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  • 1.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    African-American autobiography: from the slave narratives to the Autobiography of an ex-colored man2001Conference paper (Other academic)
    Abstract [en]

    This paper analyzes James Weldon Johnson’s The Autobiography of An Ex-Colored Man as a response to the call of the nineteenth-century slave narratives, arguing that in Johnson’s text we can discern a changing concept of African American subjectivity. The analysis proposes that this changing concept of self is linked to a changing form for the story of that self.

  • 2.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    "And we knew it would only be a matter of time until all traces of us were gone": Julie Otsuka and the Japanese-American internment during World War II2013Conference paper (Other academic)
    Abstract [en]

    In her two novels When the Emperor Was Divine (2002) and The Buddha in the Attic (2011), Julie Otsuka explores the experiences of Japanese immigrants in the US before and during World War II.  In this paper, her works are considered as narratives of cultural remembrance employing certain motifs that articulate the experience of ‘relocation,’ or internment, of Japanese Americans during the war. The paper argues that the tropes of disintegration, guilt, imprisonment and dislocation are critical to Otsuka’s representation of the internment.  Furthermore, these tropes are most significantly mediated through gender and narrative perspective. The collective point of view, used partly in When the Emperor was Divine and throughout The Buddha in the Attic, resonates with Otsuka’s conception of the Japanese as a “communal people” allowing her to “tell everyone’s story.” This notion forms part of my examination of how the collective voice underscores the themes of collective remembrance and social critique.    

    Finally, the paper considers When the Emperor was Divine and The Buddha in the Attic in relation to Anne Whitehead’s observation (in Memory 2009:14) that “forgetting […] shapes and defines the very contours of what is recalled and preserved; what is transmitted as remembrance from one generation to the next.” Otsuka’s texts are regarded as memory work revolving around the tension between remembrance and forgetting. Silence and forgetting are a significant part of the practices of remembrance of the Japanese-American internment, suggesting the simultaneous resilience and vulnerability of the Japanese Americans.

  • 3.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    "And we knew it would only be a matter of time until all traces of us were gone": remembrance and forgetting in Julie Otsuka’s novels2014Conference paper (Other academic)
    Abstract [en]

    Julie Otsuka’s novel  When the Emperor Was Divine (2002), which has reached a large international audience and is widely taught in American universities and colleges, is about a Japanese-American family sent to an internment camp during World War II. Her second novel, The Buddha in the Attic (2011) also addresses the internment, albeit more briefly. This paper argues that Julie Otsuka’s novels impact the collective remembrance of the internment, as they bring together Otsuka’s own family past and the national past. In her texts, collective remembrance is the outcome of a negotiation between different groups with the purpose of “maintaining social cohesion and identity” (Whitehead 2009: 152), in which relations of power play a significant part.  Focus is placed on the interaction between remembrance and forgetting, which figures alternately as “a necessary and adaptive reaction to the alternative of painful or destructive memory [and as] the tacit ally of oppression and silence” (Conway and Singer 2008:279). Otsuka’s texts embody this tension, which is analyzed with emphasis on the racialization of the Japanese Americans.  By way of conclusion, the paper queries the possibility of resistance to the internment in relation to the category of race.

  • 4.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    From Harlem to Copenhagen: African American authors in Europe2000Conference paper (Other academic)
    Abstract [en]

    This paper deals with images of Europe in African American fiction from the 1920’s. What are the implications for an African American author of including a European episode in her or his fiction? More specifically, I will look at how the European setting affects the representations of race and identity in African American women’s fiction from the inter war years. Special focus is placed on the works of Jessie Fauset’s There Is Confusion (1924) and Nella Larsen’s Quicksand (1928). In their different ways, these novels highlight many of the larger issues that are characteristic of the 1920’s, such as primitivism versus civilization, questions of cultural ‘belonging,’ the black artists’ relationship to modernity, and the establishment of an African American artistic tradition.

    I argue that the representations of Europe are symbolic geographies, allowing for criticism of social and historical conditions in America. Through the fictional encounters with European life, Nella Larsen and Jessie Fauset provide us with a lens through which we can see what we call “Western civilization.” The travels in Europe become a way of interrogating the role of the African American in the construction of this civilization. Performance is hereby an important trope, which relates to the authors’ understandings of culture, race and historical agency.

  • 5.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    ”From the pale calm of Copenhagen  to the colorful lure of Harlem.”: Europe and the literary representations of ‘race’ in Nella Larsen’s Quicksand2001Conference paper (Other academic)
    Abstract [en]

    This paper deals with the representation of Europe in Nella Larsen’s Quicksand (1928). Furthermore, how does the European setting affect the representations of race and identity in the novel? I discuss how the spatial change affects the protagonist Helga Crane’s notion of “race” and self, as the encounter with the European setting highlights the dialectic process of identity construction. Leaving America Helga thinks she will find relief from limiting notions of “blackness,” but instead she only finds re-articulations of the concept of “race” in Europe. In compliance with her Danish family’s expectations of exotic primitivism, Helga emphasizes her difference and, I suggest, passes for “black” The performative aspect of passing is discussed in relation to Larsen’s understanding of culture, “race” and historical agency. In her complex ways of conceiving culture and “race,” Nella Larsen still speaks to the present moment, and the late twentieth century debates concerning difference and identity politics.

