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  • 151.
    Björck, Amelie
    Södertörns högskola, Institutionen för kultur och lärande, Litteraturvetenskap. Lunds universitet.
    Omläsning: Donna Haraway "Manifesto for cyborgs: science, technology, and socialist-feminism in the 1980s"2014Ingår i: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 44, nr 1, s. 70-72Artikel i tidskrift (Övrigt vetenskapligt)
  • 152. Björck, Amelie
    Pervers orgie på mammas lapptäcke2003Ingår i: Bang : feministisk kulturtidskrift, ISSN 1102-4593, nr 1, s. 67-70Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 153.
    Björck, Amelie
    Lunds universitet.
    Primater emellan: en läsning av Henry Drummonds berättelse ’’Apan som ingen kunde döda’’2013Ingår i: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 36, s. 1-19Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In children’s literature nonhuman primates are often represented either as ferocious beasts or as curios and charmful vicarious children. In this article I demonstrate how these different constructions interestingly coexist in the popular story ‘‘The monkey that would not kill’’, written by the Scottish evangelist and professor of the natural sciences Henry Drummond in 1891. My study anchors the figuration of the monstrous ape historically in a Christian discourse and the figuration of the childlike ape in a zoological discourse, and link them to the literary genres of horror and comedy, respectively. Both of the figurations are anthropocentric in their reductive ways of representing the ape as strange enemy or subordinate ‘‘friend’’: they confirm the hierarchic dualism between man and ape. My reading also points out the excessive passion that characterizes the meeting between the species in the story, as a kind of leakage from the dualism. In light of Giorgio Agamben’s concept of the ‘‘anthropological machine’’, I conclude the article reflecting on the human shepherd’s energetic attempts to kill the animal not only as an act of domination, but also as bearing witness to the obsession with ‘‘experimenting’’ with other primates, in order to consolidate a human species identity.

  • 154. Björck, Amelie
    Puppor att spränga: från proletärdikt till mer fritt fladdrande fjärilar2002Ingår i: Lyrikvännen, ISSN 0460-0762, nr 4, s. 3-19Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 155. Björck, Amelie
    [Recension av] Margareth Hagen, Randi Koppen och Margery Vibe Skagen (red.): The Human and its limits : explorations in science, literature and the visual arts2012Ingår i: Edda. Nordisk tidsskrift for litteraturforskning, ISSN 0013-0818, E-ISSN 1500-1989, Vol. 99, nr 4, s. 347-349Artikel, recension (Övrigt vetenskapligt)
  • 156. Björck, Amelie
    Sonja Åkesson2008Bok (Övrigt vetenskapligt)
  • 157.
    Björck, Amelie
    Södertörns högskola, Institutionen för kultur och lärande, Litteraturvetenskap.
    Stemmer2014Ingår i: Ord&Bild, ISSN 0030-4492, nr 3-4Artikel, recension (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Recension av bokserien Stemmer (1-12) från Aschehougs förlag

  • 158. Björck, Amelie
    Svensk diplomati och dansk passion: om radiochefen Hjalmar Gullberg och samarbetet med Kaj Munk under danska ockupationen2007Ingår i: Möten: festskrift till Anders Palm / [ed] Karin Nykvist, Anna Smedberg Bondesson, Mona Sandqvist, Johan Stenström, Lund: Anacapri förlag , 2007Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 159. Björck, Amelie
    Varför ska jag vara bäbis?: bilderbokens tid och rum2009Ingår i: Kritiker, ISSN 1653-7432, Vol. 923, nr 13, s. 21-26Artikel i tidskrift (Övrigt vetenskapligt)
  • 160.
    Björck, Emelie
    Södertörns högskola, Lärarutbildningen.
    Läs texten och svara sedan på frågorna: en innhållsanalys av läsförståelseböcker och tillhörande uppgifter för årskurs 42018Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Reading is not just about decoding letters correctly but also to understand what you are reading. With a broadened view on the reading and writing development which includes the four literacy practices: the reader as a code breaker, text participant, text user and text analyst, this study’s purpose is to examine how educational books made for reading comprehension are designed, and which of the four literacy practices named above are represented in the books. To examine this a quantitative and qualitative content analysis on three textbooks and associated assignments have been made, and the following questions answered. How are the books designed and which kind of assignments are in them? Which literacy practices can be found in the books and which of these are given most room? Can the four practices be said to interact?

     

    Earlier studies have shown that educational textbooks often direct the content of the teaching and are often seen as a guarantee that the content in the curriculum is brought up. Other studies have shown the importance of different components and literacy practices presence when teaching in reading comprehension. The study concludes that all of the analysed books are designed in similar ways with a design consisting of tasks to be done before reading the text and tasks and questions to be answered after reading. The study also concludes that the literacy practice which is given most room in the books are the practice called text participant and primarily in the form of tasks that consist of questions about the text for the pupils to answer.

