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Pierre Bourdieu
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Med udgangspunkt i især habitus-begrebet og praktikteorien handler denne artikel om Pierre Bourdieus teorier og arbejde, den historie og samtid som betingede arbejdet, en teoretisk positionering af arbejdet, herunder den måde alt dette er blevet modtaget, ikke kun af dem der anser at arbejdet er frugtbart at arbejde med eller lade sig inspirere af, men desuden af dem som mener at arbejdet er misforstået, inkonsistent eller uanvendeligt af den ene eller anden grund.
Overskrifterne i artiklen signalerer den måde hvorpå indholdet præsenteres:
1. Sociologiske konsekvenser af en biografi
2. Bourdieus position på det filosofiske og det sociologiske område
3. Forfatterskabet i korte træk
4. Den sociale verden og kundskaben om denne verden
4.a. Den spontane hverdagsbevidsthed og de hjemmelavede teorier
4.b. Videnskab som brud med den umiddelbare oplevelse
4.c Videnskabeliggørelsen af den praktiske sans?
4.d. Videnskaben som brud med videnskaben
4.e. Det sociale rum, det autonome felt, dispositioner og positioner, den symbolske vold og habitus
5. Staten og uddannelsessystemet: om symbolsk, økonomisk, social og kulturel kapital
6. Den relationistiske måde at konstruere teori går ud på at:
7. Bourdieu og hans kritikere
8. Bourdieu i Skandinavien
9. NøglebegreberAbstract
Setting out from the notion of Habitus and the theory of practice of Pierre Bourdieu this article treats his theories and his work, the history and the contemporary society conditioning the work, a theoretical positioning of the work, including the reception hereof not only by those who find it fruitful to work with or being inspired by the work, but also by those who find that the work is a misunderstanding, inconsistent, or useless for whatever reason.
The headings of the article signal the way the content is presented:
1. Sociological consequences of a biography
2. The position of Bourdieu in the philosophical and sociological domains
3. The works in short
4. The social world and the knowledge about this world
4. a. The spontaneous everyday conscience and the homemade theories
4.b. Science as a break with the immediate experience
4.c. Scientification of the practical sense?
4.d. Science as a break with science
4.e. The social space, the autonomous field, dispositions and positions, the symbolic violence, and habitus
5. The state and the educational system: on symbolic, economic, social and cultural capital
6. The relationistic way to construct a theory
7. Bourdieu and his critics
8. Bourdieu in Scandinavia
9. Key concept
On brackets in translation (or how to elaborate in brackets)
No full textThis paper presents findings on the use of brackets in original texts and translations based on the Linnaeus University English-German-Swedish corpus (LEGS). The results show that in originals, brackets are the most frequent in English and the least in Swedish. Translations usually contain more brackets than originals. There are two reasons for this. First, most brackets are retained, and secondly, many are added. Added brackets mostly contain short synonyms facilitating target-reader comprehension. English translators introduce the most changes (additions, omissions, downgrades and upgrades), and Swedish ones the least. Brackets tend to fulfil content-oriented rather than interpersonal functions. When brackets are replaced by other punctuations marks in translations, these tend to be commas or no punctuation marks at all. German originals have a stronger preference for bracketing phrases than clauses compared to English and Swedish. These German phrasal brackets are often expanded into clauses in translations
Inngangen til læreryrket og behov for støtte - narrativer fra ulike nasjonale og lokale kontekster
