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  • 1.
    Adolfsson, Rebecca
    Örebro University, Department of Humanities.
    "de va ju jag som va syndaren va?": En analys av ju i vardagliga samtal2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att undersöka användningen av "ju" i vardagliga samtal. Det primära materialet för undersökningen är därför en ljud- och bildinspelning av ett vardagligt samtal mellan tre unga kvinnor. Ur detta samtal analyseras en sekvens där "ju" förekommer med samtalsanalys (CA) som metod. Analysen visar att den främsta funktionen hos "ju" i denna sekvens är att skapa gemenskap och engagemang.

  • 2.
    Agrell, Christina
    et al.
    Örebro University, Department of Social and Political Sciences.
    Larsson, Sofia
    Örebro University, Department of Social and Political Sciences.
    Edvardsson, Bo
    Örebro University, Department of Social and Political Sciences.
    Beskrivningar av pojkar och flickor i sociala utredningar i LVU-ärenden1997Report (Other academic)
    Abstract [en]

    Differences in descriptions of boys and girls are studied in 26 child protection cases. There are several differences, i.e. boys are described as aggressive and girls as worried. 

  • 3.
    Akfidan, Filis
    Örebro University, School of Humanities, Education and Social Sciences.
    Synen på barndom och uppfostran i skönlitterära barnböcker: - Specifikt, Janne, min vän(1985), Alla vi barn i Bullerbyn(1947) och Mera om oss barn i Bullerbyn(1949)2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 4.
    Aldén, Michelle
    Örebro University, School of Humanities, Education and Social Sciences.
    Carlo Collodis Pinocchio & Disneys Pinocchio : – en komparativ studie2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 5.
    Allard, Karin
    Örebro University, School of Humanities, Education and Social Sciences.
    Flerspråkighet och teckenspråkiga miljöer2017In: Språklig mångfald i klassrummet / [ed] Åsa Wedin, Stockholm: Lärarförlaget , 2017, p. 137-Chapter in book (Other (popular science, discussion, etc.))
  • 6.
    Allard, Karin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Chen Pichler, Deborah
    Gallaudet University, Washington DC, USA .
    Multi-modal visually-oriented translanguaging among Deaf signers2018In: Translation and Translanguaging in Multilingual Contexts, ISSN 2352-1805, Vol. 4, no 3, p. 384-404Article in journal (Refereed)
    Abstract [en]

    Translanguaging is often regarded with great skepticism in the context of Deaf education, as an approach that has already been tried, with disastrous results. Already in the 1960’s educators understood the critical importance of allowing deaf children to exploit their full linguistic repertoire for learning: not only listening, lip-reading and reading/writing, but also sign language, fingerspelling, gesture, and other strategies that render language visually accessible. The resulting teaching philosophy, Total Communication (TC), quickly became the dominant approach employed in Deaf education. Yet despite its progressive stance on multilingualism and multimodality, TC ultimately failed to provide deaf students with full access to a natural language. This chapter contrasts the ineffective multilingual practices under TC with characteristically “Deaf ways” of multilingual meaning-making observed among skilled Deaf signers. Excerpts from life story interviews illustrate the impact these practices have for scaffolding learning among Deaf students newly arrived in Sweden. We conclude that prioritizing visually-oriented practices and supporting both students and teachers to become skilled signers offer the best assurance for successful translanguaging in Deaf education without engendering the problems that caused TC to fail.

  • 7.
    Allard, Karin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Roos, Carin
    Karlstad universitet, Karlstad.
    Framgångsfaktorer i läs- och skrivlärande för döva barn och barn med hörselnedsättning: en systematisk litteraturstudie2016Book (Other academic)
  • 8.
    Allard, Karin
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Wedin, Åsa
    Högskolan Dalarna, Falun.
    Skrift i teckenspråkiga skolmiljöer2013In: Flerspråkighet, litteracitet och multimodalitet / [ed] Åsa Wedin och Christina Hedman, Lund: Studentlitteratur AB, 2013, 1, p. 209-231Chapter in book (Other (popular science, discussion, etc.))
  • 9.
    Allegrini, Paola
    Örebro University, Department of Humanities.
    Kunskapssyn i hemkunskapsläroböcker: Hur den grafiska utformningen och tilltal och omtal speglar förändringar i ämnet mellan 1978 och 2006.2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 10.
    Almer, Desirée
    Örebro University, School of Humanities, Education and Social Sciences.
    Galna män av kvinnliga genier: –En studie av gotiska genrekonventioner i Aurora Ljungstedts Hin Ondes Hus och Lucie Lagerbielkes En Sällsam Upplefvelse2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Primärkällorna utgörs av de två skönlitterära verken Hin Ondes Hus (1853) av Aurora

    Ljungstedts och En Sällsam Upplefvelse (1913) av Lucie Lagerbielke. De båda verken har en

    anknytning till några av gotikens centralfigurer och förhåller sig på olika sätt till gotikens

    genrekonventioner. Undersökningen syftar till att utreda vilken funktion verkens författare har

    låtit det explicita inflytandet av den gotiska strömningen fylla och hur förhållningssättet till

    gotiklitteraturens klassiska genrekonventioner kommer till uttryck.

