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Göthlund, A. & Lindstrand, F. (2024). Adventures and performativity in students’ visual and multimodal re-inventing of the academic degree thesis. In: NERA 2024, Abstract book: . Paper presented at NERA 2024 (Nordic Educational Research Association), Malmö University, Malmö, Sweden, March 6 - 8, 2024 (pp. 117-117).
Open this publication in new window or tab >>Adventures and performativity in students’ visual and multimodal re-inventing of the academic degree thesis
2024 (English)In: NERA 2024, Abstract book, 2024, p. 117-117Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Research topic/aim Inspired by the question How can we as researchers and teachers bring about learning and teaching adventures? we will turn to a recent pilot study regarding possibilities and challenges in students’ production of multimodal degree theses within our teacher education in visual arts. When a group of students approached us with the question whether they could produce multimodal theses, instead of written ones, we said yes. Their idea coincided with our interest in developing approaches to knowledge production and knowledge representation that acknowledge, and take advantage of, the visual as a valid mode and of epistemological qualities in transductive and transformative processes (e.g. Kress, 2003; 2010; Huang & Archer, 2017; Selander & Kress, 2021).  

Theoretical framework Offering students the opportunity to explore forms of knowledge production and representation other than those traditionally found in an academic context, also introduce moments of risk and uncertainty (Biesta 2013). Together, we open up adventurous spaces of possibility that are more or less unexplored, e.g. regarding how students are thereby (re)positioned as active learning subjects. Performative theories about the various forms of knowledge, about the making of the student subject are also borrowed from Denzin (2003) and Dewsbury (2000) and are here put in relation to the various affordances and cultures of recognition (Selander & Kress, 2021) that students encounter.

Methodological design The data consists of five multimodal and digitally disseminated degree theses (using Research Catalogue as a platform) and conversations with the five students who produced them.  Expected conclusions/findings Preliminary findings suggest a number of positive effects, e.g. in relation to academic literacy, understanding of subject matter; while also implying some challenges in terms of workload and construing cohesion in the multimodal text. However, as a means to invite students to work from within their own desires, offering an understanding of differences (between forms of knowledge) as productive, and the courage to encounter unpredictability, we find this pilot project promising.  

Relevance to Nordic educational research The approach applied in this project appears as a possible first step towards a wider recognition of multimodal forms of knowledge representation in academia, while also indicating some issues that need further consideration. 

Keywords
examensarbete, multimodalitet, performativitet, visuell etnografi, kritisk pedagogik
National Category
Pedagogy Learning
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-9583 (URN)
Conference
NERA 2024 (Nordic Educational Research Association), Malmö University, Malmö, Sweden, March 6 - 8, 2024
Note

Available from: 2024-03-08 Created: 2024-03-08 Last updated: 2024-03-12Bibliographically approved
Eriksson, Y. & Göthlund, A. (2023). Foundations of Visual Communication: How Visuals Appear in Daily Life. New York: Routledge
Open this publication in new window or tab >>Foundations of Visual Communication: How Visuals Appear in Daily Life
2023 (English)Book (Refereed)
Abstract [en]

Drawing upon theories from visual studies, critical visual culture studies, and cognitive psychology, and with a special focus on gender and ethnicity, this book gives students a theoretical foundation for future work as visual communicators.

The book takes a closer look at the interwoven character of perception and reception that is present in everyday visual encounters. Chapters present a wide variety of visual examples from art history, digital media, and the images we encounter and use in our daily lives. With the tools to understand how images and text make meaning, students are thus prepared to better communicate through visual media.

This book serves as a main or supplementary text for visual communication or visual culture courses.

