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  • 1501.
    Witt-Brattström, Ebba
    Södertörn University, School of Gender, History, Literature and Religion, Comparative literature.
    The new woman and the aesthetic opening: unlocking gender in twentieth-century texts2004Collection (editor) (Other academic)
    Abstract [en]

    Is there such a thing as an aesthetic feminism? How has the poetics of gender changed since the beginning of the twentieth century? Starting with the Modern Breakthrough and the fin de siècle and ending with a discussion of contemporary literary feminism, this anthology attempts to redirect the study of the interrelation of aesthetics and gender by giving historical perspective to twentieth-century literary works. Its approach invites a de-centering of modernist aesthetics and a revision of the canon with its persistent cult of the male genius at the expense of the more dialogical model of women´s literature. By following the course of women´s and men´s literature throughout the period, gently unlocking the gridlock of gender and aesthtics in high modernism, it traces a forgotten dialogue between the sexes.

    The New Woman should be understood as a figure connecting nineteenth-century discourses of sexuality and the feminist movement(s) in a discursive response. Her brave redefinition of the gender contract is an indispensable gateway to modern culture. The fin de siècle anticipated postmodernism themes such as unstable male-female identities, the importance of Eros, a queer fantasy of a neuter gender, and the narcissistic game of self-invention as a response to the feeling of loss of collective values.

    This volume works across the east-west divide, discussing texts by Victoria Benedictsson, Lou Andreas-Salomé, Illa Christensen, Selma Lagerlöf, Henrik Ibsen, Knut Hamsun, Karen Blixen, L. Onerva, Elin Wägner, Ida Bäckman, Alexandra Kollontai, Colette, Djuna Barnes, Agnes von Krusenstjerna, Sigfried Siwertz, Karin Boye, Vicki Baum, Tora Dahl, Natasha Goerke, Natasha Tokarczuk, Henning Mankell adn Liza Marklund

  • 1502.
    Wojahn, Daniel
    Södertörn University, School of Culture and Education, Swedish Language.
    De personliga pronomenens makt: En studie av hur pronomen styr våra föreställningar om personer2013In: Svenskans beskrivning 32: Förhandlingar vid trettioandra sammankomsten för svenskans beskrivning, Karlstad den 13-14 oktober 2011 / [ed] Björn Bihl, Peter Andersson & Lena Lötmarker, Karlstad: Institutionen för språk, litteratur och interkultur, Karlstads universitet , 2013, p. 356-367Conference paper (Refereed)
  • 1503.
    Wojahn, Daniel
    Södertörn University, School of Communication, Media and it, Swedish language.
    "Jag förklarar er nu för äkta makar.": En jämförande analys av den borgerliga svenska vigseltexten och Svenska kyrkans vigseltext2011In: Funktionell textanalys / [ed] Per Holmberg, Anna-Malin Karlsson, Andreas Nord, Norstedts Förlag, 2011, p. 168-187Chapter in book (Refereed)
  • 1504.
    Wojahn, Daniel
    Södertörn University, School of Culture and Education, Swedish Language. Uppsala universitet, Institutionen för nordiska språk.
    Språkaktivism: Diskussioner om feministiska språkförändringar i Sverige från 1960-talet till 20152015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to analyze discussions on feminist language change focusing on the period 1960–2015. The data comprises discussions from three different contexts: feminist communities, public forums for discussion on the internet and official language organizations.

    The analyzed data from the feminist communities consists of a range of different sources of text, for example newspapers, magazines, novels from the women’s movement, lesbian poetry, queer and trans*activist blogs, biographies, comics and plays, to name but a few. In addition to this two focus group discussions were conducted with five teenaged and five adult activists, each with a queer and/or trans*activist background. The data for the analyses of the discussions in public internet forums consists of 1 865 negative reactions to feminists’ language interventions. For the analyses of the reactions from the official language organizations, data was culled from 16 handbooks with language recommendations from the Language Council of Sweden and the Swedish Academy.

    My central research interest is how the actors in these three contexts understand and describe the relation between language and gender, and between strategic language change and changes in the social, non-linguistic world. Furthermore I investigate in which forms of gender-related discrimination the language changes are supposed to intervene. I adopt a critical discourse analytic and interdisciplinary approach that combines linguistic theories and methods with those from Gender Studies.

    The results show that Swedish language activists from the 1960s to the 1990s focused on linguistic interventions aimed at challenging patriarchal norms. In the 1980s homosexual activists, especially lesbian activists, began to intervene in heteronormative concepts. Until around the middle of the 1990s feminists acted from a binary concept of gender. From then on, queer and trans*activists have tried to challenge the idea of two, stable and natural gender categories. Language activists have seen language as performative and a tool for constructing reality. Even those who react negatively in forums on the internet to feminist language change assume that language has performative effects on the conceptualization of gender. The official language organizations, on the other hand, describe language in their recommendations mostly as something unpolitical that reflects rather than constructs society.

