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  • 1.
    Dunkels, Elza
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Frånberg, Gun-MarieUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).Hällgren, CamillaUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Interactive media use and youth: Learning, knowledge exchange and behavior2011Collection (editor) (Other academic)
    Abstract [en]

    Modern advancements in technology have changed the way that young people use interactive media. Learning from such methods was not even considered until recently. It is now slowly defining the landscape of contemporary pedagogical practices.

    Interactive Media Use and Youth: Learning, Knowledge Exchange and Behavior provides a comprehensive collection of knowledge based on different perspectives on quantitative and descriptive studies, what goes on in the contemporary media landscape, and pedagogical research on formal and non-formal learning strategies. This book outlines interactive media as an emerging research area, growing around young people and contemporary digital arenas. The field is growing in size, shape and complexity and the need for study is urgent.

  • 2.
    Dunkels, Elza
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Frånberg, Gun-Marie
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Hällgren, Camilla
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Young people and contemporary digital arenas: Identity, learning and abusive practices2008In: Tidskrift för lärarutbildning och forskning, ISSN 1104-523X, no 3-4, p. 35-50Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to outline an emerging research area, evolving around young people and contemporary digital arenas. The field is growing in size, shape and complexity and the need for study is urgent. The research area is also somewhat elusive and its outline is changing very quickly over time. In previous works the authors have focused on different parts of this area, and in this article bring ideas together to form a joint research base.

    The first theme is identity; what factors influence young people's identity development and how do we interpret identity in a changing media landscape as well as in a changing society?

    The second theme is learning; have contemporary media influenced the processes and outcomes of  learning and if so, how can the educational system benefit from and exploit this?

    The third theme is what we in this context call abusive practices; how can we understand abusive behavior on the internet, among and towards young people?

    The issues problematized in this article are to be seen as a probing for and a framing of a research base for further development.

    The overall aim of the proposed area of study is to identify, analyze and problematise contemporary digital channels of communication and learning in particular, expressions of abusive behavior, and their influence on digital culture and digital native identity construction, with a specific emphasis on issues related to age, class, gender and ethnicity.

  • 3.
    Dunkels, Elza
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Young people and online risk2011In: Youth culture and net culture: online social practices / [ed] Elza Dunkels, Gun-Marie Frånberg and Camilla Hällgren, Hershey, Pennsylvania (USA): IGI Global , 2011Chapter in book (Other academic)
    Abstract [en]

    The authors suspect that the young perspective has been left out when online risk and safety are discussedin contemporary research. The aim of this chapter is to give a critical approach to this matter and questionfear as a driving force for protecting young people online. Interviews with children about their views ofinternet use (Dunkels, 2007) and a study of safe use guides from European countries conducted in 2008(Lüders et al, 2009) form the empirical base. The discussion in the chapter is underpinned by ideas ofchildhood as a social construction, emerging ideas of power relations pertaining to age and theories oftechnology reception. The authors also introduce a metaphor, the layer cake, to better understand howthe same action can be viewed from different vantage points.

  • 4.
    Dunkels, Elza
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Frånberg, Gun-MarieUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).Hällgren, CamillaUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Youth culture and net culture: Online social practices2011Collection (editor) (Other academic)
    Abstract [en]

    The globalization of our society has changed the social culture of young people forever. In this day and age, this online social culture is growing in size, shape, and complexity and the need for further study is imperative.

    Youth Culture and Net Culture: Online Social Practices aims to engage the complex relationship between technology and youth culture, while outlining the details of various online social activities. This book focuses on generational aspects of online social practices, as well as other facets, such as gender and social class. Presenting the views of young people regarding social practices is paramount in a time when the educational system, policymakers and non-governmental organizations are calling for this knowledge.

  • 5.
    Dunkels, Elza
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    The invisible girl: Ceci n'est pas une fille2010Conference paper (Refereed)
    Abstract [en]

    This presentation describes The Invisible Girl, a Swedish multi-disciplinary research project in which power relations, gender, online youth culture and learning are the primary objects of study.

