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Kauppinen, Asko
Publications (10 of 22) Show all publications
Wärnsby, A., Kauppinen, A. & Finnegan, D. (2021). Reflective Writing on an ESL Writing Course: Accessing Metacognition to Inform Curriculum Design and Assessment. Educare, 1, 38-56, Article ID 4.
Open this publication in new window or tab >>Reflective Writing on an ESL Writing Course: Accessing Metacognition to Inform Curriculum Design and Assessment
2021 (English)In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 1, p. 38-56, article id 4Article in journal (Refereed) Published
Abstract [en]

Research shows that student reflective writing is a valuable window into student learning, particularly student metacognition; however, our knowledge of the challenges of accessing metacognition to inform curriculum design and assessment practices in the ESL (English as a Second Language) context is less robust. This paper reports two qualitative studies of student reflective writing on an ESL writing course within a teacher education programme. The studies investigate how student metacognition manifests itself in reflective papers and how mapping student metacognition can inform evidence-based curriculum design and assessment. The data comes from several iterations of an ESL writing course and is analysed using directed and conventional content analyses. Our results expose a complex relation between metacognition, curriculum design and assessment practices: 1) unless scaffolded by the curriculum design to use precise terminology, students resort to expressing their understanding of the course content in terms of everyday, vernacular language and 2) student reflective writing not only provides a more nuanced picture of their learning than the final course grades but is invaluable for developing scaffolding and assessment practices. Based on our results, we recommend integrating structured reflection as part of the regular curricula to gauge ESL student metacognition and monitor more precisely their uptake of course content.

Place, publisher, year, edition, pages
Malmö universitet, 2021
Keywords
metacognition, ESL, academic writing, curriculum design, assessment, reflective writing
National Category
General Language Studies and Linguistics Didactics
Identifiers
urn:nbn:se:mau:diva-47034 (URN)10.24834/educare.2021.1.4 (DOI)
Available from: 2021-11-24 Created: 2021-11-24 Last updated: 2023-03-28Bibliographically approved
Hillgren, P.-A., Lindström, K., Strange, M., Witmer, H., Chronaki, A., Ehn, P., . . . Westerlaken, M. (2020). Glossary: Collaborative Future-Making.
Open this publication in new window or tab >>Glossary: Collaborative Future-Making
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2020 (English)Other (Other academic)
Abstract [en]

Collaborative Future-Making is a research platform at the Faculty of Culture and Society at Malmö University that is concerned with how to envision, elaborate and prototype multiple, inclusive, and sustainable futures. The platform gathers around 20 researchers that share a methodological interest in how critical perspectives from the humanities and social sciences can be combined with the constructive and collaborative aspects of making and prototyping in design research.

The research centers around two major themes:

  • Critical imagination​, which focuses on how basic assumptions, norms and structures can be challenged to widen the perspectives on what can constitute socially, culturally, ecologically and economically sustainable and resilient futures.
  • Collaborative engagements​, which focuses on how we can set up more inclusive collaborations to prototype and discuss alternative futures, engaging not only professionals and policy makers but also citizens and civil society.

During 2019 the research group set out to make a shared glossary for collaborative future-making. The glossary is multiple in purpose and exists in several versions. Hopefully there will be more to come. At first, the making and articulation of the glossary was used within the research group as an exercise to share concepts that we found central to collaborative future-making, coming from different disciplines. This published version of the glossary was assembled to be used during a workshop called ​Imagining Collaborative Future-Making,​ which gathered a group of international researchers from different disciplines.

The collection of concepts reflects the heterogeneous and diverse character of the research group and a strong belief in that plurality regarding ontologies and epistemologies will be crucial to be able to handle the multiple uncertainties and complex challenges we have to face in the future. Some of the concepts are already well established within different research communities, but gain a specific meaning in relation to the research area. Others are more preliminary attempts to advance our understanding or probe into new potential practices within collaborative future-making. In that sense the concepts in the glossary are well situated and grounded in past and ongoing research within this research group, at the same time as they are meant to suggest, propose and point towards practices and approaches yet to come.

