University of Oslo (UiO): FRITT (E-Journals)
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Police Bullshit: Taking Brutal Police Talk Less Seriously
No full textThe police say brutal things. Research has documented how officers, when amongst themselves, talk about people in derogatory ways or openly fantasize about the use of excessive violence. In the literature, such backstage talk is in general analyzed in two ways: It is understood as proof of how the police really think – as evidencing police (im)morality or misconduct. Alternatively, scholars argue that police officers’ transgressive talk is a warped yet nevertheless meaningful and meaning-generating way for them to deal with their, at times, harsh profession. Certainly, both these means of analysis resonate with the empirical material of this article – an empirical material stemming from an ethnographic study of two Danish detective units. Yet, as this article argues, simply applying this analytical twofold would risk misrepresenting or, perhaps rather, overinterpreting the indeed brutal things the Danish detectives said. While some of the detectives’ language could/should be understood as representing police immorality or reflecting their troublesome profession, this article proposes a counterintuitive reading, namely that their vicious words were, paradoxically, often analytically ordinary. They were examples of “bullshitting” (Frankfurt 2009) – a genre of offensive talk yet, nevertheless, a genre with no specific internal nor intended meaning to it. Therefore, although (police and others’) bullshit is extremely evocative, and thus includes the risk of drawing the ethnographer in, one should be cautious about taking it too seriously. At least when it came to these Danish detectives, their vicious words habitually had little purchase on their general perceptions or practices. Their words were certainly distasteful but, really, just bullshit
Norskfaget i grunnskulelærarutdanningane – nyare utviklingstrekk
No full textLærarutdanningane i Noreg har gått igjennom hyppige reformer dei siste tiåra. Ein har fått mange strukturelle endringar, og det er forska lite på kva som skjer med innhaldssida i faga. I denne artikkelen blir faglege utviklingstrekk i norskfagets læringsutbyteformuleringar systematisk undersøkt. Hovudmaterialet er nasjonale retningslinjer for grunnskulelærarutdanningane 1-7 og 5-10 frå 2010 og 2016. Resultata peikar mot fire sentrale utviklingstrekk i eit ustabilt norskfag, der mange nye emne kjem inn og mange etablerte går ut.
Nøkkelord: norskdidaktikk, norskfaget, lærarutdanning, faghistorie
Norwegian in Initial Teacher Education – Recent Developments
AbstractInitial teacher education (ITE) in Norway has been frequently reformed in the last decades. ITE has undergone a number of structural changes, and not much research is done concerning the changes in content of the different subjects. This article systematically inquires into the change of content in Norwegian as a subject in ITE. The main material consists of the national curriculums for ITE for grades 1-7 and 5-10 from 2010 and 2016. The results point to four key characteristics in the development of an unstable Norwegian subject, where new topics have replaced many traditional ones.
Keywords: Norwegian didactics, Norwegian curriculum, initial teacher education, subject histor
“Et språk som alle andre”. Om norsk romani i samfunn og utdanning
No full textNorsk romani og andre nasjonale minoritetsspråk representerer en historisk norsk flerspråklighet, en form for flerspråklighet som er mindre synlig i norsk offentlighet og i norske lærerutdanninger enn annen simultan bruk av flere språk. I denne artikkelen tar jeg for meg hva vi vet om norsk romani i dag, gjennom en omfattende metastudie, ispedd observasjoner fra eget feltarbeid. Videre analyserer jeg disse observasjonene i et bruksbasert lys. Bruksbasert og annen kognitiv teori er gjerne bakteppet i profesjonsorienterte tilnærminger til språk og skole i Norge i dag, men en eksplisitt bruk av det som postuleres i denne teorien er ikke vanlig, til tross for at denne teorien har svært gode verktøy for å møte et vell av ulike former for flerspråklighet. Jeg diskuterer hvordan læreren kan benytte seg av disse innsiktene i møtet med flerspråklige elever med varierende språklig kompetanse, slik som talere av norsk romani.
Nøkkelord: Romani, nasjonale minoritetsspråk, bruksbasert teori, lærerutdanning
“A language as any other”. On Norwegian Romani in society and education.
AbstractNorwegian Romani and other national minority languages represent the historical Norwegian multilingualism, a form of multilingualism that is less visible in contemporary Norway than the one represented by speakers of new immigrant languages. In this article, I discuss the current state of Norwegian Romani, through a metastudy of current research, combined with observations from many years of contact with the community. Furthermore, I discuss these observations in the light of usage-based theory. Usage-based and other cognitive theories form the basis of most approaches to professional linguistic practice in Norway, but seldom explicitly use it in their approach to language contact. I discuss how the teacher can use these insights in her approach to speakers with variable competence in the minority language, such as speakers of Norwegian Romani.
