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  • 51.
    Trondman, Mats
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Ungas kulturutövande: Omfattning, utövare, organisationsformer och betydelser2011Report (Other academic)
    Abstract [sv]

    Rapporten utgör ett underlag till kapitel 2 i Ungdomsstyrelsens rapport När Var Hur: Om ungas kultur. Rapporten publicerades under senvåren 2011. Ungdomsstyrelsens skrifter 2011:1. 

    Mats Trondman har hos Ungdomsstyrelsen ansökt om att få publicera detta underlag/denna rapport på sin hemsida på Linnéuniversitetet. Ungdomsstyrelsen har avslagit denna begäran. Skälet är etiskt. Ungdomsstyrelsen har nämligen ingått ett avtal med SCB som inte gör det möjligt för någon annan aktör än Ungdomsstyrelsen att använda materialet och publicera det offentligt. Ungdomsstyrelsen har dock gett Mats Trondman rätt att tala om innehållet i underlaget/rapporten i muntlig form.   

  • 52.
    Trondman, Mats
    Växjö University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Young People in Sweden: Beyond Pessimism and Discontent?2008In: Young People Facing the Future.: An International Survey, Paris: Fondation pour l’innovation politique , 2008Chapter in book (Other (popular science, discussion, etc.))
  • 53.
    Trondman, Mats
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences. Stockholm University.
    Älskade tyrann: Snurran, makten och den frånvarande auktoriteten2018In: Auktoritet / [ed] Mats Trondman, Malin Lennartsson, Göteborg: Daidalos, 2018, p. 309-338Chapter in book (Other academic)
  • 54.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Andersson, Carolin
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Delaktighet som möjlighet: ungas efterfrågan på och tillgång till delaktighet i Kalmar län och Eksjö kommun2014Report (Other academic)
  • 55.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Andersson, Carolin
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Flyttro, flyttparadox och livsfasekvation: om unga presumtiva flyttare, stannare och återvändare i Kalmar Län och Eksjö kommun2014Report (Other academic)
  • 56.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Andersson, Carolin
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Barmark, Mimmi
    Lund University.
    Bouakaz, Laid
    Malmö University.
    Hiltunen, Linda
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Krantz, Sofie
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Lund, Anna
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Lund, Stefan
    Linnaeus University, Faculty of Social Sciences, Department of Sport Science.
    Petersson, Karina
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Sarstrand Marekovic, Anna-Maria
    Linnaeus University, Faculty of Social Sciences, Department of Social Studies.
    Nilsson, Henrik
    Linnaeus University, Faculty of Health and Life Sciences, Department of Biology and Environmental Science.
    Taha, Rehan
    Malmö University.
    Voyer, Andrea
    Ett utbildningspolitiskt dilemma: mångkulturell inkorporering och skolprestation2014In: Resultatdialog 2014, Stockholm: Vetenskapsrådet , 2014, 1, p. 218-228Chapter in book (Other (popular science, discussion, etc.))
  • 57.
    Trondman, Mats
    et al.
    Malmö högskola.
    Dovborn, Cecilia
    Malmö högskola.
    ”Idrott är ingenting för flickor”, säger Karolina: Om kultur, genus och idrott2006In: Idrottsforum.org, ISSN 1652–7224, p. 14-Article in journal (Other (popular science, discussion, etc.))
  • 58.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Eliasson, Åsa
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Unga under lupp: En studie av ungas villkor och ungdomspolitikens möjligheter i Kalmar län2010Report (Other academic)
  • 59.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Krantz, Sofie
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Petersson, Karina
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Barmark, Mimmi
    Institutionen för sociologi, Lunds universitet.
    Låt oss kalla det skolkultur: Om betydelsen av normativt försvarbara och meningsaktiverande praktiker för förbättrade skolprestationer2012In: Locus, ISSN 1100-3197, no 3, p. 6-31Article in journal (Other academic)
  • 60.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences. Stockholm University.
    Lennartsson, MalinLinnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Auktoritet2018Collection (editor) (Other academic)
  • 61.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences. Stockholm University.
    Lennartsson, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Inledning2018In: Auktoritet / [ed] Mats Trondman, Malin Lennartsson, Göteborg: Daidalos, 2018, p. 9-28Chapter in book (Other academic)
  • 62.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Lund, Anna
    Stockholm University, Sweden.
    Light, mind and spirit: Paul Willis's Learning to Labour revisited on and beyond its 40th anniversary2018In: Ethnography, ISSN 1466-1381, E-ISSN 1741-2714, Vol. 19, no 4, p. 433-445Article in journal (Other academic)
    Abstract [en]