The concepts in this glossary are not only meant to be descriptive but also performative. In that sense, assembling and circulating this glossary is part of collaborative future-making. As pointed out by Michelle Westerlaken in her articulation of “Doing Concepts” (see page 15), “...without proposing, critiquing, or working towards a common or uncommon understanding of certain concepts, it becomes impossible to ‘make futures’ in any deliberate fashion.”

Publisher
p. 34
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-14308 (URN)
Available from: 2020-03-31 Created: 2020-03-31 Last updated: 2023-10-20Bibliographically approved
Clavier, B. & Kauppinen, A. (2019). Art and the Management of the Racial Archipelago: What is Äga Rum in the Million Homes Programmes in Malmo?. Scandinavica: An International Journal of Scandinavian Studies, 58(3), 37-66
Open this publication in new window or tab >>Art and the Management of the Racial Archipelago: What is Äga Rum in the Million Homes Programmes in Malmo?
2019 (English)In: Scandinavica: An International Journal of Scandinavian Studies, ISSN 0036-5653, Vol. 58, no 3, p. 37-66Article in journal (Refereed) Published
Abstract [en]

In 2015, the Swedish government allocated 130 million SEK to Äga rum ('Taking Place'): a three-year program of arts projects across Sweden to address low voter turnout in certain housing areas, but which, in effect, target the immigrants. We argue-through a short account of Foucault's take on the state, biopolitics, race, and governmentalisation-that this is an example of contemporary state racism, which is best understood as an inextricable part of biopolitical governmentalisation through forms of veridiction. We further analyse a specific governmental program (Äga rum) and a specific project (anonymised) within that program which takes place in two Miljonprogrammet housing areas in Malmö. Although both the program and the project have clear political agendas of empowerment and anti-exclusion, we argue that they nevertheless end up producing racial divisions and what we call a 'racial archipelago.'

Place, publisher, year, edition, pages
Norvik Press, 2019
Keywords
cultural policy, the racial state, biopolitics, governmentality, expediency of culture, border as method, participatory art projects
National Category
Human Geography
Identifiers
urn:nbn:se:mau:diva-64431 (URN)10.54432/scand/ILAJ7047 (DOI)000647759900003 ()
Available from: 2023-12-14 Created: 2023-12-14 Last updated: 2023-12-14Bibliographically approved
Wärnsby, A., Kauppinen, A., Aull, L., Leijen, D. & Moxley, J. (2018). Affective Language in Student Peer Reviews: Exploring Data from Three Institutional Contexts (ed.). Journal of Academic Writing, 8(1), 28-53
Open this publication in new window or tab >>Affective Language in Student Peer Reviews: Exploring Data from Three Institutional Contexts
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2018 (English)In: Journal of Academic Writing, E-ISSN 2225-8973, Vol. 8, no 1, p. 28-53Article in journal (Refereed) Published
Abstract [en]

Although peer review is a common practice in writing classrooms, there are still few studies that analyze written patterns in students’ peer reviews across multiple institutional contexts. Based on a sample of approximately 50,000 peer reviews written by students at the University of South Florida (USF), Malmö University (MAU), and the University of Tartu (UT), this study examines how students formulate criticism and praise, negotiate power relations, and express authority and expertise in reviewing their peers’ writing. The study specifically focuses on features of affective language, including adjectives, expressions of suggestion, boosters and hedges, cognitive verbs, personal pronouns, and adversative transitions. The results show that across all three contexts, the peer reviews contain a blend of foci, including descriptions and evaluations of peer texts, directives or suggestions for revisions, responses to the writer or the text, and indications of reader interpretations. Across all three contexts, peer reviews also contain more positively glossed responses than negatively glossed responses. By contrast, certain features of affective language pattern idiosyncratically in different contexts; these distinctions can be explained variously according to writer experience, nativeness, and institutional context. The findings carry implications for continued research and for instructional guidance for student peer review.

