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Avgrundsmetaforen som vapen i offentlig politisk debatt: en studie av orden avgrundsvänster, avgrundshöger och avgrundsrörelser
Get PDFPolitiska aktörer använder flera olika språkliga strategier för att övertyga och väcka engagemang. En sådan strategi syns i bruket av negativt värderande uttryck om motståndaren. Dessa uttryck är ofta metaforiska, d.v.s. de beskriver referenten med orddelar som också kan ha andra betydelser. Studiens syfte är att ta reda på hur de metaforiska benämningarna avgrundsvänster, avgrundshöger och avgrundsrörelser fungerar som vapen i den politiska kampen genom att undersöka hur de konstrueras semantiskt och vilken strategisk funktion de har i den kommunikativa kontexten. Materialet består av opinionsjournalistiska texter (t.ex. ledare, kolumner och recensioner) som publicerats i svensk press under perioden 2008–2022. I studien kombineras två textanalytiska metoder: metaphor identification procedure (MIP) (Pragglejaz Group, 2007) och analys av delegitimeringsstrategier (Van Leeuwen, 2007). Resultaten visar bl.a. att avgrundsmetaforernas betydelse framstår som elastisk, då de kan referera till olika grupper till vänster och höger på den politiska skalan. Avgrundens konkreta betydelse kan förstås som ett nav som de kontextuella betydelserna rör sig kring och aktualiserar olika mycket. Bilden av ett till synes bottenlöst djup tillför en skrämmande eller avskräckande betydelse, som fungerar delegitimerande i relation till referenterna. Samtidigt undviker skribenterna att konkret skriva fram på vilket sätt referenterna är som avgrunder, vilket ger läsaren stort utrymme för egen tolkning av metaforens betydelse
Våldtäkt eller samlag? – Benämningar av den misstänkta gärningen i våldtäktsdomar
Get PDFSvensk sexualbrottslagstiftning har sedan införandet av 1965 års brottsbalk reviderats vid sju tillfällen. Varje reform har genom språkliga justeringar successivt vidgat bestämmelsen om våldtäkt så att benämningen idag betecknar ett brott som kan begås av samtliga kön mot samtliga kön oavsett sexuell läggning och typ av sexuell handling. I mitt föredrag presenterar jag resultat från en studie som syftar till att undersöka språklig juridisk praxis i våldtäktsdomar där jag analyserar benämningar av den misstänkta gärning som i brottsbalkens 6 kap. benämns våldtäkt.
Benämningarna undersöks för att synliggöra dels vilken verklighetsbeskrivning benämningarna representerar, dels vilka intertextuella mönster som framträder när benämningarna används av olika röster genom domen. Utifrån Spitzmüller och Warnkes (2011) modell för diskursanalys analyserar jag hur diskurser om våldtäkt reproduceras genom tre olika lager samtidigt: ett intratextuellt lager via enskilda ord och formuleringar, ett aktörslager där relationen mellan aktörerna positionerar röster i relation till reproducerade diskurser och ett transtextuellt lager via föreställningar om våldtäkt, sexuella relationer och andra relevanta kunskapstraditioner.
Resultaten visar bland annat att den misstänkta gärningen benämns på olika sätt av olika röster genom texterna. I en dom benämner brottsoffret gärningen övergrepp och våldtäkt. Den misstänkta benämner istället gärningen samlag. Tingsrätten varierar i sin bedömning mellan den mer neutrala benämningen händelseförloppet och brottsoffrets benämning våldtäkt innan rätten slutligen dömer den misstänkta för just våldtäkt. Tingsrätten speglar alltså brottsoffrets språkbruk vilket jag argumenterar för kan ses som en typ av validerande – alternativt hållbar – myndighets-kommunikation, till skillnad från invaliderande sexualiserade benämningar som samlag
The Affective Dynamics of Far-Right Narrations on Gender and Sexual Orientation on YouTube
Get PDFThe video-sharing platform YouTube has become a central dissemination tool for many far-right actors. Existing research on far-right social media spaces prioritize a focus on mobilizing frames in order to understand the appeal of far-right actors and their growing audience. However, as YouTube allows for the sharing of the far-right worldview in a highly emotive and interactive manner, it is necessary to approach far-right video sharing with a lens that places special emphasis on the central role of emotions in processes of ideological world-building and long-term ideological learning. Far-right ideology, understood as a symbolic narration about how the social world functions, relies on the antagonistic positioning of a threatened in-group against threatening vilified out-groups; it is this affectively charged opposition that forms the central core of far-right mobilization techniques.
These insights are not new: Pioneering studies of authoritarian agitation, Theodor W. Adorno and Leo Löwenthal described rhetorical devices and themes that strategically tap into and co-produce various tumultuous affective states in their audiences. These affective states often are linked to the imagination of their adherents’ social fate, but also include symbolism about social worthiness and social identity. While the original studies of far-right agitation offer a rich view on the central affective dynamics and narrative tenets of previous forms of authoritarian agitation, they do not offer much insight into some of the most effective topics of current far-right mobilization online, e. g. how issues around gender and sexual orientation are utilized.