    I read Larsen’s representations of Europe as symbolic geographies, allowing for criticism of social and historical conditions in America as well as Europe. Through the fictional encounters with European life, Nella Larsen provides us with a lens through which we can see what we call “Western civilization.” Helga’s travels in Europe, here told in a reversal of the conventions of the travel narratives of the white, European, male narrator, become a way of interrogating the role of the African American in the construction of this civilization.

  • 6.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    From the pale calm of Copenhagen to the colorful lure of Harlem: on being an African American in interwar Europe2000Conference paper (Other academic)
  • 7.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Nostalgia, motherhood and adoption: two contemporary Swedish examples2019In: Humanities, ISSN 2076-0787, Vol. 8, no 1Article in journal (Refereed)
    Abstract [en]

    This paper explores the notion of nostalgia in two recent Swedish narratives of transnational adoption: Christina Rickardsson’s Sluta aldrig gå, 2016, (published in English as Never Stop Walking in 2017), and Cilla Naumann’s Bära barnet hem (“Carrying the Child Home”, 2015). The two narratives deal with adoption from South America to Sweden, include autobiographical content, and enable a comparison between an adoptee memoir (Rickardsson) and a parent-authored text (Naumann). Both texts center on maternal images, but the analysis suggests that Rickardsson’s narrative echoes the borderland nostalgia characteristic of adoptee writing. The adoptee memoirs, being reflective in mode and restorative in purpose, occupy a borderland between the two forms of nostalgia described by Boym (2001), while interrogating the temporal, spatial and affiliative boundaries of transnational adoption. Naumann’s nostalgic enterprise incorporates the mirrors, doubles and ghosts of reflective nostalgia. These representations are a fruitful means to represent the “other” family, and the alternative lives that were left behind in the process of adoption. Ultimately, her text suggests the limitations of the autobiographical mode and illustrates the capacity of fiction to provide a symbolic register in which to articulate the unspeakable aspects of adoption.

  • 8.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    On nostalgia in contemporary narratives of transnational adoption2018In: Once upon a time: nostalgic narratives in transition / [ed] Niklas Salmose & Eric Sandberg, Trolltrumma Academia , 2018, p. 26-40Chapter in book (Other academic)
  • 9.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    The Past in the Present: contemporary representations of the Japanese-American internment during World War II.2014Conference paper (Other academic)
    Abstract [en]

    This paper focuses on literary representations of the incarceration of about 120,000 Americans of Japanese descent after the Pearl Harbor attack in 1941. After the attack Japanese Americans on the West coast of the U.S. were rounded up and “evacuated” (as the contemporary, euphemistic term was), or sent to prison camps. How does the memory of the internment help articulate a national identity in the early 21st century? In seeking to answer this question, the paper considers the work of third generation Japanese-Americans, like Julie Otsuka and Kimi Cunningham Grant, who are uncovering their own family past in their narratives, in relation to the work of Sandra Dallas, as a representative of the current interest in internment fiction by non-Japanese authors.  What might be at stake when the internment is depicted by authors like Dallas who do not have the same kind of personal relationship to it that the Japanese American authors do?  The question of guilt and the potential of fiction to generate “imagined” or “prosthetic memories” are key issues examined in this analysis.

  • 10.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    When Washington was in Vogue and the African-American literary tradition: a re-definition of the Jazz Age?2005Conference paper (Other academic)
    Abstract [en]

    This paper deals with the Harlem Renaissance, but also with the present, in an attempt to explore how these two historical periods relate to each other and to the text of Edward Christopher Williams. It is thus centered on two related topics or lines of inquiry: the first is to introduce the book, When Washington Was In Vogue, which was originally published as a series of articles in the years 1925 and 26, and only published as a book in 2003. How does this “novel” differ from other, well-known Harlem Renaissance texts when it comes to the use of place, subject matter, and the kind of black life it represents? Second, how does it affect our understanding of the period? The paper suggests that When Washington Was In Vogue intervenes into the general understanding of Harlem Renaissance novels by presenting an example of a first-person epistolary novel which amount to an assertive affirmation of black subjectivity. The ‘I’ of Davy Carr’s fictional letters is a stable central consciousness with ample power to put his experiences into words. The confident and positive black voice we hear in this novel forms an example of how ongoing present research has an effect the description of the past: how the individual talent rewrites tradition. Davy’s perspective provides a vantage point that makes possible the assertion of a slightly different 1920s than we have been used to seeing in contemporary African-American fiction. The paper concludes by briefly considering the re-publication of Williams’s work in relation to the role of the literary critic and researcher—and of the literary marketplace.

