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  • 1.
    Adams, Jonathan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Muhammad’s Miracles: Science, Faith, and the Prophet’s Tricks in Medieval East Norse Texts2017Conference paper (Refereed)
    Abstract [en]

    In this paper, I talk about the lives of the Prophet Muhammad found in vernacular saints’ lives (Old Swedish Legendary), devotional works (Consolation of the Soul), and travel descriptions (John Mandeville) from fourteenth- and fifteenth-century Denmark and Sweden. The paper focuses on stories about how Muhammad deceived people into believing that he was a Prophet using tricks, natural phenomena, and his alleged medical condition: trained animals to appear to worship him, used magnets to create a floating coffin, and epilepsy to give the impression of divine ecstasy.

    These lives of Muhammad are adaptations of works in Latin and German, while their presentation of Muhammad as a false prophet is traceable to Byzantine polemical authors, such as John of Damascus. The East Norse portrayal of Muhammad as a trickster owes a debt of gratitude to Gautier de Compiègne’s Otia de Machometi (before 1150). However, rather than the East Norse lives of Muhammad being free-standing works, they are found as integrated sections in collections of devotional and didactic works aimed at teaching and nurturing Christian piety in their readers. This is perhaps an unexpected textual context: why, for example, would a false Prophet be found in a collection of Christian saints’ lives? When the Qur’ān attributes no miracles to the Muhammad whatsoever, what is the reason for these Christian writers to do so and then to set about exposing them as false? Hermeneutical argumentation and strawman-polemics are key to understanding the purpose of “Muhammad’s miracles” among a readership that had little, if any, chance of ever coming into contact with Islam.

  • 2.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Stockholm University; Linneaus University.
    Disciplinary Literacy: A Research Overview2018Conference paper (Other academic)
    Abstract [en]

    The tentative title of the presentation is "Disciplinary Literacy: A Research Overview". I will be presenting in English and discussing various aspects of disciplinary literacy such as bilingual disciplinary literacy, multimodal disciplinary literacy and different visions of disciplinary literacy in terms of the different sites that disciplinary literacy is developed for (academy, workplace and society). I will also discuss the mismatch between different literacies for different disciplines and how this can play out in practice.

    References

    Airey, J. (2003). Teaching University Courses through the Medium of English: The current state of the art. In G. Fransson, Å.  Morberg, R. Nilsson, & B. Schüllerqvist(Eds.), Didaktikensmångfald(Vol. 1, pp. 11-18). Gävle, Sweden: Högskolani  Gävle.

    Airey, J. (2004). Can you teach it in English? Aspects of the language choice debate in Swedish higher education. In Robert.   Wilkinson (Ed.), Integrating Content and Language: Meeting the Challenge of a Multilingual Higher Education(pp. 97-108).   Maastricht, Netherlands: Maastricht University Press. 

    Airey, J. (2006). Närundervisningsspråketblirengelska[When the teaching language is changed to English]. Språkvård, 2006(4),   20-25.

    Airey, J. (2006). Physics Students' Experiences of the Disciplinary Discourse Encountered in Lectures in English and Swedish.   Licentiate Thesis. Uppsala, Sweden: Department of Physics, Uppsala University. 

    Airey, J., & Linder, C. (2007). Disciplinary learning in a second language: A case study from university physics. In Robert. Wilkinson   & Vera. Zegers(Eds.), Researching Content and Language Integration in Higher Education(pp. 161-171). Maastricht:   Maastricht University Language Centre. 

    Airey, J., & Linder, C. (2008). Bilingual scientific literacy? The use of English in Swedish university scienceprogrammes. Nordic   Journal of English Studies, 7(3), 145-161.  Retrieved from http://ojs.ub.gu.se/ojs/index.php/njes/issue/view/24

    Airey, J., & Linder, C. (2009). A disciplinary discourse perspective on university science learning: Achieving fluency in a critical   constellation of modes. Journal of Research in Science Teaching, 46(1), 27-49. 

    Airey, J. (2009). Estimating bilingual scientific literacy in Sweden. International Journal of Content and Language Integrated   Learning, 1(2), 26-35. 

    Airey J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. ActaUniversitatis  Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala Retrieved 2009-04-27, from   http://publications.uu.se/theses/abstract.xsql?dbid=9547

    Airey, J. (2010). Närundervisningsspråketändrastill engelska[When the teaching language changes to English] Omundervisning  påengelska(pp. 57-64). Stockholm: HögskoleverketRapport 2010:15R

    Airey, J. (2010a). The ability of students to explain science concepts in two languages. Hermes - Journal of Language and   Communication Studies, 45, 35-49.

    Airey, J., & Linder, C. (2010).Tvåspråkigämneskompetens? En studieavnaturvetenskapligparallellspråkighetisvenskhögre  utbildningIn L. G. Andersson, O. Josephson, I. Lindberg, & M. Thelander(Eds.), SpråkvårdochspråkpolitikSvenska  språknämndensforskningskonferensiSaltsjöbaden2008(pp. 195-212). Stockholm: Norstedts.

