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Writing the history of Intermedial Studies through the Digital Humanities
Get PDFIn spite of their broad spectrum of objects and research questions, little attention has so far been paid to the history of Intermedial Studies, and to their “prehistory” in Interart Studies: as the authors of one of the most recent introductory handbooks on the subject observe, “the long history of interart and thus intermedial studies does not exist yet” (Bruhn, J., & Schirrmacher, B., eds., 2022: 25). In fact, for about twenty years, the few reports on the history of Intermedial Studies have been reduced to periodization sketches, which, as such, constitute the indispensable first step of any historical research, but certainly cannot exhaust it (Clüver, C., 1993/2009: 497-502; Clüver, C., 2007; Maggi, M., 2020; Bruhn, J., & Schirrmacher, B., 2022: 10-14). It is only in the last year, particularly with the recent publication of the Palgrave Handbook of Intermediality (Bruhn, J., López-Varela, A., & de Paiva Vieira, M., eds., 2023), that the first case studies on specific schools, scholars, and national traditions have appeared.
Among other issues, in my project A Genealogy of Intermedial Studies. The Italian Case, I address the application of Digital Humanities in writing the history of Intermedial Studies, with specific reference to the tools of recognition of visual and textual patterns and of social network analysis. In this paper I will thematise the epistemological and methodological issues underlying the application of Digital Humanities to the history of Intermedial Studies. I will also show how the Italian tradition in the field of Interart Studies, at the centre of the project, offers an ideal ground to experiment with digital mixed-media approaches aimed at the detection of recurrent patterns and relational networks between subjects. Finally, I will demonstrate, on the one hand, how the use of Digital Humanities can bridge the gap between the generality of the periodizations and the particularity of the case studies; on the other hand, how such use can illuminate the artistic and creative dimension of the iconotexts produced by scholars in their essays
Remediations of the theatre in the Zoom works end meeting for all and The Apple family: A pandemic trilogy
Get PDFThis paper focuses on the theatrical remediation of a specific digital genre, the online (Zoom) meeting, in contemporary Anglophone lockdown pieces. Taking Forced Entertainment’s End Meeting for All (2020) and Richard Nelson’s The Apple Family: A Pandemic Trilogy (2021) as examples, the two works are united across space and time by their interest in experimenting with the online format of the Zoom meeting at a time when theatres were closed during the worldwide coronavirus lockdown. Rather than primarily exploring this thematic aspect, however, my paper, first and foremost, takes an interest in how the medium of the theatre is remediated through the format of the online meeting and how the theatrical and the digital interact to form a hybrid new mode of representation in these two works. Adopting an intermedial approach, I will demonstrate how End Meeting for All and the Pandemic Trilogy make use of the online format but opt for markedly different styles. While Forced Entertainment’s take on the online format results in a highly absurdist and metatheatrical reflection of (stage/online) acting, embodiment and storytelling, Nelson’s trilogy clearly subscribes to a realistic agenda. As the paper will demonstrate, the remediation of the theatrical through the digital shapes theatrical storytelling in both works, enabling their creators to experiment with ways of showing, telling and viewing that the online medium in general as well as the specific genre of the Zoom meeting afford, while the re-entry of theatre into the digital realm also attests to the pervasiveness of the theatre as medium of human expression, not just in terms of social roleplaying but also as a way of modelling artistic exchange, at a time when both human connection and the theatre itself were at risk
Konstvetenskap i Finland idag: Undervisning, forskning, AI och den nationalistiska konstkanon
Get PDFVårt paper inleds med en kort presentation av konstvetenskapens situation i Finland, som vi upplever att skiljer sig något från den svenska. Vi redogör för organisationen på både ett nationellt plan och lokalt vid Åbo Akademi, samt möjligheter till samarbete mellan de finska universiteten. Vi uppmuntrar även till diskussion om AI, dess relation till konstvetenskap och hur man i undervisningen kan utnyttja AI för kritisk granskning av konstens historia, både den finska, av tradition nationalistiskt färgade konstkanon och den internationella. Vilka metoder blir aktuella, och vilken förnyelse krävs av pedagogiken? Avslutningsvis ges en kort presentation av den på forskning baserade, kanonkritiska granskningen av Finlands konsthistoria, som (förhoppningsvis) publiceras i form av en bok 2025, även i svensk upplaga. I slutet av vårt paper hittas två bilagor som består av exempel på AI-genererad konstvetenskap
Mapping writing across school subjects in grade 4
Get PDFWriting is central to pupils’ education, employment, meaningful lives and for citizenship, i.e. writing in different contexts and disciplines. Therefore, an important challenge is the teaching of writing to develop pupils writing in different school subjects. This case study deals with pupils’ everyday school writing literacy practices. The aim is to explore the teaching of writing in grade 4 in all school subjects. This paper draws on empirical data collected as a pre-study in two grades 4 in the project Writing as nutrition for democracy (VR 2018-03779). The data consist of literacy mapping of the school (common areas and 2 classrooms), four weeks’ observations of the teaching of writing in grade 4 in all school subjects (89 lessons in total), and informal interviews with the 8 teachers observed. The data is content analyzed using Ivaničs (2004, 2017) framework for discourses of writing and Bernstein’s (1977; 1990) framework for structuring the pedagogic discourse in classification and framing.
