This essay is a creative study of how characters are depicted in Terry Pratchett’s Discworld, based on three novels of Pratchett, translated to Swedish: Häxor i Faggorna (1994), Svinvinternatt (2005), and Levande musik (2001). The creative part will be a short story written by me, where I put the well-known character Näcken from Swedish folklore into Pratchett’s imaginary world Discworld. I will use two academic texts about Näcken, Näcken (2008) by Jochum Stattin and Erotiska väsen(2010) by Ebbe Schön, as a base for my creative writing. To study how Pratchett writes and uses allusions in his works, White Knowledge and the Cauldron of story: The Use of Allusion in Terry Pratchett’s Discworld by William T. Abbott and The intertextual use of the Fairy Tale in Postmodern Fiction by Kevin P. Smith will guide me. The purpose of this essay is to study how Pratchett changed folklore characters to fit into his world.

This study explores how the design of women’s social space of action is presented in Hagar Olsson’s play S.O.S: Save our souls (1928). The focus of the study is on the female main character of the play, Maria. The analysis model consists of close reading with the play's melodramatic elements as a starting point. The theoretical framework for the study is the epic theater tradition where Bertolt Brecht has an important influence. The study shows that there is an existing deficiency condition regarding women´s social space of action. This design interprets as a space where women´s happiness and freedom experiences as difficult to access. There is also a critique towards this design through Maria and her actions. The critique is targeted towards long-standing social constructions. However, it should be pointed out that the play takes plays in a bourgeoise environment. Therefore, the design of the space as well as the critique targets towards this environment. The study also shows that Maria´s actions combined with the play opens up for a possible new space where contemporary bourgeoise women allows to act beyond their expectations. This design creates a possibility for women to follow their own way to happiness.

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Studien undersöker hur det interaktiva elementet i TV-spelet Spec Ops: The Line påverkar och formar spelets narrativ, och försöker utifrån det dra mer allmänna slutsatser rörande vilka effekter interaktiva element i TV-spel kan ha på såväl spelet som dess spelare. Resultaten visar att interaktiva aspekter tillåter spelet att i högre grad förankra sitt budskap i spelaren som individ och dennes beslut, i kontrast till att göra en poäng på mänskligheten i allmänhets bekostnad. I diskussionen uppmanas lärarvärlden att ta till vara på de unika möjligheter som spel erbjuder för att fördjupa, utvidga och nyansera inte minst en diskussion om narrativ, samt för att förmedla en del av de berättelser och lärdomar som i skolan traditionellt har förmedlats genom litteraturen, om inte annat som en inkörsport till litteratur.

Harry Potter och värdegrunden - Hur Harry Potter kan användas i arbetet om värdegrunden för skolans år 4-6, syftade till att undersöka vilken värdegrund som går att utläsa i Harry Potter och de vises sten. Undersökningen utgick från de tre kategorierna människans frihet och integritet, alla människors lika värde och jämställdhet mellan kvinnor och män. Vidare undersöktes huruvida den gestaltade värdegrunden förhåller sig till den svenska skolans värdegrund, Lgr 11. Studien utgick från en kvalitativ textanalys med ett hermeneutiskt förhållningssätt där händelser i boken citerades och analyserades ur ett värdegrundsperspektiv. Studien utgick främst från skolmiljön i boken om Harry Potter, där samspelet mellan elever sinsemellan och mellan elever och lärare för att lyfta fram beteenden som går emot den svenska skolans värdegrund. Dessa citat och analyser är tänkta att inspirera undervisningen för att tydligare förankra värdegrunden i undervisningen, och att eleverna med detta ska få en större förståelse för varandra oberoende av kön, etnicitet och klass. / <p>Godkänt datum 2021-01-17</p>

This essay examines the conditions for translation into Swedish, and reception of Shakespeare’s dramatic works during the 19th century. By looking at the critical discussion around Shakespeare in Sweden from 1790 until 1850, and the biographies of several translators, the conclusion is that the Romantic movement was a crucial component in introducing his plays, as well as a modernization of political and literary culture after the French revolution. The essay also aims to tie a specific play – The Tragedy of Coriolanus, one of Shakespeare’s later tragedies – which was performed in Stockholm in 1866 to the political conditions of modernity, with its focus on class struggle and the taming of public opinion. The play dramatizes the for democracy as against aristocracy and tyranny – an issue well alive in the late 19th century. By situating the text of the play as a narratological homology for political and capitalist modernity, Shakespeare is brought into sharp relief as a thoroughly modern playwright, whose problems still concern us today.

Syftet med denna studie är att undersöka hur begreppet främmandegöring kommer till uttryck i Tomas Tranströmers dikter Preludium och Flygblad. Som analysmetod används det närliggande begreppet förgrundstekniker, som beskriver hur främmandegöring kan uppstå genom det poetiska språkets olika funktioner, samt med författaren eller poetens användning av stilistiska drag. Dessutom undersöker studien hur en litteraturundervisning som beaktar skönlitteraturens främmandegörande funktion kan utveckla elevers litterära kompetens, enligt Örjan Torells modell. Analysen visar att dikterna innehåller ett rikt antal varierande förgrundstekniker som dels kan fungera väl som utgångspunkt i arbetet med att utveckla elevers litterära kompetens, dels kan öka sannolikheten för en förhöjd estetisk läsupplevelse.

This study examines what support that exists in the Swedish upper secondary school curriculum and the English 7 syllabus for teaching postcolonial literature and the postcolonial literary concepts of binary pairs and Othering. This study also illustrates how Arvind Adiga’s The White Tiger (2008) could serve as an example of a postcolonial novel to exemplify said concepts in the EFL classroom. To answer these questions, a definition of the postcolonial genre as well as a definition of the concepts within postcolonial literary theory was formulated. With the theoretical framework in place, an analysis of the steering documents was conducted. The Swedish curriculum’s focus on the teaching of every human’s equal value and rights relate to the postcolonial genre, as the genre is dedicated to telling marginalised perspectives in the modern world. The syllabus states that teaching different genres of literature and the usage of different perspectives in the classroom should be a part of the English subject. This supports the teaching of postcolonial literature as it is a successor to Western classics as well as shift in perspective from the colonisers to the colonised. The teaching of the concepts of binary pairs and Othering were indicated to be potentially challenging to practically implement, as literary didactic literature stated the difficulties of adapting literary theory to an upper secondary school level. Teaching literary concepts was indicated to be achievable provided that teachers teach theory with clear guidance of what context to use it in and where not to use it. As for binary pairs and Othering within Adiga’s The White Tiger (2008), the examples focused on were the Indias of Light and Darkness, and how this binary pair Othered one another. As such, the results were found to indicate that there is support for teaching postcolonial literature as well as postcolonial concepts, and that Adiga’s novel would be an adequate text to use for exemplifying these in the classroom.

This study aims to examine the potential of reading dramatic scripts in the Swedish EFL classroom, using the play Top Girls by Carol Churchill as an example. In particular, it focuses on how literary theory and different aspects of feminism can be taught through the use of the play. The study is conducted through a textual analysis of the play’s main characters and the Swedish National Syllabus. The results show that there is a great potential in working with dramatic literature in the EFL classrooms. Using drama is effective in the way it covers several aspects of the core content of English in upper secondary school, and may be used to develop language skills, cultural understanding and critical thinking. The play contains complex ideas about different types of feminism, and the two main characters Joyce and Marlene represent two ways of striving for equality between men and women. These ideas are, in other words, represented by and embodied in the two main characters, which could make the ideas easier for students to understand.