    Metoden är komparativ där gotiska motiv urskiljs och redogörs för. Den teoretiska

    utgångspunkten är en genrediskussion utifrån Yvonne Leffler respektive Mattias Fyhrs

    definitioner av gotik och vilka komponenter som krävs i ett verk för att bestämma

    genretillhörighet.

    Analysens resultat visar att författarna låtit inflytandet av den gotiska strömningen fylla olika

    typer av funktioner. Där Ljungstedt följt de klassiska genrekonventionerna i större

    utsträckning och låtit verket syfta till att frambringa den njutbara rysningen. Lagerbielke å

    andra sidan har ett annat ändamål och budskap med sitt verk, men följer också i stor

    utsträckning de klassiska gotiska genrekonventionerna.

  • 11.
    Altenberg, Bengt
    et al.
    Lunds universitet, Lund, Sweden.
    Tapper, Marie
    Lunds universitet, Lund, Sweden.
    The use of adverbial connectors in advanced Swedish learners' written English1998In: Learner English on computer / [ed] Sylviane Granger, Harlow: Longman, 1998, p. 80-93Chapter in book (Other academic)
  • 12.
    Alvarez, Angela
    Örebro University, Department of Humanities.
    En roman, två publiceringar, ett mångtal redigeringar: en komparativ studie mellan 2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 13.
    Andersen Dhyr, Kasper
    Örebro University, School of Humanities, Education and Social Sciences.
    Cultural Awareness and Democratic values in Swedish EFL Coursebooks.: A study of the promotion of cultural awareness and democratic values.2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The overall aim of this essay is to analyze how two different coursebooks, Pioneer 2 andContext 2, present non-white/non-western culture and contribute in promoting both cultural awareness and democratic values at English 6 of Swedish upper secondary school. To be able to do such an analysis a broad theoretical background on cultural awareness and democratic values is given. The essay will demonstrate that the textbooks of the study have different approaches to cultural awareness and that textbooks used in language teaching can be different while still attaining the overall purpose of the Swedish curricula. The first book presents a lighter and less detailed view on culture, but with more varied sections using authentic texts, comparisons between cultures and static cultural outlook. The second book uses fewer examples but goes more in depth with each example using authentic texts, intercultural comparisons, and focused sections, leading to a better understanding of culture as dynamic.

  • 14.
    Anderssom, Mattias
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Brcic, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Att främja läsintresse och läsförmåga: – En litteraturstudie om pedagogens arbete kring läsning2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 15.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Gamla testamentets fascinerande och utmanande berättelser2018In: Ordet är dig mycket nära: Tolkningar av Gamla testamentet / [ed] James Starr och Birger Olsson, Skellefteå: Artos & Norma bokförlag, 2018, p. 109-121Chapter in book (Other academic)
  • 16.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Narrating Selves and the Literary in the Bible2019In: Partial Answers, ISSN 1565-3668, E-ISSN 1936-9247, Vol. 17, no 1, p. 87-105Article in journal (Refereed)
    Abstract [en]

    This article discusses how features in a narrative generate an understanding of its purpose and how this understanding affects our attitude when reading and interpreting a text. It focusses on biblical texts that aspire to be historical but still contain elements that are generally thought to belong to the realm of fiction, as well as on texts with an assumed argumentative purpose and traits that create a sense of literary art. The four texts are Jesus's parable of the Good Samaritan, the book of Nehemiah, autobiographical sections in Paul, and third-person narratives in the books of Samuel. The article suggests that our understanding of the frame determines the function and meaning of the forms; yet it also argues that the presence of certain forms might challenge conventional assumptions about the frame, that is, the purpose of some narratives.

  • 17.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Narrating Selves and the Literary in the Bible2019In: Partial Answers, ISSN 1565-3668, E-ISSN 1936-9247, Vol. 17, no 1, p. 87-105Article in journal (Refereed)
    Abstract [en]

    This article discusses how features in a narrative generate an understanding of its purpose and how this understanding affects our attitude when reading and interpreting a text. It focusses on biblical texts that aspire to be historical but still contain elements that are generally thought to belong to the realm of fiction, as well as on texts with an assumed argumentative purpose and traits that create a sense of literary art. The four texts are Jesus's parable of the Good Samaritan, the book of Nehemiah, autobiographical sections in Paul, and third-person narratives in the books of Samuel. The article suggests that our understanding of the frame determines the function and meaning of the forms; yet it also argues that the presence of certain forms might challenge conventional assumptions about the frame, that is, the purpose of some narratives.

