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Rahm, Lina, Doktor
Publications (10 of 24) Show all publications
Rahm, L. (2021). Computing the Nordic Way: The Swedish Labour Movement, Computers and Educational Imaginaries from the Post-War Period to the Turn of the Millennium. Nordic Journal of Educational History, 8(1), 31-58
Open this publication in new window or tab >>Computing the Nordic Way: The Swedish Labour Movement, Computers and Educational Imaginaries from the Post-War Period to the Turn of the Millennium
2021 (English)In: Nordic Journal of Educational History, ISSN 2001-7766, Vol. 8, no 1, p. 31-58Article in journal (Refereed) Published
Abstract [en]

Based on empirical material from Swedish reformist labour movement associations, this article illustrates how digital technology has been described as a problem (and sometimes a solution) at different points in time. Most significant, for this article, is the role that non-formal adult education has played in solving these problems. Computer education has repeatedly been described as a measure not only to increase technical knowledge, but also to construe desirable (digital) citizens for the future. Problematisations of the digital have changed over time, and these discursive reconceptualisations can be described as existing on a spectrum between techno-utopian visions, where adaptation of the human is seen as a task for education, and techno-dystopian forecasts, where education is needed to mobilise democratic control over threatening machines. As such, the goal for education has been one of political control—either to adapt people to machines, or to adapt machines to people.

Place, publisher, year, edition, pages
Umeå: Idé- och samhällsstudier Umeå universitet, 2014-, 2021
Keywords
educational imaginaries, popular education, history, labour movement history, computer history, workers' education history
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-173241 (URN)10.36368/njedh.v8i1.157 (DOI)
Available from: 2021-02-10 Created: 2021-02-10 Last updated: 2021-02-10Bibliographically approved
Rahm, L. (2020). Den svenska arbetarrörelsens datapolitik: en berättelse om folkbildning. In: Kalle Eriksson, Anders Hylmö (Ed.), Algoritmer: (pp. 168-189). Malmö, Sweden: Tidskriftföreningen Fronesis, 64-65
Open this publication in new window or tab >>Den svenska arbetarrörelsens datapolitik: en berättelse om folkbildning
2020 (Swedish)In: Algoritmer / [ed] Kalle Eriksson, Anders Hylmö, Malmö, Sweden: Tidskriftföreningen Fronesis , 2020, Vol. 64-65, p. 168-189Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö, Sweden: Tidskriftföreningen Fronesis, 2020
Series
Fronesis, ISSN 1404-2614 ; 64-65
Keywords
datapolitik, teknikhistoria, folkbildning, datorisering, arbetarörelsen, Sverige
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-168677 (URN)9789198556803 (ISBN)
Available from: 2020-08-27 Created: 2020-08-27 Last updated: 2020-12-17Bibliographically approved
Rahm, L. & Ahn, S.-e. (2020). Digitalisering (1ed.). In: Andreas Fejes, Karolina Muhrman & Sofia Nyström (Ed.), Om vuxenutbildning och vuxnas studier: en grundbok (pp. 357-377). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Digitalisering
2020 (Swedish)In: Om vuxenutbildning och vuxnas studier: en grundbok / [ed] Andreas Fejes, Karolina Muhrman & Sofia Nyström, Lund: Studentlitteratur AB, 2020, 1, , p. 380p. 357-377Chapter in book (Other academic)
Abstract [sv]

