Communication, Culture and Diversity (CCD)
The multi-disciplinary and international network-based research environment CCD, Communication, Culture and Diversity, was established in 1997 at Örebro University and moved to Jönköping Univeristy in 2016.
Within CCD, we study communication, culture and diversity from different perspectives. As the world today, marked by mobility and migration, has created new conditions for adults and children as well as for research, we (re)consider the conditions for communication, as well as for learning and identity production with regard to inclusion and exclusion for marginalised groups (i.e. culture, ethnicity, gender, dis/ability etc.).
We are also interested in the new media categories that are steadily developed through technological innovations. Currently, the focus is on artificial intelligence (AI), more specifically on data-driven practices in education and sustainable intelligent systems. Issues related to AI in learning and instruction are explored in the GRADE research network and the awarded centre for excellence in research, AILI. In line with these aspects, we focus on digital compentence and digital participation for children and adults, but also for the elderly.
We also study communication, culture and diversity from a historical perspective, drawing on modern and contemporary history, history didactics and the influence of history in society. The same is the case also when studying political theology and the philosophy of religion, for instance in global Christianity and interreligious relations.
Within the fields of language learning and language use as well as language and literature, the CCD research strives to critically understand the premises for communication and participation in analogue/real-digital/virtual/fictional contexts in educational and professional settings.
Three research schools within CCD
CCD is involved in three national research schools. Find our more about the research schools by cliking on the links below.
Researchers
Projects
Current research projects:
- DIP – Digitalization Initiatives, and Practices
- EL - Everyday Life
- EviMu – Learn (in Swedish)
- Futures Day - Who holds the future?
- Gender Talk Gender Spaces
- Global Teachers for a Sustainable Future
- Good Examples for School Attendance
- TaL-21 – Teaching and Learning in the 21st century
- TISA-2 - Tensions in Inclusion/integration agendas in Swedish Adult education in the 21 century
Earlier research projects:
- Atoz - Lives on Facebook
- CIC - Categorization, Identities and Communication
- CINLE - Studies of everyday Communication and Identity processes in Netbased Learning Environments
- CIT - Communication, Identity and Technology
- DIMUL - Doing Identity in and through Multilingual Literacy Practices
- DiveIN – Diversity as Normality
- DoT - Participation and Theater
- LeaDMe – Learning, Digitalization, and Media
- LIMCUL - Literacies, Multilingualism and Cultural Practices in Present Day Society
- LISA-21 - Languages and Identities in School Arenas in the 21st century
- PAL - Participation for All
- SLoT – Language, Learning and Theater
Publications
- Lindberg, Y. (2025). Feminist Comics in Circulation: Pénélope Bagieu's Inscription on the Swedish Comics Landscape. In: Routledge Studies in Gender, Sexuality, and Comics London: Routledge
- Dinu, R. (2024). Deaf history as transnational history: German influences on the Swedish deaf movement and deaf education from the 19th to the beginning of the 20th century.
- Godhe, A., Lindberg, Y., Bäcke, M. (2024). Who holds the future? Teachers’ work with students’ future thinking, sustainability & technology.
- Smithberger, S., Vigmo, S., Bäcke, M. (2024). Students’ reading strategies at upper secondary level for active citizenship.
- Bäcke, M., Sánchez, A., Yashenkova, O., Moșoi, A., Knappitsch, E. (2024). Futures imaginaries of globalisation and internationalisation in education.
- Lindberg, Y., Godhe, A., Bäcke, M. (2024). Diffractive creation: Students’ collaborative writing processes and practices with GenAI.
- Dinu, R. (2024). Fascism: Historiography and theoretical paradigms. In: Bloomsbury history: Theory and method London: Bloomsbury Publishing
- Jaldemark, J., Lundin, J., Säljö, R., Edwards, J., Gegenfurtner, A., Järvelä, S. ... Svensson, L. (2024). Challenges and opportunities of learning and instruction through artificial intelligence: A preliminary research agenda formed by an expert panel. IATED
- Lindberg, Y., Godhe, A., Bäcke, M., Haglind, T., Galbraith, A., Selvander, F., Rangsjö, J. (2024). Futures Day: Framtidsperspektiv och kollaborativt skrivande med GenAI i svensk- och teknikämnet på gymnasiet.
- Godhe, A., Lindberg, Y., Bäcke, M. (2024). Students create futures: Diffraction patterns in writing practices and processes with GenAI.
- Dinu, R., Lindberg, Y. (2024). Crip histories and imaginaries: Disability comics as agents of social justice.
- Godhe, A., Lindberg, Y. (2024). Composing future imaginaries in L1.
- Buch, A., Lindberg, Y. (2024). Theorizing meaning, values, and digital practices from the perspectives of practice theory and pragmatism.
- Buch, A., Lindberg, Y. (2024). Situational analysis and discursive enactment of futures in education.
- Lindberg, Y. (2024). Postdigital aesthetics and literature. In: P. Jandrić (Ed.), Encyclopedia of Postdigital Science and Education (pp. 1-8). Cham: Springer
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