quantitative data from textbooks in the Blickpunkt series (Blickpunktserien). Since they are included in so called comprehensive teaching materials, Bra Svenska A and Bra Svenska B, certain aspects of these two books, primarily their selection of texts are also studied. My point of departure is that a given textbook presumes a certain type of reader – this is supported by Umberto Eco’s theory that an author always writes with a reader in mind, a model reader, and I pose the following question: What views on subject matter, literature and cognitive approach are conveyed by the textbooks and what does this tell us about their model readers? My interpretation is that there are both many similarities and many differencies between the various model readers presumed by the textbooks. The focus on future professional activities permeates all of the textbooks, but is somewhat less prominent in Blickpunkt bygg and Blickpunkt el, where, to a certain extent, the model reader is presumed to be working with topics which can be attributed to the Swedish subject matter area. In Blickpunkt barn och fritid, Blickpunkt fordon, Blickpunkt hotell och restaurang and Blickpunkt omvårdnad, the postulated reader is assumed to be uninterested in literature and is expected to work in a field only marginally related to the Swedish subject matter area. Instead the textbooks are organized on the basis of a general assumption regarding what know-how and qualifications are currently in demand on the labor market. Therefore we cannot say that they contain a genuine Swedish subject matter area. The formulation of the textbooks implies that a model reader is not expected to approach the texts with a critical mind in order to help him or her develop cognitive thinking and oral and written language skills.

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  • 130.
    Lindberg, Ulf
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Popular Modernism? The 'urban' style of interwar Tin Pan Alley2003In: Popular Music, ISSN 0261-1430, E-ISSN 1474-0095, Vol. 22, no 03, p. 283-298Article in journal (Other academic)
    Abstract [en]

    The approach of this article complements those of previous critics that account for the rise of the 'mature' style of Tin Pan Alley chiefly in terms of the internal logic of the field of American popular music. It suggests that the so-called golden age of the Alley (ca. 1920?1940) should be considered in broader cultural terms, provided by modernisation and especially the growth of a ?cool?, urban sensibility, representing a crucial reassessment of Victorian emotional style. In their contributions to this reassessment, the Alley greats stretched the conventions of popular song-writing in a number of ways, usually described vaguely in terms of wit, sophistication and the like. Qualifying these concepts by lyrical analysis, the article suggests that the self-reflexive use of irony, linguistic play and realist imperatives makes a number of songs approach contemporary high literature in such a way that it makes sense to speak of a popular modernism.

  • 131.
    Lindberg, Ulf
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Writing the nation. On Ulf Lundell's "Öppna landskap"2007Conference paper (Refereed)
    Abstract [en]

    As Benedict Anderson has made clear, the media are superior creators and perpetuators of nations as imagined communities. Ulf Lundell’s ”Öppna landskap” (”Open landscapes”, 1982) is a song that was immediately appropriated as kind of new national anthem, no matter which were the artist’s intentions. In line with this, my interest in the song focuses on the way it represents an update of Swedishness. I will depart from that key feature of Romanticism which literary critic Horace Engdahl has named ”the living gaze” and follow its vicissitudes through the Swedish visa and rock in Swedish into the contemporary ”experience society”. Finally I will draw on post-colonial and eco criticism to discuss the presuppositions of Lundell’s move.

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  • 132.
    Lindberg, Ulf
    et al.
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Reimer, Bo
    Malmö högskola, Faculty of Culture and Society (KS), School of Arts and Communication (K3).
    Bildning och estetik i utbildning2005Report (Other academic)
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  • 133.
    Lindh, Anders
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Linnér, Bengt
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    "Distansutbildning passar in i mitt liv just nu!" Om hur studerande som läser svenska på distans ser på lärande i textbaserade webbkonferenser2003In: Didaktikens mångfald: artiklar presenterade vid 2002 års Rikskonferens i didaktik vid Högskolan i Gävle / [ed] Göran Fransson, Högskolan i Gävle , 2003, p. 215-225Chapter in book (Other academic)
    Abstract [sv]

    Artikeln behandlar hur distansstuderande i en vidareutbildning för ettämneslärare till tvåämneslärare, med ämnet svenska som andra ämne, uppfattar ett textbaserat nätburet konferenssystem som hjälpmedel i studierna.

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  • 134.
    Linnér, Bengt
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Skolan, barnafödandet och historien2002In: Sydsvenska dagbladet, ISSN 1104-0068Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Artikeln handlar om vilken typ av kunskap som ska förhandlas som kan konstrueras i en undervisningssituation

  • 135.
    Linnér, Bengt
    et al.
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Lindh, Anders
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Mönster i skrivsamtal på nätet: om svenskstuderandes lärande i textbaserade2003In: Nära samarbete - på distans: nio texter om att lära på nätet, Malmö högskola, Lärarutbildningen , 2003, p. 233-256Chapter in book (Other academic)
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  • 136.
    Linnér, Bengt
    et al.
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Lundin, Katarina
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Klassrummens många språk: att förhålla sig till elevers språkbruk2011Book (Other academic)
  • 137.
    Lundahl, Bo
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    All läsa aktivt, kreativt och kritiskt2001In: Språkboken: en antologi om språkundervisning och språkinlärning / [ed] Rolf Ferm, Per Malmberg, Skolverket Liber , 2001, p. 94-109Chapter in book (Other academic)
  • 138.
    Lundahl, Bo
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Engelsk språkdidaktik: texter, kommunikation, språkutveckling2009Book (Other academic)
    Abstract [en]

    This book in the area of Educational linguistics deals with different types of texts - spoken, written as well as images - and their importance and usefulness in language learning and language teaching. Text types and genres are emphasized based on a holistic view of speech, reading and writing.

