Publikationer från Stockholms universitet
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Quackademic Dive into Duckburg Drollery : a linguistic analysis of humor creation in Don Rosa's Donald Duck comics in Swedish
No full textI denna uppsats undersöks hur språklig struktur samverkar med humorteoretiska strategier i skapandet av verbal humor i Don Rosas Kalle Anka-serier på svenska. Analysen av humorstrategier i de undersökta instanserna är förankrad i Attardos ’General Theory of Verbal Humor’. Humorinstanserna förekommer i ett multimodalt format där uppfattningen av både text och visuella element påverkas av olika semiotiska resurser. Vid analysen används därför Cohns teori för integrering av text och bild. Den språkstrukturella analysen genomförs med utgångspunkt i systemisk-funktionell grammatik, med generell språkvetenskaplig terminologi vid djupare analys av specifika språkliga strukturer. Analysen visar att majoriteten av de sekvenser som humorinstanserna presenteras i innehåller semantisk och språkstrukturell inkongruens på fler nivåer än den enhet som enligt det humorteoretiska ramverket identifieras som skämtets kärna. Språkliga val tycks samverka med den narrativa strategi som bygger upp hela humorinstansen, och språkstrukturella motsättningar utnyttjas för att skapa humor i flera lager utöver den huvudsakliga föreställningskrocken. De föreställningskrockar som utgör primärskämten baseras huvudsakligen på tvetydiga semantiska roller och homofoni. De språkliga strategierna visar dock att den huvudsakliga enhet som skämtet bygger på kan förstås på djupare plan än vad som innefattas i de humorteoretiska ramverken, samt att bland annat krockar mellan syntaktiska och semantiska argumentstrukturers form och funktion i hela sekvenserna bidrar till skapandet av humor.
It’s Not a Phase : Emo Drag and Utopian Potential
No full textThis thesis explores the presence of utopia within four different drag king performances that use emo as the main aesthetic. The two drag kings that are featured in this thesis are both British, and almost all of the performances exist within a British context. The theories of José Esteban Muñoz, Jill Dolan and Jack Halberstam, together with performance analyses, are used to examine how shame and queer time relates to utopia within the emo drag performances. Emo can be hard to define but it is easy to spot. Emo was a prominent 2000s subculture that is often recognized through its look, as well as the music that was heavily featured. In this thesis argue that the drag artists highlight the queer aspects that are already part of emo. The findings of the analyses are that queer time and age is highly relevant for how the drag kings are read on stage and how the performances themselves function. I present the argument that emo is closely tied to youth culture, and when an adult is presenting themselves as emo they will either be read as a teenager or as a failed adult. Emo as a subculture works successfully with other concepts and art forms, and I argue that emo will queer other ideas simply by existing close to it. Both emo and drag are nothing without their communities. The moments of utopia are created within the meeting of people, both between and members of an audience as well as between the artist and audience. This thesis highlights the need of queer spaces, especially in a time where those spaces are limited and shrinking.
Treby borg : Arkeologiska undersökningar av Treby fornborg, L1956:3284, RAÄ Segerstad 22:1, Mörbylånga kn, Kalmar län, i maj och september/oktober 2024
No full textThis report presents the results of archaeological investigations at Treby Borg (L1956:3284, RAÄ Segerstad 22:1, Mörbylånga, Kalmar County), conducted in May 2024 by Stockholm University and in September–October by Linnaeus University, as part of the research programme Crisis, Conflict & Climate – Scandinavia 300–700 CE. The study examines the chronology, construction sequence, and use of the site through stratigraphic, typological, radiocarbon, and geochemical analyses. Findings indicate that the main period of activity occurred during the Migration Period (c. 375–550 CE), supported by radiocarbon dating and artefact typology. Earlier finds, including a brooch and glass ring from the Pre-Roman Iron Age, likely reflect activity predating the construction of the fort. Treby Borg is architecturally unique, comprising three interconnected ringfort segments. Stratigraphic evidence suggests the central segment was built first, though the relative chronology of the eastern and western segments remains uncertain. Data from the central fort segment show a low density of artefacts, few hearths, and a notable lack of household ceramics, e.g. in contrast to a contemporary large farm site like Gamla Skogsby. This suggests non-domestic use and a possible deliberate abandonment. Geochemical analysis shows higher levels of phosphorus, potassium, manganese, copper, and zinc in the eastern segment, indicating more intensive human activity such as food processing and metalworking. The central area shows higher iron concentrations, possibly linked to ironworking. These patterns point to spatially differentiated activity and enhance our understanding of ringfort function during the Migration Period.Kris, konflikt och klimat - Skandinavien 300-700 C
AI - are you going to take myjob? : A study on coache’s perceptions of Artificial Intelligence opportunitiesand challenges in coaching.
