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  • 1.
    Adamsdotter, Annelie
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Drömvandrarens dotter2019Independent thesis Basic level (degree of Bachelor of Fine Arts), 20 HE creditsStudent thesis
    Abstract [sv]

    Ingen vet var hon kommer ifrån eller att hon snart ska spela huvudrollen i en uråldrig profetia; allra minst hon själv.

    17-åriga Amelia har aldrig passat in i Ljusets systraskap. Hon älskar spänning och äventyr, inte broderier och körsång. I flera år har hon sparat silvermynt från tjuvjaktsbyten för att börja om någon annanstans. Men så en natt träffar hon den mystiska Gabriel – vars sneda leende följer henne ända in i drömmen – och helt plötsligt förändras allt. Ingenting är längre säkert … ingenting förutom att världen som hon känner till den kommer att gå under.

  • 2.
    Adolfsson, Susanne
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Oblivia: Fyra kapitel ur en oavslutad roman2017Independent thesis Basic level (Higher Education Diploma (Fine Arts)), 20 HE creditsStudent thesis
  • 3.
    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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  • 4.
    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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  • 5.
    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
  • 6.
    Agnas, Katarina
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Piruetter2023Independent thesis Basic level (degree of Bachelor of Fine Arts), 20 HE creditsStudent thesis
    Abstract [en]

    Pirouettes is an investigation of how form, constraints and perspective affect a story and the possibility of telling it truthfully. It begins with a description of a short moment in time, a child ice skating alone late in the evening. A presentation of a tiny event which is subsequently told repeatedly in slightly different ways; a theme with 70 variations. By choosing forms with specific and unique rules that force the story to change, adjust and conform, and by shifting perspective and widening the underlying picture gradually, a much larger motive slowly emerges. Traditional and well-known forms and constraints, rhetorical devices and different points of view mixed with absurd, mathematical, and haphazard variants form a puzzle where the pieces don't say much on their own but juxtaposed and correctly placed, they illustrate a childhood that reaches far beyond the skating rink for a much longer period of time than the theme suggests.  

  • 7.
    Ahlqvist, Thomas
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    När filmen kom till Karlskrona: Exempel på filmvisning i den svenska landsorten 1897 - 19052015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen behandlar filmförevisning i Karlskrona fram till nyårsafton 1905. Undersökningen, som utförts med 1897 som utgångsår, belyser också övrig bildvisning på orten. Uppsatsens huvuddel utgörs av en kronologisk genomgång av de filmvisningar som förekommit på orten.

    Uppsatsens arbetsmetod är arkivforskning. Som primärkälla har främst Karlskrona Veckoblad, som i den undersökta tidsperiodens slutskede utgavs med sex nummer per vecka, använts.

    Den första filmvisningen gick av stapeln 26 december 1898 i Ordenshuset på Ronnebygatan. Uppsatsen visar att denna lokal intagit en närmast monopolartad roll när det gällde uthyrning till kringresande filmvisare, vilka under tidsperioden framför allt visade ett blandat program med både kinematografi och skioptikonbilder. För mer religiösa filmer, som olika varianter av passionsspelet, erbjöd den vanliga kyrkan visningslokaler och dessa filmer verkar därmed ha nått en stor publik. Däremot har frikyrkorna och framför allt arbetarrörelsen i Karlskrona inte varit speciellt frekventerade som uthyrare.

    Kungsplanen var platsen för stadens enklare nöjesliv - hit kom både kringresande cirkus och tivoli. Just cirkusen verkar ha varit en viktig arena i Karlskrona för filmvisning under såväl det första som under undersökningens sista år. Under de mellanliggande åren var däremot cirkusen inte aktuell som filmvisningslokal. Den första fasta biografen etablerades i början av december 1905 i nära anknytning till området och den andra, som startade veckan efter, placerades i den cirkusbyggnad som uppförts på Kungsplanen. I Karlskrona existerade alltså en koppling mellan film och nöjesfält.

    I en avslutande del diskuteras också publiksammansättningen och en hypotes om att förevisarna ofta riktade sig till ung publik framförs.

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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.
    Alexandersson, Alexandra
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Fantasy är inte bara verklighetsflykt: Att använda fantasy för att utveckla elevers läsförståelse och motivera till läsning av kanoniska texter2013Student paper other, 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med den här uppsatsen är att undersöka hur fantasy kan användas för att öka elevers läsförståelse. Min uppsats är teoretisk på så sätt att jag inte har gjort någon empirisk undersökning. Jag har istället använt mig av läsförståelseundersökningar, litteratur om läsning samt genomfört en litteraturanalys av Tolkiens Härskarringen.

     

    De undersökningar jag använt mig av, PISA-undersökningen från 2009 och IEA:s undersökning om läsförståelse, visar att pojkar generellt har sämre läsförståelse, framförallt på de berättande texterna, och därför har jag valt att fokusera på fantasy, som är en genre som Olin-Scheller (2006) i sin undersökning kommit fram till att pojkar föredrar.

     

    Pojkars sämre läsförståelse kan förstås som vilken läsarroll de intar vid läsningen, ett uttryck från Appleyard som Olin-Scheller använder sig av för att förklara elevers läsning. Då högre läsförståelse kräver att läsaren intar rollen som tolkare, har jag i min analys av Tolkiens Härskarringen gått in i den rollen och visat på de delar i verken som en lärare skulle kunna lyfta fram för eleverna. Eftersom pojkar inte lika ofta når upp till rollen som tolkare och därför avvisar texter som kräver den rollen vill jag visa hur de kan stanna i den genre de trivs med (här kommer motivationsaspekten in) och ändå utveckla sina läsarroller. Då Tolkiens verk även har så många referenser till andra texter, ofta kanoniska, är det min förhoppning att eleverna genom att komma till insikt om detta även ska motiveras till att läsa dessa texter och förstå hur ett litterärt verk bara kan förstås i sitt sammanhang.

