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Kokkola, L., Palo, A. & Manderstedt, L. (2019). Protest and Apology in the Arctic: Enacting Citizenship in Two Recent Swedish Films. Humanities, 8(1), Article ID 49.
Open this publication in new window or tab >>Protest and Apology in the Arctic: Enacting Citizenship in Two Recent Swedish Films
2019 (English)In: Humanities, ISSN 2076-0787, Vol. 8, no 1, article id 49Article in journal (Refereed) Published
Abstract [en]

Today, Sweden enjoys a positive international reputation for its commitment to human rights issues, for instance, in relation to the recent migrant crisis. Abuses committed by the Swedish state against certain ethnic groups within the country are less well known, both within and beyond its borders. These included systematic attempts to curtail the use of indigenous and local languages, thereby causing communicative and ideological rifts between children and their parents. These policies were enacted through the school system from the 1920s until the 1970s, and particularly affected people living in the Arctic region where the national borders are disputed. In this article, we examine two twenty-first-century films set during this era, featuring feisty female characters responding to the school policy. Elina: As though I wasn’t there is a children’s film created by people “outside” the cultural group represented; and Sámi Blood features an adolescent protagonist (and her older self), created by “insiders” of the cultural group represented. In both films, the female protagonists’ relative lack of agency within the state school system is contrasted with their powerful connections to the Arctic landscape. We seek to examine how these films contribute to the work of apology, beginning with a public acknowledgement of the wrongs of the past. Whilst one of the films concludes with a celebration of the female protagonists’ agency, the other proffers a more ambiguous portrayal of power in relation to culture, nationality, and identity.

Place, publisher, year, edition, pages
Basel: MDPI, 2019
Keywords
Swedish Arctic, national minorities, school and language policy, female agency, belonging, shame and apology, contemporary films
National Category
Humanities and the Arts Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:ltu:diva-73141 (URN)10.3390/h8010049 (DOI)
Note

Validerad;2019;Nivå 1;2019-04-12 (johcin)

Available from: 2019-03-08 Created: 2019-03-08 Last updated: 2019-04-12Bibliographically approved
Manderstedt, L. (2018). Bestiality and Revenge: Political Motives and Aestetic Expressions in Young Heroines Violence. In: : . Paper presented at Symposium, The uses of children's literature in political contexts, Gothenburg, 13-14 June 2018.
Open this publication in new window or tab >>Bestiality and Revenge: Political Motives and Aestetic Expressions in Young Heroines Violence
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Humanities and the Arts Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-70418 (URN)
Conference
Symposium, The uses of children's literature in political contexts, Gothenburg, 13-14 June 2018
Available from: 2018-08-15 Created: 2018-08-15 Last updated: 2018-08-15Bibliographically approved
Manderstedt, L. & Palo, A. (2018). Bildens status i läsarkommentarer på nätet: Narrativ interaktion i Jakob Wegelius Legenden om Sally Jones och Mördarens apa. Barnboken, 41
Open this publication in new window or tab >>Bildens status i läsarkommentarer på nätet: Narrativ interaktion i Jakob Wegelius Legenden om Sally Jones och Mördarens apa
2018 (Swedish)In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 41Article in journal (Refereed) Published
Abstract [en]

The award-winning novels Legenden om Sally Jones (2008; The Legend of Sally Jones, 2018) and Mördarens apa (2014; The Murderer’s Ape, 2017) written and illustrated by Jakob Wegelius present a thought-provoking interplay between verbal and visual narration. However, an online data collection of blog posts and online reviews reveals that readers discuss the verbal narration and intersectional themes in these novels, but often overlook the pictures.

This study contributes to the discussion of narrative interaction by juxtaposing analyses of pictures in the novels and online comments by readers on these literary works. The material thus consists of comments by non-professional writers, and the degree and type of attention paid to narrative interaction in these comments is foregrounded. In order to examine the word/image interaction in Wegelius’ novels, Maria Nikolajeva and Carole Scott’s typology for interaction is used on a selection of images and, when possible, on readers’ responses to these novels.

The results show that in the material, the verbal narration is privileged. Less than a third of the online material explicitly comments on the visual narration. Even fewer readers comment on the relationship between the verbal and the visual narration. The study presents potential explanations to the relative absence of comments on the visual narration in these literary works. A likely explanation is that the readers perceive the symmetrical and enhancing relation between the verbal and the visual narration, and, thus, the readers consider the visual narration redundant or an add-on. Therefore, the article highlights the continuous need for explicit training in visual literacy, as the interaction between words and images has a bearing on the narration.

