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Rahm, Lina, Doktor
Publications (10 of 19) Show all publications
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: 2019-10-09Bibliographically 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, 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.2001-4562.181204 (DOI)
Available from: 2019-01-31 Created: 2019-01-31 Last updated: 2019-03-07Bibliographically 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: 2019-07-02Bibliographically approved
Wessbo, S., Rahm, L., Forsell, J., Martín-Bylund, A. & Vestergren, S. (2017). Editorial: Open issue. Confero: Essays on Education, Philosophy and Politics, 5(1), 5-10
Open this publication in new window or tab >>Editorial: Open issue
Show others...
2017 (English)In: Confero: Essays on Education, Philosophy and Politics, 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: 2018-09-06
Rahm, L. (2017). Preparing for the future: Governance by educational films. In: Worker's Education: . Paper presented at European Labour History Network Conference.
Open this publication in new window or tab >>Preparing for the future: Governance by educational films
2017 (English)In: Worker's Education, 2017Conference paper, Published paper (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-148335 (URN)
Conference
European Labour History Network Conference
Available from: 2018-06-07 Created: 2018-06-07 Last updated: 2018-06-07
Rahm, L. (2016). Digitizing Sweden: discourses on computerization and citizenship. In: Politics of Education and Education Policy StudiesCitizenship education, democracy and the market: . Paper presented at NERA 2016.
Open this publication in new window or tab >>Digitizing Sweden: discourses on computerization and citizenship
2016 (English)In: Politics of Education and Education Policy StudiesCitizenship education, democracy and the market, 2016Conference paper, Published paper (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-126055 (URN)
Conference
NERA 2016
Available from: 2016-03-12 Created: 2016-03-12 Last updated: 2016-12-26
Rahm, L. & Fejes, A. (2015). Educating the digital citizen: a genealogy of computer skills in Swedish popular education. In: Citizenship in the Making – Adult and Popular Education as Bunkers of failures, computers and recognition: . Paper presented at NERA 43rd Congress Marketisation and Differentiation in Education, 4-6 March 2015.
Open this publication in new window or tab >>Educating the digital citizen: a genealogy of computer skills in Swedish popular education
2015 (English)In: Citizenship in the Making – Adult and Popular Education as Bunkers of failures, computers and recognition, 2015Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-115930 (URN)
Conference
NERA 43rd Congress Marketisation and Differentiation in Education, 4-6 March 2015
Projects
Adult students citizenship discourses within and beyond the curriculum
Available from: 2015-03-24 Created: 2015-03-24 Last updated: 2019-09-16
Andersson, P., Nylander, E., Bernhard, D. & Rahm, L. (2015). Folkhögskolor, funktionsnedsättningar och specialpedagogik. In: : . Paper presented at Mimers forskarkonferens.
Open this publication in new window or tab >>Folkhögskolor, funktionsnedsättningar och specialpedagogik
2015 (Swedish)Conference paper, Oral presentation only (Other academic)
Abstract [sv]

Detta paper presenterar kvantitativa resultat från en kartläggning av folkhögskolans deltagargrupper över tid 1997-2013 vad gäller deltagare som kategoriserats i olika funktionshinderområden, och från en enkät till landets folkhögskolor kring hur de arbetar med och ser på lärmiljön i relation till olika funktionsnedsättningar hos deltagarna.

Keywords
specialpedagogik, funktionsnedsättning, folkhögskola, lärmiljö
National Category
Pedagogy
Identifiers
urn:nbn:se:liu:diva-122485 (URN)
Conference
Mimers forskarkonferens
Note

Rapporten bygger på delar av rapporten oLikaTillSAMmanS: En kartläggning av folkhögskolors lärmiljöer för deltagare med funktionsnedsättningar av Erik Nylander, Dörte Bernhard, Lina Rahm och Per Andersson, publicerad 2015 på Linköping University Electronic Press.

Available from: 2015-11-04 Created: 2015-11-04 Last updated: 2015-11-13
Rahm, L. (2015). From fear of ‘Computer Force’ to ‘Digital Inclusion’. In: : . Paper presented at ACSIS, In the Flow: People, Media, Materialities.
Open this publication in new window or tab >>From fear of ‘Computer Force’ to ‘Digital Inclusion’
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Popular education is often described as particularly suitable for various projects related to digital inclusion. For example, the popular education guiding principle: "free and voluntary” has been described as an important prerequisite for effectively digitizing Sweden. From this we can be (mis)led to understand that the mission of public education to promote the digital citizen is a new quest (or at least beginning in the early 2000s). However, popular education has played a central role in the digitization of citizens for over 40 years now. This genealogy aims to shed light on the role of popular education in the history of digitalization.

National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-115932 (URN)
Conference
ACSIS, In the Flow: People, Media, Materialities
Projects
Adult students citizenship discourses within and beyond the curriculum
Available from: 2015-03-24 Created: 2015-03-24 Last updated: 2015-03-24
Organisations

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