| 1. |
- Nilsson, Magnus
(författare)
-
Den moderne Ivar Lo-Johansson: Modernisering, modernitet och modernism i statarromanerna
- 2003
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation examines the modernity of the Swedish proletarian author Ivar Lo-Johansson (1901-1990), as manifested in the so-called 'statare' novels: Godnatt, jord (Breaking Free, 1933), Bara en mor (Only a Mother, 1939), and Traktorn (1943). The dissertation examines, on the one hand, modernisation and modernity as the topoi of these novels, and on the other, how the author relates to the literary tendency that has come to signify the aesthetic modernisation of the 20th century, i.e. modernism. The theoretical basis of the dissertation is Marxist. The primary source of inspiration has been the model for a Marxist hermeneutics presented by Fredric Jameson in The Political Unconscious, comprising three levels of textual interpretation: the text is read, first, as an historical allegory, and second, as a statement within a class-related discourse, and, finally, in relation to the transformation of the modes of production. The accounts in the novels of modernisation and modernity are first close read and then studied in a historical context. Then the aesthetics of the novels are related to modernism. The account of modernisation and modernity in the novels is found to be fundamentally embracing, even if the negative or threatening aspects of modern society are never downplayed by the author. This position is founded in Lo-Johansson’s socialist outlook, according to which the labour movement guarantees the fulfilment of modernity’s utopian promises and avoidance of its dangers. This view is expressed by Lo-Johansson in a critical dialogue with other contemporary accounts, literary and non-literary, of modernity and modernisation. This dialogue is examined historically with the aid of Mikhail Bakhtin’s concept of dialogue and Antonio Gramsci’s theory of hegemony, as interpreted by Raymond Williams and other Marxist critics. First, Lo-Johansson's relationship to other literary responses to modernity and modernisation – mainly primitivism and socialist realism – is examined. Then, the 'statare' novels are related to non-literary modernist discourses, such as the ideology of the social democratic welfare state and the ideas about the new woman and the new youth. The description of the relation between the aesthetics in the 'statare' novels and modernism is focussed on the term 'social modernism'. This term was coined by Michael Denning and it signifies an attempt to redirect modernist aesthetics away from the abandonment of political, avant-garde ideals as well as the celebration of artistic autonomy, by establishing contacts with extra-literary movements who aim for a change of society. Avant-gardist and social modernist ideas were propagated in Sweden in the interwar period by socialist critics such as Ture Nerman and Arnold Ljungdal. That Lo-Johansson embraces similar ideals is showed in an analysis of three constitutive components of the aesthetics of the 'statare' novels: polyphony, facticity, and the grotesque. These stylistic traits are placed within a modernist context through comparison to the social modernist American documentarism of the 1930s , as well as to different examples of experimental modernism, such as the American non-fiction novel and the nouveau roman.
|
|
| 2. |
- Ullström, Sten-Olof
(författare)
-
Likt och olikt. Strindbergsbildens förvandlingar i gymnasiet
- 2002
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This doctorial thesis deals with the changes in the image of August Strindberg in Swedish Senior High School Education. Strindberg represents the breakthrough of modern literature in Sweden, where the bounds between public and intimate spheres are challenged. The study investigates how and why the image of a writer is qualified or disqualified for inclusion in a national literary discourse of teaching, and why this image varies. Strindberg’s role illustrates how literary meaning is constructed in higher mother tongue education. Learning and literary understanding are viewed as dialogical, communicative processes. The literary classroom is, however, an arena for a process of sociocultural reproduction and socialization, where linguistic actions also serve non-communicative purposes and various relations of power influence the teaching process. The present study begins around the 1880s. The bulk of the thesis deals with the period beginning around the early 1900s up to the mid-sixties, but it also includes outlooks on teaching today. The research is based on a critical analysis of texts produced for or within literary education. Passages or chapters on Strindberg in frequently used textbooks of literary history are discussed, as well as works of Strindberg represented in school and text selections in various anthologies. Additionally, close to 300 student essays on Strindberg were retrieved from seven or more educational institutions, dated in 1912, 1923, 1943, 1950, and 1960. The approach to Strindberg in school became ambiguous and divided. In the beginning, textbooks and educational institutions tended to ignore his literary authorship. Later on, literary works with themes from national history were given priority, but this canon was mainly studied with a number of important reservations. A qualitative inconsistency in Strindberg’s writings was brought forth as a basis for selection. Many times, this artistic inconsistency was attributed to Strindberg’s psyche. Taken together, the student essays present a picture of how different conceptions of Strindberg have been reproduced and constructed at the senior high school level during half a century. Despite the many stereotypes, the student essays stand out as more or less heterogeneous and reflect, to varying degrees, multiple voices. Even though the teaching of literature often has strongly influenced the reading pre-ferences of the predominant culture, to some students, it has also sometimes had a meaning-making function.
|
|
| 3. |
- Lindberg, Ylva, et al.
