University of Oslo (UiO): FRITT (E-Journals)
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What scared them? Burial mounds, Landslides and a Darkened Sun in the Late Iron Age of Sør-Fron, Southeastern Norway.
No full textThe density of large burial mounds in Sør-Fron shows that interring bodies in earth and stone was an act of great importance to the populace at some point in prehistory. In this paper I analyse grave finds and stray finds to establish when this need was at its most urgent. My results imply that the majority of the mounds date to the Late Iron Age, and show that the mounds had the agency to structure ritual action in the area at this time.
Natural disasters, especially in the form of landslides, constituted a constant threat to the farming communities of the area in the Late Iron Age. Drawing on the work of Tarlow (1995), Skre (1996), Gardela (2016) and Eriksen (2019), I argue that constructing mounds was a way of coping with these threats through a manifestation of land ownership and a strategy of “ritual fertilization”
Ämnesövergripande undervisning i samhällsorienterande ämnen i svensk grundskola – vad säger lärarna?
No full textDet har från statligt håll under många år funnits en ämnesövergripande ambition för undervisningen i SO i årskurs 4–6 i svensk grundskola. I och med införandet av den nuvarande läroplanen (Lgr 11) fick dock de enskilda SO-ämnena (geografi, historia, religionskunskap och samhällskunskap) en mera framträdande roll i kursplanerna. Lgr 11 innebar också att betyg infördes från årskurs 6, med kunskapskrav för varje SO-ämne. Lgr 11 föreskriver dock också att eleverna ska ges möjligheter att arbeta ämnes-övergripande. Det finns dock indikationer på att undervisningen i SO i årskurs 4–6 på många skolor, inte sker ämnesövergripande. Studiens syfte är att beskriva och analysera möjligheter och utmaningar som lärare i årskurs 4–6 ser med ämnesövergripande undervisning i SO. Det empiriska materialet består av semi-strukturerade intervjuer med sex lärare. Resultaten, analyserade främst i relation till Blanck (2014), Ross (2006a) samt Carlgren (2016) visar att möjligheter som lärarna anger med ämnesövergripande undervisning i SO är att det kan ge eleverna helhetsförståelse och sammanhang, utifrån lärarnas beskrivningar av vad som är gemensamt för SO-ämnena. Utmaningar för ämnesövergripande undervisning gäller främst bedömning och betygsättning i förhållande till kunskapskraven i varje SO-ämne. Lgr 11:s summativa bedömningsfokus avspeglar sig i lärarnas resonemang, och påverkar även deras undervisningspraktik, främst på så sätt att det försvårar elevers utveckling av de mer komplexa kunskaper som ämnesövergripande undervisning kan ge.
Nyckelord: ämnesövergripande undervisning, SO-ämnen, synteskunskaper, bedömning, kunskapskrav
Subject-integrated teaching in the social studies subjects in Swedish compulsory school – What do the teachers say?
AbstractFor many years, at the state level, there has been an ambition for subject-integrated teaching in years 4–6 in Swedish compulsory school. However, with the introduction of the current national curriculum (Lgr 11), the individual social studies subjects (civics, geography, history and religious studies) became more prominent in the national syllabi. Lgr 11 also included a new grading system, now starting from year 6, with knowledge requirements for each social studies subject. However, Lgr 11 also stipulates that students should be given the opportunity to work subject-integrated. But there are indications that current teaching in social studies in years 4–6 at many schools, does not occur subject-integrated. The purpose of the study is to describe and analyse teachers’ views of opportunities and challenges regarding subject-integrated teaching in social studies in years 4–6. The study is based on interviews with six teachers. The results, analysed mainly in relation to Blanck (2014), Ross (2006a) and Carlgren (2016), show that the teachers state that the potential in subject-integrated teaching is that it can develop students’ understanding of the whole, based on the teachers’ descriptions of what is common for the social studies subjects. Challenges for subject-integrated teaching mainly concern assessment and grading, in relation to the knowledge requirements in each subject. The summative focus in Lgr 11 is also reflected in the teachers’ views, and also affects their teaching practice, primarily in such a way that the summative focus makes it difficult for students to develop the more complex knowledge that subject-integrated teaching can provide.
