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  • 1.
    Adrian, Anderson
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Tystnad - talande tystnad: Luckor och möjlighetsutrymmen i Alice Munros novell "Hateship, friendship, courtship, loveship, marriage"2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 2.
    Adriansson, Johanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    ”Du skulle ta livet av dig. Du skulle det. Eller hur?”: Makt och maktlöshet i romanen Stöld utifrån en intersektionell analys med ett didaktiskt perspektiv2023Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study aimed to investigate how power and powerlessness are created and portrayed

    in Ann-Helén Laestadius novel Stöld (2022) and what didactive implications the novel

    has for teaching at a high school level. Based on an intersectional perspective, it was

    analyzed when the axes of power gender, class ethnicity and age co-vary where power

    versus powerlessness occurs. For the analysis, the thoughts, acting and actions of three

    female and three male characters were studied. On an overall level, the analysis shows

    that Sámi as a minority group is powerless in relation to the majority society because of

    the historical context. On an individual level, the power perspective shifted depending on

    the characters age, gender or ethnicity. From a didactive perspective, the novel Stöld is

    relevant for teaching in upper secondary school partly based on the discourse they are in,

    and partly based on the possibility of applying several parts of the course syllabus with

    Stöld as a starting point.

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  • 3.
    Adriansson, Johanna
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Genus & identitet i romanen Björnstad: En genusstudie med ett didaktiskt perspektiv2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie syftade till att undersöka hur genus skildras i Fredrik Backmans roman Björnstad (2016) samt vilka didaktiska implikationer romanen har för undervisningen på gymnasial nivå. Utifrån genusperspektivet som ser begreppet genus som sociala konstruktioner studerades karaktärernas egenskaper. För analysen valdes fyra unga vuxna karaktärer i romanen, två flickor och två pojkar. För att skildra karaktärernas genus användes Nikolajevas (2017) motsatsschema över kvinnliga och manliga egenskaper hos litterära personer. Analysen påvisade både stereotypa och icke stereotypa skildringar av karaktärerna vilka påverkades av romanens intrig som gjorde att karaktärerna omvandlades från stereotypa till icke-stereotypa karaktärer. Romanen skildrar teman som kärlek, sexualitet, vänskap, makt och normer vilka är teman somkan aktualiseras i undervisningen inom ramen för ett normkritiskt arbete. Det är teman som berör ungdomar och den diskurs de befinner sig i vilket gör romanen aktuell förläsning på gymnasial nivå.

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  • 4.
    Aggerstam, Madeleine
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Jordens poesi: Biophilia-hypotesen som ekokritisk läsning av Wordsworth, Coleridge och Keats2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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    Jordens Poesi, Biophilia-hypotesen som ekokritisk läsning av Wordsworth, Coleridge och Keats
  • 5.
    Ahlgren Andersson, Marie
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Att integrera konflikter i svenskämnet2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
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  • 6. Ahmed, Maaheen
    et al.
    Lund, Martin
    Lunds universitet.
    Apocalypse Why? The Neutralisation of the Antichrist in Three Comics Adaptations2012In: Scan: Journal of Media Arts Culture, E-ISSN 1449-1818, Vol. 9, no 1Article in journal (Refereed)
  • 7.
    Ahmed, Malika
    Linnaeus University, Faculty of Humanities and Social Sciences, School of Language and Literature.
    Genusframställning i barnböcker: Analys av sju barnböcker2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 8.
    Ahnelöv, Ingrid
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Att lära genom att skriva: Om samspelet mellan skrivande och research vid tilblivelsen av Mor Elisabeth2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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    Examensarbete-Ingrid Ahnelöv
  • 9.
    Albépart-Ottesen, Chantal
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    "What Am I? What Do I Want?": An analysis of The Glassy Sea by Marian Engel2001Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The essay is a study of The Glassy Sea by the Canadian author Marian Engel. The novel focuses on the main character's self exploration ans her search for identity. A Jungian approach to this novel is particularly appropriate since the author makes use of several achetypes and symbols. Moreover, the novel is presented in an introspective manner that brings to the mind the method of self-examination used in psychoanalysis. The essay studies the development of the main character's identity, Rita. Her quest can be summed up in two questions: Who is she and what does she want to do with her life? We follow Rita through a series of steps that will lead her to maturity and to an independant life. Her development takes place in stages and the essay focuses on four of these. There is a regularity of pattern at each stage; Rita lives in different homes where she is under the influence of a mentor, whose role model she accepts at first, submits to and finally rejects. Among the archetypal images that appear in the novel, we find that the mother archetype is omnipresent and that Rita's growth progress is strongly connected to the mother complex. The author also makes use of the egg, the rose and the sea symbols to underline certain aspects of Rita's development. The essay seeks to connect Rita's developmental phases to the initiation rituals and the individuation process described by Jung.

