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  • 301.
    Berglund Lindberg, Victor
    Södertörn University, Teacher Education.
    Didaktisk potential från Vittula: En litteraturdidaktisk studie av Mikael Niemis roman Populärmusik från Vittula2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this paper is to analyze the didactic potential of Mikael Niemis novel Popularmusic from Vittula as it relates to working with the fundamental values of the Swedish schoolsystem from two perspectives. The first of these relates to how the novel portrays gender, witha particular focus on masculinity and how it interprets itself, femininity, and the world aroundit. The second of these perspectives relates to how it portrays the national minority grouptornedalingar and their situation in Sweden. This paper aims to illustrate not only how thesetwo perspectives are portrayed but motivate why they are useful in the work with fundamentalvalues.

    To answer these questions this paper utilizes the qualitative method of close reading in theanalysis of Niemis novel. The theoretical lense through which this is done includes researcherMalin Alkestrands definition of didactic potential as well as a repertoire of gender study andpostcolonial terminology, such as otherfication, masculinity and boyology. The study findsthat the didactic potential of Mikael Niemis text as it relates to gender lay in how it breakswith the traditional gender norms of rural masculinity. Another important factor is how thetext highlights the role of femininity and music in shaping the new male identity of thenovel’s protagonist, Matti. The study also finds that the didactic potential in Niemis portrayalof tornedalingar lay in its emphasizing of the political nature and origins of the historicotherfication of said ethnic minority. 

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  • 302.
    Berglund Melendez, Mats
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Anastasia2019Independent thesis Basic level (degree of Bachelor of Fine Arts), 20 HE creditsStudent thesis
    Abstract [en]

    In this sequense of a novel the reader follows Anastasia who is stucked with grief of her deceased father. The loneliness is embracing her while the emptiness and insignificance is taking control of Anastasias mind and body. Is she about to go under or is there still undiscovered paths waiting for her? Will charachters surrounding Anastasia convince her to follow back to a warm and secure place?  

  • 303.
    Berglund, Samuel
    Jönköping University, School of Education and Communication.
    "We're here, and we don't know why": An analysis of the postmodernist rejection of a universal meaning to life in Ken Grimwood’s novel Replay2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The question of the meaning of life is at the centre of this study without being directly addressed. The study does not analyse the meaning of life but rather how the main characters of the novel Replay (Jeff and Pamela) approach the question. This study argues that the novel Replay by Ken Grimwood presents a postmodern rejection of a universal meaning to life by making use of the literary device time loop and various other postmodern literary strategies. Although this study is one of the first to analyse the novel the study is not the first to analyse postmodern ways of viewing truth and meaning or existential questions such as the meaning of life. The study draws on earlier research to situate the reader in the context of postmodern literary analysis and to analyse the material. The theoretical framework for the analysis is provided by Lyotard’s definition of postmodernism and grand narratives. The analysis shows how the main characters’ experience of trying to understand why they are stuck in a time loop can be connected to the experience of every person trying to understand why they are here on earth. The time loop represents repetition, which is a prominent ingredient in Replay. Jeff and Pamela’s repeated rejections of various grand narratives, such as religion and, science and rationality, are what constitute the postmodern rejection of a universal meaning to life.

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  • 304.
    Bergman, Felix
    Stockholm University, Faculty of Humanities, Department of Culture and Aesthetics.
    Genväg för den late, eller full av oanade möjligheter?: En studie om attityder till och användning av ljudböcker i en svensk gymnasieskola2022Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Användningen av ljudböcker har ökat explosionsartat det senaste decenniet. Tack vare mobila enheter med hög lagringskapacitet och ständig uppkoppling till snabbt och stabilt internet kan man nu lyssna på ljudböcker var och när man vill. Vissa menar att ljudbokens mobilitet för med sig möjligheter till litteratur anpassad efter situation och geografisk plats. Andra ser ljudböcker som ett hot mot den traditionella boken och hävdar att den inte kan bidra till samma litterära upplevelse då man lätt blir distraherad och har svårare att minnas det man lyssnat på jämfört med vad man har läst. Det som få undersöker är ljudbokens potentiella applikation i skolan. Utifrån Hayles teori om djup- och hyperuppmärksamhet undersöker denna uppsats attityder till ljudböcker i skolan. Fokus ligger främst på undervisningen i svenska på gymnasial nivå. 81 gymnasielever har fått svara på en enkät och fyra anställda vid samma gymnasieskola, tre svensklärare och en skolbibliotekarie, har intervjuats för att kartlägga vilka attityder som finns och i vilken utsträckning ljudböcker används. Av svaren framkommer det att ungefär hälften av eleverna inte aktivt ägnar sig åt litteratur på fritiden. Ljudboksanvändandet var ännu sällsyntare, men många önskar att ljudböcker användes i undervisningen. Lärarna varnar dock för att många elever troligen ser ljudböcker som en mindre ansträngande väg att göra klart litteraturläxan och att det finns belägg för att de som lyssnar inte lär sig lika bra som de som läser. Lärarna använder inte själva ljudböcker och tycker att även elever med lässvårigheter borde fokusera mer på att träna läsförmågan än att välja den lätta vägen och lyssna. Slutsatsen blir således att ljudboken i dagens läge inte har någon tydlig plats i svenskundervisningen på gymnasiet.

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  • 305.
    Bergman, Lena
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    Я щас урою это чмо: Особенности перевода художественной литературы, содержащей лексическисниженную разговорную речь, на примере криминального романа Йенса Лапидуса«Шальные деньги»2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to determine the translator's strategies when creating a pragmaticallyadequate translation. The subject of the study was the analysis of the translation of colloquialand profane language in the novel of the Swedish writer Jens Lapidus ("Snabba cash") inRussian. A comparative study of the source text and the translated text was the main methodof investigation. The analyzed material is a continuous sample of colloquial expressions andprofanities from the first fifth of the translated version of the novel. Colloquial expressions areused in the speech of the characters of the novel to convey their social belonging, as well astheir emotional and psychological state, which in turn gives the original text a certainemotional coloration. The most acute problems a translator faces arise in translation ofpragmatically colored linguistic units, including those that lack an equivalent in the targetlanguage. The translator managed to keep the spirit of the modern criminal novel in a newcultural environment. The results indicate that the translator's basic strategies weretranslational transformations, compensations, in translation of idiomatic expressions, as wellas the preservation of the high expressiveness in the translation through active use of criminalargot, exclamations and Russian vernacular. The study adds information to the field oftranslation theory and comparative linguistics, and may also be of interest to practicingtranslators of fiction.

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  • 306.
    Bergman, Sofia
    Örebro University, School of Humanities, Education and Social Sciences.
    ”The whole world loves a fighter” – En studie av ungdomsböckers framställning av maskuliniteter2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen analyserar tre skönlitterära böcker vilka är populära hos ungdomar; Ondskan av Jan Guillou, Kampen om Järntronen av George R.R. Martin och John Greens Förr eller senare exploderar jag. Syftet med studien är att uppmärksamma hur manlighet och maskuliniteter framställs och porträtteras för att kunna uppmärksamma hur verkens idealmän konstrueras. Uppsatsens teoretiska ramverk består främst av Raewyn Connells begrepp hegemonisk maskulinitet med särskilt fokus på makt och våldskapital, med vissa komplement av Yvonne Hirdmans terminologier genuskontrakt och könsmaktsordningar. Resultatet visar att de tre romanerna kan placeras på en skala gällande hegemonisk maskulinitet. Makt och våldskapital fyller olika funktion och framstår som viktigast i Ondskan, följt av Kampen om Järntronen och till sist Förr eller senare exploderar jag. Ser vi till en relationell skala är ordningen omvänd.