    Many studies on young girls' and boys' internet use have been conducted during the last fifteen years of rapidly developing mass use of the internet. However, the vast bulk of this research has had a top-down, adult perspective, with very little or no intention at all to give voice to the young informants themselves. There have also been tendencies to over-emphasize the generation gap and exoticisize young people's actions. Taking a closer look at this body of research, we find the presence of discomforting gender blindness. This is evident in, for instance, the use of boys' knowledge as a norm in the sense that girls should develop the same interests and competences as boys (ITU, 2008). Furthermore, in the gender blind school, girls' digital competence has been invisible and girls' knowledge is often hidden by their own terminology (Enochsson, 2005). Simmons (2004) also claims that we do not have words to describe girls' aggressions and that the lack of words leads to difficulties in discussing the question.

    As researchers we are concerned about the unequal nature of this research field. When trying to find out what these inequalities consist of we have identified an important blind spot, both from a societal and a research point of view, which has led us to call our project The Invisible Girl. The name is inspired by Ralph Ellison's novel Invisible Man (1952). Just like Ellison portrays black Americans as being invisible, it is possible to view girls as invisible on the internet in the sense that their actions cannot be described with the existing male oriented terminology.

  • 6.
    Frånberg, Gun-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Dunkels, Elza
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Youth and contemporary learning2011In: Interactive media use and youth: Learning, knowledge exchange and behavior / [ed] Elza Dunkels, Gun-Marie Frånberg and Camilla Hällgren, Hershey, Pennsylvania (USA): IGI Global , 2011Chapter in book (Other academic)
    Abstract [en]

    The aim of the chapter is to problematize the concept of learning and common views on transformed conditions for learning; have contemporary digital media reformed the processes of learning and if so, how can the educational system benefit from and exploit this?  The chapter highlights changes and reflects on contemporary and future aspects of learning. What is seen as meaningful learning? Is learning more demanding today or does the open and abundant access to information simplify it?

  • 7.
    Frånberg, Gun-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Dunkels, Elza
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Introductory chapter2012In: Invisible Girl: "Ceci n'est pas une fille" / [ed] Gun-Marie Frånberg, Camilla Hällgren, Elza Dunkels, Umeå: Umeå universitet , 2012, p. 9-15Chapter in book (Refereed)
  • 8.
    Frånberg, Gun-Marie
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Hällgren, CamillaUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).Dunkels, ElzaUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Invisible Girl: "Ceci n'est pas une fille"2012Collection (editor) (Refereed)
  • 9.
    Gaine, Chris
    et al.
    University of Chichester.
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Pérez Domínguez, Servando
    Universidad de Santiago de Compostela.
    Salazar Noguera, Joana
    University of the Balearic Islands (UIB) .
    The reasearch base of the project2005In: Kids in cyberspace: teaching anti-racism using the Internet in Britain, Spain and Sweden / [ed] Chris Gain and Gaby Weiner, Oxford: Symposium Books, 2005, p. 75-103Chapter in book (Other academic)
  • 10.
    Gaine, Chris
    et al.
    University College Chichester, Sussex.
    Hällgren, Camilla
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Pérez-Domínguez, Servando
    Salazar Noguera, Joana
    Weiner, Gaby
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    “Eurokid”: an innovative pedagogical approach to developing intercultural and anti-racist education on the Web2003In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Intercultural education, ISSN 1469-8439 (online), Vol. 14, no 3, p. 317-329Article in journal (Refereed)
    Abstract [en]

    Most schools in today's Europe have a high percentage of immigrant students. This percentage has increased in typical immigration countries such as Switzerland, Luxembourg, Belgium, Germany, France and the UK. However, this is also true for countries such as Sweden or Spain. Aware of this multicultural picture, in this paper we present the methodological approach of a European Comenius project, "Eurokid", based on the template "Britkid" (see www.britkid.org), which addresses intercultural education and anti-racism. Three countries are involved in the project: the UK, Sweden and Spain. The project is an educational and innovative tool and a learning and teaching resource for students and teachers in secondary schools. How? Through websites where a group of adolescents (minorities and majorities) "meet" and "talk" about issues of acceptance, difference, racism, mixed cultures, (multiple) identitie, and integration. Their "talks" in the three websites--written in each country's language(s) and in English--as well as the characters, are based on original research (via interviews and questionnaires). The project's objectives, content, pedagogical approaches and authentic classroom material, created to facilitate and promote dialogue among minorities and majorities, form the basis of this paper.

