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  • 1.
    Dahl, Christoffer
    Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Action, personifiering och identitet: analys av framsidan i ett läromedel i svenska för gymnasiet2017In: Text och kontext: perspektiv på textanalys / [ed] Karin Helgesson, Hans Landqvist, Anna Lyngfelt, Andreas Nord, Åsa Wengelin, Malmö: Gleerups Utbildning AB, 2017, 1, p. 133-146Chapter in book (Other academic)
  • 2.
    Dahl, Christoffer
    Kristianstad University, Faculty of Education.
    Ett annorlunda BRUS: ett läromedels litteraturförmedling i spänningsfältet mellan tradition och förnyelse2010Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This thesis discusses different challenges of mediating literature in textbooks. The study is based on a critical analysis of the textbook BRUS as well as other textbooks. BRUS displays evident and pas- tichelike influences from postmodern culture, features that are still unusual in textbooks. In my research therefore I ask: Which innovative as well as traditional features can be discerned in the BRUS material, and how can they be explained? Which notions of literature are represented by BRUS? What pedagogical challenges are expressed in BRUS? The result indicates several nontraditional features. For examplehow BRUS introduces literature to the reader through a postmodern discourse in which high culture and low culture are mixed. The selection of genres in BRUS contains a relatively high proportion of nonfiction literature, and literature that is considered as low culture. BRUS uses a significant large number of writing assignments which demand different creative performances. The purpose is presumably to engage the students in the process of constructing literary meaning by presenting contemporary literature that actually matters to young people. However, the intellectual operations lack analytical depth and are focused on describing contextual features which sometimes are tenuously connected to the literature. My conclusion is that BRUS initiates a variation of fruitful literary ideas in a pedagogical context. The problem is the lack of a critical filter and pedagogical metadiscussions in which BRUS for instance discusses what functions the study of literature might fill in today’s media landscape. In my opinion, such questions shouldbe in focus in a postmodern textbook.

  • 3.
    Dahl, Christoffer
    Malmö högskola.
    I spänningsfältet mellan tradition och förnyelse2010In: Texter om svenska med didaktisk inriktning, ISSN 1651-9132, ISSN 1651-9132, no 7, p. 41-50Article in journal (Refereed)
  • 4.
    Dahl, Christoffer
    Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Kreativa män och empatiska kvinnor: röster om författarskap i läromedel för gymnasieskolan2017Conference paper (Other academic)
    Abstract [sv]

    Att kvinnliga författare får mindre utrymme än män i läromedel i svenska är väl dokumenterat, men hur kvinnliga författare framställs jämfört med manliga författare vet vi betydligt mindre om. I den här studien, som är en del av min avhandling från 2015, undersöker jag hur en rad kvinnliga författarskap skildras, jämfört med de manliga, i ett urval av läromedel i svenska för gymnasieskolan.

    Studien har sin teoretiska och metodologiska hemvist inom kritisk diskursanalys (Fairclough 1992, 1995, 2010). Med begreppen intertextualitet och interdiskursivitet analyseras vilka röster (läromedelsförfattarens, författarens, andra inbjudna röster) som ges utrymme i läromedlen och hur rösterna ges utrymme, t.ex. genom direkt eller indirekt anföring. Jag redogör för hur rösterna är hierarkiserade – vilka som dominerar i talet om författarskapen och vilka som får mindre utrymme.  Vidare undersöks hur rösterna talar om författarskapet och hur röstbytena kan beskrivas.

    Resultatet visar att när manliga författarskap behandlas samspelar läromedelsförfattarens röst i regel med olika röster, t.ex. ansedda kritiker, vilket bidrar till en flerstämmig diskurs. Rösterna om de manliga författarna är ofta specialiserade, dvs. inriktade mot vetenskapliga begrepp där författarens konstnärliga betydelse lyfts fram. När de kvinnliga författarskapen diskuteras är diskursen snarare monofonisk, dvs. få röster förutom läromedelsförfattarens ges plats. Läromedelsförfattarens röst är mer evaluerande och fokuserar främst på de kvinnliga författarnas sociala och empatiska förmåga. Med studien vill jag också visa hur litteraturdidaktiskt inriktade problemställningar kan kombineras med språkvetenskaplig teori och metod. Denna typ av korsbefruktning är mycket ovanlig inom litteraturdidaktisk forskning varför studien kan ses som ett försök att förnya fältet såväl teoretiskt som metodologiskt.

