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    Authors: Larsson, Esbjörn;
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      image/svg+xml art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos Open Access logo, converted into svg, designed by PLoS. This version with transparent background. http://commons.wikimedia.org/wiki/File:Open_Access_logo_PLoS_white.svg art designer at PLoS, modified by Wikipedia users Nina, Beao, JakobVoss, and AnonMoos http://www.plos.org/ Publikationer från U...arrow_drop_down
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    Authors: Ghazala, Youssef;

    Historia har alltid varit en lära som besuttit flera kvalitéer. Kontrollen över historiedokumentering har länge fungerat som maktredskap för stormän, där segraren skrivit historien som han eller hon önskat att den ska se ut. Men historia har aldrig varit exklusivt för de som håller makten - tvärt om; historia är en central del av varje individs liv, vare sig den är sann eller falsk. Den skänker en förståelse för varför världen ser ut som den gör, ger identitet, hänför och bekräftar ursprung likväl som den inspirerar med storslagna hjältesagor som inte alltid är helt sanna. Inom skolan instruerar skolverket att: Ämnet syftar till att stimulera elevernas nyfikenhet och lust att vidga sin omvärld i en tidsdimension.[…] Syftet är också att utveckla ett kritiskt tänkande och ett analytiskt betraktelsesätt som redskap för att förstå och förklara samhället och människors levnadsmönster. Detta gynnar förmågan att stå kritisk såväl inför historiska källor som inför texter och andra medier i vår tid.[1] Just frågan gällande vad som är sant och påhittat har alltid varit viktig för historiker, därav det centrala begreppet källkritik. Dock har sanningen aldrig varit det som driver en episk hjältesaga framåt - något som ofta syns i Hollywoodfilmer och annan populärkultur där historien smyckats och anpassats för att bäst tilltala publiken. Att historia ligger till grund för episka mästerverk är emellertid ingenting som uppstod med Hollywoodfilmernas födelse. Redan på medeltiden skall den norske konungen Sverre som dog i början av 1200 talet ha yttrat att ”lögnsagorna var de roligaste”[2]. Sverre var emellertid inte ensam om att uppleva lögnsagorna som de roligaste. Tidigare forskning hävdar att majoriteten av skolans elever delar hans uppfattning och föredrar sådan populärkultur framför gedigen historiedokumentation. Dilemmat med detta är att skolan ställer krav på att eleverna skall utveckla ett kritiskt tänkande och skapa sig en bild av mänsklighetens historia som är korrekt, någonting som kräver att man tar till sig tillförlitliga källor som olyckligtvis inte alltid uppfattas som särskilt roliga. Populärkulturen har emellertid inga krav på sig att vara historiskt korrekt, någonting som bidrar till historisk mytbildning hos vissa elever. Denna studie ämnar således öka förståelsen för hur lärare och elever förhåller sig till historiska källor och populärkultur som använder sig av en historisk bakgrund för att väva fiktiva berättelser. Studien bekräftar tidigare forskning gällande elever och lärares förhållningssätt till historia vad gäller historiska källor och populärkulturens historiska länkar[3]. Studien visar även att skillnaden i elever och lärares förhållningssätt i många fall kan leda till negativa resultat där elever tappar intresse för historia - likväl som att vissa elever finner lärarens breda historiska kunskap stimulerande. Slutligen redovisar studien, utifrån den empiriska data som samlats in med stöd från tidigare forskning varför populärkultur med historiskt tema är relevant för historieundervisning, samt hur denna populärkultur kan implementeras i undervisningen. [1] Skolverkets kursplan för Historia på gymnasiet: (2009-10-03) http://www3.skolverket.se/ki03/front.aspx?sprak=SV&ar=0910&infotyp=8&skolform=21&id=HI&extraId= [2] Lönnroth (2006) Njals saga: 12 [3] Se rubrik: 2.3 Skillnaden mellan historiska källor och historiska länkar som historiska referenser. History has always been a doctrine with several qualities. Control over historical documentation has long served as a power tool for great men, where the victor wrote history as he or she wanted to. But history has never been exclusive to those who hold power - on the contrary, history is a central part of each individual's life, whether it is true or false. It gives an understanding of why the world looks as it does, gives the identity, related and confirms the origin as well as inspire the epic hero tales that are not always completely true. Within school, the Swedish National Agency for Education instructs that: The subject aims to stimulate students' curiosity and desire to broaden their world in a time dimension. [...] It also aims to develop critical thinking and an analytical approach as a tool to understand and explain society and people's lifestyles. This enhances the ability to be critical both for the historical sources for the texts and other media in our time.[1] Just the question of what is true and invented has always been important to historians, of which the central concept of source criticism. However, the truth has never been the operator of an epic hero story forward - something they often see in Hollywood films and other popular culture where the story adorned and adjusted to best appeal to the audience. That history is the basis for the epic masterpiece, however, nothing that occurred with the birth of Hollywood films. Already during the Middle Ages, the Norwegian King Sverre, who died at the beginning of the 1200's, said that "the lying sagas were the funniest." Sverre was not alone in experiencing the untrue tales as the funniest. Previous research argues that the majorities of the school’s students share his view and would prefer popular culture as an alternative of solid historical documentation. The dilemma with this is that school requires that students must develop critical thinking and create a picture of human history that is correct, which in turn requires one to take on reliable sources, who unfortunately are not always perceived as particularly amusing. Popular culture, however, has no requirement to be historically accurate, something that contributes to the creation of historical myths among some pupils. This study therefore aims to increase the understanding of how teachers and students relate to historical sources and popular culture that uses a historical background to weave fiction. The study confirms previous research concerning students 'and teachers' approach to history in terms of historical sources and popular culture, historical links. The study also shows that the difference within students and teachers attitudes in many cases can lead to negative results in which students lose interest of history - as well as some students find the teacher's broad historical knowledge stimulating. Finally, the study shows, based on empirical data collected (with support from previous research) why popular culture with historical themes are relevant to history teaching, and how the same popular culture can be implemented in teaching. [1] Translation from Swedish - Skolverkets kursplan för Historia på gymnasiet: (2009-10-03) http://www3.skolverket.se/ki03/front.aspx?sprak=SV&ar=0910&infotyp=8&skolform=21&id=HI&extraId=