Keywords: Romani, national minority languages, usage-based theory, teacher educatio
Viajes al futuro y sociedad del simulacro: Modernidad, Disneyficación y ruinas de la resistencia en Quinteto de Buenos Aires de Manuel Vázquez Montalban
No full textA lo largo de la obra de Manuel Vázquez Montalbán, tanto en las obras dentro de la serie Carvalho como fuera y en la producción de libros no-ficción, el viaje sirve para como ímpetu narrativo además de eje temático para indagar las contradicciones de la globalización y explorar la memoria como estrategia de resistencia. Por un lado, el viaje ofrece una metáfora que evoca la supuesta disolución de las fronteras dentro del contexto globalizado y el libre movimiento de personas, productos, y capital. Por otro, la mirada crítica del viajero cuestiona la autenticidad de la sociedad globalizada que esconde los escombros del pasado bajo las superficies lisas y brillantes de las ciudades rediseñadas bajo la lógica Disney del simulacro. El viaje está presente en la producción literaria de Vázquez Montalbán desde la primera apariencia de Carvalho en Yo maté a Kennedy hasta los últimos tomos de Milenio I y II. El propósito de este ensayo es analizar la estructura del viaje en Quinteto en Buenos Aires como una investigación que cuestiona capacidad de resistir la globalización, encontrar la autenticidad cultural, y preservar la memoria y el pensamiento crítico. En este ensayo, el autor considerará a Vázquez Montalbán como una voz profética que anunciaba los efectos demoledores para el pensamiento crítico con la creación del “Gran consumidor” que él describía en Panfleto desde el planeta de los simios.
Palabras clave: Pepe Carvalho; Vázquez Montalbán; Quinteto de Buenos Aires; turismo; globalización, simulacro; Disneyficación; neoliberalism; resistencia; espacio urbano
Keywords: Pepe Carvalho; Vázquez Montalbán; Quinteto de Buenos Aires; tourism; globalization; simulacra, Disneyfication; neoliberalism; resistance; urban space
Título en inglés: Travels to the Future and the Society of Simulacra: Modernity, Disneyfication, and the Ruins of Resistance in Quinteto de Buenos Aires de Manuel Vázquez MontalbánTitle: Travels to the Future and the Society of Simulacra: Modernity, Disneyfication, and the Ruins of Resistance in Quinteto de Buenos Aires de Manuel Vázquez Montalbán
Keywords: Pepe Carvalho; Vázquez Montalbán; Quinteto de Buenos Aires; tourism; globalization; simulacra, Disneyfication; neoliberalism; resistance; urban spac
The early musealization of writers’ and artists’ houses through guidebooks
No full text
Writers’ and artists’ residences developed into museums only at the end of the eighteenth and beginning of the nineteenth centuries, when houses inhabited by Walpole, Rousseau and Petrarch as well as Canova’s birthplace were turned into tourist destinations. This shift is apparent in the guidebooks to these mansions published in the decades between 1780 and 1840. In examining such booklets, this article highlights the long-term transformations of the phenomenon of the writers’ and artists’ house, and particularly the changing interaction of curators and visitors these texts allow to identify. In order to investigate this evolution in museological communication, this essay discusses the guidebooks to Horace Walpole’s Twickenham villa (1784), Petrarch’s country house in Arquà close to Padua (1797 and 1830), the villa and gardens designed by Melchiorre Cesarotti in Selvazzano also close to Padua (1810), Jean-Jacques Rousseau’s “Les Charmettes” near Chambéry (1811) and Canova’s studio/residence/museum in Possagno (1837).Writers’ and artists’ residences developed into museums only at the end of the eighteenth and beginning of the nineteenth centuries, when houses inhabited by Walpole, Rousseau and Petrarch as well as Canova’s birthplace were turned into tourist destinations. This shift is apparent in the guidebooks to these mansions published in the decades between 1780 and 1840. In examining such booklets, this article highlights the long-term transformations of the phenomenon of the writers’ and artists’ house, and particularly the changing interaction of curators and visitors these texts allow to identify. In order to investigate this evolution in museological communication, this essay discusses the guidebooks to Horace Walpole’s Twickenham villa (1784), Petrarch’s country house in Arquà close to Padua (1797 and 1830), the villa and gardens designed by Melchiorre Cesarotti in Selvazzano also close to Padua (1810), Jean-Jacques Rousseau’s “Les Charmettes” near Chambéry (1811) and Canova’s studio/residence/museum in Possagno (1837)
Kirkeskipet – om å utvikle barnegudstjenester med barn og for barn
No full textDen lille jenta på to år ble sittende lenge ved lysene i koret. De andre barna var kommet ut i våpenhuset. Hun ville ikke gå, men satt der på alterringen sammen med Marit. Hun var stille, men så kom det. «Mamma ligger på sofaen, mamma er syk». «Skal vi tenne et lys for mammaen din», sa den voksne. «Nei», svarte jenta. Hun ville bare sitte der.