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  • 307.
    Bergqvist, Kim
    Stockholm University, Faculty of Humanities, Department of History.
    Courtliness, Nobility, and Emotional Restraint in the First Old Swedish Translated Romances: on Herr Ivan and Flores och Blanzeflor2017In: Beyond the Piraeus Lion: East Norse Studies from Venice / [ed] Jonathan Adams, Massimiliano Bampi, Copenhagen/Odense: Syddansk Universitetsforlag, 2017, p. 189-212Chapter in book (Refereed)
    Abstract [sv]

    De första riddarromanerna som översattes till fornsvenska, Herr Ivan (1303) och Flores och Blanzeflor (1312), utgör i denna artikel exempel på hur två medeltida översättningar omformulerar känslor och beskrivningar av verbala och fysiska känslomässiga uttryck. De litterära gestalternas emotionella tillstånd presenteras som etiska dilemman, men de svenska översättningarna understryker också deras effekter på den sociala och politiska ordningen. Felaktiga känslor och inte minst omåttliga känslouttryck var problematiska för den politiska eliten. Den svenska 1300-talsaristokratin behövde en litteratur som kunde lansera höviska uppförandekoder, som spred idén om att den som fötts med ädelt blod var mer behärskad, rationell och därmed lämplig att styra riket. I artikeln diskuteras hur översättningarnas funktioner relaterar till olika strata inom den svenska aristokratin och dessas möjliga varierande reception av texterna.

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  • 308.
    Bergqvist, Kim
    Stockholm University, Faculty of Humanities, Department of History.
    Debating the Limitations of Kingship in Fourteenth-Century Sweden: Political Language and Norms in Romance and Chronicle2015In: The Eufemiavisor and Courtly Culture: Time, Texts and Cultural Transfer: Papers from a symposium in Stockholm 11-13 October 2012 / [ed] Olle Ferm, Ingela Hedström, Sofia Lodén, Jonatan Pettersson & Mia Åkestam, Stockholm: Kungl. Vitterhets Historie och Antikvitets Akademien, 2015, p. 67-85Chapter in book (Refereed)
  • 309.
    Bergqvist, Kim
    Stockholm University, Faculty of Humanities, Department of History.
    Den medeltida riddaren som intertextuellt fenomen: Om hjältekonstruktioner i Eufemiavisorna och Erikskrönikan2012In: Hjältar och Hjältinnor: Föreställningar och gestaltningar från Eufemiavisorna till Gösta Berlings saga / [ed] Therése Andersson, Lund: Nordic Academic Press, 2012, 1, p. 41-73Chapter in book (Other academic)
    Abstract [sv]

    Riddarromaner och historiska krönikor är området för Kim Bergqvists artikel "Den medeltida riddaren som intertextuellt fenomen: Om hjältekonstruktioner i Eufemiavisorna och Erikskrönikan." I artikeln studerar Bergqvist görandet av hjältar genom analyser av föreställningar om och gestaltningar av medeltida riddare, så som de framställs i ovanstående narrativ från 1300-talet. Bergqvist menar att dessa, mer eller mindre, fiktiva hjältegestaltningar, förhandlade i en samtida nationell, sociohistorisk kontext, utgjorde ett medel i den aristokratiska gruppens identitetsskapande och som sådan verkade normerande för tidsperiodens uppfattningar om idealiserad manlighet och kvinnlighet. (Ur Therése Anderssons inledning, Hjältar och Hjältinnor, ss. 13-14)

  • 310.
    Bergqvist, Kim
    Stockholm University, Faculty of Humanities, Department of History.
    Performing Chivalric Masculinity: Morality, Restraint, and Emotional Norms in the Libro del Cavallero Zifar2018In: Affective and Emotional Economies in Medieval and Early Modern Europe / [ed] Andreea Marculescu, Charles-Louis Morand Métivier, Cham, Switzerland: Palgrave Macmillan, 2018, p. 227-246Chapter in book (Refereed)
    Abstract [en]

    Bergqvist offers an analysis of how emotional and affective behavior are portrayed in relation to masculinity in the Libro del Cavallero Zifar, the first domestic book of chivalry composed in medieval Castile around the year 1300. This literary work embodies knightly manhood and the performative aspect of lay elite masculinity. Bergqvist finds that the male ideal of the Zifar, epitomized in its eponymous hero, is characterized by emotional restraint and composure. This ideal of moderation, shared with contemporaneous wisdom literature, grounds Castilian chivalry in morality, and creates a distance from the emotionally expressive Arthurian knights of French romances. The chapter concludes with a discussion of the incentive for promoting this ideal and the influence on the narrative of Toledo as the place of composition.

  • 311.
    Bergqvist, Kim
    Stockholm University, Faculty of Humanities, Department of History.
    Poder nobiliar, lenguaje político y representación ideológica del pasado en la historiografía post-alfonsí: el caso de la Crónica de Castilla2013In: Actas del I Congreso Internacional de Jóvenes Medievalistas Ciudad de Cáceres: Poder y Violencia durante la Edad Media Peninsular (Siglos XIV y XV), Actas del I Congreso Internacional de Jóvenes Medievalistas Ciudad de Cáceres: Poder y Violencia durante la Edad Media Peninsular (Siglos XIV y XV), Cáceres, del 11 al 13 de diciembre de 2012. / [ed] Carmona Gutiérrez, Jessica; Reche Ontillera, Alberto; Rodríguez Casillas, Carlos J.;Souza, Guilherme Queiroz de; Vianna, Luciano José, Biblioteca de Catalunya , 2013, Vol. 2, no 1-1, p. 47-70Conference paper (Refereed)
    Abstract [en]

    This article offers an analysis of political language as manifested in the representation of two historical episodes in the Crónica de Castilla (c. 1300): the minorities of the Castilian kings Alfonso VIII and Enrique (Henry) I. In comparison with representations of the same events in related chronicles from the preceding period, a close examination of the discourse gives insight into the strategies deployed by the chronicler to offer an ideologically invested version of the past. Conclusions drawn from this investigation are used to discuss the battle for historiographical hegemony, in relation to the struggle for political power between the magnate class (the ricos hombres) and royal authority.

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    Bergqvist, K., Actas Caceres 2012
  • 312.
    Bergqvist, Kim
    Stockholm University, Faculty of Humanities, Department of History.
    Review of William Layher, Queenship and Voice in Medieval Northern Europe (2010)2011In: Collegium Medievale, ISSN 0801-9282, E-ISSN 2387-6700, Vol. 24, p. 203-208Article, book review (Other academic)
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  • 313.
    Bergqvist, Kim
    Stockholm University, Faculty of Humanities, Department of History.
    Riddarromanerna hjälpte svenskar att bli européer2019Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Eufemiavisorna klassas som Sveriges första skönlitterära verk. Kim Bergqvist reflekterar i dagens essä över vart vårt svenska medeltida litteraturarv.