Place, publisher, year, edition, pages
Svenska barnboksinstitutet, 2018
Keywords
Narrative interaction, image analysis, picturebook, readers’ online comments, Jacob Wegelius, Legenden om Sally Jones, Mördarens apa
National Category
Humanities and the Arts Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-71881 (URN)10.14811/clr.v41i0.336 (DOI)
Projects
Läser gör man! Läsning och litteratursamtal i och utanför skolan/Reading in progress! Reading and book talk in and out of school
Note

Validerad;2019;Nivå 1;2018-12-20 (marisr)

Available from: 2018-12-04 Created: 2018-12-04 Last updated: 2019-02-04Bibliographically approved
Bäcklund, J., Florin Sädbom, R., Manderstedt, L. & Anderström, H. (2018). Möjligheter och utmaningar i en övningsskola: VFU-handledares erfarenheter av övningsskolan. In: : . Paper presented at Forskning om högre utbildning. Lund 15-16 maj 2018 (pp. 17).
Open this publication in new window or tab >>Möjligheter och utmaningar i en övningsskola: VFU-handledares erfarenheter av övningsskolan
2018 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Humanities and the Arts Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-70416 (URN)
Conference
Forskning om högre utbildning. Lund 15-16 maj 2018
Available from: 2018-08-15 Created: 2018-08-15 Last updated: 2018-08-15Bibliographically approved
Florin Sädbom, R., Bäcklund, J., Anderström, H. & Manderstedt, L. (2018). Verktyg för lärande eller bedömning av lärande?: En studie om lärarstudenters och VFU-handledares förståelse av bedömningsmatrisens funktion i handledningssamtal. In: : . Paper presented at Forskning om högre utbildning, Lund 15-16 maj.
Open this publication in new window or tab >>Verktyg för lärande eller bedömning av lärande?: En studie om lärarstudenters och VFU-handledares förståelse av bedömningsmatrisens funktion i handledningssamtal
2018 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Humanities and the Arts Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-70415 (URN)
Conference
Forskning om högre utbildning, Lund 15-16 maj
Available from: 2018-08-15 Created: 2018-08-15 Last updated: 2018-08-15Bibliographically approved
Bergmark, U., Lundström, S., Manderstedt, L. & Palo, A. (2018). Why become a teacher?: Student teachers’ perceptions of the teaching profession and motives for career choice. European Journal of Teacher Education, 41(3), 266-281
Open this publication in new window or tab >>Why become a teacher?: Student teachers’ perceptions of the teaching profession and motives for career choice
2018 (English)In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 41, no 3, p. 266-281Article in journal (Refereed) Published
Abstract [en]

The aim of the study is to discursively identify student teachers’ perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers’ evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Teacher education, student teachers, teaching profession perceptions, career choice motives, discourse analysis
National Category
Educational Sciences Pedagogy Didactics
Research subject
Education; Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-67882 (URN)10.1080/02619768.2018.1448784 (DOI)000432156100002 ()2-s2.0-85043351011 (Scopus ID)
Note

Validerad;2018;Nivå 2;2018-05-14 (svasva)

Available from: 2018-03-08 Created: 2018-03-08 Last updated: 2018-07-25Bibliographically approved
Palo, A. & Manderstedt, L. (2017). Beyond the Characters and the Reader?: Digital Discussions on Intersectionality in The Murderer’s Ape. Children's Literature in Education
Open this publication in new window or tab >>Beyond the Characters and the Reader?: Digital Discussions on Intersectionality in The Murderer’s Ape
2017 (English)In: Children's Literature in Education, ISSN 0045-6713, E-ISSN 1573-1693Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article presents an analysis of a recent, award-winning Swedish novel for children and young adults, The Murderer’s Ape by Jakob Wegelius, and digitally published reviews of the novel. In the first part of the paper, we provide an intersectional analysis of the novel, focusing on gender, profession, species and class. The protagonist and narrator of The Murderer’s Ape is not easily categorized, as she is a mute but literate, highly intelligent and technically proficient gorilla in a man’s world; an ape among human beings, a working engineer and not a pet or an attraction at a zoo. Neither class nor social standing constrain her as they do the human fictional characters. In the second part of the paper, we contrast commentaries by professional readers with comments from young readers, paying particular attention to how they have responded to the protagonist. The overarching aim is to examine how features admired by critics and professional readers are, in practice, understood by engaged, active readers, including children. Some intersectional categories represent acquired qualities, whereas others represent socially set boundaries. Posthumanist and intersectional perspectives provide tools to understand Sally Jones’ position beyond both the other fictional characters and the readers. The analyses reveal differences between the readings of gender, profession and class by professional and young readers, but for both categories, the readers’ reactions to questions pertaining to species are pivotal in their readings of the novel.

