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  • 1.
    Afzal, Amina
    Södertörn University, School of Culture and Education.
    The Beauty and the Beast: Magical Realism in Salman Rushdie’s Shame2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Mild psychological effects, such as sleep-deprivation, on an oppressed and tortured human being can be characterized as “normal”. However, Shame by Salman Rushdie uses magical realist style to describe the psychological effects of shame in a patriarchal society which is based on capitalistic class values. This essay will focus on the Marxist feminist reading of the novel with a psychoanalytical perspective which is going to help analyse the effects of the oppressed female characters, Bilquis Hyder, Sufiya Zinobia and Rani Harappa.  The essay focuses on different incidents in the lives of these characters with the help of critics such as Aijaz Ahmad and Timothy Brennan. Both have written critically about Rushdie. This essay will discuss the different aspects of Marxism, feminism as well as psychoanalysis and connecting them to the novel, which would give the answers as to what shame can do to a person’s psyche. The Beauty and the Beast fairy-tale gets a different perception in this story, as Sufiya Zinobia is both the characters in one.

  • 2.
    Ahlsén, Agnes
    Södertörn University, School of Culture and Education.
    Det är förstås lite konstigt att vara flicka: En queerfeministisk läsning av fyra Sigge Stark-romaner2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay, I make a queer feminist analysis of four novels written by the Swedish author Sigge Stark. The novels are: Uggleboet, Manhatareklubben, Cirkus Demonio och Baskerflickan. Using Judith Butler's theories I examine the relations between sex/gender and sexuality in the four books and show how the construction of gender is performed and the heterosexual normativity is jeopardized. I also examine whether, and if so how, Sigge Stark uses the romantic and the gothic genres to include transcending gender identities and sexualities in her work. The essay also includes a contextualisation of her prerequisities as an author and the necessity in performing a critical analysis of mass produced romantic literature.

  • 3. Björck, Amelie
    Sonja Åkesson2008Book (Other academic)
  • 4.
    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.

  • 5.
    Bonnarp, Lovisa
    Södertörn University, School of Culture and Education.
    Popular Culture as Resistance: The Dual Critique of Suzanne Collins's The Hunger Games2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay aims to examine Suzanne Collins’s The Hunger Games, a dystopian novel, using Marxism, a utopian ideology, and also to highlight the dual critique presented by the book. This essay will use Marxism’s view on ideology and mass culture to analyse The Hunger Games. The essay argues that the power structure in the novel is critiqued from a classically Marxist perspective, based on class theory. Because the novel has a reality-show inspired element it also addresses more postmodern ideas as well, i.e. ideas of late capitalism and its influence on today’s society.

    The Hunger Games was published in 2008, the same year that the financial crisis hit America. The book follows 16-year-old Katniss Everdeen who lives in District 12 in the future dystopian world of Panem. The leaders of Panem live in the Capitol, from where they control the twelve surrounding districts with an iron fist. Part of their control is enforced by the Hunger Games in which a boy and a girl from each district compete until only one survivor is left each year.

    The essay finds it interesting to bring out the Marxist critique in The Hunger Games since it is written by an American author and has found most of its popularity in America, a country that has a complicated historical relationship with Marxism and communism ever since the Cold War. The Marxist critique in The Hunger Games makes the book quite radical, especially considering its place of publication and the socioeconomically fraught time in which it was published.

    The Hunger Games contains two different kinds of critique: the book’s critique of today’s society, and the main character’s critique of the fictional society in which it is set. The essay suggests that readers of The Hunger Games have found that by reading about the main character’s critique of the society she lives in, they might themselves become more interested in viewing their own society in a more critical way.