  • 11.
    Gaine, Chris
    et al.
    University of Chichester.
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Salazar Noguera, Joana
    University of the Balearic Islands (UIB) .
    Weiner, Gaby
    Umeå University, Umeå School of Education (USE).
    Evaluation, reflections and conclusions2005In: Kids in cyberspace: teaching anti-racism using the Internet in Britain, Spain and Sweden / [ed] Chris Gain and Gaby Weiner, Oxford: Symposium Books, 2005, p. 125-153Chapter in book (Other academic)
  • 12.
    Gaine, Chris
    et al.
    University of Chichester.
    Weiner, Gaby
    Umeå University, Umeå School of Education (USE).
    Carroll, Pam
    University of Chichester.
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Pérez Domínguez, Servando
    Universidad de Santiago de Compostela.
    Salazar Noguera, Joana
    Universitat de les Illes Balears.
    The Eurokid project2005In: Kids in cyberspace: teaching anti-racism using the Internet in Britain, Spain and Sweden / [ed] Chris Gaine and Gaby Werner, Oxford: Symposium Books, 2005, p. 7-31Chapter in book (Other (popular science, discussion, etc.))
  • 13.
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Art Blended Research and Children’s Gender Identity Making2015In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 6, no 22, p. 2333-2350Article in journal (Refereed)
    Abstract [en]

    The intention with this article is to explore how visuals and written text may combine to further understandings about complex matters such as gendered aspects of the human condition. To do so, I bring together my professional practices as researcher and artist by theorizing, conceptualizing and visualizing aspects of children’s gender identity making. As such, this article is conceptual rather than empirical and covers issues about learning, existentialism, social constructivism, children, identity, and gender. It also exemplifies what I call Art Blended Research, an approach that draws on the insight of that there is more to see than meets the eye. In conclusion, the strength of this approach does not lie in the ability to explain what is. Instead, the strength of Art Blended Research is found in possible explorations and inspirations of what might be.

  • 14.
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    – Be a Man!: Art Blended Research to Explore Boys' Gender Making2015In: Invisible boy: the making of contemporary masculinities / [ed] Camilla Hällgren, Elza Dunkels and Gun-Marie Frånberg, Umeå: Umeå universitet , 2015, p. 17-30Chapter in book (Refereed)
  • 15.
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Crowdsourcing identities: On identity as an existential practice mediated by contemporary digital technology2019In: First Monday, ISSN 1396-0466, E-ISSN 1396-0466, Vol. 24, no 1, article id 8112Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to outline crowdsourcing identities as one way to think about humans’ making of identity when practiced in conditions mediated by contemporary digital technologies. It brings together human practices, theory and technology and draws on perspectives of existentialism, social constructivism, technology and ideas about crowdsourcing. Humans’ making of identity is considered a practice that concerns continuous requests and answers about existential matters of being, becoming and belonging: Who am I? How do I appear to others? Who can I be and become? Where do I belong? In that sense, it is a relational and social practice that is essential to exist as someone — rather than as no one. However, contemporary digital technologies such as social media are not considered essential to this practice. Technologies are thought of as mediating conditions where, for instance, social interactions about existential matters, such as the making of identity, can be practiced in ways that extend on what were possible in predigital times. In multimodal, multidirectional, collaborative and networked ways humans can represent, communicate, gather information and also engage online crowds of others in continuous requests and answers about being, becoming and belonging; Who am I? How do I appear to others? Who can I be and become? And, where do I belong? To illustrate this, two brief narratives of Mary and Steve introduce the article. The making of identity, the duality of Self and Other, the gaze as a panopticon of others, identity and technology and ideas about crowdsourcing are presented and outlined, converging into the interpretive lens of crowdsourcing identities — one way to think about the making of identity when practiced in conditions mediated by contemporary digital technology.