  • 1505.
    Wojahn, Daniel
    Södertörn University, School of Culture and Education, Swedish Language.
    Språkaktivism, språkvård och språksyn: Respons till Olle Josephson samt Maria Bylin, Lena Lind Palicki & Susanna Karlsson2015In: Språk & Stil, ISSN 1101-1165, Vol. 25, p. 194-201Article in journal (Refereed)
  • 1506.
    Wojahn, Daniel
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Seiler Brylla, Charlotta
    Stockholms universitet.
    Westberg, Gustav
    Södertörn University, School of Culture and Education, Swedish Language.
    Förord2018In: Kritiska text- och diskursstudier / [ed] Daniel Wojahn, Charlotta Seiler Brylla, Gustav Westberg, Huddinge: Södertörns högskola , 2018, p. 5-7Chapter in book (Other academic)
  • 1507.
    Wojahn, Daniel
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Seiler Brylla, CharlottaWestberg, GustavSödertörn University, School of Culture and Education, Swedish Language.
    Kritiska text- och diskursstudier2018Collection (editor) (Refereed)
    Abstract [sv]

    Hur kan kritik förstås i ett språkvetenskapligt sammanhang? Vad innebär det att inta en kritisk forskarposition som språkvetare? Vad kan man som text- och diskursanalytiker rikta sin kritik mot?

    Denna antologi tar ett samlat och bredare grepp om konceptet kritik inom språkvetenskaplig text- och diskursanalys med ett särskilt fokus på en svenskspråkig kontext. Boken innehåller såväl teoretiska diskussioner av kritikbegreppet som kritiska empiriska analyser. De teoretiska diskussionerna tar sig an kritikbegreppets innebörd, dess historia och vetenskapliga implikationer. Här bidrar bokens artiklar också med teoretiska utvecklingar av kritikbegreppet i relation till exempelvis genre, motdiskurser, tystnad och frånvaro. I de empiriska bidragen analyseras sociala och samhällsrelevanta fenomen såsom feminism, nyliberalism, rasism och propaganda utifrån kritiska perspektiv. De empiriska analyserna bygger på vitt skilda skriftspråkliga såväl som multimodala material. Bland annat presenteras kritiska analyser av nationella prov för gymnasiet, reklam för banker, IKEA-kataloger, vårdprogram för ätstörningar och synen på samiska barns språkundervisning. Boken ger en samlad bild av aktuell kritisk text- och diskursanalytisk forskning och avser även att bidra till den teoretiska utvecklingen av fältet.

  • 1508.
    Wolrath Söderberg, Maria
    Södertörn University, School of Communication, Media and it, Rhetoric.
    Aristoteles enthymem: slutledningsformer eller meningsskapande processer?2010In: Rhetorica Scandinavica, ISSN 1397-0534, no 53, p. 36-66Article in journal (Refereed)
  • 1509.
    Wolrath Söderberg, Maria
    Södertörn University, School of Communication, Media and it, Rhetoric. Örebro universitet.
    Topos som meningsskapare: retorikens topiska perspektiv på tänkande och lärande geonom argumentation2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Most theories of meaning making in Swedish higher education pedagogy today are based on a broadly perspective view of knowledge. But, in practical terms, how can academic teachers facilitate the inclusion of different perspectives that challenge one another in the classroom while avoiding anything-goes relativism? The present thesis seeks solutions to this problem in rhetorical theory and, more specifically, in the concept of topos. Topos theory was developed as a cognitive toolkit for thinking and reasoning about contingent and multifaceted matters. It proceeds from the assumption that issues can be fruitfully addressed through themes, arguments and reasoning methods previously shown to work for similar issues. The merits of the various topoi  could then be debated, thus allowing diverse perspectives to be tried out and scrutinised. I believe that topos theory may have much to contribute to pedagogy for higher education vis-à-vis problematic knowledge in a dynamic world. Such a theoretical enterprise, however, must be founded on a carefully developed theory of meaning making. The specific aim of the present thesis is to investigate the feasibility of such a theory. The main question is: How is meaning making to be understood from the viewpoint of topos theory? An overview of the emergence and historical context of the concept of topos, and a reconstruction of its underlying epistemology form the basis of a proposal for a novel/contemporary model. The proposed concept will be employed to advance a sociocultural and dialogic approach to meaning making, inspired by the work of Bachtin. Finally, these ideas will be used as vantage points for designing higher education seminars.

  • 1510.
    Wolrath Söderberg, Maria
    et al.
    Södertörn University, School of Communication, Media and it, Rhetoric.
    Manker, Jon
    Södertörn University, School of Communication, Media and it, Media technology.
    Spelets retorik2010In: Rhetorica Scandinavica, ISSN 1397-0534, no 55, p. 54-71Article in journal (Refereed)
  • 1511.
    Wolrath Söderberg, Maria
    et al.
    Södertörn University, School of Culture and Education, Rhetoric.
    Wormbs, Nina
    KTH.
    Grounded: Beyond flygskam2019Report (Other academic)
    Abstract [en]

    Flygskam. This Swedish word translates as “flight shame” and has spread across the world. The term refers to feeling guilt over the environmental effects of flying and is symbolic to a movement in which an increasing amount of Swedes are choosing not to fly. Yet, a reduction in flying is a challenge to the liberal idea of free movement. This case study focuses on Sweden, and a self-selected group among Swedes. But it is still of interest to a wider European audience since the word and phenomenom flygskam has spread to other countries. With this report we hope to move beyond the simple dichotomy for and against flying and instead focus on what we can deduce in terms of policy implications from those who voluntarily choose to stop flying because of climate change. The study also reflects on the challenges and possibilities of European policy in relation to flying.

    The most commonly mentioned reason to change behaviour was knowledge and insight. This insight occurs not just with the accumulation of knowledge, but in connection to a realisation of the problem’s urgency. This realisation can in turn come from personal experience of climate change and is often related to strong feelings and fear.