  • 6.
    Dahlander, Gustav
    Södertörn University, School of Culture and Education.
    Måltext i Midgård: Ohlmarks Härskarringen och översättandets normer2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study considers Härskarringen (1959–61), a Swedish translation of J. R. R. Tolkien’s The Lord of the Rings (1954–55), within the framework of translation studies and the description of norms within different fields of translation. As the work’s position as a translation has been questioned by a number of critics, the aim of the study is to identify features of the text which can be associated with this critique. The methodology employed by the study aims to separate departures in the target text from the source text within fields such as semantics and style. The departures are then ordered on the basis of linguistic form. The study suggests that the translation contains a number of features, and proposes possible explanations for these, based on the result of the study in relation to these points of departure as well as the circumstances in the context of the creation of the translation. The method used is partly based on a model developed by Rune Ingo (1991), and the results are analyzed by means of key concepts from Yvonne Lindqvist (2002). The study concludes that Härskarringen should be considered a work done mainly in accordance with an acceptable translation strategy, and thereby has characteristics of a low prestige translation. The study further considers that the critics of the translation hold, seemingly, that The Lord of the Rings should be translated as high prestige literature, and that they have reacted against the translation consequently. The study suggests that the reason for the questioning of Härskarringen’s position as a translation seems to be that the work has not been translated in accordance with the norms of the literary field to where it is today attributed. The critique can partly be viewed as a result of a raised status of The Lord of the Rings and J. R. R. Tolkien, and thus of the mobility of a work within the literary system.

  • 7.
    Flodqvist, Emma
    Södertörn University, School of Culture and Education, English language.
    Formation Within the Nation: Migration and Marginalization in Chimamanda Ngozi Adichie's Americanah2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Migration and its consequences are often discussed in contemporary postcolonial discussions. This topic of migration is central in Chimamanda Ngozi Adichie’s Americanah. Adichie’s portrayal of the migrating subject has placed her in the center of the Afropolitan discussion about transnational Africans and their right to represent. This essay aims to bring this discussion to light. Furthermore, with the use of Benedict Anderson’s ideas of nations as imagined communities, Edward Said’s definition of Orientalism, and Homi K. Bhabha’s concept of mimicry, this essay intends to illuminate the colonial discourse of Americanah’s America. I argue that the novel’s protagonist Ifemelu’s migration to the land of the free is bordered by remnants of colonial discourse, placing her within a western array of marginalization. As Ifemelu struggles with issues connected to her migration into a culture that marginalizes and discriminates under the proud flag of “the American Dream,” she is forced to resort to mimicry of western traits, to get access to western privilege. I contend that the mimicry of western traits consequently reduces her presence in America to partial.

  • 8. Gedin, David
    et al.
    Lindén, ClaudiaSödertörn University, School of Culture and Education, Comparative Literature.
    Att skapa en framtid: kulturradikalen Anne Charlotte Leffler2013Collection (editor) (Other academic)
  • 9.
    Granath, Sara
    Södertörn University, School of Culture and Education, Comparative Literature.
    Leffler, texten och kroppen2013In: Att skapa en framtid: kulturradikalen Anne Charlotte Leffler / [ed] David Gedin och Claudia Lindén, Stockholm: Rosenlarv , 2013, 1, p. 121-133Chapter in book (Other academic)
  • 10.
    Gustafsson, Anna
    Södertörn University, Lärarutbildningen.
    Genus i barnboken: En undersökning om hur flickor och pojkar skildras i barnböcker2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this research is to analyze six children’s books from a gender perspective and thereby investigate in what way boys and girls respectively are portrayed in books.

    My general question is:

    How are boys and girls portrayed in children’s books?

    This question has been broken down into four minor questions:

    What type of clothes are the people wearing? Are people predominantly male or female? Have people specific attributes which are linked to their sex? Are people performing specific actions which are linked to their sex?

    In my research I have combined quantitative and qualitative methods and my theoretical framework has been gender.

    This study reveals a change in children's books with respect to how the different genders are portrayed. The progression is towards a more equal portrayal but despite this, patterns typical for the respective genders shine through.

  • 11.
    Gutsch, Maria
    Södertörn University, Teacher Education.
    ”Många gillar ju inte att läsa, men många gillar det också.”: Gymnasiepojkars beskrivning av de textvärldar som de möter under sin fritid samt under svensklektionerna2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Reading comprehension among boys is something that has deteriorated over the years. But is it so that boys do not read or do they just read things that does not count? Today there is an expanded textual concept. This means that even movies, comics, games, music and images counts as text, not just printed words on paper. I therefore want to investigate how boys in upper secondary school describes the text they encounter during their free time as well as the texts they encounter in school during the subject of Swedish. I want to see how their attitude is to these two textworlds. Six interviews with six diffrent boys from a upper secondary school north of Stockholm has been made. They are all in the alignment electricity program and are now in the second grade. They have all been reading the course “Svenska 1, 100p”. At first, the respondents said they did not read or meet text during their free time. They pointed out that they did not read books. When the respondents then learned that text could be more than only books, their answers changed and a textworld was created. The respondents describe the textworld in their free time as primarily screen-based. This is where they create a community with their friends and the texts has also the function to pass time. In the subject “Svenska 1” the respondents describe the textworld as non-screen based. They mean that they mainly read books. On the other hand, they see this as a positive thing as they are confident that the teacher chooses the "right" books and that they will learn something from it. This result shows that boys are reading, but usually not books. In the texts they encounter, one finds mostly male main characters. They are often supernaturally strong and smart and are classified as superheroes.