  • 161.
    Björk, Oscar
    Södertörns högskola, Institutionen för kultur och lärande.
    En trädgård, en boksamling och det väl valda ordet: genrepedagogik för skriftspråksutveckling hos framgångsrika respektive mindre framgångsrika skriftspråkare i gymnasiet2014Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This is a qualitative analysis that, based on systemic functional linguistics, or SFL, and genre theory, has aimed to study the genre pedagogical implications on written language as they occur in narrative stories and expositions whilst the model is introduced. Systemic functional linguistics is a linguistic theory that views the organisation of language as functional options for meaning; language is a set of resources to channel meaning through realisation. Genre theory elucidates the pragmatic and educational uses of SFL in the categorizing of language in configurations of meanings as they are set and understood in different cultures.  The purpose of the survey is to do so with focus on successful and less successful writers by attempting to answer two primal issues:

    1. How is development of written language in reference to the introduction of the genre pedagogical model visible in the studied texts?
    2. How does genre pedagogical teaching influence successful and less successful writers as visible in their writing with a certain purpose?

    To answer these issues the survey is based on narratives and expositions written by high school students who have been divided into two groups according to the purpose of the survey. One text in each genre has been written by the students before and after lessons based on the genre pedagogical learning wheel explaining the relevant genres. Thereafter the texts have been analysed, both in accordance to the staging of the relevant genres, but also with an inductive focus on the variations of the texts.  The results show that significant development of the texts, after the genre pedagogical lessons, is visible in both student groups in different ways. This demonstrates how the genre pedagogical approach to teaching language is a method that is able to lift students regardless of their prior merits. 

  • 162.
    Björk, Ulrika
    Södertörns högskola, Institutionen för kultur och lärande, Filosofi.
    The eclipse of the transcendent and the poetics of praise: Arendt's Rilke2018Ingår i: Metodo: International Journal of Phenomenology and Philosophy, ISSN 2281-9177, Vol. 6, nr 1, s. 99-126Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Literature has a central place in Hannah Arendt’s writings. In particular, scholars continually discuss the implications of storytelling to her theory of action. This paper takes a different approach by drawing attention to an early literary essay, ”Rilke’s Duino Elegies”, which Arendt co-authored with Günther Stern (later Anders) in 1930. The paper locates the essay in the early twentieth century intellectual response to the ”break in tradition”, arguing that the construction of a poetics dramatized in the Duino Elegies is crucial for judging the originality of Arendt’s philosophical methodology, and the ontological significance of her poetic conception of praise. In this conception, meaning is to be found in things as they appear to human beings capable of using the language designating them poetically. I present my interpretation of the Arendt-Stern essay by contrasting it with Heidegger’s comment on the eighth Elegy from 1942-43 and Blanchot’s reading of Rilke from 1955.

  • 163.
    Björklund, Jenny
    et al.
    Uppsala universitet.
    Lönngren, Ann-SofiePirholt, MattiasSödertörns högskola, Institutionen för kultur och lärande, Litteraturvetenskap. Uppsala universitet.Ullén, MagnusWennerström Wohrne, Maria
    "Någonstädes mellan sol och söder, mellan nord och natt": Interdisciplinära studier tillägnade professor Torsten Pettersson2015Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 164.
    Björkman, Dawid Leonard
    Södertörns högskola, Lärarutbildningen.
    ”Clint Eastwood med disktrasa”: En narrativ innehållsanalys av läromedel utifrån ett genusperspektiv2016Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    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.

  • 165.
    Björkqvist, Jenni
    Södertörns högskola, Institutionen för kultur och lärande, Svenska.
    Normbrytande reklam: En multimodal studie av hur språkliga och visuella resurser används i normbrytande reklam2019Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study examines two norm-breaking advertising campaigns. Through a sociosemiotic multimodal analysis I have examined a selection of advertising images from two norm-breaking campaigns: Försvarsmakten’s campaign Kom som du är and Arbetsförmedlingen’s campaignGör plats. The purpose of this study was to create a deeper understanding of how norm-breaking advertisement uses verbal and visual resources to affect attitudes and prejudices. To answer this purpose, the study has been based on the following questions: How are prominent participants constructed in norm-breaking advertising? How does image and text interact in order to change attitudes and prejudices? How does the presentation of the prominent participants in the advertising images relate to the overall purpose of the campaign?

    The result of this study indicates that there are patterns regarding how verbal and visual resources are used in the analyzed norm-breaking advertising images. The overall result shows that how the participants are portrayed makes the advertising images both demanding, contact- creating and engaging. Text and image interact in such a way that they both strengthen and complement each other and together they express demands that point toward a desired attitude and social change. The advertising images contains different people represented in a non- stereotyped way which relates well to the overall purpose of the campaigns.