  • 314.
    Bergqvist, Kim
    Stockholm University, Faculty of Humanities, Department of History.
    Sunderland, Rebel Barons: Resisting Royal Power in Medieval Culture (Oxford University Press, 2017)2020In: Royal Studies Journal, E-ISSN 2057-6730, Vol. 7, no 1, p. 102-104Article, book review (Other academic)
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  • 315.
    Bergqvist, Kim
    Stockholm University, Faculty of Humanities, Department of History.
    The Shoemaker and the Troubadour Knight, and Other Stories: Historicity and the Truth of Fiction in Medieval Castilian Literature2022In: Vera Lex Historiae?: Constructions of Truth in Medieval Historical Narrative / [ed] Catalin Taranu & Michael J. Kelly, Binghamton, NY: Punctum Books, 2022, 1, p. 83-112Chapter in book (Refereed)
    Abstract [en]

    The Castilian fourteenth-century author Don Juan Manuel is most renowned for his frame-tale collection of exempla, the Conde Lucanor (1335), but he wrote numerous works of fiction and history, always in a didactic vein. This article examines certain ‘reality elements’ in the fictional and historical tales of the Conde Lucanor and other works of its author, principally the use of autofiction and the insertion of historical figures in a fictional setting or their use in such a mode. This topic is approached through wider discussions about the distinction between allegorical and historical truth in Juan Manuel’s work, the discursive common ground between medieval history and fiction in terms of their plausibility, and the notion of the purported self-referentiality of fiction. It is argued that autofictional and other reality elements are not so much an attempt to verify or authenticate otherwise fictional narratives, as it is a conscious play on the common ground of the historical and the fictional mode, and part of a cohesive didactic strategy on the part of the author in question – interconnected with his social and political position in fourteenth-century Castile.

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  • 316.
    Bergqvist, Kim
    Stockholm University, Faculty of Humanities, Department of History.
    The Vindication of Sancho II in the Crónica de Castilla: Political Identity and Historiographical Reinvention in Medieval Castilian Chronicles2018In: The Medieval Chronicle, ISSN 1567-2336, E-ISSN 1879-5927, Vol. 11, p. 64-86Article in journal (Refereed)
    Abstract [en]

    The first part of the post-Alfonsine Crónica de Castilla (c. 1300) is partly a vindication of the reputation of Sancho II, the king who is known to have initiated the fratricidal wars after the death of Fernando I in 1065. This article demonstrates how this is a direct consequence of the political identity constructed and disseminated within this utterly Castilian chronicle, and probably a response to certain specific historical and political circumstances in the final years of the thirteenth century. The article argues the need to view changes in the historiographical genre during this period, including those that transformed history writing towards a more 'literary' mode, as relevant to the ideological views and projects of the instigators of chronicle writing. Finally, it questions current views of the Crónica de Castilla as an example of aristocratic historiography.

  • 317.
    Bergqvist, Kim
    Stockholm University, Faculty of Humanities, Department of History.
    Truth and Invention in Medieval Texts: Remarks on the Historiography and Theoretical Frameworks of Conceptions of History and Literature, and Considerations for Future Research2013In: Roda da Fortuna, E-ISSN 2014-7430, Vol. 2, no 2, p. 221-242Article in journal (Refereed)
    Abstract [en]

    This article surveys previous and recent scholarship and theoretical reflections on fictionality, and on the divisions and relations between history and literature in medieval texts. Evidence and examples from scholarly literature will be taken from various geographical contexts, academic disciplines and communities. Thus, it is my intention to set out a state of the question, and furthermore to suggest some lines and prospects for further research in this field.

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  • 318.
    Bergström, Ellen
    Umeå University, Faculty of Arts, Department of language studies.
    ¿Y qué cree que no puedo?: La obra teatral El eterno femenino de Rosario Castellanos desde una perspectiva feminista.2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay’s main goal is to analyse Rosario Castellanos’s play El eterno femenino, published in 1975. Castellanos was an essayist, a poet, and novelist and played an important role for the feminist movement in Mexico during her time. In her work, she presents a stereotyped image of the Mexican woman and her history. Using humour and irony, she creates a satire which plays with the myth of the eternal feminine and ridicule gender stereotypes. This literary analysis is based on a feminist perspective. By examining the work through its social and political context and putting it in dialogue with the feminist literary theories, the primary aim is to receive a better understanding of the importance of the work. Having in mind the historical context of the feminist movement of the 1960s and 1970s in Mexico and the modern feminist literary criticism which took off in the late 1960s, the investigation focuses on the relation between the play and the situation of the Mexican women and their position in society as well as the aspects of the understanding of gender historically. The results show us how the woman is presented, in the traditional roles of the Mexican society, as the virgin, the married woman, the mother and the housewife in a humoristic way. The connection between the work and the feminist wave in Mexico during the 1970s is seen through the protagonist Lupita who becomes aware of a historical and contemporary oppression. Castellanos creates a fictional universe where the woman can finally tell her own story. We discover the traditional role of women as well as their battle against it.

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  • 319.
    Bergström, Lisa
    Örebro University, School of Humanities, Education and Social Sciences.
    Vad står det mellan raderna?: – en analys av två läseböcker2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 320.
    Bergström, Theodor
    Örebro University, School of Humanities, Education and Social Sciences.
    Made in China: -En kvalitativ studie om samhällskritiken i Peking-den hopfällbarastaden, Waste Tide och The Three-Body Problem2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen analyserar tre kinesiska science fiction-böcker: Hao Jingfangs Peking-den hopfällbara staden (2012), Chen Qiufans Waste Tide (2013) och Liu Cixins The Three-Body Problem (2008). Syftet med studien är att undersöka vilken typ av samhällskritik som finns i verken. Uppsatsen syfte har besvarats genom att tolka verken utifrån en litteratursociologisk textanalys i kombination med begrepp från klassteori och narratologi. Resultatet visar attPeking-den hopfällbara staden och Waste Tide ger uttryck för kritik mot social ojämlikhet irelation till klassamhället. I Waste Tide finns även kritik mot miljöförstöring i relation till teknologisk framväxt. I The Three-Body Problem finns det en humanistisk kritik mot hur människor fick lida under kulturrevolutionen i Kina.

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  • 321.
    Bergvall, Lilly
    Örebro University, School of Humanities, Education and Social Sciences.
    Vandrande slott och skrotmonster: – En komparativ studie av Det levande slottet 2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien analyserar Diana Wynne Jones bok Det levande slottet (2005) och Studio Ghiblis film med samma titel (2004) i syfte att undersöka vilka förändringar som skett i övergången från bok till film. Delarna som undersöks är narrationen, karaktärerna, värderingar och budskap samt ifall filmen anpassats till japanska förhållanden och/eller japansk publik. Detta görs genom en komparativ metod. Studien diskuterar även möjligheten att använda något av verken i undervisning för årskurserna F–3. Resultatet visar att skillnaderna mellan bok och film är så stora att det är svårt att endast tala om en filmadaptation och att det därför är bättre att använda begreppet transformation. Även om filmen fortfarande har ett gemensamt tema med boken – alla ska kunna accepteras för den de är – har förändringarna och det nya temat krig tagit överhanden och påverkat narrationen, budskap, värderingar och karaktärer. I filmen finns inga förändringar som pekar på specifik anpassning till japansk publik, men genom filmens teckningar är det ändå tydligt att filmens regissör Hayao Miyazaki ingår i en japansk kultur. Resultatet visar dessutom problematik kring bokens användning i årskurserna F–3, men att det trots detta finns möjligheter att använda både den och filmen för att diskutera värden och budskap i de lägre årskurserna.