Place, publisher, year, edition, pages
Springer, 2017
National Category
Specific Literatures Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-65987 (URN)10.1007/s10583-017-9338-2 (DOI)
Available from: 2017-10-05 Created: 2017-10-05 Last updated: 2017-11-24
Manderstedt, L. (2017). Bokrecensionen online - en litterär marknadsplats: Att bygga sitt varumärke som kompetent läsare. In: : . Paper presented at Litteraturstudiers betydelse för språkutbildning: litteraturdidaktiska perspektiv för ungdomsskola och högskola, Jönköping, 6-7 oktober 2017.
Open this publication in new window or tab >>Bokrecensionen online - en litterär marknadsplats: Att bygga sitt varumärke som kompetent läsare
2017 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Bokrecensionen online – en litterär marknadsplats. Att bygga sitt varumärke som kompetent läsare

Digitala miljöer erbjuder unga läsare att såväl diskutera läsupplevelser som värdera densamma, exempelvis i form av bokrecensioner. Bokrecensionen har i Sverige varit en uppmärksammad skolgenre och textaktivitet bland både litteratur- och skrivdidaktiker (se exempelvis Lotta Bergman 2007; Kerstin Bergöö 2005; Annette Ewald 2007; Gun Malmgren 1992; Catharina Nyström, 2000; Maria Westman 2009) och även om den blivit omdiskuterad har den fortfarande sin plats i skolan (Mikael Nordenfors 2011; Paulina Andersson Varga 2014). Kurs- och ämnesplanerna från 2011 erbjuder möjlighet därtill, då bokrecensionen kan kopplas till både formaspekter och förmedling av åsikter och tankar (jfr. Lundström, Manderstedt & Palo, 2011).

     Den funktion som nätet har för barns och ungdomars litterära aktiviteter utanför en skolkontext är hittills tämligen obeforskad i den litteraturdidaktiska forskningen i Sverige.  

I studien analyseras därför bokrecensioner skrivna på fritiden och postade online av läsare mellan 14 och 20 år. Ambitionen är att bidra med kunskap om innehåll och skrivmönster som är specifika för onlinerecensioner bland de unga läsarna och hur dessa läsare positionerar sig och använder marknadsföringsstrategier på en litterär marknadsplats (jfr. Buckingham, 2005, som identifierat ett kunskapsgap när det gäller unga människors medvetenhet om marknadsföringsstrategier online).

     Det empiriska materialet har samlats in online och analyserats med hjälp av kvalitativ textanalys. Centrala teoretiska begrepp är främst affinitetsutrymme (Gee, 2004) samt paratext (Genette, 1997).    

     En tidigare studie visar att det inlärda mönstret för skolrecensionen även används i onlinerecensioner skrivna på fritiden och postade online (Manderstedt & Palo, 2017, kommande). Genren har dock, visar resultaten, fått ett mervärde – den erbjuder recensenten en möjlighet att rekontextualisera sig som läsare och skribent och att bygga ett varumärke. Bokrecensionen blir en textaktivitet i varumärkesbygget, där läsning och litteratursamtal fungerar identitetsskapande och bidrar till (själv)bilden av en kompetent läsare.

 

National Category
Social Sciences Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-66710 (URN)
Conference
Litteraturstudiers betydelse för språkutbildning: litteraturdidaktiska perspektiv för ungdomsskola och högskola, Jönköping, 6-7 oktober 2017
Available from: 2017-11-22 Created: 2017-11-22 Last updated: 2017-12-05Bibliographically approved
Brännmark, T. & Manderstedt, L. (2017). Jag skriver i dina ord: Lärarhandledning Lyrik, Svenska som andraspråk 1 : Lärarhandledning till Jag skriver i dina ord en skrivtävling för Sveriges gymnasieelever. Författarcentrum
Open this publication in new window or tab >>Jag skriver i dina ord: Lärarhandledning Lyrik, Svenska som andraspråk 1 : Lärarhandledning till Jag skriver i dina ord en skrivtävling för Sveriges gymnasieelever
2017 (Swedish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Författarcentrum, 2017. p. 17
National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-66708 (URN)
Available from: 2017-11-22 Created: 2017-11-22 Last updated: 2018-11-20Bibliographically approved
Brännmark, T. & Manderstedt, L. (2017). Jag skriver i dina ord: Lärarhandledning Lyrik, Svenska som andraspråk 2 : Lärarhandledning till Jag skriver i dina ord en skrivtävling för Sveriges gymnasieelever. Författarcentrum
Open this publication in new window or tab >>Jag skriver i dina ord: Lärarhandledning Lyrik, Svenska som andraspråk 2 : Lärarhandledning till Jag skriver i dina ord en skrivtävling för Sveriges gymnasieelever
2017 (Swedish)Book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Författarcentrum, 2017. p. 17
National Category
Didactics
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-66709 (URN)
Available from: 2017-11-22 Created: 2017-11-22 Last updated: 2018-11-20Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-4382-132x

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