  • 166.
    Björkvall, Anders
    et al.
    Örebro universitet.
    Järlehed, Johan
    Göteborgs universitet.
    Kullenberg, Christopher
    Göteborgs universitet.
    Nielsen, Helle Lykke
    Göteborgs universitet.
    Nord, Andreas
    Göteborgs universitet.
    Rosendal, Tove
    Göteborgs universitet.
    Van Meerbergen, Sara
    Stockholms universitet.
    Westberg, Gustav
    Stockholms universitet.
    Slutrapport anslagstavlan: Forskarfredags massexperiment 20162017Rapport (Övrig (populärvetenskap, debatt, mm))
  • 167.
    Björkvall, Anders
    et al.
    Institutionen för nordiska språk, Stockholms universitet.
    Karlsson, Anna-Malin
    Södertörns högskola, Institutionen för kommunikation, medier och it, Svenska.
    The materiality of discourses and the semiotics of materials: A social perspective on the meaning potentials of written texts and furniture2011Ingår i: Semiotica, ISSN 0037-1998, E-ISSN 1613-3692, nr 187, s. 141-165Artikel i tidskrift (Refereegranskat)
  • 168.
    Björsson, Emma
    Södertörns högskola, Lärarutbildningen.
    ”Det är inte trevligt att sitta med jacka på sig inomhus”: En samtalsanalytisk studie om konstruktionen av genus på utbildningen Svenska för invandare2019Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The aim of this study is to examine, with a gender theoretical and conversational analytical framework, how teachers in Swedish for immigrants (SFI) distribute positive and negative assessments towards men and women in the classroom and what causes them. The purpose is further to examine how the assessments construct and actualize gender patterns in the education.

     

    The thesis is divided into two major issues: How are positive and negative assessments ​​distributed between men and women in a class at Swedish for immigrants (SFI) and what causes these? How can the assessments ​​be related to constructing and actualizing gender? In order to achieve the research questions, four teachers have been observed in three different classrooms.

     

    The result shows how assessments ​​in classrooms are caused by fostering the students into a gender-normative behavior and also into a desirable classroom behavior. Furthermore, the assessments ​​are caused by evaluating students work efforts in school work. The result also show how women are given more positive assessments ​​and men more negative, even though there are no major differences between how assessments are distributed between male and female students. In total, women are given more assessments than men in the classroom. With the hidden curriculum as an analytic tool, the results show how hidden teaching agendas and the teachers’ assessments to foster the students into these exists within an educational context for adult students. The study has also made visible how gender is both actualized and constructed in the assessments ​​the teachers express in conversation with the students.

  • 169.
    Blend Masifi, Sorin
    Södertörns högskola, Institutionen för genus, kultur och historia.
    Utvandringens tid: Kolonialismens variga sår och orientalistiskt begär2007Självständigt arbete på grundnivå (kandidatexamen)Studentuppsats
    Abstract [en]

    This paper is an analysis of the novel Season of Migration to The North by Tayeb Salih. Season of Migration to The North was first published in 1967 and it is the most accomplished among several works in modern Arabic literature.

    I shall focus on one of the two major characters, Mustafa Said, a young Sudanese student whose brilliant career at school in Sudan and Cairo eventually brings him to England; he has a successful academic career in England as a lecturer at the University of London.

    One of the major themes of the novel is the confrontation between Mustafa Said and England, which in other terms is described as the confrontation between East and West. The conflict is rooted in colonialism. Mustafa Said’s native country, Sudan, was a British colony when the story takes place. It is a period marked by war, oppression and colonial violence. Hence Mustafa Said comes to England as a conqueror and invader. The confrontation is mainly depicted through Mustafa’s relationships with a number of English women. These relationships are nothing less than complex and they symbolize the clash of two cultures within a Western context.

    My main purpose is to more closely examine the relationship between Mustafa Said and the English women. In these relationships an important part is played by the stereotypes; the women see Mustafa as an object of their “oriental desire”. This is something he is well aware of but chooses to use the stereotype of himself as the typical Arab-African male, (so as) to seduce and “conquer” the women. In this context the term “orient/oriental” references Edward Said’s theoretical definition as described in his book Orientalism. Questions that will be raised in this paper are: what (is the composition of) the relationships between Mustafa Said and the English women. How does Mustafa Said construct an “oriental identity”, what role does the female body play in the relationships? These questions will all be discussed through a postcolonial perspective. One of the central features of postcolonial theory is an examination of the impact and continuing legacy of the European conquest, colonization and domination of non-European lands, peoples and cultures. What is also central to this critical examination is an analysis of the ideas of European superiority over non-European peoples and cultures that such imperial colonization implies.

    I will be referencing the postcolonial theories of Edward Said in Orientalism but my main focus will be on Black Skin, White Mask by Frantz Fanon, which is a psychological analysis of colonialism.