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  • 322.
    Bergvall, Mathilda
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Lantz, Lucas
    Örebro University, School of Humanities, Education and Social Sciences.
    Fantasi - en gåva eller börda?: – En komparativ studie av synen på barn i Gittan och gråvargarna och Vem spökar, Alfons Åberg?2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Vi har valt att analysera två skönlitterära barnböcker, Gittan och gråvargarna av Pija Lindenbaum och Vem spökar, Alfons Åberg? av Gunilla Bergström. Syftet med studien är att undersöka hur synen på barn formuleras och presenteras inom dessa böcker samt vilka värden och värderingar som förmedlas. Vi har även en didaktisk infallsvinkel där vi diskuterar hur synen på barn i barnlitteratur kan påverka lärares val av litteratur i skolan. Eftersom syftet med studien är att jämföra böckernas syn på barn har vi valt att göra en komparativ studie med inriktning på en kvalitativ diskursanalys. Det resultat som framkommit ur analysen påvisar att synen på barn i dessa böcker skiljer sig inom vissa aspekter, särskilt i hur fantasi positioneras.

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    Fantasi - en gåva eller börda?: – En komparativ studie av synen på barn i Gittan och gråvargarna och Vem spökar, Alfons Åberg?
  • 323.
    Bernath, Monica
    Stockholm University, Faculty of Humanities, Department of English.
    Black Atlantic expression in the poetry of Langston Hughes and Nicolás Guillén2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    As Paul Gilroy has argued, the Black Atlantic is a cultural and literary network that has emerged in the aftermath of the Atlantic slave trade. The concerns of the Black Atlantic are made visible in the poetry of African American Langston Hughes and Cuban Nicolás Guillén. Gilroy’s theorization of the Black Atlantic draws on W.E.B. Du Bois’s idea of ‘double consciousness’ which describes the “doubleness” that blacks can experience when belonging to two groups at the same time which have been constructed as oppositional and exclusive in a society. One of Du Bois’s main concerns is to highlight the troublesome situation of the African Americans in the time after the emancipation, and to advocate for the inclusion of black people’s culture and identity into the U.S. national identity. Gilroy develops the idea of double consciousness to question national identities, notions of ethnicity, and the assumption that cultures always flow into congruent patterns with national borders; he further suggests that the Atlantic should be taken as a single, complex formation of black cultural expression. The analysis in this essay of the poems by Hughes and Guillén show that even though the poetry of these writers emerges in different contexts their poetry share essential similarities in their expressions of the Black Atlantic: the expression of a collective subject’s experience of slavery and displacement, the experience of double consciousness, and the aspiration for a whole identity, which can either, or simultaneously, be a desire of belonging to a national identity or to a cosmopolitan identity. Furthermore the analysis displays that the poems express a belonging to a certain kind of ‘rootless cosmopolitanism’ in which the subject’s experience of not belonging and the unification in the dispersion is fundamental; this rootless world identity is in itself a manifestation of the Black Atlantic culture which Gilroy describes.

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  • 324.
    Berndt, Jaqueline
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies, Japanese Studies.
    Introduction: Shōjo Mediations2019In: Shōjo Across Media: Exploring Popular Sites of "Girl" Discourse in Japan / [ed] Jaqueline Berndt, Kazumi Nagaike, Fusami Ogi, Cham: Palgrave Macmillan, 2019, p. 1-21Chapter in book (Refereed)
    Abstract [en]

    In order to provide a framework for the whole volume, this introductory chapter promotes a shift of methodological focus from shōjo (girl) as a category of social representation to shōjo mediations, considering not only media for and by actual girls, but also shōjo as character type, code, and taste category. Firstly, shōjo research inside and outside of Japan is recapitulated with due regard to changes in both mediascape and critical orientation. Secondly, it is demonstrated that the word shōjo assumes its specific meaning in relation to other, historically changing Japanese names for “girl” and the employed media. Finally, the volume’s individual chapters are introduced with particular regard to the conception of shōjo they apply, relating to Japanese and gender studies, genre theory, transcultural research on popular media, and performativity respectively.

  • 325.
    Berndt, Jaqueline
    et al.
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies, Japanese Studies.
    Nagaike, KazumiOgi, Fusami
    Shōjo Across Media: Exploring “Girl” Practices in Contemporary Japan2019Collection (editor) (Refereed)
    Abstract [en]

    Since the 2000s, the Japanese word shōjo has gained global currency, accompanying the transcultural spread of other popular Japanese media such as manga and anime. The term refers to both a character type specifically, as well as commercial genres marketed to female audiences more generally. Through its diverse chapters this edited collection introduces the two main currents of shōjo research: on the one hand, historical investigations of Japan’s modern girl culture and its representations, informed by Japanese-studies and gender-studies concerns; on the other hand, explorations of the transcultural performativity of shōjo as a crafted concept and affect-prone code, shaped by media studies, genre theory, and fan-culture research.

    While acknowledging that shōjo has mediated multiple discourses throughout the twentieth century—discourses on Japan and its modernity, consumption and consumerism, non-hegemonic gender, and also technology—this volume shifts the focus to shōjo mediations, stretching from media by and for actual girls, to shōjo as media. As a result, the Japan-derived concept, while still situated, begins to offer possibilities for broader conceptualizations of girlness within the contemporary global digital mediascape.

  • 326.
    Berndtson, Erik
    Halmstad University, School of Education, Humanities and Social Science.
    Mortal Minds and Cosmic Horrors: A Cognitive Analysis of Literary Cosmic Horror in H.P.Lovecraft's ”The Shadow Out of Time”2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay explores how the reader cognitively reacts to reading H. P. Lovecraft’s horror story “The Shadow Out of Time” (1936). I analyse the text to see how it invites readers to beaffected by it. I specifically look at invitations to envisionment, subjective experience andintersubjectivity. The literary horror terms uncertainty and uncanniness are used inconjunction with cognitive theory to explain how the readers may react to readingLovecraft’s stories. These are in turn reinforced by the reader's ongoing envisionment of thestory, and their sharing of the character’s experiences via subjective experience. For example,the separation between the mind and body of the protagonist creates an uncanny dissonanceto his own identity, which disrupts the reader’s understanding of the character. This maycause distress in the reader due to the subjective experience that connects the reader to thecharacter. Additionally, the disrupted sense of reality in the book affects the narrator'sperceptions of both his surroundings and his own mental faculties. Subsequently, the reader’sunderstanding of the text is also in a state of flux which affects their envisionment of thestory. This disrupts understanding and may enhance feelings of unease. My theory istherefore that unease is invited by certain horror techniques, such as uncertainty anduncanniness, which in turn influence the reader specifically through subjective experienceand envisionment.