  • 11.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Whose memory?: contemporary narratives of the Japanese-American world war II internment2018In: History,memory and nostalgia in literature and culture / [ed] Regina Rudaityté, Cambridge: Cambridge Scholars Publishing, 2018, p. 157-172Chapter in book (Other academic)
  • 12.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Writing and Identity in Jane Jeong Trenka’s Life Narratives2017In: International Adoption in North American Literature and Culture: transnational, transracial and transcultural narratives / [ed] Mark Shackleton, Palgrave Macmillan, 2017, p. 121-142Chapter in book (Other academic)
    Abstract [en]

    This chapter explores the connection between writing and subjectivity in Jane Jeong Trenka’s two memoirs, The Language of Blood (2003) and Fugitive Visions (2009), suggesting that the two texts participate in a dialogue in which questions that were raised in the first work are revisited and reconsidered in the second. The result is a multilayered and at times conflicted life narrative, which offers no simple solutions to the complex questions of identity raised. While Trenka’s texts address the unspeakable aspects of adoption and the inability to recover parts of the past, they also address the materiality of adoption. Common adoption myths, such as the discourse of rescue, and the myth of color-blindness, are debunked. The chapter argues that there is a tension in the texts between the representation of adoption as trauma with individual as well as societal implications, and adoption as a productive site generating questions of identity and origin of universal relevance. Placing the form and act of narration in focus, the analysis suggests that the adoption narrative may function as an empowering imaginative space for the production of identity. In addition, the paper traces how sensory experiences are used to re-enact the past—or even instill new memories to replace the perceived gaps in the narrative of the past. The two texts suggest that an engagement with and translation of the non-verbal aspects of identity into text can provide acts of self-authorization that demonstrate the restorative potential of the transnational adoptee’s life narrative.

  • 13.
    Ahlin, Lena
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Freij, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Feedback and (self-) assesment2016In: Högskolepedagogisk debatt, ISSN 2000-9216, no 2, p. 79-86Article in journal (Other academic)
  • 14.
    Ahlin, Lena
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Freij, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Feedback and (self-)assessment2016In: Högskolepedagogisk debatt. Tema: återkoppling, ISSN 2000-9216, no 2, p. 79-87Article in journal (Other academic)
  • 15.
    Ahlquist, Sharon
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    I was good!: using storyline to teach English in year 92018Conference paper (Other academic)
  • 16.
    Ahlquist, Sharon
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Making a difference: Storyline in teacher education2016Conference paper (Other academic)
  • 17.
    Ahlquist, Sharon
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Motivating teens to speak English through group work in Storyline2019In: ELT Journal, ISSN 0951-0893, E-ISSN 1477-4526Article in journal (Refereed)
    Abstract [en]

    Overcoming the reluctance of teenage learners to speak in the language classroom is a challenge for many teachers. This article reports on a study in which 60 Swedish pupils, aged 15–16, took part in a Storyline project based on a young adult fantasy novel. In the Storyline approach, a fictive world is created when learners, taking on the roles of characters in a story, collaborate on tasks to develop the story. A key feature is that the learners work in the same small groups for much of the time. During the six-week period of this study, these learners used English in a variety of speaking and writing tasks. The project showed a number of benefits, the most important of which were an increase in their motivation to speak English and enhanced self-confidence through doing so.

  • 18.
    Ahlquist, Sharon
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Teacher education: developing language proficiency, self confidence and motivation through the story line approach2016In: Lärarlärdom 2016: Högskolan Kristianstad / [ed] Claes Dahlqvist & Stefan Larsson, Högskolan Kristianstad: Kristianstad University Press , 2016Conference paper (Other academic)
  • 19.
    Ahlquist, Sharon
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Teaching young learners through storyline: `the more fun it is, the more you learn!´2016In: Modern English Teacher, Vol. 25, no 1, p. 62-64Article in journal (Other (popular science, discussion, etc.))
  • 20.
    Ahlquist, Sharon
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    The storyline approach in teacher education2016In: Lärarlärdom 2016: Högskolan Kristianstad / [ed] Claes Dahlqvist & Stefan Larsson, Högskolan Kristianstad: Kristianstad University Press , 2016Conference paper (Other academic)
    Abstract [en]

    For many primary student teachers, English at school was characterized by a diet of textbooks, public teacher correction and peer ridicule. Such students approach English in teacher education with a lack of enthusiasm, even dread. If we are to produce competent, enthusiastic professionals, this must change. In English didactics, the objectives at Kristianstad University are 1) that students develop language proficiency and theoretical knowledge 2) understand how English can be taught creatively and be able to demonstrate this in practical and written assignments.

    Classroom relationships are often said to lie at the heart of successful language learning (Stevick, 1980). One example of a relational pedagogy, which fosters cooperation and mutual support, is Storyline, in which a fictive world is created in the classroom. A story develops as learners, in small groups as characters in a story, work on a range of meaningful tasks, combining theoretical and aesthetic subjects. At Kristianstad University, student teachers work for two weeks intensively on a Storyline about families moving into a new street in a fictive English town, using English in different ways. At the same time, they analyse what they are learning and how. This has a number of benefits. By working with Storyline, as opposed to just reading about it, the students experience its pedagogical benefits, and not just for the teaching of English. At the same time, their proficiency develops, not least because they are working closely and intensively together on motivating tasks in a supportive classroom atmosphere.