  • 170. Bloem, Rose
    The Spectre of the Other in Charlotte Brontë’s Jane Eyre, Jean Rhys’ Wide Sargasso Sea, and Nadine Gordimer’s A Sport of Nature2008Ingår i: Neither East Nor West: Postcolonial Essays on Literature, Culture and Religion / [ed] Kerstin W. Shands, Huddinge: Södertörns högskola , 2008, s. 73-82Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 171.
    Blomgren, Elin
    Södertörns högskola, Institutionen för kultur och lärande.
    S(mothering) the subject formation in Jamaica Kincaid ́s Annie John: Female subject formation in postcolonial Caribbean fiction2018Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This essay investigates Jamaica Kincaid´s the book Annie John (1985) and its protagonist Annie John´s search for a coherent self-and/or a de-colonized identity through a subject transformation. Using postcolonial feminism, including theorists such as Homi K. Bhabha and Stuart Hall, I suggest that the protagonist Annie John does not perform a subject transformation as she is unable to embrace the state of hybridity needed to perform such a transformation. Annie John is a colonial subject drawn to the two worlds in which she resided, the East and West- and cannot create herself in the presence of them both. I conclude that Annie John´s mother, under the influence of colonialism and patriarchy, is part reason as to why Annie John is unable to perform this transformation. With the help of postcolonial feminism, I find that as Annie John cannot recover her mother from this double oppression of colonialism and patriarchy. The conclusion of this essay proposes that the protagonist Annie John does not manage to create a subject formation as she is not able to reside in a state of hybridity between her own culture and that of her colonizer. 

  • 172.
    Blomqvist, Anders
    Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES), Baltic & East European Graduate School (BEEGS). Södertörns högskola, Institutionen för genus, kultur och historia, Historia.
    Herta Müllers författande i historiens sken2010Ingår i: I & M : invandrare & minoriteter, ISSN 1404-6857, nr 1, s. 39-41Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 173. Bodin, Per-Arne
    Two Languages and three Empires: About the Discourse on Russian and Church Slavonic in Today’s Russia2008Ingår i: From Orientalism to Postcoloniality, Huddinge: Södertörns högskola , 2008, s. 57-67Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 174.
    Bohman, Agnes
    Södertörns högskola, Institutionen för kultur och lärande.
    Shangri-La himmel eller fängelse?: En postkolonialistiskt studie av James Hiltons Blå månen2013Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study is to analyze how hierarchy in both ethnicity and gender is portrayed in the novel Lost Horizon by James Hilton. I will look on this utopian novel about Shangri-La and see for whom it is a utopia. I have also analyzed in a psychological perspective why the European men with an experience with war likes the visit in Shangri-La when other people in the novel don’t like it.

    I have used postcolonial, feministic and psychological perspective to see for whom the Shangri-La is a utopia. I have discussed the concept of utopia, it’s both a literary genre and it’s also, the term for an ideal society.

    My result is that the fictive place Shangri-La is a utopia for the men, specially the European men, with a war experience.

  • 175.
    Bolin, Elin
    Södertörns högskola, Institutionen för kommunikation, medier och it.
    Restaurangretorik: Därför är vi en stjärnkrog2012Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syfte: Mitt syfte med denna uppsats är att utifrån Michelinguidens kriterier undersöka hur restauranger i Stockholm som har stjärnor i guiden drar nytta av sin ”stjärnstatus” i sina presentationer av restaurangerna på respektive webbplats.

    Teori: De teoretiska utgångspunkterna är visuell retorik, semiotik, multimodalitet samt identifikation.

    Metod: Jag har undersökt vad som sägs, både genom text och bild, på respektive restaurangs hemsida. Jag har sedan satt det mot bakgrund och de frågeställningar jag hade och därmed även mot de kriterier Michelinguiden använder sig av i sin bedömning av restauranger.

    Slutsats: Respektive restauranger uttrycker sin ”stjärnstatus” – men på lite olika sätt. Vissa väljer att göra det mer genom bild och andra genom text. Vissa trycker på sina utmärkelser och lånar sina kockars ethos medan vissa inte gör det alls. Dock förmedlar de alla i stort sett samma information och väljer att framhäva i princip samma punkter ur Michelinguidens kriterier.

  • 176.
    Bonnard, Erika
    Södertörns högskola, Institutionen för genus, kultur och historia.
    Uppochnervända roller hemma hos Martina: En undersökning av den självförringande humorns subversiva kraft i Martina Haags Hemma hos Martina2006Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    Martina Haag’s method of self-mockery used in her chronicles is characterized by her wish to live up to various ideals. This essay brings out the subversive power of self-deprecatory hu-mor expressed in her book Hemma hos Martina. The author’s strategies and kinds of humor are being studied, leading up to what this humor accomplishes. General theories on humor, by Mary Ann Rishel, Maria Ohlsson, Henri Bergson, Joannne R. Gilbert and Simon Critchley are being applied to find the essence of her craftsmanship in writing comedy. The analysis also goes more closely into the style and language, to give a deeper understanding of how she creates jokes, and also how she relates to her ideals through language. The main thrust of the analysis, though, builds on theories on self-deprecatory humor. Haag is included into Joanne R. Gilbert’s theory on self-deprecation and The Whiner within the field of stand-up comedy.

