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  • 201.
    Better, Monica Seittu
    Umeå University, Faculty of Arts, Department of language studies.
    La causa de Chile es también nuestra: Un análisis crítico de un discurso de Olof Palme2018Independent thesis Basic level (degree of Bachelor), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen undersöker sambandet mellan text, diskurs och social praktik i ett tal hållet av Olof Palme i september 1974 på Skånes partidistrikts Chilemöte. Studien undersöker även vilka strategier Palme använder i sitt tal och de vanligast förekommande teman. Metoden i arbetet är en kombination av Faircloughs kritiska diskursanalys och Hallidays systemiska funktionella grammatik. Textanalysprogrammet Lexicool användes för att se de mest använda orden i talet.

    Resultatet visar att Palmes tal inte var ett ordinärt politiskt tal, då han till största delen talar i första person plural och om “de” som inte är inkluderade. I politiska tal är det vanligt att man talar i egen person för att vinna röster. Dessutom används inte modalitetsmarkörer i någon större utsträckning, en väl vald strategi för att tala till Chiles folk i kris och för att visa avsky mot Pinochet och andra diktatorer. De mest förekommande teman är politik, demokrati och diktatur, som får sammanfatta talets syfte. Sambandet mellan text, diskurs och social praktik är solidaritet. Palmes sista uppmaning i sitt tal, på textnivå, är att alla ska visa Chile solidaritet. Palme talar även om andra länder i kris, andra länder som levt i diktaturer, vilket visar solidaritet på diskursnivå. Socialdemokratisk ideologi och historia har sin grund i solidaritet, vilket visar en länk mellan text, diskurs och social praktik.

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    La causa de Chile es también nuestra
  • 202.
    Bindler, Annika
    et al.
    Umeå University, Umeå University Library.
    Olsson, Magnus
    Umeå University, Umeå University Library.
    No Writing Center is an Island: A Swedish Writing Center and its University Library Work Together2016Conference paper (Other academic)
    Abstract [en]

    Writing center tutors and librarians share in the goal of helping students with the recursive processes of writing and researching. Nevertheless, few writing centers that are located in university libraries work collaboratively, but rather simply share a location.

    Research from the US shows that collaboration can take different forms, and while some of these may be readily transferable to European university systems, some will be challenging to implement. Also, this research tends to originate from librarians rather than writing consultants (Ferer, 2012).

    Umea University is unusual in that it works collaboratively. Drawing on our experience, we will provide a Swedish university's perspective based on the collaboration between its Writing Centre and University Library. We explain how we work together to match students' writing and researching needs, the challenges in collaborating, and what future additional collaborations are possible. Finally, we raise the question, what more can we do to develop and maintain our collaboration?

    Discussing best practices can provide valuable information to better meet the new generation of students. Research, thinking and writing go hand in hand. Rather than compartmentalizing these processes, writing tutors and librarians can work together with students to help them navigate these intricately linked processes. Collecting this expertise into one location allows students more comprehensive support and convenient access: "one-stop shopping" (Cooke & Bledsoe, 2008).

    Writing centers and libraries can have an influence in the current reformation of higher education and should contribute to the discussion by promoting their strengths and sharing their respective knowledge (Elmborg, 2005). We hope to contribute to the conversation through our presentation.

  • 203.
    Bindler, Annika
    et al.
    Umeå University, Umeå University Library.
    Vu, Mai Trang
    Umeå University, Umeå University Library.
    Olsson, Magnus
    Umeå University, Umeå University Library.
    Academic literacies and PhD education?: Aspirations, implementation, and implications from a doctoral workshop series2017In: Universitetspedagogiska konferensen 2017: undervisning i praktiken – föreläsning, flexibelt eller mitt emellan?, Umeå: Universitetspedagogik och lärandestöd (UPL), Umeå universitet , 2017, p. 54-55Conference paper (Other academic)
    Abstract [en]

    This presentation reports on the process of developing and implementing a workshop series for PhD students at the Academic Resource Centre, Umeå University, launched for the first time during the spring term 2017. Adopting an academic literacies model (Lea & Street, 1998, 2006) as the framework for the course's underlying principles, its design and instruction, we propose that literacy in a university setting and especially at doctoral level can be understood not only as the individual, transferable cognitive skills of writing and reading. Rather, it is an interrelated, dynamic, and situated set of knowledge, skills, and personal attributes that support PhD students to acculturate themselves into their disciplinary discourses, as well as the academic community and wider social contexts.

    Lea and Street's (2006) academic literacies model draws from both the surface features of language form (the study skills model) and students' acculturation into a disciplinary and subject area community (the academic socialisation model). However, the academic literacies model moves beyond the academic socialisation model by considering social processes (such as power, identity, and authority). This model has been used in different higher education contexts, enabling the conceptualising and reconceptualising of the knowledge students should learn and do with regards to academic writing and reading (e.g. Wingate, 2012; Castanheira, Street, & Carvalho, 2015; Guzmán-Simón, García-Jiménez, & López-Cobo, 2017).