    Hattie (2009) contends that achievement is higher where there is enjoyment. Storyline helps to raise achievement levels because it engages affectively and cognitively, helps to forge closer classroom relationships and through practical work makes visible abstract content (for example, educational and linguistic theories), thus facilitating student learning, as this paper will demonstrate.

  • 21.
    Ahlquist, Sharon
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Using Storyline to develop speaking skills in teenage learners of English2018Conference paper (Other academic)
  • 22.
    Ahlquist, Sharon
    et al.
    Kristianstad University, Forskningsmiljön Arbete i skolan (AiS). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Lugossy, Réka
    Hungary.
    Stories and storyline2015Book (Other academic)
    Abstract [en]

    The role of stories is widely recognised in language teaching. Stories engage the imagination and expose the reader/listener to language patterns and to a rich array of vocabulary in context. Storyline shares these features. In the Storyline approach a fictive world is created in the classroom. Learners work in small groups over a period of typically four to six weeks as characters in a story. Working on open key questions, which drive the story and which carry the curriculum content, learners use and develop their language skills within a meaningful context. And they have fun!This book is about the power of story to engage and motivate, leading to effective learning: a programme of work based on stories and Storyline is truly learning-centred, allowing the teacher to adapt the level of the task to suit an individual learner's needs, enabling a sense of progress in the learner, enhanced motivation and continued learning.The book combines a wealth of practical ideas related to teaching with stories and Storyline, and at the same time also inspires teachers to undertake small scale explorations in their own classrooms. It is unique in its uncompromising attention to making links between everyday classroom practice, underlying theory and research opportunities that every teacher can take advantage of.

  • 23.
    Aspelin, Jonas
    et al.
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Mattisson, Jane
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Liten handbok i akademiskt skrivande2016Other (Other (popular science, discussion, etc.))
  • 24.
    Borgfeldt, Eva
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    ”Det kan vara svårt att förklara på rader”: perspektiv på analys och bedömning av multimodal textproduktion i årskurs 32017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Drawing and coloring have been part of young students text making as  longas the writing system has been used, but with the increased use of digital tools and an enlarged focus on accountability of today there is a reinforced educational interest to understand what constitutes multimodal student texts in the context of classroom practice. This thesis project overall aim is to highlight and discuss the opportunities and difficulties in the assessment of language and knowledge-developing multimodal text work in a multilingual educational context.Conceptually the study is grounded in sociocultural theories, in sociosemiotic theory and in multiliteracies research. The methods used consist of qualitative multimodal text analysis and semi-structured interviews with students and their teacher.The three empirical studies were carried out, each having a different perspective. The first study looks at the text production of students in an integrated work of drawing, coloring and writing. The second study focuses how students reason when they choose to draw, write or both draw and write when they report to their teacher what they have learned. The third study discusses what the teacher highlights when assessing her students’ multimodal text productions. Overall, the results show that the semiotic resources, images and color, dominate students’ text productions and that the teacher attaches great importance to the illustrations, but that she, despite the best intentions, has trouble using multimodal criteria when assessing the students’ different ways of expressions and semiotic resources into a whole. It seems to be problematic for the teacher to allow students to freely interpret and independently design the task while she at the same time intends to make an overall assessment of how the content is presented. The results also indicate that it is difficult  for  the  students  to  verbalize  their  thoughts on the assessment and in practice; the teacher more often is focused on assessing abilities relating to how thoroughly the students carry out the process of documenting rather than encouraging the students to develop and express their knowledge. Finally, the thesis concludes with discussing the content of an ongoing need for research, especially regarding the consequences it may have for younger students, whatever language background they have.

  • 25.
    Freij, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    “For Benjamin it’s all natural. But never really for me": metanostalgia in Lars Gustafsson’s “Austin, Texas”2017Conference paper (Other academic)
  • 26.
    Freij, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Into the Texan sunset: metanostalgia, retro-, and introspection in Lars Gustafsson’s “Where the alphabet has two hundred etters”2018In: Humanities, ISSN 2076-0787, Vol. 7, no 103Article in journal (Refereed)
    Abstract [en]

    If restorative nostalgia concentrates on national past and future and reflective nostalgia on individual memory (Boym 2001), Lars Gustafsson’s “Where the Alphabet Has Two Hundred Letters” does neither. This article argues that Gustafsson’s treatment of the past landscape is metanostalgic, in the sense that nostalgia is a theme and a means, rather than a sentiment, and that the way his tropic reinvention deals with nostalgia differs from other uses. Though the poem partakes in the pastoral tradition, it is less concerned with this mode and more concerned with the notion of ‘effect’, of which Gustafsson has written extensively. Gustafsson has also elaborated on the aspects of ‘centre’ and ‘periphery’, notions that are used to define and extend the poetic landscape and the speaker’s position in, and relation to, it. His poetic landscape encompasses the extremes of continents near and far, but also landscapes temporally removed, which may hold a different status in terms of their impact on ‘effect’, a status that is then not hinging on the obvious hierarchies of traditional nostalgia.