    Some American feminist critics have rejected self-deprecatory humor as being anti-feminist, stating that women applying this particular kind of humor merely reinforce stereoty-pes, and put themselves down. This paper objects to those critics, leaning on Haag’s book. I wish to show that Haag is not demeaning towards herself, but towards the cultural norms and expectations in our present society. In this context, I show how Haag manages to demystify and criticize ideal representations of women, by lampooning them and revolting against them. In this way, her book turns into a satirical critique of cultural values. My essay illustrates how Haag objectifies herself, making regular use of stereotypes. This is necessary, since these two elements are essential to most humor. Haag confirms stereotypes to make people laugh. This laughter brings about awareness in the reader, making Haag’s work a social critique of current values and norms concerning women.

  • 177.
    Bonnarp, Lovisa
    Södertörns högskola, Institutionen för kultur och lärande.
    Popular Culture as Resistance: The Dual Critique of Suzanne Collins's The Hunger Games2014Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    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.

  • 178.
    Borgelind, Andreas
    Södertörns högskola, Lärarutbildningen.
    Värdegrund från intressegrund: En motivstudie i hur en populär barnbok kan skapa grund för värdegrundsarbete i årskurs 4-62017Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    In a time when many pupils feel a lack of security in school, the demands on teachers steadily increase as society puts pressure on them and the school system as a whole. The idea for this essay was born out of a need to create tools for teachers to use while working with the set values that the Swedish curriculum deems central to education.

    In order to create such a tool, a survey was made to ascertain what books are currently popular among Swedish children in the age range of 9-12, and then, using indirect characterization and the literary concepts of theme and motif as method, the goal has been to determine whether this book is suitable for working with questions that are related to the aforementioned values.

    To that end, the following questions were asked:

    • Which books are popular in the age range of 9-12 at the time of this essay’s writing?

    • Which motifs can be found in the book based on values as a theme?

    • How are the values that the school system should mediate portrayed in these motifs?

    The results showed that the chosen book, PAX: Nidstången (by Åsa Larsson & Ingela Korsell), contained all of the five values that the Swedish curriculum deems central to education. The results, then, indicate that this book is a suitable tool to include while working with values in the classroom. However, the effectiveness of this tool is also dependent on the teacher him/herself, since a tool’s value is only ever as high as the competence of the one who uses it.

  • 179.
    Borgström, Eric
    et al.
    Örebro universitet.
    Ledin, Per
    Örebro universitet.
    Bedömarvariation: Balansen mellan teknisk och hermeneutisk rationalitet vid bedömning av skrivprov2014Ingår i: Språk och stil, ISSN 1101-1165, E-ISSN 2002-4010, nr 24, s. 133-165Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    It is well known from studies of inter-rater reliability that assessments of writing tests vary. In order to discuss this rater variation, we depart from two research questions: 1. How can rater variation be conceived of from a professional, i.e. teacher, perspective? 2. What characterises Swedish (mother-tongue) teachers’ assessments of writing tests? The first question is addressed in a meta-study of previous research, and the second question is answered in a study of 14 Swedish teachers’ rating of texts from a national written composition test in upper secondary school. The results show that teachers in the same subject assess better, i.e. have less rater variation, than other groups. It is also clear that writing tests are notoriously difficult to rate. It is very rare that the correlation coefficients reach the desirable 0.7, a number that means that 50 % of the variance could be explained by shared norms. Another main result concerns criteria and tools for assessment. Such tools should be grounded in teachers’ professional expertise, in their expectations for different levels of performance. Our study reveals several situations where teachers’ professional expertise clashes with assessment criteria. The article concludes that valid assessments of tests that are high-stakes must handle both a technical rationality, i.e. the grading should be predictable from rater to rater, and a hermeneutic rationality, i.e. the grading must be based on teachers’ professional judgment.

  • 180.
    Bork, Emma
    Södertörns högskola, Institutionen för kultur och lärande.
    Där "vi" inte hör hemma: En kombinerad textanalys om rapporteringen kring skolattacken i Trollhättan2015Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Den 22 oktober 2015 attackeras en skola i Trollhättan av en maskerad gärningsman, han är beväpnad med kniv och ett svärdliknande föremål och lyckas attackera tre personer innan han själv skjuts till döds av polis.

    Den här uppsatsen handlar om just denna händelse och hur den återberättas i några av våra största nyhetsmedium. Jag vill undersöka hur artiklarna bidrar till en förståelse av denna händelse genom den berättelse som de tillsammans skapar. För att undersöka detta vill jag se vilka perspektiv som väljs när händelsen beskrivs, vilka röster som får höras och vilka delar av händelsen som ges utrymme. Jag undersöker således artiklarna med hjälp av textanalys och jag kombinerar en narrativ analys med kontextualiseringsanalys, för att sedan koppla resultaten till postkolonial diskursanalys.