    In the particular setting of Umeå University, the Academic Resource Centre, University Library is the unit who provides academic support to students at all levels, including PhD students. From our experience as academic tutors, academic librarians and researchers working with the University's doctoral students, we were able to identify their need for support not only with thesis texts written in English but also a range of capabilities such as article reading, research communicating, information searching, and publishing. These needs have also been expressed by PhD students themselves. As a result, the workshop series "Write here, Write now" was developed and implemented by the Academic Resource Centre during March – May 2017. Informed by the academic literacies model, a number of factors were considered as we approached writing. Besides the focus of helping students to improve their academic English, we wished to highlight that writing is a process which involves a myriad of competence, and it is a social practice rather than merely an individual cognitive skill. Above all, we aspired to develop a course that aligns with the national goals for Swedish PhD education which are set beyond the final thesis; the aim is to educate a critical, autonomous, creative, and responsible PhD researcher (Swedish Higher Education Ordinance, Annex 2, Qualifications Ordinance). The course should also be designed following the fundamental principles of teaching and learning in higher education that promote critical thinking, active learning, learner autonomy, and collaborative learning.

    In our presentation, we will show how these aspirations have helped us with our attempts at defining "literacy" in PhD education at Umeå University as lying at the intersection of English language, research competence, and Information literacy. Examples of how we incorporated the intended contents and guiding principles in our pedagogical practices will be provided. Reflections on our roles as instructors and further implications regarding policy on PhD education in the Swedish context will also be discussed.

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  • 204.
    Birchman, Elinore
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Det abjekta i Almedalen: Fasa, äckel, avsky, och ångest i politiska tal2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper deconstructs twelve contemporary political speeches from leaders of the Swedish parliament, using Julia Kristeva’s interpretation of the abject. Focusing mainly on Annie Lööf (C) and Jimmie Åkesson (SD), it examines speeches made at Almedalsveckan, spanning the years 2014–2019. In addition to these speakers, but to a lesser extent, it references Ebba Busch Thor (KD) and Jonas Sjöstedt (V) from the same time period and event. Rather than looking at these narratives from a rhetoric point-of-view, this paper analyses the reader’s/listener’s affective relationship to the text. Are the speakers attempting to arouse feelings of horror, disgust, repulsion, or anxiety in their audience with their choices of words and images? When, how… and why? To answer these questions some sociological and political theories are utilised alongside Kristeva’s, namely those of Randall Collins and Murray Edelman. In applying Collins explanation for how group solidarity is generated – by extension, how group identity is created – this paper suggests that abjection serves a vital role in these speeches as part of the political strategy to gain and maintain support. Through separation and exclusion, delineating what the speaker and their sympathisers are and are not, as well as designating enemies on whom they can project their fears and frustrations, the speaker effectively forges group cohesion. This process can provide members of said group (i.e. readers and listeners) with a release of tension, or feelings of reassurance or excitement. The result of these political narratives, whether intended or not, is an imagined, idealised Swedish subject, who affirms the “necessity” of the political leader that imagines them.

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  • 205.
    Bjärle, Matilda
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Blommande själ: En ekokritisk läsning av Kerstin Söderholms poesi i urval2023Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
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  • 206.
    Björk, Johannes
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Arbetets tid - och en tid bortom arbetet2017In: Tidskriften Provins, ISSN 0280-9974, no 1, p. 26-29Article in journal (Other (popular science, discussion, etc.))
  • 207.
    Björk, Johannes
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Begreppsliga bataljer om svensk arbetarlitteratur2017In: Hva er arbeiderlitteratur?: Begrepsbruk, kartlegging of forskningstradisjon / [ed] Christine Hamm, Ingrid Nestås Mathisen, Anemari Neple, Bergen: Alvheim og Eide akademisk forlag, 2017, p. 135-152Chapter in book (Refereed)
  • 208. Björk, Johannes
    Bokbindaren P. J. Öbers estetiska erfarenheter och dess produktiva inaktivitet2014In: Från Bruket till Yarden: Nordiska perspektiv på arbetardiktning / [ed] Bibi Jonsson, Magnus Nilsson, Birthe Sjöberg, Jimmy Vulovic, Lund: Absalon , 2014, p. 35-46Chapter in book (Other academic)
  • 209.
    Björk, Johannes
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Dispositivets historia2013In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 43, no 3-4, p. 156-159Article in journal (Refereed)
  • 210.
    Björk, Johannes
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Förberedande anteckningar till en undersökning om estetisk autonomi i överbefolkningens tidevarv2016In: Paletten : Tidskrift för konst, ISSN 0031-0352, no 3, p. 49-53Article in journal (Other (popular science, discussion, etc.))
  • 211.
    Björk, Johannes
    Umeå University, Faculty of Arts, Department of culture and media studies.
    I väntan på nya namn2014In: Glänta, ISSN 1104-5205, no 1Article in journal (Other (popular science, discussion, etc.))
  • 212.
    Björk, Johannes
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Magnus Nilsson: Literature and Class. Aesthetical and Political Strategies in Modern Swedish Working-Class Literature2014In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 44, no 3-4, p. 147-150Article, book review (Other academic)
  • 213.
    Björk, Johannes
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Med rätten att döda2011In: Arena, ISSN 1652-0556, no 4, p. 51-52Article in journal (Other (popular science, discussion, etc.))
  • 214.
    Björkenvall, Anna-Maja
    Umeå University, Faculty of Arts, Department of language studies.
    La lingua italiana e il suo rapporto con gli anglicismi: storia, ruolo e modalità della penetrazione2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The use of English words in Italian has been an active phenomenon for centuries. Opinions diverge whether this is a positive part of a natural linguistic evolution in a globalized world, or a linguistic breakdown to be avoided at all cost. In the present study, the history of anglicisms in Italian language will be examined, as well as modern day characteristics of Anglo-Saxon influence and adaptation on the Italian peninsula. The result is a colorful portrait of an Italian language in movement, with anglicisms being part of the linguistic field in both the written and spoken contemporary language. The view of the Accademia della Crusca, the Italian academy for linguistic preservation, is explored, as well as some potential social factors contributing to this form of linguistic innovation.