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  • 327.
    Bernerson, Anna
    Halmstad University, School of Education, Humanities and Social Science.
    Terrorism, Religion and Race: A Comparison Between John Updike's Terrorist and Bernard MacLaverty's Cal2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    ”Terrorism” is a term widely used today. It and its effects are portrayed and discussed innewspapers, in movies, on TV. Seeing as it seems to be present in most media, it appears quite inevitable that terrorism has also found its way into literature. Two examples of novels dealing with terrorism are the American novel Terrorist, written by John Updike in 2006 and Bernard MacLaverty's Northern Irish novel Cal, written in 1983. The novels have their similarities. They share terrorism as a major theme, and both of them have a young man as a protagonist. However, they differ in both time and place. Updike's novel is set in a post-9/11 New Jersey, while Cal takes place in a Northern Ireland divided by The Troubles. Furthermore, Updike's main character is a dedicated Muslim, while the main character of Cal is a not as dedicated Catholic. Indeed, the novels might seem similar at first, but the differences are significant.The perspective to be used in this essay is ethnic. Various theories on terrorism, manipulation and race will be used with said perspective in mind. The aim is to, with the help of relevant theories, examine and analyse the terrorism and its connection to religion and ethnicity in the two novels, in order to compare them and find out whether they portray these things in a different way or not. The question I will be asking, and thus the purpose of this essay, is whether the terrorismand its reasons, organisation – including influence by others – and connection to religion and ethnicity in the two novels mentioned above are similar or not. It is my belief that a comparative analysis of the novels will show that the terrorism and its connection to religion and ethnicity will not be the same in Cal as in Terrorist. One of the reasons for this is that they are set in environments that differ from each other not only geographically and chronologically, but also politically. Thus it seems likely that the reasons for and organisation of the terrorism will differ as well. Another reason is that the characters in Terrorist are more diverse than the ones in Cal, both in terms of religion and ethnicity. General theories dealing with reasons for terrorism, such as Kristopher K. Robison, Edward M. Crenshaw, and Craig J. Jenkins's theory on Islamist terrorism, according to which terrorism performed by Islamists is a reaction to the secular West (p. 2012), and Jeff Victoroff's rational choice theory, which suggests that terrorists are rational (p. 14), will be used to examine whether the characters of the two novels have different reasons for their terrorism or not.The next set of theories that will be used deal with influence, manipulation and brainwashing. Austin T. Turk suggests that a terrorist organisation often isolates its members inorder to ensure that they only have the required knowledge (p. 276), and since this can be used as a tool of manipulation, his theory will be used to examine, and compare, the level of influence and manipulation on the two protagonists. For similar reasons, I. E. Farber, Harry F. Harlow, Louis Jolyon West and Joel Rudinow's theories on manipulation, with and without deception, will be used in the comparative analysis. Finally, racial theories, like the theory of signs, which suggests that people have a tendency to divide others into categories based on their racial differences, along with theories on imperative patriotism and the Arab American stereotype will be used. According to Steven Salaita's imperative patriotism, only those who act and look American can be truly American (p. 154), and Jack G. Shaheen suggests that Arab Americans are, by many, thought to be violent Muslims (p. 23). Furthermore, analysts Mita Banerjee and Pamela Mansutti both suggest that there is in fact a connection between religion and race in Updike's novel (p. 16, p. 108). These theories and ideas will be used to analyse the connection between terrorism, ethnicity and religion, and then to compare the two novels, whereupon a conclusion will be drawn. I believe that this conclusion will indeed confirm my thesis.

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  • 328.
    Bernspång, Moa
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research.
    Jogenvik Nyander, Emilia
    Jönköping University, School of Education and Communication, HLK, School Based Research.
    Digitala verktyg eller skriva för hand?: En litteraturstudie om skrivundervisning med digitala verktyg och att skriva för hand2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna litteraturstudie sammanställer forskning om för och nackdelar i skrivundervisningen med digitala verktyg och att skriva för hand. Syftet med litteraturstudien är att få en förståelse kring vilken metod som gynnar elevernas skrivinlärning samt motivation för att skriva. Syftet är även att se om det går att kombinera de olika arbetssätten i skrivundervisningen och hur det påverkar elevernas motivation.   Fokuset är på studier som undersökt elever som går i förskoleklass upp till årskurs 3. Litteraturanalysen (bilaga 1) som användes gav litteraturstudien en bredare förståelse och översikt kring vad forskning säger om skrivundervisning. Eleverna behöver ha motivation för att producera texter och undervisningen ska utveckla deras skrivprocess. I litteraturstudien framkommer inte någon större skillnad mellan att ha skrivundervisning med digitala verktyg eller att skriva för hand, förutom några moment som skiljer sig åt. Däremot är det tydligt att forskarna till studierna förespråkar en kombinerad undervisning med digitala verktyg och att skriva för hand.  

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    Digitala verktyg eller skriva för hand?
  • 329.
    Bernström, Josefin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Stigsson, Jessica
    Örebro University, School of Humanities, Education and Social Sciences.
    Att utveckla självständiga skribenter: En kritisk innehållsanalys av läromedel för årskurs 6 i svenskämnet2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här studien är en kritisk innehållsanalys gjord på tre läromedel för årskurs 6 i svenskämnet där genrepedagogik är en utgångspunkt. Syftet med studien är att analysera aktiviteter i varje läromedel. Det här för att synliggöra vilka möjligheter de erbjuder elever till att bli självständiga skribenter och därmed utveckla deras skrivförmåga. Studien utgår ifrån det sociokulturella perspektivet samt teorier om explicit skrivundervisning. Två texttyper i läromedlen, narrativ och argumenterande, har analyserats utifrån cirkelmodellen samt ytterligare bidragande aspekter som kan öka elevers skrivförmåga.

    Resultatet av analysen visar att samtliga läromedel erbjuder vissa möjligheter vid utvecklandet av elevers skrivförmåga. Samtliga läromedel kan kompletteras med ytterligare aktiviteter och material för att de ska bidra med goda förutsättningar för att utveckla elever till självständiga skribenter. Studiens slutsatser visar att lärarens kompetens om genrepedagogik och cirkelmodellen är en viktig aspekt. Det är därmed läraren som har den viktigaste rollen vid skapandet av meningsfulla undervisningstillfällen där innehållet i läromedlet kan vara en komponent att utgå ifrån.

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  • 330.
    Bertell, Maths
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Mikill vinr Þórs: Eyrbyggja saga och namngivningen i runinskrifter2009In: A austrvega: Saga and east Scandinavia / [ed] Henrik Williams, Gävle: Gävle University Press , 2009, p. 127-135Conference paper (Refereed)
  • 331.
    Bertilsdotter Rosqvist, Hanna
    et al.
    Södertörn University, School of Social Sciences, Social Work.
    Nygren, Anna
    University of Gothenburg, Sweden.
    O’Donoghue, Sarinah
    University of Aberdeen, UK.
    Title: Earthlove–Theorising Neurodivergent Reader Love of A Room Called Earth2023In: Journal of Language, Literature and Culture, ISSN 2051-2856, Vol. 70, no 1, p. 25-37Article in journal (Refereed)
    Abstract [en]

    This paper is a neuroqueer reading of the novel A Room Called Earth (2020) by Madeleine Ryan. In the paper, we explore and theorise a neuroqueer reading practice. Ryan’s novel depicts a neurodivergent experience of life and the world, through a neurodivergent literary form and style. Reading as neurodivergents, the content and the form melt together–it is more than ‘literary style’, it is a way of existing. This reading, and our writing about our reading, is not neutral. It is an engaged and personal reading, where we let our reading subjects fuse with the text. Important in our neuroqueer reading practice is the context of reading and writing. In the article, we explore how sharing our readings in a neurodivergent collective opens up an understanding of the world, the text, and ourselves, which works both as a healing process and sharing of experiences of sensory desires. We argue that the neurodivergent experience is different when experiences as a collective rather than individual experience–the feelings of reading, becomes when shared, something more and other. Earthlove is, through our reading, an experience of sensory/textual desire, and neurodivergent collective acts of love and self-love. Reading it feels like love. 