In my contribution, I offer a consideration of how the template of authoritarian agitation can be extrapolated onto far-right narrations around gender and sexual orientation. I will make a case for a new application of this model and show how it can be helpful in order to understand both the highly ambivalent stance and strategies far-right actors exhibit with regard to these topics and their underlying affective dynamics. The contribution will cover central elements of far-right narrations around gender and sexual orientation, exemplified in diverse YouTube channels
The Weaponization of Conspiracy Theories
Get PDFVia widespread disinformation campaigns, populist politicians have weaponised various conspiracy theories for their own gain in recent years, disrupting contemporary politics. Few examples: In the US Donald Trump promoted the Deep State conspiracy theory for appealing to his supporters to act in his defence. In Russia, Vladimir Putin applied anti-Western conspiracy theories as a pretext for the invasion of Ukraine. In several Western European countries, the Eurabia conspiracy theory has been activated for stoking actions against those that are deemed being dangerous others. Studies have found conspiracy theories to be a catalyst for extremism.
The rapid rise of right-wing populist political parties coincided with the increased spread of disinformation and conspiracy theories. Populism has as now well-gone mainstream. It can thus be argued that we have entered the era of the populist – the conspiratorial populist. Both conspiracy theories and populism are now deeply integrated into contemporary democratic politics. Studies have shown that exposure to conspiracy theories decreases trust in government institutions. Thus, the increased spread of CTs can undermine democracy and social trust. It is therefore timely to explore how populists can weaponise contemporary conspiracy theories for their own political gain
Critical Thinking and Media Literacy Skills: A Cross-Disciplinary Approach
Get PDFThis paper discusses experiences from an ongoing intervention study, designed to improve students’ media literacy skills and critical thinking. The purpose is to contribute to research on disinformation and conspiracy theories, and discuss to what extent critical thinking and motivations to use critical thinking skills can be employed to mitigate the harmful consequences of disinformation and conspiratorial meaning-making. Drawing from knowledge and experiences from working with an ongoing intervention, we will address questions such as: How can we merit from a cross-disciplinary approach to disinformation and conspiracy theories? What challenges are associated with designing an intervention to mitigate the allure of conspiracist thinking? Furthermore, we will address methodological challenges of assessing critical thinking as a cognitive measure and a skill, and relate this to ideals associated with critical theory. Finally, we will problematize approaches to conspiracist thinking and its implications for critical media literacy
Forword by Guest Editor: Social Position, Party Preference, Social Insurances and Party Polarization
Get PDFFlickan med den gula regnjackan: Greta Thunberg som agent i översatt barn- och ungdomslitteratur*
Get PDFValidity of the Anchor in Estimating the Smallest Subjectively Experienced Difference: Presenting an Anchor-Item Before vs After the Outcome Measure
No full textIn some fields of research, psychologists are interested in effect sizes that are large enough to make a difference to people’s subjective experience. Recently, an anchor-based method using a global rating of change was proposed as a way to quantify the smallest subjectively experienced difference—the smallest numerical difference in the outcome measure that, on average, corresponds to reported changes in people’s subjective experience. According to the method, the construct of interest is measured on two occasions (Time 1 and Time 2). At Time 2, people also use an anchor-item to report how much they experienced a change in the construct. Participants are then categorized as those who stayed the same, those who changed a lot, and those who changed a little. The average change score for those who changed a little is the estimate of the smallest subjectively experienced difference. In the present study, I examined two aspects of the method’s validity. First, I tested whether presenting the anchor-item before or after the Time 2 outcome measure influences the results. The results suggest that any potential influence of the anchor-position, assuming there is an influence, is likely to be small. Second, I examined the anchor-item’s validity correlations when the delay between Time 1 and 2 is one day to also see if the pattern is similar to past research where the delay was two and five days. The observed pattern of validity correlations was very similar. I note directions for future research
Barns berättelser om spel i kamratgruppen
No full textOnline gaming constitutes a central part of children’s everyday lives today. As many as 80% of all Swedish girls and boys aged 9-12 years play, even if boys still play both for longer periods of time and to a higher extent than girls (Mediarådet, 2021). During fieldwork in an elementary school, that was conducted in 2016 as part of a research project concerned with children’s use of mobile and digital technologies and the literacy competencies that they develop as they move through different places and everyday contexts, talk about games, in particular in certain groups of boys, was recurrent. In the article, focus is on how and what the boys tell each other in the peer group about one of the games that they recurrently play – Minecraft. The study, that builds on ethnography and video recordings of everyday interactions, is theoretically framed by ethnomethodology and conversation analysis. Consequently, narratives are seen as co-constructed and so called ‘small stories’, that is, everyday tellings about past, present, future as well as hypothetical events and shared experiences, are highlighted as significant for human social life (De Fina & Georgakopoulou, 2008, 2012; Georgakopoulou, 2007). By analyzing the social and embodied practices in and through which the narratives emerge (e.g. Goodwin, 2000, 2007a), the study focuses on the narratives’ verbal form as well as on how the boys use different multimodal resources, such as sound effects and body movements, in their tellings.
