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The master thesis focuses on the literary analysis and comparison of four books for young adults written by different authors. Two of the compared works are novels Eulengesang and Carolina: Ein knapper Lebenslauf by Iva Procházková, originally a Czech author and representative of a so called migrant literature. The thesis deals also with the novel Die Wolke by Gudrun Pausewang and the short story collection Meine freie deutsche Jugend written by Claudia Rusch. The main aim of the thesis is to compare and interpret the portayal of adolescence in the chosen works. Special attention is confined to the types of characters and situations they encounter, motivation for their behaviour and last but not least, to the motives. The opening chapters present historical overview of the Czech and German young adult literature. The thesis also includes a chapter on adolescence from the scientific perspective of developmental psychology. In the conclusion, the master thesis contrasts the chosen literary works in pairs: Eulengesang with Die Wolke and Carolina: Ein knapper Lebenslauf with Meine freie deutsche Jugend.

The purpose of this thesis is to analyze John Keats’s “Lamia” and his style of Anti-Romance as informed by William Shakespeare’s own experimentation with Romance and Anti-Romance in “King Lear.” In order to fulfill the purpose of my thesis, I explore both the Romance and the Anti-Romance genres and develop a definition of the latter that is more particular to “King Lear” and “Lamia.” I also look at the source material for both “King Lear” and “Lamia” to see how Shakespeare and Keats were handling the originally Romantic material. Both Shakespeare and Keats altered the original material by subverting the traditional elements of Romance. In conclusion, the thesis suggests that Shakespeare’s Anti-Romance, “King Lear,” and his general reworking of the Romance genre within that play informed Keats’s own experimentation with and deviation from the traditional Romance genre, particularly in “Lamia.”

I essäns form utforskas här grunderna till och eventuella effekter av formuleringar i läroplanen för gymnasieskolan där entreprenöriella förmågor framhålls. Dessa ska främjas hos eleverna vilket ska leda till att de i framtiden kan starta och driva företag. Syftet är att undersöka varför läroplanen innehåller dessa formuleringar, om det är möjligt eller önskvärt att lärare omsätter dem i undervisning, vad det kan innebära för eleverna, utbildningen, arbetslivet och för samhället i stort. Essän tar sin utgångspunkt i ett boksamtal om romanen Yarden som författaren till denna essä och en grupp elever hade hösten 2017. Ur denna berättelse och ur upplevelsen av kontrasten mellan det som kan vara undervisningens mål och mening och de skrivningar om entreprenörskap läroplanen innehåller växer utforskandet fram. Det utmynnar i en kritik av den nyliberala politik som skapat den marknadsanpassade skolan. Essän ifrågasätter också tron på att vi kan utbilda för en tänkt framtid. Slutligen pekar den mot det nödvändiga i reformer som kan undandra skolan från marknaden. / An essay that investigates the basis and possible effects of certain formulations in the upper-secondary curriculum that emphasise entrepreneurial skills. Such skills are to be promoted in pupils, with the aim of their being able to start and operate businesses in the future. The purpose is to examine why the curriculum contains these formulations, whether it is possible or desirable for teachers to implement them in their instruction and what this might mean for the pupils, their education, the professional world and society as a whole. The essay is based on a discussion of the novel Yarden (“The Shipyard”) by Kristian Lundberg, which the author of this essay and a group of pupils read in autumn 2017. The exploratory aspect of the essay develops out of this story and the experience of the contrast between what is perhaps the goal and purpose of the instruction, and the writings about entrepreneurship contained in the curriculum. The result is a criticism of the neoliberal policy that created market-adapted schooling. The essay also questions the belief that we can educate people for a hypothetical future. Finally, it points to the necessity of reforms that can extract schools from the market.