Det här kapitlet handlar om vad digitalisering kan betyda och medföra i vuxenutbildningspraktiker. Exempelvis hur användning av digital teknik i distansundervisning stärker eller försvårar pedagogiska intentioner, vilket i sin tur belyser hur lärarnas handlingar iscensätts olika i olika digitala miljöer. Därefter ger kapitlet en översikt över vuxenutbildningens historiska roll i digitaliseringen av samhället, samt visar hur det hänger samman med skapandet av önskad framtid. Detta åskådliggörs genom ett antal korta exempel på hur debatter kring digitalisering och vuxenutbildning kunde te sig vid olika tidpunkter i historien. Vi kommer att visa hur digitalisering i vuxenutbildning kan delas upp didaktiskt: undervisning i, om eller med det digitala, men också vem som konstrueras som målgrupp för nya kunskaper. Det här kapitlet ämnar således bidra med att utveckla och problematisera bilden av digitalisering och utbildning.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2020. p. 380 Edition: 1
Keywords
Vuxenutbildning, Vuxenundervisning, Sverige, Digitalisering
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-168400 (URN)9789144133294 (ISBN)
Available from: 2020-08-21 Created: 2020-08-21 Last updated: 2020-09-22Bibliographically approved
Nylander, E., Rahm, L. & Fejes, A. (2020). Vem studerar på folkhögskola och varför? (1ed.). In: Per Andersson, Eva-Marie Harlin & Helena Colliander (Ed.), Om folkhögskolan: En särskild utbildningsform för vuxna (pp. 87-111). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Vem studerar på folkhögskola och varför?
2020 (Swedish)In: Om folkhögskolan: En särskild utbildningsform för vuxna / [ed] Per Andersson, Eva-Marie Harlin & Helena Colliander, Lund: Studentlitteratur AB, 2020, 1, , p. 192p. 87-111Chapter in book (Other academic)
Abstract [sv]

Vem är det som går på folkhögskola och varför väljer deltagare att börja studera i just denna utbildningsform? Dessa frågor står i fokus för detta kapitel. I kapitlets första del beskrivs folkhögskolornas rekrytering med hänsyn tagen till hur olika sociala och demografiska faktorer präglat deltagarmönstren de senaste decennierna. Genomgången visar att sociala strukturer hjälper till att forma folkhögskolans utbildningslandskap, vilket varierar kraftigt efter kurstyp och inriktning med avseende på vilka sociala grupper de primärt vänder sig till. Med avstamp i denna statistiska kartläggning undersöks sedan varför vuxna väljer att studera inom folkhögskolan. Här analyseras vilka motiv folkhögskoledeltagarna själva uppger som betydelsefulla, med fokus på hur deltagarnas berättelser orienterar sig i tiden. Sammantaget visar vi i kapitlet hur folkhögskolan å ena sidan kan ses som heterogen – med ett stort och diversifierat utbud av kurser likväl som deltagare, och å andra sidan hur den framstår som homogen – genom att dess nischade kursutbud tenderar att vara inriktat mot specifika deltagargrupper.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2020. p. 192 Edition: 1
Keywords
Folkhögskolan, Folkhögskolor, Sverige
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-168408 (URN)9789144133300 (ISBN)
Available from: 2020-08-21 Created: 2020-08-21 Last updated: 2020-09-24Bibliographically approved
Rahm, L. (2019). Arbetarrörelsen och datorn. Fronesis, 6
Open this publication in new window or tab >>Arbetarrörelsen och datorn
2019 (Swedish)In: Fronesis, ISSN 1404-2614, Vol. 6Article in journal (Other (popular science, discussion, etc.)) In press
Place, publisher, year, edition, pages
Malmö, Sweden: Tidskriftföreningen Fronesis, 2019
National Category
Other Social Sciences
Identifiers
urn:nbn:se:liu:diva-161949 (URN)
Available from: 2019-11-14 Created: 2019-11-14 Last updated: 2019-11-25Bibliographically approved
Rahm, L. (2019). Educational imaginaries: a genealogy of the digital citizen. (Doctoral dissertation). Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>Educational imaginaries: a genealogy of the digital citizen
2019 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis makes use of a genealogical approach to map out and explainhow and why computers and citizenship have become so closely connected.It examines the historical continuities and disruptions, and the role thatpopular education has played in this interrelation. Drawing on previousresearch in the overlap between Swedish popular education history andhistorical computer politics, this thesis adds knowledge about howimaginaries of popular education, operating as silver bullet solutions toproblems with computerization, have had important functions as governingtools for at least 70 years. That is, Swedish popular education has since the1950s been imagined as a central solution to problems with computerization,but also to realize the societal potentials associated with computers.

