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Palo, A., Manderstedt, L. & Kokkola, L. (2023). Challenging Representations of Sámi Characters in Fiction for Young Readers. Barnboken, 46
Open this publication in new window or tab >>Challenging Representations of Sámi Characters in Fiction for Young Readers
2023 (English)In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 46Article in journal (Refereed) Published
Abstract [en]

This study focuses on challenging representations of Sámi characters and cultures in Swedish literary works for young readers: “Bamse möter Stallo” (Bamsy Meets Stállu, 2021), a cartoon intended for pre-literate and young readers, Lilli, Lávre och Saivofolket (Lilli, Lávre and the Sáivu People, 2021), a picturebook, and När vi var samer (When We Were Sámi, 2021), a graphic novel accessible for teenagers. The aim is to map how the Sámi characters and cultures are presented and represented, and by and for whom, using critical race theory. The research questions are: 1) How do verbal and visual elements in the analysed works contribute to the representations of the Sámi characters and cultures? 2) How might the critical race theory framework be relevant in the Swedish-Sámi context? The findings show how authors and illustrators use symmetrical, enhancing, complementary, or counterpointing interplay to pinpoint preconceived notions of Sáminess, inform the readers about historical and contemporary racism, challenge underlying perceptions that privilege Swedishness, and to tell stories and counter stories about Sápmi, the Sámi peoples, and Sámi cultures.

Place, publisher, year, edition, pages
Svenska barnboksinstitutet, 2023
Keywords
Sámi characters and cultures, Swedish literature, young readers, critical race theory, visual and verbal interplay
National Category
Cultural Studies
Research subject
Swedish and Education
Identifiers
urn:nbn:se:ltu:diva-103334 (URN)10.14811/clr.v46.831 (DOI)
Note

Validerad;2024;Nivå 1;2024-01-01 (hanlid);

Full text license: CC BY

Available from: 2023-12-15 Created: 2023-12-15 Last updated: 2023-12-19Bibliographically approved
Kokkola, L. (2023). Miscommunicating Plagiarism in Swedish Schools: [Plagio Mal Comunicado en las Escuelas Suecas]. Encuentro: Revista de Investigación e Innovación en la Clase de Idiomas, 31, 3-22
Open this publication in new window or tab >>Miscommunicating Plagiarism in Swedish Schools: [Plagio Mal Comunicado en las Escuelas Suecas]
2023 (English)In: Encuentro: Revista de Investigación e Innovación en la Clase de Idiomas, ISSN 1989-0796, Vol. 31, p. 3-22Article in journal (Refereed) Published
Abstract [en]

Although plagiarism has a much longer history, many teachers of English have noticed that the amount of copying has increased alongside the use of the Internet. The paper begins with a review of the literature demonstrates that although much attention has been paid to undergraduates in academic environments, little attention has been paid to plagiarism in schools. Other studies indicate that plagiarism is more common when people are writing in their L2, and when working with online sources. Combined, the review suggests that studies of L2 plagiarism in schools are needed, particularly studies where pupils are working with English language online sources.The paper reports on a study in which pupils aged 14-17 in Swedish secondary schools were interviewed about the use of source texts in an English lesson. Their teachers and High School teachers were also interviewed. A phenomenological analysis of the interviews revealed a mismatch between the teachers’ instructions, the pupils’ understanding of the instructions and the teachers’ interpretation of copying behaviour. The pupils’ opinions were mostly based on the pedagogical reasons given by their teachers to explain why they should not copy other people’s work, rather than on ideas related to the ownership of ideas. The teachers primarily understood the activities in terms of cheating and laziness.

