京都大学 / 0048 / 新制・課程博士 / 博士(経済学) / 甲第20863号 / 経博第558号 / 新制||経||283(附属図書館) / 京都大学大学院経済学研究科経済学専攻 / (主査)教授 久本 憲夫, 教授 宇仁 宏幸, 教授 諸富 徹 / 学位規則第4条第1項該当 / Doctor of Economics / Kyoto University / DGAM

I Japan är s.k. rollspråk, dvs. stereotypt språk kopplat till en viss typ av karaktär, vanligt i material riktat till barn, såsom barnfilmer. Trots att rollspråk som forskningsområde är relativt nytt finns ett antal studier som behandlar rollspråk i litterära översättningar, undertextningar och dubbningar till japanska. Få eller inga har dock jämfört hur rollspråket påverkar karaktäriseringen dels i undertexterna, dels i dubbningen av en och samma film. Denna uppsats analyserar japansk undertextning och dubbning av den svenska barnfilmen Du är inte klok Madicken och finner att båda versionerna använder rollspråk på ett liknande sätt för att förenkla karaktäriseringen och framhäva de kvinnliga karaktärernas femininitet genom bl.a. feminina satsfinala partiklar, pronomen, verbformer och interjektioner. / In Japan so called role language, i.e. stereotypical language associated with a certain type of character, frequently occurs in material for children such as children’s films. Role language is a fairly new area of research but despite this, there are a few studies dealing with role language in literary translation, subtitling and dubbing into Japanese. However, few or none of these examine how role language influences characterisation in the subtitles and dubbing of the same film. This thesis analyses the Japanese subtitling and dubbing of the Swedish children’s film Du är inte klok, Madicken and finds that both versions use role language in a similar way to simplify characterisation and emphasize the femininity of female characters through the use of feminine sentence-final particles, pronouns, verb forms and interjections etc.

Under the 1990s restructuring of the Swedish education system, ‘the fundamentaldemocratic values’ have stipulated clearly both in the Education Act and all of thenational curricula as one of the educational goals. This study aims to illuminate how thefundamental democratic values in the Swedish curriculum for preschool are implemented,its process and outcome on a micro level, a preschool. The role of the preschools inSweden has been changed especially after the new curriculum has been issued in 1998, and now, “to impart and establish respect for human rights and the fundamentaldemocratic values” is an important task of the preschools and expected to “activelypromote” in its work with children. Through a qualitative case study focused on apreschool in Forest municipality, Stockholm, the findings show the principal and thepedagogue in the chosen preschool are conscious of the importance of the fundamentaldemocratic values within the individual perspectives. This study also illustrates that thepedagogue have developed their understanding for the fundamental values continuously,through the several types of meetings, and have applied it to their daily activities.Furthermore, the findings also show that the pedagogue in the chosen preschool haveutilised ‘the five value keywords’ those were selected in the school district where thepreschool belonged. As a whole the research on the chosen preschool indicates theimportance of role of pedagogue at preschool for implementation of the nationaleducation policy. On the other hand, this study has clarified that Forest municipality hashad important role for the implementation process and evaluation of preschools in themunicipality. This fact indicates that how municipalities take initiatives affects successfulimplementation of the curriculum. As concluding remarks, this study argue the results ofthe present research indicate that the chosen preschool has supplied opportunities for bothchildren and parents to learn/exercise deliberative democracy, that may be seeds to fosteractive citizen.

This study was written with the aim to shed light on which strategies were employed by all 26 Swedish municipal archives in the Stockholm region to attract users to the archives at the time of writing. This was done by asking questions about archive-based teaching and learning via survey to municipal archivists, analyzing the webpages of the municipal archives for information about making the cultural heritage available in non-traditional active ways, and studying the ”archival regulations” or ”archival guidelines” which specify archival management and responsibilities on the municipal level. The results show that archives in most cases are understaffed and that archive-based teaching and learning has a low priority in the municipal archives, even though in most of the cases the archival regulations specify an obligation to actively promote usage of the material in cultural and scientific contexts. The study doesn’t find a link between obligations specified in the documents and municipal commitment to making the archival material available in abovementioned non-traditional ways. The study sums up the current archive-based teaching and learning strategies for the examined archives based on the above sources. The author of the study hopes that the results will provide fuel for the discussion regarding municipal archives and the role they should play in making the cultural heritage available to the public.