    Airey, J. (2011a). Talking about Teaching in English. Swedish university lecturers' experiences of changing their teaching language.   Ibérica, 22(Fall), 35-54. 

    Airey, J. (2011b). Initiating Collaboration in Higher Education: Disciplinary Literacy and the Scholarship of Teaching and Learning   Dynamic content and language collaboration in higher education: theory, research, and reflections(pp. 57-65). Cape Town,   South Africa: Cape Peninsula University of Technology.

    Airey, J. (2011c). The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education.   Across the disciplines, 8(3), unpaginated. Retrieved from http://wac.colostate.edu/atd/clil/airey.cfm

    Airey, J. (2011d). The relationship between teaching language and student learning in Swedish university physics. In B. Preisler, I.   Klitgård, & A.  Fabricius(Eds.), Language and learning in the international university: From English uniformity to diversity   and hybridity(pp. 3-18). Bristol, UK: Multilingual Matters.

    Airey, J. (2012). “I don’t teach language.” The linguistic attitudes of physics lecturers in Sweden. AILA Review, 25(2012), 64–79. Airey, J. (2013). Disciplinary Literacy. In E. Lundqvist, L. Östman, & R. Säljö(Eds.), Scientific literacy – teoriochpraktik

       (pp. 41-58): Gleerups.

    Airey, J. (2014) Representations in Undergraduate Physics. Docent lecture, ÅngströmLaboratory, 9th June 2014 From   http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-226598

    Airey, J. (2015). From stimulated recall to disciplinary literacy: Summarizing ten years of research into teaching and learning in   English. In SlobodankaDimova, Anna Kristina Hultgren, & Christian Jensen (Eds.), English-Medium Instruction in European   Higher Education. English in Europe, Volume 3(pp. 157-176): De GruyterMouton.

    Airey, J. (2016). Content and Language Integrated Learning (CLIL) and English for Academic Purposes (EAP). In Hyland, K. &   Shaw, P. (Eds.), RoutledgeHandbook of English for Academic Purposes. (pp. 71-83) London: Routledge.

    Airey, J. (2017). CLIL: Combining Language and Content. ESP Today, 5(2), 297-302. 

    Airey, J., & Larsson, J. (2018). Developing Students’ Disciplinary Literacy? The Case of University Physics. In K.-S. Tang & K.   Danielsson(Eds.), Global Developments in Literacy Research for Science Education: Springer.

    Airey, J., Lauridsen, K., Raisanen, A., Salö, L., & Schwach, V. (in press). The Expansion of English-medium Instruction in the Nordic   Countries. Can Top-down University Language Policies Encourage Bottom-up Disciplinary Literacy Goals? Higher Education.   doi:10.1007/s10734-015-9950-2

    Airey, J., & Linder, C. (2006). Language and the experience of learning university physics in Sweden. European Journal of Physics,   27(3), 553-560.

    Airey, J., & Linder, C. (2008). Bilingual scientific literacy? The use of English in Swedish university scienceprogrammes. Nordic   Journal of English Studies, 7(3), 145-161.

    Airey, J., & Linder, C. (2009). "A disciplinary discourse perspective on university science learning: Achieving fluency in a critical   constellation of modes." Journal of Research in Science Teaching, 46(1), 27-49.

    Airey, J., & Linder, C. (2011). Bilingual scientific literacy. In C. Linder, L. Östman, D. Roberts, P-O. Wickman, G. Ericksen, & A.   MacKinnon (Eds.), Exploring the landscape of scientific literacy(pp. 106-124). London: Routledge.

    Airey, J., & Linder, C. (2017). Social Semiotics in University Physics Education. In D. F. Treagust, R. Duit, & H. E. Fischer (Eds.),   Multiple Representations in Physics Education(pp. 95-122). Cham, Switzerland: Springer

    Gerber, Ans, Engelbrecht, Johann, Harding, Ansie, & Rogan, John. (2005). The influence of second language teaching on   undergraduate mathematics performance. Mathematics Education Research Journal, 17(3), 3-21. 

    Klaassen, R. (2001). The international university curriculum: Challenges in English-medium engineering education: Doctoral Thesis,   Department of Communication and Education, Delft University of Technology. Delft. The Netherlands.