  • 12.
    Holmgren, Ola
    Södertörn University College, School of Gender, Culture and History, Comparative literature.
    Brudarnas och emigranteposets källa2009In: Vidare med Vilhelm Moberg: åtta forskare om hans författarskap / [ed] Ingrid Nettervik, Anna Williams, Stockholm: Carlssons , 2009, p. 79-93Chapter in book (Other academic)
  • 13.
    Kella, Elizabeth
    Södertörn University, School of Culture and Education, English language.
    Affect and Nostalgia in Life-Writing of the Polish Diaspora2015Conference paper (Other academic)
    Abstract [en]

    This paper examines the affective landscapes of Poland, Canada, and the US in Eva Hoffman’s autobiographical account of her immigrant/exilic life in Lost in Translation (1989). Hoffman’s reputation as a writer and intellectual was launched with this autobiography. Hoffman left Poland for Vancouver with her Jewish family in 1959, when she was 13, and lived there until college in the US, where she made her career. She lives today primarily in London. Hoffman’s autobiography is divided into three parts, dealing first with Poland, then Canada, then the US. 

    Hoffman's text explicitly thematizes nostalgia. Hoffman affirms her nostalgia for her Polish childhood with a postmodern awareness. Though Lost in Translation has been celebrated for its self-reflexivity and its treatment of the links between language and subjectivity, some scholars have been highly critical of the “nostalgic” view of Poland. Hoffman's work is clearly invested in the dynamics and the affect of remembering and forgetting particular times and particular places. In this paper, I examine Hoffman's understandings of nostalgia, and of the affective landscapes with which she engages. Poland, Canada, and the US have powerful associations, but I focus on primarily on Poland and Canada, emphasizing the overlooked importance of Hoffman's Canadian years.  I am particularly interested in exploring how affect—defined roughly as “something that moves, that triggers reactions, forces, or intensities . . ., simultaneously engaging the mind and body, reason and emotions” (Berberich, Campbell and Hudson 314), and including the affect of nostalgia—is represented and textually communicated with readers. Thus, I look at the effects of Hoffman’s privileging of lyricism as a mode and mood for life-writing.

  • 14.
    Kella, Elizabeth
    Södertörn University, School of Culture and Education.
    Countering Captivity in Popular Genres: The Only Good Indian and Older Than America.2013Conference paper (Other academic)
    Abstract [en]

    This paper examines the appropriation and redirection of the Gothic in two contemporary, Native-centered feature films that concern a history that can be said to haunt many Native North American communities today: the history of Indian boarding schools. Georgina Lightning’s Older than America (2008) and Kevin Willmott’s The Only Good Indian (2009) make use of Gothic conventions and the figures of the ghost and the vampire to visually relate the history and horrors of Indian boarding schools. Each of these Native-centered films displays a cinematic desire to decenter Eurocentric histories and to counter mainstream American genres with histories and forms of importance to Native North American peoples. Willmott’s film critiques mythologies of the West and frontier heroism, and Lightning’s attempts to sensitize non-Native viewers to contemporary Native North American concerns while also asserting visual sovereignty and affirming spiritual values. 

