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- Fyhr, Mattias
(författare)
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Efterord
- 2009
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Ingår i: H. P. Lovecraft <em>Fasansfulla händelser i Dunwich och andra noveller</em>. - Lund : Bakhåll. - 9789177423003 ; , s. 161-175
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
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| 3. |
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| 4. |
- Lindberg, Ylva, et al.
(författare)
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La lecture de la littérature francophone à la lumière d’un contexte nordique : Réflexions sur la recherche universitaire actuelle en littérature
- 2017
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Ingår i: Le roman français vu de l’étranger. - Paris : Classiques Garnier. - 9782406070436 ; , s. 201-224:9, s. 201-224
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Bokkapitel (refereegranskat)abstract
- À travers cette contribution, les auteurs présentent un aperçu de la lecture de la littérature en langue française dans le contexte universitaire littéraire suédois. Plus spécifiquement, cet article relève les romanciers de langue française figurant dans les thèses écrites en littérature dans les départements d’études françaises et dans les revues suédoises spécialisées en langue romane entre 2005 et 2016. Même si la représentativité des romans de la France hexagonale s’impose dans ce corpus, le roman francophone semble en voie d’autonomisation. La recherche universitaire se situe indéniablement à l’avant-garde.
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| 5. |
- 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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| 8. |
- Lindberg, Ylva
(författare)
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Calixthe Beyala - écrit-elle pour les Scandinaves?
- 2009
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Ingår i: Mondes Francophones. Revue mondiale des francophonies. Créolisations.
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Tidskriftsartikel (refereegranskat)abstract
- Cette étude met au centre la circulation de la littérature dans le monde et s’interroge sur ce qui dans l’œuvre de Beyala attirent les lecteurs en Scandinavie. L’exotisme semble ici être une des raisons les plus importantes. Le développement de sa complexité amène ensuite à observer comment l’exotisme dans l’œuvre de Beyala est reçu en France et en Scandinavie, surtout en Suède. Les différences d’accueil sont en premier à trouver dans la politique du marché du livre, dans les valeurs culturelles et dans la tradition littéraire. Ces critères s’avèrent dicter les prémisses de l’interprétation de l’œuvre.
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| 9. |
- Siméus, Jenny, 1982-
(författare)
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Black Lives, White Quotation Marks : Textual Constructions of Selfhood in South African Multivoiced Life Writing
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on South African multivoiced and collaborative life writing. The analysed primary texts are The Long Journey of Poppie Nongena (1980) by Elsa Joubert, The Calling of Katie Makanya: A Memoir of South Africa (1995) by Margaret McCord, Finding Mr Madini (1999) by Jonathan Morgan and the Great African Spiderwriters, David’s Story (2000) by Zoë Wicomb, and There Was This Goat: Investigating the Truth Commission Testimony of Notrose Nobomvu Konile (2009), co-written by Antjie Krog, Nosisi Mpolweni and Kopano Ratele. All of these primary texts are either collaborative autobiographies about black lives, multivoiced life writing texts about black lives, or a text that problematises this kind of life writing where predominantly disadvantaged, black life writing subjects either have had their lives narrated or have had their narration steered by well educated, advantaged, Westernised and usually white writers.The analyses of the primary texts are carried out by problematising them in the light of the South African historical and cultural context within which they were produced. The focus of the analyses is on the effects on and the consequences for textual constructions of selfhood when the writers tell or include the life writing subjects’ lives in the life writing texts. The involvement of the writers in the life writing projects is argued to greatly have impacted the textually represented selves that were created in the resulting multivoiced life writing texts.Drawing on theory rooted in postcolonial studies, life writing in general, and self-narration in particular, this thesis concludes that the examined black South African life narratives to various extents are told on white, Western terms and thus inserted in white quotation marks. White quotation marks are defined in this thesis as a certain Western perception of self-narration and selfhood, consisting of components rooted in language, racial tropes, narrative form, and Western autobiographical traditions. Both writers and life writing subjects have been involved in creating or employing these white quotation marks. In some cases this has been an unintentional result and in other cases it has been a conscious effort.
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