Place, publisher, year, edition, pages
European Association for the Teaching of Academic Writing, 2018
Keywords
peer-review, big data, intercultural rhetoric, corpus research, affective language
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:mau:diva-14456 (URN)10.18552/joaw.v8i1.429 (DOI)26718 (Local ID)26718 (Archive number)26718 (OAI)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2024-01-22Bibliographically approved
Clavier, B. & Kauppinen, A. (2018). Tarihsel Ontoloji Olarak Kültür Politikası: Sanatın Hükümetleşmesi Üzerine (ed.). In: (Ed.), (Ed.), Kültür Politikası Yıllık;2017-2018: (pp. 155-167). : Kültür Politikaları ve Yönetimi Araştırma Merkez
Open this publication in new window or tab >>Tarihsel Ontoloji Olarak Kültür Politikası: Sanatın Hükümetleşmesi Üzerine
2018 (English)In: Kültür Politikası Yıllık;2017-2018, Kültür Politikaları ve Yönetimi Araştırma Merkez , 2018, p. 155-167Chapter in book (Other academic)
Abstract [en]

This paper maps some of the ontological and methodological concerns incurred by the governmentalization of art and culture that has come about in most advanced liberal societies since WWII. The main argument is that cultural policy forms a new historical ontology constituting a transformed relationship between art and the state. This transformed relationship has profound effects on the “art institution,” loosely defined after Peter Bürger as the apparatuses of production and distribution of the art system but also the historical ideas about what art is and what it should be doing. This transformation has produced a new situation for art and for artists: if print capitalism secured the conception of the artist-genius and the contemplative reader, then today we have the emergence of something new. In the wake of the governmentalization of art we have a landscape on the horizon, one that belabors art with economic, social and quantifiable functions. It is in this context that cultural policy has become a “historical ontology.”

Place, publisher, year, edition, pages
Kültür Politikaları ve Yönetimi Araştırma Merkez, 2018
Keywords
Art, Aesthetic Function, Cultural Policy, Peter Bürger, Michel Foucault, Ian Hacking, Veridiction, Historical Ontology
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:mau:diva-9394 (URN)27154 (Local ID)9789750525056 (ISBN)27154 (Archive number)27154 (OAI)
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2020-06-02Bibliographically approved
Clavier, B. & Kauppinen, A. (2018). The Cascading Metrologies of Swedish Cultural Policy (ed.). Nordisk kulturpolitisk tidskrift, 21(2), 179-199
Open this publication in new window or tab >>The Cascading Metrologies of Swedish Cultural Policy
2018 (English)In: Nordisk kulturpolitisk tidskrift, ISSN 1403-3216, E-ISSN 2000-8325, Vol. 21, no 2, p. 179-199Article in journal (Refereed) Published
Abstract [en]

The commencement of cultural policy in Sweden is analysed as part of global and networked socio-technical agencements, beginning with the transformation of the political rationalities underlying state support for theatre in the early nineteen-thirties and ending in the current moment, which is described as a phase of cascading metrologies. Using Actor Network Theory as a methodology, the article explores how cultural policy partakes in what Foucault has elaborated as the progressive governmentalization of power relations, whereby art and culture, in this case, is “elaborated, rationalized, and centralized in the form of, or under the auspices of, state institutions.” Specific attention is brought to the historical role of UNESCO in the governmentalization of art and culture, and its importance for the first Swedish bill of culture. The article also elaborates on the central role of metrologies in the process of governmentalization, whereby art and culture is subjected to measuring devices, and by extension, concepts and instruments that contribute to the progressive socialization and naturalization of novel art-effects, such as social and economic development.

Place, publisher, year, edition, pages
Idunn, 2018
Keywords
Art and culture, Swedish cultural policy, UNESCO, metrology, Actor-Network Theory, Governmentalization
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:mau:diva-1744 (URN)27079 (Local ID)27079 (Archive number)27079 (OAI)
Available from: 2020-02-27 Created: 2020-02-27 Last updated: 2022-07-04Bibliographically approved
Clavier, B. & Kauppinen, A. (2017). Art for integration: political rationalities and technologies of governmentalisation in the city of Malmö (ed.). In: Maryam Fanni, Elof Hellström, Sarah Kim (Ed.), Maryam Fanni, Elof Hellström, Sarah Kim (Ed.), Ett texthäfte om konst- och kultursatsningar i relation till ägande och styrning: (pp. 23-38). : MDGH
Open this publication in new window or tab >>Art for integration: political rationalities and technologies of governmentalisation in the city of Malmö
2017 (English)In: Ett texthäfte om konst- och kultursatsningar i relation till ägande och styrning / [ed] Maryam Fanni, Elof Hellström, Sarah Kim, MDGH , 2017, p. 23-38Chapter in book (Other academic)
Abstract [en]