Specifically, this thesis makes two contributions: 1) Empirically, the thesisunearths archived, and in many ways forgotten, discourses around thehistorical enactment of the digital citizen, and the role of popular education,questioning assumptions that are taken for granted in current times; 2)Theoretically, the thesis proposes a conceptual model of educationalimaginaries, and specifically introduces the notion (and method) of‘problematizations’ into these imaginaries.

Abstract [sv]

Denna avhandling använder sig av ett genealogiskt tillvägagångssätt för att kartlägga och förklara hur och varför datorer och medborgarskap har kommit att bli så tätt sammankopplade och vilken funktion folkbildning har och har haft i denna relation. Avhandlingen undersöker historiska kontinuiteter och avbrott i perioden från 1950-talet till 2010-talet. Genom att bygga vidare på tidigare forskning i överlappningen mellan svensk folkbildningshistoria och historisk datapolitik bidrar avhandlingen med kunskap om hur folkbildning, och föreställningar om folkbildning, fungerat som en historisk och nutida universallösning, dels för att söka förekomma förutsedda problem med datorisering, men också för att realisera samhälleliga förhoppningar förknippade med den samma.

Avhandlingens bidrag är dubbelt: 1) Empiriskt lyfter avhandlingen fram arkiverade och, på många sätt, bortglömda diskurser och folkbildningssatsningar kring datorisering och medborgarskap, samt påvisar dessas relevans för nutida föreställningar om den digitala medborgaren. 2) Teoretisk föreslår avhandlingen en konceptuell modell över framtidsföreställningar kring utbildning, samt introducerar specifikt begreppet (och metoden) ’problematisering’ i dessa föreställningar.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2019. p. 159
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 214
Keywords
Popular education; non-formal adult education; computer policy; computer history; educational history; educational imaginaries; digital citizenship; problematizations; genealogy, Folkbildning; datapolitik; utbildningshistoria; datorhistoria; sociotekniska föreställningar; digitalt medborgarskap; problematiseringar; genealogi
National Category
Didactics History of Ideas Human Aspects of ICT Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-154017 (URN)10.3384/diss.diva-154017 (DOI)9789176851586 (ISBN)
Public defence
2019-01-11, I:101, Hus I, Campus Valla, Linköping, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2019-01-23 Created: 2019-01-23 Last updated: 2021-02-10Bibliographically approved
Rahm, L. (2019). Utbildning som universalmedel mot teknologins faror och förhoppningar [Letter to the editor]. Skola & Samhälle [S.O.S]
Open this publication in new window or tab >>Utbildning som universalmedel mot teknologins faror och förhoppningar
2019 (Swedish)In: Skola & Samhälle [S.O.S], ISSN 2001-6727Article in journal, Letter (Other (popular science, discussion, etc.)) Published
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-156168 (URN)
Available from: 2019-04-06 Created: 2019-04-06 Last updated: 2019-07-02Bibliographically approved
Forsell, J., Rahm, L., Tenglet, E. & Wessbo, S. (2018). The “Bashing” of Education Research. Confero: Essays on education, philosophy and politics, 6(1), 5-12
Open this publication in new window or tab >>The “Bashing” of Education Research
2018 (English)In: Confero: Essays on education, philosophy and politics, E-ISSN 2001-4562, Vol. 6, no 1, p. 5-12Article in journal, Editorial material (Other academic) Published
Abstract [en]

This special issue of Confero presents six essays with different aims and scope, which relate to the criticism or “bashing” of educational research. Starting with Martin Malmström’s essay How do you think it feels? On Being the Epitome of Pseudoscience that clearly connects to the bashing theme, the other essays elucidate and question related aspects of the universities, of pedagogy, teacher education and educational research. Together the essays form a dialogue on the underpinning perspectives on science and learning, not only in the field on education but academia at large. To clarify, the intention of this issue is not to constrain the critics, but an ambition to deepen the conversation and open up for different perspectives and voices.