  • 5. Dahl, Christoffer
    Litteraturstudiets legitimeringar: analys av skrift och bild i fem läromedel i litteratur för gymnasieskola2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of the thesis is to identify the dominant legitimations of literature study in five literature textbooks for the upper secondary school in Sweden and how these legitimations are realized textually and visually. Focusing on paratexts (covers and preface), text–image relations, the representation of authorship and genre the analysis draws theoretically and methodologically upon multimodality, discourse analysis and genre theory. The result indicates several similar legitimations: the study of literature is associated with personal growth, pleasure and how history affects the present. It also shows how visual resources as well as specific voices are used to underpin interpersonal relations in order to convey the legitimations. However the legitimations are realized differently in textbooks with different disposition. In predominantly chronologically organized textbooks the legitimations emphasize images depicting historical artifacts, the cultural value of the authorship and genre discussions. Thematically organized textbooks concentrate on legitimations concerning contemporary literature and images, identification and the interplay of the reader and the text. One conclusion is that albeit all textbooks in this research are intended for the theoretical programs at the upper secondary school the textbooks convey different discourses of literature and thus provide different conditions for the teaching of literature which raise the question of equivalence. A second conclusion is that the interplay between the textbook author and the reader is emphasized although there is a lack of critical and analytical perspective. For example there are generally few references to contemporary theory, and male/female authorships are treated unequally. All in all the textbooks seem to be more concerned with convincing students, in text and images, to read literature than actually provide them with substantial analytical tools.

  • 6.
    Dahl, Christoffer
    Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Litteraturstudiets utmaningar2016Other (Other (popular science, discussion, etc.))
  • 7.
    Dahl, Christoffer
    Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Untitled2018In: IARTEM e-journal, ISSN 1837-2104, Vol. 10, no 1-2, p. 2-4Article in journal (Other academic)
  • 8.
    Dahl, Christoffer
    Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Voices of female and male authorship: legitimations and discourses in literature textbooks2018In: IARTEM e-journal, ISSN 1837-2104, ISSN 1837-2104, Vol. 10, no 1-2, p. 5-22Article in journal (Refereed)
    Abstract [en]

    The literature textbook contains a range of voices (e.g. the textbook writer, the authors, experts etc.) who legitimize certain perspectives on the authorship (Dahl 2015). The aim of this paper is to discuss how voices are used and combined to legitimize female and male authorship in five literature textbooks for upper secondary schools in Sweden. The analysis is based on Theo van Leeuwen’s (2007) concept of legitimation, Bakhtin’s (1991) concept of voice and Norman Fairclough’s (1992) concept of intertextuality and interdiscursivity. Intertextuality focuses on how voices, i.e. explicit references, are used to authorize a specific perspective on the authorship. Interdiscursivity highlights texts as social practices constituted by combinations of voices, discourses and genres. My analysis of interdiscursivity examines how voices and discourses are articulated in the legitimation of the authorship and how it is realized linguistically. The result indicates differences in how male and female authorship are legitimized. Typical for the discourse of the male authorship is that the textbook writer’s voice interacts with the voices of the author and authorities in literature, shaping a homophonic discourse in which literary concepts and theory are predominant. The male authorship is legitimized as artistically significant in the history of literature. In comparison, the legitimization of the female authorship is characterized by a monophonic discourse with few references to authorities in literature. Interdiscursively, the voice of the textbook writer is more evaluative and authoritative, and the legitimations focus on the author’s social and empathetic ability. The result raises questions about the construction of male and female identities and didactic implications regarding language, identity and power in textbooks.