    This article is an introduction to a Special Issue dedicated to Paul Willis's classic Learning to Labour at its 40th anniversary, and beyond. His theoretically informed and theorizing ethnographic study is read, explored, and utilized all around the globe. Its use also stretches across the borders of social, cultural and educational sciences and to manifold research areas and settings. Besides laying out its main content, that is, the answers to the question of how working-class kids let themselves get working-class jobs, this article argues that the most significant contribution of Willis's study is the way it illuminates, both theoretically and empirically, the meaning of cultural production and cultural autonomy in the midst of ongoing social reproduction of class. This introduction ends by presenting the eight contributions to the actual Special Issue, and with an invitation to Paul Willis himself to take issue with cultural production and cultural autonomy.

  • 63.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Lund, Anna
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences. Stockholm University.
    Slutord: En vetenskap om barn och ungdom – Karaktär och elementära former2018In: Barn- och ungdomsvetenskap: Grundläggande perspektiv / [ed] Thomas Johansson, Emma Sorbring, Stockholm: Liber, 2018, p. 652-667Chapter in book (Refereed)
  • 64.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Lund, Anna
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Vad i helsike är kultur?: En introduktion till Den nya kultursociologin2014In: Den nya kultursociologin: kultur som perspektiv och forskningsobjekt / [ed] Larsen, Håkon, Lund: Studentlitteratur AB, 2014, p. 7-24Chapter in book (Other academic)
  • 65.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Lund, Anna
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Lund, Stefan
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Socio-symbolic homologies: Exploring Paul Willis’ theory of cultural forms2011In: European Journal of Cultural Studies, ISSN 1367-5494, E-ISSN 1460-3551, Vol. 14, no 5, p. 573-592Article in journal (Refereed)
  • 66.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Lund, Anna
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Mast, Jason L.
    Center for Cultural Sociology, Yale University, New Haven, Ct.
    Introduktion: Till förståelsen av en kulturell sociologi2011In: Kulturell Sociologi: Program, teori och praktik / [ed] Mats Trondman, Anna Lund, Jason C. Mast, Göteborg: Daidalos, 2011, p. 1-23Chapter in book (Other academic)
    Abstract [sv]

    Boken är en antologi som presenterar texter av den amerikanske kultursociologen Jeffrey C. Alexander. Trondmans, Lunds & Masts introduktionstext presenterar huvuddragen i Alexanders kulturella sociologi och antologins bidrag. 

  • 67.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Lund, Anna
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Mast L., Jason
    Introduction: Towards an Understanding of Cultural Sociology2010In: Kulturell sociologi: Teori, metod och praktik / [ed] Mats Trondman, Anna Lund & Jason L. Mast, Gothenburg: Daidalos, 2010Chapter in book (Other academic)
  • 68.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Taha, Rehan
    Malmö högskola.
    Bouakaz, Laid
    Malmö högskola.
    Deras, vårt och jag: om den kulturella tillhörighetens, hälsans och skolframgångens meningslandskap i det mångkulturella samhället2014In: Segregation, utbildning och ovanliga lärprocesser / [ed] Ove Sernhede & Ingegerd Tallberg Broman, Stockholm: Liber, 2014, 1, p. 54-93Chapter in book (Refereed)
  • 69.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Taha, Rehan
    Department of Learning and Society, Malmö University College.
    Lund, Anna
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    For Aïsha: On Identity as Potentiality2012In: Identities: Global Studies in Culture and Power, ISSN 1070-289X, E-ISSN 1547-3384, Vol. 19, no 4, p. 533-543Article in journal (Refereed)
    Abstract [en]

    The focal point of this article is identity as potentiality: how a narrated form of self-understanding can be mobilized, enacted and shared with others within unequal distributed multifaceted conditions of existence, with other outcomes than surrender to disowned and self-confirming actions of reproduced exclusion, subordination and enclosure. Concretely, this distribution demonstrates how and why identity as potentiality might come into being within the play of forces in the life of a young Muslim woman trying to incorporate herself into Swedish multicultural society.  In addition, the reader will meet reflections on respectability, multicultural incorporation and the possibility of a non-injurious criticism. 