No full textDenne studien undersøker hvordan en gruppe nye lærere i ulike nasjonale og lokale sammenhenger erfarer inngangen til læreryrket. Studien er basert på narrativer fra nye lærere i Australia, England og Norge. Ved å lytte til deres fortellinger, er målet å utvikle en forståelse for denne spesifikke fasen i læreres profesjonelle liv og å lære mer om hvordan nyutdannede kan støttes. Funnene indikerer at det på tvers av de aktuelle nasjonene er flere likheter enn forskjeller knyttet til inngangen til lærerprofesjonen. Når det gjelder støtte, er behovene mye de samme, men rammene rundt veiledning og annen støtte er forskjellige. Studien impliserer at det er likheter som gjør det mulig å lære av hverandre når det gjelder rammeverket for støtte og veiledning og når det gjelder hva som bidrar til profesjonell utvikling på tvers av nasjonale kontekster.The study investigates how a group of newly qualified teachers in diverse national and local contexts experience the entrance into teaching. The study is based on narratives from new teachers in Australia, England, and Norway. By listening to their stories, the aim is to develop the understanding of this particular phase in teachers’ professional life and learn more about how to support NQTs. The findings suggest that there are more similarities than differences across the included nations concerning the entrance of the profession. When it comes to support the needs are similar, but the frameworks for support and mentoring are different. Implications from the study is that there are commonalities involved that make it possible to learn from each other when it comes to develop frameworks for support and mentoring and what contributes to professional development across national contexts
What Did You Expect? Exploring the Roles of Clients’ and Referrers’ Expectations in the Success of the Music Therapy Process
No full text你期望什么？探讨来访者和转介人的期望在音乐治疗过程成功中的作用
摘要
本文探讨了来访者和转介人的期望是如何影响音乐治疗过程的。这一位为音乐治疗提供者工作的个体音乐治疗师。该治疗师的转诊来自社区，经由提供者网站。社区中心有一个房间用作治疗室。本文通过三个案例研究，探讨了来访者或转介人对音乐治疗的期望与工作实际结果之间的关系。第一个案例研究阐明，在来访者的期望与治疗师所能提供的服务不对等的情况下，来访者在知情的情况下仍决定继续接受音乐治疗。第二个案例研究考虑了如何通过治疗师和转介人之间关于转介人期望的沟通，来满足具有挑战性治疗过程中客户的需求。第三个案例研究探讨了转介人的治疗经验可能导致她所转介的来访者对治疗的高期望。本文探讨了这些期望是如何影响治疗过程的。作者认为，转介来访者的人的期望会对治疗的过程产生重大的影响，必须加以考虑。Was haben Sie erwartet? Untersuchung der Rolle der Erwartungshaltungen von Klient:innen und Überweisenden auf den Erfolg im musiktherapeutischen Arbeitsprozess
Abstract
Dieser Artikel untersucht auf welche Art und Weise sich die Erwartungshaltungen von Klient:innen und den zur Musiktherapie überweisenden Fachkräften auf den Erfolg in der musiktherapeutischen Arbeit auswirken. Das Setting der Untersuchung besteht aus einem selbständigen Musiktherapeuten, der für einen Musiktherapieanbieter arbeitet. Die Überweisungen zu ihm kommen über die Website des Anbieters. Für die Sitzungen wird ein Raum des Gemeindezentrums genutzt. Im Folgenden werden drei Fallstudien vorgestellt, in denen die Beziehung zwischen den Erwartungen des/der Klient:in oder des Überweisenden an die Musiktherapie und die tatsächlichen Ergebnisse der Behandlung herausgearbeitet werden. Die erste Fallstudie veranschaulicht ein Szenario, im dem sich die Erwartungen des/der Klient:in von dem unterschieden, was der/die Therapeut:in anbieten konnte. Der/die Klient:in entschied jedoch bewusst die Musiktherapie weiterzuführen. In der zweiten Fallstudie wird die Verständigung zwischen dem/der Therapeut:in und dem Überweisenden betrachtet. Durch Mitteilung seiner Erwartungen wurde es ermöglicht, die Bedürfnisse eines/r Klient:in auch innerhalb eines herausfordernden Therapieprozesses zu erfüllen. Die dritte Fallstudie untersucht, wie eine frühere Therapieerfahrung einer/s Überweisenden zu überhöhten Erwartungen an die Therapie von überwiesenen Klient:innen geführt haben könnte. Der Artikel untersucht, wie diese Erwartungen den Therapieprozess beeinflusst haben. Die Autorin argumentiert, dass die Erwartungen der Person, die eine/n Klient:in überweist, einen bedeutenden Einfluss auf den Therapieprozess haben können und berücksichtigt werden müssen.This article explores the ways in which the expectations of clients and referrers can impact the music therapy process. The setting is one of a self-employed music therapist working for a music therapy provider. The referrals for this therapist come from the community via the provider’s website. A room in a community centre is used for sessions. Three case studies are presented, through which the relationship between the client’s or referrer’s expectations of music therapy and the actual outcomes of the work is explored. The first case study illustrates a