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Magnusson, Lena O, lektorORCID iD iconorcid.org/0000-0003-3412-8486
Alternative names
Biography [eng]

Lena O Magnusson belongs to the research group Early Childhood Education (ECE). She is active in preschool research with a particular focus on photography, documentation, visual culture and digital technology. Her research interests are also directed towards aesthetic (learning) processes and aesthetic forms of expression and their place in preschool and teacher education. Her dissertation: Three-year-olds, cameras and preschools - a series of diffractive movements, have received attention in preschool and are today used as a basis for discussions concerning practical work with photographic documentation.

At the moment, Magnusson is in the process of launching a research study focusing on preschool children's use of digital technology. The aim of the study is, in its first part, to investigate visual and aesthetic possibilities in children's use of digital technology in preschool. The second part of the study is a project where preschool teachers and the researcher will create research circles to discuss and develop the use of digital technology in preschool.

Biography [swe]

Lena O Magnusson tillhör forskargruppen Early Childhood Education (ECE). Hon är aktiv inom praktiknära förskoleforskning med särskilt fokus på fotografi, dokumentation, visuell kultur och digitala teknik. Hennes forskningsintressen riktar sig också mot estetiska (lär)processer och estetiska uttrycksformer och deras plats inom förskola och lärarutbildning. Hennes avhandling: Treåringar, kameror och förskola – en serie diffraktiva rörelser, har fått stor uppmärksamhet i förskolan och används idag som underlag för diskussioner som berör praktiskt arbete med fotografisk dokumentation.

Just nu befinner sig Magnusson i uppstarten av en forskningsstudie med fokus på förskolebarns användande av digital teknik. Syftet med studien är i sin första del att undersöka visuella och estetiska möjligheter i barns brukandet av digital teknik i förskolan. Studiens andra delen är ett utvecklingsprojekt där verksamma förskollärare och forskaren kommer att skapa forskningscirklar för att diskutera och utveckla användandet av digital teknik. Projektet beräknas vara i mål under 2020. Projektet finansieras av interna meriteringsmedel.

Publications (10 of 23) Show all publications
Magnusson, L. O. & Bäckman, K. (2019). STEM and STEAM - in the intercept of teacher's perspective and children'sperspective. In: : . Paper presented at NERA 2019, EDUCATION IN A GLOBALIZED WORLD, 6 – 8 mars 2019, Uppsala, Sweden.
Open this publication in new window or tab >>STEM and STEAM - in the intercept of teacher's perspective and children'sperspective
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Over the past decades, the concepts of STEM and STEAM has been discussed and used in educational research in different ways. This paper is based on the results from two separate studies. One concerning preschool teachers' understanding of science, technology, engineering and mathematics, STEM, in relation to teaching in preschool. The other study concern children’s perspective and strategies in their use of digital technology concerning visual aspects of arts, the A in STEAM. The purpose of this paper is to compare and connects results from the two studies out of the question: What does the A in STEAM add to manners of teaching the subjects referred to in STEM? One theoretical point of departure derives from Shulman's (1986) theory of how knowledge develops in teaching and that teachers use special knowledge in teaching, i.e. pedagogical content knowledge, PCK. We also relate to the concepts of children’s perspective and child perspective (Halldén, 2003; Sommer, Pramling Samuelsson, & Hundeide, 2011) as well as the complexity of diffractive readings (Barad 2014; Magnusson, 2017). The two studies that are in focus are conducted in different ways, with varying methodological approaches and analysed with different theoretical perspective. In this paper, we want to do a meta-analysis with the help of the concepts of children’s perspective and child perspective. By doing that we hope to find new knowledge and thereby contribute to teacher knowledge about teaching STEAM areas. The research follows guidelines for research ethics adopted in the humanities and social sciences in Sweden (codex.vr.se). The preliminary results of the meta-analyses presented in this paper concern how different aspects of the intercept of teacher’s perspective/child perspective and children's perspective, in the two studies, can come to show learning, teaching/education and knowledge practice concerning the contribution of A in STEAM in relation to STEM. In an extension, we mean that the result can influence teacher knowledge and their didactic choices in teaching when it comes to the selection of content and strategies. The study can also contribute to a deeper understanding of what A in STEAM mean from children’s perspective in preschool education.