Keywords: subject-integrated teaching, social studies subjects, synthesized knowledge, assessment, knowledge requirement
Aesthetics of the fantastic and formal complexity in «Internal with figure» by Cristina Fernández Cubas
No full textThe present paper presents a theoretical and critical study of the short story entitled «Interno con figura» by Cristina Fernández Cubas, which focuses on narrative forms traditionally associated with the fantasy genre and on the complex narrative structure in order to contribute, by way of example, with a set of conclusions which will be used as the basis for future studies of Fernández Cuba’s literary works and, by extension, the works of other Spanish and Latin American contemporary women writers whose literary creations are in the fields of non-mimetic literature. In addition to observing forms of intertextuality, an ambiguous narrative voice, and the complex narrative structure; the present article presents a revision of a new version of the myth of the double in literature taking as a reference a fundamental theoretical framework that collects some of the literary schemes that have shaped the theme of the double throughout the course history.Este artículo presenta un estudio teórico-crítico sobre el relato «Interno con figura» de Cristina Fernández Cubas (1945-), que pone el foco tanto en las características narrativas asociadas tradicionalmente al género fantástico como en la complejidad formal del argumento con el fin de aportar, a modo de ejemplo, una serie de conclusiones que sirvan como base para abordar nuevos estudios sobre la producción literaria de la escritora y, por extensión, de otras narradoras españolas e hispanoamericanas contemporáneas cuyas creaciones se enmarcan en el ámbito de la literatura no mimética. Además de contemplar la intertextualidad, la ambigüedad de la voz narradora y la complejidad de la trama argumental; el presente artículo presta atención investigadora a la versión renovada del mito del doble tomando como referencia un marco teórico fundamental que recoge algunos de los esquemas literarios que han dado forma al motivo del doble a lo largo de la historia
A record of ethnographic objects procured for the Crystal Palace exhibition in Sydenham
No full textThis article investigates the events surrounding the discovery of a double set of Sámi artefacts collected in Norway in the 1850s. While the collecting had received government funding and was initiated by a Norwegian scholar, the commission for it came from London. One set of artefacts was to be exhibited at Crystal Palace in Sydenham, a commercial venue reaching a tremendously large audience. The other set became part of the Ethnographic Museum in Oslo, a much smaller scientific institution established in 1857. By turning the spotlight on the historical context and agencies of these two sets of artefacts, this chapter examines the notions of early ethnographic practices.This article investigates the events surrounding the discovery of a double set of Sámi artefacts collected in Norway in the 1850s. While the collecting had received government funding and was initiated by a Norwegian scholar, the commission for it came from London. One set of artefacts was to be exhibited at Crystal Palace in Sydenham, a commercial venue reaching a tremendously large audience. The other set became part of the Ethnographic Museum in Oslo, a much smaller scientific institution established in 1857. By turning the spotlight on the historical context and agencies of these two sets of artefacts, this chapter examines the notions of early ethnographic practices
Sámi (re)presentation in a differentiating museumscape: Revisiting the art-culture system
No full textThe article addresses how Sámi culture is presented by museums in Oslo. One of the findings is that the old binary of “art” and “ethnographica” is still common in this museumscape. This reflects the historical divide between the art museum showing “European” and “Norwegian” art, and the ethnographic museum showing the arts of “the rest”. It is argued that Sámi artists, works, themes, and practices have had difficulties entering the reservoir of Norwegian “national imagery” and that such predicaments reflect persistent investments in the narrative of Norway as a monocultural nation.
The article addresses how Sámi culture is presented by museums in Oslo. One of the findings is that the old binary of “art” and “ethnographica” is still common in this museumscape. This reflects the historical divide between the art museum showing “European” and “Norwegian” art, and the ethnographic museum showing the arts of “the rest”. It is argued that Sámi artists, works, themes, and practices have had difficulties entering the reservoir of Norwegian “national imagery” and that such predicaments reflect persistent investments in the narrative of Norway as a monocultural nation.
