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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/
    Authors: Lidén, Anne;

    Denna Vetenskapliga bilaga till boken Sven Ljungberg, målare (Bonniers 1986) innehåller noter till alla bokens kapitel med de källor som åberopas samt en förteckning av de källor och den litteratur, som ligger till grund för Anne Lidéns forskning om Sven Ljungbergs konst. Dessutom innehåller bilagan även en bildförteckning med titel och årtal över de 200 konstverk som presenteras i bokens illustrationer. I denna version även en kronologi över åren 1913-1985 i Sven Ljungbergs liv (1913- 2010). Den Vetenskapliga bilagan har framlagts som doktorandrapport vid Konstvetenskaliga institutionen, Stockholms universitet, HT 1986, som ett vetenskaplig komplement till boken när den publicerades. Anne Lidén, Boken Sven Ljungberg målare, Bonniers 1986

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    Authors: Melander, Victor Niels Love; Andreeff, Alexander; Sjöstrand, Alexander;

    This report presents the documentation and summarises the preliminary results from the 2016 excavation season at Buttle Änge, Buttle parish, Gotland. The surveys of 2016 was conducted as a direct continuation of the 2014 and 2015 excavations, focusing on the Iron Age settlement site surrounding Raä Buttle 43:1-5. Five larger trenches and eight test pits, covering an area of a 160 square meters, was opened and excavated down to sterile soil. The excavations were partaken between the 26 th of April and 27th of May 2016. The fieldwork was led by Alexander Andreeff, Alexander Sjöstrand, Paul Wallin (all Uppsala University) and Victor Niels Love Melander (The Australian National University).

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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: Axelsson Blomqvist, Erik;

    Syftet med denna studie har varit att undersöka förhållandet mellan den svenska hembygdsrörelsen och länsmuseerna, för att ta reda på om det finns ett fungerande samarbete mellan dem, vad samarbetet innefattar, hur attityderna gentemot samarbete är och om länsmuseerna har något formellt ansvar för att bedriva samarbete med hembygdsrörelsen. Studien har genomförts huvudsakligen genom litteraturstudier samt två enkätundersökningar och presenterar resultat för varje län i Sverige. De genomförda undersökningarna har visat på att det i varje län generellt finns välfungerande samarbeten av någon omfattning mellan de båda parterna. Samarbetena kretsar kring ett antal olika områden såsom vanligtvis rådgivning, kursverksamhet, projekt, administration med mera. Attityderna till samarbete uppfattas från båda parter generellt vara goda, de anser att de kan komplettera varandra och gemensamt kan dra nytta av välfungerande samarbeten. Länsmuseerna har inget formellt ansvar för att samverka med hembygdsrörelsen men det finns ett antal dokument som uttrycker att samarbete är önskvärt och bör eftersträvas.

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    Authors: Gustafsson, Gyrith;

    Utifrån fyra fantasybilder, vars gemensamma nämnare är att de föreställer ett eller flera monster, av tre olika konstnärer och en konstruktivistisk syn på kön ställer denna uppsats frågan Hur konstrueras kön i fantasybilder? Syftet med denna frågeställning är att genom bildanalyser och gestaltande arbete synliggöra hur föreställningar om könsroller och normer representeras och reproduceras i fantasybilder, bilder som barn och unga kommer i kontakt med genom bok- och spelomslag, reklambilder och serier. Uppsatsens didaktiska syfte är att beskriva en modell för hur arbete med frågor om könsroller, könsstereotyper och normer kan genomföras i skolan, främst i gymnasieskolan, genom användande av just fantasybilder. Genom att ställa fyra fantasybilder mot representationsteorier signerade Griselda Pollock och Erving Goffman, samt teorier om monster signerade Noël Carroll, Cynthia A. Freeland och Carol J. Clover tittar uppsatsen på hur kön gestaltas; på hur kvinnlighet och manlighet konstrueras och på vilka föreställningar om kön dessa representationer reproducerar. Uppsatsen innehåller även en kort beskrivning av begreppet fantasykonst samt ett förslag på hur monster kan definieras. Arbetets gestaltande del koncentrerar sig på att bryta mot de normer och att utvidga den snäva kvinnoroll som bildanalyserna identifierat. Gestaltningsarbetet blir så ett exempel på hur mindre könsstereotypa fantasybilder skulle kunna se ut och även en konkret visualiserad läroprocess. Uppsatsens slutdiskussion sammanfattar resultatet av bildanalyserna och förespråkar slutligen en kritisk inställning till dessa bilder vars förföriska yttre gestaltar och reproducerar föreställningar om könsskillnader som något självklart och "normalt". BI/Konst

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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
    Article
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    Nationalities Papers
    Article . 2021 . Peer-reviewed
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      Nationalities Papers
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      Nationalities Papers
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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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    Article . 2023
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    SSRN Electronic Journal
    Article . 2023 . Peer-reviewed
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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/
    Authors: Lidén, Anne;

    Denna Vetenskapliga bilaga till boken Sven Ljungberg, målare (Bonniers 1986) innehåller noter till alla bokens kapitel med de källor som åberopas samt en förteckning av de källor och den litteratur, som ligger till grund för Anne Lidéns forskning om Sven Ljungbergs konst. Dessutom innehåller bilagan även en bildförteckning med titel och årtal över de 200 konstverk som presenteras i bokens illustrationer. I denna version även en kronologi över åren 1913-1985 i Sven Ljungbergs liv (1913- 2010). Den Vetenskapliga bilagan har framlagts som doktorandrapport vid Konstvetenskaliga institutionen, Stockholms universitet, HT 1986, som ett vetenskaplig komplement till boken när den publicerades. Anne Lidén, Boken Sven Ljungberg målare, Bonniers 1986

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    Authors: Melander, Victor Niels Love; Andreeff, Alexander; Sjöstrand, Alexander;

    This report presents the documentation and summarises the preliminary results from the 2016 excavation season at Buttle Änge, Buttle parish, Gotland. The surveys of 2016 was conducted as a direct continuation of the 2014 and 2015 excavations, focusing on the Iron Age settlement site surrounding Raä Buttle 43:1-5. Five larger trenches and eight test pits, covering an area of a 160 square meters, was opened and excavated down to sterile soil. The excavations were partaken between the 26 th of April and 27th of May 2016. The fieldwork was led by Alexander Andreeff, Alexander Sjöstrand, Paul Wallin (all Uppsala University) and Victor Niels Love Melander (The Australian National University).

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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: Axelsson Blomqvist, Erik;

    Syftet med denna studie har varit att undersöka förhållandet mellan den svenska hembygdsrörelsen och länsmuseerna, för att ta reda på om det finns ett fungerande samarbete mellan dem, vad samarbetet innefattar, hur attityderna gentemot samarbete är och om länsmuseerna har något formellt ansvar för att bedriva samarbete med hembygdsrörelsen. Studien har genomförts huvudsakligen genom litteraturstudier samt två enkätundersökningar och presenterar resultat för varje län i Sverige. De genomförda undersökningarna har visat på att det i varje län generellt finns välfungerande samarbeten av någon omfattning mellan de båda parterna. Samarbetena kretsar kring ett antal olika områden såsom vanligtvis rådgivning, kursverksamhet, projekt, administration med mera. Attityderna till samarbete uppfattas från båda parter generellt vara goda, de anser att de kan komplettera varandra och gemensamt kan dra nytta av välfungerande samarbeten. Länsmuseerna har inget formellt ansvar för att samverka med hembygdsrörelsen men det finns ett antal dokument som uttrycker att samarbete är önskvärt och bör eftersträvas.

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    Authors: Gustafsson, Gyrith;

    Utifrån fyra fantasybilder, vars gemensamma nämnare är att de föreställer ett eller flera monster, av tre olika konstnärer och en konstruktivistisk syn på kön ställer denna uppsats frågan Hur konstrueras kön i fantasybilder? Syftet med denna frågeställning är att genom bildanalyser och gestaltande arbete synliggöra hur föreställningar om könsroller och normer representeras och reproduceras i fantasybilder, bilder som barn och unga kommer i kontakt med genom bok- och spelomslag, reklambilder och serier. Uppsatsens didaktiska syfte är att beskriva en modell för hur arbete med frågor om könsroller, könsstereotyper och normer kan genomföras i skolan, främst i gymnasieskolan, genom användande av just fantasybilder. Genom att ställa fyra fantasybilder mot representationsteorier signerade Griselda Pollock och Erving Goffman, samt teorier om monster signerade Noël Carroll, Cynthia A. Freeland och Carol J. Clover tittar uppsatsen på hur kön gestaltas; på hur kvinnlighet och manlighet konstrueras och på vilka föreställningar om kön dessa representationer reproducerar. Uppsatsen innehåller även en kort beskrivning av begreppet fantasykonst samt ett förslag på hur monster kan definieras. Arbetets gestaltande del koncentrerar sig på att bryta mot de normer och att utvidga den snäva kvinnoroll som bildanalyserna identifierat. Gestaltningsarbetet blir så ett exempel på hur mindre könsstereotypa fantasybilder skulle kunna se ut och även en konkret visualiserad läroprocess. Uppsatsens slutdiskussion sammanfattar resultatet av bildanalyserna och förespråkar slutligen en kritisk inställning till dessa bilder vars förföriska yttre gestaltar och reproducerar föreställningar om könsskillnader som något självklart och "normalt". BI/Konst

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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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    Nationalities Papers
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      Nationalities Papers
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    Authors: Edquist, Samuel;

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

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