  • 16.
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Crowdsourcing identities: One way to think about young people’s making of identity in conditions proposed by contemporary, digital technologies?2018In: ICERI2018 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, IATED Academy , 2018, p. 2584-2588, article id 1574Conference paper (Refereed)
    Abstract [en]

    This presentation reports on an ongoing Swedish research project called Crowdsourcing Identities which concerns youth, identity and social media. The making of identity has been endorsed as one important condition for learning for a long time, in both research and educational policy context. It is argued that developing a confident, individual identity, and reflecting upon the identity of others, is fundamental in any educational practice. Moreover, matters of identity intersect with the ongoing digitalization of society in general and education in particular and digital technology proposes conditions for social interaction that differ from those available in pre-digital times. So, these new conditions enable young people not only to represent identity in other ways but also to make and learn about identities in digitally mediated ways - within as well as outside of educational contexts. The overall aim in the project is to conceptually and empirically deepen the knowledge about young people’s making of identity, digital technology and learning, as they combine. In focus is also how they may, to various extents in different intersections, influence conditions for teaching and learning. This presentation reports on the conceptual side of the research. It is suggested that one way to think about young people’s identity making, when practiced in conditions proposed by contemporary digital technologies, is through the interpretive lens of Crowdsourcing Identities. It draws on existentialism and social constructivism and converge theories about identity, technology and crowdsourcing. By so, it offers one way for thinking about digital technology, such as social media, as spaces not only for representing and expressing identities, but also as mediating conditions for identity making – a practice about existence and not just superficial expressions of vanity.

  • 17.
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Gendered Other: Hidden Girl2012In: Invisible Girl: "Ceci n'est pas une fille" / [ed] Gun-Marie Frånberg, Camilla Hällgren, Elza Dunkels, Umeå: Umeå universitet , 2012, p. 17-19Chapter in book (Refereed)
  • 18.
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of Interactive Media and Learning.
    ‘Nobody and everybody has the responsibility’: responses to the Swedish antiracist website SWEDKID2005In: Journal of research in teacher education, Vol. 12, no 3, p. 53-77Article in journal (Refereed)
  • 19.
    Hällgren, Camilla
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Researching and developing Swedkid: A Swedish case study at the intersection of the web, racism and education2006Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis seeks to provide an insight into three phenomena: the condition of racism in Sweden, the complexity of identity, and the use of Information and Communications Technology (ICT) in classroom settings. It also offers an analysis of how such phenomena combined in the development of a specific educational resource, the Swedkid project (2001-3) which aimed to develop an anti-racist website (www.swedkid.nu) for students and teachers in Swedish schools. A case study approach was used for the analysis in the thesis, in which the Swedkid project was viewed as an instance of web-based, anti-racist educational resource development. This instance (or case) provided a prism of opportunity for learning about ‘race’, ethnicity and the role of ICT in the classroom. The case study embraces a number of sub-studies (Papers I-V and Appendix 1) which explore independently and in combination, how the website was developed and received, the Swedish national context, intercultural and anti-racist work in education, racist experiences of young people, and ICT as part of anti-racist work in the classroom. Three sets of findings (or themes) emerged from the study: namely, the existence of racism in Sweden, that young people’s conception of identity is complex and that the Swedkid website constitutes a significant anti-racist intervention. The overall aims of the research were to:

    - utilise the Swedkid project as a learning opportunity

    - explore the Swedish context for the project

    - investigate and develop an understanding of racism and ethnicity in Sweden generally and in education in particular

    - investigate experiences of racism among young people, and

    - explore how ICT can support anti-racist work in classroom settings

    Three research questions were also posed in the research:

    - How can ‘race’, ethnicity and experiences of racism be understood

    in Sweden generally, in education and among young people?

    - How can ICT support anti-racist work in classroom settings?

    - How useful were the approaches taken and the methods used in the project?