 
Zu den Schreibungen des ägyptischen Wortes „cwH.t“ „Ei“
No full textThe following investigation is devoted to the different writings of the Egyptian word “cwH.t” “egg”. As it will turn out, they show considerable variability. To present a good overview, there are thirteen examples collected here
Finnish Secondary Students’ Mental Models of Magnetism
No full textWe examined Finnish lower secondary students’ mental models of magnetism through their drawings, written explanations and interviews. Secondary students in Finland (N=12) engaged in six lessons designed specifically to target three key concepts in understanding magnetism: structure and organization (magnetic domains), magnetic fields and magnetic interactions. We describe how, with a finite number of key concepts introduced, students reflected upon and revised their mental models of magnetism and magnetic interactions towards more sophisticated and normative scientific views. We found two new categories of students’ models: the pole model and pole/field model. The critical moments in evolving the models happened during the investigations regarding understanding magnetic fields and magnetic internal structure. This article gives an example for teachers and researchers of how to follow students’ development of mental models in science
Illicit Genres: The Case of Threatening Communications
No full textThis study takes a novel approach to the study of threatening communications by arguing that they can be characterized as a genre – a genre that generally carries strong connotations of intimidation, fear, aggression, power, and coercion. We combine the theoretical framework of Rhetorical Genre Studies (RGS) with results from theoretical and empirical analyses of threats to arrive at a more comprehensive perspective of threats. Since threats do not form part of any regular curriculum of genres, we designed a survey to test how recognizable they are. While scholars on threats describe threatening communications as remarkably varied in form and contextual features, the majority of our respondents categorized test items as threats without prompts of any kind, indicating that threats are a recognizable genre. We propose that threatening communications belong to a wider category of illicit genres: i.e. genres that generally disrupt and upset society and commonly affect their targets negatively. The uptakes of illicit genres are very different from those of other genres, as the users of the genres often actively avoid naming them, making uptake communities significant shapers of illicit genres. The present study contributes to research on threatening communications, since genre theory sheds light on important situational factors affecting the interpretation of a text as a threat – this is a particularly contentious question when it comes to threats that are indirectly phrased. The study also contributes to genre theory by pointing to new territory for genre scholars to examine, namely illicit genres. Studies of illicit genres also have wider, societal benefits as they shed light on different kinds of problematic rhetorical behavior that are generally considered destructive or even dangerous.Denne artikel anlægger et nyt perspektiv på studiet af sproglige trusler ved at argumentere for at de kan karakteriseres som en genre – en genre der generelt giver stærke konnotationer til intimidering, frygt, aggression, magt og tvang. Vi kombinerer Retoriske Genrestudiers (RGS) teoretiske ramme med resultater fra teoretiske og empiriske analyser af trusler for at nå frem til en mere nuanceret og fyldestgørende forståelse af trusler. Sproglige trusler er som udgangspunkt ikke at finde i gængse oversigter over genrer, og man lærer heller ikke om dem i skolen. Derfor designede vi et spørgeskema der skulle teste hvor genkendelige trusler egentlig er. Selvom trusselsforskere rapporterer at trusler har en bemærkelsesværdig variation i deres formmæssige og kontekstuelle træk, kategoriserede størstedelen af vores respondenter testemnerne som trusler, på trods af at de ikke fik præsenteret nogen tekstuel, kontekstuel eller layoutmæssig ramme for fortolkningen. Dette indikerer at truslen er en genkendelig genre. Vi argumenterer for at truslen hører under en bredere kategori af illegitime genrer: genrer der generelt set har skadelige eller ubehagelige konsekvenser for samfundet, og som almindeligvis påvirker deres ofre negativt. Den måde illegitime genrer tages op på i samfundet, deres uptake, adskiller sig meget fra hvordan andre genrer tages op. De der benytter illegitime genrer, undgår ofte aktivt at navn-give dem, hvilket indebærer at de grupper der reagerer på illegitime genrer, på ganske betydelig vis er med til at definere dem. Dette studie bidrager til forskning i sproglige trusler, idet genreteori kaster lys over vigtige situationelle faktorer der påvirker fortolkningen af en tekst som en trussel – dette er et særligt omstridt spørgsmål i forhold til trusler der er indirekte formuleret. Studiet bidrager også til genreteori ved at pege på et nyt område