(författare)
-
Culture on the move : Language and literature as vectors for cultural empowerment in Swedish education
- 2024
-
Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1, s. 1-10
-
Tidskriftsartikel (refereegranskat)abstract
- This special issue consists of five position papers, four articles and two essays covering diverse aspects of the theme Culture on the Move that foregrounds language and literature both as pedagogical tools and disciplinary fields necessary for learning to live and work in a culturally diverse world. The contributions stem from the initial activities within the graduate school “Culturally Empowering Education through Language and Literature” (CuEEd-LL). Centre-staging teaching and learning in Swedish education, the texts in this issue present a range of inroads into how language and literature can be used to support cultural diversity among pupils, students and teachers since cultural diversity is steadily gaining attention both as a resource and a challenge in education and society.
|
|
| 4. |
- Bruhn, Jørgen, Professor, 1968-, et al.
(författare)
-
Truthfulness and truth claims as transmedial phenomena
- 2022
-
Ingår i: Intermedial Studies. - London : Routledge. - 9781032004549 - 9781032004662 - 9781003174288 ; , s. 225-254
-
Bokkapitel (refereegranskat)abstract
- This chapter explores different relations of truthfulness and discusses the truth claims of the different qualified media types. Truthfulness is a transmedial notion and when we speak of truth in different contexts, we refer to different kinds of knowledge. Truth, facts and authenticity are often used in everyday discourse as part of apparently clear-cut binaries like truth–lie, authentic–fake, fact–fiction. The truth claims of media can be employed in communication to produce a perception of truthfulness. As media products can be truthful both in relation to external perception or inner experience, another way to look at truth claims is to divide them into objective and subjective truth claims. The chapter discusses how different forms of disinformation draw on the truth claims of news media and construct a perception of truthfulness that is based more on internal coherence than on events that actually have taken place.
|
|
| 5. |
- Bergman, Lotta
(författare)
-
Gymnasieskolans svenskämnen. En studie av svenskundervisningen i fyra gymnasieklasser
- 2007
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation explores how the school subject Swedish is constructed for various groups of upper secondary school students and how the meeting between teacher and pupils is embodied in a range of Swedish subjects. The overall aim of the study is to illustrate why the teaching of Swedish in the classes under investigation takes place the way it does, as well as to discuss possible changes on a more principal basis. Three basic perspectives give a point of departure for the more general argumentation about problems and possibilities that the subject Swedish has to face: social and cultural changes, the importance of communication and meaning-making context, and, finally, the traditions and values contained in the subject. Four different classes participated in the investigation during a period of two years. The empirical material consist mainly of field notes from classroom observations and of qualitative interviews. The result indicates that the teaching of Swedish has a tendency towards the formal training of skills. The content of the reading, writing and spoken exercises that the students meet is subordinate or even irrelevant. Most of the students find it difficult to formulate a satisfactory answer to why fiction is given such priority in the subject Swedish. The significance of literature in the classroom is reduced when reading simply becomes a process in skills training. The school subject Swedish is affected by the cultural changes. One teacher strategy is to counteract the influence of new media by adhering to a more traditional content, another to give some space to other kinds of textual and experiential worlds. Still, however, the teaching of Swedish remains largely faithful to its traditional practices. The study suggests that focus should be moved from language skills in themselves to language use in the quest for knowledge and, furthermore, that literature and other media is to be integrated in everyday teaching. Teachers? most demanding challenge is to discuss and adjust the content in relation to the students? development of knowledge and identity as well as in relation to the students as members of society. The question asked and tasks chosen must engage the students, encourage mutual exchange and give possibilities to form an opinion. It is of crucial importance to include the students? social and cultural experiences as well as the cultural products in their world and to treat them as active participants and citizens in dialogue with others. Such teaching contains the potential to provide the students with democratic experience and a preparedness for acting in the world.
