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Vidensnotat (1) om undervisningsdifferentiering: Et litteraturstudie om undervisningsdifferentiering på videregående uddannelser
No full textFormålet med dette litteraturstudie er at bidrage til afdækning af den eksisterende, forskningsbaserede viden om undervisningsdifferentiering på videregående uddannelser. Teoretisk bygger den identificerede litteratur på en forståelse af undervisningsdifferentiering som en studentercentreret tilgang i modsætning til en undervisercentreret tilgang og er især inspireret af Vygotskys idé om zonen for den nærmeste udvikling og konstruktivistiske idéer om læring som social handling.
I litteraturstudiet har vi undersøgt, hvilke muligheder og udfordringer der er for at håndtere forskellige læringsforudsætninger via undervisningsdifferentiering på videregående uddannelser. Desuden har vi undersøgt, på hvilke måder og med hvilke midler man kan undervisningsdifferentiere på videregående uddannelser. Notatet præsenterer en række identificerede begreber og en samlet model for differentieret praksis
Home and ”Hygge” in Tidens Kvinder, a Popular Danish Women’s Magazine, 1930-1960
No full textStudies on the modern Western home often relate its’ origin to a particular kind of female-coded intimacy and family-oriented private space, based on new social and material norms related to the bourgeoisie. However, there has been less focus on how this archetype developed historically during mid-20th century when popular culture started to dominate mediation on home and privacy, especially in the context of modernist architecture and design. This paper explores changing concepts of the private home in the Danish popular magazine Tidens Kvinder (Today’s Women) from 1930 to 1960. By examining housing features, home portraits, expert commentary, and editorials, the article shows how ideas of the private home are entangled with discussions of modernist design and architecture, representation of interiors and broader social contexts. The paper concludes that the Danish term hygge (cosiness) was promoted as a cultural mechanism of appropriation related to home as a private space. The magazine suggested that through hygge, homemakers could assert lived space against the abstraction of planned environments of rationality, functionalism and effectiveness. Thus, hygge served as an emotional and material tool to bridge past and future – linking early bourgeois notions of the home with the lifestyle dwelling that came to characterize modern Western suburbanization. Thus, the paper adds new insights into how popular culture and notions of privacy are closely linked
The invention of the concept of solitude: What one can learn in Tove Jansson’s Moominvalley about being alone
No full textDenne artikel argumenterer for at vi på dansk mangler et ord for det gode ved at være alene og bruger Tove Janssons romaner om Mumidalen som litterær ressource for en kritik af vores samtid med dens hypostasering af det sociale på den ene side og udbredte ensomhed på den anden. Vi peger på at valoriseringen af det at være alene i et kulturhistorisk perspektiv er stærkt kønnet: Det har traditionelt været sådan at mænd med stolthed kunne gå alene mens kvinder der var alene, er blevet set som sølle, patologiske eller farlige. At fremme enehed gennem Janssons forfatterskab indebærer på den måde også en queer læsning af det fordi vi gør op med en patriarkalsk arv i den enehedens kulturhistorie som vi knytter bøgerne om Mumidalen til.This article argues that we lack a word in Danish for the positive aspects of being alone. We use Tove Jansson’s Moominvalley novels as a literary resource for a critique of our contemporary world with its hypostasis of the social on the one hand and widespread loneliness on the other. We point out that the valorization of being alone in a cultural-historical perspective is strongly gendered: traditionally, men could walk alone with pride, while women who were alone were seen as puny, pathological or dangerous. Promoting solitude through Jansson’s writing is in this way also a queer reading of it because we are challenging a patriarchal legacy in the cultural history of solitude
Helsingør – en udadvendt by gennem århundreder
Full text linkHelsingør som en del af Øresundsregionens bynetvær
Samlingsarbejdet i 2024
No full textSteno Museets samlingsarbejde sidste år har budt på interessante donationer. Det drejer sig om elektronmikroskopi og ikke mindst et legendarisk flag, som har været en tur i rummet. Samtidig har der været arbejdet ihærdigt på at registrere og ordne samlingerne
Rundvisninger i Uniparken
No full textNu er det muligt at komme på en guidet tur mellem de gule universitetsbygninger i Danmarks største egepark
Scenariedidaktik som övergripande ämnesdidaktisk modell utifrån olika didaktiska paradigmperspektiv med fokus på bildning
No full textThe article argues that scenario didactics can be seen as an overall didactic model. Didactic models in general link theory and practice. The article highlights both the theoretical base for scenario didactics and several examples of different scenario didactic methods. A connection is made to Nielsen's four subject didactic paradigms (oriented towards the basic subject, everyday life/individual, society/challenges and the world/existence, respectively). The article highlights that scenario didactics can primarily be linked to challenge didactics/the society paradigm. At the same time, there are also traces of both the individual-centered paradigm and the fourth reflective and world-centered paradigm. In addition, there is a clear basis in relevant subject content. At several places in the article, the great potential of scenario didactics for critical-eco-reflexive Bildung is emphasized. As a framework, the article begins with a brief description of subject didactics as a field and a historical comparison between didactics in Denmark and Sweden. The article concludes with a proposal for four questions as a complement to Klafki's classical didactic analysis.I artikeln argumenteras för att scenariedidaktik kan ses som en övergripande ämnesdidaktisk modell. Didaktiska modeller i allmänhet knyter samman teori och praktik. I artikeln lyfts fram såväl teoribasen för scenariedidaktik som ett flertal exempel på olika scenariedidaktiska arbetsformer. En koppling görs till Nielsens fyra ämnesdidaktiska paradigm (orienterade mot basämnet, vardag/individ, samhälle/utmaningar respektive världen/existens). Artikeln lyfter fram att scenariedidaktik främst kan kopplas till utmaningsdidaktik/samhällsparadigmet. Samtidigt finns det spår av såväl det individcentrerade paradigmet som av det fjärde reflekterande och världscentrerade paradigmet. Dessutom finns en tydlig bas i relevant ämnesinnehåll. På flera ställen i artikeln betonas den stora potential för kritisk-eko-reflexiv bildning som finns med scenariedidaktik. Som inramning inleds artikeln med en kort beskrivning av ämnesdidaktik som fält och en historisk jämförelse mellan didaktiken i Danmark och Sverige. Artikeln avslutas med ett förslag till fyra reflektionsfrågor som komplement till Klafkis klassiska didaktiska analys