Place, publisher, year, edition, pages
New York: Routledge, 2023. p. 142
National Category
Media and Communications
Identifiers
urn:nbn:se:konstfack:diva-9333 (URN)10.4324/9781003170037 (DOI)9781003170037 (ISBN)9780367769635 (ISBN)
Available from: 2023-08-22 Created: 2023-08-22 Last updated: 2023-08-22Bibliographically approved
Lindstrand, F. & Göthlund, A. (2022). Akademiska kunskapsformer under omförhandling: mot ett performativt och multimodalt perspektiv på det självständiga arbetet. In: Märtha Pastorek Gripson (Ed.), : . Paper presented at NEÄL22 - Nätverket för estetiska ämnen i lärarutbildningen, Högskolan i Halmstad 13-14 oktober 2022. Halmstad
Open this publication in new window or tab >>Akademiska kunskapsformer under omförhandling: mot ett performativt och multimodalt perspektiv på det självständiga arbetet
2022 (Swedish)In: / [ed] Märtha Pastorek Gripson, Halmstad, 2022Conference paper, Oral presentation only (Refereed)
Abstract [sv]

När vi på IBIS bedriver lärarutbildning inom ämnena bild och slöjd är alla aspekter av de estetiska lärprocesserna inbegripna. Vi har en mångårig tradition av att arbeta med det vi kallar ”ett dubbelt perspektiv”, som bygger på tanken att olika kunskapsformer kan och bör kombineras i stället för att ställas emot varandra. En undersökning kan således genomföras och kommuniceras med såväl konstnär- liga/gestaltande/performativa metoder och teorier som vetenskapliga sådana. Trots detta framträder en kunskapsform fortfarande som den dominerande i kursen Självständigt arbete i bild (30 hp): textpro- duktion i form av skrivande. Den skrivna texten ges alltjämt större tyngd (i t.ex. bedömning), samtidigt som vi vet att många studenter kämpar med olika språk-, läs- och skrivproblem. Skrivandet tar därför mer tid och energi i studenternas projekt och flera av dem upplever den sista kursen som ett nödvändigt ont, medan vi vill att det ska vara utbildningens höjdpunkt. 

Inför den senaste omgången av kursen (VT 22) hade en grupp studenter ansökt om att få arbeta multi- modalt i samtliga delar av sitt undersökande arbete, vilket även innebar att de lämnade den traditionella uppsatsformen. För oss, som examinatorer, innebar detta en möjlighet att testa oss själva och påbörja ett arbete kring hur vi kan tänka och göra annorlunda: Kan självständiga arbeten kommuniceras i ett alter- nativt format till den traditionella uppsatsen? Kan det skrivna ordet t.o.m. ersättas av film, illustrationer, intervjuer? 

Studenternas processer och de material som arbetena resulterade i ingår som empiri i Anderssons pilotprojekt kallat ”Performativ pedagogik - ett prismatiskt perspektiv i skärningspunkten teori/gestalt- ning”. I projektet undersöks hur det dubbla perspektivet, som förhållningssätt i utbildningen benämns, förstås och kommuniceras genom att studera hur studenterna samtalar och iscensätter sin förståelse av detta. Projektet undersöker också hur det dubbla perspektivet, som arbetssätt ytterligare kan stärkas och utvecklas genom att synliggöra hur agens och kunskapsskapande framträder hos studenterna.Vi avser beskriva och diskutera förutsättningarna för det alternativa, multimodala självständiga arbete som fem av studenterna genomförde. Vi kommer att visa exempel från deras arbeten och lyfta några av de för- och nackdelar som framkommit hos examinatorer, handledare och studenter. Vår forskning be- finner sig i ett tidigt stadium och vi ser konferensen som ett första tillfälle att formulera oss kring detta och få respons och kommentarer. Vi menar att vårt projekt är viktigt inte minst för att kunna erbjuda ett mer inkluderande arbetssätt i estetiska lärarutbildningar. 

