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V3-ordföljd i svenskan: adverbiella bisatser som fria initiala annex
Get PDFSvensk huvudsatsordföljd kännetecknas av V2-regeln: det finita verbet ska i huvudsatser komma på andra plats. Men det finns exempel på avvikelser från denna ordföljd; till exempel kan adverb som kanske, nästan och bara dyka upp mellan fundament och finit verb i satsschemat och skapa en V3-struktur. Ett annat V3-mönster bildas av fria initiala annex, där ett nominalt eller adverbiellt led placerats i förfältet framför satsens fundament som i (1), hämtat från en svensk podd.
Men det är som att [[när man har Mars i Väduren] man tar livet med en klackspark]
Strandberg (2019) menar att annex som i (1) har en scensättande funktion, vilket stöds av Collberg & Lundin (2022) som menar att när-satser i träningsinstruktioner följs av rak ordföljd på grund av kontextens krav på effektivitet. I min posterpresentation ser jag dessa adverbiella bisatser som fria initiala annex och argumenterar utifrån belägg insamlade från olika samtalssituationer för att denna V3-ordföljd förekommer i fler kontexter än träningssammanhang. Från ett konstruktionsgrammatiskt perspektiv beskriver jag fria initiala annex som en polysem och multifunktionell V3-konstruktion. V3 har sedan länge kopplats ihop med andraspråkstalare och dömts ut som ogrammatiskt (Bylin & Melander 2023), en förenklad bild av verkligheten som presentationen syftar till att rita om för en hållbar beskrivning av svenskans grammatik
En språkanalys av hållbarhetsredovisningen inom svenska finansinstitut
Get PDFFrågan om hållbarhetsredovisning inom svenska företag i allmänhet och svenska banker i synnerhet är av flertal orsaker aktuellare än någonsin. För det första kompletterades nyligen EU-direktivet om icke-finansiell rapportering (NFRD) med direktivet om företagens hållbarhetsredovisning (CSRD). Det innebär en revidering och skärpning 2024 av nuvarande regler för de av NFRD redan berörda företagen, vilket åren därpå följs även av mindre företag. Hållbarhetsredovisning blir således snart en betydelsefull del av rapporteringen bland ansenligt fler bolag i Sverige. För det andra har kritiken kring ”greenwashing” växt sig starkare. Ett exempel är AP-fonderna, som 2021 för andra gången tilldelades Svenska Greenwashpriset, motiverat av oärlighet i framställningen av vad de står för. För det tredje riktade Finansinspektionen i en rapport 2022 kritik mot fondförvaltare. FI:s analys visade att fondernas upplysningar ofta var otydliga, trots att deras mål var hållbara investeringar. Därtill risades Handelsbankens hållbarhetsarbete 2022, med anledning både av att banken inledningsvis meddelade att de stoppade donationer till stöd för Ukrainas försvar mot Ryssland och av att de ej investerar i försvarsindustrin.
Medan forskningen länge analyserat företagens årsredovisningar grundligt, med såväl finansiellt som textmässigt fokus, har hållbarhetsredovisningen inte tillägnats samma uppmärksamhet. Givet förutsättningarna ovan lär dock förhållandet framledes förändras.
Presentationen har som syfte att som en framtida vägledning för mindre företag undersöka tre finansinstituts hållbarhetsredovisningar ur rent språkligt perspektiv utifrån två utgångspunkter för att finna skillnader och svagheter. Dels studeras läsbarheten genom LIX. Dels granskas huruvida texten tar i anspråk retoriska eufemismer, baserat på teorier om kognitiv dissonans och Perelmans teori om auditorier
Undervisning i ett fritidshem för alla?
