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  • 1.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    Snuff said!: Conflicting employee and corporate interests in the pursuit of a tobacco client.2015In: Digital Business Discourse / [ed] Erika Darics, New York: Palgrave Macmillan, 2015, 142-159 p.Chapter in book (Refereed)
    Abstract [en]

    This chapter presents an analysis of intranet postings generated within a Swedish web consultancy during its pursuit of a tobacco company as client. Drawing from theories of crisis management, Beers Fägersten focuses on the emergent conflict and debate between employees who are in favor of having a tobacco company as a client, and those who are against it. The intranet thread reflects the use of discursive strategies typical of conflict management, but also strategies specific to the digital environment. A recurring theme in the debate is the navigation, negotiation and distinction of personal vs. corporate identities and interests.

  • 2.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    A Case Study of a Distance Degree Program in Vietnam: Examples from a Learner-Centered Approach to Distance Education2013In: Cases on Professional Distance Education Degree Programs and Practices: Successes, Challenges, and Issues / [ed] Sullivan, Kirk; Peter E. Czigler; Jenny M. Sullivan Hellgren, Hershey, PA: IGI Global, 2013, 233-257 p.Chapter in book (Refereed)
    Abstract [en]

    The English Department at Högskolan Dalarna, Sweden, participates in a distance-learning program with the Faculty of Education at Vietnam National University. Students who enroll in this program are teachers of English at secondary or tertiary institutions, and will study half time for two years to complete a Master’s degree in English Linguistics. The distance program, adapted specifically to accommodate the Vietnamese students in terms of cultural differences as well as inexperience with distance methodology, is characterized by three design features: testing, technical training, and fostering a community of learners. The design of the courses also reflects a learner-centered approach that addresses common problem areas in distance education by promoting interactivity. Central to the overall program is the maintenance of different channels of communication, reflecting an effort to support the students academically and socially, both as individuals and members of a learning community. In this way, the effects of physical and cultural distances are minimized.

  • 3.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    Comic strips2014In: Encyclopedia of Humor Studies / [ed] Salvatore Attardo, Thousand Oaks, California: Sage Publications, 2014, 1, 155-156 p.Chapter in book (Other academic)
  • 4.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    The use of English swear words in Swedish media2014In: Swearing in the Nordic Countries / [ed] Marianne Rathje, Copenhagen: Dansk Sprognævn , 2014, 1, 63-82 p.Chapter in book (Refereed)
    Abstract [en]

    In this paper I present, analyze and consider the implications of the use of English swear words in Swedish media. First, I investigate the relationship between language and the media, focusing on the role of standard language forms in media discourse. I continue by exploring, within an Anglophone context, the use of swear words in the media. Next I present a brief survey of the use of English in Swedish. Finally, I present examples of the use of English-language swear words in Swedish media, showing how English-language swear words are appropriated by speakers of Swedish and suggesting that the use of English swear words in the media ratifies this appropriation, in turn establishing this practice as standard. I discuss the implications of this development in terms of the use of English swear words within a non-native speaker speech community, how usage may be in conflict with English native-speaker norms, and how the use of English swear words might come to characterize modern Swedish as well as a Swedish variety of English.

  • 5.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    I'm learneding!: First language acquisition in The Simpsons2016In: Watching TV with a Linguist / [ed] Kristy Beers Fägersten, Syracuse: Syracuse University Press, 2016, 1, 257-281 p.Chapter in book (Refereed)
  • 6.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    Introduction: The linguist's view of Television2016In: Watching TV with a Linguist / [ed] Kristy Beers Fägersten, Syracuse: Syracuse University Press, 2016, 1, 1-13 p.Chapter in book (Refereed)
  • 7.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    What's the deal with morphemes?: Doing morphology with Seinfeld2016In: Watching TV with a Linguist / [ed] Kristy Beers Fägersten, Syracuse: Syracuse University Press, 2016, 1, 181-201 p.Chapter in book (Refereed)
  • 8.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    Channel surfing: Tuning into the sounds of English2016In: Watching TV with a Linguist / [ed] Kristy Beers Fägersten, Syracuse: Syracuse University Press, 2016, 1, 202-230 p.Chapter in book (Refereed)
  • 9.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    Watching TV with a Linguist2016Collection (editor) (Refereed)
  • 10.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    English swear words as Swedish humor2015In: Abstracts: 14th International Pragmatics Conference : ANTWERP, BELGIUM, 26-31 July 2015, nternational Pragmatics Association , 2015, 91- p.Conference paper (Refereed)
  • 11.
    Beers Fägersten, Kristy
    Södertörn University, School of Culture and Education, English language.
    The role of swearing in creating an online persona: The case of YouTuber PewDiePie2017In: Discourse, Context & Media, ISSN 2211-6958, E-ISSN 2211-6966, Vol. 18, 1-10 p.Article in journal (Refereed)
    Abstract [en]