Place, publisher, year, edition, pages
Halmstad: , 2022
Keywords
Självständigt arbete, performativitet, multimodalitet, kunskapsrepresentationer, research catalogue
National Category
Educational Sciences
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-8701 (URN)
Conference
NEÄL22 - Nätverket för estetiska ämnen i lärarutbildningen, Högskolan i Halmstad 13-14 oktober 2022
Available from: 2022-10-14 Created: 2022-10-14 Last updated: 2022-12-02Bibliographically approved
Göthlund, A. & Andersson, C. (2019). A Performative Pedagogy in a posthumanistic turn: Making of the student as intra-active agent. In: NEÄL 2019: Aesthetic Experiences In Education. Paper presented at NEÄL 2019: Aesthetic Experiences in Education, 11-13 november 2019, Stockholm.
Open this publication in new window or tab >>A Performative Pedagogy in a posthumanistic turn: Making of the student as intra-active agent
2019 (English)In: NEÄL 2019: Aesthetic Experiences In Education, 2019Conference paper, Oral presentation with published abstract (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:konstfack:diva-8073 (URN)
Conference
NEÄL 2019: Aesthetic Experiences in Education, 11-13 november 2019, Stockholm
Available from: 2021-10-14 Created: 2021-10-14 Last updated: 2023-07-03Bibliographically approved
Göthlund, A., Andersson, C. & Sandahl, A. (2019). In my worst nightmares: teaching art education on-line. Paper presented at InSEA Congress 2018 Scientific and Social Interventions in Art Education. Research in Arts and Education, 1445-1446
Open this publication in new window or tab >>In my worst nightmares: teaching art education on-line
2019 (English)In: Research in Arts and Education, ISSN 2670-2142, p. 1445-1446Article in journal, Meeting abstract (Refereed) Published
Place, publisher, year, edition, pages
Espoo: Aalto University, School of Arts, Design and Architecture, Department of Art, 2019
Keywords
on line teaching, art education
National Category
Learning
Identifiers
urn:nbn:se:konstfack:diva-6618 (URN)
Conference
InSEA Congress 2018 Scientific and Social Interventions in Art Education
Available from: 2018-11-29 Created: 2018-11-29 Last updated: 2021-10-14Bibliographically approved
Göthlund, A. & Lind, U. (2017). On.location. And on.line: Learning as an intersectional 3rd space. In: : . Paper presented at 2017 InSEA World Congress. Daegu, S. Korea, EXCO (Exhibition and Convention Center), 2017.
Open this publication in new window or tab >>On.location. And on.line: Learning as an intersectional 3rd space
2017 (English)Conference paper, Oral presentation only (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:konstfack:diva-8066 (URN)
Conference
2017 InSEA World Congress. Daegu, S. Korea, EXCO (Exhibition and Convention Center), 2017
Available from: 2021-10-14 Created: 2021-10-14 Last updated: 2022-03-07Bibliographically approved
Göthlund, A. & Lind, U. (2016). On Location: Learning as a 3rd space, through and between arts, crafts and cultural sites. In: Nätverket för Estetiska Ämnen i Lärarutbildning" (NEÄL) 16-17 nov, 2016, Stockholm: . Paper presented at Nätverket för Estetiska Ämnen i Lärarutbildning" (NEÄL) 16-17 nov, 2016, Stockholm.
Open this publication in new window or tab >>On Location: Learning as a 3rd space, through and between arts, crafts and cultural sites
2016 (English)In: Nätverket för Estetiska Ämnen i Lärarutbildning" (NEÄL) 16-17 nov, 2016, Stockholm, 2016Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

On Location. Learning as a 3rd space, through and between arts, crafts and cultural sites