    Respondents also stressed the importance of conscience and their ambition to be consistent. This idea of justice is not only in relation to others, but also to future generations.

  • 1512.
    Wolrath-Söderberg, Maria
    Södertörn University, School of Culture and Education.
    Projektpresentation: Topiskt lärande2006In: Rhetorica Scandinavica, ISSN 1397-0534, no 38, p. 72-81Article in journal (Other academic)
  • 1513. Wärnestål, Pontus
    et al.
    Degerstedt, Lars
    Jönsson, Arne
    Interview and Delivery: Dialogue Strategies for Conversational Recommender Systems2007In: Proceedings of the 16th Nordic Conference of Computational Linguistics NODALIDA-2007 / [ed] Joakim Nivre, Heiki-Jaan Kaalep, Kadri Muischnek, Mare Koit, Tartu: University of Tartu , 2007, p. 199-204Conference paper (Other academic)
  • 1514.
    Wåghäll Nivre, Elisabeth
    Södertörn University, School of Culture and Education, Rhetoric. Stockohlms universitet.
    Att skriva ett liv: Drottning Kristina som litterär och historisk figur2013In: Bilder av Kristina: Drottning av Sverige – Drottning i Rom = Images of Christina, Queen of Sweden - queen in Rome / [ed] Sandin, Per, Stockholm: Livrustkammaren , 2013, p. 247-262Chapter in book (Other academic)
  • 1515.
    Wåghäll Nivre, Elisabeth
    Södertörn University, School of Communication, Media and it, Rhetoric. Stockholms universitet.
    Leben schreiben – Leben beschreiben: Die Leben der schwedischen Königin Christina (1626–1689) in Quellen ihrer Zeit2012In: Vielheit und Einheit der Germanistik weltweit: Akten des XII. Internationalen Germanistenkongresses Warschau, 2010 : Band 4 / [ed] Franciszek Grucza, Frankfurt/Main: Peter Lang Publishing Group, 2012, p. 259-262Chapter in book (Other academic)
  • 1516.
    Wåghäll Nivre, Elisabeth
    Södertörn University, School of Communication, Media and it, Rhetoric. Stockholm University.
    The King is Dead. Long Live … the Queen: Turning Points in Panegyric Writing – Queen Christina of Sweden (1626-1689)2012In: Turning Points: Concepts and Narratives of Change in Literature and Other Media / [ed] Ansgar Nünning and Kai Sicks, Berlin: Walter de Gruyter, 2012, p. 337-350Chapter in book (Refereed)
  • 1517.
    Zackariasson, Maria
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    Känslors och värderingars betydelse i handledning av självständiga arbeten – två perspektiv2018In: NU2018 - Det akademiska lärarskapet: Abstrakt, 2018, p. 118-119, article id 738Conference paper (Refereed)
    Abstract [sv]

    En central del i det akademiska lärarskapet är att handleda studenter som befinner sig på olika nivåer i sin utbildning. Det kan handla om doktorander på forskarutbildningsnivå, men i och med att en så stor andel studenter skriver ett, eller två, självständiga arbeten under sin utbildning, handlar det oftare om handledning av studenter på grundläggande eller avancerad nivå. Det finns ett antal studier, både nationellt och internationellt, som behandlar olika aspekter av handledning av studenters uppsatser, som exempelvis handledningsprocessen, handledarstilar, och handledares erfarenheter och behov (t.ex. Augustsson & Jaldemark, 2014; Baker, Cluett, Ireland, Reading, & Rourke, 2014; Berg, 2016; Carlson, Svensson, Johannson, & Montin, 2016; Eriksson & Gustavsson, 2016; Kamler & Thomson, 2014; Scholefield & Cox, 2016; Sveen & Magnusson, 2013; Todd, Smith, & Bannister, 2006; Wiggins, Gordon-Finlayson, Becker, & Sullivan, 2016).

    En aspekt av handledningsprocessen, som dock framför allt har diskuterats inom den forskning som finns om handledning på forskarutbildningsnivå, är att känslor och känslomässiga aspekter kan spela en viktig roll i handledning och för doktoranders skrivande (Cotterall, 2013; Doloriert, Sambrook, & Stewart, 2012; Sambrook, Stewart, & Roberts, 2008). En utgångspunkt i denna forskning är som regel att handledaren och doktoranden hinner etablera känslomässiga relationer i och med att en forskarutbildning pågår under flera år, och att det kan påverka skrivprocessen. Även inom forskning om skolelevers skrivande har betydelsen av känslor och värderingar framhållits, till exempel inom det forskningsfält där olika språkliga resurser för att värdera och uttrycka känslor analyseras utifrån ramverket appraisal (Martin & White, 2003). Denna forskning har till exempel visat att skolelevers texter värderas högre när språkliga resurser för att uttrycka värderingar och känslor används (Folkeryd, 2006).

    Men hur är det i handledning av studenter på grundutbildningsnivå? Vilka resurser och strategier knutna till känslor och värderingar används av studenter och handledare i handledningssamtal om självständiga arbeten? Med utgångspunkt i den befintliga forskningen är detta frågor som bör belysas närmare, och i denna presentation ämnar vi göra det ur två olika perspektiv. Det första perspektivet utgår från de bedömningsprocesser som hela tiden pågår i handledningsinteraktionen, och vi analyserar dessa utifrån begrepp som knyts till ramverket appraisal (Martin & White, 2003). Det andra perspektivet utgår från hur handledare och studenter kan använda känslor och känslomässiga uttryck som en typ av handledningsstrategi. Här utgör begreppen anticipated emotions och anticipatory emotions de huvudsakliga analysredskapen (Barsics, Van der Linden, & D'Argembeau, 2016, 219).