Abstract [es]

Aunque el plagio tiene una historia mucho más larga, muchos profesores de inglés han observado que la cantidad de plagio ha aumentado ligado al uso de Internet. El artículo comienza con una revisión de la literatura que demuestra que, aunque se ha prestado mucha atención a los estudiantes universitarios en entornos académicos, se ha prestado poca atención al plagio en las escuelas. Otros estudios indican que el plagio es más frecuente cuando las personas escriben en su L2 y cuando trabajan con fuentes en línea. En conjunto, la revisión sugiere que es necesario realizar estudios sobre el plagio en L2 en los centros escolares, en particular estudios en los que los alumnos trabajen con fuentes en línea en lengua inglesa.El artículo presenta un estudio en el que se entrevistó a alumnos de 14 a 17 años de centros de secundaria suecos sobre el uso de textos fuente en una clase de inglés. También se entrevistó a sus profesores y a profesores de secundaria. Un análisis fenomenológico de las entrevistas reveló un desajuste entre las instrucciones de los profesores, la comprensión de las instrucciones por parte de los alumnos y la interpretación de la conducta de copia por parte de los profesores. Las opiniones de los alumnos se basaban principalmente en las razones pedagógicas dadas por sus profesores para explicar por qué no debían copiar el trabajo de otras personas, más que en ideas relacionadas con la propiedad de las ideas. Los profesores entendían las actividades principalmente en términos de copieteo y pereza.

Place, publisher, year, edition, pages
Universidad de Alcalá, 2023
Keywords
plagiarism, adolescent learners, EFL, on-line reading, patch-writing, plagio, alumnos adolescentes, ILE, lectura en línea, escritura de parche
National Category
Pedagogical Work
Research subject
English and Education
Identifiers
urn:nbn:se:ltu:diva-96416 (URN)10.37536/ej.2023.31.2119 (DOI)
Note

Validerad;2023;Nivå 2;2023-04-14 (joosat);

Funder: Marcus and Amelia Wallenberg Foundation

Licens fulltext: CC BY License

Available from: 2023-04-14 Created: 2023-04-14 Last updated: 2023-09-05Bibliographically approved
Manderstedt, L., Palo, A. & Kokkola, L. (2021). Rethinking Cultural Appropriation in YA Literature Through Sámi and Arctic Pedagogies. Children's Literature in Education, 52(1), 88-105
Open this publication in new window or tab >>Rethinking Cultural Appropriation in YA Literature Through Sámi and Arctic Pedagogies
2021 (English)In: Children's Literature in Education, ISSN 0045-6713, E-ISSN 1573-1693, Vol. 52, no 1, p. 88-105Article in journal (Refereed) Published
Abstract [en]

This article highlights cultural appropriation in the literary representation of the Sámi (the indigenous people of the European Arctic) in two Swedish YA series: the Soppero quartet by the Sámi author Ann-Helén Laestadius, and the Idijärvi trilogy by Charlotte Cederlund, a non-Sámi writer. Despite their different origins, the series are more similar than different in their portrayal of most aspects of Sámi-Swedish relations. The discussion of cultural appropriations in the production and marketing of the series is contextualized within broader concerns, especially in relation to Sámi and Arctic pedagogies. We begin by noting that both protagonists are initially marginalized in both the Swedish and the Sámi contexts, but their ways of gaining agency are markedly different. Connecting these points to the authors’ ethnic affiliation does not produce useful knowledge or knowledge that can be shared, two hallmarks of Sámi and Arctic pedagogies. We argue that Sámi and Arctic pedagogies provide more relevant tools for discussing cultural appropriation in relation to literature from the region than the currently dominant models derived from Anglophone contexts. Through our pedagogically inspired analyses of voice and agency in the two series, we endeavour to create a Nordic ethics of appropriation.