Barad, K. (2014). Diffracting Diffraction: Cutting Together Apart. Parallax, 20(3), 168–18

Halldén, G. (2003). Barnperspektiv som ideologiskt eller metodologiskt begrepp. Pedagogisk Forskning i Sverige, (1), 12.

Magnusson, L. O. (2017). Treåringar, kameror och förskola – en serie diffraktiva rörelser. [Three-year-olds, cameras and preschool: A series of diffractive movements]. Doctoral dissertation, University of Gothenburg. Sweden.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Sommer, D., Pramling Samuelsson, I., & Hundeide, K. (2011). Barnperspektiv och barnens perspektiv i teori och praktik. Stockholm: Liber.

www.codex.vr.se

Keywords
children’s perspective, child's perspective, teacher knowledge, preschool education, STEM, STEAM
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-29364 (URN)
Conference
NERA 2019, EDUCATION IN A GLOBALIZED WORLD, 6 – 8 mars 2019, Uppsala, Sweden
Available from: 2019-03-08 Created: 2019-03-08 Last updated: 2019-03-11Bibliographically approved
Magnusson, L. O. (2019). Visual research data and diffractive readings. In: : . Paper presented at NERA 2019, EDUCATION IN A GLOBALIZED WORLD, 6 – 8 mars 2019, Uppsala, Sweden.
Open this publication in new window or tab >>Visual research data and diffractive readings
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Over the past decade post-humanism, new materialism and aspects of post-qualitative research methods have been used in early childhood research in the Nordic countries. This presentation concerns the visual material from an ethnographic study in preschool in which three-year-olds were given access to digital cameras in their daily activities (Magnusson, 2017, 2018). In the study, the children's photographs and the video data produced by the researcher were analysed by using diffractive readings (Barad, 2007, 2014). As a result of using these analytical readings, the researcher read the children's photographs through and with the video data. The two types of different visual materials were also read through previous research, the researcher's own experience and the potential of the theoretical framework.

By applying and using diffractive readings, not only did people and their actions in the analyses appear, but there was also a strong focus on the digital cameras, the video camera, directed and re-directed gazes, and they were all regarded as active, entangled and performing forces that took place in the analyses. By using diffractive readings, the analyses came to move back and forth and include not only data but also the ongoing data production. The presentation aims to highlight how the diffractive readings act as an analytical tool and how they can ask questions as well as demonstrate previously unknown knowledge and experience that concern children and children's perspective in their daily preschool activities. I propose, supported by the results, in the study concerned, and with the support of other theorists and researchers (Barad, 2007, 2014; Lenz Taguchi & Palmer, 2013) that the diffractive readings indicate knowledge and knowing we do not yet know –and that this is what constitutes the strength in the use of the analytical method in education research.

Barad, K. (2007). Meeting the universe halfway: quantum physics and the entanglement of matter and meaning. Durham, N.C. ; London: Duke University Press.

Barad, K. (2014). Diffracting Diffraction: Cutting Together Apart. Parallax, 20(3), 168–187.

Lenz Taguchi, H., & Palmer, A. (2013). A more ‘livable’ school? A diffractive analysis of the performative enactments of girls’ ill-/well-being with(in) school environments. Gender and Education, 25(6), 671–687.

Magnusson, L. O. (2017). Treåringar, kameror och förskola – en serie diffraktiva rörelser. [Three-year-olds, cameras and preschool: A series of diffractive movements]. Doctoral dissertation, University of Gothenburg. Sweden.

Magnusson, L. O. (2018). Photographic agency and agency of photographs: Three-year-olds and digital cameras. Australasian Journal of Early Childhood, 43 (3), 34–42.

