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Vid en läsning av Aftonbladets artikel ”De är Pippis arvtagare” (Swedenmark 2020), som publicerades i samband med firandet av Pippi Långstrumps 75-årsdag, väcktes en nyfikenhet på en av de moderna flickkaraktärerna som omnämndes: Frallan. Det övergripande syftet med denna uppsats har således varit att försöka ta reda på om det går att se Frallan som en arvtagerska till Pippi. Studien har utgått från tre frågeställningar om hur Pippi och Frallan framställs kopplat till genusnormer, stereotyper och ideal. Uppsatsen vilar på en genusteoretisk grund där Mia Österlunds flickmatris använts som verktyg för att kunna se hur Frallan och Pippi förhåller sig till de tre flickor som Österlund menar kan ses som grundtyper för olika flickskildringar. Den metod som använts i uppsatsen är en komparativ kvalitativ textanalys där det skönlitterära materialet fått stå i fokus för att nå djupa karaktärsanalyser. Den tidigare forskning som finns att tillgå om Pippi är omfattande och flertal relevanta nedslag har valts ut med koppling till min studie. Desto mindre forskning har bedrivits om Frallan vilket gör att denna uppsats är möjlig att se som ett tillskott på ett område som inte är brett beforskat. Resultatet som framkommer av studiens analys är att både Pippi och Frallan går att se som skeva karaktärer som på olika sätt bryter mot det flicknormativa. Därav är det även möjligt att se Frallan som en arvtagerska till Pippi som följer de normbrytande fotspåren, även om Frallan är en mer utvecklad och nedtonad version. Analysen har även synliggjort de begränsningar som finns i flickmatrisen som verktyg då den inte tillåter ett placerande av alla karaktärens egenskaper. I ett vidare perspektiv lyfter även uppsatsens resultat problematiken med att sortera in människor och karaktärer i fack, då detta är något som kan vidmakthålla de strukturer i samhället som bygger på att kategorisera till exempel kön.

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I denna uppsats analyseras Maria Hellboms Älgkungen (2021) ur ett ekokritiskt perspektiv, med stöd i ett didaktiskt sådant. Syftet med studien är att lösa upp dualismen mellan antropocentrism och ekocentrism. Syftet är vidare att problematisera dualismen mellan didaktik och estetik. Genom en analys med fokus på tre för texten centrala karaktärer – skogsfruarna Sara och Aud, de mäktiga varelserna Midvinterdrottningen och Älgkungen, samt protagonisten Klara – visas hur antropocentrism med stöd i magisk realism har en didaktisk potential att skapa miljömedvetenhet hos läsaren. Detta i motsats till hur forskare inom ekokritiken annars ofta fokuserar enbart på ekocentrism som en källa till ekolitteracitet. Vad gäller didaktik och estetik ämnar studien att sätta fokus på hur dessa inte behöver konkurrera. Resultatet av studien visar på att även om syftet med läsningen är för det estetiska nöjets skull, kan slutresultatet ändå vara att läsaren lär sig något under tiden. Detta tack vare textens inneboende didaktiska potential och det fokus som läggs på klimat- och miljöfrågor i just denna text. Den ekokritiska teorin för uppsatsen baseras främst på Greg Garrards Ecocriticism (2012), samt på en ekokritisk översiktsartikel av Henrik Görlin (2009). Didaktisk potential baseras i sin tur på Malin Alkestrands (2016) definition av begreppet. Vidare används även de avsnitt av Barnradions bokpris – där juryn består av fem barn ur femte klass – som behandlar Älgkungen som underlag för analys och resultat. Genom dessa läggs en ytterligare dimension till denna analys: barns egna åsikter och tankar kring just denna text agerar utgångpunkt för min egen analys och det resultat som framkommer.

The aim of this paper is to examine the didactic potential of the books: Kitty and The Witch Tree Symbol, Kitty and the Mystery of the Stolen Books, Yes, See Lotta and Dear Lotta. All these booksbelong to the B.Wahlström series of girls' books, a literary genre that has been looked down upon overtime and considered harmful to read because of the fact that they where too stereotypical. The reason forthis is that the characters are far too gender stereotypical and can have a negative impact on young girls.The essay intends to investigate how these books, despite being girls' books can be used as tools in theschool's value base work, especially regarding gender equality, equality, norms and stereotypes. It alsoexplores how the selected books can be used in the classroom to address gender and sex issues.To answer the aim of this paper, a qualitative method, close reading, has been used. During the closereading, there has been a specific focus on how the feminine characters, in particular how the femaleprotagonists' Kitty and Lotta, are portrayed. The theoretical approaches used to analyse the books aredidactic potential, defined by Malin Alkestrand, and the gender system, defined and explained byYvonne Hirdman. The result of the analysis was that there is a didactic potential in how Kitty and Lottaare being described since their characterization on several occasions can provide an opening fordiscussing fundamental values in school. The study also showed that the books selected for this analysishad scenes that may work as a tool in a classroom context to address and discuss the topic of sex andgender.