    Vårt paper har sin grund i ett pågående, tvärvetenskapligt projekt om självständighet i högre utbildning, där handledning har en central roll (http://www.sh.se/p3/ext/content.nsf/aget? openagent&key=projekt_page_1446544810333 ). Det empiriska material presentationen bygger på, består av inspelad handledningsinteraktion, med handledare och studenter från lärarutbildning och journalistik, vid två svenska lärosäten.

     

    Referenser

    Augustsson, G., & Jaldemark, J. (2014). Online supervision: a theory of supervisors’ strategic communicative influence on student dissertations. Higher Education, 67(1), 19-33.

    Baker, M.-J., Cluett, E., Ireland, L., Reading, S., & Rourke, S. (2014). Supervising undergraduate research: A collective approach utilising groupwork and peer support. Nurse Education Today, 34(4), 637-642.

    Barsics, C., Van der Linden, M., & D'Argembeau, A. (2016). Frequency, characteristics, and perceived functions of emotional future thinking in daily life. The Quarterly Journal of Experimental Psychology, 69(2), 217-233.

    Berg, D. (2016). Det självständiga arbetet - en plats för emancipation eller automation. Utbildning och lärande, 10(1), 94-108.

    Carlson, V., Svensson, P., Johannson, V., & Montin, S. (2016). Handledare, vägledare eller kontrollant? Utbildning och lärande, 10(1), 20-38.

    Cotterall, S. (2013). More than just a brain: emotions and the doctoral experience. Higher Education Research and Development, 32(2), 174-187.

    Doloriert, C., Sambrook, S., & Stewart, J. (2012). Power and emotion in doctoral supervision: Implications for HRD. European Journal of Training and Development, 36(7), 732-750.

    Eriksson, A., & Gustavsson, S. (2016). Krav, uppmaningar och frågor - en autoetnografisk reflektion över handledning av självständiga arbeten. Utbildning och lärande, 10(1), 70-87.

    Folkeryd, J. W. (2006). Writing with an attitude : appraisal and student texts in the school subject of Swedish. Uppsala: Acta Universitatis Upsaliensis.

    Kamler, B., & Thomson, P. (2014). Helping doctoral students write pedagogies for supervision. London ; New York: Routledge,.

    Martin, J. R., & White, P. R. (2003). The language of evaluation: Springer.

    Sambrook, S., Stewart, J., & Roberts, C. (2008). Doctoral supervision . . . a view from above, below and the middle! Journal of Further and Higher Education, 32(1), 71-84.

    Scholefield, D., & Cox, G. (2016). Evaluation of a model of dissertation supervision for 3rd year B.Sc. undergraduate nursing students. Nurse Education in Practice, 17, 78-85.

    Schreier, M. (2012). Qualitative Content Analysis in Practice. London & Thousand Oaks: SAGE.

    Sveen, H., & Magnusson, J. (2013). Handledningens vad, hur och varför: interaktionella mönster med fokus på röst. Högre Utbildning (2), 87-102.

    Todd, M. J., Smith, K., & Bannister, P. (2006). Supervising a social science undergraduate dissertation: staff experiences and perceptions. Teaching in Higher Education, 11(2), 161-173.

    Wiggins, S., Gordon-Finlayson, A., Becker, S., & Sullivan, C. (2016). Qualitative undergraduate project supervision in psychology: current practices and support needs of supervisors across North East England and Scotland. Qualitative Research in Psychology, 13(1), 1-19.

     

  • 1518.
    Zackariasson, Maria
    et al.
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language. Södertörn University, Teacher Education.
    ’They shouldn’t work all by themselves’: Supervisors’ understandings of student independence in undergraduate projects2018In: NERA 2018 - 46th CONGRESS Educational Research: Boundaries, Breaches and Bridges: Abstracts, Oslo: University of Oslo , 2018, p. 237-238Conference paper (Other academic)
    Abstract [en]

    Title: “They shouldn’t work all by themselves!” Supervisors’ understandings of student independence in undergraduate projects

    Authors: Maria Zackariasson, professor, Södertörn University & Jenny Magnusson, lecturer, Södertörn University

    That independence is a concept of scholarly interest in relation to higher education, is evident within the research field on independent learning, as well as in research on supervision within higher education (eg Broad 2006; Cukurova et al 2017; Gurr 2010; Lau 2017; Lee 2008). That it also in other ways constitutes a significant concept within the academic context, is evident for instance in how independence in the Swedish Higher Education Ordinance is described as one of the main goals of higher education (Swedish Council for Higher Education 1993).

    At the same time, independence is characterized by a certain conceptual ambiguity, and, consequently, tends to be understood differently in different academic contexts, both nationally, internationally and interdisciplinary. This may pose a problem not least in relation to the supervision of undergraduate projects. In this paper we examine how supervisors understand the concept independence and how their understandings might influence their attitude to and practice of supervision of undergraduate projects. The analysis is based on focus group interviews with supervisors from two education programs, teacher education and journalism, in two countries, Sweden and Russia.

