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  • 1. Bollobás, Enikő
    et al.
    Kušnír, Jaroslav
    Zygadło, Grażyna
    Clary, Françoise
    Francescato, Simone
    Nabae, Hitomi
    Tsujimoto, Yoko
    Bonnevier, Jenny
    Örebro University, School of Humanities, Education and Social Sciences.
    Ærvold Bjerre, Thomas
    Habegger-Conti, Jena
    Nyman, Jopi
    International Scholarship2016In: American Literary Scholarship, ISSN 0065-9142, E-ISSN 1527-2125, Vol. 2014, no 1, p. 415-494Article, review/survey (Other academic)
  • 2.
    Bonnevier, Jenny
    Örebro University, School of Humanities, Education and Social Sciences.
    Born in the USA: representations of reproductive technology and the politics of family2013Conference paper (Other academic)
  • 3.
    Bonnevier, Jenny
    Örebro University, School of Humanities, Education and Social Sciences. Uppsala universitet.
    Drawing a Line: Science Fiction or Fantasy?: The Case of Ursula Le Guin's Always Coming Home  2005In: Limitation and Liberation: Women Writers and the Politics of Genre / [ed] Åsa Johansson och Petra Ragnerstam, Uppsala: Uppsala universitet, 2005, p. 51-57Chapter in book (Other academic)
  • 4.
    Bonnevier, Jenny
    Uppsala universitet, Engelska institutionen.
    Estranging Cognition: Feminist Science Fiction and the Borders of Reason2005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study explores the intersections of three different fields: feminism, science fiction, and epistemology. It argues that as a genre, science fiction is dependent on epistemological discourses that have their roots in the stories and self-images of modern science. Furthermore, it is argued, these discourses are gendered and operate to reinforce patriarchal assumptions about gender and knowledge. Drawing on a tradition of feminist epistemology, works by Suzy McKee Charnas, Ursula Le Guin, and Joanna Russ are analyzed as engaging with and challenging these epistemologically loaded and fundamentally gendered discourses in different ways and in varying degrees.

    The study can be divided into two parts. Chapters one and two examine discourses on science fiction history and identity in the context of the origin stories of science, highlighting the links between reason, progress, authority and gender. They establish the traditional maleness of “reason” and its implications in the idea(l)s of progress, as they appear both in the texts of epistemology and in the texts of science fiction. Texts by Charnas, Le Guin, and Russ are read as challenges to ideologies of reason and progress, and thereby as reinscribing generic conventions as well as displacing traditional epistemological assumptions.

    Critically interrogating the traditional subject of knowledge, chapters three and four read the fiction of Charnas, Le Guin, and Russ as displacing this subject and exploring alternative understandings. The mainstream/malestream epistemological idea(l) of “a view-from-nowhere” is connected to the science fiction convention of “the-idea-as-hero,” and both are critiqued as significantly gendered concepts that serve to obfuscate the social and political dimensions of the subject of knowledge. Finally, (female) experience, emotions, and the body – three areas commonly designated as beyond the scope of epistemology proper – are explored as epistemic resources rather than liabilities.

  • 5.
    Bonnevier, Jenny
    Örebro University, School of Humanities, Education and Social Sciences.
    Family Values and Commercial Vices: Stories of Surrogacy in Contemporary US Culture2015Conference paper (Other academic)
  • 6.
    Bonnevier, Jenny
    Örebro University, School of Humanities, Education and Social Sciences.
    In the Womb of Utopia: Feminist Science Fiction and Representations of Reproductive Technology2016Conference paper (Other academic)
  • 7.
    Bonnevier, Jenny
    Örebro University, School of Humanities, Education and Social Sciences.
    "Lärdomar som vi aldrig anade": Doris Lessing som science fiction-författare2016In: Doris Lessing: en författare i vår tid / [ed] Ingrid Holmquist och Anna Cavallin, Umeå: Bokförlaget h:ström - Text & Kultur, 2016, p. 195-211Chapter in book (Other academic)
  • 8.
    Bonnevier, Jenny
    Örebro University, School of Humanities, Education and Social Sciences.
    Making Babies and Making Home in an All-female World: Reproduction, Sexuality, and Belonging in Nicola Griffith's Ammonite2018Conference paper (Refereed)
    Abstract [en]