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    A. Bjorkenvall - La lingua italiana e il suo rapporto con gli anglicismi
  • 215.
    Björnfjord, Ann
    Umeå University, Faculty of Arts, Department of language studies.
    Ondaatje's Characters Governed by Emotions: An Ahmedian Analysis on How Love and Pain Can Affect Fiction Characters2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay delas with the effect of emotions on Ondaatje's characters.  By using Sara Ahmed's theory that they way we react and act is shaped by our contact with other people and that "emotions shape the very surfaces of bodies" (Ahmed 4) and that this in turn make us either approach or reject people, Ondaatje's main characters are analysed.  It is their meeting with certain people that governs their feelings and explains the way they act. 

  • 216.
    Bladh, Ylva
    Umeå University, Faculty of Arts, Department of language studies.
    I Mean, You Look Sexy.: Differences in perception of a male and female character amongst students in Seychelles2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examines the difference in perception of a character in a male and a female guise amongst university students in Seychelles, and elaborates on how such difference reflects gender hierarchies in general. The students were given a questionnaire consisting of five scenarios, in which two or more characters communicated, and then answered questions about their perception of the characters. The character’s gender mattered to how he/she was perceived for at least one of the characters in the dialogue, in four of the scenarios, and in one scenario there was no difference in perception of the male guise and the female guise. The biggest difference in perception of a male guise and female guise was in a scenario in which one character commented on his/her colleague’s appearance. The male guise was perceived more negatively both when commenting and when rejecting such comment. However, the space in which the interaction took place, and the relationship between the characters influenced how they were perceived. So, when a group of people commented on an unknown person’s appearance, on the beach, the respondents perceived both the male guise and the female guise of the character similarly both as commenters and as receivers of the comment. 

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  • 217.
    Blank, Malin
    Umeå University, Faculty of Arts, Department of language studies.
    “rostro angelical y un cuerpo de modelo”: Estereotipos de género en los adjetivos2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this investigation was to study what adjectives the media uses when describing female and male football players and sportswomen and sportsmen. The objective was to see if the adjectives described men and women differently and whether the adjectives reinforced gender stereotypes. To see the frequency an adjective had an online corpus was used and the analysis was based on Fairclough´s model of critical discourse analysis. The results showed that many adjectives were used for both genders. However, adjectives regarding appearance only showed in the results for women. In conclusion, the men and women were described in similar ways, however, as the women were also described by their beauty indicates that the media reinforces the gender stereotypes in certain ways.

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  • 218. Blennow, Anna
    et al.
    Fogelberg Rota, Stefano
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Appendix I: must-see monuments - the Colosseum in guidebooks through the centuries2019In: Rome and the guidebook tradition: from the Middle Ages to the 20th century / [ed] Anna Blennow and Stefano Fogelberg Rota, Berlin / Boston: Walter de Gruyter, 2019, p. 339-344Chapter in book (Refereed)
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  • 219. Blennow, Anna
    et al.
    Fogelberg Rota, Stefano
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Appendix II: itineraries through Trastevere from the Middle Ages to the twentieth century2019In: Rome and the guidebook tradition: from the Middle Ages to the 20th century / [ed] Anna Blennow och Stefano Fogelberg Rota, Berlin / Boston: Walter de Gruyter, 2019, p. 345-348Chapter in book (Refereed)
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  • 220. Blennow, Anna
    et al.
    Fogelberg Rota, Stefano
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Introduction2019In: Rome and the guidebook tradition: from the Middle Ages to the 20th century / [ed] Anna Blennow och Stefano Fogelberg Rota, Berlin / Boston: Walter de Gruyter, 2019, p. 1-32Chapter in book (Refereed)
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  • 221. Blennow, Anna
    et al.
    Fogelberg Rota, StefanoUmeå University, Faculty of Arts, Department of culture and media studies.
    Rome and the guidebook tradition: from the Middle Ages to the 20th century2019Collection (editor) (Refereed)
    Abstract [en]

    Almost everyone has used a guidebook, when travelling or in the armchair at home. But how and when was the guidebook born? In this book, seven scholars from various disciplines argue that the guidebook emerged in Rome in the late Middle Ages, to form a surprisingly consistent model for guidebooks up to our time. The descriptions of must-see monuments, recommended routes, practical information and value-laden instructions have guided travellers to Rome through more than 1000 years.

  • 222.
    Blom, Johanna
    Umeå University, Faculty of Arts, Department of culture and media studies.
    ”Jag vågar inte säga nej till arbete”: En analys av den prekära tillvaron i tre litterära verk: Linjen, Tjänster i hemmet och Cykelbudet2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to analyse how three books can be seen as a modern form of the Swedish working class literature tradition. The works are Linjen by Elise Karlsson, Tjänster i hemmet by Marie Hållander, and Cykelbudet by Anders Teglund. The first two books are fictional accounts of the precarious working conditions in contemporary Sweden, and the last book is a hybrid between novel and non-fiction. This thesis utilizies Marxist alienation theory, Bourdieu’s theory of capital and Guy Standing’s theory of the precariat. Furthermore, I relate the material to different defintions of working class literature. By analyzing the material with these theoretical concepts I establish that alienation is a common theme, that Bourdieu’s theory can explain the complex class positions of the main characters, and that all books depict precarious labor. The results show that the three books can be labeled as a modern form of working class literature, even though they differ from earlier forms of this tradition.