    In our findings we highlight and discuss several understandings of independence that were evident in our material, and in which phases of the undergraduate project these were regarded to be most significant. The theoretical framework for the paper connects to how a number of concepts that are central within higher education, such as criticality/critical thinking, learner autonomy and independent learning, tend to be characterized by conceptual ambiguity (cf Borg and Al-Busaidi 2012; Gardner 2007; Moore 2011). Using Wittgenstein’s ideas on family resemblances, we discuss how the concept independence may be understood in relation to such associated concepts (Wittgenstein 1958).

    The paper is of relevance to Nordic educational research through its focus on a concept that is rarely discussed and defined, even though it is most significant within higher education and for supervisors’ attitudes and didactic choices.

    References

    Borg, Simon, and Saleh Al-Busaidi. 2012. "Teachers’ beliefs and practices regarding learner autonomy." ELT Journal 66(3):283-92.

    Broad, James. 2006. "Interpretations of independent learning in further education." Journal of Further and Higher Education 30(2):119-43.

    Cukurova, Mutlu, Judith Bennett, and Ian Abrahams. 2017. "Students’ knowledge acquisition and ability to apply knowledge into different science contexts in two different independent learning settings." Research in Science & Technological Education:1-18.

    Gurr, Geoff. 2010. "Negotiating the "Rackety Bridge" — a Dynamic Model for Aligning Supervisory Style with Research Student Development." Higher Education Research & Development:81-92.

    Lau, Ken. 2017. "‘The most important thing is to learn the way to learn: evaluating the effectiveness of independent learning by perceptual changes." Assessment & Evaluation in Higher Education 42(3):415-30.

    Lee, Anne. 2008. "How are doctoral students supervised? Concepts of doctoral research supervision." Studies in Higher Education 33(3):267-81.

    Moore, Tim John. 2011. "Critical thinking and disciplinary thinking: a continuing debate." Higher Education Research & Development 30(3).

    Swedish Council for Higher Education 1993. "The Higher Education Ordinance" Ministry of Education and Research. Accessed 2017-04-11. https://www.uhr.se/en/start/laws-and-regulations/Laws-and-regulations/The-Higher-Education-Ordinance/.

    Wittgenstein, Ludwig. 1958. Philosophical investigations. Oxford: Basil Blackwell.

  • 1519. Zischler, Hanns
    et al.
    Danius, Sara
    Södertörn University College, School of Culture and Communication, Aesthetics.
    Nase für Neuigkeiten: Vermischte Nachrichten von James Joyce2008Book (Other academic)
  • 1520.
    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.

  • 1521.
    Åberg, Andreas
    Södertörn University College, School of Gender, Culture and History.
    Berättelsen om Ann: etik i Stig Larssons roman Nyår2005Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    The aim of this study is to examine if Kenneth, a character in the novel Nyår by Stig Larsson, takes his ethical responsibility for one of the characters that appears in one section of the book, Ann. Nyår has often been related to morality. This study shows that Levinas philosophy of ethics is a supplement to the discussion of morality. According to Levinas, a person that acts in a non-moral way still can act in a righteous ethical way. With this starting point, it is possible to be close to the text and to bring out new perspectives on the novel. Kenneth is a nihilist, but has got the possibility to take his ethical responsibility for Ann. The ethical responsibility for another person, according to Levinas, always comes first. Kenneth, like everybody else, is obligated to this responsibility.

  • 1522.
    Åberg, Andreas
    Södertörn University College, School of Gender, Culture and History.
    Kiyoakis flyktcirkel. En precisering av Yukio Mishimas roman Vårsnö2006Independent thesis Advanced level (degree of Magister), 20 points / 30 hpStudent thesis
    Abstract [en]

    The reception and the study of the novel Spring Snow by Yukio Mishima has – as always with the novels of Yukio Mishima – focused on the writer himself according to his spectacular way of life and death. Opposite to the studies and the reception, this master thesis focuses on the novel itself by following two more or less hidden traces in the novel: the protagonist Kiyoaki and his attitude to responsibility and dreams. This examination deepens the novel, by showing how the mechanisms of its inherent complexity work. It has been made by freely applying Roland Barthes´ method “rewriting the text”.

  • 1523.
    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.))
  • 1524.
    Åkerström, Johanna
    Södertörn University College, School of Culture and Communication.
    Translating Song Lyrics: A Study of the Translation of the Three Musicals by Benny Andersson and Björn Ulvaeus2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The primary aim of the present study is to gain an understanding of the translation process involved when translating song lyrics by investigating to what extent 10 translation features occur in a corpus of 12 song lyrics from the musicals CHESS, MAMMA MIA! and Kristina från Duvemåla. Comparing the source texts to the translated texts, taking into account: number of words, syllables vs. words, word-for-word translations, additions/omissions, metaphors, rhymes, reorganization of text, paraphrases and last if there were any untranslated English words kept in the Swedish version – led to the conclusion that the translation strategy of using paraphrases (express something written in other words) was the most common translation strategy used when translating song lyrics. In addition, translating song lyrics also requires a translator who is musical, has good association skills, a large vocabulary and is also very good at playing with words.

    Taking the findings into consideration it could be said that the word 'translation' should be avoided in reference to the act of transferring the song lyrics of a musical in one language into another language. More apt descriptive phrases for this process would probably be 'text arrangement' or 'interpretation'.