    Kuteeva, M., & Airey, J. (2014). Disciplinary Differences in the Use of English in Higher Education: Reflections on Recent Policy   Developments  Higher Education, 67(5), 533-549. doi:10.1007/s10734-013-9660-6

    Lehtonen, T., & Lönnfors, P. (2001). Teaching through English: A blessing or a damnation? Conference papers in the new millenium.    Retrieved from http://www.helsinki.fi/kksc/verkkojulkaisu/2_2001_8.html

    Linder, A., Airey, J., Mayaba, N., & Webb, P. (2014). Fostering Disciplinary Literacy? South African Physics Lecturers’ Educational   Responses to their Students’ Lack of Representational Competence. African Journal of Research in Mathematics, Science   and Technology Education, 18(3), 242-252. doi:10.1080/10288457.2014.953294

    Neville-Barton, P., & Barton, B. (2005). The relationship between English language and mathematics learning for non-native   speakers.   Retrieved from http://www.tlri.org.nz/pdfs/9211_finalreport.pdf

    Thøgersen, J., & Airey, J. (2011). Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and   rhetorical style. English for Specific Purposes, 30(3), 209-221. 

    Vinke, A. A. (1995). English as the medium of instruction in Dutch engineering education. Doctoral Thesis, Department of   Communication and Education, Delft University of Technology. Delft, The Netherlands.

    Vinke, A. A., Snippe, J., & Jochems, W. (1998). English-medium content courses in Non-English higher education: A study of   lecturer experiences and teaching behaviours. Teaching in Higher Education, 3(3), 383-394.

  • 3.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    EMI, CLIL, EAP:What’s the difference?2018Conference paper (Other academic)
    Abstract [en]

    EMI, CLIL, EAP: What’s the difference?

    Abstract

    In this presentation I will examine the differences between the terms EMI (English Medium Instruction, CLIL (Content and Language Integrated Learning and EAP (English for Academic Purposes). I will also discuss what it means to become disciplinary literate in a first, second and third language.

    References

    Airey, J. (2009). Estimating bilingual scientific literacy in Sweden. International Journal of Content and Language Integrated   Learning, 1(2), 26-35. 

    Airey J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. ActaUniversitatis  Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala Retrieved 2009-04-27, from   http://publications.uu.se/theses/abstract.xsql?dbid=9547

    Airey, J. (2010). Närundervisningsspråketändrastill engelska[When the teaching language changes to English] Omundervisning  påengelska(pp. 57-64). Stockholm: HögskoleverketRapport 2010:15R

    Airey, J. (2010a). The ability of students to explain science concepts in two languages. Hermes - Journal of Language and   Communication Studies, 45, 35-49. 

    Airey, J. (2011a). Talking about Teaching in English. Swedish university lecturers' experiences of changing their teaching language.   Ibérica, 22(Fall), 35-54. 

    Airey, J. (2011b). Initiating Collaboration in Higher Education: Disciplinary Literacy and the Scholarship of Teaching and Learning   Dynamic content and language collaboration in higher education: theory, research, and reflections(pp. 57-65). Cape Town,   South Africa: Cape Peninsula University of Technology.

    Airey, J. (2011c). The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education.   Across the disciplines, 8(3), unpaginated. Retrieved from http://wac.colostate.edu/atd/clil/airey.cfm

    Airey, J. (2011d). The relationship between teaching language and student learning in Swedish university physics. In B. Preisler, I.   Klitgård, & A.  Fabricius(Eds.), Language and learning in the international university: From English uniformity to diversity   and hybridity(pp. 3-18). Bristol, UK: Multilingual Matters.

    Airey, J. (2012). “I don’t teach language.” The linguistic attitudes of physics lecturers in Sweden. AILA Review, 25(2012), 64–79. Airey, J. (2013). Disciplinary Literacy. In E. Lundqvist, L. Östman, & R. Säljö(Eds.), Scientific literacy – teoriochpraktik

       (pp. 41-58): Gleerups. 

    Airey, J. (2015). From stimulated recall to disciplinary literacy: Summarizing ten years of research into teaching and learning in   English. In SlobodankaDimova, Anna Kristina Hultgren, & Christian Jensen (Eds.), English-Medium Instruction in European   Higher Education. English in Europe, Volume 3(pp. 157-176): De GruyterMouton.

    Airey, J. (2016). Content and Language Integrated Learning (CLIL) and English for Academic Purposes (EAP). In Hyland, K. &   Shaw, P. (Eds.), RoutledgeHandbook of English for Academic Purposes. (pp. 71-83) London: Routledge.

    Airey, J. (2017). CLIL: Combining Language and Content. ESP Today, 5(2), 297-302. 

    Airey, J., & Larsson, J. (2018). Developing Students’ Disciplinary Literacy? The Case of University Physics. In K.-S. Tang & K.   Danielsson(Eds.), Global Developments in Literacy Research for Science Education: Springer.

    Airey, J., Lauridsen, K., Raisanen, A., Salö, L., & Schwach, V. (2017). The Expansion of English-medium Instruction in the Nordic   Countries. Can Top-down University Language Policies Encourage Bottom-up Disciplinary Literacy Goals? Higher Education.   doi:10.1007/s10734-015-9950-2

    Duff, P.A. (1997). Immersion in Hungary: an ELF experiment. In R. K. Johnson & M. Swain (Eds.), Immersion education:   International perspectives(pp. 19-43). Cambridge, UK: CUP.