    A variety of methods of data gathering were used which include systematic literature searches, interviews, questionnaires, classroom observations plus a project logbook. Three theoretical clusters were particularly helpful in the analysis; relating to globalisation, racism and new technology (e.g. Castells, Jansson, Pred, Essed, Ladson-Billings, Delgado & Stefancic, Aviram & Tami). The research suggests an uneven picture in Sweden generally, and among Swedish young people in particular. While there have been some conscious and planned strategies to eliminate racism and discrimination, and high ambitions and good intentions from policy-makers and teachers in terms of recognising inequalities of schooling and counteracting racism, there is also a continuing picture of hostility, difficulty, denial and insecurity within education and more generally. The study also illuminates the complexity of identity and knowledge transfer, between locally-situated individuals and the different levels of global, European, national and local. It is suggested that the formation of identity is a process which involves viewing someone as ‘the other’ and can be transferred into a racist discourse and as such, used as a basis for legitimizing exclusion. However, responses to the Swedkid website suggest that engagement with other, wider identities (in this case, the characters on the website) can provide the possibility of intervention in stereotypical perceptions and expansion of notions of identity. It is also suggested that the Swedkid website can be used successfully in supporting anti-racist work in classroom settings, although dependent on the skills and commitment of the teacher. The advantages of using ICT for Swedkid lie in the possibility of visualisation and simulation, hence, it provides virtual experience of complex phenomena. The website can thus work as a springboard into informed rather than common-sense or everyday discourses of racism/anti-racism, with virtuality enhancing the classroom work of the teacher. Overall, studies presented in this thesis illustrate how a combination of ICT and anti-racism can offer opportunities for challenging commonsense views of racism and ethnicity, provide counter-stories as evidence that racism exists, and thus offer alternative perceptions and viewpoints on this topic in education and elsewhere.

  • 20.
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    The Girlish Condition: Big Issues on a Small Scale2012In: Invisible Girl: "Ceci n'est pas une fille" / [ed] Gun-Marie Frånberg, Camilla Hällgren, Elza Dunkels, Umeå: Umeå universitet , 2012, p. 55-62Chapter in book (Refereed)
  • 21.
    Hällgren, Camilla
    Umeå University, Faculty of Social Sciences, Department of Interactive Media and Learning.
    "Working harder to be the same": everyday racism among young men and women in Sweden2005In: Race, ethnicity and education, Vol. 8, no 3, p. 319-341Article in journal (Refereed)
    Abstract [en]

    Despite Sweden's international reputation for human rights and democratic values, racism within Swedish schools is a relatively new issue, emerging only with the increased ethnic diversity of Swedish schools in recent years. This paper is thus one of the first Swedish interview studies on the perceptions of young men and women in Sweden from both minority and majority ethnic backgrounds about their everyday experience of racism and prejudice. What, for instance makes them believe, as the study found, that they need to work much harder than other young people to become 'full members' of Swedish society? While many of the young people's experiences are similar to those in other countries, it can be seen that Sweden, despite its international human rights record, is not exempt from racism and xenophobia within its own national boundaries. Greater effort therefore needs to be expended, it is argued, on counteracting and challenging these tendencies, particularly in the school system.

  • 22.
    Hällgren, Camilla
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Dunkels, ElzaUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).Frånberg, Gun-MarieUmeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Invisible Boy: the making of contemporary masculinities2015Collection (editor) (Refereed)
    Abstract [en]

    What does it mean to become a boy today? How does boyhood manifest itself in different contexts? How can we describe fathers and sons in contemporary society? And can we make the invisible boy visible in ways alternative to those of media?

    This publication is the outcome of an international, multidisciplinary exploration of how boys become boys and how boys form identities today. The project was global in its scope and included 24 artists and academics from Sweden, USA, Turkey, UK, Finland, New Zealand, Croatia, Nigeria, Switzerland, India, Canada and Italy have contributed to the Invisible Boy. The publication with its 20 chapters includes academic papers, video, drawings, digital images, photography and music. Combining a variety of intellectual expressions the chapters forms a joint example of multimodal explorations to further understandings of complex matters such as gendered identity making.

    The contributions are organised in four themes: Negotiating Identity, Bodily Existence, Boyhood Interrupted, and Gender and Contemporary Media.

