The research text seminar is generally a cherished element in academic life. Ideally, this is the place for the exchange of high intellectual thoughts in an atmosphere of mutual respect. But the text seminar, if viewed from the perspective of its historical roots in German academia, is also an arena for collective, informal and apprenticeship learning that is today challenged by a much more individualistic, formal and bureaucratic model for third cycle education. The seminar could be seen as what Etienne Wenger has called a “community of practice” in which we learn our trade and whose qualities we need to safeguard.
{"title":"Det goda seminariet","authors":"Marie Cronqvist","doi":"10.54807/kp.v23.21652","DOIUrl":"https://doi.org/10.54807/kp.v23.21652","url":null,"abstract":"The research text seminar is generally a cherished element in academic life. Ideally, this is the place for the exchange of high intellectual thoughts in an atmosphere of mutual respect. But the text seminar, if viewed from the perspective of its historical roots in German academia, is also an arena for collective, informal and apprenticeship learning that is today challenged by a much more individualistic, formal and bureaucratic model for third cycle education. The seminar could be seen as what Etienne Wenger has called a “community of practice” in which we learn our trade and whose qualities we need to safeguard.","PeriodicalId":141494,"journal":{"name":"Kulturella Perspektiv – Svensk etnologisk tidskrift","volume":"317 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140475328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article deals with narratives from northern Sweden about the Spanish flu pandemic (1918–1920). There are about 50 narratives collected between ca. 1950 and 1980. All of them were elicited in interviews: some were told in interaction with two or more informants, some are told by one informant in interaction with the interviewer, and some are monologues. There are different interviewers. The interviews have not been planned or conducted in a systematic and consistent way, or with a purpose to investigate the informants’ experiences of the Spanish flu. Rather, the main purpose seems to have been to elicit stories about “the old days”. Drawing on linguistic choices from the material as a whole, this article discusses the informants’ notion of the pandemic and their conceptions of etiology. The article concludes that the most conspicuous feature is what is not mentioned by any informant, namely the word influenza. Further, the Spanish flu clearly belongs to a past era that has no resemblance to modern society. It was an era characterized by suffering, poor sanitary conditions and starvation. As well, the article briefly discusses the critique of medical humanities and the study of illness narratives for the lack of systematic analyses and syntheses of how these are constructed in general.
{"title":"Om språkbruk, generaliseringar och ett besvärligt material","authors":"Asbjörg Westum","doi":"10.54807/kp.v23.21604","DOIUrl":"https://doi.org/10.54807/kp.v23.21604","url":null,"abstract":"This article deals with narratives from northern Sweden about the Spanish flu pandemic (1918–1920). There are about 50 narratives collected between ca. 1950 and 1980. All of them were elicited in interviews: some were told in interaction with two or more informants, some are told by one informant in interaction with the interviewer, and some are monologues. There are different interviewers. The interviews have not been planned or conducted in a systematic and consistent way, or with a purpose to investigate the informants’ experiences of the Spanish flu. Rather, the main purpose seems to have been to elicit stories about “the old days”. Drawing on linguistic choices from the material as a whole, this article discusses the informants’ notion of the pandemic and their conceptions of etiology. The article concludes that the most conspicuous feature is what is not mentioned by any informant, namely the word influenza. Further, the Spanish flu clearly belongs to a past era that has no resemblance to modern society. It was an era characterized by suffering, poor sanitary conditions and starvation. As well, the article briefly discusses the critique of medical humanities and the study of illness narratives for the lack of systematic analyses and syntheses of how these are constructed in general.","PeriodicalId":141494,"journal":{"name":"Kulturella Perspektiv – Svensk etnologisk tidskrift","volume":"117 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140476344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Academics use projections in everyday practices, both in teaching and research presentations. The custom is so common it passes almost without reflection beyond what may be regarded as good and bad practices. In this article, the use of projections in research and academic teaching is exposed from Plato’s allegory of the cave via camera obscura and laterna magica to skiopticon and overhead projectors. The resulting historical narrative of the academic use of projected images revolves around their interpretation as pedagogical tool, scientific instrument and entertaining gadgetry.