    European Commission. (2003). Promoting Language Learning and Linguistic Diversity: An Action Plan 2004 – 2006.   http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2003:0449:FIN:EN:PDF

    Kuteeva, M., & Airey, J. (2014). Disciplinary Differences in the Use of English in Higher Education: Reflections on Recent Policy   Developments  Higher Education, 67(5), 533-549. doi:10.1007/s10734-013-9660-6

    Linder, A., Airey, J., Mayaba, N., & Webb, P. (2014). Fostering Disciplinary Literacy? South African Physics Lecturers’ Educational   Responses to their Students’ Lack of Representational Competence. African Journal of Research in Mathematics, Science   and Technology Education, 18(3), 242-252. doi:10.1080/10288457.2014.953294

    Marsh, Herbert. W., Hau, Kit-Tai., & Kong, Chit-Kwong. (2000). Late immersion and language of instruction (English vs. Chinese) in   Hong Kong high schools: Achievement growth in language and non-language subjects. Harvard Educational Review, 70(3),   302-346. 

    Met, M., & Lorenz, E. B. (1997). Lessons from U.S. immersion programs: Two decades of experience. In R. K. Johnson & M. Swain   (Eds.),Immersion education: International perspectives(pp. 243-264). Cambridge, UK: CUP.

    Thøgersen, J., & Airey, J. (2011). Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and   rhetorical style. English for Specific Purposes, 30(3), 209-221.

  • 4.
    Anderson Boström, Sally
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    “Caribbean English and The Wine of Astonishment2016In: Panel Discussion: “Language and Translation in the Caribbean and Beyond”, 2016Conference paper (Refereed)
    Abstract [en]

    How does current scholarship on literary translingualism and the “monolingual paradigm” (Yasemin Yildiz) reflect on the richly multilingual setting of the Caribbean? Drawing on Edgar Schneider’s dynamic model of postcolonial Englishes and Rebecca Walkowitz’s work on born-translated novels, this paper considers notions of monolingualism in conjunction with Earl Lovelace’s fourth novel, The Wine of Astonishment (1982). I argue this novel offers fertile ground for discussion on how the postcolonial Caribbean “writes back” to the imperial center in a decidedly local language that shatters notions of monolingual, Standard English literature. Lovelace utilizes a range of voices from the creole continuum to reveal issues of power related to religion, race and education. This paper evaluates how Lovelace’s use of Trinidadian Creole for not only the dialogue, but the narration of the novel, validates it as a literary language and challenges norms of standardizing local tongues for literary use. An engagement with concepts of linguistic imperialism and the scholarly work historically specific to the novel elucidate these points.

  • 5.
    Andersson, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Studies in Faith and Ideologies, Ethics.
    Animal and Human Subjectivity in Cixous' Algerian narratives2016Conference paper (Refereed)
    Abstract [en]

    This paper examines the place of the human and the animal in Hélène Cixous' work. It takes the figure of Fips, the dog of the Cixous family that she writes about in her autobiographical narratives, as a starting point. By thinking through this figure, I argue, Cixous analyses the dehumanizing logic of colonialism and anti-Semitism in Algeria and develops her own response to it, arguing for human relationality and animal corporeality. The paper shows that Cixous’ primal encounter with Fips produces a stigma that, belatedly, ruptures the barrier between herself and this specific dog; its dehiscence reveals a profound animal humanity generated by suffering, finitude, and compassion. The lesson Cixous learns from the memory of the Dog is how to become ‘more human’. This becoming is also an assault on the false humanism of the colonial project, on the closed gates as markers of colonial dehumanization and racialized social exclusion.

  • 6.
    Andersson, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Studies in Faith and Ideologies, Ethics.
    Assault on the Borders: Hélène Cixous on Animals and the Human2016Conference paper (Refereed)
    Abstract [en]

    Despite the continual displacement of nearly every established conception of the human, the figure of the human remains a powerful idea for political and ethical theorizing. In the era of human rights, the language of dehumanization has become a dominant frame for accounting for and criticizing a wide range of abuses and social harms. Likewise, the human has come to mark a status that promises protection from the dehumanizing effects of violence, discrimination and other modes of injustice. Cixous’ recent work on the concept have contributed to this discussion by providing an analysis of the borders between what we call human and inhuman and by pointing to the precarious conditions of hospitality towards other beings (human and nonhuman). This paper examines the place of the human and animals in Cixous’ work. It takes the figure of Fips, the dog of the Cixous family in Algiers, as a starting point. By thinking through this figure, Cixous analyses the dehumanizing logic of colonialism and anti-Semitism in Algeria and develops her own response to it, arguing for human relationality and animal corporeality. The paper shows that Cixous’ relationship with Fips produces a stigma that, belatedly, disrupt the barrier between herself and this specific dog. The lesson Cixous learns from revivifying the memory of the Dog is how to become ‘more human’. This becoming is also an assault on the false humanism of the colonial project, on the closed Gates as markers of colonial dehumanization and racialized social exclusion. The lesson of hospitality Cixous learns by another primal event: the resurrection of Fips in the form of another animal – the unexpected arrival of a cat (Thea) that puts conditional hospitality into question simply by demanding (and giving) an unconditional hospitality.

