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  • 1.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    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)
  • 2.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Aetonormativity in a dystopian world?: Scripts regarding adolescent power in the Blood Rain Series2017In: 3rd Cambridge Symposium on Cognitive Approaches to Children's Literature: March 17-18, 2017, University of Cambridge, Faculty of Education , 2017Conference paper (Other academic)
  • 3.
    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)
  • 4.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Anna Katarina Gutierrez, Mixed Magic: Global-Local Dialogues in Fairy Tales for Young Readers: Amsterdam/Philadelphia: John Benjamins Publishing Company, 2017 (230 s.)2018In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 41, p. 1-5Article, book review (Other academic)
  • 5.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnéuniversitetet.
    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)
  • 6.
    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)
  • 7.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    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.

  • 8.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Bristen på social hållbarhet i framtiden: Ungdomsdystopin Eleriatrilogins didaktiska potential2020In: Välkommen till framtiden?: Didaktiska perspektiv på barnlitteratur och -film med hållbarhetsteman [Arbetstitel] / [ed] Corina Löwe, Åsa Nilsson Skåve, Stockholm: Natur och kultur, 2020Chapter in book (Other academic)
  • 9.
    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)
  • 10.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    (De)Stabilizing the Boundaries between ‘Us’ and ‘Them’: Racial Oppression and Racism in Two YA Dystopias Available in Swedish2020In: Raced Bodies, Erased Lives: Race in YA Dystopian and Speculative Fiction / [ed] Miranda A. Green-Barteet, Meghan Gilbert-Hickey, Jackson: University Press of Mississippi, 2020Chapter in book (Refereed)
  • 11.
    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)
  • 12.
    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)
  • 13.
    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)
  • 14.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    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.

  • 15.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    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."

  • 16.
    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)
  • 17.
    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)
  • 18.
    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.

  • 19.
    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)
  • 20.
    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)
  • 21.
    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)
  • 22.
    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)
  • 23.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    [Review of] Mixed Magic: Global-Local Dialogues in Fairy Tales for Young Readers, by Anna Katrina Gutierrez. John Benjamins 2017.2019In: Children's Literature, ISSN 0092-8208, E-ISSN 1543-3374, Vol. 47, p. 201-205Article, book review (Other academic)
  • 24.
    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)
  • 25.
    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.

  • 26.
    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.))
  • 27.
    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.

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