{"title":"Från Platons grotta till PPP","authors":"T. Kaiserfeld","doi":"10.54807/kp.v23.21661","DOIUrl":"https://doi.org/10.54807/kp.v23.21661","url":null,"abstract":"Academics use projections in everyday practices, both in teaching and research presentations. The custom is so common it passes almost without reflection beyond what may be regarded as good and bad practices. In this article, the use of projections in research and academic teaching is exposed from Plato’s allegory of the cave via camera obscura and laterna magica to skiopticon and overhead projectors. The resulting historical narrative of the academic use of projected images revolves around their interpretation as pedagogical tool, scientific instrument and entertaining gadgetry.","PeriodicalId":141494,"journal":{"name":"Kulturella Perspektiv – Svensk etnologisk tidskrift","volume":"489 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140476840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This special issue looks at everyday life in Academia. While paradigm shifts, university management, research policies and other “big” issues often are discussed, the papers here explore a less analyzed field: the routines and micro-rituals of scholarly life that demand that you learn a special touch or academic savoir-faire. It can be about how people learn to structure a paper, to surf the internet, or how to organize material on the hard disk or maintain some kind of order in the office. How do you learn to participate in a seminar discussion, handle the rituals of academic gossiping or take critique? There are also the many skills of interacting with changing media and tools. When is the pencil preferred to the laptop and how do you use visual material in lectures? Many such methods have slowly become invisible over time, and are no longer seen as parts of the theoretical and methodological baggage scholars carry with them. The ways different generations of scholars acquire everyday working routines are often experienced as very personal – “my style of doing things” – but there are subtle cultural processes of learning involved here as the various papers demonstrate. So many academic skills, routines and rules are never found in research handbooks or statements of learning goals. It is acquired knowledge, resting more in the body than in the brain, working as reflexes rather than conscious actions. The fact that they are often seen as personal habits, or are just taken for granted and not problematized, also means that they may carry hidden charges of power and authority.
{"title":"Akademiska handlag","authors":"Orvar Löfgren, Billy Ehn","doi":"10.54807/kp.v23.21640","DOIUrl":"https://doi.org/10.54807/kp.v23.21640","url":null,"abstract":"This special issue looks at everyday life in Academia. While paradigm shifts, university management, research policies and other “big” issues often are discussed, the papers here explore a less analyzed field: the routines and micro-rituals of scholarly life that demand that you learn a special touch or academic savoir-faire. It can be about how people learn to structure a paper, to surf the internet, or how to organize material on the hard disk or maintain some kind of order in the office. How do you learn to participate in a seminar discussion, handle the rituals of academic gossiping or take critique? There are also the many skills of interacting with changing media and tools. When is the pencil preferred to the laptop and how do you use visual material in lectures? Many such methods have slowly become invisible over time, and are no longer seen as parts of the theoretical and methodological baggage scholars carry with them. The ways different generations of scholars acquire everyday working routines are often experienced as very personal – “my style of doing things” – but there are subtle cultural processes of learning involved here as the various papers demonstrate. So many academic skills, routines and rules are never found in research handbooks or statements of learning goals. It is acquired knowledge, resting more in the body than in the brain, working as reflexes rather than conscious actions. The fact that they are often seen as personal habits, or are just taken for granted and not problematized, also means that they may carry hidden charges of power and authority.","PeriodicalId":141494,"journal":{"name":"Kulturella Perspektiv – Svensk etnologisk tidskrift","volume":"207 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140472761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Unga lättkränkta ynglingar och pojkar med vapen i hand är i dag ett högaktuellt ämne. Så var fallet även i 1600-talets patriarkala hederskultur. Misogyna skymford saknades inte i 1600-talets duelljargong, men till skillnad från idag var anspelningar på pojkaktighet minst lika gångbara som skymford. Bland dessa intog morsgrisen en särställning. Men strider utkämpades också på andra slagfält än det militära under barocken. Ett sådant var kärleken, ofta skildrad som ett krig mellan könen. Här härskade en liten naken pojke eller pilt under namn av omväxlande Cupid, Astrild och Amor som tyranniserade alla och envar med sin pil och båge och sina eldbloss. Vilka föreställningar om manlighet och omanlighet återspeglades i dessa motsägelsefulla pojkgestalter? Och vad låg det i pojkens föregivna karaktär som aktualiserade denna retorik av undergivenhet kontra tyrannisk allmakt? Det är ämnet för den här artikeln.