  • 332.
    Bertilsson, Alvina
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Maternity: A Site of Empowerment, Resistance and Strength in Toni Morrison's Beloved2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 333.
    Berzelius, Therese Berelius
    Örebro University, School of Humanities, Education and Social Sciences.
    Litteraturundervisning på gymnasiet -En kvalitativ intervjustudie2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Literary science is one of the subjects that students learn about in the Swedish curriculum.

    The purpose is to learn how to interpret texts, to learn the differences between texts and

    genres and learn about different epochs, the value of societes and people’s perspectives within

    literature. Then it is the teacher’s assignment to choose which text and/or novel to work with.

    But there are a lot of literature texts to choose from and different ways to learn and adapt

    literature assignments.

    This is a qualitative interview study about how four teachers in high school chooses literature

    for the literature course, how teacher plan different assignments in classrooms and if different

    assignments work better or less good for students. I have chosen randomly four teachers

    where two of the them works at a college preparatory high school and the other two works at

    a vocational high school. I have emailed the teachers and gotten their consent, we decided

    together which date and time I would come to the schools for the interviews. I transcribed the

    interviews and summarized them all, and then I started to work on the analyze. The theories I

    used as a perspective in the analyze were legitimize and pedagogical process. I used the

    method content-analyze and were focusing on the teachers way of selecting literature,

    working assignment for the students and if they were influenced by a specific theory or had a

    specific perspective of literature.

    The results showed that teachers uses different sources to select literature for the courses.

    They choose to let the students opinion affect their choices, to emanate from the programs

    theme and be inspired by articles, social media and librarians. The most common ways to

    work with literature is to discuss and speak about texts, to write analysis and investigate texts.

    But depending on which method they used the teachers prefer to use more oral assignments

    than writing. Because they believe that oral assignments are a better way to learn about

    literature and creates more encouragement among the students. At the same time, they find it

    easier to judge and give feedback to students when they use writing assignments. Two of four

    teachers mention that they use course literature when they plan their lesson and another

    teacher mentions that she uses a specific teaching aid when she designs assignments. Except

    from the course literature, none of the teachers claims that they use a specific scientifically

    theory when they are planning their lessons.

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  • 334.
    Beslagic, Deni
    Dalarna University, School of Languages and Media Studies, English.
    "It was hot as hell and the windows were all steamy": A Queer Reading of The Catcher in the Rye with Didactic Considerations2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
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  • 335.
    Bethlehem, Louise
    et al.
    APARTHEID-STOPS European Research Council Project, The Hebrew University of Jerusalem, Jerusalem, Israel.
    Han, Gül Bilge
    Stockholm University, Sweden.
    Helgesson, Stefan
    Stockholm University, Sweden.
    Phalafala, Uhuru
    Stellenbosch University, Stellenbosch, South Africa.
    Cultural solidarities: Preamble2018In: Safundi: The Journal of South African and American Comparative Studies, ISSN 1753-3171, E-ISSN 1543-1304, Vol. 19, no 3Article in journal (Refereed)
  • 336.
    BHOWMIK, SHOWMIK JOY
    Linnaeus University, Faculty of Arts and Humanities, Department of Languages.
    Modality in Spiritual Literature: A Corpus Aided Discourse Study on Sadhguru and Eckhart Tolle2022Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This study investigates and discusses how two spiritual teachers from different parts of the world interact with their devotees, what the probable impacts of their interaction are, and whether they speak similarly or differently based on the use of modal auxiliary verbs and pronouns. Linguistically speaking, the mystics mostly have to address their audience/readers in a particular manner with expressions which represent certainty, possibility, obligation and so on; thus, a study of such is necessary and modal auxiliary verbs represent such expressions. The two primary texts were chosen based on contemporary work and popularity. One of the texts was authored by Sadhguru Jaggi Vasudev, a spiritual teacher, an international spokesperson and a popular author. The other text was by Eckhart Tolle, a spiritual teacher and best-selling author. A corpus-assisted discourse approach was taken while looking into modal auxiliary verbs and their pronoun bigrams using Ant-Conc and Log-likelihood Calculator. Both quantitative and qualitative approaches were taken for the analysis. 

    Findings suggest three things. First, both authors use similar types of modal verbs (epistemic) in most cases. Second, after comparing the type of modal verbs (epistemic/deontic) significant differences are observed. When the authors use epistemic modals, the choice of bigrams addresses different audience types and the way they approach a concept is different. Sadhguru (2020) addresses the general audience/readers whereas Tolle (2004) addresses the readers who need spiritual guidance. Finally, the choice of modal verbs represents mostly certainty that keeps the mood of the book calm and content for the readers. To sum up, spiritual teachers mostly speak from their experience and represent the expression of certainty and possibility though they address their readers differently.

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  • 337.
    Birolli, Viviana
    et al.
    École des hautes études en sciences sociales.
    Tjell, MetteÉcole des hautes études en sciences sociales och Göteborgs universitet.
    Manifeste/s2013Conference proceedings (editor) (Refereed)
  • 338.
    Bjarnehall, Sandra
    et al.
    Jönköping University.
    Karkouh, Nancy
    Jönköping University.
    Att förstå det skrivna: En litteraturstudie med inriktning på läsförståelse och inferensläsning2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna litteraturstudie syftar till att undersöka hur sambandet mellan lässtrategin inferensläsning och elevers läsförståelseutveckling presenteras genom tidigare forskning. Studien inriktar sig mot undervisning inom svenskämnet för årskurs F-3. Vidare belyser studien hur läraren genom språkutvecklande arbetssätt kan bidra till att utveckla elevernas läsförståelse. Läsutvecklingen lägger grunden för fortsatt kunskapsutveckling och är ett av skolans viktiga uppdrag. Lässtrategin inferensläsning kan utgöra en viktig del av identitetsskapandet eftersom eleverna genom strategin kopplar textens handling till egna erfarenheter och känslomässiga tillstånd. Alla elever får idag inte det stöd de behöver för att utveckla sin läsförståelse. Elever har dessutom olika förutsättningar att lära, vilket i sin tur ställer höga krav på lärarens kompetens och förmåga att anpassa undervisningen så att alla elever ges möjlighet att nå kunskapsmålen. Resultatet av det analyserade forskningsmaterialet visar sig knyta an till den sociokulturella teorin som belyser vikten av interaktion mellan lärare och elev.

    Datainsamlingen har skett genom informationssökningar i olika databaser. Det material som undersökts består både av nationella och internationella vetenskapliga artiklar och journaler. Avgränsningar som tillämpats vid informationssökningen är bland annat att den undersökta forskningen ska vara av aktuellt publikationsår samt att den behandlar en åldersgrupp som är relevant i förhållande till studiens syfte, vilket presenteras närmre i urvalet. I analysen av det undersökta materialet framkommer likheter och skillnader kring relationen mellan inferensläsning och läsförståelseutveckling. I studiens bakgrund förankras även litteratur som är relevant för studiens syfte samt kopplingar till svenska skolans styrdokument. Resultatet av studien visar att elevers läsförståelse utvecklas när lässtrategin inferensläsning undervisas genom dialogisk högläsning, frågeställningar och textsamtal. För att språk och läsförståelseutveckling ska ske är elevernas motivation samt interaktionen mellan lärare och elev avgörande.

