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  • 1.
    Blom, Elin
    Högskolan Kristianstad, Sektionen för lärande och miljö.
    Contrasting Attitudes Toward Marriage in Pride and Prejudice: Elizabeth Bennet's Disregard for the Contemporary Marital Conventions2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Through a liberal feminist perspective, this essay investigates the unconventional marital views of the fictional character Elizabeth Bennet. These are analyzed and compared to the traditional marital opinions of the novel's social environment. Moreover, the historical context is important in understanding the marital views in Pride and Prejudice, because the novel was written at a time when the views toward marriage changed significantly. This paper argues that Elizabeth's behavior, expressed opinions and rejections of Mr. Collins's and Mr. Darcy's proposals depict liberal feminist ideas of marriage. The literary review supports the notion that there are two contrasting attitudes toward marriage in Pride and Prejudice: the traditional view and the liberal feminist view. The thorough examination of Elizabeth Bennet's character strongly suggests that she represents the unconventional view of marriage, while characters such as Mr. Collins, Mrs. Bennet, and Charlotte Lucas voice the traditional view of marriage. Furthermore, an analysis of Mr. Darcy's attraction toward Elizabeth indicates that it was Elizabeth's very unconventionality that made Mr. Darcy fall in love with her.

  • 2.
    Elgström, Ole
    et al.
    Lund university.
    Hellstenius, Mats
    Högskolan Kristianstad, Sektionen för Lärarutbildning.
    How history became a core subject in Swedish upper secondary schools2010Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 54, nr 6, 565-580 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In 2004, history was introduced by a Parliamentary decision as a new core subject in the Swedish upper secondary school system. This event constituted a major break—history now became a compulsory subject for all upper secondary school students after having been subject to a continually diminishing number of teaching hours ever since 1945. This surprising change forms the puzzle that this article seeks to address. Based on interviews and documentary analysis, we map and interpret the decision‐making processes that ended with the Parliamentary decision to make history a new core subject. We add to existing insights about curriculum change by interpreting the process in terms of negotiation, persuasion, and framing and by linking actor strategies to structural—ideational and material—changes that created a window of opportunity for policy entrepreneurs.

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