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This paper discusses a teaching experiment in which 20 university students in Finland participated in the course "Critical and Novel Approaches to Management and Organisational Studies," which familiarized them with the method of embodied reflection of images. First, the paper presents the method and the teaching experiment. Then, it presents and discusses the students' experiences while experimenting with the method. The students' written reflections form the data of the study, which were analyzed qualitatively using content analysis. The findings of this small-scale study show that the method of embodied reflection of images provided students with a novel perspective into management and organization, fostered collaboration, and promoted critical thinking. In addition, rational knowledge was furnished with experiential and affective modes of knowledge. Based on students' positive feedback, the experiment succeeded in elucidating the method and its applicability in research on management and organization. This study promotes teaching arts-based research methods in higher education.

Inspired by the affective and sensory turns in the paradigm of art history, this article discusses making pictures as a method of teaching art history in Finnish Upper Secondary Vocational Education and Training (Qualification in Visual Expression, Study Programmes in Visual and Media Arts and Photography). A total of 25 students majoring in visual and media arts and photography participated in the research, studying art history by visual means and reflecting on their learning experiences. This article follows the principles of contextual subject-related didactics, where contemporary conceptions of the discipline and the objectives of the curriculum direct the choice of instructional approaches. The study shows that making pictures motivated the students to study art history and develop practical skills within the discipline in accordance with the curriculum objectives. In visual terms, the kinesthetic and haptic qualities associated with making pictures brought affects and emotions to art historical inquiries, which built bridges between art history and the students' life-worlds.

This article examines how students categorize teachers based on visual cues. The research drew on theories of social representations, social perception, and social categorization to study how students perceive and interpret teachers' nonverbal communication. At a Finnish vocational college for culture studies, 17 paintings depicting a variety of people were shown to 65 students, who reflected on them as pictures of teachers. The data were analyzed applying membership categorization analysis. Five categories of teachers emerged from the data. The results show that students make inferences about teachers' approachability and competence based on their visual cues, which might have implications for classroom management.

This study explores lay perceptions of mental health among Afghan forced migrants in Finland. Semi-structured interviews were conducted with 25 participants. Reflexive thematic analysis was used as the method of analysis. The analysis produced two main themes: external symptoms (changes in physical appearance and behavior) and internal symptoms (burdensome feelings and sensations). Participants rarely used explicit mental health terminology, preferring nuanced culture-specific, individual expressions, and indirect communication about stress and trauma. This study contributes to the understanding of Afghan forced migrants' lay perceptions of mental health and calls for culturally-safe approaches in social work and mental health services for forced migrants. [ABSTRACT FROM AUTHOR]

This study examines social representations of teachership based on students' and teachers' drawings. Fifty-nine students and thirty-nine teachers in upper-secondary education in Finland participated in the research, drawing a picture of a typical teacher and commenting on their drawings verbally. The study focuses on what kinds of social representations of teachership the drawings suggest and how teachers' and students' social representations relate to each other and to Finnish education policy. The data were analyzed by content analysis. This study shows that teachers' and students' social representations of teachership differ from each other and also deviate from Finnish education policy to some extent. Furthermore, the results suggest that teachers do not pay sufficient attention to their visual nonverbal behavior, which might contribute to the formation of unfavorable social representations of teachers among students, influencing interaction and learning negatively.

This article sets out to examine cultural differences in perceiving leaders' visual non-verbal behavior. It examines and compares how business students at universities in Finland and the Philippines perceive business leaders based on visual cues, drawing on social psychological theories of social categorization, person perception, and the cultural dimensions of leadership and organization. A total of 32 university students of business studies participated in the study. They were presented with eight images of people with different visual expressions and reflected in writing on what kinds of leaders these people would be. The data were analyzed using qualitative content analysis. The findings show that both Finnish and Filipino students had similar perceptions of what kinds of leaders the people in the images might be. However, in terms of leadership preferences, the Finnish students appeared to place more emphasis on the person's level of communicativeness and friendliness, whereas levels of competence and commitment were emphasized more strongly by Filipino students. The theoretical approach and design of the study may be applied in research on leaders' visual nonverbal expressiveness in multicultural organizations. [ABSTRACT FROM AUTHOR]

Membership categorization analysis focuses on studying how people categorize each other in interaction. Even though the role of observation has been acknowledged within this methodological approach, it has mainly been used to analyze oral and written communication. This study focuses on examining how membership categorization analysis can be applied to person perception. It elucidates the procedure with two examples where students in a vocational upper secondary college in Finland perceived portrait paintings and reflected in writing what kind of teachers the people depicted in them would be. Drawing on the theorization of person perception and membership categorization analysis, the study suggests a model for applying membership categorization analysis in person perception and discusses its relevance to social interaction. [ABSTRACT FROM AUTHOR]