    All-female worlds, often utopian, are part of the feminist sf-tradition. In constructing these worlds, one vital aspect that by necessity needs to be re-thought is reproduction. How this has been done varies wide-ly. Examining both “reproductive solutions” and how these are represented as part of cultural, social and political contexts allows us to explore feminist reproductive futurities; that is, we can explore ways in which feminism can reformulate both reproduction and kinship per se, and, more importantly, the connection between these and a future free from gender-based oppression.

    This paper focuses on Nicola Griffith’s novel Ammonite (1992), set on the all-female planet of Jeep and featuring Earth-born anthropologist, and newcomer to Jeep, Marghe Taishan. Three thematic concerns are analyzed. First, I look at how the novel represents reproduction as not only a biological but also a mental process; secondly, sexuality and its connection to reproduction will be discussed. Finally, the idea of be-longing, of being or becoming part of a world or a community and the ways in which the novel connects this experience to reproduction will be explored. The emphasis on belonging in the novel, and in particular belonging represented as part of a biological/genetic process comes across as highly topical in a time where we increasingly talk about identity and kinship in terms of DNA. On a more general note, Ammonite also raises equally topical questions of assimilation and integration, of power and powerlessness in meetings between cultures.

  • 9.
    Bonnevier, Jenny
    Örebro University, School of Humanities, Education and Social Sciences.
    Making Clones, Making Mothers: Motherhood in Orphan Black2019In: Sisterhood, Science and Surveillance in Orphan Black: Critical Essays / [ed] Janet Brennan Croft and Alyson R. Buckman, McFarland, 2019, p. 58-76Chapter in book (Refereed)
  • 10.
    Bonnevier, Jenny
    Örebro University, School of Humanities, Education and Social Sciences.
    Plan B: Single Women, Romantic Love and the Making of Babies in The Back-Up Plan and The Switch2018Conference paper (Refereed)
    Abstract [en]

    That single women protagonists in Hollywood movies spend much of their time “finding a man” to marry and have a family with is a phenomenon as old as, well, Hollywood. As Michele Schreiber has shown in American Postfeminist Cinema: Women, Romance and Contemporary Culture, the heterosexual romance remains a powerful narrative, even as Hollywood productions attempt to stay attuned to social change. In line with this, the late 20th and early 21st centuries have seen new variations on the heterosexual romance, variations connected to the increasing availability of assisted reproductive  technologies (ARTs) such as donor insemination and IVF and the possibilities these open up for new ways of making families. Quite simply, ARTs offer the makers of these movies an array of possible new plot twists and complications.

    This paper will explore ways in which the employment of reproductive technologies as plot elements activate and engage with current cultural discourses on family. It will do so through an analysis of two romantic comedies, The Back-Up Plan and The Switch, both from 2010 and both featuring single women who use insemination to become pregnant. The specific focus is on ideas of family as naturally and necessarily predicated on romantic love, a construction of family that, as Stephanie Coontz notes in The Way We Never Were, is a highly historically and socially contingent construction.  It is also presently a culturally and socially powerful one, and thus particularly worth exploring in the relatively new context of assisted reproductive technologies. As will be shown, while these movies to some extent play with traditional notions of family, the need to reconcile romantic love and motherhood is central to both narratives. Consequently, single motherhood, despite its planned and voluntary character, comes across as a state to overcome rather than a valid form of family life.

    Works cited

    Coontz, Stephanie. The Way We Never Were: American Families and the Nostalgia Trap. BasicBooks, 1992.

    Schreiber, Michelle. American Postfeminist Cinema: Women Romance and Contemporary Culture. Edinburgh UP, 2014.