  • 27.
    Freij, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Into the Texan sunset: Metanostalgia, retro-, and introspection in Lars Gustafsson’s “Where the alphabet has two hundredlLetters”2018In: Humanities, ISSN 2076-0787, Vol. 7, no 103Article in journal (Refereed)
    Abstract [en]

    If restorative nostalgia concentrates on national past and future and reflective nostalgia onindividual memory (Boym 2001), Lars Gustafsson’s “Where the Alphabet Has Two Hundred Letters” does neither. This article argues that Gustafsson’s treatment of the past landscape is metanostalgic, in the sense that nostalgia is a theme and a means, rather than a sentiment, and that the way his tropic reinvention deals with nostalgia differs from other uses. Though the poem partakes in the pastoral tradition, it is less concerned with this mode and more concerned with the notion of ‘effect’, of which Gustafsson has written extensively. Gustafsson has also elaborated on the aspects of ‘centre’ and ‘periphery’, notions that are used to define and extend the poetic landscape and the speaker’s position in, and relation to, it. His poetic landscape encompasses the extremes of continents near and far, but also landscapes temporally removed, which may hold a different status in terms of their impact on ‘effect’, a status that is then not hinging on the obvious hierarchies of traditional nostalgia.

  • 28.
    Freij, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    The child, the well, the water: voice and veracity in childhood writing2010Conference paper (Refereed)
  • 29.
    Freij, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    The crackling on the line: sound and silence in Lars Gustafsson’s poetry2013Conference paper (Other academic)
  • 30.
    Freij, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    The many colours of the expatriate poet: Lars Gustafsson's "Austin, Texas”2017Conference paper (Other academic)
  • 31.
    Freij, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    The woman victim from object to subject: voices lost and gained in Lars Gustafsson’s The American Girl’s Sundays2019Conference paper (Other academic)
  • 32.
    Freij, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Where is the place where it all really happened?: lost landscapes in the poetry of Lars Gustafsson2018In: History, memory and nostalgia in literature and culture / [ed] Regina Rudaityté, Newcastle upon Tyne: Cambridge Scholars Publishing, 2018, p. 65-80Chapter in book (Other academic)
  • 33.
    Freij, Maria
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    “Where is the place where it all really happened?": lost landscapes in the poetry of Lars Gustafsson2016Conference paper (Other academic)
  • 34.
    Freij, Maria
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Ahlin, Lena
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    (Re-)examining the essay: alternative approaches to writing assessment2016Conference paper (Other academic)
  • 35.
    Freij, Maria
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Edfors, Ellinor
    Kristianstad University, Faculty of Health Science, Research Environment PRO-CARE, Patient Reported Outcomes - Clinical Assessment Research and Education. Kristianstad University, Faculty of Health Science, Avdelningen för sjuksköterskeutbildningarna och integrerad hälsovetenskap. Kristianstad University, Research Platform for Collaboration for Health.
    Ljung Djärf, Agneta
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA).
    Umans, Timurs
    Kristianstad University, Faculty of Business, Research environment Auditing, Organisation and Society (AOS). Kristianstad University, Faculty of Business, Avdelningen för ekonomi.
    Rehnstam-Holm, Ann-Sofi
    Kristianstad University, Faculty of Natural Science, Research environment Man & Biosphere Health (MABH). Kristianstad University, Faculty of Natural Science, Avdelningen för miljö- och biovetenskap.
    Pedagogisk karriärstege vid Högskolan Kristianstad: några reflektioner från beredningsgruppens arbete2014Conference paper (Other academic)
  • 36.
    Gerberich, Johanna
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap.
    Olsson, Viktoria
    Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Müller- Hansen, Bitte
    Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap.
    Håkansson, Andreas
    Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap.
    Höijer, Karin
    Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap. Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL).
    Wendin, Karin
    Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap.
    Promoting creativity in Food and Meal Science educations at Kristianstad University2016Conference paper (Other academic)
  • 37.
    Godhe, Anna-Lena
    et al.
    Göteborgs universitet.
    Johansson, Maritha
    Linköpings universitet.
    Magnusson, Petra
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Randahl, Ann-Christin
    Göteborgs universitet.
    Läslyftet i praktiken: en pilotstudie inför ett större projekt2016In: SMDI 12 TEXTKULTURER: tolfte Nationella konferensen i Svenska med Didaktisk inriktning, 2016Conference paper (Other academic)
    Abstract [sv]

    Inför ett större projekt med syfte att utifrån Läslyftet med dess fokus på läs- och skrivrelaterade frågor undersöka lärares kompetensutveckling och hur den realiseras i undervisningspraktiken, genomför vi under ht- 16 ett pilotprojekt. I en gymnasieskola följer vi under höstterminens inledning ett lärarlags arbete med Läslyftet. Det empiriska materialet samlas in genom observationer av de kollegiala samtalen och av hur de läslyftsgenererade undervisningsaktiviteterna iscensätts. Detta kompletteras av intervjuer med deltagarna. Därtill analyseras det material som finns i den aktuella modulen. I pilotstudien aktualiseras några av frågeställningarna från vårt planerade forskningsprojekt, nämligen vilka föreställningar om kunskap, lärande och läs- och skrivundervisning som kommer till uttryck i modulinnehållet samt hur dessa rekontextualiseras i lärarnas samtal. Dessutom undersöks iscensättningen av de läslyftsgenererade aktiviteterna i undervisningspraktiken i relation till de kollegiala samtalen och intervjuerna med lärarna.