This dissertation examines the concept of anonymous writing where the focus of the study more specifically lies on pseudonymity and the notion that most pseudonymous authors – more often than not – choose to write with different pen names as opposed to just one. The French literary theorist, Gérard Genette, explains this phenomenon by describing pseudonym-use as an addiction that quite simply tends to cause authors to overdose in an abundance of fictitious names. Such was the case with many Scandinavian authors such as Søren Kierkegaard, Karen Blixen, and Victoria Benedictsson– all of which used different pen names but their cases of polypseudonymity differ greatly. To better understand why this is, I´ve chosen to limit my study to the latter of the three and her most-used pseudonyms: Tardif, O. Tvist, and Ernst Ahlgren. Benedictsson’s case can quite simply be considered unique since her latest pseudonym, E. A., was her alter ego and thus an intricate part of her writer persona. Alongside Gérard Genette’s, this paper greatly relies on the French philosopher Michel Foucault’s studies of anonymous practices in order to determine the functions that are most often attributed to pseudonyms. Most commonly, pseudonyms can be seen as a technique that serves to hide the author’s identity; to help improve their chances at publication. Furthermore, pen names can have the ability to enrich the status of the name and, thus, the influence and the effect of the literary work itself. In accordance with all names – fictional or not – pseudonyms may also have a classifying function, as well as a symbolic one. These general functions are examined through Benedictsson’s example where her pseudonyms are analyzed both individually and in comparison to one another. Their functions are largely dependant on the situation and context in which the pseudonyms were used. In other words, they differ greatly in regards to the person that the author corresponded with, as well as the type of media in which the pseudonyms tended to appear– such as letters, novels, newspapers, as well as Benedictsson’s journals. Even more eye-catching is, perhaps, the fact that the functions of these pseudonyms vary concerning specific phases of the author’s literary career.

The following essay explores the connection between pandemic dystopian fiction and a pedagogy of discomfort through a critical reading of The White Plague by Frank Herbert. It is advocated in this essay that a critical reading of the novel can give rise to uncomfortable topics related to living in a pandemic reality, which in turn can be incorporated in an ESL setting to encourage critical inquiry and action. Grounded in a thematic analysis of the novel, it is demonstrated that The White Plague can be used to discuss uncomfortable topics such as fear of biogenetic engineering, fear of others, nationalism, national identity, deglobalisation, violence against women, patriarchy, and traditional gender roles. Contextualised withincontemporary history, tradition, ideology, and recontextualised with the current COVID-19 pandemic, the essay confirms that a critical reading of The White Plague carries the potential to promote a pedagogy of discomfort inside an ESL classroom.

This essay aims to examine how fan fiction texts and the digital non-profit platform Archive of Our Own can provide queer separatist spaces for reorienting cis- and heteronormativity as well as how that is manifest in the published stories. It does so through an analysis of the platform’s design and accessibility and through a reading of two short stories from the collection QUEER CONVERSATIONS by the pen name heliosole. Results include that the platform makes space for non-normative stories by being free of use, its equality between moderators, writers, and users, its tradition of education and resistance, by making writing accessible and collaborative, using famous characters’ voices for speaking comforting truths and by challenging norms regarding sexuality and temporality.

Feminist literary critics have long focused on the female gender role in Mary Shelley’s Frankenstein. This essay turns instead to the role of fatherhood in Frankenstein. This has been achieved by applying Judith Butler’s feminist theory, the Theory of Performativity, and by examining the different examples of fatherhood in the novel, performing a comparative study whilst applying a historical context. The main point of focus has been to compare the effects, of the existing types of fatherhood in the novel, on family and society, using the Theory of Performativity. This has resulted in the understanding that Frankenstein gives much consideration to the constituents of fatherhood which may represent the most immediate threat to the family as a building block, to the happiness of children, and the improvement of society.

The thesis in this essay states that Ántonia Shimerda and Lena Lingard in My Ántonia achieve a higher degree of woman emancipation because of their active response to prevailing power structures and that Cather uses the hardships and disappointments of these young women to highlight these power structures. Therefore, My Ántonia can be regarded as a novel taking a stand against patriarchal power structures. The primary text is My Ántonia by Willa Cather, which is analysed with the help of Foucault’s theory of power and Judith Butler’s gender theories. The essay discusses which power structures are affecting Ántonia Shimerda and Lena Lingard and how these obtain a higher degree of woman emancipation due to their response to these power structures. Furthermore, the essay also deals with which inequalities in society that are highlighted by Cather in My Ántonia and how this is made.