  • 9.
    Dahl, Christoffer
    Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Voices of male and female authorship: legitimations and discourses in literature textbooks2017Conference paper (Other academic)
    Abstract [en]

    The literature textbook contains a range of voices (e.g. the textbook writer, theauthors, experts etc.) who legitimize certain perspectives on the authorship (Dahl 2015). The aim of this paper is to discuss how voices are used and combined to legitimize female and male authorship in five literature textbooks for upper secondary schools in Sweden.The analysis is based on Theo van Leeuwen’s (2007) concept of legitimation, Bakhtin’s (1991) concept of voice and Norman Fairclough’s (1992) concept of intertextuality and interdiscursivity. Intertextuality focuses on how voices, i.e. explicit references, are used to authorize a specific perspective on the authorship. Interdiscursivity highlights texts as social practices constituted by combinations of voices, discourses and genres. My analysis of interdiscursivity examines how voices and discourses are articulated in the legitimation of the authorship and how it is realized linguistically.The result indicates differences in how male and female authorship are legitimized. Typical for the discourse of the male authorship is that the textbook writer’s voice interacts with the voices of the author and authorities in literature, shaping a polyphonic discourse in which literary concepts and theory are predominant. The male authorship is legitimized as artistically significant in the history of literature. In comparison, the legitimization of the female authorship is characterized by a monophonic discourse with few references to authorities in literature. Interdiscursively, the voice of the textbook writer is more evaluative and the legitimations focus on the author’s social and empathetic ability. The result raises questions about the construction of male and female identities and didactic implications regarding language, identity and power in textbooks.

  • 10.
    Dahl, Christoffer
    Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Voices of male and female authorship: legitimations and discourses in literature textbooks2018In: IARTEM e-journal, ISSN 1837-2104, Vol. 10, no 1-2, p. 5-22Article in journal (Refereed)
    Abstract [en]

    The literature textbook contains a range of voices (e.g. the textbook writer, the authors, experts etc.) who legitimize certain perspectives on the authorship (Dahl 2015). The aim of this paper is to discuss how voices are used and combined to legitimize female and male authorship in five literature textbooks for upper secondary schools in Sweden. The analysis is based on Theo van Leeuwen's (2007) concept of legitimation, Bakhtin's (1991) concept of voice and Norman Fairclough's (1992) concept of intertextuality and interdiscursivity. Intertextuality focuses on how voices, i.e. explicit references, are used to authorize a specific perspective on the authorship. Interdiscursivity highlights texts as social practices constituted by combinations of voices, discourses and genres. My analysis of interdiscursivity examines how voices and discourses are articulated in the legitimation of the authorship and how it is realized linguistically. The result indicates differences in how male and female authorship are legitimized. Typical for the discourse of the male authorship is that the textbook writer's voice interacts with the voices of the author and authorities in literature, shaping a homophonic discourse in which literary concepts and theory are predominant. The male authorship is legitimized as artistically significant in the history of literature. In comparison, the legitimization of the female authorship is characterized by a monophonic discourse with few references to authorities in literature. Interdiscursively, the voice of the textbook writer is more evaluative and authoritative, and the legitimations focus on the author's social and empathetic ability. The result raises questions about the construction of male and female identities and didactic implications regarding language, identity and power in textbooks.

  • 11.
    Dahl, Christoffer
    Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Why study literature?: legitimations in five literature textbook?2019Conference paper (Refereed)
    Abstract [en]