Place, publisher, year, edition, pages
Springer, 2021
Keywords
Swedish YA novels, Sámi, Cultural appropriation, Sámi pedagogy, Arctic pedagogy
National Category
Didactics
Research subject
Swedish and Education; English and Education
Identifiers
urn:nbn:se:ltu:diva-78307 (URN)10.1007/s10583-020-09404-x (DOI)000564397700001 ()2-s2.0-85082057400 (Scopus ID)
Note

Validerad;2021;Nivå 2;2021-02-19 (alebob)

Available from: 2020-04-02 Created: 2020-04-02 Last updated: 2023-09-05Bibliographically approved
Kokkola, L. (2019). Envisaging “Our” Nation: Politicized Affects in Minority Language Literature. Children's Literature in Education, 50(2), 142-159
Open this publication in new window or tab >>Envisaging “Our” Nation: Politicized Affects in Minority Language Literature
2019 (English)In: Children's Literature in Education, ISSN 0045-6713, E-ISSN 1573-1693, Vol. 50, no 2, p. 142-159Article in journal (Refereed) Published
Abstract [en]

This paper draws on two forms of cognitive studies to examine how a minority language literature endeavours to form feelings of in-group belonging. The minority in focus are the Tornedalingar: Swedish nationals who live near the Torne River which marks the border with Finland. The official language of the Tornedalingar is “Meänkieli” which literally translates as “our language”. The first part of the paper draws on the work of Sara Ahmed to show that emotions are both embodied and culturally specific, the second half of the paper takes this argument a step further, drawing on studies of children’s poetry by Karen Coats and Debbie Pullinger to show how the rhythmical patterns of Meänkieli poetry entrain children into a culturally specific sense of belonging.

Place, publisher, year, edition, pages
Springer, 2019
Keywords
Meänkieli, Swedish children’s literature, National minorities, Minority languages
National Category
Specific Literatures Didactics
Research subject
English and Education
Identifiers
urn:nbn:se:ltu:diva-65232 (URN)10.1007/s10583-017-9340-8 (DOI)000467654200004 ()2-s2.0-85032808490 (Scopus ID)
Projects
Sweden's National Minorities' Literature
Note

Validerad;2019;Nivå 2;2019-06-18 (johcin)

Available from: 2017-08-21 Created: 2017-08-21 Last updated: 2023-10-14Bibliographically approved
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, E-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
Didactics
Research subject
Swedish and Education; English and Education
Identifiers
urn:nbn:se:ltu:diva-73141 (URN)10.3390/h8010049 (DOI)000682985500049 ()2-s2.0-85149619621 (Scopus ID)
Note

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

Available from: 2019-03-08 Created: 2019-03-08 Last updated: 2023-09-05Bibliographically approved
Kokkola, L. (2019). Twenty-First-Century Feminisms in Children's and Adolescent Literature [Review]. Children's Literature, 47, 253-238
Open this publication in new window or tab >>Twenty-First-Century Feminisms in Children's and Adolescent Literature
2019 (English)In: Children's Literature, ISSN 0092-8208, E-ISSN 1543-3374, Vol. 47, p. 253-238Article, book review (Refereed) Published
Place, publisher, year, edition, pages
Johns Hopkins University Press, 2019
National Category
Didactics
Research subject
English and Education
Identifiers
urn:nbn:se:ltu:diva-74693 (URN)10.1353/chl.2019.0022 (DOI)000468839700019 ()2-s2.0-85150293045 (Scopus ID)
Available from: 2019-06-18 Created: 2019-06-18 Last updated: 2024-03-07Bibliographically approved
Kokkola, L. (2018). Children’s Literature in ‘Our Language’. Bookbird: A Journal of International Children's Literature, 56(1), 56-60
Open this publication in new window or tab >>Children’s Literature in ‘Our Language’
2018 (English)In: Bookbird: A Journal of International Children's Literature, ISSN 0006-7377, E-ISSN 1918-6983, Vol. 56, no 1, p. 56-60Article in journal (Refereed) Published
Place, publisher, year, edition, pages
International Board on Books for Young People (IBBY), 2018
National Category
Specific Literatures Didactics
Research subject
English and Education
Identifiers
urn:nbn:se:ltu:diva-65233 (URN)10.1353/bkb.2018.0007 (DOI)000427527900016 ()2-s2.0-85060539857 (Scopus ID)
Note