    Jag har valt att kombinera dessa tre analysmetoder för att de tillsammans kan ge ökad förståelse för hur diskriminerande strukturer kan reproduceras via text, och i synnerhet mediernas olika texter. För det är just det jag vill undersöka i denna uppsats, hur de sex valda nyhetsartiklarna kan ge uttryck för diskriminerande strukturer. Analysen visar bland annat att den beskrivna platsen, Kronogården i Trollhättan, inte beskrivs som vilken plats som helst, utan som en plats där ”de” bor, där ”vi” inte hör hemma. Artiklarna bidrar till att skapa en polarisering mellan ”oss” och ”dem”, och platsen beskrivs vara en utsatt plats redan innan skolattacken ägt rum. De olika grupper som framträder i texterna tillskrivs också olika värden, där ”vi” ofta tillskrivs positiva egenskaper till skillnad från ”de”.

     

  • 181.
    Boyacioglu, Mirey
    Södertörns högskola, Institutionen för genus, kultur och historia.
    "Det var synd att Süleyman Efendi måste dö": En introduktion till den turkiska litteraturhistorien och presentation av Orhan Veli Kanik2006Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats
    Abstract [en]

    The paper directs to introduce the turkish literary tradition to an fairly unknown european audience, as well as to present a turkish poet called Orhan Veli. Since there is hardly any literature written within this subject in either swedish or english I have come to the conclusion that the europeans have not yet been subjected to a discussion of this nature. For this reason my main task has been to gather and compose all that has already been written within this matter. I have chosen not to dig deep into such an unexploared subject, but rather offer different types of entries with which further research can be pursued and built upon.

    The early literature in Turkey consisted mostly of imitations of the well established arabic- and persian traditions. Because of that the turkisk modernism came, in comparison to the rest of Europe, relatively late. The quest for their own and original style first came with the modernists. For this reason I’ve chosen to stress turkish modernism and since Orhan Veli is given credit for it, his poetry. The modernistic breakthrough is explained through the poetic diction of Orhan Veli and the remaning members of a literary group called Garip. The reading of Velis poetry will be historically contextualized. Not only will his poetry be read in the light of his native literature history but also in comparison to other poets of his time.

  • 182.
    Brandell, Inga
    Södertörns högskola, Institutionen för samhällsvetenskaper, Statsvetenskap.
    En gränslös människa: antropofagi i massmördandets århundrade2005Ingår i: Glänta, ISSN 1104-5205, nr 3, s. 50-52Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 183.
    Brandell, Inga
    et al.
    Södertörns högskola, Institutionen för samhällsvetenskaper, Statsvetenskap.
    Carlson, MarieCetrez, Önver A.
    Borders and the Changing Boundaries of Knowledge2015Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [en]

    What is the relationship between borders and knowledge? How do changes in territorial and social borders affect knowledge's epistemic boundaries; how do changed knowledge boundaries affect physical borders? Which is more resilient; which seems to change most easily? These are the questions addressed by the fourteen chapters in this volume.

    The volume uses case studies, based on both historical and contemporary sources, to highlight processes of knowledge production within the social sciences and humanities. The focus is on Middle Eastern societies and peoples - Circassian, Assyrian, Turkish, Arab, Kurdis... – living around or having moved from the Mediterranean. One central subject is the influence of migration and travel on the relationship between the geographic and linguistic borders established by nation-builders, and those constructed by scholars, travellers and commentators. A second is the transfer and translation of textual elements of knowledge – e.g. cultural repertoires or historical narratives – from one linguistic social setting to another. Together with an introductory discussion of the book's three border-knowledge themes, the studies present new theoretical and methodological conceptualisations of the intriguing and manifold relationship between physical, social borders, and the boundaries of knowledge.

  • 184.
    Brask, Emma
    Södertörns högskola, Institutionen för kultur och lärande.
    Kunniga kvinnor och mjuka män: en socialsemiotisk studie om vem som givs plats på tidningen QX omslag2017Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Denna studie söker finna svar på vem, i fråga om vilka könsgrupper, som givits plats på tidningen QX omslag, i första hand gällande textelementet, i andra hand gällande det visuella. Studien skapas i spåren av genusforskaren Yvonne Hirdmans teorier om att den mansdominerande roll som generellt finns i samhället och ger kvinnor en lägre social status inte är någonting som ligger oss i naturen utan skapas och återskapas, samt Embretsén och Palmbergs studie ”En enfärgad regnbåge” som presenterar en underrepresentation av kvinnor i tidningen QX. Materialet består av 36 omslag av tidningen QX hämtade under tre år mellan 2015 och 2017. Detta görs med grunden i den systemisk-funktionell grammatiken, diskursanalys samt en multimodal analys för att få del av både det ideationella betydelserna i texterna samt hur budskap presenteras visuellt. Resultatet visar på en jämn frekvens av könsfördelningen men en ojämlik konstruktion där QX vänder på stereotyper av kvinnligt och manligt, vilket grundar sig i en styrande manlig blick.