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    Authors: Kolsgård, Svante;

    Det stora intresset för "den egna historien" i form av släktforskning, gårds- och bybistoria och hembygdsforskning, har skapat ett brett behov av god handledningslitteratur. Författaren Sven Lindqvist försökte 1978 med "Gräv där Du står" att vidga "barfotaforskarnas" verksambetsfält från släktforskning och traditionell hembygdsforskning till studiet av den egna arbetsplatsens historia. Ett vällovligt irutiativ. "Verktyget" som "barfotaforskaren" behövde var just Lindqvists egen bok, enligt författaren själv. Man behöver dock inte vara särdeles väl bevandrad ilokalhistoriskt material för att inse att Lindqvists "verktyg" helt saknade skärpa. "Verktyget" för att nå "arbetarnas sanna historia" var slött redan innan "barfotaforskaren" ens hann hugga i sten, vilket naturligtvis blev det självklara resultatet om enkom Lindqvists bok användes som handledning. Till skillnad från Lindqvists "Gräv där Du står" har Thomas Aurelius med Gårdens och hembygaens historia. Del 1 och 2 Uppsala 1988 arbetat fram en verkligt kunnig och användbar handledning för den lokalhistoriskt intresserade. Tidskriften Kronos: historia i skola och samhälle gavs ut vid Linköpings univeristet mellan åren 1988-1991.