{"title":"Morsgrisar och kärlekspiltar i barockens krigs och duellretorik – en studie i (o)manlighet","authors":"Jonas Liliequist","doi":"10.54807/kp.v32.13780","DOIUrl":"https://doi.org/10.54807/kp.v32.13780","url":null,"abstract":"Unga lättkränkta ynglingar och pojkar med vapen i hand är i dag ett högaktuellt ämne. Så var fallet även i 1600-talets patriarkala hederskultur. Misogyna skymford saknades inte i 1600-talets duelljargong, men till skillnad från idag var anspelningar på pojkaktighet minst lika gångbara som skymford. Bland dessa intog morsgrisen en särställning. Men strider utkämpades också på andra slagfält än det militära under barocken. Ett sådant var kärleken, ofta skildrad som ett krig mellan könen. Här härskade en liten naken pojke eller pilt under namn av omväxlande Cupid, Astrild och Amor som tyranniserade alla och envar med sin pil och båge och sina eldbloss. Vilka föreställningar om manlighet och omanlighet återspeglades i dessa motsägelsefulla pojkgestalter? Och vad låg det i pojkens föregivna karaktär som aktualiserade denna retorik av undergivenhet kontra tyrannisk allmakt? Det är ämnet för den här artikeln.","PeriodicalId":141494,"journal":{"name":"Kulturella Perspektiv – Svensk etnologisk tidskrift","volume":"36 144","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139154558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Under andra världskriget omkom tusentals svenska sjöman vid handelsflottan som en följd av torpederingar och mineringar till havs, eller gick bort utomlands och vars kvarlevor inte kunde sändas tillbaka till Sverige. I dessa fall fick sjömannen jordfästas bortom svensk jord, och de hemmavarande anhöriga kunde inte resa till begravningsceremonin för att deltaga i riten. Med utgångspunkt i narrativ analys diskuteras i denna artikel de beskrivningar av svenskars sjömansbegravningar som publicerades i tidskriften Ute och Hemmas dödsnotiser under perioden 1940-45. I notiserna framgår att kransar, språk, och den svenska jorden tillskrevs mening, och därutöver spelade närvaron en särskild roll i begravningsriten. Besättningar från andra båtar deltog i sjömanskollegors begravningar och utgjorde dels ett substitut för den avlidne sjömannens familj i Sverige, dels en representant för sjömansgemenskapen. I artikeln argumenteras att dödsnotisens text möjliggjorde ett upplevande av ceremonin för den hemmavarande familjen under krigsårens oberäknelighet.
第二次世界大战期间，数以千计的瑞典商船海员死于海上鱼雷和水雷袭击，或死于国外而无法将遗体送回瑞典。在这种情况下，海员不得不葬在瑞典本土以外的地方，而国内的亲属无法前往参加葬礼仪式。基于叙事分析，本文讨论了《Ute och Hemma》杂志在 1940-45 年间刊登的讣告中对瑞典水兵葬礼的描述。讣告显示，花圈、语言和瑞典的土地都被赋予了意义，此外，在场也在葬礼仪式中扮演了特殊的角色。来自其他船只的船员参加了同船海员的葬礼，他们既是已故海员在瑞典家人的替代者，也是航海社区的代表。文章认为，死亡通知的文本使家中的家人能够在战争年代的不可预测性中体验葬礼仪式。
{"title":"”Sjömansprästen var den ende närvarande svensken.”","authors":"Kristina Öhman","doi":"10.54807/kp.v32.14866","DOIUrl":"https://doi.org/10.54807/kp.v32.14866","url":null,"abstract":"Under andra världskriget omkom tusentals svenska sjöman vid handelsflottan som en följd av torpederingar och mineringar till havs, eller gick bort utomlands och vars kvarlevor inte kunde sändas tillbaka till Sverige. I dessa fall fick sjömannen jordfästas bortom svensk jord, och de hemmavarande anhöriga kunde inte resa till begravningsceremonin för att deltaga i riten. Med utgångspunkt i narrativ analys diskuteras i denna artikel de beskrivningar av svenskars sjömansbegravningar som publicerades i tidskriften Ute och Hemmas dödsnotiser under perioden 1940-45. I notiserna framgår att kransar, språk, och den svenska jorden tillskrevs mening, och därutöver spelade närvaron en särskild roll i begravningsriten. Besättningar från andra båtar deltog i sjömanskollegors begravningar och utgjorde dels ett substitut för den avlidne sjömannens familj i Sverige, dels en representant för sjömansgemenskapen. I artikeln argumenteras att dödsnotisens text möjliggjorde ett upplevande av ceremonin för den hemmavarande familjen under krigsårens oberäknelighet.","PeriodicalId":141494,"journal":{"name":"Kulturella Perspektiv – Svensk etnologisk tidskrift","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139246111","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How literature studies are perceived varies depending on viewer, given prerequisites, and prevailing circumstances. Pre-service teachers approach literature studies from a theoretical understanding, with ideal conditions and rooted in curricular stipulations. The educational researcher’s perspective is rather rooted in conceptual constructions about how readers approach texts. It is between these two perspectives that Swedish L1 teachers combine curricular requisites with pedagogical ideas while considering factors beyond the teaching context. What from a researcher’s viewpoint seems appropriate and necessary may be difficult to operationalize. The comparison between the three perspectives shows a discrepancy in how literature studies may be perceived. These differences do not, however, need to be an impediment, but knowledge of the differences in possibilities and limitations may contribute to further understanding. Awareness about the discrepancy, thus, may be advantageous both to how literature studies are viewed and to the transition from theory to practice. By letting the different perspectives draw nearer to each other, research findings can be made more relevant to both pre-service and in-service teachers. By reducing the distance between the different entities, teachers could more easily relate to the reality that is described as theirs, and research about literature studies would appear more relevant.