  • 185.
    Bremmer, Magnus
    Södertörns högskola, Institutionen för genus, kultur och historia.
    Natten är naken och månlös: Subjektsinversion i Marie Unders 20-talslyrik2006Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Like several of her female peers, Marie Under (1883 - 1980) has been denied the international acclaim she deserves. The earliest text on Marie Under in swedish told of her greatness, but in classical fallic maner reduced her poetic production by marking it with pathological symtoms. Though latter texts by author Enel Melberg have put a feminist perspective on Unders work, the theoretical complexity of her poetic images and language, and its polemic relation to contemporary literary currents, has yet to be recognised. This study will seek to portrait Marie Under and her poetry in this new light.

    The study moves from an installation of Marie Under in the modern discourse she so far has been estranged from, to an analysis of her earlier works (in the 1910’s and 1920’s). Lou Andreas-Salomés theory, characteristic of the period, will found Under’s debut in the discourse of Eros and the production of female subjectivity. Through the theory of Luce Irigaray I will try to see how this force towards a female subjectivity is inverted, to call into question the souvereignity of the (male) subject. That is, to see in the face of modernism not only the rise of female subjectivity but its relativization and multifaced constitution. Irigaray’s poststructuralistic theorizations leads to the postmodern philosophy/communication theory of Jean Baudrillard. With his hyperreal notion of imploded distances between subject and object, decomposition of causality and meaning I take on a search for a voice that surpasses the subject, a voice of simulacra in Marie Under’s poetry from early 20’s.

    A significant portion of the study is engaged in Marie Under’s relationship to her mother tongue. Under wrote poetry in early years but not until her late teens in the language of her own country, estonian - mostly due to the russian occupation. From 1918, when independence was declared, estonian culture blossomed, and the estonian language was renewed. Marie Under’s poetry had a great deal in this linguistic regeneration, and I will sum up this poetic/linguistic practice in the chiasm: to seek language through poetry and the poetry in this language. This dialectic approach to Under’s poetry is an essential part of this study.

  • 186.
    Bron Jr, Michal
    Södertörns högskola, Södertörns högskolebibliotek. Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES).
    Dlaczego Sienkiewicz?: Uzasadnienie wyboru w świetle źródeł archiwalnych Akademii Szwedzkiej2006Ingår i: Henryk Sienkiewicz: Stulecie Nagrody Nobla / [ed] :] Lewandowski, Tomas & Maciejewski, Witold, Poznań: Wyd. Naukowe UAM , 2006, s. 103-168Kapitel i bok, del av antologi (Refereegranskat)
  • 187. Bron Jr, Michal
    Poeten som tonsättare: En enkät om W. Szymborskas diktning1996Ingår i: Acta Sueco-Polonica, ISSN 1104-3431, nr 5, s. 31-40Artikel i tidskrift (Övrigt vetenskapligt)
  • 188.
    Bron Jr, Michal
    Södertörns högskola, Södertörns högskolebibliotek.
    Polonica i Nobelbiblioteket 1901–19102000Ingår i: Acta Sueco-Polonica, ISSN 1104-3431, nr 8/9, s. 33-48Artikel i tidskrift (Övrigt vetenskapligt)
  • 189.
    Bron Jr, Michal
    Södertörns högskola, Södertörns högskolebibliotek.
    Polska literatura w Szwecji – Szwedzka literatura w Polsce1997Ingår i: Acta Sueco-Polonica, ISSN 1104-3431, nr 6, s. 155-156Artikel i tidskrift (Övrigt vetenskapligt)
  • 190.
    Bron Jr, Michal
    Södertörns högskola, Södertörns högskolebibliotek.
    Szwedzkie polonica literackie2000Ingår i: Acta Sueco-Polonica, ISSN 1104-3431, nr 10/11, s. 213-217Artikel i tidskrift (Övrigt vetenskapligt)
  • 191.
    Brumark, Åsa
    Södertörns högskola, Institutionen för svenska, retorik och journalistik, Svenska.
    Argumentation at the Swedish family dinner table2007Ingår i: Proceedings of the Sixth Conference of the International Society for the Study of Argumentation / [ed] Frans H. van Eemeren, J. Anthony Blair, Charles A. Willard, Bart Garssen, Amsterdam: Sic Sat , 2007, s. 169-178Konferensbidrag (Övrigt vetenskapligt)
  • 192.
    Brumark, Åsa
    Södertörns högskola, Institutionen för svenska, retorik och journalistik, Svenska.
    Argumentation kors och tvärs vid matbordet2005Ingår i: Språk på tvärs: rapport från ASLA:s höstsymposium, Södertörn, 11-12 november 2004 / [ed] Boel De Geer, Anna Malmbjer, Uppsala: Association suédoise de linguistique appliqueé (Svenska fören. för tillämpad språkvetenskap) (ASLA) , 2005Konferensbidrag (Övrigt vetenskapligt)
  • 193.
    Brumark, Åsa
    Södertörns högskola, Institutionen för kommunikation, medier och it, Svenska.
    Behaviour regulation at the family dinner table: The use of and response to direct and indirect behaviour regulation in ten Swedish families2010Ingår i: Journal of Child Language, ISSN 0305-0009, E-ISSN 1469-7602, Vol. 37, nr 5, s. 1065-1088Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This study explores parents' and children's use of and response to direct or indirect behaviour regulation in a family context. Ten families with two children each were divided into two groups depending on the age of the children (6-7 and 10-11 years or 10-11 and 13-14 years). Video-recorded regulatory dinner talk was transcribed, coded and analysed with regard to directness or indirectness in relation to behavioural outcome. Dinner talk was predominantly direct, but younger children were addressed by direct regulators as two-thirds of all regulators, whereas the opposite was seen with older children. Though children also tended to be direct, younger children used three times as many direct regulators as older ones. Compliance appeared in two-thirds of all direct regulators, but almost one-half of all indirect regulators were not complied with. Differences between groups were furthermore distinguished by instances of compliance: those who were most non-compliant were the children in group 2.