  • 139.
    Lundahl, Bo
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Kultur eller kontrakt? Några jämförelser mellan svensk och brittisk skola2007In: Rapporter om utbildning;3, Malmö högskola, Lärarutbildningen , 2007, p. 97-103Chapter in book (Other academic)
    Abstract [en]

    The article compares the Swedish decentralied school system to the British England and Wales)standardised and prescriptive model. Using Hargreaves' descriptions of culture and contract regimes, it arrives at the conclusion that the quality in not found in the model itself but in the way it is constructed in the local context.

  • 140.
    Lundahl, Bo
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Kursplanen och ämnesplanen i engelska. Några vägval och konsekvenser2011In: LMS : Lingua, ISSN 0023-6330, no 3, p. 25-29Article in journal (Other academic)
    Abstract [en]

    The article analyses the new steering documents for English for the Swedish school with a focus on the individual in relation to social interaction; implicit and explicit knowledge; English in relation to Swedish and culture as a process or product.

  • 141.
    Lundahl, Bo
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Texter, kontexter och texttyper2011In: Språklärarens stora blå? En samling texter om Gemensam europeisk referensram för språk / [ed] Carin Söderberg, Uppsala universitet, 2011, p. 48-51Chapter in book (Other academic)
    Abstract [en]

    A discussion of how "text" is defined and viewed in The Common European Framework of Reference for Languages. The text also includes a discussion of how texts, text types and genres appear in the Swedish syllabuses for English.

  • 142.
    Lundahl, Bo
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Texttyper och genrer som nycklar till språkutveckling2009In: LMS : Lingua, ISSN 0023-6330, no 3, p. 30-34Article in journal (Other academic)
    Abstract [en]

    The article describes how different text types are expressed in the Swedish syllabuses for English. It also accounts for the role text types and genres may play for the development of a broad linguistic repertoire. Finally, it discusses the relationship between teacher support and students' ability to express themselves more freely.

  • 143.
    Lundahl, Bo
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Tydligare och bättre: kursplanen i engelska2011In: Grundskoletidningen, ISSN 1652-7844, Vol. 21, no 2, p. 20-25Article in journal (Other academic)
    Abstract [en]

    The article analyses the new syllabuses for English based on the relationship between the different language abilities, the relationship between function and form, how the syllabuses view texts and culture. It also discusses to what extent the new knowledge requirements may lead to increased equivalence when studetnts' language is assessed.

  • 144.
    Lundahl, Bo
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Uppgifter och samspelet mellan undervisning och lärande2010In: LMS : Lingua, ISSN 0023-6330, no 1, p. 34-39Article in journal (Other academic)
    Abstract [en]

    The article discusses different ways of defining tasks in language education. It also discusses tasks and their potential for investigating teacher beliefs concerning language development and language teaching. Finally, the article discusses the relationship between teaching and learning

  • 145.
    Lundin, Katarina
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Constructions with "låta", LET, reflexives and passive-s - a comment on some differences, similarities and related phenomena2003In: Working papers in Scandinavian syntax, Department of Scandinavian Languages, Lund University , 2003, p. 91-112Chapter in book (Other academic)
    Abstract [en]

    This article discusses the fact that despite almost identical syntactically, the Mainland Scandinavian languages sometimes display clear syntactic differences. One instance regards the word order in constructions with låta, LET, where Danish accepts a word order that is not grammatically correct in Swedish. In this connection the impact of the Swedish reflexive pronoun sig is of interest, since in the presence of sig the Danish word order is allowed in Swedish as well. I will claim that there is a crucial difference between the LET-constructions in Danish and Swedish, where the Danish structural description however matches the Swedish one in constructions containing a reflexive pronoun. Furthermore, I will show that the Swedish reflexive pronoun sig is connected to the passive-s, since sig as well as -s sometimes bears a θ-role and sometimes not. The focus is primarily on Swedish and Danish, since Norwegian in most respects behaves like Swedish.

  • 146.
    Lundin, Katarina
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Hur väl förstår vi varandra i Norden idag?2005In: Språk i Norden, ISSN 0108-8270, p. 159-176Article in journal (Other academic)
  • 147.
    Lundin, Katarina
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Satsförkortningen i svenskan - ett försök till en gemensam beskrivning2004In: Vetenskapssocietetens i Lund Årsbok 2004;, Vetenskapssocieteten i Lund , 2004, p. 38-47Chapter in book (Other academic)
  • 148.
    Lundin, Katarina
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Tala om språk: grammatik för lärarstuderande2009Book (Other academic)
  • 149.
    Lundin, Katarina
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    The multifunctional 'ba'. A finiteness marker in the guise of an adverbial2005In: Working papers in Scandinavian syntax, Department of Scandinavian Languages, Lund University , 2005, p. 73-92Chapter in book (Other academic)
    Abstract [en]

    The aim of this article is to propose a syntactic analysis of a construction found in spoken Swedish, namely the so-called ba-construction, similar to the English like-construction. In the construction at hand, ba is usedto introduce a quotation in a narrative sequence of the speech, hence fulfils the role of the finite verb in the clause; the construction does not contain any main verb. In my analysis, however, I assume that there is a null verb UTTER in V°. In the presence of an adverbial (of time), the word order of the clause is classified as V3, which word order normally is ruled out in Swedish, being a V2 language. I will propose that in order to account for the deviating clause structure in the presence of ba, and in addition, ba and an adverbial, one needs a split CP analysis. My proposal is that ba is to be considered a finiteness marker, situated in Fin° and carrying a [Fin]-featwe, and that the adverbial, when present, is situated in Spec,ForceP, constituting a frame topic for the whole utterance.

  • 150.
    Lundin, Katarina
    et al.
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Linnér, Bengt
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Examensarbetet på lärarutbildningen. En kollektiv process2011Book (Other academic)
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