genreforskere kan undersøge, nemlig illegitime genrer. Undersøgelser af illegitime genrer har også bredere samfundsmæssig relevans da de belyser forskellige slags problematisk, retorisk opførsel der kan have destruktive konsekvenser for det enkelte menneske og for den demokratiske samfundsorden bredt set.Denne artikel anlægger et nyt perspektiv på studiet af sproglige trusler ved at argumentere for at de kan karakteriseres som en genre – en genre der generelt giver stærke konnotationer til intimidering, frygt, aggression, magt og tvang. Vi kombinerer Retoriske Genrestudiers (RGS) teoretiske ramme med resultater fra teoretiske og empiriske analyser af trusler for at nå frem til en mere nuanceret og fyldestgørende forståelse af trusler. Sproglige trusler er som udgangspunkt ikke at finde i gængse oversigter over genrer, og man lærer heller ikke om dem i skolen. Derfor designede vi et spørgeskema der skulle teste hvor genkendelige trusler egentlig er. Selvom trusselsforskere rapporterer at trusler har en bemærkelsesværdig variation i deres formmæssige og kontekstuelle træk, kategoriserede størstedelen af vores respondenter testemnerne som trusler, på trods af at de ikke fik præsenteret nogen tekstuel, kontekstuel eller layoutmæssig ramme for fortolkningen. Dette indikerer at truslen er en genkendelig genre. Vi argumenterer for at truslen hører under en bredere kategori af illegitime genrer: genrer der generelt set har skadelige eller ubehagelige konsekvenser for samfundet, og som almindeligvis påvirker deres ofre negativt. Den måde illegitime genrer tages op på i samfundet, deres uptake, adskiller sig meget fra hvordan andre genrer tages op. De der benytter illegitime genrer, undgår ofte aktivt at navn-give dem, hvilket indebærer at de grupper der reagerer på illegitime genrer, på ganske betydelig vis er med til at definere dem. Dette studie bidrager til forskning i sproglige trusler, idet genreteori kaster lys over vigtige situationelle faktorer der påvirker fortolkningen af en tekst som en trussel – dette er et særligt omstridt spørgsmål i forhold til trusler der er indirekte formuleret. Studiet bidrager også til genreteori ved at pege på et nyt område genreforskere kan undersøge, nemlig illegitime genrer. Undersøgelser af illegitime genrer har også bredere samfundsmæssig relevans da de belyser forskellige slags problematisk, retorisk opførsel der kan have destruktive konsekvenser for det enkelte menneske og for den demokratiske samfundsorden bredt set
Lærergrupper på Facebook I: RLE-lærergruppa og religionslærerens profesjonsfaglige utvikling
No full textI to sammenhengende artikler introduserer vi lærergrupper på Facebook som et nytt forskningsfelt i norsk kontekst. Vår studie undersøker RLE-lærergruppa, en Facebook-gruppe opprettet i 2015 av og for religionslærere. Gruppen har per januar 2020 over 2 800 medlemmer. Vi har samlet inn data på innhold og aktivitet i gruppen over en ettårsperiode fra 2018 til 2019 og kombinert en kvalitativ og kvantitativ koding av alle postene, samt hvem som poster. Denne første artikkelen kartlegger medlemsmassen og innholdet i RLE-lærergruppa og analyserer dette i lys av tidligere forskning på sammenlignbare Facebook-grupper. Et sentralt funn er at gruppen fungerer som en arena for uformell, ikke-hierarkisk og brukerstyrt profesjonsfaglig utvikling ved at den setter religionslærere i kontakt med kollegaer, lærerutdannere, og andre aktører i feltet. Kommunikasjonen i gruppen har undervisningstips og ressurser med direkte relevans for klasserommet som hovedfokus, men tilbyr også faglige oppdateringer.
Nøkkelord: Facebook, lærergrupper på Facebook, Facebook-grupper, RLE-lærergruppa, religionslæreren, profesjonsfaglig utvikling.[1]
[1] Takk til Geir Skeie og Ida Naasen Tandberg for konstruktiv tilbakemelding på ulike stadier av arbeidet med denne artikkelen.Abstract
In two connected articles we introduce teacher groups on Facebook as a new field of research in the Norwegian context. Our study investigates RLE-lærergruppa («the RE teacher group»), a Facebook group created by and for RE teachers in 2015. By January 2020, the group had more than 2 800 members. We collected data on the group´s content and activity for the period of one year from 2018 to 2019, and combined a qualitative and quantitative coding of all posts and their authors. In this initial article we present an overview of the group’s members and communication, and analyze our findings in light of earlier research on comparable Facebook groups. A key discovery is that the group functions as an arena for an informal, non-hierarchical and user-controlled professional development by putting RE teachers in contact with colleagues, teacher educators, and other actors in the field. While the main emphasis in the group’s communication relates to advice and ideas for lessons and teaching, it also includes a variety of resources to enhance the teachers’ own knowledge of specific content areas.
Keywords: Facebook, teacher groups on Facebook, Facebook groups, RLE-lærergruppa, RE teachers, professional development.