  • 7.
    Andersson, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Studies in Faith and Ideologies, Ethics.
    Between Oblivion and Memory: The ethics of animals in Derrida and Cixous2015In: : Between Oblivion and Memory, 2015Conference paper (Refereed)
  • 8.
    Andersson, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Studies in Faith and Ideologies, Ethics.
    Negotiating the Human: Franz Kafka's and Hannah Arendt's conceptualiations of membership in a community2014Conference paper (Refereed)
  • 9.
    Andersson, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Studies in Faith and Ideologies, Ethics.
    Refugees, rights and writing: An Arendtian Perspective2015Conference paper (Refereed)
    Abstract [en]

    Ours is a time of global institutional change. It would perhaps be premature to refer to this situation as a condition of statelessness, but there is a sense in which the modern state has lost its privileged position in the exercise of democratic politics. Partly through its own act of outsourcing and outlawing, partly through pressure from global actors and economic structures, it has assisted in creating a growing call of ‘precarious’ people around the world: migrants, refugees, stateless persons. The number of people without rights or work in Europe is growing. In political life, this group is the subject of increasingly hostile discourse on ‘illegal immigrants’ and ‘international terrorism’. This paper explores how a rereading of the work Hannah Arendt can contribute to the analytical and political task of giving an alternative meaning to the presence of this group in our societies. She shows us the stateless person as a victim subjected to a very specific form of domination; as an emblematic figure whose status exposes the contradiction of state-centered citizenship and the discourse of human rights; and as an important political actor whose protests can become visible sites of active citizenship.

  • 10.
    Andersson, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Studies in Faith and Ideologies, Ethics.
    The Miracle of Animal Humanity: The Testimony of a Dog2016Conference paper (Refereed)
  • 11.
    Andersson, Helen
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Studies in Faith and Ideologies, Ethics.
    Traces of a Dog: On Animal Humanity in Cixous’ Algerian Narratives2016Conference paper (Refereed)
  • 12. Archer, Dawn
    et al.
    Kytö, Merja
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Baron, Alistair
    Rayson, Paul
    Normalising the Corpus of English Dialogues (1560–1760) using VARD2: Decisions and Justifications2014Conference paper (Refereed)
  • 13.
    Aronsson, Inga-Lill
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of ALM.
    Closing panel: Sharing wisdom and reflections on the enduring questions2013Conference paper (Other academic)
    Abstract [en]

    This is a written contribution to the concluding session of the conference on displacement and resettlement at the University of Oxford. Parts of this text has been incorporated in the final paper "Concluding Session: Reflections on the Enduring Questions in Development-Induced Displacement and Resettlement" chaired by Susan Tamondong (main author).

  • 14.
    Aronsson, Inga-Lill
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of ALM.
    The Local Landscape - an arena of knowledge exchange: natural heritage, tourism and business  2010Conference paper (Refereed)
    Abstract [en]

    This paper deals with the multitude of relations between local people and their environment and the demands of the tourists for authentic experiences in their encounter with people and landscape. The argument is that their is a need to bridge the gap between theory and practice in the academic view on the topic.  

  • 15.
    Aronsson, Inga-Lill
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of ALM.
    The Reestablishment of Routine Cultures in Displaced Societies2014Conference paper (Refereed)
    Abstract [en]

    This paper aims to contribute to the longitudinal studies of DFDR by presenting ethnographic material from the Zimapán resettlement project in Mexico. The data is analyzed through a lens of anthropological and heritage theories. The role of anthropology in contested projects is also discussed.

  • 16.
    Aronsson, Inga-Lill
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of ALM.
    Downing, Theodore E
    University of Arizona.
    Five Sides of the Same Coin: The Place of Global Policy Frameworks in the Setting of Negotiation Agendas of Involuntary Resettlement2015Conference paper (Refereed)
    Abstract [en]

    This paper contributes to the discussion of the role of policy guidelines in involuntary resettlement projects in the light of the World Bank´s revision of its safeguards Environmental and Social Safeguards (2014). The paper concludes that the present and proposed guidelines do not take into consideration the complexity on the ground in these kinds of stressful projects.  The authors have a unique possibility to compare "inside and outside" events and decisions as one of the author was embedded in the local culture while the other one was the assigned resettlement expert of the lenders.