  • 15.
    Kella, Elizabeth
    Södertörn University, School of Gender, Culture and History, Comparative literature.
    Critical Relations: Indian Orphans Move Back Home in Works by Leslie Marmon Silko and Linda Hogan2010Conference paper (Other academic)
  • 16.
    Kella, Elizabeth
    Södertörn University, School of Culture and Communication.
    “Dark Matter” and ”Minor Transnationalism” in Toni Morrison’s A Mercy2011Conference paper (Other academic)
  • 17.
    Kella, Elizabeth
    Södertörn University, School of Culture and Education.
    “’Impersonating the Self’”: Grotesque Subjects in Joyce Carol Oates’s Academic Novel Mudwoman2014Conference paper (Other academic)
  • 18.
    Kella, Elizabeth
    Södertörn University, School of Culture and Education.
    “Restorative and reflective nostalgia in life-writing of the Polish diaspora: Eva Hoffman and Lisa Appignanesi”2014Conference paper (Other academic)
    Abstract [en]

    This paper compares Eva Hoffman’s representation of Poland and its effect on her immigrant/exilic life in Lost in Translation with Lisa Appignanesi’s representations in Losing the Dead. Their works are published about 10 years apart. While Lost in Translation has been viewed as an important work expressing a postmodern awareness of the links between language and subjectivity, a few scholars have been highly critical of the “nostalgic” view of Poland that Hoffman presents. Losing the Dead, though different tone, is also invested in the dynamics of remembering and forgetting. The author has very few first-hand memories of her childhood in Poland, however, and her work of postmemory thus straddles the borders of biography, family history, and memoir. Svetlana Boym’s discussion of restorative and reflective nostalgia provides an important framework for a comparison of these two works’ representations of Poland. While it is tempting to view Hoffman’s work as an example of restorative nostalgia and Appignanesi’s as an example of reflective nostalgia, I argue that these distinctions are not clear cut, and the representations of Poland in these two works complicate Boym’s typology.

  • 19.
    Kella, Elizabeth
    Södertörn University, School of Culture and Education, English language.
    Review of: a/b: Auto/Biography Studies 27.1 (2012)2013In: American Studies in Scandinavia, ISSN 0044-8060, Vol. 45, no 1-2, p. 174-176Article, book review (Other academic)
  • 20.
    Kella, Liz
    et al.
    Södertörn University, School of Culture and Education, English language.
    Holmgren Troy, Maria
    Karlstad University.
    Wahlström Henriksson, Helena
    Uppsala University.
    Bilda familj: Om föräldralösa barn, släktskap och nationsskapande i samtida amerikanska romaner2015In: Tidskrift för Genusvetenskap, ISSN 1654-5443, E-ISSN 2001-1377, Vol. 35, no 4, p. 11-32Article in journal (Refereed)
  • 21.
    Kleberg, Lars
    Södertörn University College, Centre for Baltic and East European Studies (CBEES).
    Förord2008In:  Brevväxling från hörn till hörn / av Michail Gersjenzon och Vjatjeslav Ivanov / [ed] Lars Kleberg, Stockholm: Ersatz , 2008, p. 7-18Chapter in book (Other (popular science, discussion, etc.))
  • 22.
    Kleberg, Lars
    Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Ivan Aksenov’s Novel The Pillars of Hercules2012In: Aksenov and the Environs = Аксенов и окрестности / [ed] Lars Kleberg, Aleksei Semenenko, Huddinge: Södertörns högskola , 2012, p. 105-121Chapter in book (Refereed)
  • 23.
    Kleberg, Lars
    Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Translations and Translators in Swedish Literary History2012In: Rethinking Cultural Transfer and Transmission: Reflections and New Perspectives / [ed] Petra Broomans, Sandra van Voorst, Groningen: Barkhuis, 2012, p. 61-74Chapter in book (Other academic)
  • 24.
    Korek, Janusz
    Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Tajemnice tożsamości: o prozie Michała Moszkowicza /Secrets of identity: about Michał Moszkowicz's novels2013In: Między językami, kulturami, literaturami/: Polska literatura (e)migracyjna w Berlinie i Sztokholmie po roku 1981 /Between Languages, Cultures, Literatures: Polish (E)migration Literature in Berlin and Stockholm after 1981 / [ed] Ewa Teodorowicz-Hellman, Janina Gesche, Stockholm: Slaviska institutionen, Stockholms universitet , 2013Chapter in book (Refereed)
    Abstract [en]

    The article discusses the work of the émigré writer Michał Moszkowicz. After a brief presentation of his biografy  and an analysis of his key novels, the author of the article concludes that - contrary to popular opinion expressed by reviewers - the most important issu in this prose is not multiculturalism, not the transcending of language barriers, or the attempt to understand Otherness (with the writer's biografy suggests). Moszkowicz's novels are, however, - as evidenced by the article - very Polish, arch-Polisch. This is not only because Moszkowicz writes in Polish and refers to the tradition of Polish literature but also because he fights with Polishness. Polishness which irritates him, which sometimes hurts, but which is always very important to him. The most important issue in Moszkowicz's novels is not the matter of the social, cultural, or national affiliation of his hero but an analysis of the transformation of his individual identity.