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  • 223.
    Blomquist, Linda
    Umeå University, Faculty of Arts, Department of language studies.
    Language and Identity: attitudes towards code-switching in the immigrant language classroom2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Although many studies have been conducted on second language acquisition and bilingual education, little is known about the role of language in the formation of identity by adolescent immigrants in the language classroom. More specifically, this study aims to investigate the use of code-switching by immigrant and refugee students learning Swedish and English in a high school preparatory program. Furthermore, this study investigates the relationship between students’ and teachers’ attitudes towards code-switching and language as a resource, and theories on language as a marker of identity. Quantitative collection of data and qualitative interviews reveal tensions between the ways in which teachers and students relate to code-switching and bilingualism. This study concludes that language in general, and code-switching in particular, can be used by students as a marker of identity. It further concludes that teachers to some extent discourage the use of code-switching, and thereby undermine the students’ possibilities in forming multicultural identities.

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    FULLTEXT01
  • 224.
    Bohlin, Anna
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Röstens anatomi: läsningar av politik i Elin Wägners Silverforsen, Selma Lagerlöfs Löwensköldtrilogi och Klara Johansons Tidevarvskåserier2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to investigate the voice in Elin Wägner’s novel Silverforsen (1924), Selma Lagerlöf’s Löwensköld trilogy (1925–1928) and Klara Johanson’s causeries in the feminist weekly newspaper Tidevarvet 1923–1924, in relation to women’s suffrage. Swedish women were finally granted the right to vote in 1921. The female political voice arroused high expectations of societal change: the female body was supposed to provide a female perspective on politics. However, the connection between the body and the voice was imagined differently by different theorists of emancipation. Therefore, in order to pinpoint the functions of the voice, the functions of corporeality need examination as well. The readings of the novels and causeries by Wägner, Lagerlöf and Johanson reveal striking discrepancies in the functions of the voice in relation to corporeality.

    The examination of the functions of the voice includes an account of the genre, the mood and the narrator’s voice as well as the characters’ ability to speak and the workings of the voice in the societies established in Silverforsen, the Löwensköld trilogy and Johanson’s causeries. A central argument of the dissertation concerns Wägner’s, Lagerlöf’s and Johanson’s various constructions of identity. Identity proves to be of equal importance to legitimate political action. Though, while Wägner’s notion of identity is based primarily on sex and inspired by the voice of God, Lagerlöf complicates the criteria for identity, featuring nationality, family and social class as primary distinctions. Johanson, for her part, rejects the idea of a shared gender identity all together. She still emphasises the need for politics to voice identity, although identity in her account includes only one single person.

    Contemporary theories on gender by Ellen Key, Mathilde Vaerting, Rosa Mayreder, Otto Weininger, Charlotte Perkins Gilman, Alexandra Kollontay and Olive Schreiner form a context for the relations between voice, corporeality and emancipation developed by the novels and causeries. The readings of the literary texts are also, in their turn, intended to shed light on the theories of emancipation. This study proposes a new metatheoretical model instead of the heavily criticized distinction between essentialism and constructivism, by focusing the relation between corporeality and meaning, using the rhetorical tropes to analyse these relations. The tropological model may specify the body of the early twentieth century identity politics.

  • 225.
    Bohman, Malin
    Umeå University, Faculty of Arts, Department of language studies.
    « Il n'y a rien de plus contagieux que la psychologie »: Les familles troublées dans La vie devant soi et L'Amant2020Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Two French novels, La vie devant soi by Romain Gary and L’Amant by Marguerite Duras, are used to examine how mental illness in the parent, in this case the mother figures, influences the development of the children, Momo and “je.” As its points of departure, this paper employs attachment theory, developed by Bowlby and Ainsworth et al., as well as family systems theory by Murray Bowen and Michael Kerr. The impact of the mother figures’ behavior toward their children is analyzed based on three factors: the parent-child relationship, the child’s desire for closeness with the parent, and the child’s desire to distance him/herself from the parent. A comparison is made between La vie devant soi and L’Amant to identify the differences and similarities in how the mother figures’ conduct influence Momo and “je.”

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  • 226.
    Bohman, Malin
    Umeå University, Faculty of Arts, Department of language studies.
    Self-Harm and the Pursuit of Control in Shadowhunters Fan Fiction2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Five fan fictions based on the TV-series Shadowhunters are used to analyze the self-harming behaviors of the character Alec Lightwood, as a response to losing, and a method of regaining, control. In addition, this paper explores self-harm in relation to upbringing and culture, self-punishment, and the mental health disorders depression and anxiety. Furthermore, it employs a disability narrative perspective and utilizes two four-stage systems proposed by disability narrative theorist David A. Karp—the illness identity career and the process of adaptations—in order to demonstrate the similarities and differences between fictional and nonfictional disability narratives. The engagement in self-harm is posited to be driven by a desire to regain control, which inadvertently ends up providing the opposite: an increased loss of control, and a hindrance for recovery.