No full textDenna uppsats undersöker coachers uppfattning om att integrera AI i sitt arbete, med fokus på vilka möjligheter och utmaningar som den nya teknologin kan innebära. För att ta reda på detta så genomfördes kvalitativa semistrukturerade intervjuer med åtta coacher, som därefter analyserades tematiskt. Analysen visar att coacherna har liten, eller ingen, erfarenhet av att använda AI i sin yrkesutövning. Flertalet coacher kan tänka sig använda AI för enklare arbetsuppgifter. De utmaningar de kan se är framförallt etiska aspekter, eftersom det är viktigt att skydda klientens integritet. Resultaten kopplades sedan till den pedagogiska teorin om sociokulturellt lärande, som visar hur lärande skapas mellan människor och verktyg. Analysen görs även utifrån det pedagogiska begreppet livslångt lärande, vilket handlar om att människan anpassar sig till nya förutsättningar, där AI kan bli en del inom coaching. This thesis explores coaches’ perceptions of using AI in their work, focusing on the opportunities and challenges that this new technology might entail. To address these questions, eight qualitative semi-structured interviews with coaches were conducted and analyzed thematically. The findings indicate that the coaches have little to no experience using AI in their professional practice. Most coaches are open to using AI for simpler tasks. However, they identified ethical concerns as a key challenge, particularly the importance of safeguarding client confidentiality. The results are linked to the pedagogical theory of sociocultural learning, which emphasizes how learning is created through interactions between people and tools. Additionally, the concept of lifelong learning is applied, highlighting how individuals adapt to new conditions, where AI could play a role in the field of coaching
Äkta män : Uppvaktande och gifta medelklassmäns maskulinitetsgörande i relation till kvinnor under 1800-talet
No full textFor about thirty years, historians have taken an interest in men as gendered beings. By studying how men in different times and cultures have done masculinity, researchers have mainly defined masculinity as a homosocial construct, as something which is created through interactions and relationships between men. As a result of this, women have largely been absent in masculinity studies. Endeavouring to change this, this thesis aims to study how nineteenth century middle-class men did masculinity in relation to women. By scrutinising both the young man in search of a wife as well as the settled, married man in relationship advice manuals from around 1830–1900, this study explores the concept of heterosociality as a key function of how these men did masculinity. Throughout the analysis, I argue that the men in question were instructed to adapt their way of being in order to please women, through which they could gain acceptance from other men. However, I also argue that they could fail to reach the coveted state of true manhood in the same effort. I conclude by stating that homosocial and heterosocial mechanisms worked synergistically in how these men were supposed to do their masculinity, proving the need to include the influence of women, as well as a heterosocial perspective, in masculinity studies
Digitalized habits : An etnological study of elderly people and everyday knowledge in a digitalized context
No full textKey words: Everyday knowledge, Habits, Digitalization, Elderly people, Elderly Community This study addresses the everyday knowledge of elderly people and how they come to transform this knowledge in order to keep up with the digitalization of society. How does old habits match individual needs in the digitalized landscape? How does the upgrade of everyday knowledge come about? This study also aims to unfold the impact of elderly community and family relations. When does one learn, and how does it happen? The question of democracy is raised. With the current, forced rate of digital implementation throughout society, the elderly people are left behind in the process. What thoughts are expressed in this matter? The study concludes that a digital shift has to take place in a person’s mind in order for that person to be able to imagine the full potential of digital change. Regardless of the actual extension of the digital knowledge an elderly person may possess, community with others alike, combined with individual needs that are satisfactory met, seem to be important for the own appreciation of the ability to cope in a digitalized world. The ability to be free of choice seems also to be of importance