  • 23.
    Hällgren, Camilla
    et al.
    Umeå University, Faculty of Social Sciences, Department of Interactive Media and Learning (IML).
    Dunkels, Elza
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Young people and contemporary digital arenas: identity, learning and abusive practice2009In: SITE Society for Information Technology and Teacher Education: Charleston March 2009, 2009Conference paper (Refereed)
    Abstract [en]

    The aim of this paper is to outline an emerging research area around young people and contemporary digital arenas.The field is growing in size, shape and complexity. The need for investigations is demanding. The research area is also elusive and its outline is changing very quickly. In previous works the authors have focused on different parts of this area, and in this paper we bring our ideas together to form a joint research base. 1st theme is identity; what factors influence young people's identity development and how do we interpret identity in a changing media landscape as well as in a changing society? 2nd theme is learning; have contemporary media influenced the processes of learning and if so, how can the educational system benefit from this? The 3rd theme is what we in this context call abusive practices; how can we understand abusive behavior on the internet,among and towards young people? The issues problematized are to be seen as a probing for and a framing of a research base for further development.

  • 24.
    Hällgren, Camilla
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Granberg, Carina
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Rantala, Anna
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Björk, Åsa
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Johansson, Siv
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Digital Competence at the intersection of social values and identity: In policy, practice and theory?2019In: Fjärde nationella konferensen i pedagogiskt arbete. Tema: Pedagogiskt arbete i en global tid. Den 19:e – 20:e augusti år 2019 i Umeå., 2019Conference paper (Refereed)
    Abstract [en]

    Digital Competence at the intersection of social values and identity: In policy, practice and theory?

     

    Authors: Camilla Hällgren, Carina Granberg, Anna Rantala, Åsa Björk och Siv Johansson 

    In Swedish and European policies, education is identified as one key agent for advancing opportunities of digitalization and delivering digital transformations. In Sweden the National Digitalization Strategy for the School System was presented 2017. Later, the Swedish national curricula were revised with stronger writings about digital competence and put into effect on the 1st of July 2018. Digital competence is said to apply to all students and staff members from preschool to adult education. In short, these revisions propose, abilities to programming as central, but also abilities to solve problems, to use of digital technology creatively while turning ideas into action, work with digital texts, media and tools, understand and use digital systems and services, to critically approach media and information as well as understand the impact of digitalization on society and individuals. Digitalization policies are indeed comprehensive, yet, we argue there are still important matters calling for attention. For instance, what does competence mean in relation to digitalization? What does digital competence mean in relation to social values in the curricula? And, what does adequate digital competence mean in relation to actual, everyday practices in schools and more widely? This presentation reports early results of an ongoing critical discourse analysis of the intersection of digital competence and social values, in policy and practice. It is argued that there is a discursive gap that needs to be bridged by ethical considerations. It is suggested that if the government’s digital agenda is to be truly in human service, bring about a bright future and a sustainable digital transformation of Sweden, components of social values, what it is to exist as a human; that is what technology does to the human condition, need to be included and equally relevant to other components of digital competences.

    References 

    Ball, S.J. (1994) Education Reform: A Critical and Post-structural Approach, Buckingham, Philadelphia: Open University Press. 

    Ball, S.J., Maguire, M. & Braun, A. (2012). How schools do policy: policy enactments in secondary schools. London: Routledge.

    Colebatch, H.K. (2002) Policy, 2nd edn, Buckingham: Open University Press. 

    European Commission: Digital Competence in Practice, Ferrari 2012; http://jiscdesignstudio.pbworks.com/w/file/fetch/55823162/FinalCSReport_PDFPARAWEB.pdf

    Fairclough, N. (2003) Analysing Discourse: Textual Analysis for Social Research, London: Routledge.

