Cubism was an interesting interphase in Finnish art world in 1910’s and early 1920’s, even though there are not many examples of exactly cubist paintings in Finnish art history. Cubism and its reception in Finland can be traced back to the developments and history of cubism in France. Cubism was mentioned for the first time in Finnish art criticism in 1911. Norwegian art critic Jens Thiis was the most influential messenger of new art in Finland at the time. Actually it took till the end of 1910’s when cubism as a named style was appreciated again, now as a structural element which paves way towards classicist art ideals. It was natural to see the connections between cubism and classicism in Finland, because both were seen as constructive methods, which had the potential of bringing clarity and harmony to the art work.
Increased inclusion of non-state actors in world politics has brought up the need for a wider understanding of power and agency. In a new Europe of post-national borders, the state sovereignty and authority has been weakened not just upwards and downwards, but also sideways by social movements and civil society organizations. The re-scaling of state, multileveled governance, and the cross-border initiatives fuelled by them, has initiated a transition from international to transnational relations. Reflecting this shift from de-bordering to re-bordering, the role of borderlands has changed from integrators to buffer zones. More attention needs to be paid on those actors and processes that respond to globalizing forces by propelling border-spanning activities and foster cross-border relations. Building on empirical material collected from the Finnish-Russian border, this paper argues that cross-border civil society has the potential to address bi-/transnational problems and push governments toward binational solutions.
Children’s autonomy is a cultural ideal in Finnish early childhood education and care (ECEC). In this article we examine autonomy in spatial terms. The theoretical background is developed by applying spatial sociology. Our starting point is that space is relationally produced, thus, we understand space as continuously negotiated, reconstructed and reorganized phenomena. In this article, we investigate the production of space by different actors in ECEC and seek to show how autonomy is also continuously produced and re-produced in the negotiation of space. For this investigation we use data collected as part of a team ethnographic project in a Finnish kindergarten. The project included conducting observations and interviews with parents and educators. Our research shows that autonomy is developed in multiple ways in kindergarten spaces. Educators as well as children and parents continuously produce and reproduce the kindergarten space within which children’s autonomy variously unfolds as linked to independence, freedom and responsibility in the cultural and ideological setting of a Finnish kindergarten.
The message about Katyn graves announced by Germans in April 1943 became a beginning of the great political and propaganda battle. The struggle for convincing the public opinion to the own vision of the murder on Polish officers actually took in all countries which competent services reached of Nazi Germany and the Soviet Union. Poles conscious of it which the most cared about the truth, were both for you being an expatriate then and remaining for you under the German occupation. Scandinavian countries were in a circle of states subjected to a publicity campaign of Berlin, for which it was a purpose as biggest publicizing the Katyn case. They belonged to them both occupied Denmark and Norway, as well as allied Finland. Special whereas Goebbels devoted the attention to neutral Sweden. The article is analyzing attitudes political changes and propaganda in Scandinavian countries towards the Katyn massacre.
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