Place, publisher, year, edition, pages
Linköping University Electronic Press, 2018
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-153887 (URN)10.3384/confero.2001-4562.181207 (DOI)
Available from: 2019-01-31 Created: 2019-01-31 Last updated: 2024-01-18Bibliographically approved
Skågeby, J. & Rahm, L. (2018). What is Feminist Media Archaeology?. communication +1, 7(1), Article ID 7.
Open this publication in new window or tab >>What is Feminist Media Archaeology?
2018 (English)In: communication +1, ISSN 2380-6109, Vol. 7, no 1, article id 7Article in journal (Refereed) Published
Abstract [en]

In a fairly recent blog post, Jussi Parikka discusses how media archaeology can be criticized for being a “boy’s club”. In the introduction of this text, he writes: One of the set critiques of media archaeology is that it is a boys' club. That is a correct evaluation in so many ways when one has a look at the topics as well as authors of the circle of writers broadly understood part of 'media archaeology'. I make the same argument for instance in What is Media Archaeology?, but there is also something else that we need to attend to. There is however a danger that the critique also neglects the multiplicity inherent in the approach. For sure, there are critical points to be made in so many aspects of Kittler's and others' theoretical work, but at the same time it feels unfair to neglect the various female authors and artists at the core of the field. In other words, the critique often turns a blind eye to the women who are actively involved in media archaeology. Let's not write them out too easily. Parikka then goes on to briefly introduce several female researchers and artists who are active in the media archaeological field. These are women who are, in different ways, doing media archaeology. This is of course an important issue – skewed representations or lopsided citation practices are never good – and the contributions of these researchers are significant and important. However, we could also argue that there is an important difference between the body of work being done by women and, what we may call, feminist media archaeology. There can, of course, be overlaps between these two ways of representing feminist interests in media archaeology, but for feminist theorizing and practising to truly have an impact, we have to ask ourselves what is feminist media archaeology? By looking for empirical gaps and putting questions of, for example, design, power, infrastructure and benefit, to the fore we can shine a different light on the material-discursive genealogy of digital culture, still very much in the vein of media archaeological endeavors. What we suggest is quite simple – a transdisciplinary approach which emphasizes “the unity of intellectual frameworks beyond the disciplinary perspectives [which] points toward our potential to think in terms of frameworks, concepts, techniques, and vocabulary that we have not yet imagined”. As such, we want to take an exploratory tactic to the question posed in the title of this paper. We do not intend to provide a single nor definite answer – rather we want to think with media archaeology and feminism together, seeking to raise other questions in order to find dynamic parallels and crosscurrents.

Place, publisher, year, edition, pages
Amherst, MA, United States: University of Massachusetts Amherst, 2018
Keywords
design, feminism, media archaeology
National Category
Media and Communications
Identifiers
urn:nbn:se:liu:diva-156167 (URN)10.7275/fthf-h650 (DOI)
Available from: 2019-04-06 Created: 2019-04-06 Last updated: 2022-03-02Bibliographically approved
Wessbo, S., Rahm, L., Forsell, J., Martín-Bylund, A. & Vestergren, S. (2017). Open issue. Confero: Essays on education, philosophy and politics, 5(1), 5-10
Open this publication in new window or tab >>Open issue
Show others...
2017 (English)In: Confero: Essays on education, philosophy and politics, E-ISSN 2001-4562, Vol. 5, no 1, p. 5-10Article in journal, Editorial material (Other academic) Published
Abstract [en]

This open issue of Confero presents four essays that all relate to questions of education and power. Laila Nielsen and Ralph Leighton compare how conditions of citizenship regarding ethnicity, gender, and social class are understood, based on interviews with teachers and students in upper secondary schools in England and Sweden. The second essay is written by Rasoul Nejadmehr who gives a thorough account of the "scientific education" as the dominant educational paradigm of the present. Through a historical analysis, Nejadmehr shows how this paradigm is deeply embedded with racial, colonial, and Eurocentric biases. The third essay by Marcus Samuelsson analyzes offical and unofficial inspections of the classroom that takes place when authorities conduct audits, but also when pupils post videos on social media. In the fourth essay of this issue, Tomas Wedin discusses changes in the Swedish school during the period of 1946-2000. 

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2017
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-144380 (URN)10.3384/confero.2001-4562.171208 (DOI)
Available from: 2018-01-17 Created: 2018-01-17 Last updated: 2024-01-19
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