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  • 10.
    Alexandersson, Emma
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Frost, My
    Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
    Individuell läsning som undervisningsmetod: En studie om lärares och elevers upplevelser2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien undersöker den individuella läsningen som undervisningsmetod. Syftet är att åskådliggöra lärares och elevers upplevelser av individuell läsning, med fokus på utformning och kunskapsinhämtning, för att sedan jämföra och belysa relationen dem emellan. Studiens teoretiska utgångspunkter är konstruktivism och fenomenologi, vilka betonar vikten av elevernas intresse och motivation för att lärande ska uppstå, samt att individernas uttalanden om det studerade fenomenet är sanningsbärande fakta. Studiens material består av 15 ljudinspelningar, där två lärare och 13 elever intervjuats om deras upplevelser av individuell läsning. Materialet transkriberades och analyserades med hjälp av en innehållsanalys. Resultatet visar att upplevelserna av den individuella läsningens utformning i vissa avseenden skiljde sig åt mellan lärarna och eleverna. Eleverna upplevde att det inte läggs så stor vikt vid den individuella läsningen, en upplevelse som inte delades av lärarna. Litteraturen var en av de faktorer eleverna upplevde som avgörande för att den individuella läsningen skulle fungera som lärandeaktivitet. Eleverna upplevde att motivation var det viktigaste för att utveckla kunskaper och läsintresse genom individuell läsning. Lärarna upplevde att eleverna genom den individuella läsningen skulle få möjlighet att utveckla läsintresse, läsförmåga, läsförståelse samt språklig förmåga. Eleverna menade att de genom att läsa utvecklade språklig förmåga, läsförmåga, läsförståelse, föreställningsvärldar samt skaffade sig faktakunskaper genom litteraturen. Jämförelsen mellan lärarnas och elevernas upplevelser visar att de i många fall liknar varandra. Tankarna skiljde sig i att eleverna upplevde att de utvecklade faktakunskaper och sina föreställningsvärldar, vilket lärarna inte nämnde. 

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  • 11.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy.
    Adolescent killer and politician: age-related ideologies in the dystopian future Sweden of Mats Wahl’s Blood Rain series2019In: HumaNetten, E-ISSN 1403-2279, no 43, p. 207-229Article in journal (Refereed)
  • 12.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Aktuell kurslitteratur för högskolan: Från fabler till manga, Lärande genom skönlitteratur och Skönlitteratur för barn och unga2017In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 40, p. 1-5, article id 836Article, book review (Other academic)
  • 13.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Anne Gjelsvik & Rikke Schubart (eds.), Women of Ice and Fire: Gender, Game of Thrones, and Multiple Media Engagements, Bloomsbury, 2016, 277 p.2018In: Nordicom Review, ISSN 1403-1108, E-ISSN 2001-5119, Vol. 39, no 1, p. 152-154Article, book review (Other academic)
  • 14.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy.
    Att dräpa och att känna skuld: Ungdomsdystopiers gestaltningar av unga dräpares skuldkänslor i klassrummet2021In: LDN konferens 11-12 november 2021: Litteraturdidaktiskt nätverk, Litteraturdidaktik och känslor, 11–12 november 2021, Kristianstad, Litteraturdidaktiskt nätverk , 2021Conference paper (Refereed)
  • 15.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Barn- och ungdomslitteraturvetenskapligt ämnesspråk: En läroboksanalys av svenska läroböcker om barn- och ungdomslitteratur för högskolor och universitet2019In: HumaNetten, E-ISSN 1403-2279, no 42, p. 156-179Article in journal (Refereed)
  • 16.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy.
    Bristen på social hållbarhet i ett framtida Europa: Ungdomsdystopin Eleriatrilogins didaktiska potential avseende hållbarhetsfrågor2019In: LDN2019: Litteraturstudiers samhällsrelevans: Sammanfattningar, Litteraturdidaktiskt nätverk, LDN , 2019, p. 6-6Conference paper (Other academic)
    Abstract [sv]

