Projekt

Nedan listas några av de forskningsprojekt som pågår inom CCD@JU.

Comics in global circulation

This project focuses on the peripheries’ role in international literary exchanges. How are counter-strategies to the asymmetric power play between global cultural and linguistic centres and peripheries manifested? This overarching interrogation guides the project’s studies in the literary pop-genre of global manga. Manga has enjoyed massive attention from the turn of the 20thcentury and has gained recognition and a stable place in a global publishing context. The aim is to understand how reversibility of central cultures’ domination is possible in the “world republic of letters” (Casanova 1999/2004). In the case of manga, Japan, with its linguistic and structural resources, reveals a potential to claim a central and dominating position. Preliminary results show two main categories of strategies: integrationand bypassing, representing struggles for either legitimization and/or autonomous ground in relation to a Japanese centre. A third category of hybridization— characterized by “oblique” power dynamics and “reversed flows” — also emerges, however, in the circulation of the genre to historically central cultures.

Participating researchers

Ylva Lindberg, Docent, HLK, JU
Fabienne Darling-Wolf, Professor, Klein College of Media and Communication, Temple University, Philadelphia

Continued conventional literacy learning for students with severe speech and physical impairment (SSPI)

 The project 'Continued development of conventional literacy skills for pupils with severe speech and physical impairment (SSPI)' is a participant-based study with seven students aged 8-16 in both mainstream and special schools. The participants tell about their own experience of progressing in their reading and writing, with the aim of finding ways of intervention studies and to improve future teaching practice. Of special interest is how new literacies, the web and new technologies are integrated in the participants’ literacy learning. The background to the issues involved is described in Andrea Atterström’s master thesis from 2010, I will be a writer when I grow up — pupils without speech develop their written language.
Participating researchers
Andrea Atterström, School of Education and Communication, Jönköping University
Funding
Clas Groschinskys forskningsstiftelse, RBU:s forskningsstiftelse, Jerringfonden, Linnéa och Josef Carlssons stiftelse, 2012-2016.

DiveiN – Diversity as Normality. Digitalization and communication processes across subjects in upper secondary school

Forskare: Ylva Lindberg, Docent, HLK, JU. Elisabet Sandblom, HLK, JU. Karl Hedman, HHJ, JU. Sylvi Vigmo, GU. Therése Haglind, Erik Dahlbergsgymnasiet.
Projektet undersöker hur begreppet ’mångfald’ skapas och förhandlas ämnesövergripande i gymnasieskolan i Sverige. Fokus ligger på hur mångfald (o)synliggörs i social interaktion i analoga och digitala kommunikativa praktiker. Ett delsyfte är vidare att skapa kunskap om hur digitaliseringen tar sig uttryck inom olika undervisningsformer och elevgrupper, samt hur digitala resurser hindrar och/eller möjliggör kommunikation och lärande. Det övergripande målet är att problematisera ’mångfald’utan att enbart belysa enstaka grupperingar baserade på t. ex. etnicitet, språk eller funktionalitet. Det teoretiska ramverket utgår från teorier om mångfald och kultur inom språk- och litteraturstudier. Metodologiskt intar forskarna ett etnografiskt förhållningssätt och studerar olika typer av insamlad empiri. Observationer, enkäter, intervjuer, skuggningar är några exempel på metoder för datainsamling. Projektet tar fasta på de identitetspositioneringar som uppstår i skilda kommunikativa sammanhang i analoga-digitala kontexter. Målet är att erbjuda en forskningsgrund för utarbetande av åtgärder och metoder som kan stödja en likvärdig och kulturellt möjliggörande undervisning i skolan.
The project examines how the concept of ‘diversity’ is created and negotiated across subjects in upper secondary school in Sweden. The focus is on how diversity is made (in)visible in social interaction in analogue and digital communicative practices. One purpose is to obtain knowledge about how digitalization is realized and implemented within different forms of instruction and student groups, and how digital resources hinder and/or enable communication and learning. The overall purpose is to problematize ‘diversity’ without falling into fixed categorizations based on, f. ex., ethnicity, language, or functionality. The theoretical framework is based in theories on diversity and culture within language and literature studies. Methodologically, the researchers have an ethnographic approach and analyze different categories of empirical data. Observations, surveys, interviews and shadowing are some examples of data collection methods. The project analysis is focused on the identity positionings that arise in varied communications contexts in analogue-digital contexts. The aim is to provide a research basis for creating measures and methods that can support an equal instruction in the ongoing implementation of digital resources in school.