  • 25.
    Lane, Tora
    Södertörn University, School of Culture and Education, Philosophy.
    Conjuring Life: Magic in the poetics of Marina Tsvetaeva2013In: Poznan Slavic Studies, ISSN 2084-3011, no 4, p. 239-251Article in journal (Refereed)
  • 26.
    Lane, Tora
    Södertörn University, School of Culture and Education, Philosophy.
    Giving away the giving: Love according to Platonov in 'Reka Potudan'2014In: Med blicken österut: hyllningsskrift till Per-Arne Bodin / [ed] Ambrosiani, Per Löfstrand, Elisabeth Teodorowicz-Hellman, Ewa, Skellefteå: Artos & Norma, 2014, Vol. 23, p. 207-216Chapter in book (Other academic)
  • 27.
    Lane, Tora
    Södertörn University, School of Culture and Education, Philosophy.
    The poetry of poverty: 'Poėma Lestnicy' by Marina Cvetaeva2013In: Russian literature, ISSN 0304-3479, E-ISSN 1878-3678, Vol. 73, no 4, p. 591-617Article in journal (Refereed)
    Abstract [en]

    The article presents a reading of Marina Tsvetaeva's 'Poema lestnitsy' (1926) as a critique of the reifying ontology of modern society. The back staircase of the poor becomes the locus of a burning lyrical revolt by the elemental nature of things against their objectifying use. I argue that the poem's social and lyrical pathos was inspired by Vladimir Maiakovskii's 'Oblako v shtanakh' (1914-1915), but that the theme may also be related to a Modernist ontological debate. The poem presents a metapoetic image of the elemental, non-reifiable poetic world and its resistance to commodification.

  • 28.
    Lane, Tora
    Södertörn University, School of Culture and Education, Philosophy.
    The "secret fire" of living life: Marina cvetaeva's demonic poetics2013In: Scando-Slavica, ISSN 0080-6765, E-ISSN 1600-082X, Vol. 59, no 1, p. 58-79Article in journal (Refereed)
    Abstract [en]

    This article discusses the demonic poetics that the Russian Modernist poet Marina Cvetaeva develops in a series of articles that she wrote in the 1930s, with particular focus on The Devil (1935) and Puškin and Pugačev (1936-1937). I examine the demonology as a means of treating the question of the nature of poetic language. I relate this question to the notion of a Poetry of Intent that Cvetaeva developed in 1924, and to the Romantic tradition as a ground for her Modernist poetics. The central question that governs Cvetaeva's demonic mythologizations is what it is that separates literature, conceived as poetry or romance, from other forms of speaking or imagining the world. I show that Cvetaeva gives more or less the same answer to this question in all these essays, and that is that literature in a secret and oblique way can speak of living life, that is, life in its living form, beyond the categories of representation.