  • 17.
    Aronsson, Inga-Lill
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of ALM.
    Utan, Ûnal
    Who Owns the Local Landscape?: Local Peoples' Rights and Tourism2006Conference paper (Refereed)
    Abstract [en]

    The presence of a rich intangible and tangible cultural heritage is closely connected to the tourist industry and its economic potentials. But who earns? Who develops? And what is the dynamics between the external and local agents? The purpose ot this paper is to explore these complex and dialectic relations between local and foreign adventure enterprises that operate in the tourist industry.

  • 18.
    Asai, Ryoko
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Research in Computer/Information Ethics: A Gender Gap Analysis and Consequences2013In: Ambiguous Technologies: Philosophical Issues, Practical Solutions, Human Nature, Lisbon: Universidade Autonoma de Lisboa , 2013Conference paper (Refereed)
    Abstract [en]

    Technology democratization enforces a never-ending process of risk/responsibility harmonization through with ethical assumptions. However, it is crucial to debate the gender gap within our community (reasons) and explore the potential “outcome” of female contribution. This panel does not promote a direct hit with the sessions, although the intention is to be controversial and influencer concerning a latent problem inside our community. 

  • 19.
    Asai, Ryoko
    Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Division of Visual Information and Interaction. Uppsala University, Disciplinary Domain of Science and Technology, Mathematics and Computer Science, Department of Information Technology, Computerized Image Analysis and Human-Computer Interaction.
    Technology as Mask2015Conference paper (Other academic)
  • 20.
    Backman, Agnieszka
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Petrulevich, Alexandra
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Same same but different: Spatiality in East vs. West Norse2018Conference paper (Refereed)
    Abstract [en]

    The study of spatial thinking and knowledge in medieval Scandinavia and its development as an area of enquiry are hampered by a dearth of information on place names in East Norse compared to West Norse literary texts. “The Norse perception of the world: A mapping and analysis of foreign place names in medieval Swedish and Danish texts” is a project based at Uppsala University that uses toponymy and other location-based items such as inhabitant designations in East Norse texts as the point of departure for visualizing the world-view of the medievals in Eastern Scandinavia. Comparing our project with the Icelandic Saga Map, an interactive mapping resource with a West Norse focus, shows differences in aim, material, and composition of the corpora. For instance, our project collects a wider range of location-based information including place names as attested in the manuscripts, their variant and normalized forms as well as metadata about the manuscript sources. The place names are further categorized according to type of name and locality which makes it possible to search for very specific information. Additionally, the Saga Map’s purpose is to “aid new readings of the sagas” which is mirrored in how the text of the sagas is placed alongside the map, while our focus is on the location-based data, and how these represent medieval world-views. For instance, the perception of Iceland as shown in the Swedish and Danish texts is markedly limited. On the whole Iceland is entirely absent from the world-view shown in East Norse texts, a result of the literature mostly being translated from mainland European sources, whereas Icelanders wrote their own history with the Íslendinga sǫgur and konungasǫgur, spatially covering both Western and Eastern Scandinavia. This paper addresses the discrepancy between the East and West representations in the two corpora and questions whether the picture actually reflects the medievals’ knowledge of the neighbouring areas.

    References: 

    Icelandic Saga Map, 2018, http://sagamap.hi.is/is/

    The Norse perception of the world, 2018, https://www.uu.se/en/research/infrastructure/norseworld

  • 21.
    Backman Prytz, Sara
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Constructing gender in swedish School Magazines 1880-19302011Conference paper (Other academic)
  • 22.
    Backman Prytz, Sara
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Daughtes and Sons of the Bourgeoisie2015Conference paper (Other academic)
  • 23.
    Backman Prytz, Sara
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Föreställningar, fantasier och uppvaktning – läroverksungdomen och det motsatta könet 1880-19302011Conference paper (Other academic)
  • 24.
    Backman Prytz, Sara
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Kamratskap i läroverket2012Conference paper (Other academic)
  • 25.
    Backman Prytz, Sara
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Kön och klass i elevtidningar runt sekelskiftet 19002009Conference paper (Other academic)
  • 26.
    Backman Prytz, Sara
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Läroverksungdomens bilder av manligt och kvinnligt, 1880-19302014Conference paper (Other academic)
  • 27.
    Backman Prytz, Sara
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Reproduktion av genus och klass hos flickor och gossar i högre flickskolor och läroverk 1870-19272008Conference paper (Other academic)
  • 28.
    Balksten, Kristin
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Art History.
    Thelin, Carl
    Tyréns.
    Construction and materials of Visby medieval city wall – risk of damage2014In: 9th IMC, Book of Abstract / [ed] Paulo B. Lourenco, Barry A. Haseltine, Graca Vasconcelos, 2014Conference paper (Refereed)
    Abstract [en]

    The City Wall in Visby was built in two periods in 13th and 14th century. The first wall was made as a lower three-leaf wall with two shells built of lime stone and fat lime mortar and a soft and porous rubble core of lime stone and clay mortar. The second wall was built higher on top of the old one. It was mostly built as a solid wall in lime stone and lime mortar. Due to its construction and form, a major part of the force is carried by the outer shell of the wall. As restorations have been made during 20th century the joints of lime mortar has been partly repointed with strong cement mortar, followed by leached lime inside from the mortar in the wall. In February 2012 a part of the wall collapsed and fell down as the outer shell of the masonry collapsed. This paper presents an analysis of the wall structure and its materials as well as the increased risk of damage due to the restorations of the 20th century.