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    Att förstå det skrivna
  • 339.
    Bjelkendal, Ebbe
    Södertörn University, Teacher Education.
    Every Body in its Place: The reproduction of inequality by way of education in Metropolis and Snowpiercer 2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With increasing inequality in the world, having knowledge about the apparatuses maintaining unequal social structures is important. Utopian and dystopian science fiction films are a good source for analysis of social structures, due to their inherent interest in social critique and the role of semiotics in the spreading of ideology. This essay examines how ideology is presented and represented in the science fiction films Metropolis and Snowpiercer. Within a Marxist theoretical framework, the essay analyses the presence and actions of ideological state apparatuses in the films, with a secondary focus on how the ideology on display is presented to the viewer. The analysis of the films shows that several different ideological state apparatuses, such as school and politics, are represented in the films. The apparatuses are also shown to use a variety of pedagogic actions for teaching the dominant ideology of the respective film’s ruling class to the citizens of the films, such as lecturing, singing and communicating through clothing and architecture. The analysis also shows that while two different political ideologies are represented in the films, corporatism in Metropolis and neoliberalism in Snowpiercer, both ideologies serve the same purpose of maintaining the capitalist order of the films’ societies: the division of labour. The essay argues that the findings of the analysis motivate a Marxist approach to teaching, in order to actively work against inequality and provide all students with a well-rounded education, no matter what social class they belong to.

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  • 340.
    Bjurman, Michaela
    Örebro University, School of Humanities, Education and Social Sciences.
    Klassrumsinteraktion: En systematisk litteraturstudie med fokus på lärares språkande2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien undersöker vad sex artiklar skriver om interaktionen mellan lärare och elever i klassrummet. Fokus i interaktionen är lärarens språkande. Syftet med studien är att undersöka hur lärare språkar och vilka normer som synliggörs genom lärares språkval. Undersökningen är en systematisk litteraturstudie där de valda artiklarna jämförs med varandra och studiens bakgrund, som bland annat handlar om normer och klassrumsinteraktion. Resultatet presenteras utifrån fyra kategorier som kommit fram genom analysen av artiklarna som studeras. Kategorierna är följande: Lärares dominans, Lärares inbjudan till elevinitiativ, Vardagligt språk samt Antaganden om gemensam förståelse. Analysen visar att det kan finnas ett samband mellan lärares dominans i klassrummet och hur ofta elever erbjuds att ta egna initiativ. I studien förs även en diskussion om huruvida lärardominans är negativt eller om det kan tolkas som en tydlighet från lärarens sida. Att lärare använder ett vardagligt språk kan vara till fördel för andraspråkselevers kunskapsutveckling, men bidrar inte till elevers språkutveckling. Analysen visar också att lärares uttryck för att viss förståelse eller kunskap är gemensam hos eleverna och läraren kan få negativa följder om det gemensamma inte existerar. Där den är gemensam fungerar det å andra sidan som repetition för eleverna.

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  • 341.
    Bjurström, Erling
    et al.
    Linköpings universitet.
    Fredriksson, MartinLinköpings universitet.Olsson, UlfStockholms universitet.Werner, AnnSödertörns högskola.
    Senmoderna reflexioner: Festskrift till Johan Fornäs2012Collection (editor) (Other academic)
    Abstract [sv]

    Senmoderna reflexioner. Festskrift till Johan Fornäs, är en antologi med tjugotre artiklar tillägnade Johan Fornäs på hans 60-årsdag den 7 mars 2012. Flera av artiklarna utgår från teman i Johan Fornäs böcker, medan andra på olika sätt behandlar ämnen relaterade till hans breda och mångfacetterade intresseområden. Boken är indelad i fyra tematiska delar, som behandlar olika praktiker: teoretiska, mediala, estetiska och litterära. Under rubriken ”teoretiska praktiker” diskuteras olika aspekter av hermeneutik, kulturalisering och kulturellt kapital. Under ”mediala praktiker” återfinns studier av samtida mediefenomen och deras relationer till demokrati och politik. ”Estetiska praktiker” innefattar bidrag som diskuterar kulturella praktikers funktion i den offentliga sfären. I den avslutande delen, ”litterära praktiker”, analyseras utvalda litterära texter och den diskurs som omger dem. Huvuddelen av artiklarna är skrivna på svenska, med undantag av tre engelska bidrag.

    Late modern reflexions: Festschrift for Johan Fornäs is an anthology of more than twenty essays dedicated to Johan Fornäs on his 60th birthday 7th of mars 2012. Several of the articles included take Johan Fornäs’ books as their starting point, while others are related, in different ways, to his wide and diverse interests. The book is divided into four thematic parts, dealing with "Theoretical Practices", “Medial Practices”. “Aesthetic Practices” and “Literary Practices”. Articles included under ”Theoretical Practices” discuss different aspects of hermenutics, culturalization, and cultural capital. ”Medial Practices” offers studies of contemporary media phenomena, relating them to questions of democracy and politics.”Aesthetic Practices” include contributions that discuss the function of different cultural practices in the public sphere. The last section, ”Literary Practices”, takes a closer look at both select literary texts and the discourses surrounding them. Most of the Articles are written in Swedish, with the exception of three articles in English.

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  • 342. Björck, Amelie
    Sonja Åkesson2008Book (Other academic)
  • 343.
    Björklund Lind, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Nesset, Sandra
    Örebro University, School of Humanities, Education and Social Sciences.
    Språkets betydelse i lärandet för flerspråkiga elever2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Språkets betydelse i lärandet för flerspråkiga elever är en litteraturstudie om språkets betydelse för flerspråkiga elever samt hur lärare kan arbeta för att främja flerspråkiga elevers språkutveckling (The significance of language in plurilingual pupils’ learning: A literature study on the significance of language for plurilingual pupils’  and how teachers can work to promote their language development) Independent Project, Swedish, Specialisation in elementary school, grade 4-6, Basic Course, 15 Credits. School of Humanities, Education and Social Sciences.

    The language is important for all pupils’ knowledge development in school, maybe even more so for plurilingual pupils’. The aim of the following literature review is to inquire into what research says about the importance of language in learning processes for plurilingual pupils’ in the Swedish elementary school and how teachers can work to support plurilingual pupils’ learning and language development. Based on the literature, there are central subjects in the study to give an overview knowledge of the aim, they are: mother tongue, first and second language learning, multilingualism and cognitive development, attitudes towards multilingualism, sociocultural perspective, Swedish and Swedish as a second language. The results show that language plays a central role in school and that language skills of plurilingual pupils’ in the Swedish language are of great importance for how pupils’ will develop their knowledge in school and for their success. Therefore, teachers 'attitudes, choice of teaching methods and approaches are of crucial importance for plurilingual pupils’ knowledge development.

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  • 344.
    Björklund Lind, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Noroozy, Zoe
    Örebro University, School of Humanities, Education and Social Sciences.
    ”Man har lärt sig att inte ta för givet ord som man tror att de har med sig”: – En kvalitativ studie om hur verksamma lärare arbetar för att främja flerspråkiga elevers kunskapsutveckling i skolan2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Med den ökande invandringen till Sverige har i genomsnitt 20 % procent av alla elever i

    svenska skolan ett annat modersmål än svenska. De flerspråkiga eleverna blir tvungna att

    skaffa sig ämnesspecifika kunskaper på ett språk de ännu inte behärskar fullt ut. En avgörande

    faktor för att flerspråkiga elever ska få samma förutsättningar som elever med svenska som

    modersmål är att alla lärare arbetar för att alla elever, oavsett modersmål, ska lyckas och nå

    framgång i skolan. Syftet med följande studie är därför att undersöka hur verksamma lärare

    arbetar för att främja flerspråkiga elevers kunskapsutveckling samt få en inblick i hur

    verksamma lärare upplever att det är att undervisa flerspråkiga elever. Studien genomförs med

    en kvalitativ metodansats där valet av insamlad data sker via semistrukturerade intervjuer.