This research examines online misogynist discourse related to the Finnish prime minister (PM) Sanna Marin's image published in Trendi magazine in October 2020. The affective‐discursive analysis of online commentaries resulted in the identification of four affective‐discursive practices: an immoral woman, incompetent woman, calculating woman and inferior woman. Misogynist discourse related to the PM Marin took the form of a moral act, drew from stereotypical images of women as less rational than men, appeared as accusations targeted at Marin for playing the gender card as a political tactic, and constructed an image of Marin and female politicians as objects of men's sexual desires and as inferior to men. These affective‐discursive practices mobilized dehumanizing discourse ranging from milder forms of derogation, scorn and other‐condemning practices to harsher forms of belittlement, humiliation and animalistic dehumanization. This study contributes to the current knowledge on the affective‐discursive processes underlying online misogyny against female politicians. [ABSTRACT FROM AUTHOR]

This paper discusses a teaching experiment in which 20 university students in Finland participated in the course Critical and Novel Approaches to Management and Organisational Studies, which familiarized them with the method of embodied reflection of images. First, the paper presents the method and the teaching experiment. Then, it presents and discusses the students' experiences while experimenting with the method. The students' written reflections form the data of the study, which were analyzed qualitatively using content analysis. The findings of this small-scale study show that the method of embodied reflection of images provided students with a novel perspective into management and organization, fostered collaboration, and promoted critical thinking. In addition, rational knowledge was furnished with experiential and affective modes of knowledge. Based on students' positive feedback, the experiment succeeded in elucidating the method and its applicability in research on management and organization. This study promotes teaching arts-based research methods in higher education. [ABSTRACT FROM AUTHOR]

This study examines newspaper photographs related to the COVID‐19 pandemic in Finland. Drawing on social representations theory and positioning theory, we explore social representations and identities related to COVID‐19 in mass media using a visual rhetoric analysis. More specifically, we focus on how newspaper photographs construct subjects' positions for different age groups. The data consisted of 4,506 photographs of people published in the two largest Finnish newspapers between 1 January and 31 August 2020. The study identified the following subject positions for the different age groups: (a) children as controlled pupils and joyful players; (b) youth as future‐oriented graduates and reckless partygoers; (c) adults as authoritative experts, adaptive professionals, responsible caretakers and active recreationists and (d) elderly people as isolated loners. In addition to echoing the positions of villains, heroes and victims identified in previous studies, the photographs seemed to construct an intergroup divide between adults and the other age groups. Methodologically, this study elaborates the usefulness of the analysis of visual rhetoric in social representations research. Theoretically, we seek to advance the understanding of the role of media, particularly images, in the social construction of knowledge. [ABSTRACT FROM AUTHOR]

This research examines the mobilization of populist rhetoric of the 2019 Finns Party election video. By focusing on both the FP's election video (production) and Youtube users' comments (reception), we examine the constructions and uses of social categories and humour as well as responses to their rhetorical deployment among like‐minded supporters and opponents. The multimodal analysis of the production of a populist campaign video demonstrates the construction of social categories and humour through the five steps of collective hate. These humorous messages are differently received by like‐minded and opposing YouTube users. Two supportive affective–discursive practices – glorification and schadenfreude – both express shared joy and laughter, but while glorification emphasizes the positive self‐understanding of the in‐group, schadenfreude belittles the 'political Other'. Two opposing affective–discursive practices – irritation and scorn – place FP voters in subject positions of morally and intellectually inferior fascists, racists, and idiots. The populist message fosters expressions of social anger and polarization between FP supporters and opponents. Humour entangled with hatred encourages a sense of moral superiority in both groups. This study contributes to the current knowledge of mobilizing populist rhetoric and polarization, and responds to the call to broaden analysis of political communication in the field of multimodality. [ABSTRACT FROM AUTHOR]

This study examines social representations of teachership based on students' and teachers' drawings. Fifty-nine students and thirty-nine teachers in upper-secondary education in Finland participated in the research, drawing a picture of a typical teacher and commenting on their drawings verbally. The study focuses on what kinds of social representations of teachership the drawings suggest and how teachers' and students' social representations relate to each other and to Finnish education policy. The data were analyzed by content analysis. This study shows that teachers' and students' social representations of teachership differ from each other and also deviate from Finnish education policy to some extent. Furthermore, the results suggest that teachers do not pay sufficient attention to their visual nonverbal behavior, which might contribute to the formation of unfavorable social representations of teachers among students, influencing interaction and learning negatively. [ABSTRACT FROM AUTHOR]