No full textThe purpose of this study is to problematize teachers’ perspectives on supporting children with special needs in school-age educare. The following question guides the study: What discourses appear in teachers' talk about teaching children with special needs in school-age educare? Today, the school-age educare is expected to be responsible for both pupils' care and their education. The image gleaned from previous research is that the school-age educare lies in a field of tension between a social pedagogical discourse and an educational discourse (Augustsson & Hörnell, 2021; Lager, 2015; Skolforskningsinstitutet, 2021). School-age educare historically rests on a social pedagogical tradition, with the focus centered on care and social education directed towards values and relationships - to enable a sense of belonging (Lager, 2015). As a result revisions conducted in 2016 when the school-age educare received its own chapter in the curriculum, an educational pedagogical discourse has emerged (Ackesjö & Haglund, 2021; Augustsson & Hörnell, 2021). The educational pedagogical discourse includes that school-age educare must meet the responsibilities regarding required extra adaptations and special support, as formulated in the Educational Act (SFS 2010: 800) and in the curriculum (Skolverket, 2019). The Swedish school-age educare is unique in comparison with many other countries in that it is a voluntary, but still has an expressed responsibility in terms of extra adaptations and special support for pupils (SFS 2010: 800; Skolverket, 2019).
Previous research shows that several aspects seem to be common regarding special education and extended education in school-age educare. The most important aspect seems to be school-age educare teachers' own values and views of students, as these affect both the choice of content in the teaching and how teaching is carried out (Skolforskningsinstitutet, 2021; Willén Lundgren & Karlsudd, 2013). The importance of starting from the pupils' interests and needs and that the pupils must be independent and make their own choices so that they feel that learning is meaningful are emphasized (Lundqvist, 2016; Skolforskningsinstitutet, 2021). Furthermore, pupils should have opportunities to play, learn to get along with others, and develop social and relational abilities (Augustsson & Hörnell, 2021; Haglund, 2018; Holmberg & Kane, 2020). Finally, participation is something that happens together with others, and therefore teachers should organize the large group in a thoughtful way, so that all pupils experience participation, togetherness and belonging (Karlsudd, 2020b; Ludvigsson & Falkner, 2019; Orwehag, 2020).
The study framework is based on social constructionist theory formation. The methodology makes use of discourse analysis, which makes it possible to examine the norms and values woven into teachers' talk about teaching in school-age educare. Discourse analysis allows study of the central role of language when school-age educare teachers create their reality in focus group discussions. The purpose of the study's Foucault-inspired analyses is to open up reflection and alternative ways of thinking and speaking other than those that have spread and become natural and dominant regarding teaching children in need of special support. The analysis identifies four discourses: talk about value-relational teaching, talk about teaching children in need of particularly good relationships, talk about teaching in a complex everyday life, and talk about teaching children in need of special support. An empirical model illustrates how the discourses relate to when the school-age educare teachers express that a value-relational approach is in the foreground and in the background, and when the teaching is based on a child perspective or approaches a child's perspective.Syftet med studien är att problematisera fritidshemslärares perspektiv på stöd till elever i fritidshem. Följande frågeställning vägleder studien: Vilka diskurser framträder i lärares tal om undervisning av elever i behov av stöd i fritidshem? Studien utgår från socialkonstruktionistisk teoribildning och använder diskursanalysens metodologi eftersom den möjliggör att undersöka vilka normer och värden som finns invävda i lärares tal, genom att studera hur fritidshemslärare skapar verklighet i fokusgruppsamtal. Studiens foucaultinspirerade analyser avser att öppna upp för reflektion och alternativa sätt att tänka och tala än de som utmärkt sig vara dominerande när det gäller undervisning av elever i behov av särskilt stöd. I analysen identifieras fyra diskurser: talet om värderelationell undervisning, talet om undervisning av elever i behov av särskilt goda relationer, talet om undervisning i en komplex vardag och talet om undervisning av elever i behov av särskilt stöd. I en empirisk modell illustreras hur diskurserna förhåller sig till när fritidshemslärare ger uttryck för att ett värderelationellt förhållningssätt är i förgrund respektive i bakgrund, samt när undervisningen tar utgångspunkt i ett barnperspektiv eller närmar sig barns perspektiv. Fritidshemslärare framträder som nyckelpersoner i arbetet med elever i behov av stöd eftersom de har kunskap om hur elever framträder i olika undervisningskontexter
Kartläggning av elevers kunskaper och kompetenser på Språkintroduktionsprogrammet