  • 18.
    Andersson, Greger
    Örebro University, School of Humanities, Education and Social Sciences.
    Om ren och oren föda2018In: Aiolos, ISSN 1400-7770, no 62-63, p. 41-46Article in journal (Other academic)
  • 19.
    Andersson, Greger
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Sandberg, Tommy
    Örebro University, School of Humanities, Education and Social Sciences.
    Sameness versus Difference in Narratology: Two Approaches to Narrative Fiction2018In: Narrative (Columbus, Ohio), ISSN 1063-3685, E-ISSN 1538-974X, Vol. 26, no 3, p. 241-261Article in journal (Refereed)
    Abstract [en]

    In this article we examine the critical proposition that common versions of narratology do not provide an accurate description of narrative fiction and analyze why this critique has mostly been disregarded by narratology. The theoreticians we refer to-Sylvie Patron, Richard Walsh, and Lars-Ake Skalin-do not accept the notion that narrative fiction should be understood in terms of non-fictional narratives. We label their position a "difference approach" in contrast to a putative "sameness approach." We find their "difference" arguments convincing and therefore ask why they have had no apparent effect on narratology. As we discuss misreadings that the criticized approach to narrative fiction could be expected to generate and arguments that refute the existence of such misreadings, as well as suggested readings of narrative fiction by Liesbeth Korthals Altes, James Phelan, David Herman, and Gerard Genette, we make the claim, referring to Phelan's rhetorical narratology, that sameness narratology is often presented as a theory but in fact used and defended as a method or toolbox. Our suggestion is that it would be better to rework the theory of narrative fiction commonly adopted by narratologists so that the theoretical assertions become congruent with the analytical practice and with the intuitions about narrative fiction that the analytical practice implies. We thus support the difference approach.

  • 20.
    Andersson, Helen
    Örebro University, School of Humanities, Education and Social Sciences.
    Att imponera med en hälleflundra2005In: Retorikmagasinet: magasin för retorik och praktisk kommunikation, ISSN 1403-9052, no 26, p. 8-11Article in journal (Other (popular science, discussion, etc.))
  • 21.
    Andersson, Helen
    Örebro University, School of Humanities, Education and Social Sciences.
    Interaktionella signaler i TV:s nyhetsredovisning1999In: Svenskans beskrivning 24. Förhandlingar vid Tjugofjärde sammankomsten för svenskans beskrivning, Linköping, 22-23 oktober 1999 / [ed] Linda Jönsson, Viveca Adelswärd, Ann Cederberg, Per A. Pettersson och Caroline Kelly, Linköping, 1999, p. 5-15Conference paper (Other academic)
    Abstract [en]

    A good news anchor knows how to act naturally in front of the camera. A person who gives the impression of authority and trustworthiness. A person who not only reads the news; but rather reports the news events. It is also important that the news anchors presentation is neutral as part of an unbiased news service. As a voice machine; the prime mission of the news anchor is to reproduce the news without showing their own personal opinions. The language should be to the point; correct; but most of all vivid. A good news anchor has the ability to make a boring news event feel important and meaningful.

    The driving force of a vivid language is to increase the viewers comprehension of the news. From an interactional point of view; the use of vivid language by the news anchor shows an increasing awareness of the presence of the audience and a willingness to engage the viewers. The use of prosodic and non-verbal means of communication can also have other functions; such as influencing the audience when interpreting news events. How does the news anchor put forward a sad versus a funny news-item? Is there a difference in the presentation of a news-item concerning economy and a news-item concerning cultural happenings? Do all news anchors use the same stereotypical signals and/or are there individual differences?

    This article is a minor part of my dissertation on interaction in television news.

  • 22.
    Andersson, Helen
    Örebro University, Department of Humanities.
    Pauser och kriser: en studie av pausering i Olof Palmes tal till nationen med anledning av oljekrisen2004Report (Other academic)
  • 23.
    Andersson, Helen
    Örebro University, School of Humanities, Education and Social Sciences.
    Skriva i sociala medier: i händelse av kris2014Book (Other (popular science, discussion, etc.))
  • 24.
    Andersson, Helen
    Uppsala universitet, Institutionen för nordiska språk.
    TV:s nyhetsprogram som interaktion2002Doctoral thesis, monograph (Other academic)
    Abstract [en]

    During the last third of the 20th century, Swedish public and social life underwent an informalization process. The television news programmes today display the results of this development (and other trends) involving more dramaturgic variation, interactive elements, informalization and "cosiness".