    I ungdomsdystopin Eleriatrilogin (2012–2014) av den österrikiska författarinnan Ursula Poznanski gestaltas en värld som har råkat ut för en omfattande miljökatastrof. Detta har resulterat i en strikt uppdelning där de så kallade sfärsamhällena har skapat ett högteknologiskt samhälle som har gott om resurser, vilka dock kontrolleras starkt av de styrande, medan befolkningen i klansamhällen utanför de skyddande sfärerna lever under mycket svåra och fattiga förhållanden i den fördärvade miljön. I min presentation undersöker jag trilogins didaktiska potential i skolans värdegrundsarbete avseende miljöperspektiv, kulturmöten och maktrelationen mellan barn, ungdomar och vuxna. Jag argumenterar för att Poznanskis trilogi problematiserar hållbarhetsbegreppet genom att belysa hur en icke-hållbar miljö påverkar de sociala relationer som uppstår och begränsar möjligheterna till en försoning mellan de två samhällen som strider mot varandra i en kamp om naturresurser. Synliggörandet av hur ekologisk, ekonomisk och social hållbarhet går in i varandra gör Eleriatrilogin till ett effektivt verktyg för att aktualisera hållbarhetsfrågor i skolans värdegrundsarbete.

  • 17.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Bristen på social hållbarhet i framtiden: Ungdomsdystopin Eleriatrilogins didaktiska potential2020In: Didaktiska perspektiv på hållbarhetsteman i barn- och ungdomslitteratur / [ed] Corina Löwe, Åsa Nilsson Skåve, Stockholm: Natur och kultur, 2020, p. 164-185Chapter in book (Other academic)
  • 18.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Cognitive Scripts Regarding Age in a Future Dystopian Sweden: Children, Adolescents and Adults in Mats Wahl’s Blood Rain Series2018In: Diversity in Children’s Literature, April 26–27, 2018, Linnaeus University, Växjö: Linnaeus University , 2018Conference paper (Other academic)
  • 19.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    (De)Stabilizing the Boundaries between ‘Us’ and ‘Them’: Racial Oppression and Racism in Two YA Dystopias Available in Swedish2021In: Race in Young Adult Speculative Fiction / [ed] Meghan Gilbert-Hickey; Miranda A. Green-Barteet, Jackson: University Press of Mississippi, 2021, p. 93-110Chapter in book (Refereed)
  • 20.
    Alkestrand, Malin
    Lund University, Sweden.
    Didaktisk potential: Ett verktyg för skolans värdegrundsarbete2014In: Litteratur och demokrati: Unga läsare, identitet och litteracitet, Uppsala University, 2014Conference paper (Other academic)
  • 21.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Engelsforstrilogin och skönlitteraturens didaktiska potential: Värdegrundsfrågor2017In: Unga läser: Läsning, normer och demokrati / [ed] Åse Hedemark, Maria Karlsson, Örlinge: Gidlunds förlag, 2017, p. 29-50Chapter in book (Refereed)
  • 22.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Fantasylitterära genredrag och retoriska strategier för fantasyförfattare2019In: Att skriva barn- och ungdomslitteratur / [ed] Helene Ehriander, Lund: Studentlitteratur AB, 2019, p. 63-82Chapter in book (Other academic)
  • 23.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy.
    From Silence to Silencing (and Beyond?): The Absence of Queer Representation in the Harry Potter Universe2019In: 24th Biennial Congress of the International Research Society for Children’s Literature (IRSCL), Silence and Silencing in Children’s Literature: Stockholm, Sweden 14-18 August 2019, The Swedish Institute for Children’s Books , 2019Conference paper (Other academic)
    Abstract [en]

    When J. K. Rowling announced that she has always seen Professor Albus Dumbledore as gay after the publication of Harry Potter and the Deathly Hallows (2007), the previous silence on the topic of queer sexuality within the Harry Potter universe came to an end. However, as Jim Daems clarifies in “‘I Knew a Girl Once, whose Hair…’: Dumbledore and the Closet” (2012), many academics and fans were upset that Rowling did not represent Dumbledore’s sexuality in the book series. For a book series that explicitly and repeatedly explores and problematises race, gender, ethnicity, age, nationality and class, the silence regarding diverse sexualities is not only surprising but problematic, as it suggests that there is no room for queer characters in the Wizarding World. I argue that the silence on this topic in the seven Harry Potter novels and the eight movies that are based on them undermines some of the didactic potential of the series to address human rights and equality. By silencing a queer character’s sexuality, the explicit ideology about everyone’s equal rights to exist and thrive is counteracted by an implicit ideology about queers’ sexualities being too deviant to represent within books and movies.