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    Authors: Andrej Kotljarchuk;

    AbstractThousands of Roma were killed in Ukraine by the Nazis and auxiliary police on the spot. There are more than 50,000 Roma in today’s Ukraine, represented by second and third generation decendants of the genocide survivors. The discussion on Roma identity cannot be isolated from the memory of the genocide, which makes the struggle over the past a reflexive landmark that mobilizes the Roma movement. About twenty Roma genocide memorials have been erected in Ukraine during last decade, and in 2016 the national memorial of the Roma genocide was opened in Babi Yar. However, scholars do not have a clear picture of memory narratives and memory practices of the Roma genocide in Ukraine. A comprehensive analysis of the contemporary situation is not possible without an examination of the history and memory of the Roma genocide before 1991.

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    Nationalities Papers
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    License: CC BY
    Data sources: UnpayWall
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    Nationalities Papers
    Article . 2021 . Peer-reviewed
    License: CC BY
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      Nationalities Papers
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      License: CC BY
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      Nationalities Papers
      Article . 2021 . Peer-reviewed
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    Authors: Edquist, Samuel;

    Hemligstämpla eller utplåna? Arkivbildningen och den personliga integriteten i Sverige 1900–2015

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    Authors: Ralph Tafon; Aurelija Armoskaite; Kira Gee; Michael Gilek; +2 Authors

    Community participation and influence are vitally important for meeting the multidimensional sustainability aims of marine spatial planning (MSP) and more specifically for procedural and distributive justice. While participation has received substantial research interest, we identify a need to: 1) develop equity-based principles for coastal community participation that can be used to assess and reform MSP practices; 2) generate rich empirical accounts of coastal community participation and representation linked to real-world MSP practices. Here we present the results of a study that synthesizes critical MSP and blue justice scholarship to develop principles and indicators of coastally equitable and just planning. Drawing on interviews with planners and stakeholders and analysis of planning and legal documents, these principles are used to assess participatory processes linked to Latvian MSP practices in the period 2015 to 2019. Our analysis shows that equitable and just MSP needs to be based on participation that is timely, inclusive, supportive & localized, collaborative, methodical and impactful. When applied to the Latvian case these six principles provide a comprehensive and versatile heuristic approach to assess participation in MSP. In the context of Latvian MSP practices, we revealed a fundamental challenge of maintaining inclusive and localized participation throughout the full planning cycle. To counteract the successive narrowing/hardening of participatory space our results indicate a need for continuously promoting diversity of voices and perspectives, opportunities for collaborative sense making, visioning and critique. This will help to bridge diverse MSP divides (e.g., between land and sea, between local, national, and global values and priorities, between science and local knowledge, and between blue growth, conservation, and justice goals). If applied more generally in research and as part of MSP evaluation an equity-based approach can promote the mainstreaming of coastally just and equitable MSP practices. Finally, considering contextual factors (e.g., history, culture, power, legislation) that shape participation and representation is crucial when applying the equity principles to a particular MSP setting to acknowledge and accommodate its particular characteristics and challenges.

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    VBN
    Article . 2023
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    SSRN Electronic Journal
    Article . 2023 . Peer-reviewed
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    Authors: Johanna Overud;

    This article considers colonial rhetoric manifested in representations of early settlement in the mining town of Kiruna in northernmost Sweden. Kiruna was founded more than 100 years ago by the LKAB Company with its centre the prosperous mine on Sami land. Continued iron ore mining has made it necessary to relocate the town centre a few kilometres north-east of its original location to ensure the safety of the people. The ongoing process of the town’s transformation due to industrial expansion has given rise to the creation of a memorial park between the town and the mine, in which two historical photographs have been erected on huge concrete blocks. For the Swedish Sami, the indigenous people, the transformation means further exploitation of their reindeer grazing lands and forced adaption to industrial expansion. The historical photographs in the memorial park fit into narratives of colonial expansion and exploration that represent the town’s colonial past. Both pictures are connected to colonial, racialised and gendered space during the early days of industrial colonialism. The context has been set by discussions about what Kiruna “is”, and how it originated. My aim is to study the role of collective memory in mediating a colonial past, by exploring the representations that are connected to and evoked by these pictures. In this progressive transformation of the town, what do these photographic memorials represent in relation to space? What are the values made visible in these photographs? I also discuss the ways in which Kiruna’s history becomes manifested in the town’s transformation and the use of history in urban planning. I argue that, in addressing the colonial history of Kiruna, it is timely to reconsider how memories of a town are communicated into the future by references to the past. I also claim that memory, history, and remembrance and forgetting are represented in this process of history-making and that they intersect gender, class and ethnicity.