  • 29.
    Basirat, Ali
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Nivre, Joakim
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Greedy Universal Dependency Parsing with Right Singular Word Vectors2016Conference paper (Refereed)
    Abstract [en]

    A set of continuous feature vectors formed by right singular vectors of a transformed co-occurrence matrix are used with the Stanford neural dependency parser to train parsing models for a limited number of languages in the corpus of universal dependencies. We show that the feature vector can help the parser to remain greedy and be as accurate as (or even more accurate than) some other greedy and non-greedy parsers.

  • 30.
    Bengtsson, Gisela
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Philosophy. Universitetet i Oslo, Filosofisk institutt.
    Are You Serious, Wittgenstein?: Criticism of Cora Diamond's The Realistic Spirit2008In: Backwards and Forward: Questions of Method / [ed] Nordic Network for Wittgenstein Research, Norwich, 2008Conference paper (Other academic)
  • 31.
    Bengtsson, Gisela
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Philosophy.
    The River: Frege and Wittgenstein on Stepping into Language2013In: UEA Wittgenstein Workshop / [ed] Kuusela, Oskari, Norwich, 2013Conference paper (Other academic)
  • 32.
    Bengtsson, Gisela
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Philosophy. Universitetet i Oslo, Filosofisk institutt.
    Trivialities and What is Trivial2005In: Wittgenstein, Philosophy and Language / [ed] Wittgensteinforskergruppen ved UiB, 2005Conference paper (Other academic)
  • 33.
    Bennich-Björkman, Li
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences.
    Existential Resistance and the Transition to Pluralism in Soviet West2016Conference paper (Other academic)
  • 34. Berg, Anne
    A democratic revolution: Citizen-education in early Swedish working class movements during the age of capital2015Conference paper (Other academic)
  • 35.
    Berg, Anne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    A variety of self-governing experiences:: Democratic subjectification and the plebeian classes, Sweden c. 1840–1880s2014Conference paper (Other academic)
  • 36.
    Berg, Anne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Folkbildningens finansiering, ca 1870-19102014Conference paper (Other academic)
  • 37.
    Berg, Anne
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Staten, folkhögskolorna och de offentliga bidragen2012Conference paper (Other academic)
  • 38.
    Berglund, Karl
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Literature, Sociology of Literature.
    The Space Between: The Usefulness of Semi-Distant Readings and Combined Research Methods in Literary Analysis2017Conference paper (Refereed)
    Abstract [en]

    The study of literature has traditionally been a qualitative scientific endeavour. Researchers have, generally, analysed few and canonised works, and these works have been examined in great detail, with “close readings” being the typical choice of method. Franco Moretti’s term “distant reading” and the rise of digital humanities and different sorts of text mining methods have, at least partly, changed this.

     

    Moretti and his ilks in a way turned the scholarship of literature upside down by focusing units much bigger or much smaller than singular works of literature: “devices, themes, tropes – or genres and systems”, as Moretti put it. Instead of reading the most well-known works of a specific period or genre it was suddenly possible to read almost all literature published and draw other sorts of conclusions (though this also meant handing over much of the reading process to computers).

     

    Most literary scholars engaged in text mining have used very large data corpuses. The general rule seems to have been “the bigger data, the better”. This is certainly true when it comes to showing statistical patterns etcetera. However, the bigger the material, the longer is also the distance between the machine-generated results and the qualitative analysis of these results. If your corpus consists of thousands of books it is simply not possible to know the content of this corpus very well. This is at the same time the strength and the weakness of the text mining research on literature conducted in recent years.

     

    In my opinion, debates about pros and cons of text mining methods in the study of literature have been far too black and white. Instead of either or (big data or canonised work, distant reading or close reading) I argue for a position in between. My field of study is contemporary Swedish crime fiction. In an on-going study I use a corpus of 116 Swedish crime fiction novels published 1998–2015 and written by the most well-known and commercially successful authors of this period of time. Hence, I do not analyse the entire genre, yet not only the most renowned novels within it, but instead around ten per cent of all Swedish novels published in this period (the top decile). This choice makes it possible to both get the bigger picture and be very familiar with the material.