    The stage play Harry Potter and the Cursed Child (2016) and the movies Fantastic Beasts and Where to Find Them (2016) and Fantastic Beasts: The Crimes of Grindelwald (2018) were all published after Rowling’s announcement about Dumbledore’s sexuality. I argue that they are examples of silencing queer characters, since they do not explicitly represent Dumbledore as queer, and since Cursed Child portrays a relationship between Albus Potter and Scorpius Malfoy that is coded as romantic throughout the play, but ends up reaffirming heteronormativity when the boys discuss who will get a girlfriend first at the end of the narrative. In my paper I explore the consequences of the silencing of the queer for the overall didactic potential of the Harry Potter universe regarding human rights and equality, by defining explicit and implicit ideologies about sexuality in the Harry Potter novels, movies and Cursed Child. I also clarify in what ways Cursed Child and The Crimes of Grindelwald can be seen as examples of queerbaiting, expanding Emily Roach’s argument about Cursed Child in “Harry Potter and the Cursed Closet: Queerbaiting, Slash-Shipping and the Cursed Child” (2018) to the most recent addition in the Harry Potter franchise.

  • 24.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Harry Potter and the Curse of Aetonormativity: age-related cognitive scripts and a disruption of “the Harry Potter literary schema” in Harry Potter and the Cursed Child2020In: Children's Literature Association Quarterly, ISSN 0885-0429, E-ISSN 1553-1201, Vol. 45, no 1, p. 43-58Article in journal (Refereed)
    Abstract [en]

    In the theatre performance Harry Potter and the Cursed Child (2016), Harry Potter's magical world is revisited from the perspective of an adult Harry, who has grown out of his rebellious youth and become a controlling and sometimes abusive parent. Many fans were outraged by Harry's treatment of his son Albus, a Slytherin, whose only friend is Draco Malfoy's son, Scorpius. I utilize cognitive script and schema theory to analyze the play manuscript's ideologies connected to age. I argue that the reactions against the non-sympathetic adult Harry can be conceptualized as a schema disruption of "the Harry Potter literary schema."

  • 25.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Harry Potter and the Curse of Aetonormativity: Scripts, Schemas and Harry Potter and the Cursed Child2018In: The Fourth Cambridge Symposium on Cognitive Poetics, 2018Conference paper (Other academic)
  • 26.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Hopp eller hot eller både och?: Unga blivande mödrar i ungdomsdystopier2022In: Litteraturen i arbete: Vänskrift till Peter Forsgren / [ed] Jörgen Bruhn; Åsa Nilsson Skåve; Piia K Posti; Anna Salomonsson, Växjö: Trolltrumma , 2022, p. 115-126Chapter in book (Other academic)
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  • 27.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy.
    Hyperboles as Educational Tools: The Educational Potential of the Adolescent Killer Motif and the Adolescent Mother Motif in YA Dystopias2021In: 25th Congress of the International Research Society for Children's Literature: Aesthetic and Pedagogic Entanglements, October 2021, Santiago, Chile, International Research Society for Children's Literature , 2021Conference paper (Refereed)
    Abstract [en]

    YA dystopias explore the relationship of power between adults and adolescents through hyperboles. The Hunger Games in Suzanne Collins trilogy (2008-2010) is just one example of extreme oppression of the young. The exaggerations encourage readers to question the division of power between adults and adolescents in real-life societies. Research on YA dystopias has predominately focused on the role of adolescents as political symbols who rebel against repression when exploring the age category (cf. Day et. al.). However, the motifs of the adolescent killer and the adolescent mother highlight a similar interplay that can deepen the understanding of the category. The rhetoric of the hyperbole incorporates an educational potential that can be utilised in the classroom. Through a case study of the adolescent killer Red in Christina Henry’s The Girl in Red (2019) and the adolescent mother Lyda Mertz in Julianna Baggott’s Pure trilogy (2012–2014) I exemplify how the motifs interrogate the relationship of power between adults and the young. By applying an intersectional approach, I illustrate how other power categories, such as race, (dis)ability and gender, are intertwined with the characters’ age and position them in a matrix of domination (Hill Collins). Maria Nikolajeva’s concept aetonormativity refers to how adults are positioned as normative and children/adolescents as non-normative. Consequently, children have less power than the adults. Clémentine Beauvais instead argues that children are “mighty” in children’s literature, since they may be able to affect the world long after the adult generation has died. Thus, they have a different kind of power than adults. I illustrate how these positions can instead be conceptualised as two motifs. At different points in the narrative, Red and Lyda are variously depicted as controlled adolescents and mighty adolescents. I exemplify how this can be brought to attention in the classroom through different tasks.