  • 11.
    Bonnevier, Jenny
    Engelska institutionen, Uppsala universitet, Uppsala, Sverige.
    Sharing Knowledges, Changing Identities: Female Exchanges in Joanna Russ's The Female Man2002In: Collusion  and Resistance: Women Writing in English / [ed] Kerstin W. Shands, Huddinge: Södertörn Högskolepress , 2002, Vol. 1/02Chapter in book (Other academic)
  • 12.
    Bonnevier, Jenny
    Örebro University, School of Humanities, Education and Social Sciences.
    Who are all right in America? : reproductive technology, race, gender and sexuality in The kids are all right and Made in America2014Conference paper (Other academic)
    Abstract [en]

    The family has been a contested site throughout American history. More or less constantly perceived to be in crisis, in need of defending or in need of redefining, the family has been portrayed both, and often simultaneously, as the origin of the strength of the nation and the source of the threat to the survival of that same nation (see eg Christopher Lasch, Haven in a Heartless World). The family figures primarily as an ideal space, a blank canvas on which hopes and fears are projected.

    In contemporary American discourse, these hopes and fears are increasingly entangled with or informed by reproductive technology. While abortion dominates political or public debates on gender issues in the US, there is no doubt that other forms of reproductive technology such as surrogacy, in vitro fertilization and sperm donation are increasingly becoming part of the gender debate, where women’s bodies are arenas for contesting the meaning of family, kinship in a wider sense, and the intersection between nature and technology. 

    This paper explores the ways in which narratives of reproductive technologies are inflected by the categories of race, gender and sexuality and made to interplay with powerful narratives of family in two movies, the 1993 Made in America and the 2010 The Kids are all right. While reproductive technology is often discussed as disruptive to traditional discourses on family, I argue that although the movies encourage critical perspectives the narrative of family becomes the dominant one and that, in the end, not only familial, but also national cohesion and stability is re-affirmed.

  • 13.
    Bonnevier, Jenny
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Borgström, Eric
    Örebro University, School of Humanities, Education and Social Sciences.
    Yassin, Daroon
    Örebro University, School of Humanities, Education and Social Sciences.
    Normers roll i ett mål- och kriterierelaterat bedömningssystem2017In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 2, p. 21-47Article in journal (Refereed)
    Abstract [en]

    Relating to norms in a criterion-referenced system of evaluation.

    Since the 1990s, the Swedish system of evaluation is criterion-referenced. In this system, one of the main purposes of national tests is to promote equity in assessment. This article explores how teachers in the subject fields of English and Swedish in compulsory school (grades 6 and 9), understand the relationship between the act of grading and the national test results. We find that the teachers we have interviewed typically dismiss quantitative data and comparisons at aggregated levels and we argue that this dismissal has its root cause in an erroneous understanding of criterion-referenced assessment as completely independent of norms. A better, more nuanced understanding of the role of norms in criterion-referenced assessment would, we suggest, allow teachers to make better use of the potential of national tests in promoting equity.