Participating researchers

Ylva Lindberg, Docent, HLK, JU
Elisabet Sandblom, HLK, JU
Karl Hedman, HHJ, JU
Sylvi Vigmo, GU
Therése Haglind, Erik Dahlbergsgymnasiet

Educational approaches to Internationalisation through Intercultural Dialogue

Educational approaches to Internationalisation through Intercultural Dialogue: Reflections on theory and practice is an edited volume of 16 chapters from contributors around the world which responds to a twofold aim: first, it seeks to examine the concept of internationalization in Higher Education from an educational perspective; and second, it aims to give voice to practitioners to offer accounts of research and practice which address Intercultural Dialogue as an educational approach to the processes of Internationalisation. The focus is on teaching and learning and not on international research. In so doing, this volume signals a shift in the conceptual discussion of internationalisation through offering examples of intercultural dialogue and educationalist approaches which may inspire strategy and practice. It is expected to be published at the end of 2019.
Participating researchers
Ulla Lundgren, School of Education and Communication, Jönköping University (affiliated)
Jane Woodin Sheffield University, UK
Paloma Castro, Universidad Valladolid, Spain

Integrationsprojekt

Integrationsprojekt:Projektet syftar till att göra en jämförande studie och en kartläggning av stöd för hur människor/ organisationer och föreningar i lokalsamhället arbetar för att integrera Syrier och andra utsatta människor i Sverige och i Kanada. Undersökningen fokuseras på en mindre stad i Kanada (Hamilton) och två städer i Sverige (Jönköping och Örebro). Projektet drivs av McMaster University, Hamilton, Ontario, Kanada, finansieras av Vetenskapsrådet i Kanada. I Sverige drivs projektet av Jönköping university.
Finansiär
Vetenskapsrådet i Kanada

LeaDMe

LeaDMe projekt (som inte är ett forskningsprojekt) har tematisk relaterad forskning som pågår:
a. HE (Higher Education): I studien kartläggs 69 institutioner (samtliga universitet, högskolor och 21 folkhögskolor) i Sverige utifrån ett intresse kring jämlikhet och socialstöd.
Deltagare:
Sangeeta Bagga-Gupta
Giulia Messina Dahlberg
Sylvi Vigmo

b. EWA (Ethnographies of Writing in Academia)
Ylva Lindberg
Elisabet Sandblom
Sangeeta Bagga-Gupta

Periferins aktörskap – PAkt. Skandinaviens positioneringar och föreställningar i mötet med inkommande franskspråkig litteratur (1990-2020)

PAktutforskar periferins delaktighet i internationella kulturutbyten. Projektet fokuserar på hur litteraturer från centrala språkområden som franskan produceras och mottas av periferin. Syftet är att med distanserade och närgående perspektiv undersöka förmedlande praktiker av litteraturer från det centrala franska språkområdet i det perifera Skandinaviska kulturområdet (1990 – 2020). Projektet täcker in tiden då litteraturen trädde in i en ny medieålder och började cirkulera intensivt på global nivå, samt början på den senaste migrationsvågen som bidrog till komplexa kulturella positioner i den valda periferin. Produktion (översättningar) och reception (mottagande) är två avgörande instanser där praktiker utformas för att litteraturer ska kunna cirkulera i periferin. Målet är att synliggöra hur Skandinavien deltar i och påverkar det internationella kulturutbytet, dvs dess aktörskap. Undersökningsfokus utgörs av i) aktörernas praktiker i anknytning till överförd litteratur, ii) hur dessa formar positioner på det litterära fältet, samt föreställningar om egna och andras kulturer. Resultaten ska visa hur periferin kan agera självständigt och påverka maktförhållanden i global litteraturcirkulering. Projektet bidrar till utveckling av praktiker i samhällssektorer där litteraturförmedling är centralt, främst utbildning, biblioteks- och förlagsverksamhet, samt journalistik.
The aim of PAktis to explore practices and strategies that peripheries outside central cultural and linguistic spaces in the Western world develop in order to participate in global cultural exchanges. The project focuses on Scandinavia as a periphery, where Sweden, Norway and Denmark are included as constituting parts of the studied space. The project examines Scandinavia’s practices in the mediation of literature originally written in French, in the timespan 1990 – 2020, and how these re-negotiate positionings and representations of both the own and the Other’s cultures. To this end, the project maps the production (translations) and reception of literature in mass-media: tv, book, press. In addition, the project examines discursive practices surrounding the mediated literature through selected momentum. These in-depth studies will inform the project about positionings and representations constructed in mediating practices. Sociological investigations of literature flows have led to the conclusion that global literary exchanges favour dominating cultural spaces. The results will instead contribute to new knowledge about the periphery’s agency in the field of transnational circulation of literature, and to the development of cultural and educational sectors in Scandinavia.