  • 28.
    Alkestrand, Malin
    Lund University, Sweden.
    Identity Play in Cirkeln (The Circle)2013In: Society for the Advancement of Scandinavian Study (SASS), Annual Meeting 2013: San Francisco, California, May 2-4, 2013, University of California, Berkeley , 2013Conference paper (Other academic)
  • 29.
    Alkestrand, Malin
    Lund University.
    Magiska möjligheter: Harry Potter, Artemis Fowl och Cirkeln i skolans värdegrundsarbete2016Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Fantasy literature has the power to explore the real world in a magical guise. By creating magical realms where reality’s natural laws are challenged, subverted, and ultimately broken, this literary genre can help us to look at our own world in a new light. The thesis examines how the distancing perspective of fantasy literature makes this genre an ideal vehicle for discussing democracy, human rights, and multiculturalism in the classroom. The British Harry Potter series, the Irish Artemis Fowl series, and the Swedish Engelsfors Trilogy are analysed. 

    In the first chapter, the thesis’ theoretical framework is presented. The second chapter, ‘Democracy’, explores two examples of the righteous rebellion of the young in the Harry Potter series and the Engelsfors Trilogy. In both cases, the adolescents rebel in order to defend democratic values and democratic rights, when they are threatened by corrupt adults and institutions. At the same time, the rebellions problematise the distribution of power according to age.

    The third chapter, ‘Human rights’, explores in depth one of the most important genre characteristics of fantasy literature—the existence of magic. Three young fantasy characters’ use of magical powers, for the purpose of challenging the restrictions that intersections impose on them, are investigated and related to questions concerning human rights.

    The fourth chapter, ‘Multiculturalism’, investigates two culture clashes found in fantasy literature: a body switch between five teenage witches in the Engelsfors trilogy, and a confrontation between the human world and the fairy world in the Artemis Fowl series. In both cases, questions are raised about how a confrontation with “the Other” can enrich our lives and help us realise what type of person we want to be. Thus, the possible gains of multiculturalism are highlighted.

    Finally, the fifth chapter, ‘Magical possibilities’, summarises the conclusions of the thesis and suggests some guidelines for how teachers can best work with fantasy literature in the classroom.

  • 30.
    Alkestrand, Malin
    Lund University, Sweden.
    Magiska möjligheter: Harry Potter, Artemis Fowl och Cirkeln i skolans värdegrundsarbete2021Book (Other academic)
    Abstract [en]

    Fantasy literature has the power to explore the real world in a magical guise. By creating magical realms where reality’s natural laws are challenged, subverted, and ultimately broken, this literary genre can help us to look at our own world in a new light. The thesis examines how the distancing perspective of fantasy literature makes this genre an ideal vehicle for discussing democracy, human rights, and multiculturalism in the classroom. The British Harry Potter series, the Irish Artemis Fowl series, and the Swedish Engelsfors Trilogy are analysed. 

    In the first chapter, the thesis’ theoretical framework is presented. The second chapter, ‘Democracy’, explores two examples of the righteous rebellion of the young in the Harry Potter series and the Engelsfors Trilogy. In both cases, the adolescents rebel in order to defend democratic values and democratic rights, when they are threatened by corrupt adults and institutions. At the same time, the rebellions problematise the distribution of power according to age.

    The third chapter, ‘Human rights’, explores in depth one of the most important genre characteristics of fantasy literature—the existence of magic. Three young fantasy characters’ use of magical powers, for the purpose of challenging the restrictions that intersections impose on them, are investigated and related to questions concerning human rights.

    The fourth chapter, ‘Multiculturalism’, investigates two culture clashes found in fantasy literature: a body switch between five teenage witches in the Engelsfors trilogy, and a confrontation between the human world and the fairy world in the Artemis Fowl series. In both cases, questions are raised about how a confrontation with “the Other” can enrich our lives and help us realise what type of person we want to be. Thus, the possible gains of multiculturalism are highlighted.