  • 1525.
    Åkerström, Johanna
    Södertörn University, School of Culture and Education, Swedish Language.
    Visuella och språkliga resurser för relationsbyggande i reklam: En multimodal analys av träningsannonsers komposition2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Advertising and commercials is a big part of our everyday life, advertising has become part of the cultural scene. The methods of convincing the reader gets more advanced by the second. In this paper I have analyzed ads published in two different fitness magazines, one that targets women and one that targets men. I have looked at how the composition and the colors affect the message of the ad by doing multimodal analysis. I have also looked at how the companies appeals to the reader in the ad and how a relationship between these two are built through language. My result showed that a direct address of the reader is very common in ads to build something similar to a close relationship. The results also showed that the color compositions were different depending on if the target group where women or men. The ad’s version of the world from a female perspective is portrayed as simplified and optimistic, as from the male perspective the world is portrayed as tougher and more realistic.

  • 1526.
    Åkerström, Ylva
    Södertörn University College, Lärarutbildningen.
    ”Här ska det stå nåt smart, typ på riktig svenska”: Om att vara flerspråkig ungdom i en mångkulturell skola i förorten2006Independent thesis Basic level (professional degree), 10 points / 15 hpStudent thesis
    Abstract [en]

    This research shows and analyses how pupils in ninth grade in the nine-year compulsory school look at being multilingual, at the Swedish language and at Swedish as a second language. I also want to know if language and culture knowledge are taken care of in school as it says in official documents for the Swedish school and as it also is desired in an intercultural education. For my research I do eight interviews in a suburb school south of Stockholm.

    My work includes a limited account for the current research about being multilingual, Swedish as a second language and about the close relationship between language and culture. The applied theory is a social constructivist theory which in short can be explained like that we construct social structures that have consequences on the individual as well as on the society.

    I show in my research how the view of the world around the pupils influences their view on their languages, their school and their neighbourhood. I also draw conclusions from my interviews that language knowledge is little appreciated in school and that Swedish as a second language has a low status.

  • 1527.
    Åkesson, Kajsa
    Södertörn University, Teacher Education. Kajsa Åkesson.
    Skriv bara såm de låtär: En kvalitativ studie om stavningsundervisning och rättstavning i åk 1 och 32019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this qualitative study is to investigate how five Swedish teachers relates to the spelling education in grade 1 and 3. The material of this study consists of texts from students from grade 1 and interviews with 5 teachers in the Stockholm area. The study originates from the sociocultural theory and the zone of proximate development as well as a grammatical theory which consists of a phonology part and a morphology part. The result of this study shows that the teachers are positive to teach spelling and specific rules in grade 3 in general. The study also shows that the teachers doesn’t correct the student’s texts that much in grade 1 but they do in grade 3, because most students have learned how to write and spell better in grade 3. The study also shows that the most common spelling mistakes is double letters and vowel confusions. Further would the teachers focus on double letters and special spellings, as th eSwedish/ɧ/ sound for example while correcting the student’s texts.

  • 1528.
    Ånmark, Joakim
    Södertörn University, Teacher Education.
    Descriptions of Gender in Swedish EFL-textbooks: A Linguistic Study on Adjectives, Adverbs and Social Roles Used to Describe Women and Men in Two EFL Textbooks2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In light of recent surveys on gender equality and English proficiency in Sweden, this study examines the adjectives and adverbs which describe the women and men in two EFL-textbooks for English 6 in the upper secondary school, namely Blueprint: Version 2.0 B and WWE: World Wide English. Textbooks are often integral for language learning, and considering that students of Swedish upper secondary school are required to take English 6, the exposure of EFL-textbooks are significant. Thus, it becomes relevant to analyse how the language of EFL-textbooks depicts women and men. The actions, social roles and occupations of the female and male characters are analysed to find any discrepancies in how women and men are portrayed and whether these agree with the guidelines of the Swedish National Agency for Education. These guidelines require teaching to be carried out with consideration to fundamental democratic rights and should strive to promote equality between groups.

    In addition, the study builds upon previous research within the field of linguistics as well as social sciences carried out by Fairclough, Foucault, Lucy, Butler and others which concerns discourse, linguistic relativism, gender theory etc. The hypothesis of this study is that there is still a discrepancy in how women and men are depicted in EFL-textbooks. By employing a mixed method approach which includes quantitative data and statistics and qualitative discourse analysis which highlights indications of unequal description of gender, it can be concluded that women and men are described differently, and often in terms of dichotomies, with adjectives, adverbs and the social roles that they are assigned. These descriptions may consequently result in that students that use these textbooks as part of their learning process may adopt these values. Thus, some descriptions violates the goals and guidelines for gender equality, prescribed by the Swedish National Agency for Education (Skolverket).

  • 1529.
    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.))
  • 1530.
    Åsberg, Maja-Stina
    Södertörn University, School of Culture and Education.
    Poor, fucked-up, kinky, philanthropic Christian Grey: en studie i maskulinitet och fantasier om manlig sexualitet i romansviten Fifty Shades of Grey2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The current paper is a study of the character Christian Grey in the EL James trilogy Fifty Shades of Grey. The main aim is to find out how masculinity, sexuality and gender are constructed in this erotic fantasy. More over terms as femininity, unmanliness and gender have relevance to the study. Several studies have been done on romance novels and Harlequin in particular from a gender perspective, but few of them from a masculine point of view. Hence, no earlier study has been done on Fifty Shades of Grey with masculinity studies as the main tool of masculinity, or with theories of romance. The novels have been read and analysed with studies of the romance literature and masculinity as the main tool of analysis. The result shows that the character Christian Grey is ambivalent towards femininity and has a fear of losing control. And from this point of view the novels problematize patriarchy, male control and superiority.