No full textI denna artikel studeras användning av Skolverkets kartläggningsmaterial för nyanlända elever på Språkintroduktionsprogrammet. Studien bygger på innehållsanalys av material i form av kartläggningsdokument, individuella studieplaner (ISP) och betyg från en skola, med användning av det teoretiska begreppet funds of knowledge. Analysen bekräftar tidigare påvisade brister vad gäller kartläggning av elevers kunskaper och kompetenser på Språkintro, liksom låg grad av användning av kartläggningens resultat för planering av enskilda elevers undervisning. I synnerhet saknades tydlig dokumentation vad gäller elever med tidigare kort skolbakgrund och särskilt rörande vardagskunskap. Kopplingen mellan kartläggningsdokument och ISP var svår att utläsa, främst beroende på att kartläggningarna inte var kompletta och inga tydliga skillnader framträdde mellan olika elever när det gäller vilka ämnen och kurser de planerades för. Även dokumentationen genom ISP var bristfällig, bland annat genom att inga uppgifter om enskilda elevers stödbehov fanns. Man kan alltså konstatera att kartläggning och ISP vid denna skola inte spelat avsedd roll för planering av enskilda elevers undervisning. Kartläggning och ISP dokumenterades främst som uppmärksammade elevernas bristande kompetens, i stället för att utgöra viktiga redskap för studieplanering. Studien aktualiserar såväl kunskapsbehov som behov av tydligare riktlinjer och stöd
The (Alt-) Right Kind of Feelings– Emotional Expressions as Discourse in Swedish Right-Wing Alternative News Media
Get PDFThe influence of alt-right news on political discourse and public agenda, and its contribution to affective polarization, call for an extended understanding of how discursive emotionality in constructed this type of media. But even though most research acknowledge the importance and prevalence of emotionalization in alt-right media, few studies elucidate how such emotionality is constructed. This paper contributes both methodologically and empirically to that field of inquiry. Methodologically, by demonstrating how verbally expressed emotional experiences can be identified and structured according to emotion type, subject, object, valence, intensity, complexity, and context, and used as units of analysis when analysing discursive emotionality in media texts. Empirically, by analysing how expressions of emotional experience in in Swedish alt-right news construct emotionality in support of ideological positions and by characterizing political opposition. The results show that most expressions of emotional engagement are represented as responses to objects positioned on the spectrum the alt-right’s objects of discontent; immigration, gender studies, left-wing politics, climate activism, mass vaccination, multi-culturalism, wokeness, queerness, and public service media. The expressions form a dichotomy between legitimate and illegitimate emotions in relation to those objects – a dichotomy marked by the opposites: strong – weak, reflected – spontaneous, honest – hypocritical, and sensible – hysterical. This dichotomy of emotional expressions also brings character-building into political discourse. Left-wing politicians are represented as putting spontaneous and misguided emotions ahead of rational thinking and national interests, and the emotional expressions by sympathizers are contextualized as gullible and marked by naivety, whereas alt-right representatives or concerned citizens are expressing emotions founded in rational thinking and insight. The emotional make-up of the news sites forms both and emotional community and an “emotional refuge” where emotional expressions of elsewhere questionable moral status may be expressed and given recognition
‘#RIP JK Rowling’ - Understanding the Emotionalization of the Controversy around J.K. Rowling
Get PDFScandals and controversies evolving around digital data such as tweets are often explained by media dynamics, social media platforms and their infrastructure of both enhancing emotional mobilization and incentivizing emotional responses. These approaches catch important characteristics of digital communication such as its instant accessibility, “participatory” structure, and polarizing effects. However, they lack sociological explanation for the roots of emotionalization and mobilization, i.e. why people access, participate and escalate emotionally in the first place. I argue for an approach beyond a mere media analysis by highlighting the role of “emotional energies” (Collins 1981) and their embedding in “relevance structures” (Schutz 1964). Emotional energies can be understood as the dynamic and influential force generated by emotional interactions. They are rooted in relevance structures – frameworks of shared meanings and interpretations – that individuals use to make sense of the world and react to it. Accordingly, the (emotional) reaction to a tweet and thus, for example, the participation in a controversy depends on whether the content of the tweet, its discussion, or the course of the controversy resonates with already existing emotional energies and can activate them.
With an analysis of the controversy surrounding J.K. Rowling and some of her tweets by reconstructing the relevance structures of those involved (supporters, critics), I will try to demonstrate the productivity of this approach. We will see an entanglement of different emotional energies and relevance structures on both sides, which leads to the formation of a strong emotional and moral evaluation and position causing the controversy. This entanglement could explain the strong emotionalization of the controversy surrounding J.K. Rowling.
