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  • 1.
    Johansson, Maritha
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Culture and Society, Division of Communication, Literature and Swedish.
    Fodstad Gourvennec, Aslaug
    Universitetet i Stavanger.
    Höglund, Heidi
    Åbo Akademi.
    Kabel, Kristine
    Aarhus universitet.
    Sønneland, Margrethe
    Universitetet i Stavanger.
    Literature education in Nordic L1s: Cultural models of national lower-secondary curricula in Denmark, Finland, Norway and Sweden2020In: L1-Educational Studies in Language and Literature, ISSN 1567-6617, E-ISSN 1573-1731, ISSN 1567-6617, p. 1-32Article in journal (Refereed)
  • 2.
    Johansson, Maritha
    et al.
    Linköping University, Department of Culture and Society, Division of Communication, Literature and Swedish. Linköping University, Faculty of Educational Sciences.
    Martinsson, Bengt-Göran
    Implementering och legitimering av nya lärandemål i gymnasiets svenskundervisning – exemplet litterära begrepp2020In: Grænsegængere og grænsedragninger i nordiske modersmålsfag / [ed] Nikolaj Elf, Tina Høegh, Kristine Kabel, Ellen Krogh, Anke Piekut og Helle Rørbech., Odense: Syddansk Universitetsforlag, 2020, p. 223-240Chapter in book (Refereed)
  • 3.
    Nikolic, Mirko
    et al.
    Linköping University, Department of Culture and Society, Division of Communication, Literature and Swedish. Linköping University, Faculty of Arts and Sciences.
    Skinner, Sam
    Manchester Metropolitan Univ, England.
    Community2019In: Philosophy today (Celina), ISSN 0031-8256, E-ISSN 2329-8596, Vol. 63, no 4, p. 887-901Article in journal (Refereed)
    Abstract [en]

    This essay discusses notions of community, commoning, and assemblage, in conjunction with new materialist and posthumanist onto-epistemologies and ethico-politics. The analysis is situated within, and applied to, current debates in ecological and community-oriented art, curating, and activism. The essay concludes with an articulation of what a "community of material-discursive commoning" may he constituted by, through, and with.

  • 4. Order onlineBuy this publication >>
    Skillermark, Stina-Karin
    Linköping University, Department of Culture and Society, Division of Communication, Literature and Swedish. Linköping University, Faculty of Educational Sciences.
    Nya perspektiv på litteraturhistoria: Utbildningsprogram om antiken, romantiken och Strindberg 1960–20122020Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thesis is to investigate the representations of the history of literature and their implied recipient in the Swedish educational programmes about the epochs Classical Antiquity and Romanticism as well as the author August Strindberg between 1960 and 2012.

    One sub-study analyses the content and the form of the educational programmes. The result shows that three different perspectives are adopted in the representations of the history of literature. The literary, the cultural-historical-biographical and the contemporary perspectives influence the content as well as the form of the programmes. It is also possible to observe how one perspective often dominates programmes during a certain period.

    In the second sub-study the analysis focuses on how the educational programmes use different modes: the visual and the auditive. Among other things, it has been observed that the programmes use the modes in three different ways: the modes tell the same thing; the modes expand on each other and provide new dimensions and the modes tell partly different things. Moreover, it is also possible to observe a change over time. The result shows that mostly the visual but also the non-oral expressions such as music play a more important and original role in the more recent programmes.

    In the third sub-study the focus is on the implied recipient. This means that the analysis concentrates on what kind of recipient can be constructed by the structures of the programmes. This results in four different implied recipients: the literary competent, the critical and conscious, the context competent and the questioning recipient. For learning to occur, all the recipients are expected to have some sort of previous knowledge.

    In conclusion, the dissertation demonstrates that the material of the history of literature and the way of presenting it is adapted to what society, at a given time, sees as relevant content for the history of literature, considers being the task for the subject and regards as interesting and/or useful for the implied recipient. There are several possible reasons for this, such as new medial resources; changed expectations from society, for instance in the form of new curricula; and different paradigms in the history of literature.

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