scenario in which a client’s expectations were different from what the therapist could offer, but an informed decision to continue music therapy on the part of the client was reached. The second case study considers how the communication between the therapist and referrer about the referrer’s expectations enabled a client’s needs to be met through a challenging therapy process. The third case study looks at how a previous experience of therapy for the referrer may have led to high expectations of the therapy for a client she referred. The paper examines how these expectations influenced the therapy process. The author argues that the expectations of the person referring a client can have a significant influence on the therapy process and must be accounted for.Cosa ti aspettavi? Esplorare i ruoli delle aspettative di clienti e referenti nel successo del processo musicoterapico
Abstract
Questo articolo esplora i modi in cui le aspettative di clienti e referenti possono influire sul processo di musicoterapia. Il setting è quello di un musicoterapista autonomo che lavora per un fornitore di musicoterapia. I riferimenti per questo terapista provengono dalla comunità tramite il sito Web del fornitore stesso. Una stanza in un centro comunitario viene utilizzata per le sessioni. Vengono presentati tre casi di studio, attraverso i quali viene esplorata la relazione fra le aspettative del cliente o del referente, e i risultati effettivi del lavoro. Il primo caso di studio illustra uno scenario in cui le aspettative di un cliente erano diverse da ciò che il musicoterapista poteva offrire, ma è stata raggiunta una decisione informata da parte del cliente per continuare la musicoterapia. Il secondo caso considera come la comunicazione tra terapista e referente sulle aspettative di quest’ultimo abbia consentito di soddisfare i bisogni di un cliente attraverso un impegnativo processo terapeutico. Il terzo caso esamina come per il referente una precedente esperienza di terapia potrebbe aver portato ad alte aspettative per la terapia di un cliente a cui ha fatto riferimento. Il documento esamina come queste aspettative abbiano influenzato il processo terapeutico. L\u27autore sostiene che le aspettative della persona che invia un cliente possono avere un\u27influenza significativa sul processo terapeutico e devono essere prese in considerazione.¿Que esperabas? Exploración de las funciones de las expectativas de los clientes y referencias en el éxito del proceso de musicoterapia
Resumen
Este artículo explora las formas en que las expectativas de los clientes y referencias pueden afectar el proceso de musicoterapia. El escenario es el de un musicoterapeuta autónomo que trabaja para un proveedor de musicoterapia. Las referencias para este terapeuta provienen de la comunidad a través del sitio web del proveedor. Se utiliza una sala en un centro comunitario para las sesiones. Se presentan tres estudios de caso, a través de los cuales se explora la relación entre las expectativas del cliente o del remitente de la musicoterapia y los resultados reales del trabajo. El primer estudio de caso ilustra un escenario en el que las expectativas de un cliente eran diferentes de las que podía ofrecer el terapeuta, pero se llegó a una decisión informada de continuar la musicoterapia por parte del cliente. El segundo estudio de caso considera cómo la comunicación entre el terapeuta y el remitente sobre las expectativas del remitente permitió satisfacer las necesidades de un cliente a través de un proceso de terapia desafiante. El tercer estudio de caso analiza cómo una experiencia previa de terapia para el remitente puede haber llevado a altas expectativas de la terapia para un cliente al que refirió. El artículo examina cómo estas expectativas influyeron en el proceso de terapia. El autor sostiene que las expectativas de la persona que deriva a un cliente pueden tener una influencia significativa en el proceso de la terapia y deben tenerse en cuenta
Unheard Voices and the Music of Resistance: Social Turmoil in Colombia