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  • 227.
    Bolander, Maria
    Umeå University, Faculty of Arts, Comparative Literature and Scandinavian Languages.
    Predikativens funktion i svenskan: om adjektiv som subjektiva predikativ1980Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The presentworkis a study within a framework of functional grammar, by which is understood a grammar that aims not only at describing variations in syntactic form, but also at identifying their communicative function. The scope of the study is limited to adjectives as predicate complements to subjects. The analysis is based on excerpts from twenty Swedish novels by different authors, and also on some spoken material. Predicate complements can occur with different types of verbs and have, broadly speaking, four possible positions in the sentence: final, middle, initial and extra-posed after the sentence. The final position in the sentence is used for predicate complements that are non-omissible, i.e. are non-omissible in order for the sentence to remain in the same context. In this position, the predicate complement is most clearly rhematic, providing information important to the communicative development of the text. The middle position is used for the omissible predicate complements, i.e. if the predicate complement is deleted, the sentence can still remain in it* s context. The initial position is occupied by predicate complements that provide inferred information. These are mostly thematic. Predicate complements in the final position outside the sentence are more independent, almost of sentence status. Variations in word-order thus affect the information structure of the sentence. These functional rules governing the placement of the predicate complements in a Swedish sentence are also valid for adverbs of manner. In Swedish, these two categories are very close in certain cases where they appear to be interchangeable.The study also shows that sentences comprising copula+predicate complement and sentences comprising verbs of the type l^igga (lie)+predicate complement partly have different functions and occur in different contexts. This functional difference can be correlated with various differences in syntactic behaviour. Verbs of the type Z-i^a+predicate complement often form a semantic unit, in which both the verb and the adjective have a reduced lexical meaning. In this unit the adjective carries the greater information value. Such units are broken by the insertion of the words där/här (there/ here). In these cases, the verb and the adjective no longer constitute a semantic unit and they regain their full lexical meaning. The sentence then has another information structure in which the information value of the verb and the adjective are equally great. Such sentences summarize and/or describe states of affairs;, they do not develope the narrative further.In a study of the function of syntactic variants, analyzing predicate complements to verbs other than copula verbs as reduced sentences is found not to be useful. Paraphrasing predicate complements by full clauses is not meaning preserving: the predicate complement receives greater emphasis and the paraphrase has other presuppositions.

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    Predikativens funktion i svenskan
  • 228.
    Bollig, Solveig
    Umeå University, Faculty of Arts, Department of language studies.
    A source within a source?: Using personal names as source material in the sagas of Icelanders2022In: Kulturella perspektiv - Svensk etnologisk tidskrift, ISSN 1102-7908, Vol. 31, p. 1-6Article in journal (Refereed)
    Abstract [en]

    The sagas of Icelanders contain a great wealth of personal names both of historical and fictional nature. Personal names function both as identifiers for individuals but also evoke associations that supersede the name’s lexical or identifying meaning, for example, cultural or social associations such as age, ethnicity, and ideology. This article examines personal names as a source within a source and appraises the use of literary and socio-onomastics in the context of the Íslendingasögur using the example of the elusive difference between “Icelanders” and “Norwegians” in the sagas. The onomastic analysis is based on seven shorter tales and explores the differences in personal names in Icelandic and Norwegian individuals. Based on the onomastic data gathered, this article concludes that there are certain regional differences in name-giving visible in the sagas and that saga authors either had authentic onomastic material at hand or tried to emulate realistic personal names.

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  • 229.
    Bollig, Solveig
    Umeå University, Faculty of Arts, Department of language studies.
    ”Hvárigir skilðu annars mál”: Möten och kommunikation med främmande folk i fornvästnordisk litteratur2019Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this master’s degree essays is to analyse and compare the first-contact situations and means of communication as described in four different sagas including Legendary Sagas and Sagas of Icelanders, more specifically Vínlandsagas. Two additional papers on contacts and communication with indigenous people from the perspectives of Spanish conquistadores and Brittish settlers in Australia were reviewed to establish a baseline for behaviour in contact situations with unknown peoples. The analysis of both sagas and additional sources shows that neither of them focus in their description on communications tools and instead focus on the different behaviour of the indigenous people as observed by the settlers and conquistadores and on the actions and transactions with the indigenous peoples.

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  • 230.
    Bollig, Solveig
    Umeå University, Faculty of Arts, Department of language studies.
    Magi, makt och mytologi: Beskrivningen av samiska personer i fornvästnordisk litteratur2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This master’s degree essays aim was to analyse and to compare the descriptions of Sami people in three different types of sagas: Legendary Sagas, Sagas of Icelanders and Kings’ sagas. For this contribution, four Legendary Sagas, two Sagas of Icelanders and two Kings’ sagas were examined. The working hypothesis was, that sagas that were written closer to the narrative time were to be more realistic than episodes in sagas that were written significantly later. The results of the analysis of these sagas indicate that there are no significant differences between the different types of sagas and that the presentation of Sami people in these sagas is more affected by the writers worldview and intentions than the time they were written.

  • 231.
    Bollig, Solveig
    Umeå University, Faculty of Arts, Department of language studies.
    “Þorsteinn hét maðr.”: A Socio-Onomastic Analysis2022Conference paper (Refereed)
    Abstract [en]

    The Íslendingasögur provide a great wealth of personal names, both of historical and possibly fictional nature, which allows for an examination of historical and literary name-giving practices before and during the saga-writing age. Prosoponyms – personal names – in Old Norse sources have only been studied to a limited extent and very rarely in the context of the Íslendingasögur, which is surprising given the sheer amount of personal names mentioned in the Sagas.

    Personal names do not only function as identifiers for individuals but also serve as mirrors of the society and culture using them. Personal names are reflections of the community that gives these names to individuals. As such, these personal names can express family ties and affiliations to a certain group of people, and both individual and communal identity. It is therefore worth examining the personal names in the Íslendingasögur from the perspective of socio-onomastics to explore the social, cultural and identity related implications of name-giving traditions and practices, especially in the context of Icelandic identity. 

    The Íslendingasögur often denote an elusive difference in Scandinavian/Norwegian and Icelandic identity and naming traditions are not to be forgotten as a contributing factor of these differences in perceived identity. 