 

 

Keywords
diffractive readings, early childhood, new materialism, photography, post qualitative methods, video data
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-29362 (URN)
Conference
NERA 2019, EDUCATION IN A GLOBALIZED WORLD, 6 – 8 mars 2019, Uppsala, Sweden
Available from: 2019-03-08 Created: 2019-03-08 Last updated: 2019-03-11Bibliographically approved
Magnusson, L. O. (2018). Camera, Aesthetics, Democracy, and Pre-school: in a Photographic World with Three-year-olds (1ed.). In: Karlsson Häikiö, Tarja and Eriksson, Kajsa G. (Ed.), Art-Based Education: An Ethics and Politics of Relations: (pp. 37-54). Gothenburg: HDK - Academy of Design and Crafts, University of Gothenburg
Open this publication in new window or tab >>Camera, Aesthetics, Democracy, and Pre-school: in a Photographic World with Three-year-olds
2018 (English)In: Art-Based Education: An Ethics and Politics of Relations / [ed] Karlsson Häikiö, Tarja and Eriksson, Kajsa G., Gothenburg: HDK - Academy of Design and Crafts, University of Gothenburg , 2018, 1, p. 37-54Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gothenburg: HDK - Academy of Design and Crafts, University of Gothenburg, 2018 Edition: 1
Series
Making Narratives ; 3
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-27539 (URN)978-91-980618-6-4 (ISBN)
Available from: 2018-07-05 Created: 2018-07-05 Last updated: 2018-09-03Bibliographically approved
Magnusson, L. O. (2018). Digitalization - play and aesthetics in preschool. In: : . Paper presented at 28th EECERA ANNUAL CONFERENCE ‘Early Childhood Education, Families and Communities’, 28th – 31st August 2018, Budapest, Hungary.
Open this publication in new window or tab >>Digitalization - play and aesthetics in preschool
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of this presentation is to highlight some aspects of the relation between, digitalization, play and aesthetics among children in preschool. The analysed material is part of an ongoing study. Research about digital competences and digital relations in preschool takes one of its starting points in discussions about digital competence as a key competence in relation to lifelong learning (EU, 2007; Letnes, 2017; Sönnerås, 2017). And at the same time in the possibilities of developing digital skills as part of daily activities in relation to processes of learning (cf. Letnes, 2017). By taking the theoretical point of entry within post-humanism, with Barad (2003, 2007), and in poststructuralism, with Deleuze and Guattari (2013), I understand the relation between the researcher, the digital tools, the preschool, and the children as flattened out (cf. Jackson & Mazzei, 2012). The research material that is presented is part of a qualitative study with an ethnographic as well as a post-qualitative (Lather, 2013; Lather & St Pierre, 2013) approach. Parents, children and teachers have agreed to participate in the study, and the chosen theoretical framework includes ethical considerations throughout the research process (cf. Lenz Taguchi, 2010; Magnusson, 2017). By following assemblages (Deleuze & Guattari, 2013) and looking at intra-actions (Barad, 2017) in digital events, the children and their digital relations show how important aspects of aesthetics and play are in relation to learning together with digital tools. The result may be of interest to researchers, as well as for teachers and children in preschool.

Keywords
aesthetics, digital relations, digital tool, learning, play
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-27884 (URN)
Conference
28th EECERA ANNUAL CONFERENCE ‘Early Childhood Education, Families and Communities’, 28th – 31st August 2018, Budapest, Hungary
Available from: 2018-09-10 Created: 2018-09-10 Last updated: 2018-12-10Bibliographically approved
Magnusson, L. O. (2018). “– It was good because you had to think a lot” – making movies as an intervention among fifth graders. In: : . Paper presented at InSEA 2018, 18-21 June 2018, Helsinki, Finland.
Open this publication in new window or tab >>“– It was good because you had to think a lot” – making movies as an intervention among fifth graders
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This presentation will show and discuss some results from a research study where I was following a group of fifth graders during a short filmmaking project in a Swedish elementary school classroom.The project was designed as an intervention in relation to the ordinary school schedule and it was aimed at making short movies with IPads on the theme of what a Dream-school could be. The project had two parts: the pupils were introduced to film practice by challenging tasks and then they were to produce a short movie. The methods for analysing the research material includes Foucault's (1977, 1990) thinking of power and resistance, Deleuze and Guattari's (2013) use of the concept affect, and some of the visual aspects will be discussed together with the concept of aesthetic attraction (Magnusson, 2017). Initially, questions were asked about what sort of film, and with what sort of visual expressions, the pupils would compose out of the theme? But during the project, the questions were widened and they also came to include an interest in the relationships between the pupils, their bodies, the school, and the visual medium? But also towards what was possible to say and do in relation to the task. The results show that matters of power and control in the relations between the children seemed more central than moviemaking. Thereby the project provided opportunities for change in the relations of power among the pupils and the visual medium played an interesting role in this.