    Finally, the fifth chapter, ‘Magical possibilities’, summarises the conclusions of the thesis and suggests some guidelines for how teachers can best work with fantasy literature in the classroom.

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  • 31.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Mothers and Murderers: Adults’ Oppression of Children and Adolescents in Young Adult Dystopian Literature and Its Educational Potential2022Conference paper (Other academic)
  • 32.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy.
    Mothers and Murderers: Maktrelationen mellan unga och vuxna i samtida ungdomsdystopier2021Other (Other academic)
  • 33.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    "Nineteen Years Later": Maktrelationen mellan barn och vuxna i Harry Potter-böckerna och Harry Potter and the Cursed Child2017In: HumaNetten, E-ISSN 1403-2279, Vol. 39, p. 53-68Article in journal (Refereed)
  • 34.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Ola Wikander2017In: En lundensisk litteraturhistoria: Lunds universitet som litterärt kraftfält / [ed] Katarina Bernhardsson, Göran Bexell, Daniel Möller, Johan Stenström, Göteborg & Stockholm: Makadam Förlag, 2017, p. 451-451Chapter in book (Other academic)
  • 35.
    Alkestrand, Malin
    Lund University, Sweden.
    Queering the Magical: Different Approaches to Queerness in Contemporary Fantasy Literature for Children and Young Adults2014In: The 72nd World Science Fiction Convention (Worldcon), Loncon 3: 14–18 August 2014, ExCeL London, England, World Science Fiction Convention , 2014Conference paper (Other academic)
  • 36.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Repressed or Mighty?: Adolescent Power in Young Adult Dystopian Fiction2017In: IRSCL Congress 2017. Saturday, July 29 to Wednesday, August 2, 2017. Keele Campus, York University, Toronto, Ontario, Canada: Possible & Impossible Children: Intersections of Children’s Literature & Childhood Studies, York University , 2017Conference paper (Other academic)
  • 37.
    Alkestrand, Malin
    Lund University.
    Righteous rebellion in fantasy and science fiction for the young: The Example of Harry Potter2014In: Hype: Bestsellers and Literary Culture / [ed] Jon Helgason, Sara Kärrholm, Ann Steiner, Lund: Nordic Academic Press, 2014, p. 109-126Chapter in book (Other academic)
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  • 38.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy.
    The Lack of Social Sustainability in a Future Europe: The YA Dystopia the Eleria Trilogy’s Educational Potential Regarding Sustainability Issues2022Conference paper (Other academic)
  • 39.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Walking in Someone Else's Shoes: The Body Switch in the Engelsfors Trilogy2017In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 40, p. 1-19Article in journal (Refereed)
    Abstract [en]

    In the second book in the Swedish fantasy series about the town Engelsfors, Fire (2013), a dysfunctional group of witches is forced to unite and work together in order to hide that they have switched bodies with each other. This version of the body-switching motif is different from the more common body switch between two characters in that five people who are all focalised throughout the experience take part in it. The body switch is closely tied to a learning process about the need for cooperation and understanding for other people’s life situations, which in turn emphasises the different girls’ intersectional power positions (cf. Crenshaw "Demarginalizing the Intersection of Race and Sex"). Through the process of walking in someone else’s shoes, the girls get to experience how it feels to watch their own body and life from a distance. Simultaneously, they get to play the part of someone else. As a consequence, they learn about both their own life situation and intersectional power position, and about the girl whose body they temporarily reside in. Thus, the literalisation of the figure of speech “to walk in someone else’s shoes” becomes a learning process. By positioning each individual young woman as the active subject in another girl’s life and the passive object in their own life, the body switch functions as a fantasy literary equivalent to the photograph motif, which according to Roberta Seelinger Trites often is deployed as a vehicle for illuminating how people are simultaneously the subject and the object in their own lives in realistic adolescent literature (123). The article is based on the concept of intersectionality, photograph theory, Mikhail Bakhtin’s carnival theory, and Tzvetan Todorov’s theory on how fantastic literature can turn figures of speech into literalised facts. These theories are all used to investigate how the body switch problematises and changes the witches’ ability to influence their respective life situation.