  • 70.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Trondman, Jens
    Lunds universitet.
    Composing an American Cultural Trauma: John Adams and September 112010Conference paper (Other academic)
  • 71.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences. Stockholm university.
    Trondman, Jens
    Skåne Regional Council.
    Composing and Amercan Cultural Trauma: John Adams and September 112016In: Nordisk kulturpolitisk tidskrift, ISSN 1403-3216, E-ISSN 2000-8325, Vol. 19, no 2, p. 222-249Article in journal (Refereed)
    Abstract [en]

    The paper explores the possibility of understanding music as a contribution to an emerging cultural trauma. The case being explored is the Pulitzer Prize and Grammy winning piece of music On the Transmigration of Souls written by the American composer John Adams – the most frequently performed living American composer in the sphere of classical music. The piece concerns Adams’ response to September 11. It can, briefly so, be described as a sense of a spiritual journey integrating prerecorded street sounds with two choruses, large orchestra and the reading of, among other things, the names of victims. For Adams the artist is someone who uses his gift, as an autonomous art creator, and, at the same time, as a servant and craftsman, tries to lift the spirit of the listeners. While doing that he redefines his expressions in a rich dialogue with the past and challenges current times. In dialogue with the cultural trauma theory, as it is laid out within the strong program in cultural sociology, and with Michael Waltzer’s understanding of social criticism, the paper tries to tease out a cultural sociological understanding of how music as a historically embedded cognitive, moral and aesthetic expression could be part of an emerging cultural trauma, and hence how music, as art with relevance to life as it is lived and experienced, generates capacities for feelings for suffering others, social criticism, and democratic integration.

  • 72.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences. Stockholm University.
    Willis, Paul
    Lund, Anna
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Lived Forms of Schooling: Bringing the Eleemantary Forms of Ethnography to the Science of Education2018In: Wiley Handbook of Ethnography of Education / [ed] Dennis Beach, Carl Bagley, Sofia Marques da Silva, London: Wiley-Blackwell, 2018Chapter in book (Refereed)
    Abstract [en]

    This chapter discusses the “elementary forms of ethnography” and an ethnographic imagination that can illuminate lived forms of schooling. These elementary forms include lived experience, cultural understanding, theory, or rather theorization, and social criticism. The chapter shows what a particular understanding of ethnography can do for a science of education understood as schooling. Ethnography is as old as the modern formation of sociology and science of education more than a hundred years ago. Ethnography is a vital tool to be used in the interrogation of schooling thus understood as a cultural fact involving or aiming at the willing consent of pupils to achieve its purposes. At the heart of education as schooling as a cultural fact pure and simple is teaching and learning. Moreover, teaching and learning as schooling need to be grasped in their indispensible relationship.

  • 73.
    Trondman, Mats
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Winerdal, Ulrika
    Stockholms University, Sweden.
    Skolan som tanke- och praktikvärld: Mary Douglas teori om hur institutioner tänker2019In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 24, no 3-4, p. 65-83Article in journal (Other academic)
    Abstract [sv]

    Essäns syfte är närläsa antropologen Mary Douglas föreläsningsserie How Institutions Think (1986) och konstruera en teori om hur just institutioner "tänker" så att den kan inspirera till forskning om skolan som en tanke- och praktikvärld. Så vad är, menar Douglas, en institution? Vad betyder det att den "tänker"? Hur går det till? Och vad avses med sådant som "tankevärld" och "tankestil"? Vilka kan vara mer eller mindre starka och svaga, försvarbara och föränderliga? Därtill: varför bör forskning om utbildning och skola inspireras en teori om hur institutioner tänker? 

  • 74.
    Voyer, Andrea
    et al.
    Pace University, USA.
    Trondman, Mats
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Between theory and social reality: Ethnography and Interpretation and Social Knowledge: Introduction to the special issue2017In: Ethnography, ISSN 1466-1381, E-ISSN 1741-2714, Vol. 18, no 1, p. 3-9Article in journal (Refereed)
    Abstract [en]

    Difficulties distinguishing the ethnographic object and the ethnographer's analysis can pose a challenge to the conduct and dissemination of ethnographic work. The close distance between ethnographic observation and the ethnographer's interpretation elides the boundary between considerations of theory and method. In his book, Interpretation and Social Knowledge, Reed describes interpretivism as an epistemological approach aimed at harnessing the potential of social explanations developed in ethnography's interstitial position – the space between theory and social reality. This issue ofEthnographyc provides a forum for ethnographers coming from different theoretical positions and working in different empirical areas to reflect upon on the value and limitations of interpretivism in ethnography.

  • 75.
    Willis, Paul
    et al.
    Keele University, UK.
    Trondman, Mats
    Växjö University, Faculty of Humanities and Social Sciences, School of Social Sciences.
    Manifesto Pela Etnografia2008In: Educação, Sociedade & Culturas, ISSN 0872-7643, Vol. 10, no 27, p. 211-220Article in journal (Refereed)
12 51 - 75 of 75
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