|
|
| 6. |
- Lund, Martin, 1984-
(författare)
-
Superhero
- 2021
-
Ingår i: Key Terms in Comics Studies. - Cham : Palgrave Macmillan. - 9783030749736 - 9783030749743 ; , s. 313-314
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 7. |
-
Från bruket till Yarden : nordiska perspektiv på arbetarlitteratur
- 2014
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- I denna antologi uppmärksammas såväl äldre som nyare arbetarlitteratur från flera av de nordiska länderna. Dessutom anläggs en rad olika teoretiska och metodologiska perspektiv på arbetarlitteraturen. Snarare än att ge en samlad bild av den nordiska arbetarlitteraturen försöker antologin alltså visa upp denna litteraturs många fasetter och den mångfald som präglar forskningen om den.
|
|
| 8. |
- Ulfgard, Maria
(författare)
-
För att bli kvinna - och av lust : en studie i tonårsflickors läsning
- 2002
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- As part of the development of the teaching of literature in school, it is also important to reflect upon what pupils read outside school. This thesis deals with the spare time reading of twenty 15-16-year-old girls which has been examined during a two-year period. Empirical material related to young girls’ reading is examined in a variety of scholarly methods. Young girls’ reading is studied in the light of reception theory; novels are analysed by means of narratology; young girls’ lives are charted from perspectives drawn from cultural sociology and social psychology; finally, all aspects of the empirical material are tested by means of theories derived from gender studies. For the purposes of the thesis the initial question has been broken down into three segments: To what extent the girls actually engage in reading in their spare time, what they read, and what importance they attach to their reading. Another aim, which focusses attention on the connection between the girls’ lives and their reading, has been to find out to what extent the girls’ choice of literature is determined by geographical, social, cultural, and religious factors and by the teaching of literature at school. The third aim has been to find out how gender is constructed in the books that the girls choose to read, how they construct gender while reading these books, and how they construct gender in their own lives. The results of the study suggest that pleasure is a strong factor governing the girls’ reading and that there is a strong connection between the girls’ construction of their identity, including the formation of gender, and their choice of literature and the development of their reading. The study shows that the fiction chosen by the girls themselves mirrors their lives and that the social, cultural and religious factors have an influence on their reading. The relevance of the results of the thesis to the teaching of literature in Swedish schools is discussed. A dialogue is initiated with Läroplanens värdegrund, Lpo 94 and with Kursplan 2000, the Swedish syllabus currently used.
|
|
| 9. |
- Nilsson, Magnus, 1975-
(författare)
-
Efterord
- 2022
-
Ingår i: Fortellinger om migrasjon. - Oslo : Universitetsforlaget. - 9788215065519 - 9788215065526
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Efterord till antologin "Fortellinger om migrasjon: Skandinavisk, fransk-, tysk- og spanskspråklig samtidslitteratur"
|
|
| 10. |
- Ewald, Annette
(författare)
-
Läskulturer. Lärare, elever och litteraturläsning i grundskolans mellanår
- 2007
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation explores the teaching of literature in Swedish compulsory school. The aim of the study is to elucidate different approaches to literature instruction in upper elementary school (grades 4-6, pupils aged 10-13). The research questions focus on what goals and ideas about literature and reading guide teachers and how these are carried out in pedagogical practice and classroom activities. Three overlapping school ethnographic case studies were conducted in four Swedish compulsory schools during a period of four years. The empirical material was collected mainly through direct observations and interviews with teachers and pupils, but also comprises local policy documents directing education policy and pupils? written materials. A number of classroom episodes and settings are described, interleaved by portraits and presentations of teachers? and pupils? conceptions and attitudes regar-ding literature, reading and schooling. The description yields a varied picture. The analysis concentrates on teachers? conception of literature, their expressed view of the teaching of Swedish and the literature as well as reading experiences pupils are invited to have in the classrooms. A conclusion that follows from the study is that traditional focus on skills-oriented teaching models with a focus on basic literacy dominates the reading cultu-res. Approaches that aim at more thoughtful literacy characterized by the ability to read, write and think in more complex and critical ways are rare. The outcome of the study indicates that historical reproduction as well as con-temporary demands on basic reading skill achievement not only has a strong impact on schools? reading cultures but also raises questions about educational reform activities such as further teacher education.
|
|