    Studiens teoriram utgörs av ett sociokulturellt perspektiv på lärande (Säljö, 2010; Wertsch, 1998) och teorier om lärares kompetensutveckling och lärande (Timperley m.fl., 2007; Vescio m.fl., 2008; Stoll m.fl., 2008; Wermke, 2013; Langelotz, 2013). För dokumentation används ljud- och filmupptagning tillsammans med observationsanteckningar. Analyserna inspireras av tematisk textanalys (Braun & Clarke, 2008; Boyatzis, 1998) och aktivitetsteori (Engeström, 1987; Engeström & Sannino, 2010). I presentationen redogörs för de första analyserna och en diskussion förs om hur erfarenheterna från dessa, tillsammans med resultat från en tidigare genomförd (ännu inre publicerad) studie, kan användas i relation till det planerade projektet.

  • 38.
    Godhe, Anna-Lena
    et al.
    Göteborgs universitet.
    Magnusson, Petra
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Multimodality in language education: exploring the boundaries of digital texts2017In: Proceedings of the 25th International Conference on Computers in Education. New Zealand: Asia-Pacific Society for Computers in Education / [ed] Chen, W et. al, 2017Conference paper (Refereed)
    Abstract [en]

    Considering the challenges of contemporary communication, largely due to the rapid development of media technology, the purpose of this article is to discuss the implications that these challenges may have for language education. In a digitalized society, texts more often than not include several modes, such as images, symbols, film clips and sound. What does this widened notion of texts mean for language subjects and teachers and how are these changes in texts reflected in curricula? In the article we use a multimodal framework to understand and discuss meaning-making when a widened notion of texts is incorporated in language education and the conflicts that may occur are discussed from an activity theoretical point of view. We conclude by arguing for native language education to fully embrace and recognize multimodal meaning-making.

  • 39.
    Granberg, Albina
    et al.
    Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap.
    Brante, Göran
    University of Gothenburg.
    Olsson, Viktoria
    Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Mattsson Sydner, Ylva
    Uppsala University.
    Learning how to cook in Home Economics Education: the role of recipes as learning tools2016In: Childhood in Everyday Life: abstract book, 2016, p. 63-Conference paper (Refereed)
    Abstract [en]

    Introduction

    The school subject Home Economics is a potential context for children to learn how to cook and to master artefacts in the cooking practice. Recipes, used as leaning tools, are part of the Swedish syllabus of Home Economics and an integral part of today’s cooking culture. Despite being a central artefact during cooking lessons, it is known that children have various difficulties using recipes.

    Aim

    The aim of this study is to investigate what kind of barriers that occur when children with mild intellectual disabilities (ID) use recipes in order to learn how to cook in Home Economics.

    Methods

    With an ethnographic inspired design, sixteen accompanying observations were used at lessons in Home Economics. The observations were carried out in kitchen classroom settings where teaching and learning about cooking took place. The field notes were thematically analyzed. 

    Result

    The findings reveal that there were many barriers in the children´s use of recipes. Foremost, attention was drawn to the complex set of knowledge needed to be able to use and understand a recipe in order to learn how to cook. The design and the purport of the recipe has to be comprehended, and in addition, it´s interpretation requires arithmetical knowledge. We therefore suggest that the knowledge needed to make use of a recipe can be conceptualized in the novel concept of recipe literacy.

    Conclusion

    Recipes turned out to be difficult for the children to use and this must be taken in consideration by the teachers. The concept of recipe literacy can be useable when discussing the use of recipes as learning tools in cooking in Home Economics.

     

  • 40.
    Ingemansson, Mary
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Djupläsning och lässtrategier2018In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 12, no 2Article in journal (Refereed)
    Abstract [sv]

    Texten behandlar hur elever på svensk grundskolenivå i årskurs 1–8, med hjälp av olika lässtrategier, kan skaffa sig förmåga att djupläsa texter för att nå förståelse av både läsningen och det lästa. Den teoretiska och metodologiska basen hänvisar till den amerikanska läsforskning som har bedrivits av Judith A. Langer med ett stort forskarteam vid Albany University, USA. Djupläsnings- metoder förklaras och diskuteras. Artikeln diskuterar Langers “envisionment- building” begrepp och presenterar ett empiriskt material taget från en under- sökning av lässtrategier hos elever i åldrarna 7–13. I Sverige har teorin operationaliserats av författaren i fortsättningsforskning i skolor. Den didaktiska läsutvecklingen från svenska skolor beskrivs. Resultat och diskussion handlar om hur barn och ungdomar kan skapa djup förståelse av text. De autentiska fasbaserade frågorna som används både muntligt och skriftligt vid djupläsning gör att innehållet blir grundligt diskuterat i samtal med lärare och kamrater. Omläsning visar sig vara viktigt. Genomförda textsamtal resulterar i ett mycket fördjupat läsande för eleverna. Motivationshöjande är att eleverna får agera socialt genom textsamtal vid tolkningen och att det ständigt sker en återkoppling från lärarens och kamraternas sida. Motivationen kan även öka om eleverna lyckas med alltmer utmanande texter. Djupläsning med fas- baserade frågor är en effektiv lässtrategi för att skapa förutsättningar för djup- läsning, som i sin tur ger förutsättning för bästa möjliga förståelse av läsningen såväl som det lästa. Läsmarkeringar under läsningens gång gör att läsningen blir långsammare och mer grundlig. Läsandets förutsättning, villkor och pro- cess kan sammanfattas i en modell skapad utifrån operationaliseringsprocessen.