Grammatikken som kampplads i skolens sprogfag
No full textDenne artikel responderer på hovedartiklen om grammatikundervisning på tværs af sprogfag. Indledningsvis sættes det beskrevne tværsproglige eksperiment med kontekstualiseret grammatikundervisning ind i en ramme af empirisk forskningsviden om flersprogethed og sprogtilegnelse samt flersprogethedsorienterede og tværsproglige tilgange til sprogundervisning. Herefter inddrages Ellen Kroghs perspektiv på undervisningsfag som teoretisk, kulturel og retorisk praksis i en analyse af de forskelle og ligheder, der beskrives mellem grammatikundervisningen i de tre fag, som den fremstår i hovedartiklen og i anden diskurs og forskning. Den afsluttende del af artiklen diskuterer eksperimentet i et paradigmeanalytisk perspektiv, og finder, at den kontekstualiserede grammatikundervisning, forfatterne lægger op til, kan forstås refleksionsdidaktisk. Dette leder til spørgsmålet om, hvilke didaktiske grundpositioner, eleverne i øvrigt møder i grammatikundervisningen på tværs af fag, og hvorvidt disse kan og bør bringes i samklang.This chapter is a response to the chapter by Kabel et al. on contextualized grammar teaching across the language subjects Danish, English and German. The chapter starts off by considering the cross-linguistic teaching experiment described in the main chapter in the context of existing research on multilingualism, language acquisition and plurilingual approaches to language teaching. Subsequently, Krogh’s approach to school subjects as theoretical, cultural and rhetorical practice is applied in an analysis of the similarities and differences between grammar teaching as observed in the three subjects according to the main chapter and other research. Finally, the chapter discusses the experiment from a paradigm analytical point of view, concluding that the contextualized grammar teaching aimed for in the experiment may be described as reflection-oriented in the sense of Krogh. This lead the author to reflect on the kinds of basic assumptions about teaching that students may meet in grammar teaching across subjects and whether these may or should be in harmony with each other
The Creative Loom: Proposing a New Characterisation of the Technology of Weaving
No full textTeknologi er blevet et af vor tids mest centrale undersøgelsesemner, og en aktuel diskussion går på, hvorvidt nye teknologier begynder at kunne agere kreativt side om side med mennesker. Med afsæt i sådanne spørgsmål spørger denne artikel til, om kreativitet også kan spores i en ældgammel teknologi som væveteknologien. Som der argumenteres for i artiklen, viser meget nyere forskning i vævningens historie nemlig, at en række andre fænomener end bare tekstiler er blevet til som resultat af vævning.The article takes its point of departure in recent discussions of the creative potentials within new technology. Based on theoretical directions such as Actor Network Theory, Posthumanism and New Materialism, the article suggests that we also become aware of how a much older technology – the technology of weaving – has acted creatively throughout human history. The article presents and collates the work of researchers from various fields in order to argue that weaving has played a creative role in the societies where it has been practised. Through the research of diverse scholars, weavers, and artists, weaving’s capacities to co-create and give shape to visual and material art, mathematical concepts, music, literature, and dance is explored. Finally, it is discussed what we might gain if we approach a technology such as weaving as a creative agent in itself
Managing the Past and the Future: Evolving Professional Roles of Archivists in Contemporary Sweden
No full textThis paper focuses on contemporary archival professionals in Sweden. The research questions posed are: RQ1: What are the different facets of archival work commonly described in employment advertisements directed at archival professionals? RQ2: What are the desirable personal traits that employers seek when hiring an archival professional? The material consists of job advertisements from the year 2022 compiled from Historical ads. The methods applied are content analysis and reflexive thematic analysis, and we use the term archival professionals to denote employees that are responsible for society's information resources being created, shared, used and preserved in an adequate way. A well-functioning information supply is crucial for information security, transparency and public access to information, and for securing future digital cultural heritage. Archival professionals have often been described as somewhat mysterious and obscured. Due to digitalisation, new demands are being created. However, it is not self-evident what different facets of archival work are required and what personal characteristics are beneficial. Our conclusion is that there is a broad scope in the types of archival work described and wished by employers. The roles and responsibilities of archival professionals, as depicted in employment advertisements, are diverse and multifaceted. They are expected to develop, lead, and educate within their area of expertise. Personality wise, an archival professional should be meticulous and at the same time flexible, be prepared to do monotonous work but also be creative, be able to work alone and at the same time meet the public