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- Ågerup, Karl, 1972-
(författare)
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L'esthétique didactique de Yasmina Khadra
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Based on three novels by the contemporary Algerian novelist Yasmina Khadra, the study discusses didactic and aesthetic features of the literary text. While essentially set in the Arab world, Khadra’s fiction links to western encyclopaedia and journalistic discourse. In relating to this part of the reader’s experience, the novels produce an impression of proximity to the peripheral real, and a sense of responsibility. It is suggested that this interdiscursivity be viewed not as a deviation from literature but as inherent to literary discourse itself; the text comments and constitutes simultaneously. Emphasising the hybridity of literary means and didactical drive, the study proposes that Khadra’s work be labelled “didafiction”.
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| 4. |
- Schneider, Susanne
(författare)
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Läsaren och Förintelsen : Gymnasieelevers reception av Imre Kertész Mannen utan öde
- 2008
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The principal aim of this thesis is to investigate the reception of a text about the Holocaust by pupils of a class in upper secondary school. The text is Fatelessness by Imre Kertész, a text which can be seen as a complex account of the Holocaust. The study tries to shed light on the pupils’ reactions to the text and how the reading influenced their image of the Holocaust. The empirical material derives from a qualitative case study consisting of inquiries, interviews observations and written material from lessons, etc. The theoretical basis for the analysis is focusing on Kathleen McCormick’s concept of repertoires. Both texts and readers have repertoires which can match, mismatch or exist in tension with each other. The analysis focuses on parts of the pupils’ reception in form of the question of genre, style and language, the main character and the image of the Holocaust. The study shows that from an overall perspective the repertoires of the pupils and the text do not match. Instead they often exist in tension. The text has different signals about genre which can be interpreted in several ways. Fatelessness was a challenge for the pupils because of its language with long sentences, many descriptions and untranslated words, mainly German. The strongest reactions were to the main character Gyurka, whom the pupils at first interpreted as cold, naive and optimistic. For many of the pupils this image changed at the reading when they started to view his manners as a way to survive the concentration camps. Even though the text was challenging the images the pupils had about the Holocaust in many ways, their images did not change overall. Despite the fact that the pupils saw the reading of the book mainly as homework they were very engaged in lesson discussions. The study points to the importance of context and discussions about what the pupils bring with them when they encounter the repertoire of the literature of testimony, in this case Holocaust literature. It can be important for teachers to have an understanding of their pupils’ repertoires when they select what literature to read in class. The study also indicates that, as McCormick suggests, tension can be the most productive meeting of the repertoires.
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- Årheim, Annette, 1958-
(författare)
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Medier och identitet : i gymnasisters mångkulturella vardag
- 2005
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This partial study, being part of a future doctorial thesis, looks at the potential of education in the subject of literature to integrate the dual tasks of providing knowledge and of establishing democratic values. Two aspects of this competence for democracy are in focus here, both attributed with special importance by guiding documents, first of all to instil within the students a basic positive attitude towards a multicultural society and secondly to develop their ability for critical review of their own media culture as a source of knowledge. The aim is to explore the complexities of mediated experience in the social practices of everyday life from a multicultural perspective. The empirical material of this case study consists mainly of interviews and discussions on the themes of multiculturalism and media with six teenagers from one class at the social studies programme during their freshman year. This study presents teens of Swedish as well as foreign and dual ethnicity. Theory and concepts central to the analysis of my material are gathered from a wide variety of fields such as philosophy, sociology, media studies, history and literature. I have taken a starting point from discourse theory and its criticism of ideology with regards to the relationship between language and reality. The threat of an increasing ontological uncertainty in late modern society is often given a sense of the apocalyptic, however several theorists points to this as a necessity for the development of knowledge in the age of globalization. Discovering the presumed naturality of ones own culture and identity is the prerequisite for a nuanced view of the Other, a process in this study named narrative imagination, a concept from the philosopher Martha C. Nussbaum.
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| 6. |
- Ingemansson, Mary, 1951-
(författare)
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Skönlitterär läsning och historiemedvetande hos barn i mellanåldrarna
- 2007
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- “ if you only read the book … you get the knowledge into your head once. If you talk about it, you get a more distinct memory of it, I think” (Emma, 11)This thesis shows how a novel by Maj Bylock, Drakskeppet, was used in education within thematic work, the Viking Age, among ten-year-olds and eleven-year-olds for five weeks. The aim of the project was to investigate if and how pupils create or develop an historical consciousness when they had written and talked about the text in a novel. The study examines and analyses how three pupils in particular look upon history and ‘time’ in this process and if identification with characters in the novel takes place.In the theoretical framework, which focuses on Judith Langer and her theories on ‘envisionment building’, that is on how children create text worlds , a general survey presents research findings about how children (10-12 years) interpret fiction. Furthermore the very complex construct of ‘historical consciousness’ is discussed.In the second part, the study is described and its results are discussed: When these children form their personal historical consciousness their focus on the past and the present is apparent, while they have few links to the future. From the way characters’ lives are presented in Drakskeppet these young readers notice social differences in this fictional society of the past. Even though they also see parallels with the time they live in, they often conclude that ”things were worse” in the past. Another result is that an historical consciousness is generally developed when children can emotionally connect to their own lives.A second conclusion drawn in the analysis of this project is that children should read fiction to learn about and understand History. In thematic work of this kind, pupils are offered opportunities to develop their reading and interpreting capacities even though the purpose of the work is the emergence of the pupils’ historical consciousness. It should be understood from this investigation, though, that reading without talking about the texts seems to have very little effect on how children develop their understanding of texts or an historical consciousness.