No full textComentario sobre la situación de estallido social en Colombia, el rol de la música en la protesta, y las acciones de la comunidad de musicoterapeutas en respuesta a la situación. This commentary addresses the current social turmoil in Colombia, the role of music in protest, and the actions of the music therapy community in response to the situation.Unbeachtete Stimmen und die Musik des Widerstandes: Soziale Unruhen in Kolumbien
Abstract
Dieser Kommentar spricht die aktuellen sozialen Unruhen in Kolumbien an. Er beschäftigt sich mit der Rolle, die Musik in Protesten spielt und mit den Reaktionen der Musiktherapiegemeinschaft als Antwort auf die aktuelle Lage.未被倾听的抵抗的声音和音乐：哥伦比亚的社会动荡
摘要
这篇评论论述了哥伦比亚当前的社会动荡，音乐在抗议中的作用，以及音乐治疗界应对这种情况所采取的行动。Voci inascoltate e musica della resistenza: le turbolenze sociali in Colombia
Questa esposizione affronta l\u27attuale tumulto sociale in Colombia, il ruolo della musica nella protesta e le azioni della comunità musicoterapica in risposta alla situazione
Clinical Training in Music Therapy: Perceptions of Preparedness and Satisfaction
No full textObjetivo: Este artículo examina las experiencias de los estudiantes de musicoterapia a lo largo de su formación clínica. Tres encuestas preguntaron sobre: 1) la percepción tanto de los pasantes como de los supervisores sobre las necesidades de los pasantes, 2) la preparación de los pasantes, sus habilidades, sus prioridades al elegir una pasantía y si se cumplieron sus expectativas de capacitación (con comparaciones entre estadounidenses y encuestados internacionales) y 3) satisfacción con la formación clínica. Método: Se distribuyeron tres encuestas separadas. Los encuestados de la primera encuesta incluyeron pre-pasantes (n = 19) y supervisores de pasantías (n = 14) que habían completado su capacitación en la Región de los Grandes Lagos de los Estados Unidos. Los encuestados de la segunda encuesta incluyeron pasantes estadounidenses (n = 50), profesionales estadounidenses (n = 353), pasantes internacionales (n = 12) y profesionales internacionales (n = 50). Los encuestados para la tercera encuesta incluyeron musicoterapeutas profesionales que completaron su plan de estudios en los Estados Unidos y tenían la credencial profesional MT-BC (N = 777). Resultados: En la Encuesta 1 se encontraron algunas diferencias entre las percepciones de los pasantes y los supervisores sobre las necesidades de los pasantes; se encontraron diferencias significativas entre la preparación y las fortalezas / debilidades entre los grupos en la Encuesta 2; y la Encuesta 3 encontró satisfacción general con la capacitación en algunas áreas que los encuestados consideraron que se necesitaban mejoras. Conclusiones: Si bien existe una satisfacción general con la formación de los musicoterapeutas, existen inconsistencias en las experiencias y percepciones de los estudiantes sobre su formación.Objective: This paper examines the experiences of music therapy students throughout their clinical training. Three surveys inquired about: 1) the perception from both interns and supervisors as to interns’ needs, 2) interns’ preparedness, their skills, their priorities when choosing an internship, and whether their expectations for training were met (with comparisons between American and International respondents), and 3) satisfaction with clinical training. Method: Three separate surveys were distributed. The first survey’s respondents included pre-interns ( n = 19) and internship supervisors (n = 14) who had completed their training in the Great Lakes Region of the United States. The second survey’s respondents included American interns (n = 50), American professionals (n = 353), International interns (n = 12), and International professionals (n = 50). Respondents for the third survey included professional music therapists who completed their curriculum in the United States and held the MT-BC professional credential (N = 777). Results: Some differences between interns’ and supervisors’ perceptions of the interns’ needs were found in Survey 1; significant differences were found between the preparedness and strengths/weaknesses between groups in Survey 2; and Survey 3 found general satisfaction with training with some areas respondents felt needed improvement. Conclusions: While there is overall satisfaction with training for music therapists, there are inconsistencies in students’ experiences in, and perceptions of, their training.