  • 194. Brumark, Åsa
    Blindness and the Context of Language Acquisition1989Doktorsavhandling, monografi (Övrigt vetenskapligt)
  • 195.
    Brumark, Åsa
    Södertörns högskola, Institutionen för kommunikation, medier och it, Svenska.
    Den formella skoldemokratins roll för medborgarfostran och elevinflytande2010Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, nr 2, s. 77-96Artikel i tidskrift (Refereegranskat)
  • 196.
    Brumark, Åsa
    Södertörns högskola, Institutionen för svenska, retorik och journalistik, Svenska.
    Det pedagogiska seminariet som genre och utmaning: En jämförelse mellan två seminariegrupper2006Ingår i: Svenskans beskrivning: 28, Förhandlingar vid Tjugoåttonde sammankomsten för svenskans beskrivning, Örebro den 14-15 oktober 2005 / [ed] Per Ledin, Lena Lind Palicki, Christina Melin, Gunvor Nilsson, Karolina Wirdenäs, Håkan Åbrink, Örebro: Örebro universitet , 2006, s. 67-76Konferensbidrag (Refereegranskat)
  • 197.
    Brumark, Åsa
    Södertörns högskola, Institutionen för svenska, retorik och journalistik, Svenska.
    Developing narratives in family dinner conversations2004Ingår i: Språk och lärande: rapport från ASLA:s höstsymposium, Karlstad, 7-8 november 2002 / [ed] Moira Linnarud, Erica Sandlund, Uppsala: Svenska föreningen för tillämpad språkvetenskap , 2004Konferensbidrag (Övrigt vetenskapligt)
  • 198.
    Brumark, Åsa
    Södertörns högskola, Institutionen för svenska, retorik och journalistik, Svenska.
    "Eat your Hamburger!"-"No, I don't Want to!": Argumentation and Argumentative Development in the Context of Dinner Conversation in Twenty Swedish Families2008Ingår i: Argumentation: an international journal on reasoning, ISSN 0920-427X, E-ISSN 1572-8374, Vol. 22, nr 2, s. 251-271Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of the present study was to analyse family dinners as context of argumentation and argumentative development by using a context-sensitive model of basic argumentative structures in every day conversations. The data consisted of 40 argumentative sequences in dinner conversations in twenty Swedish families with children aged 7 to 17 years. The families were divided in two groups depending on the children's ages (10-11 years with younger siblings and 1012 years with older siblings). The model revealed characteristic structures of argumentation appearing as co-text and suggested differences between family groups depending on contextual factors such as age of the children. The groups of older children produced longer argumentative sequences, more exchanges per sequence and higher rate of turns. The older children also engaged in non-instrumental deliberations and disputations significantly more often and they performed more elaborated expansions (through a higher quantity of backing arguments). The groups of younger children on the other hand were more often involved in negotiations on topics relevant in the immediate context. Less expected was, however, the lack of more complex and varied arguments, even in the groups of older children.

  • 199.
    Brumark, Åsa
    Södertörns högskola, Institutionen för svenska, retorik och journalistik, Svenska.
    ”Eller hur” – från påhäng till retur: En diskurspartikel på glid I svenskt ungdomsspråk?2008Ingår i: Svenskans beskrivning: 29, Förhandlingar vid Tjugonionde sammankomsten för svenskans beskrivning, Vasa den 4 och 5 maj 2007 / [ed] M. Nordman, S. Björklund, C. Laurén, K. Mård-Miettinen & N. Pilke, Vasa: Svensk-österbottniska samfundet , 2008Konferensbidrag (Övrigt vetenskapligt)
  • 200.
    Brumark, Åsa
    Södertörns högskola, Institutionen för svenska, retorik och journalistik, Svenska.
    Ironi som maktmedel vid matbordet2004Ingår i: Language, culture, rhetoric: cultural and rhetorical perspectives on communication: papers from the ASLA symposium in Örebro, 6-7 November 2003 / [ed] Cornelia Ilie, Uppsala: Association suédoise de linguistique appliqué (ASLA) , 2004, s. 167-177Konferensbidrag (Övrigt vetenskapligt)
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