  • 29.
    Larson, Kate
    Södertörn University College, School of Gender, Culture and History, Comparative literature.
    "Det korta uppehåll mellan impuls och handling, där en tanke kommer in": Simone Weil om avskildhetens betydelse2009In: Svensk teologisk kvartalskrift, ISSN 0039-6761, Vol. 85, p. 98-107Article in journal (Other academic)
  • 30.
    Lennerhed, Lena
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Hjältar för en dag: Folket och färden i Tomas Löfströms sjuttiotalsromaner2014In: Upplysningskritik: Till Bosse Holmqvist / [ed] Anders Burman, Inga Sanner, Stockholm: Symposion Brutus Östlings bokförlag, 2014, p. 124-135Chapter in book (Other academic)
  • 31.
    Lindén, Claudia
    Södertörn University, School of Culture and Education, Comparative Literature.
    Ann-Charlotte Leffler: I krig med samhället: och andra texter. Förord, urval och introduktioner Claudia Lindén2013Collection (editor) (Other academic)
  • 32.
    Lindén, Claudia
    Södertörn University, School of Culture and Education, Comparative Literature.
    Anne Charlotte Leffler och den maskulina fantasins tragik2013In: Kvinnorna gör mannen: maskulinitetskonstruktioner i kvinnors text och bild 1500-2000 / [ed] Kristina Fjelkestam, Helena Hill och David Tjeder, Göteborg: Makadam Förlag, 2013, p. 225-254Chapter in book (Refereed)
  • 33.
    Lindén, Claudia
    Södertörn University, School of Gender, Culture and History, Comparative literature.
    Ellen Key och kärlekens frihet som politik: Kommentar till texter av Elen Key2012In: Könspolitiska nyckeltexter: 1, Från äktenskapskritik till sexualupplysning 1839-1930 / [ed] Klara Arnberg, Fia Sundevall & David Tjeder, Göteborg: Makadam Förlag, 2012, p. 120-124Chapter in book (Other academic)
  • 34.
    Lindén, Claudia
    Södertörn University, School of Culture and Education, Comparative Literature.
    Emancipationens erotik2013In: Att skapa en framtid: kulturradikalen Anne Charlotte Leffler / [ed] David Gedin & Claudia Lindén, Stockholm: Rosenlarv förlag , 2013, p. 79-94Chapter in book (Other academic)
  • 35.
    Lindén, Claudia
    Södertörn University, School of Gender, Culture and History, Comparative literature.
    Introduktion till Ellen Key2012In: Aisthesis: estetikens historia. D. 1 / [ed] Sara Danius, Cecilia Sjöholm och Sven-Olov Wallenstein, Stockholm: Thales, 2012, p. 429-431Chapter in book (Other academic)
  • 36.
    Lindén, Claudia
    Södertörn University, School of Gender, Culture and History, Comparative literature.
    Är historien alltid redan queer?: Om Karen Blixens gotik2012In: Queera läsningar: Litteraturvetenskap möter queerteori / [ed] Katri Kivilaakso, Ann-Sofie Lönngren och Rita Paqvalén, Stockholm: Rosenlarv förlag , 2012, 1st, p. 90-121Chapter in book (Refereed)
  • 37.
    Lundwall, Sarah
    Södertörn University, School of Culture and Education.
    Gothic Horror and The Folktale: A Formalist Approach to Horace Walpole’’s The Castle of Otranto2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay examines the structural relationship between the folktale and the gothic novel with focus on characterization. This study will present a clearer definition of the now problematized gothic genre and show how newer genres are influenced by the older ones. This examination is done by doing a close-reading of Horace Walpole’s The Castle of Otranto, which is generally known as the first gothic novel, and comparing it to formalist Vladimir Propp’s findings on the functions of the Russian folktale. Walpole’s novel is used as primary source of data and the key works by Propp is utilized as the theoretical framework. In addition, a couple of critical essays have been looked upon in relation to the previous works. This study finds that there are apparent similarities in structure and narrative in the gothic novel in relation to the folktale such as the presence of the same essential characters and functions. This proves the overlap between the two genres and it would be reasonable to conclude that the gothic genre consists of a part folktale. By the revelation of this previously unknown relationship between the folktale and the gothic genre this essay opens up for further research on the origin and influences of gothic fiction.

  • 38.
    Marshall, Ann-Charlotte
    Södertörn University, Lärarutbildningen.
    Är det viktigare att man läser än vad man läser?: En studie i hur genus framställs i barnböcker med fotbollstema2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis is to highlight how male and female characters are portrayed in children’s books, that have football as a theme, and are written for children between 9-12 years of age. I have chosen this subject so that I, as a pre-school teacher, can adhere to the curriculum’s aim of maintaining the school’s responsibility for counteracting traditional gender roles. I aim to study how gender is represented in literature for children.

    I shall apply Yvonne Hirdman’s theories on the gender system which is built on the principals whereby the sexes are separate entities and there is a structural hierarchy between them. There is also a gender contract which maintains a balance of power according to which woman is considered inferior to man. From the reproduction process Hirdman identifies cultural influences that literature conveys to the reader as to how genus concepts are created.

    To answer questions on how characters in the books are presented, I use a qualitative analysis. I primarily use Maria Nikolajevas “character-theory” and gender based “opposite concepts”. This thesis deals with the following questions:

    Which kinds of descriptions are used to present female and male characters, and if there are, can one see any differences between them?

    How are the relations between coaches, parents and children portrayed?