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    Culture Unbound: Journal of Current Cultural Research
    Article . 2019 . Peer-reviewed
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      Culture Unbound: Journal of Current Cultural Research
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    Authors: Lagerlöf, Petrus;
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    Authors: Kotljarchuk, Andrej;

    On September 23, 2013, the leading Swedish daily newspaper, Dagens Nyheter, published a front-page story revealing that a classified listing of Roma had been found on a server belonging to the regional police of Skåne. The illegal database comprised a register of 4,029 persons of Romani descent, more than 1,000 of whom were children living all over Sweden. This news understandably elicited horrified reactions in Sweden and throughout the world. But how exceptional is the concept of such a register to Sweden? To answer this question, we must examine Sweden’s treatment of Romani people during World War II.

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    Authors: Yurchuk, Yuliya;

    After the collapse of the Soviet Union, Ukrainian society faced a new reality. The new reality involved consolidation and transformation of collective identities. The reinvigoration of national identity led to a change in the emphasis on how the past was dealt with – many things which were regarded as negative by the Soviet regime became presented as positive in independent Ukraine. The war-time nationalist movement, represented by the Organization of Ukrainian Nationalists (OUN) and the Ukrainian Insurgent Army (UPA), became one of the re-configured themes of history. While most of the studies of memory of the OUN and UPA concentrated on the use of the history of the OUN and UPA by nationalist parties, this study goes beyond the analysis of such use of history and scrutinizes the meaning of this history in nation- and state-building processes in relation to memory work realized on the small-scale regional and local levels with the main focus on Rivne and Rivne oblast’. Moreover, this book focusses not only on the “producers” of memory, but also on the “consumers” of memory, the area which is largely understudied in the field of memory studies. In the book the main emphasis is put on monuments which are regarded as catalysts and symptoms of memory. The present study showed that the OUN and UPA are used more as the metaphors of the anti-Soviet and anti-communist struggle for independence than as historical entities. This past is largely mythologized. Functioning as a myth the memory of the OUN and UPA obliterates difficult knowledge that the historical research reveals on the questionable activities and ideology of those organizations. As a result, the past of the OUN and UPA is re-imagined, re-filled with new meanings so that it is used along even with the democratic and pro-European claims in the present. It was especially well-observed during the Orange Revolution in 2004 and during the Euromaidan in 2013-2014, when the European Union’s flags were seen next to the OUN’s red-and-black flags or when the pro-European slogans were proclaimed alongside the OUN and UPA slogans. At the same time, the results demonstrated an intricate complexity of memory work shaped by intensive dynamics of private and public, grassroots and official, local and national encounters. Although there have been attempts made by political actors to draw a direct link between the national identity, political allegiances and proposed heroic version of memory, the study showed, that such attempts did not really work. In the pluralistic context the meanings are too fluid and adherence to one version of history does not preclude adherences to other versions of history which are presented as diametrically opposite in the political sphere. As result, on the recipients’ grassroots level, the memory reveals its amalgamated characteristics. Drawing on studies about post-colonial subjectivities and theories of remediation developed in memory studies, this book explores the changes in memory culture of contemporary Ukraine and examines the role of memory in producing new meanings under the rapidly changing conditions after the collapse of the Soviet Union up to 2014. The book contributes to the studies of memory culture in post-Communist countries as well as to the studies of society in contemporary Ukraine.