    Digitaliseringskommissionen,En digital agenda i människans tjänst: en ljusnande framtid kan bli vår : delbetänkande, Stockholm, 2014 http://www.regeringen.se/sb/d/18259/a/236035

    Ministry of Education (2017) “National digitalisation strategy for the school system” (in Swedish), https://www.regeringen.se/4a9d9a/contentassets/00b3d9118b0144f6bb95302f3e08d11c/nationell-digitaliseringsstrategi-for-skolvasendet.pdf 

    Ministry of Enterprise and Innovation (2017), “For sustainable digital transformation in Sweden: A digital strategy” Dnr:N2017/03643/Dhttps://www.regeringen.se/49adea/contentassets/5429e024be6847fc907b786ab954228f/digitaliseringsstrategin_slutlig_170518-2.pdf

    Ministry of Enterprise and Innovation (2017), “Fact sheet: For sustainable digital transformation in Sweden: A digital strategy N2017.23. Government Offices of Sweden http://www.government.se/information-material/2017/06/fact-sheet-for-sustainable-digital-transformation-in-sweden--a-digital-strategy/

    Ministry of Enterprise and Innovation (2016), “Digitalisation effects on individuals and society: Four thematic reports” (in Swedish), SOU 2016: 85, https://www.regeringen.se/rattsdokument/statens-offentliga-utredningar/2016/12/sou-201685

    Promemoria 20170309: Stärkt digital kompetens I skolans styrdokument: https://www.regeringen.se/493c41/contentassets/acd9a3987a8e4619bd6ed95c26ada236/informationsmaterial-starkt-digital-kompetens-i-skolans-styrdokument.pdf

     

  • 25.
    Hällgren, Camilla
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Granstedt, Lena
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Weiner, Gaby
    Umeå University, Umeå School of Education (USE).
    Discursive discrimination: A short history and overview of education2006In: Makt, integration och strukturell diskriminering: [Power, integration and structural discrimination], Stockholm: The Ministry of Justice , 2006Chapter in book (Other academic)
  • 26.
    Hällgren, Camilla
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Weiner, Gaby
    Umeå University, Faculty of Teacher Education, Mathematics, Technology and Science Education.
    The web, antiracism, education and the state in Sweden: why here? why now?2003In: Governing children, families and education: Reconstructing the welfare state / [ed] Bloch, M.N., Holmlund, K., Moqvist, I. & Popkewitz, T.S., New York: Palgrave Publishing Co. , 2003, p. 313-333Chapter in book (Other academic)
  • 27.
    Hällgren, Camilla
    et al.
    Umeå University, Faculty of Teacher Education, Department of Interactive Media and Learning.
    Weiner, Gaby
    Umeå University, Umeå School of Education (USE).
    Granstedt, Lena
    Umeå University, Faculty of Arts, Department of Creative Studies (Teacher Education).
    Överallt och ingenstans: Mångkulturella och antirasistiska frågor i svensk skola2006Report (Other academic)
    Abstract [sv]

     Överallt och ingenstans - mångkulturella och antirasistiska frågor i svensk skola är en kunskapsöversikt som tar sin utgångspunkt i svensk invandringshistoria, skolpolitik, styrdokument samt forskning och projekt för att belysa vad vi i idag vet och i viss mån också vad som hittills gjorts inom området mångkultur i skolan. Författarna belyser de mångkulturella och antirasistiska frågorna utifrån ett kritiskt mångkulturellt teoretiskt perspektiv och den bild som växer fram är komplex. Några av översiktens viktigaste resultat är att goda integrationspolitiska intentioner länge funnits med på den politiska agendan men att det lika länge har funnits försvårande omständigheter för realisering av målen. Författarna uppmärksammar också att skolan under lång tid tilldelats nyckelrollen för att realisera samhälleliga integrationsmål samtidigt som resultaten i översikten visar att det finns en uttalad osäkerhet kring hur detta ska genomföras. Lärare lämnas relativt ensamma i arbetet mot rasism och främlingsfientlighet. Ett annat och framträdande resultat är att komplicerade frågor kring rasism, identitet och kultur har fokuserats i långt mindre omfattning än språkfrågan som länge har dominerat rapporter och projekt inom det mångkulturella området.

  • 28.
    Hällgren, Camillla
    et al.
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Dunkels, Elza
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Frånberg, Gun-Marie
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
    Exploring the making of boys2015In: Invisible Boy: the making of contemporary masculinities / [ed] Camilla Hällgren, Elza Dunkels, Gun-Marie Frånberg, Umeå: Umeå University , 2015, p. 7-13Chapter in book (Other academic)
1 - 28 of 28
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