{"title":"Teaching Literature","authors":"Spoke Wintersparv","doi":"10.54807/kp.v29.16057","DOIUrl":"https://doi.org/10.54807/kp.v29.16057","url":null,"abstract":"How literature studies are perceived varies depending on viewer, given prerequisites, and prevailing circumstances. Pre-service teachers approach literature studies from a theoretical understanding, with ideal conditions and rooted in curricular stipulations. The educational researcher’s perspective is rather rooted in conceptual constructions about how readers approach texts. It is between these two perspectives that Swedish L1 teachers combine curricular requisites with pedagogical ideas while considering factors beyond the teaching context. What from a researcher’s viewpoint seems appropriate and necessary may be difficult to operationalize. The comparison between the three perspectives shows a discrepancy in how literature studies may be perceived. These differences do not, however, need to be an impediment, but knowledge of the differences in possibilities and limitations may contribute to further understanding. Awareness about the discrepancy, thus, may be advantageous both to how literature studies are viewed and to the transition from theory to practice. By letting the different perspectives draw nearer to each other, research findings can be made more relevant to both pre-service and in-service teachers. By reducing the distance between the different entities, teachers could more easily relate to the reality that is described as theirs, and research about literature studies would appear more relevant.","PeriodicalId":141494,"journal":{"name":"Kulturella Perspektiv – Svensk etnologisk tidskrift","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126851433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent studies demonstrate a significant level of interest to literature as a source of insight on sound and hearing. Attention has focused on the new ways to approach the acoustic dimensions of text, featuring narrative representation of sound in its physical characteristics and the psycho-somatic peculiarities of perception. Accordingly, the concept of soundscape, has entered critical scholarship to analyze the audible world in fiction. This essay addresses soundscape as a concept by scrutinizing the terms in which it was defined and situating soundscape in relation to nineteenth-century Gothic literature. My point of departure is the foundational work of R. Murray Schafer The Soundscape: Our Sonic Environment and the Tuning of the World (1977), which introduces the concept and outlines the territory of soundscape studies as the intersection of science, the arts and society, and delineates terms central to the idea of the soundscape. I will elaborate on soundscape in its threefold dimensions: the panoply of sounds, the specific location, and the subjective experience of an individual inhabiting the space. The essay then considers the concept in light of the recent studies of sound in Gothic fiction and narrows down the topic to selected short stories by British and American nineteenth-century writers: E.A. Poe, E. Nesbit, S. Warren, and M.P. Shiel, among others. The shared features of the audible world in Gothic short stories and more distinctive elements of Gothic soundscapes offer some resources for thinking about a more complex elaboration of the concept, as well as implications and future directions for scholarly work.
{"title":"Soundscape","authors":"Elena Glotova","doi":"10.54807/kp.v29.16042","DOIUrl":"https://doi.org/10.54807/kp.v29.16042","url":null,"abstract":"Recent studies demonstrate a significant level of interest to literature as a source of insight on sound and hearing. Attention has focused on the new ways to approach the acoustic dimensions of text, featuring narrative representation of sound in its physical characteristics and the psycho-somatic peculiarities of perception. Accordingly, the concept of soundscape, has entered critical scholarship to analyze the audible world in fiction. This essay addresses soundscape as a concept by scrutinizing the terms in which it was defined and situating soundscape in relation to nineteenth-century Gothic literature. My point of departure is the foundational work of R. Murray Schafer The Soundscape: Our Sonic Environment and the Tuning of the World (1977), which introduces the concept and outlines the territory of soundscape studies as the intersection of science, the arts and society, and delineates terms central to the idea of the soundscape. I will elaborate on soundscape in its threefold dimensions: the panoply of sounds, the specific location, and the subjective experience of an individual inhabiting the space. The essay then considers the concept in light of the recent studies of sound in Gothic fiction and narrows down the topic to selected short stories by British and American nineteenth-century writers: E.A. Poe, E. Nesbit, S. Warren, and M.P. Shiel, among others. The shared features of the audible world in Gothic short stories and more distinctive elements of Gothic soundscapes offer some resources for thinking about a more complex elaboration of the concept, as well as implications and future directions for scholarly work.","PeriodicalId":141494,"journal":{"name":"Kulturella Perspektiv – Svensk etnologisk tidskrift","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114267147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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