Japanese abstract:
音楽療法における臨床実習：
準備度と満足度の認識
エドワード・A・ロス、シュエヤン・フア、ワン・L、ジョーダン・ブリッツ・ノヴァク、フェイ・ワン、テイラーリン、N・メナート、レベカ・K・モラノ、ジェニファー・フィオーレ、アリシア・J・ステレンバーグ・マホン
要約
目的：本論文は臨床実習中の音楽療法学生の経験について検討する。三件の調査において、1）実習生及びスーパーバイザーによる実習生のニーズに関する認識、2）実習生の準備度及び技術、実習を選択する際の優先事項、実習が期待に沿うものだったかどうか（米国及び他国の回答者の比較）、3）実習の満足度を尋ねた。方法：異なる三つの調査用紙を配布した。一つ目の調査の回答者は、米国の五大湖地域で実習を行った実習前の学生（n=19）と実習スーパーバイザー（n=14）だった。二つ目の調査の回答者は、米国の実習生（n=50）、米国の音楽療法士（n=353）、他国の実習生（n=12）、他国の音楽療法士（n=50）だった。三つ目の調査の回答者は、米国でカリキュラムを修了し、MT-BC（米国認定音楽療法士）の資格を持つ音楽療法士（n=777）だった。結果：調査1では、実習生のニーズについて、実習生とスーパーバイザーの認識にいくらか違いが見られた。調査2では、準備の度合いないし強み・弱みについて、グループ間で著しく異なった。調査3では、実習の改善が必要だと感じている回答者はいるものの、総じて満足していることが明らかになった。結論：全体的に音楽療法実習において満足している一方で、実習に関する学生の経験及び認識には一貫性がないことが示唆された。
キーワード：音楽療法、臨床実習、ニーズ、準備度、期待、満足度
目的：本文探讨了音乐治疗专业学生在整个临床培训过程中的经验。三项调查询问了以下问题：1）实习生和实习主管对实习生需求的看法；2）实习生的准备情况、技能、选择实习时的优先事项，以及他们对培训的期望是否得到满足（美国受访者和国际受访者之间的比较），3）对临床培训的满意度。方法：进行三次独立调查。第一次调查的受访者包括在美国大湖区完成培训的预备实习生（n=19）和实习主管（n=14）。第二次调查的受访者包括美国实习生（n=50）、美国专业人士（n=353）、国际实习生（n=12）和国际专业人士（n=50）。第三次调查的受访者包括在美国完成课程并持有MT-BC专业证书的专业音乐治疗师（N=777）。结果：在调查1中，实习生和主管对实习生需求的认知存在一些差异；调查2发现两组之间的准备情况和优势/劣势存在显著差异；调查3发现，受访者对培训普遍表示满意，认为一些领域的培训需要改进。结论：虽然对音乐治疗师的培训总体上是满意的，但学生在培训中的经验和对培训的看法是不一致的。Obiettivo: Questo articolo esamina le esperienze degli studenti di musicoterapia durante la loro formazione clinica. Tre sondaggi hanno indagato su: 1) la percezione da parte di tirocinanti e supervisori delle esigenze dei tirocinanti, 2) la preparazione degli stagisti, le loro competenze, le loro priorità nella scelta di uno stage e se le loro aspettative di formazione sono state soddisfatte (con confronti tra americani e intervistati internazionali) e 3) soddisfazione per la formazione clinica. Metodo: sono stati distribuiti tre sondaggi separati. Gli intervistati del primo sondaggio includevano pre-tirocinanti (n = 19) e supervisori di tirocini (n = 14) che avevano completato la loro formazione nella Great Lakes Region degli Stati Uniti. Gli intervistati del secondo sondaggio includevano stagisti americani (n = 50), professionisti americani (n = 353), stagisti internazionali (n = 12) e professionisti internazionali (n = 50). Gli intervistati per la terza indagine includevano musicoterapeuti professionisti che hanno completato il loro curriculum negli Stati Uniti e possedevano la credenziale professionale MT-BC (N = 777). Risultati: alcune differenze tra le percezioni dei tirocinanti e dei supervisori dei bisogni degli stagisti sono state riscontrate nel Sondaggio 1; sono state riscontrate differenze significative tra la preparazione e i punti di forza/debolezza tra i gruppi nell\u27indagine 2; e il sondaggio 3 ha riscontrato una soddisfazione generale per la formazione in alcune aree che gli intervistati ritenevano necessario migliorare. Conclusioni: mentre c\u27è una soddisfazione generale con la formazione per i musicoterapeuti, ci sono incongruenze nelle esperienze e nelle percezioni degli studenti sulla loro formazione
Swedish rape legislation from use of force to voluntariness - critical reflections from an everyday life perspective
Get PDFAfter decades of debate and reforms on the rape legislation, a shift from a use of force-based into a consent-based rape offence (with voluntariness as the decisive criteria) entered into force in Sweden in July 2018. The aim of this article is to review and critically analyse Swedish statutory regulation of rape, starting in the historical development and debates as a backdrop. The authors take their starting point in critique put forward within the field of feminist legal studies and uses an everyday life perspective to examine some of the assessments made in the preparatory work in the decisions made on how to best protect the individual’s right to personal and sexual integrity and sexual self-determination. The analysis shows that a male rationale permeates the preparatory works and points at a need for further research on the criterion of voluntariness and its presumptions on autonomy