Validerad;2019;Nivå 2;2018-12-19 (marisr);This publication was made by possible by the Solkatten Award

Available from: 2017-08-21 Created: 2017-08-21 Last updated: 2023-09-05Bibliographically approved
Kokkola, L. (2018). From Superman to Social Realism: Children's Media and Scandinavian Childhood by Helle Jensen (review) [Review]. Children's Literature Association Quarterly, 43(2), 231-234
Open this publication in new window or tab >>From Superman to Social Realism: Children's Media and Scandinavian Childhood by Helle Jensen (review)
2018 (English)In: Children's Literature Association Quarterly, ISSN 0885-0429, E-ISSN 1553-1201, Vol. 43, no 2, p. 231-234Article, book review (Refereed) Published
Place, publisher, year, edition, pages
Johns Hopkins University Press, 2018
National Category
Didactics
Research subject
English and Education
Identifiers
urn:nbn:se:ltu:diva-70354 (URN)10.1353/chq.2018.0030 (DOI)000462272900016 ()
Available from: 2018-08-13 Created: 2018-08-13 Last updated: 2023-09-05Bibliographically approved
Kokkola, L., Öqvist, A., Gardelli, Å., Lindström, L. & Nordlund, M. (2018). Improving learning outcomes in the Swedish school system. In: Editors Johan Frishammar Åsa Ericson (Ed.), Addressing Societal Challenges: (pp. 53-70). Luleå: Luleå University of Technology
Open this publication in new window or tab >>Improving learning outcomes in the Swedish school system
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2018 (English)In: Addressing Societal Challenges / [ed] Editors Johan Frishammar Åsa Ericson, Luleå: Luleå University of Technology, 2018, p. 53-70Chapter in book (Refereed)
Abstract [en]

The lack lustre performance of Swedish compulsory schoolsover the past few decades does not need to define its future.As this report will show, the main challenges facing the Swedisheducation system do not stem from a lack of resources.The effective implementation of research based innovationsand improvements in organization could tackle many of thesystemic weaknesses in the education system, thereby ensuringa brighter future. By addressing existing difficulties in theteaching and delivery of the curriculum and ensuring pupilswho are at risk are able to flourish, learning outcomes will beimproved. This, in turn, will reduce inequality, thereby improvingthe life-opportunities of young people and maintaining thehigh standard of living enjoyed in Sweden.

Place, publisher, year, edition, pages
Luleå: Luleå University of Technology, 2018
National Category
Didactics Pedagogy
Research subject
English and Education; Education
Identifiers
urn:nbn:se:ltu:diva-68010 (URN)978-91-7790-061-0 (ISBN)978-91-7790-073-3 (ISBN)
Available from: 2018-03-20 Created: 2018-03-20 Last updated: 2023-09-05Bibliographically approved
Kokkola, L. (2017). Carnality in Adolescent Literature. In: Clémentine Beauvais and Maria Nikolajeva (Ed.), Edinburgh Companion to Children’s Literature: (pp. 90-101). Edinburgh: Edinburgh University Press
Open this publication in new window or tab >>Carnality in Adolescent Literature
2017 (English)In: Edinburgh Companion to Children’s Literature / [ed] Clémentine Beauvais and Maria Nikolajeva, Edinburgh: Edinburgh University Press, 2017, p. 90-101Chapter in book (Refereed)
Place, publisher, year, edition, pages
Edinburgh: Edinburgh University Press, 2017
Series
Edinburgh Companion Series
Keywords
Carnality, YA fiction
National Category
Specific Literatures Didactics
Research subject
English, Specialization in Didactics
Identifiers
urn:nbn:se:ltu:diva-66667 (URN)9781474414630 (ISBN)
Available from: 2017-11-21 Created: 2017-11-21 Last updated: 2023-09-05Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8813-5721

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