    Why study literature? Legitimations in five literature textbooks Research shows that interest in and reading of fiction has declined among young men in recent years in Sweden. Students also have difficulties understanding the dominant position of literature in school. Since literature has a key role in the curriculum, an important question is how today’s literature textbooks legitimize the study of literature. The purpose of this paper is to discuss the dominant legitimations of literature study in five literature textbooks for the upper secondary school in Sweden and how these legitimations are realized textually and visually. The presentation is based on my thesis (Dahl 2015). The theoretical framework is based upon social semiotics, multimodal discourse analysis (Kress & van Leeuwen 2006, Björkvall 2008) and the concept of legitimation (van Leeuwen 2007, Persson 2007) and voice (Fairclough 1992, 1995, Ledin 1999). The following questions are used to analyze legitimations in the material: 1) Are the legitimations strong or weak? Is there any strong, in the sense of profound all-embracing legitimation for literary study? 2) Are the legitimations explicit or implicit? 3) Are the legitimations positive or negative? Do the textbooks formulate positive or negative arguments in connection with the study of literary? 4) Is the study of literature oriented to the text itself or is it considered as a means to gain non-literary knowledge? 5) Are the legitimations formulated in individual or social terms? 6) What different types of substantial legitimations can be distinguished in textbooks (for example, aesthetic, ethical, existential, political)? The result indicates several similar legitimations: the study of literature is associated with personal growth, pleasure and how history affects the present. It also shows how visual resources as well as specific voices are used to underpin interpersonal relations in order to convey the legitimations. However the legitimations are realized differently in textbooks with different disposition. In predominantly chronologically organized textbooks the legitimations emphasize images depicting historical artifacts, the cultural value of the authorship and genre discussions. Thematically organized textbooks concentrate on legitimations concerning contemporary literature and images, identification and the interplay of the reader and the text. One conclusion is that albeit all textbooks in this research are intended for the theoretical programs at the upper secondary school the textbooks convey different discourses of literature and thus provide different conditions for the teaching of literature which raise the question of equivalence. A second conclusion is that the interplay between the textbook author and the reader is emphasized, although there is a lack of critical and analytical perspective. There are generally few references to contemporary theory, and male/female authorships are treated unequally. All in all the textbooks seem to be more concerned with convincing students, in text and images, to read literature than actually provide them with substantial analytical tools. References: Dahl, C. (2015). Litteraturstudiets legitimeringar: Analys av skrift och bild i fem läromedel i litteratur för gymnasieskolan. Diss. Göteborgs universitet: Instituitonen för litteratur, idéhistoria och religion. Fairclough, N. (1992). Discourse and Social Change. Cambridge: Polity Press. Ledin, P. (1997). Intertextualiet, smärta och ett mångstämmigt apotek. In R. Andersson & P. Åström (Eds.), Till Barbro. Texter och tolkningar tillägnade Barbro Söderberg den 23 september 1997 (pp. 63–86). Stockholm: Stockholms universitet. van Leeuwen, T. (2007). Legitimation in discourse and communication, Discourse & Communication, 1 (91), p. 91–112. Persson, M. (2007). Varför läsa litteratur? Om litteraturundervisningen efter den kulturella vändningen. Lund: Studentlitteratur 2007.

  • 12.
    Dahl, Christoffer
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Nord, Andreas
    Göteborgs universitet.
    "Strindberg skriver för att slåss": bilden av ett författarskap i ett läromedel för gymnasiet2015In: Det skönlitterära språket: Tolv texter om stil / [ed] Carin Östman, Stockholm: Morfem , 2015, p. 139-161Chapter in book (Other academic)
  • 13.
    Smedberg Bondesson, Anna
    et al.
    Kristianstad University, Faculty of Education, Avdelningen för humaniora.
    Dahl, Christoffer
    Kristianstad University, Faculty of Education.
    Att ta språket till hjälp: det dubbla perspektivets fördel vid fördjupad litterär tolkning2017Conference paper (Other academic)
    Abstract [sv]

    En av vinsterna med ämnet svenska med didaktisk inriktning är att det till skillnad från den institutionella och ämnesmässiga uppdelningen mellan språk- och litteraturvetenskap möjliggör ett integrerat arbetssätt inom såväl forskning som undervisning. Detta öppnar för det dubbla perspektivets alla fördelar, eftersom de språkvetenskapliga och de litteraturvetenskapliga analysverktygen i själva verket kan berika och nyansera varandra ömsesidigt.

    Utgångspunkten för vår diskussion är två lärarstudenters analyser av Pär Lagerkvists Far och jag. Vi kommer att visa hur studenterna kombinerar litteraturvetenskapliga begrepp som fokalisering och intrig med språkvetenskaplig stilanalys, t.ex. textbindning, komposition och interpersonella drag, och hur detta bidrar till en fördjupad litterär tolkning. Vi kommer också att visa hur studenterna reflekterar över de möjligheter som analysens dubbla perspektiv erbjuder. Frågorna vi mot bakgrund av detta vill dryfta är dels vilka möjligheter och implikationer som det dubbla perspektivet kan ha i svenskundervisning, dels hur man skulle kunna vidareutveckla denna mikrostudie teoretiskt, metodologiskt och empiriskt.

     

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