No description available.

In the report Ungar & Medier 2012/13, statistics show that the users of social media are becoming increasingly younger at age and that social media has become a natural part of children and young people's everyday lives (Statens medieråd, 2013). The purpose of this study is to examine how five teachers experiencing and think about social media's impact on their students and teaching. And also what effects the teachers describe that social media has contributed to in students' identity work. I have, based on the purpose of this study issued following questions: What is social media, according to the teachers?, How do the teachers think about their students' use of social media?, How do the teachers think that social media has influenced their teaching? And how do the teachers describe / experiencing the impact that social media has contributed to in the students' identity work? This study is made through a qualitative method based on interviews with five teachers. The results show that all of the teachers agree that social media is a part of our present. The teachers’ talk about various ways social media has affected their teaching, but most often the discussion has been about values, laws and regulations, concerning the etiquette on social media. The teachers’ believe that social media has had an effect on the children's identity. They believe that children today, focus on appearance, perfection, performance and material objects, which automatically will affect children’s self-image. According to the teachers, social media has created a new way to show appreciation between individuals, where they are appreciated by comments and likes. But let’s all agree that social media is a social place, where children can feel part of their social togetherness and culture.

This dissertation focuses on utopian versus dystopian perceptions of rural indigenous African societies with regard to the modern metropolis. Since the evolution of the modern metropolis, rural African societies have undergone significant and complex cultural changes that have dislodged rural cultures from being perceived in terms of the traditional notion of fixity. This has lead to the modern city being seen as either utopian or dystopian by rural African societies. The dissertation questions the “utopianess” of the modern metropolis with a special focus on its central idea of “progress”. Special attention is given to artists who explore this cultural phenomenon in the utopian–dystopian paradigm. The dissertation goes further to address the cultural impact of recent technological developments on rural and urban societies, the researcher’s perceptions of this impact and how this has contributed to the dynamics that characterise the cultures of contemporary rural and urban migrants / Art History, Visual Arts & Musicology / M.A. (Visual Arts)

This dissertation focuses on utopian versus dystopian perceptions of rural indigenous African societies with regard to the modern metropolis. Since the evolution of the modern metropolis, rural African societies have undergone significant and complex cultural changes that have dislodged rural cultures from being perceived in terms of the traditional notion of fixity. This has lead to the modern city being seen as either utopian or dystopian by rural African societies. The dissertation questions the “utopianess” of the modern metropolis with a special focus on its central idea of “progress”. Special attention is given to artists who explore this cultural phenomenon in the utopian–dystopian paradigm. The dissertation goes further to address the cultural impact of recent technological developments on rural and urban societies, the researcher’s perceptions of this impact and how this has contributed to the dynamics that characterise the cultures of contemporary rural and urban migrants / Art History, Visual Arts and Musicology / M.A. (Visual Arts)