  • 14.
    Bonnevier, Jenny
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Clary, Francoise
    Université de Rouen, Rouen, France.
    Heide, Markus
    Humboldt University Berlin, Berlin, Germany.
    Ciani Forza, Daniela
    University of Venice Ca' Foscari, Venice, Italy.
    Aervold Bjerre, Thomas
    University of Southern Denmark, Odense, Denmark.
    Johannessen, Lene
    University of Bergen, Bergen, Norway.
    Nyman, Jopi
    University of Eastern Finland, Joensuu, Finland.
    Márquez, Antonio C.
    University of New Mexico, Albuquerque NM, USA.
    International Scholarship2011In: American Literary Scholarship, ISSN 0065-9142, E-ISSN 1527-2125, Vol. 2009, no 1, p. 465-520Article, review/survey (Other academic)
  • 15.
    Bonnevier, Jenny
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Clary, Francoise
    Université de Rouen, Rouen, France.
    Puglisi, Floriana
    Università degli Studi di Catania, Catania CT, Italy.
    Tsujimoto, Yoko
    Kobe City University of Foreign Studies, Kobe, Japan.
    Nabae, Hitomi
    Kobe City University of Foreign Studies, Kobe, Japan.
    Aervold Bjerre, Thomas
    University of Southern Denmark, Odense, Denmark.
    Habegger-Conti, Jena
    University of Stavanger, Stavanger, Norway.
    Nyman, Jopi
    University of Eastern Finland, Kuopio, Finland.
    Zygadlo, Grazyna
    University of Lodz, Lodz, Poland.
    Oleksy, Elzbieta H.
    University of Lodz, Lodz, Poland.
    International Scholarship2014In: American Literary Scholarship, ISSN 0065-9142, E-ISSN 1527-2125, Vol. 2012, no 1, p. 403-480Article, review/survey (Other academic)
  • 16.
    Bonnevier, Jenny
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Heide, Markus
    Humboldt University, Berlin, Germany.
    Ciani Forza, Daniela
    University of Venice Ca' Foscari, Venice, Italy.
    Beppu, Keiko
    , Nishinomiya, Japan.
    Aervold Bjerre, Thomas
    University of Southern, Odense, Danmark.
    Habegger-Conti, Jena
    University of Bergen, Bergen, Norway.
    Nyman, Jopi
    University of Eastern Finland, Joensuu, Finland.
    International Scholarship2012In: American Literary Scholarship, ISSN 0065-9142, E-ISSN 1527-2125, Vol. 2010, no 1, p. 449-507Article, review/survey (Other academic)
  • 17. Clary, Françoise
    et al.
    Giesenkirchen Sawyer, Michaela
    Puglisi, Floriana
    Ærvold Bjerre, Thomas
    Bonnevier, Jenny
    Örebro University, School of Humanities, Education and Social Sciences.
    Habegger-Conti, Jena
    Nyman, Jopi
    Cohn, Deborah
    International Scholarship2015In: American Literary Scholarship, ISSN 0065-9142, E-ISSN 1527-2125, Vol. 2013, no 1, p. 427-496Article, review/survey (Other academic)
  • 18.
    Öberg Tuleus, Marianne
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Olsson, Anna-Lova
    Örebro University, School of Humanities, Education and Social Sciences.
    Bonnevier, Jenny
    Örebro University, School of Humanities, Education and Social Sciences.
    Sharing: a Comperative Perspective on the Relation Between Teaching and Learning2012In: Journal of the Comenius Association, ISSN 2033-4443, no 21, p. 7-12Article in journal (Other academic)
  • 19.
    Lundahl, Christian (Contributor)
    Örebro University, School of Humanities, Education and Social Sciences.
    Bonnevier, Jenny (Contributor)
    Örebro University, School of Humanities, Education and Social Sciences.
    Arensmeier, Cecilia (Contributor)
    Örebro University, School of Humanities, Education and Social Sciences.
    Borgström, Eric (Contributor)
    Örebro University, School of Humanities, Education and Social Sciences.
    Lennqvist-Lindén, Ann-Sofie (Contributor)
    Örebro University, School of Humanities, Education and Social Sciences.
    Nilsson, Per (Contributor)
    Örebro University, School of Science and Technology.
    Sundberg, Bodil (Contributor)
    Örebro University, School of Science and Technology.
    Sundhäll, Marcus (Contributor)
    Örebro University, School of Science and Technology.
    Yassin, Daroon (Contributor)
    Örebro University, School of Humanities, Education and Social Sciences.
    Wetterstrand, Frida (Contributor)
    Örebro University, School of Science and Technology.
    Nationella proven i grundskolans årskurs 6 och 9: En uppföljning av lärares, rektorers och elevers uppfattningar om proven2016Report (Other academic)
1 - 19 of 19
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