This project aims to explore how local culture practices within educational aesthetic fields can develop learning and knowledge for active citizenship. It leads to examine the conceptions of culture as knowledge production and methodological revisions about the educational potentials of cultural activities for children and young people. Studying arts and culture as modalities for extended democratic education and social change beyond standard regulations, build on knowledge from an exchange program between Konstfack, Stockholm, and Wits University, Johannesburg. How can learning in contemporary arts and culture education play an inventive and critical role in building social and cultural inclusive structures from below? How can collaborative arts and craft processes enable opportunities for young people and communities to deal with current inquiries that negotiate the stories of the past, the present and the future? The project explores how it is possible to be manufacturers and facilitators of culture with participatory democratic values. This is how learning in the fields of arts and culture can enact a third space as an ambiguous, innovative area emerging when two or more individuals or cultures interact. As such the hub in the project is on the participant's resources, will, forces, ideas, and to create a third space as a negotiated space. The research methodology show how visual and performative ethnography has relevance for educational sites, where we might rethink teacher/facilitator and learner identities, along with ideas about social justice, knowledge and skills. The concept On Location is a methodological position that offers perspectives “from within”, in visual ethnographic field work, interventions and workshops. Small scale projects establish “long distance conversations” between the two continents. With on-line and on-location subprojects, the experience based research is generated through narratives, multimodality, artistic social interventions and engagements in social justice and culture entrepreneurship. 

National Category
Pedagogy
Identifiers
urn:nbn:se:konstfack:diva-8065 (URN)
Conference
Nätverket för Estetiska Ämnen i Lärarutbildning" (NEÄL) 16-17 nov, 2016, Stockholm
Available from: 2021-10-14 Created: 2021-10-14 Last updated: 2022-03-15Bibliographically approved
Göthlund, A. (2015). Location: Visual ethnography and a performative approach in Art education. In: Anette Göthlund (Ed.), Edge: 20 essays on contemporary art education. København: Multivers
Open this publication in new window or tab >>Location: Visual ethnography and a performative approach in Art education
2015 (English)In: Edge: 20 essays on contemporary art education / [ed] Anette Göthlund, København: Multivers, 2015Chapter in book (Other academic)
Place, publisher, year, edition, pages
København: Multivers, 2015
Keywords
Konstundervisning
National Category
Art History
Identifiers
urn:nbn:se:konstfack:diva-8050 (URN)9788779173866 (ISBN)
Available from: 2021-10-12 Created: 2021-10-12 Last updated: 2021-12-13Bibliographically approved
Tavin, K., Kallio-Tavin, M., Lind, U. & Göthlund, A. (2014). NoVA: Teaching On-line and In-Person Between Four Countries. In: : . Paper presented at National Art Education Association National Convention - San Diego, United States Duration: 29 Mar 2014 → 31 Mar 2014. San Diego
Open this publication in new window or tab >>NoVA: Teaching On-line and In-Person Between Four Countries
2014 (English)Conference paper, Oral presentation only (Refereed)
Place, publisher, year, edition, pages
San Diego: , 2014
National Category
Educational Sciences
Identifiers
urn:nbn:se:konstfack:diva-8148 (URN)
Conference
National Art Education Association National Convention - San Diego, United States Duration: 29 Mar 2014 → 31 Mar 2014
Available from: 2021-10-29 Created: 2021-10-29 Last updated: 2023-07-06Bibliographically approved
Göthlund, A. (2011). Kunskapens framträdande former: Ett projekt om kunskapsutveckling och en högskolepedagogik med dubbelt perspektiv: teori och gestaltning. In: Resultatdialog 2011: . Paper presented at Resultatdialog 2011 (pp. 47-53). Stockholm: Vetenskapsrådet
Open this publication in new window or tab >>Kunskapens framträdande former: Ett projekt om kunskapsutveckling och en högskolepedagogik med dubbelt perspektiv: teori och gestaltning
2011 (Swedish)In: Resultatdialog 2011, Stockholm: Vetenskapsrådet , 2011, p. 47-53Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
Stockholm: Vetenskapsrådet, 2011
Series
VETENSKAPSRÅDETS RAPPORTSERIE ; 7:2011
Keywords
Pedagogisk forskning – Sverige
National Category
Pedagogy
Identifiers
urn:nbn:se:konstfack:diva-8049 (URN)9789173071994 (ISBN)
Conference
Resultatdialog 2011
Available from: 2021-10-12 Created: 2021-10-12 Last updated: 2021-12-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4812-4726

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