    From these I have come to the conclusion that gender is presented in a traditional manner so that in stories in which the main characters are female are motivated by love; while stories in which the main characters are male are about football. Girls are rather orientated towards relations, as apart from boys who are described as more independent and egocentric. I can also identify that the team leader is gentler and more personal when dealing with girls, in contrast to when dealing with boys. It may be mentioned here that some of the characters have at time some qualities that go against the norm and which may be considered as challenging the established “keeping them apart principle”. That man is the norm on the football arena is however common in all the books.

  • 39.
    Sekulovska, Flori
    Södertörn University, Teacher Education.
    "Boksamtal är betydelsefullt": En studie om boksamtal i svenskundervisningen i årskurs 32018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine how book conversations goes in the swedish education in grade 3, and also which perception teachers have of book conversations in their own education. The survey is supported by theories that focuses on book conversations in the education. These are text to text, text to world, text to self, qualitative book conversation, multi-purpose classroom, proximal zone and scaffolding. To achieve the aim, following questions has been formulated:

    • How do book conversations go in the swedish education in grade 3?

    • Which perception do teachers have on book conversations in their own education?

    In summary, the results of this study are that there are three types of book conversations in the swedish education called a structural book conversation, open book conversations and closed book conversations. These three types of book conversations explain how book conversations go in the swedish education in grade 3. Beyond this, the results of this study are also that teacher’s perception on book conversation in their own education are that book conversations are significant and of importance in the swedish education.

  • 40.
    Semenenko, Aleksei
    Stockholms universitet, Slaviska institutionen.
    “Romanticheskii diskurs" I. Aksenova2012In: Aksenov and the Environs / Aksenov i okrestnosti / [ed] Lars Kleberg & Aleksei Semenenko, Huddinge: Södertörns högskola , 2012, p. 231-240Chapter in book (Refereed)
  • 41.
    Stenberg, Felicia
    Södertörn University, School of Culture and Education, English language.
    A Liminal Existence, Literally: A Deconstruction of Identity in Diana Wynne Jones’ Howl’s Moving Castle2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay examines the inherent instability present in Diana Wynne Jones’ 1986 novel Howl’s Moving Castle. I suggest that in relying on the ambiguity of the story and the setting, Jones creates not only a more complex universe, but allows the characters to be multidimensional -- both literally and figuratively -- without having any stable selves. Using deconstruction as a (non-existent) foundation for my analysis, I contend that the strength of the story is in the looseness of it. Thus, by using a Derridean approach with added Cixousian feminist elements and a heap of Kristevian intertextuality, I further argue that Jones invites the reader to embrace the ambiguity of identity by closely analyzing the conflicting behaviours of the two main characters in the novel, Sophie Hatter and Wizard Howl. In conclusion, I argue that Diana Wynne Jones through subverting classic fairy tale tropes in an ingenious way, suggests that there is no such thing as a final finished growing person and that there is comfort to be found in embracing this incompleteness. 

  • 42. Sundell, Johan
    Dismodernitet och Insektspolitik: En studie av genus, (o)begriplighet och (dys)funktionalitet i Franz Kafkas Förvandlingen2013Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis has been to explore in what ways Franz Kafka’s ”The Metamorphosis” can be read as a story of gender. By bringing together Judith Butler’s theory of materialization and Lennard J. Davis’s crip theory I have spoken of Dismodernity as the domain of abject bodies that have been repudiated by (post)modern societies as untintelligible and dysfunctional. From this vantage point ”The Metamorphosis” can be seen as an allegory of Dismodernity and the protagonist, Gregor Samsa, can be seen as a political figure of Dismodernity. Therefore, I have tried to draw a feminist insect politics out of his metamorphosis from (hu)man into insect.

    By doing a close reading, through the theoretical lenses of Judith Butler, Lennard J. Davis and Donna Haraway, Gregor Samsa can be read as an abject non-masculinity which is both produced and made impossible by a heterosexual matrix’s need of intelligible genders and a capitalist system’s need of functional workers. As an abject non-masculinity Gregor Samsa works as a queer (unintelligible) and dismodern (dysfunctional) trickster that both disturbs and makes visible the established gendered norms of (un)intelligibility and (dis)ability through a blurring of the boundaries between human/animal, public/private and masculinity/femininity. As an involuntary trickster he also challenges gender studies and its seeking for ultimate representations for oppositional consciousness pure in their radical potential.