Cities increasingly use artistic and cultural activities to promote active citizenship and social cohesion. We suggest that city-sponsored cultural and artistic practices in Sweden are finding a new discursive context in migration. In this article, we look at two artistic and cultural institutions in Malmö, Sweden: Arena 305 and Drömmarnas hus. We develop a typology of governmentalisation based on the work of Nicholas Rose and Peter Miller, which allows us to describe the governing activity of Arena 305 and Drömmarnas hus. What becomes visible is the discrepancy between the moral form of the political rationalities and the technologies of government: even though institutions may harbour ideals and principles of inclusion, they are perfectly capable of sustaining activities that brighten the very boundaries they set out to challenge.

Place, publisher, year, edition, pages
MDGH, 2017
Keywords
art, culture, cities, integration, social cohesion, governmentalisation
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-9554 (URN)22432 (Local ID)978-91-639-2840-6 (ISBN)22432 (Archive number)22432 (OAI)
Note
Reprint of: Berndt Clavier & Asko Kauppinen (2014) Art for integration : political rationalities and technologies of governmentalisation in the city of Malmö, Identities, 21:1, 10-25, DOI: 10.1080/1070289X.2013.841580Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved
Kauppinen, A. & Clavier, B. (2017). Checkboxes and radio buttons: metrologies, cultural policy, and the dispositif of art management (ed.). ENCATC Journal of Cultural Management & Policy, 7(1), 59-70
Open this publication in new window or tab >>Checkboxes and radio buttons: metrologies, cultural policy, and the dispositif of art management
2017 (English)In: ENCATC Journal of Cultural Management & Policy, ISSN 2224-2554, Vol. 7, no 1, p. 59-70Article in journal (Refereed) Published
Abstract [en]

Cultural policies will be analysed as producing what Bruno Latour calls “metrologies”; that is, measuring devices and valuemeters, and by extension, concepts and instruments that contribute to the progressive socialization and naturalization of art effects such as social sustainability, community cohesion, social capital, and innovation. The case analysed will be the art scene of the city of Malmö, its policies and metrological devices, with a focus on one community theatre project as an exemplary case. The metrologies, we claim, are the ways in which the policy apparatus opens up to larger concerns of what Michel Foucault calls dispositifs, linking art policy to other policy changes and societal concerns in general, and making art respond to those concerns in managed ways.