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    Authors: Larsson, Esbjörn;
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    Authors: Ghazala, Youssef;

    Historia har alltid varit en lära som besuttit flera kvalitéer. Kontrollen över historiedokumentering har länge fungerat som maktredskap för stormän, där segraren skrivit historien som han eller hon önskat att den ska se ut. Men historia har aldrig varit exklusivt för de som håller makten - tvärt om; historia är en central del av varje individs liv, vare sig den är sann eller falsk. Den skänker en förståelse för varför världen ser ut som den gör, ger identitet, hänför och bekräftar ursprung likväl som den inspirerar med storslagna hjältesagor som inte alltid är helt sanna. Inom skolan instruerar skolverket att: Ämnet syftar till att stimulera elevernas nyfikenhet och lust att vidga sin omvärld i en tidsdimension.[…] Syftet är också att utveckla ett kritiskt tänkande och ett analytiskt betraktelsesätt som redskap för att förstå och förklara samhället och människors levnadsmönster. Detta gynnar förmågan att stå kritisk såväl inför historiska källor som inför texter och andra medier i vår tid.[1] Just frågan gällande vad som är sant och påhittat har alltid varit viktig för historiker, därav det centrala begreppet källkritik. Dock har sanningen aldrig varit det som driver en episk hjältesaga framåt - något som ofta syns i Hollywoodfilmer och annan populärkultur där historien smyckats och anpassats för att bäst tilltala publiken. Att historia ligger till grund för episka mästerverk är emellertid ingenting som uppstod med Hollywoodfilmernas födelse. Redan på medeltiden skall den norske konungen Sverre som dog i början av 1200 talet ha yttrat att ”lögnsagorna var de roligaste”[2]. Sverre var emellertid inte ensam om att uppleva lögnsagorna som de roligaste. Tidigare forskning hävdar att majoriteten av skolans elever delar hans uppfattning och föredrar sådan populärkultur framför gedigen historiedokumentation. Dilemmat med detta är att skolan ställer krav på att eleverna skall utveckla ett kritiskt tänkande och skapa sig en bild av mänsklighetens historia som är korrekt, någonting som kräver att man tar till sig tillförlitliga källor som olyckligtvis inte alltid uppfattas som särskilt roliga. Populärkulturen har emellertid inga krav på sig att vara historiskt korrekt, någonting som bidrar till historisk mytbildning hos vissa elever. Denna studie ämnar således öka förståelsen för hur lärare och elever förhåller sig till historiska källor och populärkultur som använder sig av en historisk bakgrund för att väva fiktiva berättelser. Studien bekräftar tidigare forskning gällande elever och lärares förhållningssätt till historia vad gäller historiska källor och populärkulturens historiska länkar[3]. Studien visar även att skillnaden i elever och lärares förhållningssätt i många fall kan leda till negativa resultat där elever tappar intresse för historia - likväl som att vissa elever finner lärarens breda historiska kunskap stimulerande. Slutligen redovisar studien, utifrån den empiriska data som samlats in med stöd från tidigare forskning varför populärkultur med historiskt tema är relevant för historieundervisning, samt hur denna populärkultur kan implementeras i undervisningen. [1] Skolverkets kursplan för Historia på gymnasiet: (2009-10-03) http://www3.skolverket.se/ki03/front.aspx?sprak=SV&ar=0910&infotyp=8&skolform=21&id=HI&extraId= [2] Lönnroth (2006) Njals saga: 12 [3] Se rubrik: 2.3 Skillnaden mellan historiska källor och historiska länkar som historiska referenser. History has always been a doctrine with several qualities. Control over historical documentation has long served as a power tool for great men, where the victor wrote history as he or she wanted to. But history has never been exclusive to those who hold power - on the contrary, history is a central part of each individual's life, whether it is true or false. It gives an understanding of why the world looks as it does, gives the identity, related and confirms the origin as well as inspire the epic hero tales that are not always completely true. Within school, the Swedish National Agency for Education instructs that: The subject aims to stimulate students' curiosity and desire to broaden their world in a time dimension. [...] It also aims to develop critical thinking and an analytical approach as a tool to understand and explain society and people's lifestyles. This enhances the ability to be critical both for the historical sources for the texts and other media in our time.[1] Just the question of what is true and invented has always been important to historians, of which the central concept of source criticism. However, the truth has never been the operator of an epic hero story forward - something they often see in Hollywood films and other popular culture where the story adorned and adjusted to best appeal to the audience. That history is the basis for the epic masterpiece, however, nothing that occurred with the birth of Hollywood films. Already during the Middle Ages, the Norwegian King Sverre, who died at the beginning of the 1200's, said that "the lying sagas were the funniest." Sverre was not alone in experiencing the untrue tales as the funniest. Previous research argues that the majorities of the school’s students share his view and would prefer popular culture as an alternative of solid historical documentation. The dilemma with this is that school requires that students must develop critical thinking and create a picture of human history that is correct, which in turn requires one to take on reliable sources, who unfortunately are not always perceived as particularly amusing. Popular culture, however, has no requirement to be historically accurate, something that contributes to the creation of historical myths among some pupils. This study therefore aims to increase the understanding of how teachers and students relate to historical sources and popular culture that uses a historical background to weave fiction. The study confirms previous research concerning students 'and teachers' approach to history in terms of historical sources and popular culture, historical links. The study also shows that the difference within students and teachers attitudes in many cases can lead to negative results in which students lose interest of history - as well as some students find the teacher's broad historical knowledge stimulating. Finally, the study shows, based on empirical data collected (with support from previous research) why popular culture with historical themes are relevant to history teaching, and how the same popular culture can be implemented in teaching. [1] Translation from Swedish - Skolverkets kursplan för Historia på gymnasiet: (2009-10-03) http://www3.skolverket.se/ki03/front.aspx?sprak=SV&ar=0910&infotyp=8&skolform=21&id=HI&extraId=