Esta dissertação analisa as construções discursivas do trabalho livre e escravo na pela Mãe de José de Alencar publicada em 1860. A pesquisa foi predominantemente exploratória quanto ao seu objetivo, utilizou o método bibliográfico buscando nos textos de Marx, Engels, Freyre, Freitas, Fausto, Gorender, Costa, Ianni e outros autores o surgimento do trabalhador assalariado e indícios que levassem à compreensão sobre como se deu a passagem do trabalho escravo para o livre no Brasil do século XIX. A análise tem como corpus a pela Mãe, de José de Alencar, procurando levantar como o autor representa as relações de trabalho na segunda metade do século XIX e as possíveis inferências dessa representação. A partir da Análise Dialógica do Discurso (ADD), de Baktin e o Círculo, buscou-se compreender como são representadas no discurso literário teatral as relações entre senhores e escravos urbanos e entre as classes sociais que se reorganizam e os trabalhadores livres. Como resultado a pesquisa revelou como o autor inova ao trazer como protagonista uma escravizada durante a vigência da escravidão no país, mostrando que esta pode se colocar como uma trabalhadora livre, em suas falas, apesar de sua condição de escrava na pele e expõe no microcosmo da obra, como se constitui o trabalho escravo e livre na época. Mostra ainda o espanto diante da necessidade de mulheres pertencentes a estratos sociais mais favorecidos trabalharem. Alencar buscou construir em suas obras uma identidade para o país que se constituía, e denunciou as mazelas da escravidão em obras como Mãe e O Demônio Familiar (1857). Entretanto, a despeito de ter levado ao palco a escravidão, a invisibilidade dos escravos e seus descendentes permanece, ainda hoje, nos milhões de brasileiros negros e mulatos alijados de seus direitos. A pesquisa aponta a importância da redescoberta de obras como Mãe que mantém viva a memória da escravidão e que passados 129 anos de seu término oficial, seus efeitos ainda se fazem sentir, cabendo a cada brasileiro fazer uso de suas capacidades para escrever uma nova história para o trabalho neste país: trabalho livre e digno para cada habitante desta terra, independente da cor de sua pele ou condição social. / This dissertation analyses the discursive constructions of the free and enslaved work on José de Alencar’s play Mãe, published in 1860. The research was mainly exploratory when it came to its objectives and utilized the bibliographic method, searching on the texts of Marx, Engels, Freyre, Freitas, Fausto, Gorender, Costa, Ianni and other authors for the emergence of the salaried work and indications that led to comprehending how the transition from enslaved work to free work happened in Brazil in the XIX century. The analysis has as a corpus José de Alencar’s play Mãe, and it tries to raise how the author represents the work relations in the second half of the XIX century and the possible inferences of such representation. From Bakhtin and the Circle’s Dialogical Discourse Analysis (DDA), it is attempted to comprehend on the theatrical literary speech how it is represented the relations between master and slave and between the social classes that restructured themselves and the free workers. As a result, the research revealed how the author innovates by bringing as the main character a female slave, during the existence of slavery in the country, showing that she can be a free worker, in her lines, despite her condition of a slave on her skin and exposes on the work’s microcosm how it is constituted the free and enslaved work at the time. It also shows the astonishment before the need of higher-stratum-belonging women to work. Alencar attempted to build on his works an identity for the constituting country, and despite denouncing the badness of slavery on works such as Mãe e Demônio Familiar (1857), the invisibility of the slaves and their descendants remains in millions of black and mulatto Brazilians depleted from their rights. The research pointed out the importance of rediscovering works such as Mãe that do not allow us to forget that slavery happened and that 129 years since its official end, its effects are still felt, making it fitting that every Brazilian, making use of their own capacity, write a new history for work in this country: free and dignified work for every inhabitant in this land, independent of color of skin or social condition.

Working at the intersection of narrative studies and political theory, this thesis performs an original critical intervention in Gulliver’s Travels studies to establish the work as an intertextual response to the hegemonic articulations of European travel writing produced between the 15th and 18th centuries under the discourse of Discovery. My argument proceeds through two movements. First, an archeology of studies on Gulliver’s Travels that identifies key developments and points of significance in analyses of the satire’s intertextual relationship with travel writing. Second, a discursive analysis of the role of Discovery generally, and travel writing specifically, in constructing European hegemony within a newly global context. Together these movements allow me to locate Gulliver’s Travels firmly within the discourse of Discovery and to specify the politics of the text and the poetics of its operations. For this analysis I adopt a conceptualization of hegemony elaborated by Ernesto Laclau and Chantal Mouffe in Hegemony and Socialist Strategy (1985), which defines discourse as a structured totality of elements of signification, wherein the meaning and identify of each element is constituted by articulatory practices competing to fix the differences and equivalences between it and others within the discourse. An hegemonic discourse is one that successfully limits the possibility of novel articulations according to a particular governing logic. In the Age of Discovery, this governing logic, I argue, is a socio-spatial logic that constructed the “European” subject through its difference from the “Non-European,” the “civilized” subject through its difference from the “savage,” and the “free land” of the “savage” peoples through its difference from the occupied lands of the “civilized.” To conduct the concomitant critical analysis of Gulliver’s Travels, I draw upon Jacques Rancière’s conception of the “distribution of the sensible,” which refers both to the partitions determined in sensory experience that anticipate the distributions of parts and wholes, the orders of visibility and invisibility, and the relationships of address or comportment beneath every community; and to the specific practices that partake of these distributions to establish the “common sense” about the objects that make up the common world, the ways in which it is organized, and the capacities of the people within it. This enables me to establish travel writing as an articulatory practice that utilized a narrative modality to “reveal” the globe in a Eurocentric image dependent upon the logic of Discovery: a discursively constructed paradigm that I identify as what others have labeled “travel realism,” which organized the globe into a single field of discursivity predicated upon the “civilizational” and “rational” superiority of Europeans over their non-European Others. Gulliver’s Travels, I conclude, intervenes in this distribution of the sensible by utilizing the satirical form as a recomposing logic to upend the paradigm of travel realism and break away from the “sense” that it makes of the bodies, beings, and lands it re-presents. / Graduate