Marie Cronqvist
Lund University, Communication and Media, Faculty Member
- http://www.kom.lu.se/en/contact/staff/MarieCronqvist/edit
This article offers an overview of some main approaches in Swedish Cold War studies with a specific attention to how this field of research has dealt with the media as historical sources. The historiographical development is divided into... more
This article offers an overview of some main approaches in Swedish Cold War studies with a specific attention to how this field of research has dealt with the media as historical sources. The historiographical development is divided into two major research paradigms, one focusing on politics and Sweden in the postwar global environment, and the other focusing on the cultural aspects of the Cold War in Sweden. The last four decades have presented very different approaches to media as a source for historical inquiry, but also various understandings of the concept of media and theories about the interrelatedness of media forms. The broader aim of this article is not only to highlight the importance of recognizing the significance of media-historical perspectives to Cold War studies in general, but also to problematize Cold War historiography from the point of view of media history. Finally, some tentative suggestions for future research into Swedish Cold War media history are presented.
Research Interests:
Research Interests:
The research text seminar is generally a cherished element in academic life. Ideally, this is the place for the exchange of high intellectual thoughts in an atmosphere of mutual respect. But the text seminar, if viewed from the... more
The research text seminar is generally a cherished element in academic life. Ideally, this is the place for the exchange of high intellectual thoughts in an atmosphere of mutual respect. But the text seminar, if viewed from the perspective of its historical roots in German academia, is also an arena for collective, informal and apprenticeship learning that is today challenged by a much more individualistic, formal and bureaucratic model for third cycle education. The seminar could be seen as what Etienne Wenger has called a “community of practice” in which we learn our trade and whose qualities we need to safeguard.