 

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-27883 (URN)
Conference
InSEA 2018, 18-21 June 2018, Helsinki, Finland
Available from: 2018-09-10 Created: 2018-09-10 Last updated: 2018-12-10Bibliographically approved
Magnusson, L. O. (2018). Photographic agency and agency of photographs – three-year-olds and cameras. In: : . Paper presented at Australasian Journal of Early Childhood – AJEC – 2018, Research Symposium: Politics, power and agency in early childhood education, 16-17 February 2018, Queensland University of Technology (QUT) Brisbane, Australia.
Open this publication in new window or tab >>Photographic agency and agency of photographs – three-year-olds and cameras
2018 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

In Swedish preschools cameras are often used by teachers to visualize learning and development on the basis of goals in the curriculum (Swedish National Agency for Education, 2016). But what happens if the young preschool children themselves become camera users? How do they target the cameras? How do they direct their gazes? What sort of intra-actions (Barad, 2003, 2007) become visible? Who, or what, become visible in the photographs, and through the children´s relationships with the cameras.

This presentation is based on the results of a recently completed study where three-year-olds were given access to digital cameras in preschool and where their use of them was not controlled or regulated in any particular way. A key point of departure for the study was that of the frequent occurrence of documentation through photography in preschool activities, as well as the fact that adults working in preschool usually are the ones behind the cameras (cf. Lindgren, 2016; Magnusson, 2017; Svenning, 2011). The study was conducted using an ethnographic method (Cohen, Manion, & Morrison, 2011) further strengthen by a post-qualitative approach (Jackson & Mazzei, 2012; Lather, 2013; MacLure, 2013; St. Pierre & Jackson, 2014 Lather & St. Pierre, 2013) and it takes its theoretical basis in new materialism (Barad, 2007, 2012; Lenz Taguchi, 2010).

The result shows that the children´s access to photographic observations gives them access to knowledge about looking and the possibilities of looking. Furthermore, it also gives adults access to how children look, make visible, connect, and develop knowledge of and in their own lives. In the hands of the children, the cameras, as well as photographs and their mutually entangled becoming, form part of the children's lives instead of gazes from the side line that makes assumptions about the processes the children are involved in. Since the cameras and children can visually both include and exclude what is around them, they test not only photographic looking and seeing in everyday life, but also the possibilities of democracy. By doing so they also show aspects of children´s perspectives and aspects of ethics and aesthetics in a broader sense.

Keywords
agency, democracy, ethics, gaze, photographic documentation, photography
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-26161 (URN)
Conference
Australasian Journal of Early Childhood – AJEC – 2018, Research Symposium: Politics, power and agency in early childhood education, 16-17 February 2018, Queensland University of Technology (QUT) Brisbane, Australia
Available from: 2018-02-18 Created: 2018-02-18 Last updated: 2018-03-13Bibliographically approved
Magnusson, L. O. (2018). Photographic agency and agency of photographs : Three-year-olds and digital cameras. Australasian Journal of Early Childhood, 43(3), 34-42
Open this publication in new window or tab >>Photographic agency and agency of photographs : Three-year-olds and digital cameras
2018 (English)In: Australasian Journal of Early Childhood, ISSN 0312-5033, Vol. 43, no 3, p. 34-42Article in journal (Refereed) Published
Abstract [en]

This article contains some of the results from a recently completed small-scale qualitative research study with a focus on three-year-olds and digital cameras in preschool. The aim of the study was to give children access to the agency of being camera users. The study is based on two assumptions: that photographic documentation of young children’s learning and their development is an essential feature in Swedish preschools, and that it´s almost always the teachers who use the camera devices. The results show - with the help of a new materialistic theoretical framework (Barad, 2003, 2007, 2014; Lenz Taguchi, 2010) - that children, together with the cameras, illustrate changed power relations when it comes to who is looking at whom, and that they make visible new and changed photographic aspects of daily activities in preschool.

 

National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28346 (URN)10.23965/AJEC.43.3.04 (DOI)000459705700005 ()2-s2.0-85055325848 (Scopus ID)
Available from: 2018-10-17 Created: 2018-10-17 Last updated: 2019-08-12Bibliographically approved
Magnusson, L. O., Bendroth Karlsson, M. & Karlsson Häikiö, T. (2018). Skapande verksamhet i förskolan – kreativt arbete med analoga och digitala redskap (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Skapande verksamhet i förskolan – kreativt arbete med analoga och digitala redskap
2018 (Swedish)Book (Other academic)
Abstract [sv]

Ambitionen med denna bok är att synliggöra och inspirera till estetiskt skapande arbete i förskolepedagogisk verksamhet. Synen på förskolans estetiska verksamhet är i ständig förändring och de senaste decennierna har rumsliga begrepp som snickarrum och målarrum bytts ut mot ateljé, och i stället för temaarbete används nu ofta projekt och processinriktat arbete. Men vad händer i den vardagliga skapande verksamheten, hur möts lärare, barn och material? Hur möts digital och analog teknik, och hur används rummen och omvärlden? Det är några av de frågor som den här boken tar upp.

Under arbetet med boken utkristalliserar sig ett antal centrala aspekter som visat sig fruktbara för pedagoger och lärare att reflektera över i relation till skapande verksamhet. Dessa är bland andra pedagogens roll, hur tid och rum organiseras, lekens betydelse liksom förhållandet mellan process och produkt. Bokens tre kapitel berör dessa aspekter på olika sätt, mer eller mindre teorinära, men den praktiska verksamheten i förskolan är central och framlyft i alla kapitel. Boken visar därmed ett stort antal exempel på skapande och estetiskt arbete från olika förskolor.

Boken är användbar i lärarutbildningar för yngre barn men också i arbetslag.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018. p. 192 Edition: 1
Keywords
förskola, analogt- och digitalt skapande, ateljé, lärande, visuell kutur, estetisk verksamhet
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-28785 (URN)978-91-44-12398-1 (ISBN)
Available from: 2018-12-10 Created: 2018-12-10 Last updated: 2019-02-25Bibliographically approved
Magnusson, L. O. (2017). Aesthetic expression and democratic voices - three year olds and digital cameras. In: : . Paper presented at InSEA 2017, 35th World Congress of the Int’l Society for Education through Art, Spirit, Art, Digital, August 7-11, 2017, Daegu, Korea..
Open this publication in new window or tab >>Aesthetic expression and democratic voices - three year olds and digital cameras
2017 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This presentation is based on a specific aspect of my on-going dissertation work. It focuses on the relationship between democracy and aesthetic expression in a Swedish preschool context, more specifically how photography as an aesthetic option in young children's hands can help to demonstrate democratic aspects of children's lives. On the basis of this focus, the presentation also highlights questions about children´s perspective, visual literacy (Elkins, 2008) and popular culture references with a starting point in the children's photographs and their photographic intra-actions (Barad, 2007). The research that takes part in the dissertation is based on a minor ethnographic study conducted in two different preschool settings together with tree year olds. The children have been offered a hands-on access to digital cameras in everyday activities. Any rules or specific issues have not accompanied the handover of the cameras, rather the children have been invited to use the camera in response to my question: What can you do with the camera and your preschool environment? As the children involved in the production of research material has not been instructed in how and to what they are supposed to use the cameras, they have had the opportunity to explore, investigate and they got to be mutual camera users. Children learned to see with the cameras and the cameras learned to see with the children. The framing capacity of digital cameras allowed children to see new and changed aspects of the world, and they studied and developed a changing visual sharpness. The children also contribute to changing ways of using cameras, which can teach both adults and other children something about cameras and their possibilities as ethical, photographic, democratic and aesthetic tools.    

Barad, Karen Michelle (2007). Meeting the universe halfway: quantum physics and the entanglement of matter and meaning. Durham, N.C.: Duke University Press

Elkins, James (red.) (2008). Visual literacy. New York: Routledge

Keywords
digital cameras, three year olds, pre-school, photography, democracy, aesthetics, aesthetic attraction
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-24861 (URN)
Conference
InSEA 2017, 35th World Congress of the Int’l Society for Education through Art, Spirit, Art, Digital, August 7-11, 2017, Daegu, Korea.
Available from: 2017-08-17 Created: 2017-08-17 Last updated: 2018-06-08Bibliographically approved
Magnusson, L. O. (2017). Att utveckla seende och att göra synligt – treåringar och fotografi. In: : . Paper presented at e17 - Tyst kunnande eller bara tystnad? - Tacit knowing or just plain silence? Forskningskonferens om estetiska ämnen, 31 oktober - 2 november, 2017, Umeå, Sverige.
Open this publication in new window or tab >>Att utveckla seende och att göra synligt – treåringar och fotografi
2017 (Swedish)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

I den här presentationen är avsikten att lyfta fram ett antal aspekter av relationen mellan treåringar, fotografi, seende, estetik, visuell kommunikation och digitalkameror i förskolan. En av utgångspunkterna, i den större studie från vilken några aspekter av resultatet presenteras här idag, är antagandet att yngre barn i förskolan generellt blir inordnade som motiv för en fotografisk funktion hos kameror av olika slag (Lindgren, 2016; Magnusson, 2016, 2017; Svenning, 2011). Som motiv för kamerans fotografiska utblick ges barnen därmed inte möjlighet att agera visuella kommunikatörer och fotografer. De erbjuds då inte heller rätten till, eller kapaciteten i tillgången till en fotografisk röst – varken i relation till demokratiaspekter, vilka är inskrivna i förskolans läroplan, eller i relation med de estetiska uttrycksmöjligheter som kameror och fotografi kan erbjuda genom sammankopplingen mellan seende och gestaltande i världen.

Begreppet fotografisk röst har växt fram under arbetet med den större avhandlingsstudie ur vilken presentationen hämtar sitt material, en av förutsättningarna i studien är att barnen själva har tillgång till kameror (Magnusson, 2017). I begreppet fotografisk röst ryms möjligheten och kapaciteten att med kameror se tillbaka på omvärlden. I ett sådant tillbakablickande ryms både att barnen kan se tillbaka på pedagogerna som vanligen tittar på dem inom ramen för vardagspraktiken, men också möjligheten att utveckla estetiska omdömen (Barone & Eisner, 2012) som i sin tur kan bli del av barnens estetiska erfarenheter (Dewey, 1934/2005). I mötet mellan nymaterialistisk teoribildning (Barad, 2003, 2007, 2014), barnens fotograferande och deras fotografier i ett antal visuella händelser (Mirzoeff, 2002) framträder hur barnen tillsammans med kamerorna utvecklar ett estetiskt seende och att estetiskt gestaltande pågår i mötet med förskolans vardag. Kameran blir både del av barnens kroppar och en seendeapparat, samt producent av fotografier tillsammans med barnen. Kameran fungerar både inramande och utpekande. Studien väcker frågor kring hur yngre barns tillgång till kameror skulle kunna erbjuda öppningar mot utvecklandet av visuell kompetens, inte i första hand för att visa världen från barnens perspektiv, utan snarare för att synliggöra ett antal aspekter av den som vi vuxna ännu inte känner till.

 

 

Keywords
fotografisk röst, seende, estetik, visuella händelser, treåringar, fotografi
National Category
Educational Sciences
Identifiers
urn:nbn:se:hig:diva-25485 (URN)
Conference
e17 - Tyst kunnande eller bara tystnad? - Tacit knowing or just plain silence? Forskningskonferens om estetiska ämnen, 31 oktober - 2 november, 2017, Umeå, Sverige
Available from: 2017-11-03 Created: 2017-11-03 Last updated: 2018-06-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3412-8486

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