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  • 51.
    Shands, Kerstin
    Södertörn University, School of Culture and Education, English language.
    Shedding Stones, Reaching Peace: William Schmidt’s Pilgrimage in Walking with Stones.2014In: The Glass, ISSN 0269-770X, Vol. Spring, no 26, p. 36-40Article in journal (Other academic)
  • 52.
    Shands, Kerstin
    et al.
    Södertörn University, School of Culture and Education, English language.
    Ferreira-Meyers, KarenUniversity of Swaziland.
    Special Issue on Life Writing2018Collection (editor) (Refereed)
    Abstract [en]

    The articles brought together in this special issue of Ravenshaw Journal of Literature and Culture on Life Writing are examples of social, therapeutic, and emotional life writing which can be described as ‘healing literature.’ All the contributions in this volume, whether they treat historical life writing or contemporary experiences, offer readers elements of events lived mainly in India, but also in the USA and Europe. The contributions published here are made by researchers from all over the world and propose analyses of narratives that are varied in thematic approach, from pain and illness narratives to narrations of lived religion (Dalit, Buddhism, Bhakti spirituality, Hinduism, Christianity), and in theoretical underpinnings (Foucault, Gilmore, Merleau-Ponty) and genres (journalism, autobiography/autofiction, poetry). The variety of themes, backgrounds, contexts and analytical approaches to texts from India, the USA, Europe and beyond allow both the experienced researcher to conduct in-depth readings and the neophyte a window into the exciting and ever-evolving field of life writing.

  • 53.
    Shands, Kerstin
    et al.
    Södertörn University, School of Culture and Education, English language.
    Grillo Mikrut, Giulia
    Living Language, Living Memory: Essays on the Works of Toni Morrison2014Collection (editor) (Other academic)
    Abstract [en]

    In 1993 Toni Morrison was awarded the Nobel Prize for Literature. The Nobel committee described her work as “characterized by visionary force and poetic import [that] gives life to an essential aspect of American reality.”

    Twenty years later, a group of scholars met in Stockholm to commemorate and celebrate Morrison’s award, and just as importantly, to critically engage the wealth of scholarship that has sprung up around Morrison’s work—both the six novels recognized by the Nobel committee and those works of fiction and criticism published in the two decades afterwards.

    The essays in this collection implicitly and explicitly take up Morrison’s clarion call to vivify language. They engage her words by elaborating on their meaning, offering readings of her literary texts that highlight their intertextuality, their proliferating conversations with other texts and contexts, and even other languages. In some, Morrison’s words give life to authors no longer with us, in others we are encouraged to resituate her writing in unfamiliar contexts in order to highlight the multiplicity of meanings generated by her work. The essays offer rich testimony to the life-giving properties of Morrison’s language and seek to contribute to the ongoing afterlife of her work by adding to the scholarly conversations animated by her extraordinary literary career.

  • 54.
    Shands, Kerstin
    et al.
    Södertörn University, School of Culture and Education, English language.
    Grillo Mikrut, GiuliaPattanaik, Dipti R.Banaras Hindu University, India.Ferreira-Meyers, KarenUniversity of Swaziland.
    Writing the Self: Essays on Autobiography and Autofiction2015Collection (editor) (Other academic)
    Abstract [en]

    Recent discussions of autobiographical writing have led to a new terminology (autographies, autre-biographies, nouvelle autobiographie, autofiction, faction, égolittérature, circonfession), and current approaches to autobiography and autofiction suggest that this literary field offers a renewal and even a revolution of life-writing. Exploring autobiographical expression from different perspectives, the thirty essays in this book were presented at an international conference held at Södertörn University in 2014. As the essays in this anthology suggest, literary critics and authors alike are rethinking autobiographical writing and its definitions. Through the variety of papers, this anthology offers a thought-provoking overview of different approaches to autobiography and autofiction.

  • 55.
    Shands, Kerstin W.
    Södertörn University, School of Culture and Education, English language.
    The Manifest and the Subterranean: Narratives of Desire, Motherhood, and Spirituality in Gail Godwin’s Unfinished Desires2013In: Symbiosis: A Journal of Anglo-American Literary Relations, ISSN 1362-7902, Vol. 17, no 1, p. 57-67Article in journal (Refereed)
  • 56.
    Stenberg, Felicia
    Södertörn University, School of Culture and Education, English language.
    A Liminal Existence, Literally: A Deconstruction of Identity in Diana Wynne Jones’ Howl’s Moving Castle2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

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

  • 57.
    Sveen, Hanna
    Södertörn University, School of Culture and Education, English language.
    Lava or Code Red: A Linguistic Study of Menstrual Expressions in English and Swedish2016In: Women’s Reproductive Health, ISSN 2329-3691, Vol. 3, no 3, p. 145-159Article in journal (Refereed)
    Abstract [en]

    The study was designed to examine expressions for menstruation (e.g., shark week) in English and Swedish from a linguistic perspective, and thus provide linguistic insight into how people think of, perceive, and talk about menstruation. This article presents a systematic examination of expressions using linguistic analytical frameworks, such as semantic domains, euphemisms and dysphemisms, and conceptual metaphors to identify how menstruation is categorized and construed. It shows that the forms of menstrual linguistic expressions perpetuate dominant discourses of shame and negativity, but also that the creativity and humor displayed by expressions are used as a part of menstrual activism to challenge negative discourse.

  • 58.
    Sveen, Hanna
    et al.
    Södertörn University, School of Culture and Education, English language.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language.
    Handledningens vad, hur och varför: interaktionella mönster med fokus på röst2013In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, no 2, p. 87-102Article in journal (Refereed)
    Abstract [sv]

    Självständiga arbeten har fått en allt mer central roll i svensk högre utbildning, och därför får även handledning av dessa av större betydelse. Trots att det finns viss forskning som rör handledning av självständiga arbeten är det ovanligt med empirisk forskning av själva handledningspraktiken, d v s vad som görs, hur det görs och varför. Vi vill koppla dessa frågor till pedagogiska aspekter som stöttning, perspektivprövning och studentens självständighet. Vi undersöker därför det vi kallar handledningspraktiken vilken utgörs av all interaktion mellan handledare och student. Fokus för den här artikeln ligger dock på handledningssamtal. Genom att använda språkvetenskapliga angreppsätt vill vi belysa ett av de interaktionella mönster som vi har identifierat i handledningssamtalen, nämligen samma persons användning av olika röster. Vi utgår från Bahktins röstbegrepp för att studera hur röst operationaliseras i samtalen och ger dem dialogisk karaktär.

12 51 - 58 of 58
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