lnu.sePublications
Change search
Refine search result
1 - 11 of 11
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Alexandersson, Anna
    et al.
    Linnaeus University, Faculty of Business, Economics and Design, Linnaeus School of Business and Economics.
    Aronsson, Peter
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Holtorf, Cornelius
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    Gustafsson, Birgitta E.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Westergren, Ebbe
    Introduction2011In: Museum International, ISSN 1350-0775, E-ISSN 1468-0033, Vol. 63, no 1-2, p. 6-7Article in journal (Other academic)
    Abstract [en]

    The papers in this issue were first presented at the interdisciplinary conference “Applied Cultural Heritage: How telling the past at historic sites benefits society” held at Linnaeus University in Kalmar, Sweden, 17-19 November 2010. The conference was organised jointly by Linnaeus University, Kalmar County Museum and Bridging Ages, International Organisation in Historic Environment Education and Time Travels. The aim of the conference was to explore how cultural heritage and stories about the past benefit society today. Given the major changes of society in recent decades and a fast developing globalisation, we proposed that it is no longer self-evident which historic sites are meaningful (and to whom), which stories about the past should be told (and why), and how cultural heritage can best benefit society (and what that means). It was therefore time to ask these questions anew and explore them together with practitioners in the heritage sector from around the world.

  • 2.
    Ammert, Niklas
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Gustafsson, Birgitta E.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    To Make and to Experience Meaning: How Time Travels are Perceived among Participants2017In: The Archaeology of Time Travel: Experiencing the Past in the 21st Century / [ed] Bodil Petersson, Cornelius Holtorf, Oxford: Archaeopress, 2017, p. 113-128Chapter in book (Other academic)
    Abstract [en]

    Time travels provide the opportunity for participants to make an imaginary trip back in time to learn about places, times and events, and to learn about themselves. To travel in time can be described as an encounter between the past and the present. Such an experience encourages participants to relate the present to the past and to reflect upon their own lives as they interact with another time. In that way one can replace an ‘us and them’ attitude with an approach that unites people and highlights what they have in common. This type of encounter carries the potential for meaning- making. Merging the ‘now and then’ with ‘similar and different’ can make it possible to understand one’s own place in – and relation to – history. But how do participants perceive time travels, what do they learn, what is their view of the past, the present, the future, themselves and the other? In the participator’s reflections we have identified how they perceive different narratives with potential for meaning-making. 

  • 3.
    Bengtsson-Verde, Ulrika
    et al.
    Linnaeus University, The University Administration.
    Carlsson, Lena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Gustafsson, Birgitta E.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Koblanck, Henriette
    Linnaeus University, Faculty of Business, Economics and Design, School of Design.
    Lundin, Mattias
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Mattsson, Tina
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Social Work.
    Montesino, Norma
    Nilsson, Karl-Axel
    Rosenqvist, Johanna
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Cultural Sciences.
    En metod för kvalitetssäkring och utvecklinggenom granskning av examensarbeten: avrapportering av pilotprojekt vid Linnéuniversitetet2011Report (Other (popular science, discussion, etc.))
  • 4.
    Fritzén, Lena
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Gustafsson, Birgitta
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Now and Then: The Similar and the Different. Time Travels Bring Schools and Museums Together.2007In: Time Travels. Innovative and Creative Methods of Historic Enviroment Education in Modern Museums, . Tukum: Muzeological Library. , 2007Chapter in book (Other (popular science, discussion, etc.))
  • 5.
    Gustafsson, Birgitta, E.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Att sätta sig själv på spel: Om språk och motspråk i pedagogisk praktik2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In order to change and to think in new ways boundaries of thought and action must be dislodged or crossed. To do this, something needs to disrupt the conceptual world. Counter-language is therefore a recurring concept in this dissertation. Art can be seen as counter-language, but also pedagogical processes can have this characteristic. Counter-language is that which provokes, that which calls into question the language people use to interpret their life experiences.

    In this dissertation I examine two pedagogical chains of events that challenge the participants' "world view", and in which the participants meet a counter-language aimed at the type of learning that involves the confirmation of knowledge. How do the participants in these two arenas describe these events, and how do they approach the pedagogical "game”? The goal is to organize in theoretical themes and to put into words the concrete images of the pedagogical context where individuals' world view and self-image are confronted, and to interpret and analyze them.

    The empirical part of this study involves two arenas. The first arena is an encounter between the school and the theatre. An analysis of group interviews shows how teachers talk about theatre and its potential in educational contexts. The second arena is a university course in cultural pedagogy in which the participants' written assignments comprise the empirical material. What happens when the participants experience counter-language? When conceptual worlds are confronted or challenged, we can react in different ways. We are faced with the choice to choose, to either look at or to look away. In encounters with counter-language, teachers and course participants are confronted with these choices. Should they engage in the pedagogical "game"? The results show what happens when the participants are confronted with counter-language. Three different action strategies are formulated: "to go into," "to stay put," and "to flee from."

    People strive to create order, to create meaning, in everything that happens. This involves both cognitive and existential meaning-making. In this perspective learning involves meaning-making processes in which pupils' understandings of themselves and the world are provoked and challenged. A frequently occurring notion about learning is that it is a linear process in which new knowledge is added to previously learned knowledge in a summative process. However, learning is more complex than this. Less frequently do people speak of challenging and provoking existing knowledge. It is my intention to problematize this.

    By way of conclusion, didactic issues concerning the school, and the teacher education are discussed in light of this study’s findings.

  • 6.
    Gustafsson, Birgitta E.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Elevers meningsskapande i möte med historia2013In: Historia som kunskap: innehåll, mening och värden i möten med historia / [ed] Ammert, Niklas, Lund: Nordic Academic Press, 2013, p. 67-86Chapter in book (Other academic)
  • 7.
    Gustafsson, Birgitta E.
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Lundin, Mattias
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Granskning av examensarbeten och analys av utbildningsprocesser inom utvalda inriktningar i lärarutbildningen2011In: En metod för kvalitetssäkring och utveckling genom granskning av examensarbeten: avrapportering av pilotprojekt vid Linnéuniversitetet, Linnéuniversitetet , 2011, p. 23-33Chapter in book (Other (popular science, discussion, etc.))
  • 8.
    Gustafsson, Birgitta
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Fritzen, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Barnkultur – kulturkonfrontation som utmanar gränser2008In: Centrum för barnkulturforskning, ISSN 0280-6061, no 40, p. 75-92Article in journal (Refereed)
  • 9.
    Gustafsson, Birgitta
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Fritzén, Lena
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Barnteater - kulturkonfrontation som utmanar gränser2008In: Centrum för barnkulturforskning., ISSN 0280-6061, no 40, p. 75-92Article in journal (Refereed)
  • 10.
    Gustafsson, Birgitta
    et al.
    Växjö University, Faculty of Humanities and Social Sciences, School of Education.
    Fritzén, Lena
    Idag ska vi på teater. Det kan förändra ditt liv.2004Report (Other (popular science, discussion, etc.))
  • 11.
    Lund, Anna
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Krantz, Joakim
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Gustafsson, Birgitta E.
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Skapande skola - En kalejdoskopisk reform och dess praktik2013Report (Other academic)
1 - 11 of 11
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf