From instruction to reflection - teachers’ and pupils’ use of school film and school movie
The focus of this project is on how teachers created engagement through school cinema: students in grades 7-9 as well as upper secondary grades 1-3 discussed serious social and emotional problems in groups, among the entire class, as researchers and by producing and writing film manuscripts. In discussions about the film Evil (Swe Ondskan), students constructed a just character and an evil bully, who were both viewed as products of their circumstances rather than as responsible for their actions. The project’s studies also show how the use of fiction as an instructional tool can conceptually liberate the students from actual bullying situations in the discussions. When a group of students discussed the film Lilya 4-ever their discussion revealed existing discourses on prostitution, at the same time that it showed how students exhibit resistance to indoctrination by the adult world.
Lindgren, A. , Sparrman, A., & Eriksson Barajas, K. (2012). From Instruction to Reflection: Film in education in Sweden. I C.K. Cheung (Red.) Research in Media Education (pp. 151-174), New York: Nova Science Publishers.
Eriksson Barajas, K. (2010). The pimp and the happy whore. ‘Doing Gender’ in Film Talk in a School Setting. Scandinavian Journal of Educational Research, 54(6), 581–596.
Eriksson Barajas, K., & Lindgren, A. (2009). Den ’rättfärdige’ mobbaren. Elevers föreställningar om mobbning i skolbioaktiviteter. Utbildning & Demokrati, 18(3), 111-130.
Lindgren, A., Sparrman, A., & Eriksson, K. (2005). Film i klassrummet reser välfärdsfrågor. LOCUS, (3–4), 14–25.
Sparrman, A., & Eriksson, K. (2004). Skolbio studerad genom kameralinsen. Erfarenheter från ett forskningsfält. Didaktisk tidskrift, 14(2–3), 79-89.
Eriksson, K. (2003). Hur används film i skolan? Nytt forskningsprojekt ska ge svar på frågan. Svenskläraren, (2), 17–18.
Culture Reception and Socialization - booktalk in school
This project examines fiction book clubs in grades 4-7. The aim of the book clubs was to get as many students as possible to be so-called “bookworms”. The project describes the didactic dilemmas that arise in attempts to have a deeper discussion about the books. The students related what they had read to whether it felt or seemed “real”, or by citing facts or telling of their own experiences. Another part of the project shows how gender was constructed in the book discussions: the literary figures were discussed in both stereotypical and non-stereotypical ways. The project also addresses how otherness is created in the discussions by highlighting differences and building a number of implicit and explicit contrasts between “them” and “us”. Finally, the project shows how the identities the avid readers as well as the struggling readers were created in the discussions, and that the students were positioned along two continuums: willing or unwilling reader, as well as fast or slow reader. An important finding was that being a fast reader did not always coincide with being a lover of books.
Eriksson Barajas, K. (2012). Boksamtalets dilemman och möjligheter. Stockholm: Liber.
Eriksson Barajas, K., & Aronsson, K. (2009). Avid versus struggling readers: co-construed pupil identities in school booktalk. Language & Literature, 18(3), 281–299.
Eriksson Barajas, K. (2009). Diskursiv receptionsforskning – en väg till kunskap om berättelsen i vardagen. I A. Sparrman, J. Cromdal, A. Evaldsson & V. Adelsvärd (Red.), Den väsentliga vardagen: Några diskursanalytiska perspektiv på tal, text och bild (pp. 131-147). Stockholm: Carlssons.
Eriksson Barajas, K. (2008). Beyond Stereotypes? Talking about gender in school booktalk. Ethnography and Education, 3(2), 129–144.
Eriksson, K., & Aronsson, K. (2005). ‘We’re really lucky’: co-creating ‘us’ and ‘the Other’ in school booktalk. Discourse & Society, 16(5), 719–738.
Eriksson, K., & Aronsson, K. (2004). Building Life-World Connections during School Booktalk. Scandinavian Journal of Educational Research, 48(5), 511–528.
Eriksson, K. (2002). Booktalk Dilemmas. Teachers’ organisation of pupils’ reading. Scandinavian Journal of Educational Research, 46(4), 391–408.
Eriksson, Katarina (2002b) Life and fiction. On intertextuality in pupils’ booktalk (Diss.). (Linköping studies in arts and science, no. 251). Linköping: Linköpings universitet