Ethical Tensions in AI-Based Systems
No full textThis thesis contributes to human-computer interaction (HCI) by exploring how various stakeholders in Swedish public organisations make sense of ethical considerations and negotiate ethical responsibility in the development and use of artificial intelligence (AI)-based systems. While high-level ethical frameworks (e.g., guidelines that emphasise principles such as fairness, transparency, and accountability) are intended to guide AI ethics application, prior research reveals that practitioners frequently struggle to translate abstract frameworks into concrete actions within design and use contexts. Responding to calls in HCI for situated, empirical approaches to studying AI ethics in practice, this thesis investigates how stakeholders engage in ethical reasoning through three interconnected dimensions: how they reflect and make sense of ethical considerations, the ethical tensions they encounter when working with AI-based systems, and how ethical responsibility is described and negotiated across AI-based systems’ life cycles. Drawing on two qualitative case studies combining semi-structured interviews and a multi-stakeholder focus group, the thesis develops an empirically grounded account of stakeholders' ethical reasoning processes. The analysis draws attention to three cross-study themes. First, stakeholders make sense of ethical considerations in situ, shaped by organisational roles, institutional demands, and technological constraints, rather than direct application of abstract frameworks. Second, ethical tensions are not simply obstacles but catalysts that prompt ethical reasoning, surfacing hidden assumptions and conflicts that require stakeholders to renegotiate responsibilities. Third, the negotiation of responsibility is made and remade among actors, shifting across the AI-based system’s life cycle in response to tensions and contextual constraints. Together, these findings show that ethical reasoning in public sector AI work is best understood as contextual, relational, and evolving – taking shape through the interplay of sense-making, handling tension, and doing responsibilities. In doing so, this thesis invites more reflective (embracing tensions as triggers for ethical reflection), relational (attuned to the shared and negotiated nature of responsibility), and practice-oriented (grounded in the situated ways stakeholders make sense of ethical considerations in everyday work) approaches to Responsible AI
Skapa hälsa i skolan genom estetiska uttrycksformer? En teoretisk undersökning av välbefinnande utifrån ett livsvärldsperspektiv
No full textI föreliggande artikel diskuteras hur elevers välbefinnande kan förstås utifrån ett livsvärldsperspektiv och främjas genom skapande av estetiska uttrycksformer i skolan. Det finns olika sätt att definiera välbefinnande. Med ett livsvärldsperspektiv fokuseras den unga människans levda upplevelse. Utgångspunkten i diskussionen tas i ett kritiskt förhållningssätt till hur den ökade psykiska ohälsan förstås i samhället och i skolan idag, genom att belysa betydelsen av de neoliberala reformer som lett till ökad individualisering och samhällets medicinska blick på människors lidande. En bärande tes genom artikeln är att estetiska uttrycksformer, i sig, kan ha potential att leda till välbefinnande, vilket understöds av aktuell forskning. Således ser vi en möjlighet för skolan att ”skapa hälsa” om rätt villkor råder. Teoretiska begrepp som fokuserar den levda erfarenheten är Donald W. Winnicotts idéer om betydelsen av ett mänskligt mellanområde och Knud E. Løgstrups fenomenologiska analys av människans möjlighet att relatera till den andre som uttryck för suverän livsyttring. Båda dessa tänkare kan bidra till att ge en annan förståelse av välbefinnande och psykisk ohälsa än den medicinska blicken. Det är den enskildes livsvärld som är utgångspunkten, och därmed nyanseras synen på välbefinnande och psykisk ohälsa. Endast som subjekt kan en människa skapa estetiska uttrycksformer. I ett skapande är en människa sammanflätad med de meningserbjudanden som står till buds i hennes omedelbara kontext, som elev med det som erbjuds i skolans värld, och ges då en möjlighet att formulera och uttrycka livets ”både och”, det vill säga både det som är bra och gynnsamt och det som är svårt och utmanande.Understanding students’ well-being from a life-world perspective, and the