    This article is an investigation of the use of English-language swear words by Swedish, non-native speaker PewDiePie in the context of self-recorded, Let’s Play horror videos uploaded to the video-sharing website, YouTube. Situating PewDiePie within the greater media landscape to establish both his success and notoriety, this article addresses the local interpretation of the globalization of English and the use of English swear words in Swedish media. The practice of swearing in the gaming context is discussed, and swearing instances in a selection of three of PewDiePie’s horror game videos are analyzed. The article puts forth the argument that the use of English swear words contributes to the performance of PewDiePie as a specific, online persona, one that is both in line with the context of video gaming and conducive to a para-social relationship, allowing PewDiePie to achieve the overall goals of communicating with his viewers as peers and reducing the social distance between them. The article concludes that PewDiePie’s practice of social swearing not only simulates casual conversation between friends, but actively reduces social distance, creates the illusion of intimacy, and contributes to his unprecedented success on YouTube.

  • 12.
    Beers Fägersten, Kristy
    et al.
    Södertörn University, School of Culture and Education, English language.
    Fiorentini, Ilaria
    Insubria University, Italy.
    Lost and language found2016In: Watching TV with a Linguist / [ed] Kristy Beers Fägersten, Syracuse: Syracuse University Press, 2016, 1, 282-306 p.Chapter in book (Refereed)
  • 13.
    Beers Fägersten, Kristy
    et al.
    Södertörn University, School of Culture and Education, English language.
    Sveen, Hanna Andersdotter
    Södertörn University, School of Culture and Education, English language.
    SaMANtha: Language and gender in Sex and the City2016In: Watching TV with a Linguist / [ed] Kristy Beers Fägersten, Syracuse: Syracuse University Press, 2016, 1, 85-113 p.Chapter in book (Refereed)
  • 14.
    Cassel, Alexandra
    Södertörn University, School of Culture and Education, English language.
    Circulating Emotions in James Baldwin’s Going to Meet the Man and in American Society2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay explores how James Baldwin’s short story Going to Meet the Man depicts racist attitudes toward African-Americans in American society. Further, this essay also shows how racism is linked to a circulation of emotions that unconsciously generates a xenophobic nation affecting even those who implicitly are regarded as genuine citizens of that community. By using two theoretical perspectives, Sara Ahmed’s theory of affective economies and some of Freud’s concepts from psychoanalysis, this essay analyzes Baldwin’s text and discovers how the American nation needs to accept and recognize its racist history, just as a child needs to acknowledge his or her fear when experiencing traumatic events. Baldwin’s narrative reinforces racist stereotypes while at the same time using the text to write back to a society that at the time of writing had not expected, but indeed needed, an African-American man to publish a book from a white man’s perspective.

  • 15.
    del Valle Alcalá, Roberto
    Södertörn University, School of Culture and Education, English language. Uppsala universitet.
    Monstrous contemplation: Frankenstein, Agamben, and the politics of life2016In: Textual Practice, ISSN 0950-236X, E-ISSN 1470-1308, 1-18 p.Article in journal (Refereed)
    Abstract [en]

    In his recent book L’uso dei corpi, Giorgio Agamben investigates the philosophical genealogy of his central concept of inoperosità through a reconsideration of the classical notion of chresis or ‘use’. According to Agamben, the latter points to an alternative constitution of human nature, one that would not be guided by a principle of necessary actualisation (energeia), would not exhaust itself in the realisation of an end (ergon), but would rather preserve its potentiality in a thoroughly non-subjective (‘contemplative’) relation of the body to itself. For Agamben, it is only through the recognition and mobilisation of this alternative foundation of the human, that the pervasive division of life (between natural and political, ‘bare’ and ‘autarchic’, zoe and bios) upon which modern politics is premised, can be overcome. In this article, I propose to read in Mary Shelley’s Frankenstein an instructive rehearsal of these fundamental concepts, focusing on the possible meanings that the notion of monstrosity may acquire when placed against the backdrop of modernity’s commitment to energeia and its associated biopolitical mechanisms.