    This thesis deals with interaction in television news from a viewer's point of view. The general purpose of the work has been to investigate the newsanchor's interaction with the viewers, the colleagues and the studio guests. The aim has been to describe the characteristic features of this interaction by using analytical tools from interactional sociolinguistics, particulary those concerning contextualization cues.

    The material consists of 11.5 hours of videotaped studio talk from three different news programmes (Aktuellt, Nyheterna and Tvärsnytt) during 1997–1998. The material– transcribed in extenso–is limited to the verbal and non-verbal activity of the newsreaders in four interactional situations: the newsreaders' monological quasi-interaction with the viewers, handovers, interviews with colleagues and with guests.

    The pervasive idea of the thesis is that news programmes can been seen as dramas in which the participants play certain roles. By using a number of devices, the participants enact these roles before the eyes of the viewers. The interaction can therefore be seen as an act performed for the benefit of the viewers. The theorethical basis for the dissortation is Goffman's ideas about participation structure (animator, author, principal, authorized and unauthorized listener), self-presentation, and framing. Of great importance is also Gumperz' notion of contextualization.

    The investigation shows that the newsreader uses a variety of contextualization cues and lets verbal and non-verbal means interplay to make contact with the viewers, e.g. you-pronouns, smiles, greetings and reminders. The interaction on the screen also displays an hierarchical order–the newsanchor steers the others' contributions. He/she also assigns to colleagues and guests different interactional roles. The reporter may alternately play the role of eyewitness, expert, analyst/speculator and commentator. The guest is called in to act either as expert, confrontation target, analyst/commentator, or representative.

  • 25.
    Andersson, Jesper
    Örebro University, School of Humanities, Education and Social Sciences.
    Focus on Form and Focus on FormS as a Means for Increasing Oral Performance: A Study on the Effectiveness of Two Grammar Teaching Methods.2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 26.
    Andersson, Jesper
    Örebro University, School of Humanities, Education and Social Sciences.
    Focus on Form and Focus on FormS as a Means for Increasing Oral Performance: A Study on the Effectiveness of Two Grammar Teaching Methods.2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 27.
    Andersson, Johanna
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Larsson, Anna-Lotta
    Örebro University, School of Humanities, Education and Social Sciences.
    Havet är djupt: En komparativ analys av H.C. Andersens och Disneys Den lilla sjöjungfrun2018Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsen analyserar de adaptioner och/eller de transformationer som skett mellan H.C.

    Andersens saga Den lilla sjöjungfrun till Walt Disneys filmatisering av Andersens saga, med

    fokus på intrigerna och karaktärerna. Syftet med denna uppsats är att, genom en komparativ

    analys, få syn på hur intrigerna och karaktärerna framställs i de båda versionerna. Bland annat

    användes Claes-Göran Holmberg och Anders Ohlssons (1999) och Maria Nikolajevas (2004)

    för att får större förståelse till karaktärsanalyserna. Analysen visar att stora adaptioner och en

    del transformationer främst Disneys egen form av transformation, Disneyfication, har skett

    från sagan till filmen, både när det kommer till intrigen och karaktärerna.

  • 28.
    Andersson, Jonas
    Örebro University, School of Humanities, Education and Social Sciences.
    Ronja Rövardotter: En komparativ analys av Astrid Lindgrens bok Ronja Rövardotter och Goro Miyazakis animerade tv-serie Sanzoku no musume Ronya2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Jonas Andersson (2017). Ronja Rövardotter – En komparativ analys av Astrid Lindgrens bok Ronja Rövardotter och Goro Miyazakis animerade tv-serie Sanzoku no Musume Ronya.Självständigt arbete, svenska, inriktning årskurs f-3, avancerad nivå, 15 högskolepoäng, institutionen för humaniora, utbildning och samhällsvetenskap.Den här uppsatsen är en komparativ studie med narrativa inslag vilken behandlar boken Ronja Rövardotter skriven av Astrid Lindgren och den animerade tv-serien Sanzoku no Musume Ronya skapad av Goro Miyazaki. Syftet med uppsatsen är att undersöka skillnader och likheter mellan boken och tv-serien, med fokus på framställningen av fyra karaktärer, samt att jämföra berättelsen som helhet i de två olika medierna. Utöver detta kommer även en diskussion om hur vida boken och tv-serien har någon didaktisk potential för undervisningen i årskurserna f-3. Studiens resultat visar att karaktärerna behåller sina egenskaper och personligheter i adaptionen, dock förändras de utseendemässigt. Även berättelsen som helhet förblir densamma. De ändringar som skett anses vara till fördel när berättelsen byter medium. Studien visar även att både boken och tv-serien kan på ett gott sätt användas i undervisningen för att eleverna ska ges möjlighet att uppnå delar av det centrala innehållet i läroplanen.