     

    Moreover, I approach this corpus through a combination of methods, where some are computer aided and digital (word frequencies, topic modelling), others more traditional and analogue (shallow thematically-oriented readings of the entire corpus). Together these methods provide solid knowledge of the genre that is both quantitative and qualitative.

     

    In my presentation I argue that such a combination of methods on semi-big data or corpuses can be very fruitful to many literary studies, with material from different epochs and genres. Literary scholars should start to make use of this “space between” the very distant and the very close, and let computer-aided methods serve as a helping hand rather than a goal in itself.

  • 39.
    Berglund, Louise
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Queen Philippa of Sweden: a link between England and Scandinavia in the 15th century2010Conference paper (Other academic)
  • 40.
    Bernhardsson, Peter
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Transnationella strömmar i 1800-talets språkundervisning2009Conference paper (Other academic)
  • 41.
    Borg, Alexandra
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Literature.
    On Social Reading: Researching the Reading Experience2013Conference paper (Refereed)
  • 42.
    Borg, Alexandra
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Literature.
    Private Sector Carrers2013Conference paper (Refereed)
  • 43.
    Borg, Alexandra
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Literature.
    Strindberg and pre-modernism: Alone2012Conference paper (Refereed)
  • 44. Claridge, C.
    et al.
    Jonsson, E.
    Kytö, M.
    little something goes a long way: The downtoner (alittle in the Old Bailey Corpus2017Conference paper (Refereed)
  • 45. Claridge, Claudia
    et al.
    Jonsson, Ewa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Kytö, Merja
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    “Methinks you are mighty funny, Gentlemen”: The socio-pragmatics of boosters in the late modern courtroom2016Conference paper (Refereed)
  • 46.
    Claridge, Claudia
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English. University of Augsburg.
    Kytö, Merja
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English.
    Intensifiers on their way out: 'full', 'right' and 'real' in the Old Bailey Corpus2015Conference paper (Other academic)
  • 47.
    Claridge, Claudia
    et al.
    University of Augsburg.
    Kytö, Merja
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of English. University of Augsburg.
    The Changing Fortunes of a great deal : Distributions in Grammar, Time, and Place2013Conference paper (Refereed)
  • 48. Claridge, Claudia
    et al.
    Kytö, Merja
    Jonsson, Ewa
    Maximizers on the move: a historical socio-pragmatic analysis2016Conference paper (Refereed)
  • 49.
    Csato, Éva Ágnes
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Kilimci, Songul
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Megyesi, Beata
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Using Parallel Corpora in Data-Driven Teaching of Turkish in Sweden.2010Conference paper (Refereed)
    Abstract [en]

    The paper demonstrates how data-driven learning methods are applied in teaching Turkish as a foreign language at the Department of Linguistics and Philology, Uppsala University. In data-driven teaching, language corpora, concordance programs, and annotation tools developed in collaboration with computational linguists are employed. This paper illustrates how resources developed initially for research purposes in different subjects (such as Computational Linguistics, Linguistics, Turkic languages), are now being used in teaching environments.

    We present the Swedish-Turkish parallel corpus providing students and researchers with easily accessible annotated linguistic data. The web-based corpora can be used both by regular and distance students. They function also as learning tools for formulating and testing hypotheses concerning lexical, morphological and syntactic aspects of Turkish. Furthermore, they help the students to practice contrastive studies and translation between Swedish and Turkish.

  • 50.
    Dahlberg, Elena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Evurte Jollivet’s Fulmen in Aquilam (1636): A Protestant Aeneid2018Conference paper (Other academic)
    Abstract [en]

    The Thirty Years’ War (1618-1648) generated a flurry of Latin epics, composed by writers from both sides of the religious divide. All of these ambitious works rely on ancient prototypes, Virgil being their main source of inspiration. Appropriating the Aeneid allowed these poets to portray their respective countries as rising empires and their rulers as new Aeneae (e.g. Philip Hardie 2014). Examples par excellence of this literary phenomenon are the Latin epics about Gustavus Adolphus of Sweden (r. 1611-1632), a Lutheran king who had transformed his nation from a political and cultural nonentity into a military superpower and who successfully defended the Protestant cause in the Thirty Years’ War.

    This paper will discuss a neo-Latin epic penned by the French Protestant Evurte Jollivet (1601-1662). Published in 1636 and divided into twelve books, Fulmen in Aquilam seu Gustavi Magni … bellum Sueco-Germanicum celebrates Gustavus Adolphus’s military intervention in the war against the Habsburg Emperor (whose traditional iconographic symbol is the Eagle, hence aquila in the title) up until the king's tragic death in 1632. While previous scholarship has described Jollivet’s work as “very bad” (Hans Helander 2003) and “infantile” (Ludwig Braun 2007), the poem is a fascinating case of the early modern re-use of an ancient model for ideological purposes. My contribution will focus on exactly this kind of appropriations of the Aeneid in Jollivet’s epic and uncover their religious, cultural and political implications.

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