| 1. |
- Lindberg, Ylva, et al.
(författare)
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Culture on the move : Language and literature as vectors for cultural empowerment in Swedish education
- 2024
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Ingår i: Educare. - : Malmö universitet. - 1653-1868 .- 2004-5190. ; :1, s. 1-10
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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.
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| 2. |
- Dahl, Christoffer, 1968-
(författare)
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Ett annorlunda BRUS : ett läromedels litteraturförmedling i spänningsfältet mellan tradition och förnyelse
- 2010
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis discusses different challenges of mediating literature in textbooks. The study is based on a critical analysis of the textbook BRUS as well as other textbooks. BRUS displays evident and pas- tichelike influences from postmodern culture, features that are still unusual in textbooks. In my research therefore I ask: Which innovative as well as traditional features can be discerned in the BRUS material, and how can they be explained? Which notions of literature are represented by BRUS? What pedagogical challenges are expressed in BRUS? The result indicates several nontraditional features. For examplehow BRUS introduces literature to the reader through a postmodern discourse in which high culture and low culture are mixed. The selection of genres in BRUS contains a relatively high proportion of nonfiction literature, and literature that is considered as low culture. BRUS uses a significant large number of writing assignments which demand different creative performances. The purpose is presumably to engage the students in the process of constructing literary meaning by presenting contemporary literature that actually matters to young people. However, the intellectual operations lack analytical depth and are focused on describing contextual features which sometimes are tenuously connected to the literature. My conclusion is that BRUS initiates a variation of fruitful literary ideas in a pedagogical context. The problem is the lack of a critical filter and pedagogical metadiscussions in which BRUS for instance discusses what functions the study of literature might fill in today’s media landscape. In my opinion, such questions shouldbe in focus in a postmodern textbook.
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| 3. |
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Från bruket till Yarden : nordiska perspektiv på arbetarlitteratur
- 2014
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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.
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| 4. |
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| 5. |
- Lund, Martin, 1984-
(författare)
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Superhero
- 2021
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Ingår i: Key Terms in Comics Studies. - Cham : Palgrave Macmillan. - 9783030749736 - 9783030749743 ; , s. 313-314
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 6. |
- Nilsson, Magnus
(författare)
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Den moderne Ivar Lo-Johansson: Modernisering, modernitet och modernism i statarromanerna
- 2003
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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.
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| 7. |
- Ulfgard, Maria
(författare)
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För att bli kvinna - och av lust : en studie i tonårsflickors läsning
- 2002
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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.
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| 8. |
- Ullström, Sten-Olof
(författare)
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Likt och olikt. Strindbergsbildens förvandlingar i gymnasiet
- 2002
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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.
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| 9. |
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| 10. |
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Silence and Silencing in Children’s Literature
- 2021
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- The concept of silence and silencing evokes questions of self in relation to others, of language and of communication, even of what it is that makes us human. It contains numerous interpretative possibilities, all highly relevant for the study of children’s literature. Aiming the searchlight at silence and silencing points at the multiple ways in which children’s literature functions, and how complex and varied – and sometimes paradoxical – children’s literature is as a field. The relationship between children’s literature and silence suggests an intriguing tension between voicing and silencing, between speech and the unspoken. While children’s literature tends to be considered a liberating and empowering force in children’s lives, it can also be seen as implicated in a widespread and deeply rooted discourse of silence and silencing, which draws on the idea that children should be seen but not heard. The theme also draws attention to how children’s literature can both challenge and reinforce notions of which subjects are tabooed or censored, which further points to the necessity of examining the silences and lacunae within children’s literature.This volume springs out of a global congress, IRSCL Congress 2019: Silence and Silencing in Children’s Literature, organized by the editors of this volume in Stockholm, Sweden. The volume includes the five keynotes of the congress as well as a selection of studies sprung from congress presentations. It is divided into five sections: Multiple Facets of Silence and Silencing, Narrating Silence, Addressing Aetonormative Silences, Structural and Societal Silences and Silencing, and Trauma and Traumatic Silences. The book is edited by Elina Druker, Professor at Stockholm University, Sweden; Björn Sundmark, Professor at Malmö University, Sweden; Åsa Warnqvist, Docent and Research Manager at the Swedish Institute for Children’s Books, Sweden, and Mia Österlund, Associate Professor at Åbo Akademi University, Finland.
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