  • 43.
    Svensson, Paul
    Södertörn University, School of Culture and Education.
    Representations of Gender in Fantasy Miniature Wargames2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay I will investigate the representations of gender in the unexplored field of fantasy miniature wargames. Focusing on a few publications by the largest producers of these games, namely Games Workshop, Privateer Press and Wyrd Miniatures, I intend to shed light on the views of gender that permeate their productions. Drawing parallels to research conducted on gender in the field of video games, I intend to investigate their similarities to the representations that exist in the field of fantasy miniature wargames. Through these links I will investigate areas such as the literary representation of gender, the visual representation of gender in the miniatures and images produced, and also the simulations and manifestations of gender in the rules of the games. These representations have the power to shape our perception of the world around us, especially as some of these games' target audience are young adults. Identifying these messages is important for further studies in the field and will be a first step to understanding how the miniature wargame can affect our behaviors and attitudes.

  • 44.
    Turell, Anna
    Södertörn University, Teacher Education.
    Privilegierad kvinna i Europa: En intersektionell analys av handlingsutrymme i Birgitta Stenbergs roman Kärlek i Europa2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the novel, Kärlek i Europa, the main character Birgitta travels to Europe searching for a new approach to life: to her gender, her sexuality and her social class. The places she visits represent two different discourses: the Stockholmean discourse where life is strictly adjusted to gender and class and the European discourse where the frame of life is more open concerning gender, sexuality and social class. The purpose of this essay is to examine what kinds of scope for action the two discourses enables Birgitta in terms of gender, sexuality and social class. By employing a discourse theoretical method combined with intersectional theory focusing on the power axis of gender, sexuality and social class, I hope to reach my goal of investigating what the discourses enables Birgitta. My results show that, in some respects, the ideals for a woman within the European discourse are less strict than the ones within the Stockholmean discourses. My results also show that while Birgitta leaves the Stockholmean discourse regarding her gender and sexuality, she never fully leaves in terms of her social class. Her habitus is so fully developed that it enables her to float between the classes while travelling Europe.

  • 45.
    Ädel, Rebecca
    Södertörn University, Lärarutbildningen.
    Tegnér i gymnasiet: En komparativ studie av Tegnérs utrymme i gymnasiala litteraturantologier samt läroplaner från 60-talet till våra dagar2012Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to present a comparative analysis of seven literature anthologies for the Upper Secondary School, from 1968-2004, to investigate how much space Esaias Tegnér is getting and how many and which of his works that is presented in these anthologies.

    The study is set against the hypothesis that Tegnér is getting a reduced space in the anthologies because of his connection to Romantic nationalism, which after World War II has been associated to the themes and ideology of the National Socialism. In view of this I have asked myself if Tegnér is getting a reduced space in the literature anthologies for the Upper Secondary School. My study shows that this is the case.

    One can also see clear trends in a subjective approach towards the author. In the anthologies where Tegnér have had a strong prominent role, he is retaining his position even in later editions. Over the entire period of 1968-2004 he is getting a less prominent role, although he is generally presented as the greatest poet of his time.

    I have also examined the discussion of Tegnér during that period to see if you can find any connection between the discussion about Tegnér and the change his work gets in the literature anthologies. The study also examines if the Upper Secondary School curriculum from 1965, 1994 and 2011, leaves any room to study the works of Tegnér in the literature teaching.

    The first curriculum of the Upper Secondary School, highlighting Tegnér as a writer of particular importance and a part of the required literature reading. Later, less detailed curriculums, does not mention either authors or works. However, these curriculums can be interpreted in a way that Tegnér and his works still belongs to the literature teaching in Upper Secondary Schools.

  • 46.
    Åkerlund, Andreas
    Södertörn University, School of Historical and Contemporary Studies, History.
    De vita männens stora krig: Arnold Zweigs hexalogi om första världskriget2018In: DixikonArticle, book review (Other (popular science, discussion, etc.))
  • 47.
    Åsa, Arketeg
    Södertörn University, School of Culture and Communication, Aesthetics.
    "Where philosophy stops, poetry is impelled to begin": Historisk materialitet i Susan Howes och Karen Mac Cormacks poesi2011In: Aiolos - tidskrift för litteratur, teori och estetik, ISSN 1400-7770, no 42, p. 75-86Article in journal (Other (popular science, discussion, etc.))
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