  • 16.
    Dvorak, Martin
    Södertörn University, School of Culture and Education, English language.
    Magnetic Book as a Recyclable Tool Used for Teaching a Foreing Language and Incorporating Principles of Language Acquisition Theories2014In: International conference The Future of Education, Florence, Italy, 12-13 June, 2014, 4th ed., Padova, Italy: Libreria Universitaria, 2014, 324-328 p.Conference paper (Other academic)
    Abstract [en]

    Teaching English to children at an early age does not only prepare a breeding ground for early bilingualism/multilingualism but also facilitates language learning at later stages. The early introduction of English in the curricula of primary schools, which has recently become topical throughout Europe, also calls for the introduction of language-teaching methodology suitable for very young learners. Although there is currently a wide range of material parents and teachers have at their disposal that can assist them in improving their children’s and pupils’ linguistic potential, its amount may sometimes seem quite overwhelming. This can make the choice of the right activity rather complicated and thus the need for language-teaching aids that can be recycled several times arises.

    The paper focuses on practical examples of how a magnetic book can be used repeatedly to develop a young child’s language skills in their mother tongue or a second language and what methodology can be deployed in this respect that incorporates some of the principles of language acquisition theories. Special attention is being paid to behaviorism, Chomsky’s ideas, Vygotsky’s and Piaget’s interactionist approaches (fostering Zone of Proximal Development and Scaffolding), and connectionism as well as how these can be put into operation when one is working with the book.

  • 17.
    Dvorak, Martin
    Södertörn University, School of Culture and Education, English language.
    I Have Read the Chapters, But I Do Not Remember: Factors Affecting Intake, Retention and Recall of New Information Among Swedish University Students2016In: INTED2016 Proceedings / [ed] L. Gómez Chova, A. López Martínez, I. Candel Torres, Valencia, Spain: IATED Academy , 2016, 504-509 p.Conference paper (Refereed)
    Abstract [en]

    The affluence of information sources we currently experience due to economic prosperity of western cultures and modern information technologies seems to have, apart from its positive effects associated with the ready availability of information, some negative ones as well. These seem to be related to the counterproductive way students utilize these sources, which, in some cases, may hinder their progress, reduce the efficiency of the overall educational process, and render teachers frustrated due to their students not coming prepared to their seminars.

    Besides looking into factors affecting intake, retention and recall of new information among Swedish university students, which appear to be directly associated with the scarcity principle and perceived value of the information sources the students use, the paper also discusses their inability to deploy relevant cognitive and metacognitive strategies in the process of learning, the impact of exposure to a certain assessment, learning and grading culture, as well as possible solutions to the issue.

  • 18.
    Gullö, Jan-Olof
    et al.
    Södertörn University, School of Social Sciences, Journalism.
    Holgersson, Per-Henrik
    Kungl. musikhögskolan.
    Sveen, Hanna
    Södertörn University, School of Culture and Education, English language.
    Magnusson, Jenny
    Södertörn University, School of Culture and Education, Swedish Language.
    Undergraduate Students' Learning During Supervision of Independent Projects2013In: Creativity and Innovation in Educational Research: Network 22. Research in Higher Education, Istanbul: European Educational Research Association (EERA) , 2013Conference paper (Refereed)
  • 19.
    Holmgren Troy, Maria
    et al.
    Karlstads universitet.
    Kella, Elizabeth
    Södertörn University, School of Culture and Education, English language.
    Wahlström, Helena
    Uppsala University.
    Making Home: Orphanhood, kinship, and cultural memory in contemporary American novels2014 (ed. 1)Book (Refereed)
    Abstract [en]

    Making Home explores the figure of the orphan child in a broad selection of contemporary US novels by popular and critically acclaimed authors Barbara Kingsolver, Linda Hogan, Leslie Marmon Silko, Marilynne Robinson, Michal Cunningham, Jonathan Safran Foer, John Irving, Kaye Gibbons, Octavia Butler, Jewelle Gomez and Toni Morrison. The orphan child is a continuous presence in US literature, not only in children’s books and nineteenth-century texts, but also in a variety of genres of contemporary fiction for adults. Making Home examines the meanings of this trope in the contexts of American literary history, social history and ideologies of family, race and nation. It argues that contemporary orphan characters function both as links to literary history and as figures around which authors can critique the limits of literary history, family identity and national belonging.