    A socio-onomastic analysis of the personal names mentioned in the Íslendingasögur has not only the potential for further insight into the sense of community and Icelandic identity during the saga-writing age but also furthers the advancement of historical and literary socio-onomastics in the field of Old Norse Studies. 

  • 232.
    Bonde, Annabella
    Umeå University, Faculty of Arts, Department of language studies.
    Översättning av svenska och franska ortnamn till ryska ur ett expliciteringsperspektiv2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 233.
    Bonin, Helena
    Umeå University, Faculty of Arts, Department of language studies.
    Daemon Hailed and Interpellated: Accepting One's Nature in Philip Pullman's His Dark Materials2012Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis discusses how Philip Pullman’s trilogy His Dark Materials can be interpreted using Louis Althusser’s concept of ideology. The dæmon is a distinct feature of the world of His Dark Materials and one that is of central importance to the narrative. The dæmon’s shape, which is in the form of an animal, has a profound effect on the lives of characters. The narrative presents this shape as a representation of the inner nature of each character. However, a closer look reveals that this shape is also strongly correlated to each character’s class. Althusser’s theories on ideology, hailing, and interpellation are here used to explain how the dæmon’s shape comes to be determined by the character’s class (is hailed and interpellated as a subject into ideology) and to show that the correlation between class and shape begins even before the dæmon’s shape becomes permanent. The thesis also aims to prove that the ideology presented in the narrative functions to make each character accept the shape his or her dæmon has settled into and to suggest some possible consequences of this, such as the confirmation and reaffirmation of the rigid class structures, which creates a society that is not defined by choice despite nature but by absence of choice because of class.

  • 234.
    Bonnevier, Jenny
    et al.
    Örebro University, Örebro, Sweden.
    Åström, Berit
    Umeå University, Faculty of Arts, Department of language studies.
    Introduction: speculative ficion, critical kinship studies, and the fiction of N.K. Jemisin2023In: Kinship in the fiction of N.K. Jemisin: relations of power and resistance / [ed] Berit Åström; Jenny Bonnevier, Lanham: Lexington Books, 2023, p. 1-22Chapter in book (Refereed)
  • 235.
    Book, Björn
    Umeå University, Faculty of Arts, Department of language studies.
    Cognitively Motivated Meanings for Idioms: The Metaphorical and Metonymical Structures of two Semantically Equivalent but Structurally Different Idioms in English and Swedish2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper analyses the similarities and differences of the cognitive structures of the English-Swedish idiom pair to step into someone’s shoes and att axla någons mantel (to shoulder someone’s mantle [lit.]) in order to investigate possible conceptual or embodied motivations for their meanings. Using dictionaries and corpora to support all findings, the conceptual nature and intended meaning of each idiom were closely analysed and compared. The investigation shows metaphorical, metonymical and embodied structures which might possibly explain why these two idioms mean the same thing as a whole even though they are lexically different from each other. The results indicate that conceptual and embodied mechanisms have motivated the meanings of the idioms, thus suggesting that idiom comprehension in general as well as second language learning would greatly benefit from a more cognitive approach.

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  • 236. Bordin, Guy
    What Do Place-Names Tell about non-Human Beings among Canadian Inuit?2017In: Journal of Northern Studies, ISSN 1654-5915, E-ISSN 2004-4658, Vol. 11, no 1, p. 11-36Article in journal (Refereed)
    Abstract [en]

    Typologies have been proposed to organise Inuit placenames in several categories based on the meaning of and glosses on the names. One possible category gathers those toponyms that are related to beings that are neither human nor animal (“other-than-animal non-human beings”). In Nunavut and Nunavik (Canadian Eastern Arctic), this category is used quantitatively to name an almost insignificant number of sites. On the other hand, however, such particular place-names are to be found all over the lands inhabited by Inuit, witnessing the “other” nature of this space by comparison to the space commonly frequented by people and animals.

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  • 237.
    Borgh Westin, Angelica
    et al.
    Umeå University, Faculty of Arts, Department of language studies.
    Andersson, Linn
    Umeå University, Faculty of Arts, Department of language studies.
    Intensiv lästräning genom metoden upprepad läsning med högstadieelever i lässvårigheter: En interventions- och enkätstudie2020Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates to what extent an intensive reading intervention of two weeks, based on repeated reading, can improve the reading fluency for students with reading difficulties in secondary school. The study also investigates how the students evaluated the intervention based on repeated reading. Nineteen students with reading difficulties in secondary school were selected and divided into two comparable groups, an intervention group and a control group. Ten students in the intervention group were given daily one to one tutorial training in decoding and fluency by reading lists with words, nonwords and texts repeatedly times. Visual as well as spoken feedback were given between every set of reading. The control group received ordinary classroom teaching. Tests before and after the intervention with all students were done. The intervention students completed a questionnaire about their evaluation of the intervention and how they estimated their reading ability after the training period. The results of the study showed that most students in the intervention group increased their test results in terms of decoding words and text reading compared to the control group. The results of the questionnaire showed that the students experienced that they had increased their reading ability and that they had become more self-confident about their reading.