TELLING in English, Norwegian and French: A three-way contrast
No full textThis paper presents the results of a study of double object constructions containing the cognate verbs English tell and Norwegian fortelle, based on data from the English–Norwegian Parallel Corpus. The results show that there is a certain degree of correspondence between the two verbs in constructions with nominal direct objects, with less mutual correspondence in constructions with finite clausal objects, very little correspondence in constructions with objects in the form of direct speech, and none whatsoever in the case of non-finite clausal objects, which only occur with tell. The paper then expands the topic to include tell predications in French. The data were retrieved from the Oslo Multilingual Corpus. It transpires that the form of French translations of Norwegian expressions are more similar, at least for some constructions, to the Norwegian originals than are their English counterparts
Use of two distant nesting areas as a breeding strategy of Golden Eagles (Aquila chrysaetos) in Valdres, southeast Norway
Get PDFCover photo: Golden eagle. Photo: Frode Falkenberg.
Sixteen occupied nesting territories of Golden Eagle Aquila chrysaetos were studied between 2000 and 2020, in the southern part of the valley of Valdres, southeast Norway. Most of the study area consists of rolling hills dominated by spruce Picea abies with numerous clear-cuts. It was concluded that at least six (about 40%) of the eagle pairs in these territories move back and forth between two alternate, distant nesting areas 5.3 km apart (average). In two additional pairs, a second nesting area was considered possible. In the remaining eight, only one nesting area was found. The periods of one nesting area in use varied from 2–19 years, before moving to the other nesting area. This result was supported by panoramic mid-day surveillance of the air space between the two nesting areas during 2014–2020. The maintenance of a second core nesting area is most likely a strategy for moving to a more favourable hunting area and might be initiated by a new mate in the pair. The move might also be influenced by avoidance of a close neighbouring pair. A switch of nesting areas, as indicated by this study, could significantly affect results, when the number of eagle pairs in a certain area is counted.
Cover photo: Golden eagle. Photo: Frode Falkenberg.Cover photo: Golden eagle. Photo: Frode Falkenberg.
Sixteen occupied nesting territories of Golden Eagle Aquila chrysaetos were studied between 2000 and 2020, in the southern part of the valley of Valdres, southeast Norway. Most of the study area consists of rolling hills dominated by spruce Picea abies with numerous clear-cuts. It was concluded that at least six (about 40%) of the eagle pairs in these territories move back and forth between two alternate, distant nesting areas 5.3 km apart (average). In two additional pairs, a second nesting area was considered possible. In the remaining eight, only one nesting area was found. The periods of one nesting area in use varied from 2–19 years, before moving to the other nesting area. This result was supported by panoramic mid-day surveillance of the air space between the two nesting areas during 2014–2020. The maintenance of a second core nesting area is most likely a strategy for moving to a more favourable hunting area and might be initiated by a new mate in the pair. The move might also be influenced by avoidance of a close neighbouring pair. A switch of nesting areas, as indicated by this study, could significantly affect results, when the number of eagle pairs in a certain area is counted