  • 20.
    Kella, Elizabeth
    Södertörn University, School of Culture and Education, English language.
    Review of: a/b: Auto/Biography Studies 27.1 (2012)2013In: American Studies in Scandinavia, ISSN 0044-8060, Vol. 45, no 1-2, 174-176 p.Article, book review (Other academic)
  • 21.
    Kella, Elizabeth
    Södertörn University, School of Culture and Education, English language.
    Indian Boarding School Gothic in "Older than America" and "The Only Good Indian"2015In: American Studies in Scandinavia, ISSN 0044-8060, Vol. 47, no 2, 5-27 p.Article in journal (Refereed)
    Abstract [en]

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

  • 22.
    Kella, Elizabeth
    Södertörn University, School of Culture and Education, English language.
    Affect and Nostalgia in Eva Hoffman’s Lost in Translation2015In: Studia Anglica Posnaniensia, ISSN 0081-6272, E-ISSN 2082-5102, Vol. 50, no 2-3, 7-20 p.Article in journal (Refereed)
  • 23.
    Kella, Elizabeth
    Södertörn University, School of Culture and Education, English language.
    Affect and Nostalgia in Life-Writing of the Polish Diaspora2015Conference paper (Other academic)
    Abstract [en]

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

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

  • 24.
    Kella, Elizabeth
    Södertörn University, School of Culture and Education, English language.
    Discovering the Past? Memory, Postmemory, and Affect in Autobiographies by Emilia Degenius and Lisa Appignanesi2016Conference paper (Refereed)
    Abstract [en]

    The concept of postmemory has been advanced to account for some of the ways that the strong cultural and individual memories of trauma survivors impact on members of the next generation: their children. According to Marianne Hirsch (1997, 2012), post-memory generations have a special tie to history, which they “remember” through emotional and imaginative investment in the memories of others, whose stories, photographs, and day-to-day actions impart a strong sense of the life-changing, often life-threatening, circumstances they have lived through.

    In this paper, I explore the relevance and possible limitations of the concept of postmemory for two auto/biographical works written by women of the Polish diaspora: Losing the Dead (2006) by Lisa Appignanesi and Åka Skridskor I Warszawa (Ice-skating in Warsaw) (2014) by Emilia Degenius. Born about 10 years apart (1946 and 1955), the two writers have some similarities, including Jewish backgrounds, parental and personal experiences of anti-Semitism, and emigration from post-war Poland with subsequent fraught relations to the Polish language. Appignanesi, writing in English, has become a cultural commentator and author with an interest in memory and psychoanalysis. Degenius immigrated alone to Sweden in 1972, where she joined her sister, and she has become a practicing psychoanalyst and author of two autobiographical works in Swedish.

    The narratives of these women writers of the Polish diaspora straddle genres of autobiography, biography, family history, fiction, and memoir. In each account, the relationship to parental figures is of central importance. They each have double narrative strands, one that reconstructs the childhood past through the excavation of memory, and one that figures the adult narrator’s attempts to understand the past through return journeys to Poland, documentation, and interaction. I examine the texts’ formal and thematic characteristics in relation to postmemory.

  • 25.
    Kella, Liz
    et al.
    Södertörn University, School of Culture and Education, English language.
    Holmgren Troy, Maria
    Karlstad University.
    Wahlström Henriksson, Helena
    Uppsala University.
    Bilda familj: Om föräldralösa barn, släktskap och nationsskapande i samtida amerikanska romaner2015In: Tidskrift för Genusvetenskap, ISSN 1654-5443, E-ISSN 2001-1377, Vol. 35, no 4, 11-32 p.Article in journal (Refereed)
  • 26.
    Lynch, John
    Södertörn University, School of Culture and Education, English language.
    Hunger: Passion of the militant2014In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 13, no 2, 184-201 p.Article in journal (Refereed)
    Abstract [en]

    This is a study of the 2008 film Hunger made by the British director Steve McQueen, a film that dramatises events in the Maze Prison in the period leading up to the 1981 Irish Republican hunger strike and death of Bobby Sands. It considers the filmic and artistic practice of McQueen in conjunction with certain concepts from the work of Deleuze and Guattari to develop a productive thinking about how the film addresses this traumatic event. Hunger employs a series of aesthetic techniques that push at the limits of the viewer's senses and suggest new ways of thinking about the subject. McQueen's concern to go beyond the clichés of the media coverage of the Irish conflict provides a unique insight into the production of a militant subjectivity generated by the opposition to the prison regime of the Maze in Belfast. Ultimately, however, it is argued that McQueen collapses into a form of religious iconicity that reinforces the Irish Republican mythology of suffering and redemption. Hunger, as a work of cinematic creation, offers a powerful sense of how resistance can be made manifest on screen yet, simultaneously, can become captured by the transcendental unity of identity thinking operating through the image of the romanticised face.