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  • 238.
    Borgström, Maria
    Umeå University, Faculty of Arts, Department of language studies.
    El tiempo entre medios: Un análisis de la adaptación de la novela El tiempo entre costuras a la serie televisiva2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I den här uppsatsen görs en analys baserad på adaptationsteori av boken och serien med samma namn nämligen El tiempo entre costuras. Genom att använda funktioner inom adaptationsteorin analyseras materialet med målet att svara på frågorna hur den formella strukturen av boken och serien skiljer sig åt, hur några av huvudpersonerna har anpassats från boken till serien, om några exakta fraser från boken kan återhittas i serien samt hur två olika scener från boken har adapterats i serien. Analysen visar t.ex. att den generella strukturen på boken och serien inte är den samma samt att de kardinalfunktioner som hittats i boken också återfinns i serien och generellt sett har adaptationen från boken till serien skett i enlighet med teorin.       

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  • 239.
    Borsgård, Gustav
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Autofiktionens estetik: En undersökning av exemplen Stig Larsson, Marcus Birro och Karl Ove Knausgård2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Autofiktion är ett omdiskuterat genrebegrepp som fått ökad aktualitet i Sverige under de senaste decennierna genom en rad verk som positionerat sig på gränsen mellan verklighet och fiktion. Med denna uppsats vill jag lyfta fram tre av dessa verk, nämligen Karl Ove Knausgårds Min kamp (2009), Stig Larssons När det känns att det håller på ta slut (2012) och Marcus Birros Släng alla kartor (2012). Syftet är att undersöka texternas litterära tekniker och romantiska idéinnehåll för att urskilja en autofiktionens estetik. Det jag kommer fram till genom mina analyser är att texterna ger uttryck för en antilitterär estetik som styr läsaren mot en självbiografisk läsning. Detta åstadkommer författarna dels genom det självbiografiska anslaget och den strikta subjektiviteten, dels genom inslag av metareflektion och självkritik från berättarjagen som uppenbarar texten som en fortlöpande arbetsprocess. Författarna kringgår litterära konventioner genom ett öppet och tentativt skrivande som inte eftersträvar det formfulländade. De förhåller sig till det låga på ett skrivtekniskt plan genom inslag av talspråklighet och genom att ge illusionen av en konstlös komposition. Även innehållsligt får det låga utrymme i form av berättarjagens bekännelser vad gäller deras destruktiva karaktärsdrag eller tveksamma moraliska handlingar. Berättarjagens destruktiva läggning och deras tendens att framhålla konsten som överordnad livet visar på det romantiska arv som går att spåra i texternas idéinnehåll. I texterna framställs berättarjagen som begåvade men motarbetade outsiders, som bara kan närma sig livet genom att skriva det.

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  • 240.
    Borsgård, Gustav
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Blå självbiografi2014In: Tydningen, ISSN 2001-4570, no 12/13, p. 2p. 60-62Article in journal (Other academic)
  • 241.
    Borsgård, Gustav
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Drömma, härma, glömma: Tranströmer och subjektets självförsvar2020In: Tranströmer och det politiska / [ed] Gustav Borsgård, Lund: Ellerströms förlag, 2020, p. 51-66Chapter in book (Other academic)
  • 242.
    Borsgård, Gustav
    Umeå University, Faculty of Arts, Department of culture and media studies.
    En postmodern litteraturdidaktik?: En undersökning av Hjalmar Söderbergs Doktor Glas och dess litterära ekon i skolan2011Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [sv]

    Hjalmar Söderberg är en svensk författare vars verk i allra högsta grad lever kvar i våra dagar, vilket visar sig i de mångtaliga omtolkningar på hans romaner som uppkommit under 2000-talet. Med detta arbete vill jag dels analysera Hjalmar Söderbergs mest uppmärksammande roman Doktor Glas (1905), dels utveckla en didaktisering av de sentida pastischer som sprungit ur verket och belysa pastischernas postmoderna tendenser.

    Mitt syfte är också att undersöka hur dagens gymnasielärare ser på användandet av Hjalmar Söderbergs texter i sin undervisning. I arbetet intervjuar jag sex yrkesverksamma svensklärare som pekar på olika förtjänster med att använda sig av Söderbergs texter i elevsammanhang, däribland språket, stockholmsskildringen, de etiska och moraliska frågeställningarna som tas upp i texterna samt Söderbergs texter som förmedlare av ett svenskt kulturarv.

    Därutöver har jag själv gått ut i skolan och provat min didaktisering av de sentida omtolkningarna av Söderbergs Doktor Glas med en elevgrupp. Eleverna har sedermera fått besvara en skriftlig uppgift om pastischerna samt en utvärderande enkät om hur de upplevde mitt lektionsmoment. Utifrån detta diskuterar jag hur och varför Söderbergs texter kan ha en plats i skolundervisningen samt vilka förtjänster det finns med att undervisa om postmodernistisk litteratur i skolan.

    Resultatet från lärarintervjuerna och elevenkäterna för mitt resonemang in på hur vissa elever kan ha svårigheter att förstå äldre texter och forna tiders moralsyn, men också nyttan av att utmana sina egna perspektiv och sin egen tids tankesätt. Med min ansats om en postmodern litteraturdidaktik i åtanke diskuterar jag undervisningsformens problem, men också dess möjligheter: att utveckla en historisk förståelse för litteratur och att klargöra villkoren för konstnärligt skapande, vilket i förlängningen kan gagna den egna kreativiteten.