promotion of well-being by creating aesthetic expressions in schools, is the focus of this article. Well-being can be defined in a number of ways; a life-world perspective emphasizes the lived experience of the young person. The following discussion begins with a critical examination of how the increasing prevalence of mental illness is understood in contemporary society and schools. Here, we highlight consequences of the neoliberal reforms that have fostered greater individualization alongside a medicalized view of human suffering. A principal thesis of the article is that aesthetic expressions have the potential to promote well-being in themselves; thus, we see an opportunity for schools to ‘create health’ if the right conditions prevail. Donald W. Winnicott’s ideas on the importance of a potential space and Knud E. Løgstrup’s phenomenological analysis of the human ability to relate to the other as a sovereign life expression, are two theoretical concepts that focus on lived experience. Both of these thinkers can provide alternative understandings of well-being and mental illness, compared to simply using a medical lens. The individual’s life world is the starting point, which means that the views of well-being and mental illness will likewise be shifting. Only as subjects can human beings create aesthetic forms of expression. In aesthetical creativity, a human being is intertwined with the affordances of meaning available in his or her immediate context. The affordances available in school are pivotal for pupils, if they provide opportunities to formulate and express the ‘both/and’ of life; that is, both what is good and favorable and what is difficult and challenging
“I Don’t Understand Anything Again” : The Narrative Intersection Between Prevailing Individualisation Norms and the Primary Missions of Schools
No full textThis study, which is based on ethnographic fieldwork at a Swedish primary school and an upper secondary school, explores whether and how prevailing societal norms about the individual as a central and often independent entity, and about the individual’s own responsibility for their actions and achievements, leave an imprint on everyday school life at these schools. These individualisation norms have had organisational and structural effects on school as an institution, some of which are highlighted in the study. This includes an exploration of a number of neoliberal-influenced school reforms that were implemented during the early 1990s in line with these norms, which still exist today, as well as the way the norms are reflected in the school’s pedagogical policy documents and, more specifically, its curricula. The study examines the impact of these norms on everyday school practices by asking whether and how they are also expressed in the participating teachers’ and students’ narratives and, more precisely, narratives that can be related to three of school’s primary missions: organising teaching, evaluating students, and maintaining order. This exploration shows that the norms are reflected in different ways and to different degrees in different narratives. This reflection is characterised by tensions and contradictions: different individualisation principles and individual-oriented explanatory models are pitted against each other, and the individualisation norms are confronted with collectivist principles and approaches. Here, attention is drawn more specifically to the overarching collectivist school mission, according to which the school has a responsibility to offer all students similar education and a good quality of education. The study illuminates how the norms and this mission are sometimes compatible with each other, sometimes challenge each other, and are sometimes partly compatible and partly incompatible, which means that, in the narratives, the school’s degree of responsibility for the student’s academic performance swings back and forth from more or less comprehensive to limited and increased responsibility. In summary, the study contributes to a deeper insight into the individualisation tendencies of schools and introduces narrative as a central analytical category in this research context.I den här studien, som baseras på etnografiskt fältarbete på en svensk grundskola och en gymnasieskola, utforskas om och hur rådande samhälleliga normer om individen som central och ofta oberoende entitet och om individens eget ansvar för sina handlingar och prestationer ger avtryck i skolvardagen på dessa skolor. Dessa