Participating researchers

Ylva Lindberg, Docent, HLK, JU
Mickaëlle Cedergren, Docent, Institutionen för romanska språk, SU

Socialization Processes, Practices and Co-Construction of Higher Education in Global and Digitalized contexts - SoPro

 The project stems from a need for deepening the knowledge of the roles, functions and goals of higher education and its institutions in increasingly internationalized and digitalized contexts. In the current situation, several local and global levels of practices and decision making come into play in the daily work within an academic institution, for example, national policies, institutional strategies and charters, as well as partners’ policy frameworks. In addition, students are increasingly diverse, and the growing gap of understanding between strategic-level management of HEIs, and operational activities of HEIs is a risk factor that can undermine quality. In order to understand how higher education is relevant and responsive to 21st century challenges across the communities and countries we serve, the project focuses on three under-researched aspects in higher education: i) the socialization processes in academic writing for research, ii) the co-construction of online education across nation-states, and specifically between the global North and the global South, and iii) the relationship between management and operational practices, which are explored in three sub-studies:
1. Patterns of socialization into multiple academic writing spaces. On centers and peripheries.
2. Goals, challenges and achievements in collaboration between the global South and the global North. Co-creating and developing global, digitally-mediated education for teacher training programmes.
3. From Cozy Creativity and Counterintuitive Courage back to Kafka’s Conundrum.

Participating researchers

Ylva Lindberg, HLK, JU
Elisabet Sandblom, HLK, JU
Sangeeta Bagga-Gupta, HLK, JU
Giulia Messina Dahlberg, GU
Sylvi Vigmo, GU
David Hoffman, Finnish Institute for Educational Research, University of Jyväskylä

TUniN – Text Universe in the narrative classroom

This project aims to develop research in the field of literature teaching and learning by applying a text universe-based teaching design as a way to develop students’ creative learning as well as their analytical competence and critical thinking. Hence, the study focuses predominantly on exploring theoretical and methodological aspects of literature teaching and learning. The material that this study centres on is text universe, that is where (parts of) the same storyworldis transferred to various text- and media forms(e.g. the novel Harry Potter and the Philospher’s Stone is transferred into a film, a graphic novel, a theatre performance, a computer game, fan fiction etc.). These various re-presentationsform a text universe (Lundström & Svensson, 2017, “Fiktioner och textuniversum” (Textkulturer), where the stories relate to each other and provide a fuller (wider and deeper) and a more varied and complex understanding of the story. This project contributes withknowledge regarding the methodological implications of working with a text universe in the narrative classroom.

Participating researchers
Anette Svensson, School of Education and Communication, Jönköping University
Therése Haglind, Erik Dahlbergsgymnasiet, Jönköping kommun
Ylva Lindberg, School of Education and Communication, Jönköping University
Anette Almgren White, School of Education and Communication, Jönköping University
Fredrik Ebefors, School of Education and Communication, Jönköping University

Wikipedia as site for learning language, literacy, and literature

I kölvattnet av samhällets pågående digitalisering, har det blivit allt mer angeläget att undersöka språkande praktiker i medier med relevans för lärande i skolan. Wikipedia är ett medium som lärandekontexter behöver förhålla sig till och använda, eftersom det har visat sig vara ett stadigt växande forum för kunskapsskapande och -utbyte. I detta projekt undersöks språkliga och kommunikativa särdrag på Wikipedia på 40 olika språk. Fokus ligger på hur kunskap byggs på diskussionssidorna bakom huvudartiklarna. Kvantitativa och kvalitativa analyser görs av hur Wikipedia-deltagare kommunicerar, särskilt hur argumentationen framträder. Identiteter och positioneringar är en ytterligare dimension i projektet, som visar hur makt och underordning framträder i kunskapskulturer på nätet. Projektet är avgränsat dels till de mest centrala artiklarna, dels till artiklar med relevans för språk och litteratur. Resultaten ska tjäna till att stödja meningsfull integrering av Wikipedia i undervisningskontexter.
In the wake of the ongoing digital transformation of our society, it has become a high priority to study languaging practices in media relevant to learning in schools. Wikipedia is one such medium that needs to be considered and used in a learning context, as it has become apparent that it is a steadily growing forum for knowledge construction and exchange. In this project we investigate the linguistic and communicative features of Wikipedia, and how they differ in 40 different languages. In focus is how knowledge is constructed and negotiated on the discussion pages behind the main articles. Quantitative and qualitative analyses of how Wikipedians communicate are done, in particular on how argumentation appears. Identities and positionings form another dimension in the project, showing how power and subordination emerge in online knowledge cultures. The project is limited to the most central articles on Wikipedia, as well as articles directly relevant to language and literature. The results aim to support meaningful integration of Wikipedia in learning contexts.
Participating researchers
Ylva Lindberg, Docent, HLK, JU
Sverker Johansson, Docent, HD

Sidan uppdaterad 2019-07-01

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