The findings reveal that writing was undertaught in most school subjects but writing as a tool for learning – enacted in a discourse for thinking and learning – had a strong position. In language subjects, text-focused writing discourses dominated. Context focused writing (a social practices and a socio-political discourse) was rare, as has been shown by other studies. Preliminary analyses indicate that most subjects but Swedish have strong classification and that the teaching of writing has weak framing, which is obvious in the literacy mapping of the school.
Finally, a comprehensive teaching of writing is argued to develop pupils’ writing proficiency. How such teaching can be achieved is discussed in relation to what literacy skills that are necessary in the 21st century
En studie i våld. Explicita skildringar av fysiskt våld i 2015 års utgivning av barn- och ungdomslitteratur i Sverige
Get PDFMeasurements of Susceptibility to Anchoring are Unreliable: Meta-Analytic Evidence From More Than 50,000 Anchored Estimates
No full textTheories on anchoring effects—the assimilation of numerical estimates toward previously considered numbers—have been used to derive hypotheses that susceptibility to anchoring is correlated with certain personality traits. Thus, for the last decade, a considerable amount of research has investigated relationships between people’s susceptibility to anchoring and personality traits (e.g., intelligence, the Big Five, narcissism). However, many of the findings are contradictory. We suspect that this inconsistency is grounded in imprecise measurements. Unfortunately, few reports have disclosed estimates of the susceptibility scores’ reliability (e.g., Cronbach’s alpha). We created a large and open data set of anchoring susceptibility scores and conducted a meta-analysis to test how extensive the reliability problem is. Results suggest that the reliability of most tasks is very low. In the few cases in which the reliability is acceptable, the validity of anchoring scores is questionable. We discuss requirements for further attempts to solve the reliability problem
Flerspråkighet som villkorad resurs: – en studie om hur mellanstadielärare talar om flerspråkande i skolarbete
No full textToday researchers and school authorities urge teachers to make use of students’ entire linguistic repertoires (Cummins, 2017; Garcia & Li Wei, 2014; Juvonen & Källkvist, 2021; Swedish National Agency for Education, 2022; Svensson et al., 2018), that is, students should be able to use and develop their different linguistic resources in school to strengthen their language, knowledge and identity development. This can be challenging, especially for teachers who are neither trained nor have experience of working with multilingual students. Numerous action research studies, such as Cummins and Early (2011), Lindgren et al. (2015), Lupsa (2022) and Wedin and Wessman (2017), have shown that a change to a more flexible use of students’ different linguistic resources in school takes time and makes demands on teachers, school leaders and school organisations. Earlier research also calls for further studies on middle school teachers’ reflections on multilingual teaching practices (Cunningham, 2019). This is particularly urgent in linguistically diverse classrooms, where several students speak languages other than the majority language. These students are more or less familiar with the language of instruction and, thus, risk lacking behind in their educational careers. The current paper answers the call by analyzing data collected during a municipality-initiated project with the double aim of researching and developing pedagogies for teaching.