individualiseringsnormer har haft organisatoriska och strukturella effekter på skolan som institution, varav några belyses i studien: ett antal nyliberalt influerade skolreformer som genomfördes under det tidiga 1990-talet i linje med dessa normer och består än idag samt normernas avspegling i skolans pedagogiska styrdokument och då mer specifikt dess läroplaner. I studien undersöks normernas avtryck i den aktuella skolvardagen genom frågeställningen om och hur de också kommer till uttryck i de medverkande lärarnas och elevernas narrativ, och då närmare bestämt narrativ som kan relateras till tre av skolans centrala uppdrag: undervisningsorganiserande, elevvärderande och ordningsupprätthållande. Undersökningen mynnar ut i att normerna återspeglas på olika sätt och i olika hög grad i olika narrativ. Denna återspegling präglas av spänningar och motsättningar: dels ställs olika individualiseringsprinciper och individorienterade förklaringsmodeller mot varandra, dels stöts och blöts individualiseringsnormerna mot kollektivistiska principer och upplägg. Här uppmärksammas mer specifikt det övergripande kollektivistiska skoluppdrag enligt vilket skolan har ett ansvar att erbjuda alla elever likartad utbildning och god utbildningskvalitet. Studien visar hur normerna och detta uppdrag ibland är förenliga med varandra, ibland utmanar varandra och ibland är delvis förenliga och delvis oförenliga, vilket innebär att skolans grad av ansvar för elevens studieprestationer i narrativen pendlar fram och tillbaka från mer eller mindre genomgripande till begränsat och ökat ansvar. Sammanfattningsvis bidrar studien till fördjupad förståelse av skolans individualiseringstendenser och introducerar narrativ som central analytisk kategori i detta forskningssammanhang.
Cycles of Disruption : An Ethnographic Study of Disruptivity in a Swedish Secondary School
No full textThis dissertation explores the concept of disruptivity (disruptivitet) in the Swedish public education system, centering on Nya Tallskolan – a secondary school situated in a suburban area I call Tallskog. Historically shaped by territorial stigma and socio-economic marginalization, Tallskog has been the focus of various government interventions aimed at improving both living conditions and the neighborhood’s reputation. As part of a large municipal initiative to "lift" Tallskog, Nya Tallskolan was built with the goal of fostering positive change in both the school and the surrounding community. Drawing on two years of ethnographic fieldwork, this study examines how disruptions —arising from national and local educational reforms, high staff turnover, and modifications to the school's physical environment — shape everyday practices within the school. The fieldwork includes participant observation and interviews with ninth-grade students, teachers, school leaders, youth workers, and community members, as well as active involvement in students' after-school activities, including local youth center initiatives and summer job programs for Tallskog’s youth. Disruptivity, as explored in this dissertation, refers to a dynamic and ongoing process in which continuous cycles of change prevent long-term consolidation and perpetuate uncertainty. These disruptions are not isolated events but structural features of the school that interact and overlap with each other, while reinforcing existing inequalities. This study highlights how these recurring cycles influence both pedagogical relationships and the overall educational environment, illustrating the paradoxical effects of reforms that, while intended to improve the system, often exacerbate the challenges they aim to address. Situated within the broader context of the Swedish education system, the dissertation explores how market-driven policies and territorial stigmatization contribute to the persistent instability of Nya Tallskolan. Efforts to create a transparent and collaborative learning environment often resulted in further sources of disruption, as architectural and organizational changes undermined teaching practices and social relationships. This dissertation contributes to a deeper understanding of how local and structural factors interact in shaping the educational landscape, particularly in marginalized urban areas. It underscores that disruptivity is not merely an obstacle to stability, but a critical lens through which to understand the complexities of institutional change, social inequality, and educational reform in contemporary Sweden.