Children’s narratives are seen as expressions of meaning-making and as part of how children’s social lives are established and sustained (Maybin, 2006), where narratives fulfill an important interpersonal function that involves keeping each other informed about everyday undertakings such as game play (cf. Heritage, 2012). The study connects to literacy research that emphasizes literacy as participation in a digital world, where literacy encompasses technical, cultural, and social skills, as well as knowledge and competencies in ways that include lived, aesthetic, and emotional aspects (e.g. Aarsand & Melander Bowden, 2019; Buckingham & Burn, 2007; Dezuanni, 2018; Wernholm, 2021). Through their narratives, the boys relate to fictive worlds that simultaneously constitute their real worlds, something that makes relevant the border between the physical and the virtual (Dezuanni, 2019).
Previous research argues the relevance of games in and for children’s social lives as an intrinsic part of their digital literacy practices (Aarsand, 2010; Dezuanni, 2018, 2019; Dezuanni, O’Mara & Beavis, 2015). In the study, narratives about game play are shown to constitute a recurrent feature of the boys’ peer group cultures where they share and sometimes contest knowledge and experiences, as well as describe events and constructions and engage in joint imaginations. The focus on ‘small stories’ and the sequential and emergent structure of narratives (Georgakopoulou, 2007), simultaneously makes visible how peer group relations are dynamic and at times asymmetric, where identities are linked to epistemic positions as well as rights to tell and narrative authority (De Fina & Georgakopoulou, 2012).
The results of the study show how the boys’ narratives emerge through a complex and dynamic interplay where the children act as tellers, co-tellers and audience. Language is a significant resource when the children’s narratives take shape through quick chains of association as they ask questions, add to each other’s tellings, put the interaction on a different track, tell a fun story, and collaboratively imagine possibilities in the game. The analyses simultaneously show the significance of different multimodal resources, embodied as well as material, for how the narratives emerge. The analyses thereby contribute with knowledge about children’s narratives in peer groups, what is treated as relevant knowledge and information, and the different multimodal resources that the children use in their tellings. This is an addition to previous research that has mainly taken an interest in the role of narratives in peer groups for children’s management of social relations (e.g., Evaldsson & Svahn, 2012; M.H. Goodwin, 1990, 2006). The study contributes more broadly to research on the significance and role of multimodal resources for the emergent structure of narratives (cf. Goodwin, 1984, 9816, 1007b; Heller, 2019).
The narrative approach represents a powerful way of elucidating children’s digital cultures as well as the skills and competences that are required to participate in them, and shows examples of how knowledge is negotiated and spread in peer groups (e.g. Dezuanni et al. 2015; Wernholm, 2018). Grounded in the children’s experiences, the study thus demonstrates what counts as valuable knowledge for children as part of their social worlds and digital literacy practices. Children’s talk about games is an essential expression of children’s and youths’ popular culture today, and thereby constitutes important knowledge for teachers and schools (cf., Buckingham, 2015; Melander Bowden, 2019; Wernholm, 2018, 2019). However, as argued by Willett (2016) among others, children’s digital literacy practices and social worlds also deserve attention in their own right.Spel online utgör en central del av barns vardagsliv idag. I studien undersöks barns berättelser om spel, som de tar form i vardaglig interaktion i kamratgruppen. Studien anknyter till en definition av literacy som deltagande i en digital värld, där betydelsen av det sociala livet kring spelen betonas. Analyserna, som bygger på videoinspelningar av pojkars (10 år) samtal om Minecraft, utgår från en syn på berättelser som social och situerad praktik grundad i multimodal samtalsanalys, med fokus på hur narrativers innehåll och struktur framträder allt eftersom och kontinuerligt (om)förhandlas av deltagarna. Resultaten visar hur pojkarnas berättelser växer fram i ett komplext samspel där barnen agerar berättare, medberättare och åhörare. Språket utgör en central resurs, samtidigt visas betydelsen av kroppsliga och materiella resurser för hur berättelserna tar form. Berättelser om spel visas utgöra ett återkommande inslag i pojkarnas kamratgruppskulturer där de delar med sig av kunskaper och erfarenheter samt beskriver och gemensamt föreställer sig olika händelser och konstruktioner. Samtidigt synliggörs hur kamratgruppsrelationer är dynamiska och asymmetriska, där identiteter kopplas till kunskap och olika rättigheter att berätta. Studien bidrar sammanfattningsvis med kunskap om den roll som berättelser om spel har i pojkars sociala liv och som en del av deras digitala literacypraktiker
Det stora behovet av pedagogisk forskning i högre utbildning
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Den pedagogiska forskningens relevans för vem eller vad är en mycket angelägen fråga inom en arena som ännu inte berörts i denna debatt: Högre utbildning. Jag kommer därför inledningsvis att belysa högskolepedagogikens formering som vetenskap och hur denna utveckling numera löper oberoende av pedagogikdisciplinen med vissa oönskade konsekvenser. Med forskarutbildningen som exempel argumenterar jag för att det disciplinära pedagogikämnet behöver ta mera plats i högskolepedagogikens vetenskapliga formering