Slike opplevelser med barna er det det mange av når vi feirer gudstjenesten Kirkeskipet i Barnas katedral i Lademoen kirke. En gudstjeneste for de aller minste med øvre aldergrense tre år
Bibelkurs for 5. trinn
No full textHvordan kan vi begrunne skole–kirkesamarbeid ut ifra den nye læreplanen for grunn-skolen? Kan vi fortsette med bibelkurs på 5. trinn? Hva slags opplegg kan vi tilby? Hva er en velegnet alder for bibelkurs?I mine 30 år som kateket i ulike menigheter har skole–kirkesamarbeid vært en meningsfull og inspirerende del av arbeidet. Jeg har særlig gledet meg over møtet med elevene på mellomtrinnet, og på 5. trinn spesielt, der jeg har hatt bibelkurs. I denne artikkelen vil jeg presentere mitt undervisningsopplegg for et slikt kurs
Paradoxes of (In)security and Moral Regeneration in Vanuatu and Beyond
No full textThis article examines some paradoxical intersections of fear, security, and morality on Ahamb Island in Vanuatu in the South Pacific. I take as my ethnographic vantage point a child-led Christian revival movement that developed in the wake of enduring political conflicts on Ahamb during my fieldwork in 2014. The revival began as a process of moral renewal and turned into a security measure protecting the island against sorcerers found to be responsible for many of the island society’s problems. In the article, I make comparisons between the situation on Ahamb and the recent political and cultural crisis in the UK and USA where an increasing number of people perceive their moral order to be under threat. In both contexts, new charismatic actors of governance emerge and gain a following by identifying an ‘other’ as responsible for the crisis while convincingly presenting themselves as the solution. An important reason for these actors’ appeal, I argue, is that they appear to take people’s concerns seriously in a way that established authorities do not. However, in both Vanuatu, the UK, and the USA there is a paradox in how the actors present themselves as holding the solution to people’s insecurities while at the same time shaping the context for their emergence
Partnerskap inom lärarutbildning i Norge och Finland: historiska förutsättningar för og praktiklärares förståelse av professionell handledning
No full textSyftet med denna artikel är att undersöka hur strävanden att professionalisera handledning i lärarutbildning i Norge och Finland genomförts och har resulterat i två olika partnerskapsmodeller. Fokus är i denna artikel på handledning av undervisnings-praktik. Artikeln handlar dels om den historiska framväxten av undervisningspraktik och -handledning av lärarstuderande inom lärarutbildning, dels om två exempel på pågående utvecklingsarbete inom området handledning i lärarstuderandes under-visningspraktik. I en jämförande uppställning lyfter författarna fram avgörande brytningspunkter i utvecklingen av praktik med åtföljande handledning inom lärar-utbildningen i Norge, respektive Finland. Med stöd av ett empiriskt material som synliggör hur idag verksamma handledare resonerar om kännetecken för professionell handledning, för författarna en diskussion om rådande utvecklingslinjer i Norge, med en kontrasterande jämförelse med utvecklingen i Finland. Analyserna är genomförda, dels som historisk analys (baserad på litteratur om ämnet), dels som tematisk narrativ analys av ett empiriskt material om handledning producerat som uppgift under en fortbildning i Norge respektive inom ramen för en samling med övningsskollärare i Finland.Övningsskolan i Finland har genomgått transformation, från att tidvis ha varit hårt kritiserad som konservativ och obenägen till förnyelse, samt för ojämförligt goda resurser, till att i dagsläget ha en styrkt plats som centrum för pedagogisk innovation, forskning och handledning. Den norska universitetsskolan är ung, men har likheter med dagens finska övningsskola rörande pedagogisk innovation, forskning och handledning. I dagens läge kan vi notera att professionaliseringssträvande knutna till handledning av lärarstuderande är dels uppifrån styrda, dels utvecklade inifrån professionen.
Nyckelord: professionalisering, handledning, övningsskola, universitetsskola, lärarutbildning
Partnership within teacher education in Norway and Finland: historical prerequisites for and practice teachers’ understanding of professional supervision
AbstractThe aim of this article is to explore how attempts to professionalise supervision in teacher education in Norway and Finland have been carried out and have resulted in two different partnership models. The focus of this article is on the supervision of future teachers’ teaching practice. The article partly comprises the historical emergence of teaching practice and its supervision. It contains two examples of ongoing developmental work within the field of supervision of future teachers’ teaching practice. In juxtaposition, the authors highlight decisive turning points in the development of practice and supervision in teacher education in Norway and Finland, respectively. Based on empirical material which makes visible how supervisors currently reason around the characteristics of professional supervision, the authors discuss the predominant developmental lines in Norway, with a contrasting comparison with those in Finland. The analyses are carried out partly as historical analyses (based on literature about the subject), and partly as thematic narrative analyses of empirical material about supervision which was produced as a task during a continuous education course in Norway, and respectively in Finland within the frames of a seminar for teachers at a teacher education practice school.The practice school in Finland has undergone a transformation, from a time of being strongly criticised as conservative and not willing to renew itself, as well as of having incomparably rich resources, to the current situation, where it now has a strengthened position as a centre for pedagogical innovation, research and supervision. The Norwegian university school is young but has similarities with the Finnish practice school of today concerning pedagogical innovation, research and supervision. For the time being, we may note that the attempts to professionalise supervision are partly decided from outside, and partly developed from inside the profession.
Keywords: professionalisation, supervision, practice school, university school, teacher educatio