    Studiens resultat visar att de fyra intervjuade lärarna har en positiv inställning till flerspråkiga

    elever. De olika arbetssätten som lärarna upplever som gynnsamma för flerspråkiga elever är;

    användning av bildstöd i undervisning, grupparbeten, individanpassad undervisning,

    begreppsförklaringar, anpassning vid prov och digitala resurser. Studiens resultat visar också

    att användning av flerspråkiga elevers modersmål i undervisningen inte sker i någon stor

    utsträckning hos någon av lärarna samt att lärarna kan uppleva att de i emellanåt saknar

    tillräckligt med erfarenhet för att undervisa flerspråkiga elever. Resultatet diskuteras i

    förhållenade till två teorier, det sociokulturella perspektivet och transspråkande.

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  • 345.
    Björkman, Dawid Leonard
    Södertörn University, Teacher Education.
    ”Clint Eastwood med disktrasa”: En narrativ innehållsanalys av läromedel utifrån ett genusperspektiv2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine how the male characters are portrayed in the television series »Livet i bokstavslandet« based on Connels (1995) theory hegemonic »masculinity« and Butlers theory »gender performativity« and examine if the male characters challenge or maintain gender.

    The study proceed from the following questions:

    • Does the male characters in »Livet i bokstavslandet« challenge or reproduce traditional gender roles?
    • Are the male characters »participant«, »subordinated« or »marginalized« based on Connells hegemonic masculinity theory?

    A narrative content analysis has been conducted. The theoretical framework of the examination is based on men and masculinities studies, from a post-modern influenced perspective. Butler's concepts of performativity are of importance in this study. The results of shows, in conclusion, that »Livet i bokstavslandet« does neither challenge nor negotiate new gender roles. From a performativity point of view, the conclusion is that the series maintains prevailing gender roles.

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  • 346.
    Björkman, Maria
    Linköping University, Department of Thematic Studies, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Möten med stillheten2011In: Öppenhet: en bok om Carl-Erik af Geijerstam / [ed] Jonas Ellerström, Louise Ekelund, Lars Bergquist, Lund: Ellerströms förlag, 2011, 1, p. 123-131Chapter in book (Other academic)
    Abstract [sv]

    Carl-Erik af Geijerstam var en lågmäld och eftertänksam röst i den svenska litteraturen. Han ställde sig avsiktligt vid sidan av det snabbt skiftande dagsaktuella för att i diktens och essäns form begrunda i längden större frågor, viktigast av dem hur människan kan förhålla sig till omvärlden och sig själv för att inte stelna i konvention och vaneseende. Att låta varje morgon innebära nya möjligheter, att upptäcka hemligheter bland vardagens förbisedda ting – sådan var hans enkla och mångfasetterade inriktning. Under sitt långa liv (1914–2007) publicerade Carl-Erik af Geijerstam mer än tjugofem böcker, bland dem en barndomsskildring och en studie om Vilhelm Ekelund, som jämte Gunnar Björling och Rabbe Enckell utgjorde hans främsta valfrändskaper. Den integritet och det lugna tilltal som fanns i hans böcker gav honom en trogen läsekrets. Antologin Öppenhet, den första boken om Carl-Erik af Geijerstam, är redigerad av Jonas Ellerström, Louise Ekelund och Lars Bergquist och innehåller nyskrivna texter om detta stillsamma, slitstarka författarskap och personen bakom det.

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  • 347.
    Björkman, Sven
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    Hisayasu Nakagawa & Jochen Schlobach (red.), L'image de l'autre vue d'Asie et d'Europe2008In: Sjuttonhundratal, ISSN 1652-4772, p. 125-127Article, book review (Refereed)
  • 348.
    Björkén-Nyberg, Cecilia
    Halmstad University, School of Education, Humanities and Social Science, Centrum för lärande, kultur och samhälle (CLKS).
    Hearing, Seeing, Experiencing: Perspective Taking and Emotional Engagement through the Vocalisation of Jane Eyre, Heart of Darkness and Things fall apart2020In: International Journal of Language Studies, ISSN 2157-4898, E-ISSN 2157-4901, Vol. 14, no 1, p. 63-88Article in journal (Refereed)
    Abstract [en]

    Readers’ emotional engagement with fiction is a busy research area situated at the intersection of cognitive, affective and narrative theory. Perspective taking is a feature that cuts across the disciplines since the narrative situation is crucial for communicating experiences of narrators and characters in literary texts. However, what has been explored in less detail is how the vocalisation of print text facilitates an empathetic response due to the expressive impact of the human voice so that narratives may be visualised and experienced in a variety of ways. Within audionarratology, the concept of voice is undergoing a redefinition since it ceases to be textually mediated and can be experienced directly. Audiobook narration is a case in point. In the present study it is argued that empathy is a mediating agency that resides in the vocalisation of text rather than in the text itself. For the purpose of exploring this phenomenon, a pilot study was carried out. Three canonical English texts that had previously been studied in their entirety in print by a group of students were accessed in part in a remediated audio format. The listening experiment showed that the individual voice profile of each of the narrating actors had a significant impact on perspective taking and emotional engagement. © 2020 IJLS; Printed in the USA by Lulu Press Inc.

  • 349.
    Björnfot, Therese
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Kujala, Pia
    Mälardalen University, School of Education, Culture and Communication.
    Lärarhandledning i svenskämnet – resurs eller ej?: En studie av lärarhandledningen till läromedlet Diamantjakten2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med föreliggande studie är att med utgångspunkt i relevant forskning analysera om lärarhandledningen, i svenskämnet i årskurs 2, är en resurs för läraren. Metoden som användes i denna studie var en text- och innehållsanalys. I analysen framkom det olika kategorier, vilka sedan tematiserades för att hålla studien inom det analytiska ramverket. Resultatet visar att lärarhandledningen har en potential att fungera som resurs för lärare i att planera och bedriva svenskundervisning. Lärarhandledningen ger förslag på samtalsämnen och olika aktiviteter, vilket i sin tur bidrar till att skapa variation i undervisningen samt att materialet möter olika lärstilar. Lärarhandledningen grundar sig i aktuell forskning och den gällande läroplanen, vilket lyfts fram i den inledande delen. Slutsatsen som kan dras är att lärarhandledningen är en bra resurs för lärare och att den följer den aktuella läroplanen, Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011 [2011]. Gällande användbarheten och flexibiliteten väcker den funderingar då den inledande informationen i högre utsträckning passar för en mer övergripande planering av undervisning. Om specifika lärandemål återfinns i direkt anknytning till kapitlet kan det bidra till ett praktiknära lärande och att lärare kan planera samt organisera sin undervisning utifrån lärandemålen (Lgr 11).

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  • 350.
    Björnram, Kenneth
    Örebro University, School of Humanities, Education and Social Sciences.
    Högläsning: - en studie om lärares syn på högläsningens roll i skolan2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
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