This essay examines the 1962 filmization of Harper Lee’s novel To Kill a Mockingbird through gender theory to identify its representation of gender, underlying gendered norms and how power is exercised through gender. The analysis concludes that the film’s portrayal of men and women follow a pattern of traditional gendered roles and norms in terms of their respective gender roles, accepted behavior, dress-code and men’s overarching influence in society in accordance with the film’s time and setting. Although the film’s main characters question and oppose certain gendered roles and norms, its problems are left unsolved and not reflected upon towards the end of the film. The film can be used in the Swedish EFL-classroom to identify and analyze gendered norms which can then act as the starting point of a discussion on how it stands in contrasts to the gendered norms and roles of modern-day United States and Sweden.

Syftet med denna studie är att undersöka huruvida högläsning påverkar elevers läsförståelse i kursen svenska 1 på gymnasiet samt hur gymnasieelever ser på högläsning som ett arbetssätt i svenskämnet. 38 elever som studerar på ett teoretiskt program deltog i undersökningen. Datainsamlingen bestod av en läsförståelseövning med en efterföljande kvantitativ åsiktsenkät samt en kvalitativ undersökning i form av en fokusgrupp. Resultatet visade att högläsningen till viss del påverkade elevernas läsförståelse negativt med färre producerade svar per elev än efter tyst läsning. Enkätsvaren påvisade att ungefär hälften av eleverna var likgiltiga inför arbetssättet, men flera för- och nackdelar togs även upp. Slutsatsen av studien är att högläsning kan användas i svenskämnet för att variera innehållet, men att elever i stor grad känner sig likgiltiga inför arbetssättet och elevernas läsförståelse påverkas inte till det bättre.

No description available.

This study investigates how men are portrayed in two different textbooks designed for courses in English 5 and Swedish as a second langue 1 at Swedish upper secondary school level. By examining which type of character traits male characters display in mentioned textbooks the goal was to decide whether main characters of the male sex are portrayed as gender stereotypical or not. Discourse analysis, social constructionism theory and systematic functional linguistics have been used to reach the conclusion that examined textbooks do portray male characters in a gender stereotypical manner. The results show that nine out of ten characters have stereotypically male character traits. The two most common characteristics are successful and aggressive.

Esta pesquisa tem como objetivo cartografar possíveis modos de apropriação do pensamento de Michel Foucault por professores de escolas públicas e particulares das cidades de São Paulo e Campinas. Para tal, foram entrevistados seis professores que cursaram, entre os anos de 2007 e 2011, ao menos uma disciplina da Licenciatura de uma faculdade pública do Estado de São Paulo cuja bibliografia era baseada nas ideias de Foucault. Após as entrevistas, analisou-se de que modo os conceitos e discussões levadas a cabo pelo filósofo inspiraram ideias, discursos e práticas educacionais cujos efeitos podem indicar outros caminhos possíveis para uma educação pós-crítica em tempos pós-modernos. / The purpose of this research is to investigate multiple ways of how the thought of Michel Foucault could be appropriated by teachers from public and private schools in the cities of São Paulo and Campinas. For this, it was interviewed six teachers who attended, between the years 2007 and 2011, at least one course of the baccalaureate in a public University of São Paulo State whose literature was based on Foucault\'s ideas. After the interviews, it was analyzed how the concepts and discussions fomented by the philosopher have inspired ideas, discourses and educational practices whose effects may indicate other possible paths to a postcritical education in post-modern times.

This paper aims to study the effect of visual aid in listening comprehension tests for Swedish secondary school pupil. The study also looks at the effects visual aid has for pupils who have difficulty concentrating and lastly to study the effect that previous knowledge has on the pupils’ performance. The study was carried out on 45 economy pupils who study engelska 6, the second English course in secondary school. They performed two tests; one listening comprehension test without visual aid and another listening comprehension test with visual aid. The results indicated that a slight majority of pupils performed better with the test with visual aid but that the difference was scattered, with some pupils having lower results on the test with visual aid. The participants with difficulties concentrating were too few in number to draw any definitive conclusions, but as a group they performed better when they had the visual aid.

No description available.

This essay examines how local literature from the region of Västerbotten in Sweden can be used in the teaching of values in the Swedish upper secondary school. A postcolonial perspective is used in an analysis of three novels and two short stories from the region. The works in focus of this analysis is The Tar Still(1953) by Sara Lidman,The march of the musicians(1978) by P O Enquist, Hash(2002) by Torgny Lindgren and two short stories from Beasts and Other Stories (2015) by Stina Stoor.The analysis focuses on how the construction of center and periphery is constructed in these stories. Then it is discussed how the concept of center and periphery can be used in the teaching of values. The result shows that the use of language, the attitude towards different geographical places and the constant negotiations of power in relationships, are areas where these novels and short stories relates to a postcolonial writing tradition. The values system in the Swedish school contains writings about cultural identity and democratic values that can be addressed through teaching local literature using a postcolonial perspective. These themes are to be found at different levels in these stories, in the stylistics as well as in the plot. The essay uses theories by Louise Rosenblatt, Martha Nussbaum and Gunilla Molloy to discuss the possibilities with this sort of literary teaching. Representation and a broadening of literary experiences is discussed as two of the foremost advantages with this type of local literary teaching.

The aim of the study is to investigate how fiction can serve as a starting point for basic work. The purpose is realized by: How is identity constructed from an intersectional perspective within the framework of the hockey and school culture in Björnstad and Tusen gånger starkare? How can the novels be linked to and used in the Swedish Foundation's core work? The books analyzed are Björnstad (2016) by Fredrik Backman and Tusen gånger starkare (2006) by Christina Herrström. The analysis of the work is done after careful reading and in the light of theories of identity and intersectional perspective. The most important conclusions from the result are that young people are affected by strong social norms, as norm overruns risk being excluded. The text examples show that it is possible but difficult for young people to change their identity in school and hockey's discourse. In the discussion, a reasoning is taken over how the novels' content can be used in teaching to learn basic values, such as equality. Book conversations, thematic teaching and dramatization are highlighted as possible ways of working.

This study’s intention is to inspect if and how LGBTQIA+ persons are represented in English textbooks for the upper secondary school course, English six. To narrow the field of examination, the focus of this study is on “love and relationship” chapters in each book. The chapters are analysed in three textbooks published between 2000—2015 to see if the representation has changed overtime. In order to inspect each textbook objectively, the basic values from The Swedish National Agency for Education from 1994 and 2011 (Lpf94 & Gy11) are observed to see what the textbook writers had to proceed from. The text in the chapters is analysed using discourse analysis (a method suited for examining what a text depicts as “normal”, and by extension, abnormal). The result is distinct. Heterosexual and cis-gendered stories dominate the chapters, and where non-heterosexual characters are represented the portrayal of the representation is often somewhat problematic. By shedding light on the many inadequacies in the representation of LGBTQIA+-persons in textbooks, this study suggests possible solutions.