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  • 243.
    Borsgård, Gustav
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Entreprenören som poet: Om Schumpeter, Bloom och skapande förstörelse2021In: Nordisk kulturpolitisk tidskrift, ISSN 1403-3216, E-ISSN 2000-8325, Vol. 24, no 2, p. 204-220Article in journal (Refereed)
    Abstract [en]

    The aim of the study is to discuss similarities and differences between Joseph Schumpeter’s theory of the entrepreneur and Harold Bloom’s theory of the romantic poet. In focus are the strategies or “aesthetics” employed by the entrepreneur and the poet, as well as their respective approach to their preceding tradition. The study is conducted against the backdrop of Swedish and European cultural and educational policy from the 2000s and the policy documents’ emphasis on the entrepreneur as a role model for creative workers.By comparing Schumpeter’s and Bloom’s theories, the study shows how the entrepreneur as well as the poet are indebted to a “Great Original” – the reigning form of capitalism and the preceding great poets, respectively – that must be undone and dialectically affirmed simultaneously. In this regard, both the entrepreneur and the poet need to misinterpret their “Great Original” in order to disclose (and transgress) the limits set by their predecessors. The study discusses this circumstance by evoking Schumpeter’s concept of “creative destruction” and Bloom’s references to Freud’s ideas on parricide.A difference between the theories, the study argues, lies in the fact that Bloom’s conception of the poet is more individualistic than Schumpeter’s conception of the entrepreneur, which is framed in terms of a “function” (rather than an individual) in Schumpeter’s later work. The study concludes by discussing whether the systemic challenges created by the entrepreneur and the poet are to be understood as constructive or destructive forms of critique. The study argues that both approaches can be seen as ultimately constructive, even though the entrepreneur safeguards the survival of capitalism and the poet strives to broaden the scope of – thereby breathing new life into – the history of poetry.

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  • 244.
    Borsgård, Gustav
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Förord2020In: Tranströmer och det politiska / [ed] Gustav Borsgård, Lund: Ellerströms förlag, 2020, p. 7-9Chapter in book (Other academic)
  • 245.
    Borsgård, Gustav
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Höra efter: Utbildningsfilosofiska perspektiv på litteraturläsning2021Conference paper (Other academic)
  • 246.
    Borsgård, Gustav
    Umeå University, Faculty of Arts, Department of culture and media studies.
    "Jag vill inte åka": Theodor W. Adorno och Vi hade i alla fall tur med vädret2018In: Norrlandslitteratur: ekokritiska perspektiv / [ed] Peter Degerman, Anders E Johansson, Anders Öhman, Göteborg: Makadam Förlag, 2018, p. 183-195Chapter in book (Other academic)
  • 247.
    Borsgård, Gustav
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Litteratur som demokrati?: En analys av 2011 års svenskämne för gymnasiet2020In: Trettonde nationella konferensen i svenska med didaktisk inriktning: bildning, utbildning, fortbildning. Linköping 22–23 november 2018 / [ed] Maritha Johansson, Bengt-Göran Martinsson, Suzanne Parmenius Swärd, Linköping: Nationella nätverket för svenska med didaktisk inriktning , 2020, p. 50-63Conference paper (Refereed)
  • 248.
    Borsgård, Gustav
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Litteraturens mått: politiska implikationer av litteraturundervisning som demokrati- och värdegrundsarbete2021Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of the dissertation is to study the idea of teaching literature as a means of democratic fostering in relation to the ideal of measurable knowledge prominent in contemporary policy discourse. In focus is the reform of the Swedish upper secondary school in 2011, viewed against the background of the major developments in global and European education policy discourse during the 2000s. The study examines how the interconnections between subject and society are understood in relation to the teaching of literature by different actors in the education system. The analysis is divided into a transnational level, a national level, and a didactic level. The study also shows how policy discourses are recontextualized between these levels. 

    On the transnational level, the study argues that the EU’s educational policies increasingly stress economic gains, while at the same time lowering its democratic ambitions. The benefits of entrepreneurship are highlighted by the EU, and creative dimensions of the arts and humanities are seen as valuable for economic growth. In the framework for the PISA tests conducted by the OECD, reading literacy is considered important both to critical thinking and economic development. The reading of fiction, however, is singled out by the OECD as a recreational activity. By addressing the reading of fiction as an individual and psychological, rather than societal and structural, concern, its emancipatory value is further depoliticized. 

    On the national level, the study shows how the concepts of democracy and the teaching of literature in the Swedish school have undergone changes since the 1940s. Most importantly, democracy has gradually come to be understood as a completed project rather than a critical concept. Theories on teaching literature as a means of democratic fostering are analysed through Gert Biesta’s three dimensions of citizenship education. As I argue, most of these theories emphasize democratic fostering as socialization rather than subjectification. In other words: they do not challenge society but promote an adaption to it. Using Peter Dahler- Larsen’s concept of constitutive effects, the study also shows how the school reform in 2011 de-emphasised democratic dimensions of the teaching of literature as compared to the previous curriculum. 

    On the didactic level, the study uses qualitative interviews to show how teachers’ pedagogical choices are affected by administrative duties and the curriculum. As I argue, the teachers’ interpretation of the written curriculum serves as a means of negotiating with governing policies. In several cases, teachers downplay the relevance of the written curriculum and instead base their pedagogical choices on personal work experiences. 

    The concluding chapter suggests that an important political implication of teaching literature as a means of democratic fostering – in particular when subjected to expectations of measurability – is the marginalisation of the educational dimension of subjectification. Instead of an education centred on core values and measurable competencies, I argue for a pedagogy that recognizes the pupil’s need to be exposed for uncertainties. 

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  • 249.
    Borsgård, Gustav
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Litteraturläsning och värdegrundsarbete2016Conference paper (Other academic)
  • 250.
    Borsgård, Gustav
    Umeå University, Faculty of Arts, Department of culture and media studies.
    Litteraturundervisning som demokratiarbete2018Conference paper (Other academic)
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