  • 29.
    Andersson, Kajsa
    Örebro University, School of Humanities, Education and Social Sciences.
    Lindgren och Holmberg slår två flugor i en smäll: En studie om hur genrer kombineras i Kati i Amerika och Skuggornas Hus2011Independent thesis Advanced level (professional degree), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [sv]

    Den här studien syftar till att visa hur Åke Holmberg och Astrid Lindgren gör för att ackommodera läsarens uppmärksamhet från en genre till en annan genom en genreanalys av Kati i Amerika och Skuggornas Hus. Genom en berättarteknisk analys avser jag även att undersöka hur ett genreinslag kan användas för att kompositionellt motivera övergången till ett inslag inom den andra genren. Båda romanerna har en berättarperson som också deltar i handlingen men frågan är om de båda romanerna ger samma intryck av äkta sceniskhet?

    Analysen av Kati i Amerika och Skuggornas Hus visar att Holmberg och Lindgren kombinerar två olika genrer var, som går parallellt i romanernas handlingar. I studien kommer jag fram till att författarna använder den ena genren för att kompositionellt motivera den andra genren och tvärtom. Detta fenomen är något tydligare i Skuggornas Hus än i Kati i Amerika. Resultatet bekräftar även min tes om att intrycket av ett berättande jag är starkare i en reseroman än i en äventyrsberättelse med inslag av thriller. Skuggornas Hus ger därför ett kraftigare intryck av äkta sceniskhet i förhållande till Kati i Amerika.

  • 30.
    Andersson, Maria
    Örebro University, Department of Humanities.
    Din jävla mutta!?: En undersökning om attityder och användning av könsord hos ungdomar2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 31.
    Andersson, Mattias
    Örebro University, School of Humanities, Education and Social Sciences.
    Werkmäster möter Dickens: – Vad händer när Lysande utsikter skrivs om till en lättläst version?2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien analyserar Charles Dickens verk, översatt av Margareta Ångström, Lysande utsikter (1970) och kommer ställas emot en återberättad version av Johan Werkmäster (2011). Syftet med studien är att jämföra dessa två versioners paratext, språk och innehåll samt att undersöka om versionerna skulle passa till elever i årskurs 4–6.Studiens analys utgår från en komparativ metod och därför görs jämförelse versionerna emellan.Resultatet från analysen visar på att Werkmäster har genomfört en kraftig förenkling av Dickens original. Däremot har Werkmäster omarbetat handlingen på så vis att det centrala i händelseförloppen är kvar samt att han lyckats omarbetat den till en lättläst bok som mycket väl skulle fungera för elever i årskurs 4–6.

  • 32.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Alla förklädda till varandra: Lars Andersson: De våra2015In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 5, p. 56-59Article, book review (Other (popular science, discussion, etc.))
  • 33.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Att bli Aurell2008In: Nya Argus, ISSN 0027-7126, Vol. 101, no 9-10, p. 174-176Article in journal (Other (popular science, discussion, etc.))
  • 34.
    Andersson, Pär-Yngve
    Örebro University, Department of Humanities.
    Att göra allt till konst: Tage Aurell och genrerna2008In: Gränser i nordisk litteratur = Borders in Nordic literature: IASS XXVI 2006. Vol. 1 / [ed] Heidi Grönstrand, Ulrika Gustafsson, Åbo: Åbo akademi , 2008Conference paper (Refereed)
  • 35.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Att röja plats för tystnaden: Tage Aurell som prosakonstnär2012Book (Refereed)
    Abstract [en]

    In the 1920s Tage Aurell travelled widely in several European countries, and he lived and studied in Paris during this era of high modernism. At the end of the decade he decided to go back to Sweden, where he and his wife settled in the village of Mangskog. From this rural perspective he began to write his taciturn stories, often emanating from memories or relating to incidents he heard in the neighbourhood.

       Aurell is a prose writer with a very special idiom. In short fiction and novellas he gives vivid pictures of ordinary people in the provinces, living their lives mostly in dull circumstances – longing, loving, suffering. In this study I will describe, through detailed textual analyses, how he writes; my aim is to give an account of his narrative techniques and his personal style.

       In the first three chapters I give a short overview of important influences such as dramatic or lyrical techniques, ordinary oral language and impressionistic prose of Jonas Lie and Herman Bang. I argue that Aurell’s prose is not just a representation of reality, but an aesthetic construct including a great variety of fragments or building-blocks. It is a kind of laconic, stylized prose by an author who rejects detailed commentary or analyses. He is not a story-teller in the usual sense of the word, but rather a constructor organizing his material.

       The following chapters are devoted to analyses of particular works. Aurell’s first novella, Tybergs Tenement (Tybergs gård, 1932), has no plot on the macro level, but consists of several ”small stories” with an episodic structure of a kind. I examine the ways in which he creates pictures of individuals and collectives in the tenement, and compare this art with well-known Nordic novels about collective entities with common goals.