  • 41.
    Ingemansson, Mary
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Lärande genom skönlitteratur: djupläsning, förståelse, kunskap2016Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Läsning och arbete med skönlitteratur i skolan förknippas ofta starkt med svenskämnet. I den här boken lyfter författaren fram skönlitteraturens roll i kunskapsutveckling och lärande även i andra ämnen än svenska. Här beskrivs bland annat läsningens grundförutsättningar – textsamtal och omläsning – som tillsammans skapar den djupläsning som leder till gediget lärande.

    Med avstamp i litteraturdidaktisk teori om läsning och litterära föreställningsvärldar resonerar författaren om hur lärare och elever i ett antal svenska och amerikanska klassrum arbetar med skönlitterära texter med historiskt innehåll och med fokus på migration, miljö och etik. Barns och ungdomars läsglädje är grundläggande, och genom välstrukturerade textsamtal, goda lässtrategier och engagerande ämnen väcks elevernas läslust och kunskapandet tar fart.

    Lärande genom skönlitteratur vänder sig till lärarstuderande och verksamma lärare i grundskolans olika ämnen, inte minst samhällsorienterande och naturorienterande ämnen.

  • 42.
    Ingemansson, Mary
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Till minne: Hans Holmberg2016Other (Other (popular science, discussion, etc.))
  • 43.
    Magnusson, Petra
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Poesi som multimodalt meningsskapande2016In: Svenskläraren: Tidskrift för svenskundervisning, ISSN 0346-2412, no 3Article in journal (Other (popular science, discussion, etc.))
  • 44.
    Magnusson, Petra
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Svenska i ett multiliteraciesperspektiv: för ett kritiskt multimodalt meningsskapande2017In: Svenska: ett kritiskt ämne / [ed] Ewa Bergh Nestlog & Nils Larsson, Natur och kultur, 2017, p. 122-133Chapter in book (Other academic)
  • 45.
    Magnusson, Petra
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Johansson, Maritha
    Linköpings universitet.
    Lärares läsning i det svenska Läslyftet2017In: Skriv! Les! Nordisk forskerkonferanse om skriving, lesing og literacy, 2017Conference paper (Other academic)
    Abstract [sv]

    Presentationen utgår från ett pågående forskningsprojekt som undersöker hur lärare i sin läsning och i sina samtal möter de texter som ingår i den svenska statliga satsningen ”Läslyftet”. Satsningen på Läslyftet är en omfattande satsning, organisatoriskt och resursmässigt och har som syfte att genom kompetensutveckling av landets lärare förbättra elevers läs- och skrivförmåga. Läslyftet bygger på teori och metod om kollegialt lärande (Stoll 2006, Timperley 2007; 2013, Vescio 2008) och följer en strukturerad arbetsmodell. Teorierna bakom innehållet i Läslyftets olika delar kommer från skiftande teoretiska fält. Det är angeläget att beforska det svenska utfallet av satsningen, både i det praktiska lärararbetet och i förlängningen, om/hur detta kan påverka undervisningen och elevers resultat. Dessutom intresserar vi oss för hur deltagande i Läslyftet påverkar lärarnas egen läsning och hur de använder de didaktiska idéer och metoder som Läslyftet erbjuder för utveckling av undervisningen. För denna presentation har vi i ett första skede studerat det skriftliga (specialskrivna artiklar) och visuella material (filmer) som erbjuds lärarna i en specifik del av Läslyftsmaterialet. Analysen tar sin utgångspunkt i målgruppsanpassning och specialstuderar exempelvis begreppsbruk i Läslyftets texter. Vi har också studerat de samtal som lärarna genomför utifrån detta material. Samtalen har spelats in och transkriberats. Analysen har genomförts med hjälp av tematisk textanalys (Boyatzis 1998, Braun & Clarke 2008). Tre explicita huvudteman har identifierats i lärarnas samtal: om texten, om Läslyftets organisation och om den egna verksamheten. Ett implicit tema är samtalsledarens roll. Resultatet av en jämförande analys av teman i texterna och lärarnas samtal visar såväl överensstämmelse som diskrepans mellan det som erbjuds och det som uppmärksammas. De tre temana i lärarnas samtal kan tolkas som sätt att göra motstånd mot den påbjudna arbetsordningen och de didaktiska idéer som presenteras i materialet, vilket leder till en diskussion om Läslyftets förutsättningar för kollegialt lärande.