  • 1531.
    Åström, Ida
    Södertörn University, School of Culture and Education, Swedish Language.
    Drömkandidaten: En kritisk diskursanalys om hur den ideale sökande konstrueras i platsannonser inom bygg- och fastighetssektorn2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this bachelor thesis is to investigate how an ideal job applicant is described when searching real estate janitors and real estate managers in job advertising using a Swedish linguistic perspective. This is achieved by looking at how the model reader is constructed i.e. if the ways to describe the two occupational groups differ, if the descriptions tend to include or exclude groups of applicants, and if and how a relationship is created between the employer and the recipient and if so what kind of relationship.

    The material consists of ten job advertisements where the employer is looking for real estate janitors and ten job advertisements where the employer is looking for real estate managers. The choice of method for the study is systemic functional grammar, critical discourse analysis and gender coding. Theoretically I also start from the systemic functional grammar and the critical discourse analysis, though with an emancipatory approach.

    The descriptions of the dream candidates that is created in the ads differ between the two occupations. Real estate janitor is a job which requires more practical skills, while the job as a manager requires more theoretical skills. The ideal real estate janitor has equal numbers of masculine and feminine qualities. The dream candidate is self-propelled, service-oriented and is able to plan the working day in an efficient way. Since the employer seems to have a dominant attitude towards the janitor their relationship tends to not be very close.

    The ideal dream candidate created for real estate managers is also very self-sufficient, but he or she also has a strong internal drive and likes to run projects in combination with a strong sense of responsibility. The ideal real estate manager has a little more feminine than masculine qualities. The relationship between the employer and the ideal real estate manager is more symmetrical than the relationship that is constructed with the ideal real estate manager.

  • 1532.
    Åström, Josephine
    Södertörn University, School of Culture and Education.
    "A Queer Fish": En Queerläsning av John Galsworthys The Forsyte Saga.2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper aims to examine the heteronormativity that is present in John Galsworthy’s The Forsyte Saga. This is achieved by performing a queer reading of the text with the help of Swedish Queer theorists Fanny Ambjörnsson and Tiina Rosenberg. I study the norm and how it is enforced by law, society and family. To get a complete image of the heteronormativity I also need to analyze the gender presented in the saga. For that task I use Judith Butler’s definitions of gender identity and the heterosexual matrix. I conclude that there is only a slight gender variation in the saga, mostly concerning the woman. Meanwhile the norms are broken repeatedly by different people and for different reasons. Generally all the non-normative behavior that is out of the public eye gets included and silenced by the family who acts as the norm.

  • 1533.
    Åström, Josephine
    Södertörn University, School of Culture and Education.
    Holmes och Watson – Ett Queerläsningsäventyr: En undersökning av maskulinitet och sexualitet i Sir Arthur Conan Doyles The Memoirs of Sherlock Holmes2014Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis is a queer masculinity reading of Sir Arthur Conan Doyle’s short story collection The Memoirs of Sherlock Holmes (1894). The analysis focuses on the dissonances, tensions and queerness that reside within the text itself. This has been done from my problem statement: How is Sherlock Holmes and John Watson’s sexuality and masculinity portrayed within the boundary of the text? What is being said, what is hidden, and what is dealt with silently? To reveal these queer parts this analysis has been focused around five themes: the late Victorian male, the Woman, countertypes and decadence, the homosocial sphere and sexuality. The thesis has two major theoretical perspectives: masculinity theory, and queer theory. For the masculine analysis I have used Jørgen Lorentzen and Claes Ekenstam’s concept of manly/unmanly, character, and the citizen from the book Män i Norden: Manlighet och modernitet 1840-1940 and George L. Mosse’s countertype. For the queer theoretical I have used a queer resistant reading combined with Eve Kosofsky Sedgwick’s concept of homosexual panic, and Judith Butler’s gender melancholia. Professor Joseph A. Kestner’s Sherlock’s Men has guided the reading of the short story collection. This thesis aims at showing that the improbable might well reside within the text, not least in the relationship between the two main characters Holmes and Watson. At first glimpse this world of Holmes’s seems devoid of desire, but in a closer reading cracks appear. There are silences, and unnecessary explanations, which have little to do with the adventures themselves, not to mention silent looks, and the association with the domestic. These threaten to effeminize their masculinity, especially Holmes who is a bachelor and suffers from repeated nervousness. Disease of the nerves was associated with effeminacy and homosexuality during the Victorian era. Also, the relationship between Holmes and Watson do at times parody the heterosexual. It’s hard however to find any conclusive evidence of any sexuality in the text, least of all homoerotic, which is hardly surprising considering the forbidding laws that were in place. 

  • 1534.
    Öhman, Niklas
    Södertörn University, School of Culture and Education, Teacher Education.
    Narrativ föreställningsförmåga: ett spivakianskt ”hopp i den andres sjö”?: Nussbaum, Spivak och att (med skönlitteratur) skapa förståelse för den Andra2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This survey is a theoretical analysis concerning didactics of literature, in which I problematize what Martha C. Nussbaum describes as ”narrative imagination”. By using postcolonial theory, more specific: Gayatri Spivaks essay ”Can the Subaltern Speak?” and her theoretical formula ”a leap into the other’s sea”, I try to answer the following question: Can ”narrative imagination” be understood as a manifistation or concretisation of ”a leap into the other’s sea”?