       Martina is a very laconic story about a vicar who has fallen in love with one of his confirmation candidates. It is a tragic story about loneliness, tough love and people’s expectations. This specific ”narration of silence” is analysed in detail, and so is the use of many minor characters who reflect the grace and difficulties of love. Intertextual relations and humorous or ironic passages are considered important contributions to the narration.

       The short story ”The Assistant Pastor” (“Vice pastor”) is an I-narration. In this chapter I analyse Aurell’s frequent use of irony in the story. Although not presented as an evil character, the first person narrator does not act in accordance with the text’s norms, so he must be regarded as an unreliable narrator. The reader can perhaps recognize the character’s lack of courage and his unability to choose, but dissociates himself from his opinions.

       ”Whitsunbride” (”Pingstbrud”) is perhaps the most well-known of Aurell’s short stories. In this chapter I describe his narrative technique, especially how he gives an illusion of wholeness through fragmentary parts of scenes and stylized descriptions. I also pay attention to rhytmic and acoustic effects in the text.

      In a chapter about the two experimental short stories ”Gatepost” (”Grindstolpe”) and ”The Old Highway” (”Gamla landsvägen”) my aim is to show how the fragmentation of a narrative text implies the creation of new forms. ”The Old Highway” is a piece comparable with modernist poetry. I show the resemblance with Guillaume Apollinaire’s poem ”Lundi Rue Christine”, and propose that Aurell looks at his rural village through the lens of modernism.

      In the last part of the study I shortly address questions about fact and fiction in literature. The aim is to show how Aurell’s laconic style can be used even in other kinds of texts than narrative fiction. Four texts are analysed, two factual and two fictional, and I show how the author makes use of narrative forms, mostly used in fiction, even in his factual texts. This can be done without transforming them into fiction. Artfulness in texts is not the same as fictionality. 

  • 36.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Det djupast personliga och det gemensamma: Musikens funktioner i några nordiska poeters verk.2016In: Litteratur inter artes: Nordisk litteratur i samspill med andre kunstarter / [ed] Unni Langås och Karin Sanders, Kristiansand: Portal forlag, 2016, p. 206-223Chapter in book (Refereed)
  • 37.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Från Hoppers Western Motel till irländskt julfirande i augusti: om ekfrasens töjbarhet och eventuella gränser2011In: Översättning - adaption, interpretation, transformation: IASS 2010 proceedings / [ed] Claes-Göran Holmberg, Per Erik Ljung, Lund: Lund University Open Access , 2011, p. 1-10Conference paper (Other academic)
  • 38.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Från olika tider och kulturer: Att läsa Tage Aurell och Doreen Baingana i gymnasieskolan2017In: Svenskläraren, ISSN 0346-2412, no 3, p. 24-26Article in journal (Other (popular science, discussion, etc.))
  • 39.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Lyrikläsning som didaktisk praktik2019In: Norsk pedagogisk tidsskrift, ISSN 0029-2052, E-ISSN 1504-2987, Vol. 103, no 1, p. 65-76Article in journal (Other academic)
    Abstract [en]

    The aim of this paper is to discuss the significance of the lyric genre in a school context, according to actual research. The genre seems to have an unutilized potential in these days, when narrative is the predominant form and issues about exams or marking are frequently debated. It is argued that too much attention is payed to reader response-theories at the expense of text studies. However, text studies are not a goal in itself. The teaching should be focused on how the special language use in poems can contribute to affective reading experiences, and the atmosphere in class should be generous and friendly. The aim of the education should be that pupils by better knowledge of lyrical texts get new opportunities for good reading experiences in the future.

  • 40.
    Andersson, Pär-Yngve
    Örebro University, Department of Humanities.
    Lyrisk roman: en omöjlig genre?2003In: Genrer och genreproblem: teoretiska och historiska perspektiv / [ed] Beata Agrell, Ingela Nilsson, Göteborg: Daidalos , 2003, p. 315-328Conference paper (Other academic)
  • 41.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Modernism on the Fringes: Tage Aurell as a Prose Artist2013In: Alternative Modernisms, 2013Conference paper (Other academic)
  • 42.
    Andersson, Pär-Yngve
    Örebro University, Department of Humanities.
    Narrativ rörelse och poetisk koncentration: om berättarteknik i Birgitta Lillpers romaner2004In: Fortaellingen i Norden efter 1960: den 24. IASS-studiekonference 2002 / [ed] Anker Gemzøe, Søren Gornitzka, Peter Kierkegaard, Louise Mønster, Aalborg: Aalborg Universitetsforlag , 2004Conference paper (Refereed)
  • 43.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Naturessäer, spännande faktaberättelser eller djurromaner?: tankar kring naturskildringar i gränslandet mellan fakta och fiktion2014In: Berättande - Liv - Mening: Fakta & fiktion, biografi, narrativ metod / [ed] Greger Andersson, Christina Carlsson Wetterberg, Carina Lidström, Sten Wistrand, Örebro: Örebro universitet , 2014, p. 179-187Chapter in book (Other academic)
  • 44.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Närvarande i sitt språk: Om Erik Rosenbergs Fåglar i Sverige2017Book (Other academic)
    Abstract [en]