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    Authors: Kolsgård, Svante;

    Det stora intresset för "den egna historien" i form av släktforskning, gårds- och bybistoria och hembygdsforskning, har skapat ett brett behov av god handledningslitteratur. Författaren Sven Lindqvist försökte 1978 med "Gräv där Du står" att vidga "barfotaforskarnas" verksambetsfält från släktforskning och traditionell hembygdsforskning till studiet av den egna arbetsplatsens historia. Ett vällovligt irutiativ. "Verktyget" som "barfotaforskaren" behövde var just Lindqvists egen bok, enligt författaren själv. Man behöver dock inte vara särdeles väl bevandrad ilokalhistoriskt material för att inse att Lindqvists "verktyg" helt saknade skärpa. "Verktyget" för att nå "arbetarnas sanna historia" var slött redan innan "barfotaforskaren" ens hann hugga i sten, vilket naturligtvis blev det självklara resultatet om enkom Lindqvists bok användes som handledning. Till skillnad från Lindqvists "Gräv där Du står" har Thomas Aurelius med Gårdens och hembygaens historia. Del 1 och 2 Uppsala 1988 arbetat fram en verkligt kunnig och användbar handledning för den lokalhistoriskt intresserade. Tidskriften Kronos: historia i skola och samhälle gavs ut vid Linköpings univeristet mellan åren 1988-1991.

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    Authors: Andrej Kotljarchuk;

    AbstractThousands of Roma were killed in Ukraine by the Nazis and auxiliary police on the spot. There are more than 50,000 Roma in today’s Ukraine, represented by second and third generation decendants of the genocide survivors. The discussion on Roma identity cannot be isolated from the memory of the genocide, which makes the struggle over the past a reflexive landmark that mobilizes the Roma movement. About twenty Roma genocide memorials have been erected in Ukraine during last decade, and in 2016 the national memorial of the Roma genocide was opened in Babi Yar. However, scholars do not have a clear picture of memory narratives and memory practices of the Roma genocide in Ukraine. A comprehensive analysis of the contemporary situation is not possible without an examination of the history and memory of the Roma genocide before 1991.