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    Alexandersson, Alexandra: Fantasy är inte bara verklighetsflykt
  • 10.
    Alfonsdotter, Kristina
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Husets hemlighet2014Independent thesis Basic level (degree of Bachelor), 20 HE creditsStudent thesis
  • 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.
    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)
  • 13.
    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)
  • 14.
    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)
  • 15.
    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)
  • 16.
    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)
  • 17.
    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)
  • 18.
    Alkestrand, Malin
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, A Questioned Democracy.
    Breeders, Rebels, and Warriors: The Oppression of Adolescent Mothers in the Young Adult Dystopias The Lone City Trilogy and Gather the Daughters2023In: Family in Children's and Young Adult Literature / [ed] Spencer-Regan, Eleanor and Dillon Craig, Jade, Routledge, 2023, p. 235-246Chapter in book (Refereed)
    Abstract [en]

    In YA dystopias, adolescent girls are repeatedly used as breeders of the new generation and must go to the extremes to protect their offspring from an oppressive society. The motif of the adolescent mother is used both to highlight the vulnerability of the young mothers and the challenges that they face when they bring a vulnerable child into their dystopian worlds. It illustrates inequalities in the distribution of power between the adult generation and adolescents. It is one of several tools that authors of YA dystopias use to problematise adults’ oppression of adolescents in real-life societies through the lens of extreme power abuse in dystopian, future worlds. Through an analysis of Amy Ewing's The Lone City trilogy (2014–2016) and Jennie Melamed's Gather the Daughters (2017), the chapter illustrates in what ways the young mothers are oppressed, how they respond to this oppression, and how they rebel against it. An intersectional approach is applied, which clarifies that intersections between for example youth, motherhood, and gender affect both how the adolescent mothers are positioned in their dystopian society's matrix of domination and what possibilities they have to challenge their oppression for the sake of themselves and/or their child.

  • 19.
    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.

  • 20.
    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)
  • 21.
    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)
  • 22.
    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)
  • 23.
    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)
  • 24.
    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)
  • 25.
    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.

  • 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.
    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."

  • 27.
    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)
  • 28.
    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)
  • 29.
    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.

  • 30.
    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 Literature2021Book (Other academic)
    Abstract [en]

    Since the publication of Suzanne Collins’ The Hunger Games in 2008, there has been a boom in literature about dystopias with authoritarian regimes, featuring adults who oppress children and adolescents. Dystopian literature for young adults asks important questions about the consequences of the adult generation’s inability to deal with challenges such as discrimination and dictatorial tendencies. It also illustrates how young people can be oppressed by adults in non-fictional societies by exaggerating the power inequalities between children, adolescents and adults.

    Mothers and Murderers explores power relationships between adults and the young, using a corpus of around one hundred Anglophone and Swedish dystopian novels for young adult (YA) readers. It highlights the power relationships that come into play when dystopian regimes force young characters to become killers. It also illuminates the relationship of power between children, adolescents and adults by analysing the motif of the adolescent mother. In this dystopian literature, adolescent mothers must be prepared to do whatever it takes to protect their child, even while being oppressed by adults. This book analyses how the power category of age relates to other categories such as gender, race, (dis)ability and class.

    The genre’s problematisation of adult oppression of the young incorporates an educational potential that can be harnessed in the classroom. By exaggerating actual age-related power inequalities, it can support students and teachers in questioning assumptions about what the young generation needs and what elements of society it needs protecting from.

    Combining text analyses of the motifs in the corpus, case studies with in-depth analyses of these motifs, and suggestions for teaching plans, this book is aimed at readers who want to explore dystopian literature for young adults, as well as teachers and trainee teachers who want to actualise the educational potential of this genre in the classroom.

    Download full text (pdf)
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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
    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)
  • 36.
    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)
  • 37.
    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)
  • 38.
    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.

  • 39.
    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)
  • 40.
    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, Maria
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature.
    Introduction: Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond2022In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 45, p. 1-14Article in journal (Other academic)
    Abstract [en]

    Introduction: Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond

  • 41.
    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)
  • 42.
    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.))
  • 43.
    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.

  • 44.
    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)
  • 45.
    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: BLFT. Barnelitterært forskningstidsskrift/Nordic Journal of ChildLit Aesthetics, ISSN 2000-7493, Vol. 6, no 7 May, article id 28159Article, book review (Other academic)
  • 46.
    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)
  • 47.
    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.))
  • 48.
    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)
  • 49.
    Almgren White, Anette
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    A Pet for Pelle: A Picture Book's Relationship to Seacrow Island2021In: Astrid Lindgren's Works / [ed] Helene Ehriander, Växjö: Linnaeus University Press, 2021, p. 39-69Chapter in book (Refereed)
    Download full text (pdf)
    fulltext
  • 50.
    Almgren White, Anette
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Ehriander, Helene
    Linnaeus University, Faculty of Arts and Humanities, Department of Film and Literature. Linnaeus University, Linnaeus Knowledge Environments, Education in Change.
    Ett litet djur åt Pelle : en bilderboks relationer till Vi på Saltkråkan2020In: HumaNetten, E-ISSN 1403-2279, no 45, p. 231-255Article in journal (Refereed)
1234567 1 - 50 of 1953
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