    Pär-Yngve Andersson, Närvarande i sitt språk: Om Erik Rosenbergs Fåglar i Sverige (Present in his Language: About Erik Rosenberg’s Birds in Sweden)

    Erik Rosenberg’s field guide Fåglar i Sverige (Birds in Sweden) was first released in 1953, and has since then been published in several revised editions. In 2010 it was published once again, but this time without pictures and maps of distribution, just focusing on the originality and value of the text itself.   

    Reviewers of the book have recognized what they call literary values, but no extensive study of what this really means has been carried out. The aim of this study is to describe the characteristics of Rosenberg’s language and style, and thereby discern what separates his field guide from others.   

    An introductory survey of some important predecessors, mainly belonging to what has been called the Linnéan tradition in Swedish nature writing, is followed by a section where I discuss the difficult question of how to describe what we really mean when we talk about concepts like “literature” and “literary art”. The main sections are devoted to analyses of Fåglar i Sverige, including close readings of numerous examples from the text.     

    Rosenberg’s prose is rich and varied, and includes short narrative passages. He avoids lists of many very short, descriptive phrases, which are so typical of other field guides. He often describes birds in their environment, and there are many scenic parts in which we can feel the author’s own presence and his ability to create a lyrical mood, even as he stays on topic. Depictions are often charged with feeling, and even botanical names or nouns describing limited or uncommon kinds of biotopes, can produce poetic effects in their textual contexts. At the same time, readers may feel as if they are also getting firsthand information.   

    A personal use of language, for example a great many uncommon similes concerning bird calls and appearances, is characteristic of Fåglar i Sverige. Transcriptions of bird calls are frequently used, and Rosenberg is attentive to acoustic details in his descriptive language. It is possible to describe some of his strategies as a kind of “foregrounding”, although his primary aims are communicative and pedagogical, entirely in line with the genre expectations.

  • 45.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Paradoxernas konst: tankar om lyriska romaner2009In: Borderliners: searching the boundaries of narrativity and narratology / [ed] Per Krogh Hansen, Copenhagen: Medusa , 2009, p. 157-171Chapter in book (Other academic)
  • 46.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Plats, identitet, minne: Några nedslag i Selma Lagerlöfs verk i folkomflyttningarnas tid2018Conference paper (Other academic)
    Abstract [sv]

    Utifrån några exempel på modern forskning inom olika ämnesdiscipliner kring frågor om platsens betydelse, om minne och hemkänsla, kommenteras några texter av Selma Lagerlöf där just minnen, längtan tillbaka och associationer till hemorten klart uttrycks. Några jämförelser görs helt kort med vår samtids migration och människors fysiska uppbrott från tidigare livsmiljöer.   

    Syftet är primärt att ytterligare belysa hur Lagerlöfs verk på ett konkret plan är knutna till en specifik plats – barndomens formande plats där identitetens grund läggs. Gaston Bachelard skriver: ”Det rum som intas av föreställningen kan inte förbli ett likgiltigt rum […] Det är upplevt. Och det upplevs inte bara genom att det bejakas utan med alla föreställningens delvärden.” Djuppsykologiska tolkningsförsök undviks dock, och i studien kommenteras främst texter som tar upp frågeställningar om hem och minnen på ett uttalat sätt. 

    Episka förlopp är oftast viktigare än deskriptioner av hembygdens natur hos Lagerlöf, något som konstaterats av tidigare forskning och bekräftats av författarinnan själv. Ett antal kortare realistiska naturskildringar kommer emellertid att särskilt lyftas fram, då landskapet har stor betydelse för vad som kan kallas ”sense-based memory”. Detta gäller inte minst barndomens starka och livskraftiga intryck. Historikern Simon Schama konstaterar också att ett landskap delvis är ett verk av intellektet. Scenerier ”är uppbyggda av lagrade minnen i lika hög grad som av lagrade bergarter.” En plats är mer än enbart ett fysiskt rum. Minnet ses som en totalitet av konkreta erfarenheter med känslomässiga kopplingar och tidsöverskridande konstruktioner. Det förlorade kan räddas över i konst, samtidigt som jaget i någon mening kan helas.   

  • 47.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Tid för litteraturdidaktiskt paradigmskifte?2010In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, Vol. 40, no 3-4, p. 91-106Article in journal (Refereed)
    Abstract [en]

    Time for a Paradigmatic Shift in Literature Didactics?