The aim of this study is to investigate how two middle school teachers, who work in linguistically diverse classrooms, each talk about multilingual languaging in schoolwork before and after an intervention. The intervention aimed at supporting the teachers in utilizing the students’ multilingual resources in schoolwork to a greater extent. It included collaborative assignments, which students would complete at home in the language of their choice together with guardians. The intervention was carried out in two classrooms and lasted for 14 weeks. In this paper we analyze what the two teachers express in relation to multilingual languaging in the school context in individual semi-structured interviews with the teachers both before and after the intervention. The interview data is analyzed using qualitative content analysis and interpreted and discussed with Ruíz’ (1984) three different approaches to language and language use as problem, right and resource. The results of the study are further discussed on the basis of the concepts of epistemic justice (Fricker, 2007) and inclusive education (Ainscow & Messiou, 2018; Kugelmass, 2006). Our results show that both teachers moved to a more resource-oriented view (Ruiz, 1984) on multilingualism. The teachers’ changed approaches to multilingual languaging in schoolwork can be interpreted as an example of inclusive education (Ainscow & Messiou, 2018; Kugelmass, 2006). This has the potential of leading to an increased acknowledgement of the students and their guardians as knowledgeable and able individuals, thus approaching epistemic justice (Fricker, 2007). However, after the intervention, both teachers continue to regard multilingualism mainly as a conditional resource, something that can be used temporarily by those students who have not yet learned enough Swedish. Thus, the participating teachers in our study talk of multilingual languaging as a useful instrument towards the goal of a better command of the school language Swedish, rather than an ends in its’ own right (c.f. Cunningham, 2019). It is likely that a longer intervention could have yielded different results, since research finds that teachers’ change management takes time (Cummins & Early, 2011; Lindgren et al., 2015; Lupsa, 2022; Wedin &Wessman, 2017). However, we have shown how a short intervention can gradually be built up and to some extent influence teachers’ talk about multilingual languaging in school work. The intervention has also generated knowledge about what support teachers may need to utilize students’ multilingual repertoires in school work, such as working based on students’ different needs and conditions in linguistically diverse classrooms. Also, a deeper understanding of the relationship between Swedish and other languages in regular teaching could be enhanced. Further research is therefore needed on how teachers can be given support to make use of students’ linguistic resources in school work in linguistically diverse classrooms.I denna studie undersöks hur två mellanstadielärare i intervjuer talar om flerspråkande i skolarbetet före och efter en intervention. Materialet är insamlat inom ett samverkansprojekt mellan Linnéuniversitetet och två olika F–6-skolor på initiativ av en kommuns utbildningsförvaltning. Själva interventionen pågick i två språkligt heterogena klasser under 14 veckor i syfte att ge stöd till respektive lärare att i större utsträckning tillvarata flerspråkiga resurser i skolarbetet. Intervjuerna analyseras med hjälp av kvalitativ innehållsanalys, som i sin tur tolkas och diskuteras med hjälp av Ruíz (1984) tre olika förhållningssätt till språk och språkanvändning som problem, rättighet eller resurs. Studiens resultat diskuteras också utifrån begreppen epistemisk rättvisa (Fricker, 2007, 2017) och inkluderande undervisning (Ainscow & Messiou, 2018; Kugelmass, 2006). Resultatet visar att lärarna efter interventionen uttrycker att de i högre grad erbjuder flerspråkande i skolarbetet, vilket kan tolkas som ett exempel på inkluderande undervisning som ökar den epistemiska rättvisan för såväl elever som vårdnadshavare med migrationsbakgrund. Emellertid ger båda lärarna fortsatt uttryck för flerspråkigheten som en villkorad resurs, något som tillfälligt kan användas av de elever som ännu inte lärt sig tillräckligt med svenska.
Entrepreneurship through Thomas Mann: Ideas on what entrepreneurship was, is, and is not
Get PDFThrough the writings of Thomas Mann, this paper explores ideas about what entrepreneurship was, is, and is not. The starting point is the question of how the discourse on entrepreneurship has evolved over time. The methodology is inspired by a research program that emphasizes the relationship between social science and literature, and the empirical inquiry is guided by the works of the German author Thomas Mann, particularly, Buddenbrooks and The Magic Mountain. Through these works, the discourse on entrepreneurship is explored at two points in time: one in the 19th century and one in the present day. This exploration illustrates the contrast between the 19th-century perception of the entrepreneur as a capitalist and risk-taker, and the contemporary discourse where the entrepreneur is often seen as a creative and flexible innovator. The final section of the paper delves into the ever-expanding discourse on entrepreneurship and elaborates on what entrepreneurship is not, as well as whether the broad discourse – where even artists are considered entrepreneurs – risks obscuring the understanding of entrepreneurship
Feelgood literature: Entrepreneurial Robinsonades for the 21st century woman
Get PDFThis article explores the intersection of entrepreneurship and feelgood literature, addressing Coșgel's argument about the impact of metaphors and narratives in shaping economic theories and the role of the entrepreneur. In entrepreneurial studies, there has been limited examination of how literary narratives influence entrepreneurial conceptualization. Analyzing feelgood literature can challenge male-coded entrepreneurial roles and offer alternative perspectives on women's entrepreneurship.
Feelgood literature echoes themes from Defoe’s Robinson Crusoe, and the study argues that feelgood literature serves as entrepreneurial Robinsonades for modern women, offering socio-economic commentary on their attitudes towards work. The genre both repeats and rewrites the Robinson narrative, thereby reshaping the male-coded entrepreneurial narrative.
The article concludes that feelgood literature represents a new type of entrepreneurial imaginary, sharing features with what Dahl and Helin call an “economy of homecoming”, in which local community and caring supersede the individualistic and expansive/exploitative economy of the Robinson-type entrepreneur