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Publications (10 of 82) Show all publications
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: 2019-06-18Bibliographically 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, 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)
Note

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

Available from: 2019-03-08 Created: 2019-03-08 Last updated: 2019-05-06Bibliographically 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 ()
Available from: 2019-06-18 Created: 2019-06-18 Last updated: 2019-06-18Bibliographically approved
Kokkola, L. (2018). Children’s Literature in ‘Our Language’ [Letter to the editor]. 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, Letter (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)
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: 2018-12-19Bibliographically 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: 2019-04-11Bibliographically 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: 2018-06-26Bibliographically 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: 2017-11-24Bibliographically approved
Kokkola, L. (2017). Critical Plant Studies and Children’s Literature. In: Clémentine Beauvais and Maria Nikolajeva (Ed.), Edinburgh Companion to Children’s Literature: (pp. 274-280). Edinburgh: Edinburgh University Press
Open this publication in new window or tab >>Critical Plant Studies and Children’s Literature
2017 (English)In: Edinburgh Companion to Children’s Literature / [ed] Clémentine Beauvais and Maria Nikolajeva, Edinburgh: Edinburgh University Press, 2017, p. 274-280Chapter in book (Refereed)
Place, publisher, year, edition, pages
Edinburgh: Edinburgh University Press, 2017
Series
Edinburgh University Press companion Series
Keywords
Critical Plant Studies, ecology, children's literature
National Category
Specific Literatures Didactics
Research subject
English, Specialization in Didactics
Identifiers
urn:nbn:se:ltu:diva-66666 (URN)9781474414630 (ISBN)
Available from: 2017-11-21 Created: 2017-11-21 Last updated: 2017-11-24Bibliographically approved
Kokkola, L. (2017). Hands on Reading: The Body, the Brain and the Book (1ed.). In: Roxanne Harde, Lydia Kokkola (Ed.), The Embodied Child : Readings in Children’s Literature and Culture (pp. 191-206). London and New York: Routledge
Open this publication in new window or tab >>Hands on Reading: The Body, the Brain and the Book
2017 (English)In: The Embodied Child : Readings in Children’s Literature and Culture / [ed] Roxanne Harde, Lydia Kokkola, London and New York: Routledge, 2017, 1, p. 191-206Chapter in book (Refereed)
Abstract [en]

Since the New London group coined the term ‘New Literacies’ to describe the activities involved in making sense of on-line digital texts, there has been considerable debate about the extent to which this form of reading differs from traditional book reading. A broad array of studies demonstrate that reading print-on-paper texts are better for memory recall after reading (Mangen, Walgermo & Brønnick, 2013), for digesting complex information (Stoop, Kreutzer & Kircz, 2013a, 2013b), and for immersing oneself in a story (Mangen 2013b; Mangen & Kuiken 2014). Digital texts, on the other hand, are only superior for “quick information gathering, communication and navigation” (Stoop, Kreutzer & Kircz, 2013a, 2013b). The reasons for these differences are not yet clear, but the physical ways in which our bodies perform literate acts and how our brain processes materials provides a means by which to examine this phenomenon.

This paper begins by summarising existing research on how the brain responds to these different environments, and how the bodily movements that surround these acts of literacy differ. It will conclude with a proposal that changing how children use their bodies when they are reading might improve comprehension.

Place, publisher, year, edition, pages
London and New York: Routledge, 2017 Edition: 1
Series
Children's Literature and Culture
Keywords
Embodiedment, reading, reading difficulties
National Category
Learning Didactics
Research subject
English, Specialization in Didactics
Identifiers
urn:nbn:se:ltu:diva-66663 (URN)9781138081567 (ISBN)9781315101262 (ISBN)
Projects
MAW Reading Strategies
Available from: 2017-11-21 Created: 2017-11-21 Last updated: 2017-12-04Bibliographically approved
Kokkola, L. (2017). Simplified Minds: Empathy and Mind-Reading in Christopher Paolini’s Inheritance Cycle (1ed.). In: Elizabeth Bullen, Kristine Moruzi and Michelle Smith (Ed.), Affect, Emotion, and Children’s Literature: Representation and Socialization in Texts for Children and Young Adults (pp. 96-112). London and New York: Routledge
Open this publication in new window or tab >>Simplified Minds: Empathy and Mind-Reading in Christopher Paolini’s Inheritance Cycle
2017 (English)In: Affect, Emotion, and Children’s Literature: Representation and Socialization in Texts for Children and Young Adults / [ed] Elizabeth Bullen, Kristine Moruzi and Michelle Smith, London and New York: Routledge, 2017, 1, p. 96-112Chapter in book (Refereed)
Abstract [en]

Theory of Mind or mind-reading, that is, our ability to accurately assess what another person is thinking and feeling and to anticipate how they may respond as a result is a life skill which can be developed by reading fiction. Fiction allows readers to gain direct insights into the thoughts, feelings and motivations of complex characters. In addition to developing the readers’ mind-reading skills, mind-reading is an activity which appears in many works of fiction, especially fantasy, where magical means enable authors to create varying degrees on insight into the minds of others. This chapter begins with Simon Baron-Cohen proposal that we exist along a bell-curve of empathy: most people cluster at the centre with autistic persons towards the negative end and highly empathetic persons at the upper end. Christopher Paolini’s Inheritance-cycle is then used to illustrate Baron-Cohen’s research, as it places key characters along the bell-curve. These characters all have magical powers, and their non-human dimensions enable Paolini to map the limits of empathy, demonstrating the dangers of both a lack of empathy and hyper-empathy. In doing so, Paolini enables readers to explore the limits of empathy. The chapter concludes by considering how Paolini manipulates the readers’ empathy, encouraging them to admire behaviours they are likely to condone in real life.

Place, publisher, year, edition, pages
London and New York: Routledge, 2017 Edition: 1
Series
Children's Literature and Culture
Keywords
Empathy, Reading, Theory of Mind, Fantasy
National Category
Learning Languages and Literature Didactics
Research subject
English, Specialization in Didactics
Identifiers
urn:nbn:se:ltu:diva-66664 (URN)10.4324/9781315266961 (DOI)2-s2.0-85040978230 (Scopus ID)9781138244672 (ISBN)9781315266961 (ISBN)
Projects
MAW Reading Strategies
Available from: 2017-11-21 Created: 2017-11-21 Last updated: 2018-02-06Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8813-5721

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