  • 46.
    Mattisson Ekstam, Jane
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Developing critical thinking through critical reading and writing: the basic skills2014In: Lärarlärdom: Högskolepedagogisk Konferens 2014, Blekinge Tekniska Högskola / [ed] Cristina Hansson, 2014, p. 79-85Conference paper (Other academic)
    Abstract [en]

    Jane Mattisson Ekstam´s paper discusses Washington Irving’s short story “Tom Walker and the Devil”. It argues that the story can be taught at both university- and high-school level but in different ways and suggests different approaches. Irving’s story can enable students and pupils to develop their critical reading and writing skills while at the same time learning to appreciate the value and importance of “good” literature. “Tom Walker and the Devil” is one of Irving’s finest stories in terms of theme, style and language. It also has the advantage that there is no shortage of critical sources - printed as well as electronic- on its themes, context and style. Some of these sources are identified in my paper.

  • 47.
    Mattisson, Jane
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Deconstructing the deconstruction of fiction: ratiocination and the special case of the detective novel2016In: Language, literature and philosophy / [ed] Aleksandar Prnjat, Novi Beograd: Alfa BK University , 2016, p. 69-85Chapter in book (Other academic)
    Abstract [en]

     Detective fiction depends on the examination of clues and the drawing of logical conclusions, a process that involves the detective and the reader in a game in which the reader strives to solve the crime before the detective does. The language of detective novels can be neither arbitrary nor contradictory because the evidence must be comprehensible through a process of ratiocination, i.e. the belief that the mind can, given sufficient time, understand everything. My paper examines two novels by Jacqueline Winspear: the first, Maisie Dobbs (2005), and the eleventh and most recent addition to the Maisie Dobbs series, A Dangerous Place (2015). The paper demonstrates how Dobbs’s skills as a private investigator are honed by experience: the murder case investigated in A Dangerous Place is particularly complex not only because of the physical situation in which Dobbs finds herself but also because of the unusually complex nature of the evidence.

  • 48.
    Nyberg, Maria
    et al.
    Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap.
    Olsson, Viktoria
    Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Örtman, Gerd
    Linnaeus University, Kalmar, Sweden.
    Pajalic, Zada
    Norge.
    Andersson, Håkan S.
    Linnaeus University, Kalmar.
    Blücher, Anna
    Linnaeus University, Kalmar.
    Lindborg, Ann-Louise
    Mälardalen University, Västerås.
    Wendin, Karin
    Kristianstad University, Research Environment Food and Meals in Everyday Life (MEAL). Kristianstad University, School of Education and Environment, Avdelningen för Mat- och måltidsvetenskap.
    Westergren, Albert
    Kristianstad University, Research Environment PRO-CARE, Patient Reported Outcomes - Clinical Assessment Research and Education. Kristianstad University, School of Health and Society, Avdelningen för Sjuksköterskeutbildningarna. Kristianstad University, Research Platform for Collaboration for Health.
    The meal as a performance: food and meal practices beyond health and nutrition2018In: Ageing & Society, ISSN 0144-686X, E-ISSN 1469-1779, Vol. 38, no 1, p. 83-107Article in journal (Refereed)
    Abstract [en]

    The proportion of elderly people in the population is increasing, presenting a number of new challenges in society. The purpose of this qualitative study was to investigate how elderly persons with motoric eating difficulties perceive and perform their food and meal practices in everyday life. By using Goffman's concept of performance as a theoretical framework together with Bourdieu's thinking on habitus, a deeper understanding of food and meal practices is obtained. Semi-structured interviews were conducted with 14 elderly people (aged between 67 and 87 years) and meal observations were carried out with 11 of these people. Participants were found to manage food and meal practices by continuously adjusting and adapting to the new conditions arising as a result of eating difficulties. This was displayed by conscious planning of what to eat and when, avoiding certain foods and beverages, using simple eating aids, but also withdrawing socially during the meals. All these adjustments were important in order to be able to demonstrate proper food and meal behaviour, to maintain the façade and to act according to the perceived norms. As well as being a pleasurable event, food and meals were also perceived in terms of being important for maintaining health and as ‘fuel’ where the main purpose is to sustain life. This was strongly connected to the social context and the ability to enjoy food and meals with family members and friends, which appeared to be particularly crucial due to the impending risk of failing the meal performance.

  • 49.
    Ottosson, Ingemar
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Hundra år av östliga olyckor: [recension av Lars Vargö, "Det olyckliga århundradet: när öst och väst möttes"]2016In: Axess, ISSN 1651-0941, no 5, p. 53-56Article, book review (Other (popular science, discussion, etc.))
  • 50.
    Ottosson, Ingemar
    Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Tyfoner och solsken: svensk-japanska relationer under 150 år2017In: Orientaliska Studier, ISSN 0345-8997, Vol. 151, p. 79-93Article in journal (Refereed)
12 1 - 50 of 68
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