University of Oslo (UiO): FRITT (E-Journals)
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Kvalitetsreformens konsekvenser - endringer i arkeologiundervisningen?
No full textThe Bologna and the European Qualification Framework Process, a series of agreements between European countries aiming at securing comparability in standards and quality in higher education, have set their footprints on Norwegian higher education. As of 2012 all Norwegian universities and colleges have implemented the Norwegian qualifications framework (NKR). The NRK’s core is seven reference levels of qualification. Level 6, 7 and 8 correspond with the BA, MA and Ph.D. degrees, both in Norway and within the European Higher Education Area. To assess the implementation, NOKUT – the Norwegian Agency for Quality Assurances in Education – undertook a control evaluation of Master studies in historical-philosophical disciplines in 2012-2014. These processes constitutes the background for the investigation of the following questions: Does the NKR framework initiate changes in higher education? Are there other political processes strengthening the effect of the implementation of the NKR? Is there a need for a general debate about the character of archaeological education in Norway
Bibliografía sobre la obra de Manuel Vázquez Montalbán
No full textBibliografía sobre la obra de Manuel Vázquez Montalbán es una bibliografía con cerca de 1100 entradas administradas por la Biblioteca de la Universidad de Oslo junto con la asociación internacional AEMVM.Bibliografi over Manuel Vázquez Montalbáns utgivelser er en bibliografi med ca 1100 innførsler som drives av Universitetsbiblioteket i Oslo sammen med den internasjonale foreningen AEMVM.Bibliography on the works of Manuel Vázquez Montalbán is a bibliography with about 1100 entries run by the University Library in Oslo together with the International association AEMVM
Snoede forskningsveje og sammenflettede historier: Palæstina i Skandinavien
No full textDenne artikel snor sig rundt om et af hovedtemaerne i Jørgen Bæk Simonsens forskning: Mellemøstlig indvandring i Norden
Shared authority in confirmation work in the Evangelical Lutheran Church in Denmark
No full textThis article examines how authority is negotiated and shared by ministers engaged in confirmand work in the Evangelical Lutheran Church in Denmark. The ministers have formal authority establishing the framework and structure of the learning fellowship. They are also theological experts. However, authority is negotiated and attempt is made to share it in the confirmand class. The ministers do not wish to appear as all-knowing teachers as the confirmands may have had authentic experiences of Christianity and are, therefore, possible contributors to the learning process supplementing the ministers’ theological knowledge: the role of teacher and pupil are exchanged among the participants. In the analysis, the typology of Weber nuances the concept of authority as seen in three different cases.
Keywords: confirmation work, Christianity, learning process, shared authority
Rajan, Sudhir Chella. 2020. A Social Theory of Corruption: Notes from the Indian Subcontinent. Cambridge, MA: Harvard University Press.
No full textUna mirada diacrónica sobre el papel de la novela en la recomposición democrática de la identidad nacional española (1950–2010)
No full textAfter the approval of the 1978 Constitution, Spanish nationalism with a democratic base had to initiate a legitimation process to become rid of the symbolic and discursive connections that Francoism had imbued it with, and that, for progressive and left sectors of the Spanish citizens, had continued to contaminate its symbols (the flag and the national anthem), the image of some of the key figures and events of their common history, and even certain words (Spain, national, patriotism). The objective of this article is to address, with a dynamic and generic vision, the influence on the Spanish novel of these debates about national identity, and also its contribution to them thanks to the performative and ideological character of fiction. For this, the following topics have been reviewed: counter-discourse approaches regarding the Francoist imaginary devised by some realist novelists in the 50s – 70s; the dreariness of the theme of Spain and the Transition authors’ eagerness to open up narrative routes to their international interests; and lastly, the role performed since the start of the millenium by the novel of memory of the recent past (the Civil War, the Dictatorship) and by the historical novel, in a context of strongly polarised politics and an identity crisis that has reached the present time.Tras la aprobación de la Constitución en 1978, el nacionalismo español de base democrática tuvo que iniciar un proceso de legitimación que lo despojase de las adherencias simbólicas y discursivas con que el franquismo lo había impregnado, y que siguieron contaminando los símbolos (bandera, himno), la imagen de algunos hechos y personajes claves de la Historia común, e incluso ciertas palabras (España, nacional, patriotismo), para sectores progresistas y de izquierda de la ciudadanía. El objetivo de este artículo es abordar, en una visión general y dinámica, la incidencia en la novela española de estos debates sobre la identidad nacional, y su contribución a los mismos por el carácter ideológico y performativo de la ficción. Para ello se han repasado las formas del contradiscurso al imaginario franquista elaborado por algunos novelistas del realismo de los 50 hasta mediados de los 70, el hartazgo del tema de España y el afán por abrir los cauces narrativos a los estímulos internacionales en los autores de la Transición, y, por último, la función desempeñada desde el cambio de milenio por la novela de la memoria del pasado reciente (la Guerra y la Dictadura) y por la novela histórica, en un contexto de fuerte polarización política y de crisis identitaria que continúa en el momento actual
Un “rejoneo de rojos”. Guerra civil, identidad nacional y redes de integración conceptual en Banderas en la niebla (2017) de Javier Reverte1
No full textThis article focuses on the articulation of conceptual integration networks (Fauconnier and Turner) in memory novel Banderas en la niebla (2017) by Javier Reverte, with the aim of approaching the way in which the protagonists, both seen as prototypical individuals fighting in the Spanish Civil War, think about the conflict. Based on the productive interrelationship between memory studies and cognitive literary studies, this analysis identifies two essential integration networks which recreate the protagonists’ cognitive functioning on their interpretation of the conflict: “War is like bullfighting” and “Spain is like Ilium”. The implications of this conceptualization of the war provide an image of the Spanish Identity from the negative stereotyping whose atavism and brutality coincide with the hispanophobic Black Legend.El presente artículo analiza la articulación de redes de integración conceptual (Fauconnier y Turner 2002) en la novela de memoria Banderas en la niebla (2017) de Javier Reverte, con la finalidad de abordar la manera en que estos personajes protagonistas —tenidos por prototípicos de los individuos enfrentados en la guerra civil— piensan la contienda. Fundamentado en la interrelación productiva entre los Estudios de Memoria y los Estudios Literarios Cognitivos, este análisis identifica dos redes de integración conceptual esenciales, las cuales recrean el funcionamiento cognitivo de los protagonistas en su interpretación de la contienda: “La guerra es como el toreo” y “España es como Ilión”. Las implicaciones derivadas de esta conceptualización de la guerra articulan una imagen de la identidad nacional española desde la estereotipación negativa, cuyo atavismo y brutalidad resultan coincidentes con la leyenda negra hispanófoba