    An increasing number of literary scholars are involved in the didactic education of university students studying to become teachers. In this article I discuss the difficulties and possibilities of the task in a changing media landscape where reading fiction seems to be losing popularity. I argue that the paradigm in literature didactics has hitherto been rather one-sided, dominated by reader response-theory and pedagogy based on the high valuation of individual experience, but neglecting the learning of literary skills and strategies. However, several researchers have pointed to the fact that Swedish pupils seem to interpret texts in rather subjective ways, in a kind of private readings. They have difficulties in understanding fictional texts, especially when the aesthetic forms are unfamiliar.

    The study of literature didactics cannot be restricted to the reader response-paradigm, but must make use of other perspectives in literary theory. In my opinion, the future teachers have to provide a widening of their pupils’ horizons. They must read a great variety of literature together, talk and write about it, and discuss relevant interpretations. Teachers cannot neglect teaching aesthetics, and they must, beginning in the early years of schooling, explain to their pupils the value of literary reading. Learning literary strategies is important for anyone, but especially for low performing readers. I argue that literature has a potential for increasing the sense of individual freedom and cultivating one’s mind, but also that literary studies can provide argumentative skills and raise a critical consciousness. In the visual and interactive culture of our days, the study of literature can be an alternative opportunity where slowness and critical reflection is honoured.

  • 48.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Tradera och kritisera: Barnlitteraturen som ideologisk arena i skola och samhälle2017In: Unga läser: Läsning, normer och demokrati / [ed] Åse Hedemark & Maria Karlsson, Möklinta: Gidlunds förlag, 2017, p. 155-167Chapter in book (Refereed)
    Abstract [en]

    This article discusses children’s literature and teachers’ task of preparing young pupils for citizenship in a multicultural society. How can teachers help them become good citizens and simultaneously develop their individual personalities? Listening to the pupils properly and propounding democracy and humanist principles (such as gender equality) as expressed in the curriculum, are considered vital. The value of disseminating high-quality, varied literature is also emphasised.

    Various kinds of ideology and zeitgeist may be discerned in children’s books. The article discusses the question of how to respond if schoolchildren and their families do not unequivocally affirm norms in the books or the curriculum. Advocates of critical literacy are censured for tending to reduce the complexity of literature and life issues. It is argued that a good literary education takes both literature and young people’s varied experiences seriously. Open classroom discussions about norms in books and real life can bring about better understanding of others and their opinions.

  • 49.
    Andersson, Pär-Yngve
    Örebro University, School of Humanities, Education and Social Sciences.
    Världen är alltid större än mina tankar: diktläsning, litterär förståelse och känslomässig inlevelse utifrån ett skolperspektiv2015In: Litteratur och läsning: litteraturdidaktikens nya möjligheter / [ed] Maria Jönsson, Anders Öhman, Lund: Studentlitteratur AB, 2015, 1, p. 215-238Chapter in book (Other academic)
  • 50.
    Andersson, Pär-Yngve
    Örebro University, Department of Humanities.
    Överskridandets strategier: lyrisk romankonst och dess uttryck hos Rosendahl, Trotzig och Lillpers2004Doctoral thesis, monograph (Other academic)
    Abstract [en]

    In this thesis I describe and analyse the concept of ”lyrical novel” in relation to concrete textual examples. Referring to Waismann’s open texture (porösität) and Wittgensteins family resemblance” I study texts that resemble each other although their lyrical features may not be identical. The language itself attracts attention in these novels. They often involve static descriptions, structural patterns of meaningful contrasts and symmetries, visionary or epiphanic moments. A conventional plot is often fragmented or attenuated. I argue that a reader of a lyrical novel imagines a lyrical language game, thereby focusing details and nuances in the prose text that might otherwise be neglected. After a short survey of the Romantic roots of the lyrical novel, I give various examples of novels from the period 1850-1950. The purpose is to give a broad description of lyrical techniques. The last three chapters consist of more detailed analyses of some Swedish novels from the latter part of the 20th century. In Sven Rosendahl’s Gud Fader och tattaren the narrative progression of the story is broken in lyrical passages of great strength. Some of them can be regarded as epiphanic moments. Birgitta Trotzig is in Dykungens dotter trying to loose the ties of sequential time, giving an all-embracing view of the characters’ circumstances. A hopeful identification with the suffering of Christ is at the centre of this modernist novel, where borders between inner and outer worlds at times seem to be of less importance. The plots in Birgitta Lillpers’ three novels Blomvattnarna, Iris, Isis och skräddaren and Medan de ännu hade hästar are attenuated. There are allegorical veins, but events are seldom of dramatic intensity. The language is full of feeling, and a reader becomes aware of a kind of ”lyrical lingering”, when the author affords each passage a value of its own.

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