Based on a Ph.D. thesis-Uppsala universitet, 2006. / Includes bibliographical references and index.

DETTA EXAMENSARBETES SYFTE ÄR ATT UNDERSÖKA, JÄMFÖRA SAMT ANALYSERA BARNLITTERATUR FÖR ATT KUNNA FÅ EN BLICK AV VILKEN SYN PÅ KÖN BÖCKERNA FÖRMEDLAR SÅVÄL SOM HUR KVINNLIGA OCH MANLIGA KÖNSROLLER KONSTRUERAS I BARNLITTERATUREN I SVERIGE OCH ARABISK BARNLITTERATUR.

The dissertation takes as a point of departure that 1945 is usually mentioned as a start for a new type of Swedish children’s literature. In the majority of handbooks in and reviews of the history of Swedish children’s literature this is repeated as a fact. A reason for this is that three famous authors of children’s literature in Swedish all had their breakthrough this year: Lennart Hellsing, Tove Jansson and Astrid Lindgren. They are regarded as the most important examples of the new type of children’s literature. Especially Astrid Lindgren’s Pippi Långstrump [Pippi Longstocking] has been seen as a symbol for the free child and for the revolt against the adult world and the stiff rules of etiquette. At the same time as 1945 has been assigned as the birth date for a new children’s literature the general view of the preceding period, between the two world wars, has been that it was stagnant and uninteresting. In this study, the hypothesis was that the new did not emerge from an empty space. After extensive reading of children’s literature from the time between the wars it was discovered that there were new tendencies in this literature similar to those ascribed to the literature from the period after 1945. A more detailed analysis was performed comparing Astrid Lindgren’s Pippi Långstrump with works by the Swedish author Ester Blenda Nordström and the Danish author Karin Michaëlis’. The results show that the children’s literature produced between the wars was much more complex than previously stated and has several characteristics similar to the literature produced after 1945. As a consequence it seems necessary to modify the notion of 1945 as the definite starting point for the modern Swedish children’s book. A comparative analysis of the three authors is used as verification in the thesis. The analysis use among others the theories of Bachtin about the “popular laugh culture” and shows that the main characters in the books by Nordström and Michaëlis to the same extent as Pippi Långstrump illustrates the norm-breaking and independent child. The similarities between the work of Astrid Lindgren and Nordström and Michaëlis are obvious in terms of content as well as in expressions and type of language. The main focus in this dissertation is a textual analysis against a background of social context analysis. The conclusions state that there clearly were predecessors to the work of Astrid Lindgren. To simply state that 1945 was the year when the modern children’s book was born thus no longer seems relevant. / <p>Akademisk avhandling för avläggande av filosofie doktorsexamen i litteraturvetenskap vid Göteborgs universitet, som med tillstånd av</p><p>humanistiska fakultetsnämnden kommer att offentligen försvaras fredagen den 27 maj 2011, kl. 10 i Lilla Hörsalen, Humanisten, Renströmsgatan 6, Göteborg</p>

I detta arbete används ett normkritiskt perspektiv för att undersöka mångfalden som presenteras ur ett urval bilderböcker publicerade mellan år 2016-2021. Arbetet kommer fokusera på några av de normer som bilderboken presenterar gällande bland annat genus, funktionsvariationer och kultur.  Vidare kommer bilderbokens multimodala kommunikationssätt att analyseras utifrån metodansatsen semiotisk modalitet och vidare granskas genom kvantitativa och kvalitativa analysmetoder. Detta för att belysa textens och illustrationens likvärdighet i den multimodala kommunikationen.  I min process har ett urval på nio böcker tagits fram och kritiskt granskats utifrån normkritiska kriterier och genom både konventionella och ikoniska tecken för att på så sätt skapa en så heltäckande analys som möjligt. Som avslutning presenteras resultatet av denna undersökning där också normer och/eller teman som återkommer, eller inte uppmärksammas, i flera av böckerna tas upp. Vidare belyses vikten av förskolepedagogens förståelse för bilderboken, normkritik och inkludering. Vikt läggs vid att pedagogen själv skall förstå varför regelbundna reflektioner och analyser av materialet förskolan erbjuder barnen bör göras. / This thesis uses a norm-critical perspective to highlight the diversity presented from a selection of picture books published by swedish authors between the years 2016-2021. The work will focus on some of the norms that the picture book presents regarding, among other things, gender, functional variations and culture Furthermore, the picture book's multimodal communication method will be analyzed on the basis of the method approach semiotic modality and further examined through quantitative and qualitative analysis methods. This is to highlight the importance of the text and the equivalence of the illustration in the multimodal communication. In my process, a selection of nine books has been selected and critically examined on the basis of norm-critical criteria and through both conventional and iconic signs in order to create as comprehensive an analysis as possible. In conclusion the results of this study are presented where norms and/or themes that recur, or are not noticed, are also addressed in several of the books. Furthermore, the importance of the preschool educator's understanding of the picture book, norm criticism and inclusion is highlighted. Emphasis is placed on the educators understanding why regular reflections and analyzes of the material the preschool offers the children should be made.