  • 27.
    Magnusson, Jenny
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Sveen, Hanna
    Södertörn University, School of Culture and Education, English language.
    Topikalitet i handledning2013In: Språk i undervisning: rapport från ASLA:s vårsymposium, Linköping, 11-12 maj, 2012 = papers from the ASLA symposium in Linköping, 11-12- May, 2012 / [ed] Christina Rosén, Per Simfors, Ann-Kari Sundberg, Linköping: Svenska föreningen för tillämpad språkvetenskap , 2013, 173-182 p.Conference paper (Refereed)
  • 28.
    Magnusson, Jenny
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Sveen, Hanna
    Södertörn University, School of Culture and Education, English language.
    Handledningens effektivitet: En studie av remediering i självständiga arbeten2014In: Svenskans beskrivning 33 : Förhandlingar vid trettiotredje sammankomsten för svenskans beskrivning, Helsingfors den 15-17 maj 2013 / [ed] Lindström, Jan, Henricson, Sofie, Huhtala, Anne, Kukkonen, Pirjo, Lehti-Eklund, Hanna & Lindholm, Camilla (red.), Helsingfors: Helsingfors universitet, 2014, 290-299 p.Conference paper (Refereed)
  • 29.
    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, 36-40 p.Article in journal (Other academic)
  • 30.
    Shands, Kerstin
    Södertörn University, School of Culture and Education, English language.
    On the Path to a Spiritual Life: The Autobiographies of Lauren Winner2013In: The Glass, ISSN 0269-770X, Vol. 25, 50-57 p.Article in journal (Other academic)
  • 31.
    Shands, Kerstin
    Södertörn University, School of Culture and Education, English language.
    [Recension av] Marjo Buitelaar and Hett y Zock (eds.), Religious Voices in Self-Narratives: Making Sense of Life in Times of Transition, Berlin, Walter de Gruyter, 20132014In: The Glass, ISSN 0269-770X, no 26, 70-72 p.Article, book review (Other academic)
  • 32.
    Shands, Kerstin
    Södertörn University, School of Culture and Education, English language.
    [Recension av] Wesley A. Kort, Textual Intimacy: Autobiography and Religious Identities, Charlottesville and London, University of Virginia Press, 2012.2014In: The Glass, ISSN 0269-770X, Vol. Spring, no 26, 59-61 p.Article, book review (Other academic)
  • 33.
    Shands, Kerstin
    Södertörn University, School of Culture and Education, English language.
    From Paradise Lost to Paradise Regained: Homecoming in Anne Rice’s Called Out of Darkness2013In: Spirituality in the 21st Century: Journeys Beyond Entrenched Boundaries / [ed] Wim van Moer, Duysalaksun Celik, John Hochheimer, Oxford: Inter-Disciplinary Press, 2013, 133-140 p.Chapter in book (Refereed)
  • 34.
    Shands, Kerstin
    Södertörn University, School of Culture and Education, English language.
    Journeys Within: The Contemporary Spiritual Autobiography2016Book (Other academic)
    Abstract [en]

    An introspective quest narrative that bridges theology and literature in tracing the stories of authors who move from states of confusion, dejection, or loss to insights or epiphanies of spiritual revelation, from conversion to deconversion or from deconversion to conversion, the contemporary spiritual autobiography belongs to an as yet understudied genre of autobiographical writing. Shining an analytic light on individual texts placed within a broad spiritual perspective, this study offers an illumination of the genre of spiritual autobiography itself while relating it to understandings of the role of religion and spirituality in our time.

  • 35.
    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.

  • 36.
    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.

  • 37.
    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, 57-67 p.Article in journal (Refereed)
  • 38.
    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, 145-159 p.Article 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.

  • 39.
    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, no 2, 87-102 p.Article 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.

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