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    Nationalities Papers
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    License: CC BY
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    Nationalities Papers
    Article . 2021 . Peer-reviewed
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      Nationalities Papers
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      Nationalities Papers
      Article . 2021 . Peer-reviewed
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    Authors: Edquist, Samuel;

    Hemligstämpla eller utplåna? Arkivbildningen och den personliga integriteten i Sverige 1900–2015

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    Authors: Ralph Tafon; Aurelija Armoskaite; Kira Gee; Michael Gilek; +2 Authors

    Community participation and influence are vitally important for meeting the multidimensional sustainability aims of marine spatial planning (MSP) and more specifically for procedural and distributive justice. While participation has received substantial research interest, we identify a need to: 1) develop equity-based principles for coastal community participation that can be used to assess and reform MSP practices; 2) generate rich empirical accounts of coastal community participation and representation linked to real-world MSP practices. Here we present the results of a study that synthesizes critical MSP and blue justice scholarship to develop principles and indicators of coastally equitable and just planning. Drawing on interviews with planners and stakeholders and analysis of planning and legal documents, these principles are used to assess participatory processes linked to Latvian MSP practices in the period 2015 to 2019. Our analysis shows that equitable and just MSP needs to be based on participation that is timely, inclusive, supportive & localized, collaborative, methodical and impactful. When applied to the Latvian case these six principles provide a comprehensive and versatile heuristic approach to assess participation in MSP. In the context of Latvian MSP practices, we revealed a fundamental challenge of maintaining inclusive and localized participation throughout the full planning cycle. To counteract the successive narrowing/hardening of participatory space our results indicate a need for continuously promoting diversity of voices and perspectives, opportunities for collaborative sense making, visioning and critique. This will help to bridge diverse MSP divides (e.g., between land and sea, between local, national, and global values and priorities, between science and local knowledge, and between blue growth, conservation, and justice goals). If applied more generally in research and as part of MSP evaluation an equity-based approach can promote the mainstreaming of coastally just and equitable MSP practices. Finally, considering contextual factors (e.g., history, culture, power, legislation) that shape participation and representation is crucial when applying the equity principles to a particular MSP setting to acknowledge and accommodate its particular characteristics and challenges.

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    VBN
    Article . 2023
    Data sources: VBN
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    SSRN Electronic Journal
    Article . 2023 . Peer-reviewed
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      Article . 2023
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      SSRN Electronic Journal
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    Authors: Johanna Overud;

    This article considers colonial rhetoric manifested in representations of early settlement in the mining town of Kiruna in northernmost Sweden. Kiruna was founded more than 100 years ago by the LKAB Company with its centre the prosperous mine on Sami land. Continued iron ore mining has made it necessary to relocate the town centre a few kilometres north-east of its original location to ensure the safety of the people. The ongoing process of the town’s transformation due to industrial expansion has given rise to the creation of a memorial park between the town and the mine, in which two historical photographs have been erected on huge concrete blocks. For the Swedish Sami, the indigenous people, the transformation means further exploitation of their reindeer grazing lands and forced adaption to industrial expansion. The historical photographs in the memorial park fit into narratives of colonial expansion and exploration that represent the town’s colonial past. Both pictures are connected to colonial, racialised and gendered space during the early days of industrial colonialism. The context has been set by discussions about what Kiruna “is”, and how it originated. My aim is to study the role of collective memory in mediating a colonial past, by exploring the representations that are connected to and evoked by these pictures. In this progressive transformation of the town, what do these photographic memorials represent in relation to space? What are the values made visible in these photographs? I also discuss the ways in which Kiruna’s history becomes manifested in the town’s transformation and the use of history in urban planning. I argue that, in addressing the colonial history of Kiruna, it is timely to reconsider how memories of a town are communicated into the future by references to the past. I also claim that memory, history, and remembrance and forgetting are represented in this process of history-making and that they intersect gender, class and ethnicity.

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    Article . 2019
    Data sources: DOAJ
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    Culture Unbound: Journal of Current Cultural Research
    Article . 2019 . Peer-reviewed
    License: CC BY NC
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