  • 40.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Walking in the Shoes of a Killer: The Adolescent Killer Motif in YA Dystopias as a Hyperbolic Approach to Adults’ Oppression of the Young2022In: The Apocalypse and Dystopias in Popular Culture, 2022Conference paper (Other academic)
  • 41.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    ‘When a daughter submits to her father’s will’: Teaching Taboo Topics with Jennie Melamed’s Gather the Daughters2023In: HumaNetten, E-ISSN 1403-2279, no 50, p. 101-128Article in journal (Refereed)
  • 42.
    Alkestrand, Malin
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Nilson, MariaLinnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Special Issue: Barnboken, vol 45: Theme: Conceptions of Girlhood Now and Then2022Collection (editor) (Refereed)
  • 43.
    Alkestrand, Malin
    et al.
    Lund University, Sweden.
    Nilsson Skåve, Åsa
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Höglund, Anna
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Identitet, monstrositet och ekokritik: Bilden av nuet och framtiden i dystopier för unga2016In: Litterär afton: Måndagen den 11 april 2016, kl. 19.00, Språk- och litteraturcentrums foajé, Lund, Lundensiska litteratursällskapet , 2016Conference paper (Other (popular science, discussion, etc.))
  • 44.
    Alkestrand, Malin
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Owen, Christopher
    Anglia Ruskin Univ, UK.
    A Cognitive Analysis of Characters in Swedish and Anglophone Children's Fantasy Literature2018In: International Research in Children's Literature (IRCL), ISSN 1755-6198, E-ISSN 1755-6201, Vol. 11, no 1, p. 65-79Article in journal (Refereed)
    Abstract [en]

    In Justice in Young Adult Speculative Fiction, Marek C. Oziewicz argues, 'it is possible to study scripts through the lens of the author's cognition, through the reader's cognition, or as a textual matter with an implied author and reader' (9-10). Here we propose a fourth method for studying scripts in children's literature: as a textual matter. Unlike previous research in the field, we argue that neither the implied author nor the implied or real reader's cognition is necessary for a cognitive analysis to offer insights about a literary text. A cognitive analysis of characters can demonstrate how each character's cognitive embodiment of their intersectional subject position contributes to the progression of a text's plot and themes. By analysing the mimetic, synthetic and thematic dimensions of character (Phelan), we maintain an ontological distinction between humans and characters - a prerequisite for applying cognitive theories to characters. In order to demonstrate the broad applicability of our approach, we analyse the cognitive scripts of the protagonists in two portal-quest fantasies form two different countries. Taliah Pollack's Saga Sward: Omskakare och varldsresenar [Saga Sword: world shaker and traveller] was published in Sweden in 2012; Tahereh Mafi's Furthermore dates from 2016 and was published in the US.

  • 45.
    Almgren White, Anette
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Biblderbokens potential att i förskoleklass utveckla förståelse om människans aktiva roll för global hållbar utveckling2020In: Didaktiska perspektiv på hållbarhetsteman: i barn- och ungdomslitteratur / [ed] Corina Löwe;Åsa Nilsson Skåve, Natur och kultur, 2020, p. 80-103Chapter in book (Refereed)
  • 46.
    Almgren White, Anette
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Book review of Elise Seip Tønnessen (ed.): Jakten på fortellinger: Barne- og ungdomslitteratur på tvers av medier2015In: Barnelitterært forskningstidsskrift, E-ISSN 2000-7493, Vol. 6, no 7 May, article id 28159Article, book review (Other academic)
  • 47.
    Almgren White, Anette
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Den levandegjorda statyn: En intermedial analys av statyekfraser i bilderboken2014In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 44, no 2, p. 35-48Article in journal (Refereed)
  • 48.
    Almgren White, Anette
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    ”Dröm blir verklighet”, om Lena Andersons Linnea i Målarens trädgård: ur Gulligt! Läskigt! Roligt!, utställningskatalog, ed. Martin Hellström. Norrköping: Norrköpings konstmuseum, 2013, s. 10.2013Other (Other (popular science, discussion, etc.))
  • 49.
    Almgren White, Anette
    Växjö University, Faculty of Humanities and Social Sciences, School of Humanities.
    Intermedial narration i fotolyrik: Två exempel: Katarina Frostenson/Jean Claude Arnault och Rut Hillarp2009Licentiate thesis, monograph (Other academic)
  • 50.
    Almgren White, Anette
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    "Jag ögonfotograferar allt": Den dokumentära impulsen i Överblivet av Jean Claude Arnault och Katarina Frostenson2013In: Resor i tid och rum: Festskrift till Margareta Petersson / [ed] Annette Årheim, Maria Olaussen, Peter Forsgren & Lars Elleström, Göteborg & Stockholm: Makadam Förlag, 2013, p. 17-30Chapter in book (Other academic)
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