I thereby provide a theoretical perspective on the role of emotions in social mobilization, illustrated by the case of the controversy surrounding JK Rowling, by which media dynamics themselves become analytically secondary. This, in turn, contributes to a media analysis interested in emotionalization, because it does not deny the emotionalization potential of traditional and social media and their respective logics and infrastructures. Rather, it allows us to understand their contribution to emotionalization even more precisely
The Hopeful Disposition and the Performative Media Practice of Age: A Case Study of the Lying Flat Movement on Xiaohongshu
Get PDFSince 2022, quiet quitting has been a global workplace trend which means completing the bare minimum with emotional disengagement. Expanding on the referential meaning of lying on your back and doing nothing, the China's lying-flat cyberspace movement came into shape. A multitude of posts on Chinese social media platforms embody a rejection of overworking, and embrace a new economy of slow-paced labor which counteracts the authoritative behavioral scripts based on the incremental chronological age. Between 2021 and 2023, the literature on lying flat has burgeoned, but lacks a thorough study either on the element of age (younger generations as primary initiators), or investigating the relevant posts on Xiaohongshu (Chinese Instagram). This study uses data collected from Xiaohongshu through the walkthrough method, in particular the mood and tone of the comments under a range of image posts in which the nonhuman (e.g., cats, ducks, roosters) lie down as vividly as human beings. In addition, the disposition hopefulness is utilized, a crucial methodological shift within the domain of postcritique, to analyze and visualize the data. The analysis suggests that lying flat is a unique expression of age performativity which recuperates mental health, apart from subverting age norms. Whereas lying flat is pathologized by the official media discourse as unproductive, it bears the potential of being redeployed into a hopeful disposition. The emotional attachment focusing on hope to the target audiences, who are frustrated with the working culture of modern society, is able to address the age-associated decline with care and repair
The Fears and Hopes of Scotland’s Post Pandemic Journalism Generation
Get PDFThe landscape of media education in the UK is changing rapidly due to an array of contributing factors including a shift in the jobs market, altering pedagogies during and post pandemic and social drivers including fewer students choosing media pathways of study due to the cost-of-living crisis.
In order to take a closer examination of the current situation impacting student and educator groups, this paper focuses primarily on Scotland where the media landscape is smaller and more focused between both Glasgow and Edinburgh metropolitan hubs. It is in both cities where the majority of media and journalism students also reside and where the key employers are based.
This study draws on insights from 40 students at 5 Scottish universities all of whom graduated in the summer of 2023. The students in question are primarily from Scotland and are comprised of BA and MA media and journalism cohorts. The research presents a window into the mindset and expectations of this post-pandemic graduating class while drawing on current and relevant literature. The study explores and highlights some of the key emotional drivers pertaining to these graduates, including their fears and hopes while the study portrays how this in turn can impact their graduate content outputs.
In addition, the paper includes reaction from industry and academic experts in Scotland to the findings and outlines what can be done to address the trends presented in the paper including fears about disinformation and safety of UK journalists online. The experts include two senior broadcast journalists who have worked for Scotland’s biggest media employers, an established media educator who has worked across further education and higher education in Scotland while also being a national news editor and one of Scotland’s most experienced journalism educators who is also the chair of the World Journalism Education Council.
The work is predominantly qualitative in nature drawing on a mixed research approach of expert interviewing and surveying while focusing on media pedagogy and providing recommendations for journalism educators to support the emotional development of the class of 2024 and beyond
Twitter Campaign Against the Swedish Social Services: Between Activism and Emotional Mobilization
Get PDFAcross the past year a huge Twitter campaign against the Swedish social services authorities has been launched. A previous study examining Arab Diaspora online platforms in Sweden underlined that the Arab diaspora online community in Sweden was angry and hostile describing alleged abuses of Swedish social benefits. Racialization and discrimination discourses were revealed in the analysis. Racialization appeared in different levels. The “us” and “them” dichotomy appeared during disagreements. Commentators repeatedly noted their difficulties in being considered Swedish and impressions of discrimination as a result. A discussion among diaspora community construct life in Sweden between Utopia and dystopia. The current study aims at looking at the latest crisis with the social services and examine if the twitter movement in this case construct emotional mobilization and if there are other actors who contribute to the escalation abusing the situation of immigrants in Sweden