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- Olsson, Eva-Kristina, 1961-
(författare)
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Att vara någon annan : Teater som estetisk läroprocess vid tre 6–9-skolor
- 2006
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The licentiate thesis focuses on young people’s dramatisation and reflections on the reception of theatre in schools as part of aesthetic learning processes. Its main objective is to describe and analyse how theatre can be used in teaching as a means to create meaning and knowledge in practice. The theatre’s relation to the Swedish subject is discussed from different aspects.The empiric survey was conducted at three 6–9 schools in the south of Sweden, referred to in the study as Österskolan, Norrskolan and Söderskolan. The survey is designed as a multiple case study. Two cases consist of individual classes with supplementary work based on the students’ reception of A Midsummer Night’s Dream, the other two on stage productions that include acting. The material consists of video recordings of teaching processes, rehearsals and performances; notes from observations, interviews with teachers and pupils, a questionnaire regarding theatre habits, as well as documents such as theatre programmes and home pages. The cases are contrasted in order to extend the analysis, distinguish between mutual and contrasting patterns, and to some extent also to explain concepts used for description and analysis.The thesis aims to answer the following questions:• What is required in order for theatre to create meaning and knowledge in practice within a school’s framework?• How do form, content and use, and also production, reception and reflection cooperate in various media in the aesthetic learning processes and what didactical potential is the result of this cooperation?The result of the survey shows that a teacher’s patterns for verbal and physical interaction and his or her media specific competence strongly influence the terms for the aesthetic learning processes. The nature of the theatre culture’s meeting with the school culture at the individual school determines the possibilities for the participation in creation of meaning and knowledge in practice that are offered to pupils. Financial conditions, support from the school management, collaboration between subjects, functioning rooms, and the school’s gender practice are other important factors.The conditions for the theatre’s creation of meaning and knowledge differ significantly between the three schools included in this study. At Österskolan the theatre culture is a fairly unfamiliar element in the school culture. The teacher who supervises the supplementary work for A Midsummer Night’s Dream, however, possesses good media specific competence in the theatrical field and is able to generate possibilities for reflections on experience pedagogy based on the theatrical performance and actual participation in the theatrical practice for the pupils. For a number of years, the theatre culture at Norrskolan has been included in an integrated part of the school culture. A Midsummer Night’s Dream becomes the basis for verbal, dialogue-oriented discussions in the classroom. The pupils’ performance at the school strengthens the school culture and the pupils learn how to cooperate and take responsibility. The cultural profile at Söderskolan collaborates with professional cultural workers and regional cultural institutes in a theatrical project that invites both schools and the general public. In this case, all media is integrated in the creation of meaning and there is great didactical potential.In the intended doctoral thesis the analysis of the terms and the design of the aesthetic learning processes will be further discussed.
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- Marques, Nuno, 1980-
(författare)
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A Nova Poética da natureza de Gary Snyder : budismo e ecocrítica na sua obra
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis presents the work of the poet Gary Snyder (1930) to the Portuguese academia in order to clearly state its original and unique place among North-American poetry. It is divided in three chapters that determine the three different grounds of the author’s syncretism. The first chapter contextualizes Snyder’s work in the history of literary representations of nature. In rupture with the Pastoral literary mode it crystallizes a moment of passing between nature writing and environmental writing. The second chapter discusses the Buddhist elements present in Snyder’s work and stresses the importance of the interrelation between mind and nature. By stating the equivalence between the Buddhist concept of interdependence and ecosystems processes, the poems assume certain formal characteristics that are presented. Finally, the third chapter defines the relation between geographical places and Snyder’s poems. The formal aspects of the author’s poetry reflect Snyder’s notion of the poet as a shaman and its clarification allows for the discussion of the author’s statement of language as a wild ecosystem. Snyder’s syncretism is his most profound, original and long lasting influence in North-American poetry. It extends its influence to environmental ethics, the presence of Buddhism in North-America and the recovery of Native American Myths and lore. It does so in the context of a social, political, poetic, religious and environmental revolution that intends to create a new (and old) place for humans with nature.
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