    The answer that is given concerning my general question is simply: No. Nussbaums’ reader is far to active, whereas Spivak strongly argues that hearing and/or listening to the subaltern requires a state of self-suspendedness. Nussbaum also shows a great belief in literature as a representation of something truly real, but also as a representation of the Other. Drawing on Spivaks critique of Deleuze and Foucault, I have suggested that representation of this kind should, from a poststructuralistic and Marxist point of view, be seen as a theoretical misstake, for: representation postulates objectiveness or/and transparentness. Finally Nussbaums goals, in terms of cultivating the humanity, has been problematized. Her cosmopolitan and democratic approach is based upon – a form of – universalism and an ambition towards consensus, which – again: from a poststructuralistic perspective – is highly debatable.

    With this background I have concluded two implications concerning didactics of literature: Firstly, there are plenty of voices not represented by literature, a fact that needs to be considered. Thus, to base a world citizenship, a democracy or an understanding of the Other on works of literature is to restrict ”the world” or ”the Other” to the fictional, literary characters that has been written. Secondly Spivak urges us to reflect on the reader as an interpreter. A total suspension of the self is a naive statement – but she is right to point to the occidental subject as a member and reproducer of postcolonial discourse.

  • 1535. Önnerfors, Andreas
    Cosmopolitanism and what is “Secret”: Two Sides of Enlightened Ideas concerning World Citizenship2008In: The idea of Kosmopolis: history, philosophy and politics of world citizenship / [ed] Rebecka Lettevall, My Klockar Linder, Huddinge: Södertörns högskola , 2008, p. 65-86Chapter in book (Other academic)
  • 1536.
    Österman, Elin
    Södertörn University, School of Culture and Education, Swedish Language.
    Att uppmana till handling: En kritisk diskurs- och genreanalys av debattartiklar om #MeToo2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to critical investigate genre and discourses in six debate articles connected to the hashtag #MeToo. The study intends to identify common generic structures in the articles, followed by a discourse analysis with a feminist theoretical perspective to reveal ideological positions that forms the article and its content. The debate articles were all published in well- known Swedish newspapers and their topics are all the debate that came with the hashtag #MeToo, which purpose was to illustrate the width of the problem with sexual harassment and discrimination against women during the fall of 2017. The questions that the study aims to answer is if generic differences in the articles can be connected to ideological contextual factors or the writer’s opinion. The genre analysis identified five common schematic structures, or structural moves, one of which was further analyzed in the discourse analysis. The result showed that different ideological discourses was identified depending on how the writer strategically chosen to implement the structural move, and who it is intended to affect. The main differences between the articles was depending on who was produced as the actor, and what he or she should do next. The articles that invited a change in opinion was realized through a rhetorical question or a summering sentence and mainly directed to women, while the articles that invited the reader to take action and work for change was realized in a list or an instruction and was mainly directed to men. The difference in the communicative strategies used by the authors seems to be depending on who you’re writing for, the perspective you have on gender and #MeToo and the problems in society connected to it. 

  • 1537.
    Östman, Zacharias
    Södertörn University College, School of Culture and Communication.
    Hammers, Lions and Yids: Identity and Ethnicity on British Football Grounds: A Critical Discourse Analysis of the Terrace Chants of West Ham United FC, Millwall FC and Tottenham Hotspur FC2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay will show how manifestations of local identity, ethnicity and community in the terrace chants of the three football clubs West Ham United Football Club, Millwall Football Club and Tottenham Hotspurs Football Club are created. By featuring a collection of chants from each club, a connection to the clubs’ geographical areas, the home grounds and ethnic features will be described. By featuring a critical discourse analysis of the language used in the various clubs’ chants at their respective home ground, this essay will display aspects of above mentioned aspects and how these are upheld in language and interaction between people.

    Each club’s supporters acknowledge allegiance to various communities. West Ham United is traditionally a club of working class Londoners who often relate to themselves as ‘the cockney boys’, while Millwall (although being set in working class London) identifies more with the geographical area (South London) where they are situated, than with their heritage. Tottenham is one of the clubs in Britain most strongly influenced by religion, as many of the supporters are Jews.

  • 1538.
    Özmen, Magdalena
    Södertörn University College, Lärarutbildningen.
    Hur arbetar man med tvåspråkiga barns språkutveckling i en mångkulturell skola?2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This work investigates how educationalists on a multi-cultural school work with language development of bilingually children. The children in both investigated classes have a different mother tongue which means that they have Swedish as a second language, they are bilingually. It’s relevant for me to know if there is any consideration taken for these bilingually children. If yes, then in what way? The method which is used is a two weeks observation of two classes in the third grade, complemented with semi- structured interviews with the two class teachers. Both educationalists are bilingually and have great experience of working with bilingually children.

    The result of the investigation was that enough consideration wasn’t taking place for the bilingually children, This was caused by external circumcises, with bilingually children drastically increasing in school today have lead to too many children per teacher which has caused disturbance in the classroom. The educationalists work with bilingualism unconsciousness and they don’t put a lot of importance into every individual because of the fact that all children in the classes are bilingually, which leads to the education not being individually adapted. They are instead putting a great efforts into simplify and change the tasks so that the children easier understands them. They use a lot of both reading and writing as a way of working to stimulate the children’s language development. Something that can have a great significance for the children and their language development is the first mother tongue teaching which they have at school. There isn’t any cooperation between the class teachers and the mother tongue teachers at the moment.

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