Place, publisher, year, edition, pages
ENCATC, 2017
Keywords
Cultural policy, Performance measurement, Participation, Art funding, Governmentalisation
National Category
Medical and Health Sciences
Identifiers
urn:nbn:se:mau:diva-1722 (URN)000426067500005 ()27076 (Local ID)27076 (Archive number)27076 (OAI)
Available from: 2020-02-27 Created: 2020-02-27 Last updated: 2023-12-14Bibliographically approved
Kauppinen, A. & Wärnsby, A. (2017). Politeness, Criticism & Praise in Student Peer Reviews: A Cross-Cultural Analysis (ed.). Paper presented at Writing Research Across Borders (WRAB) IV 2017, Bogotá, Colombia (15-18 February, 2017). Paper presented at Writing Research Across Borders (WRAB) IV 2017, Bogotá, Colombia (15-18 February, 2017).
Open this publication in new window or tab >>Politeness, Criticism & Praise in Student Peer Reviews: A Cross-Cultural Analysis
2017 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In this exploratory, descriptive study, we examine ways in which students negotiate symmetrical and asymmetrical power relations and express their authority and expertise in reviewing their peers’ writing. Furthermore, we question the ways in which the context for these peer reviews may explain differences in commenting styles. This mapping of peer reviews is layered by different cultural and developmental contexts. Our corpus is composed by students and faculty at Malmö University (Sweden), the University of South Florida (U.S.) and the University of Tartu (Estonia). These students were enrolled in a variety of courses at different educational levels: the Malmö students were enrolled in an English teacher trainee program, the USF students were enrolled in first-year composition, and the students at Tartu were doctoral students working on their journal articles. To conduct this analysis, we will pay particular attention to linguistic expressions such as modality markers, verbs, adverbs and adjectives, and transitions as indicators of politeness, criticism and praise. One of the dimensions for comparison is the difference, if any, manifested in the peer reviews depending whether the peer reviewer is a native speaker of English or an EFL learner. Brown, P., & Levinson, S. C. (1987). Politeness: some universals in language usage ([Rev. ed.] with corr., new introd. and new bibliogr). Cambridge: Cambridge Univ. Press. Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2–3), 87–105. http://doi.org/10.1016/S1096-7516(00)00016-6 Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4), 304–315. http://doi.org/10.1016/j.learninstruc.2009.08.007 Martin, J. R., & White, P. R. R. (2007). The Language of Evaluation. Basingstoke: Palgrave Macmillan. Retrieved from http://www.palgraveconnect.com/doifinder/10.1057/9780230511910 Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: how different types of peer feedback affect writing performance. Instructional Science, 37(4), 375–401. Sadler, D. R. (1989). Formative Assessment and the Design of Instructional Systems. Instructional Science, 18(2), 119.

Keywords
academic writing, politeness, criticism, corpus, writing analytics, cross-cultural
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-11078 (URN)22326 (Local ID)22326 (Archive number)22326 (OAI)
Conference
Writing Research Across Borders (WRAB) IV 2017, Bogotá, Colombia (15-18 February, 2017)
Available from: 2020-02-29 Created: 2020-02-29 Last updated: 2022-06-27Bibliographically approved
Wärnsby, A., Kauppinen, A., Eriksson, A., Wiktorsson, M., Bick, E. & Olsson, L.-J. (2016). Building interdisciplinary bridges: MUCH: The Malmö University-Chalmers Corpus of Academic Writing as a Process. In: Olga Timofeeva, Anne-Christine Gardner, Alpo Honkapohja, Sarah Chevalier (Ed.), Olga Timofeeva, Anne-Christine Gardner, Alpo Honkapohja, Sarah Chevalier (Ed.), New Approaches to English Linguistics: Building bridges (pp. 197-211). John Benjamins Publishing Company
Open this publication in new window or tab >>Building interdisciplinary bridges: MUCH: The Malmö University-Chalmers Corpus of Academic Writing as a Process
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2016 (English)In: New Approaches to English Linguistics: Building bridges / [ed] Olga Timofeeva, Anne-Christine Gardner, Alpo Honkapohja, Sarah Chevalier, John Benjamins Publishing Company, 2016, p. 197-211Chapter in book (Other academic)
Abstract [en]

This paper describes a corpus of writing as a process (MUCH), comprising English as a Foreign Language (EFL) student texts. The corpus will contain a large number of richly annotated papers in several versions from students of different performance levels. It will also include peer and instructor feedback, as well as tools for visualising the revision process, and for analysing the writing process and the peer and instructor feedback. MUCH will make it possible to study how texts develop and change in the course of the writing process and how feedback impacts the process.

Place, publisher, year, edition, pages
John Benjamins Publishing Company, 2016
Series
Studies in Language Companion Series, ISSN 0165-7763 ; 177
Keywords
Corpus, Writing process, Peer and instructor feedback, EFL
National Category
Humanities and the Arts
Identifiers
urn:nbn:se:mau:diva-16301 (URN)21543 (Local ID)9789027259424 (ISBN)9789027266811 (ISBN)21543 (Archive number)21543 (OAI)
Available from: 2020-03-30 Created: 2020-03-30 Last updated: 2022-06-27Bibliographically approved
Projects
Measuring Progression: BA and MA Theses at the Faculty of Education and Society, Malmö University; Malmö University
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