Uppsatsen behandlar översättningen av de fem första kapitlen i Rapt à Bamako, som är ett autentiskt översättningsuppdrag och som kommer att publiceras av Bokförlaget Trasten under hösten 2010. En översättningsprincip för det aktuella uppdraget har bestämts utifrån översättningens förutsättningar, bestående av teoretisk bakgrund, måltextens syfte och kontext, genomgång av referenstexter samt en stilstudie av källtexten. Det framkommer att den kontextuella och lexikala nivån var de som gav upphov till mest svårigheter under översättningsarbetet, men att en stor del av de problematiska översättningsfrågorna kunde lösas med hjälp av översättningsprincipen i fråga. / The study deals with the translation of the five first chapters of Rapt à Bamako, an authentic translation assignment which will be published by Bokförlaget Trasten during fall of 2010. Based on relevant theoretical considerations, the purpose and context of the source text, a survey of parallel texts and finally a style analysis, a translation strategy for the task was formulated. The contextual and lexical levels of the translation turned out to be the most problematic ones, but the solution to the problem could often be found in the translation strategy.

Syftet med denna uppsats är att belysa hur litteratur kan användas i ett integrerat värdegrundsarbete i svenskundervisning på gymnasiet, utifrån exemplet Jennifer Mathieus roman Moxie (2021), med fokus på jämställdhet mellan könen. Genom att analysera romanen utifrån genus- och feministisk teori har värdefulla delar ur romanen lyfts fram. Detta ställdes sedan i relation till kursplanen för svenska (Skolverket, u.å.) och tidigare forskning kring litteratursamtal, både som arbetssätt och i ett värdegrundsarbete. Analysen visar att Moxie gestaltar och problematiserar patriarkala mönster och maktsystem, och hur en feministisk rörelse kan bidra till att förbättra kvinnornas ställning i samhället. Analysen visar också att dessa delar fungerar som ett bra material i litteratursamtal, och att detta i sin tur agerar som ett viktigt verktyg i ett integrerat värdegrundsarbete i svenskundervisningen. / The aim of this study is to illustrate how literature can be used in an integrated work on fundamental values in Swedish education at upper secondary school, with the example Jennifer Mathieu’s novel Moxie (2021), with focus on gender equality. By analyzing the novel based on gender- and feminist theory valuable parts from the novel have been highlighted. This was then put in relation to the syllabus for Swedish (Skolverket, u.å.) and previous research on book talk, both as an approach on work methods and as a part in a work on fundamental values. The analysis shows that Moxie portrays and problematizes patriarchal patterns and power structures, and how a feminist movement can contribute to improving the position of women in society. The analysis also shows that these parts serve as good material in book talks, and at the same time acts as an important tool in an integrated work on basic values in Swedish education.

Analyzing Emily Bronte’s Wuthering Heights and linking trends of the Byronic hero that have merged into a variety of genres reveal that the hero is a mode of subversive gender expression, which has evolved within the Gothic through feminine desire. Delving into Bram Stoker’s Dracula will provide unique insight into the audience’s desires/expressions of gender. Finding the transition point from the monster vampire of Dracula to Stephanie Meyer’s desirous, sparkling boy-next-door in Twilight will track the trajectory of gender and sexual norms through time. From the foundational adaptation of the Byronic hero in Wuthering Heights to the repressed vampiric desire of Dracula, to queer desire/domestication within Anne Rice’s Interview with the Vampire, ending with sparkling vampires of Twilight, we can invite the Byronic hero, which already supports rejection of societal expectations, into a genderless space, becoming a champion of desire absent from the constraints of gender and sexuality conformity.

Central Stories is a series of interconnected stories about students at a fictional high school. Each story focuses on a pair or small group of students who are grappling with issues of gender identity, sexual orientation, and changing friendships. These stories explore varying aspects of the coming out processes, as well as attendant character-developments related to adolescence.

This thesis explores the development of individuality in Nigerian books for young adults, Akata Witch and Akata Warrior by Nnedi Okorafor. For that, the literary concepts of young adult literature and the heroic journey (monomyth) is used. This thesis aims to prove that the heroic journey framework may be applied to young adult literature, primarily concerning the formation of identity resulting a certain correlation between the two types of narrative. Based on the description of concepts of literary theory, such as the Other, described by Robyn McCallum, and the individual constitutive elements of the heroic journey, in the theoretical part, the analysis from both vantage points and subsequent correlation between them is described in the practical part. The two books that are analysed are described from the point of three major concepts of young adult literature and all twenty six steps of the heroic journey, based on Campbell and other literary theorists. Based on this analysis, it is concluded that there is a certain correlation between the two narrative frameworks. It is especially similar concerning the growth of individuality of its protagonists. Despite there being a correlation among the two types of narrative, young adult literature and the heroic journey, certain elements do not have...

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The intent of this thesis was to test the feasibility of constructing performance-for-development narrative using a constructive logic approach. I created an equation which expressed the sum of non-human-elements as the sum of a narrative with each element serving as a variable. I used a review of persuasion literature to provide insight into the selection and manipulation of each variable. I provided my family as a hypothetical example and used my knowledge of their preferences and communication styles in conjunction with the literature and the equation to craft a narrative which might increase pro-school attitudes in other families like my own. I found that there exists a narrative comprised of only non-human elements that are likely to yield change in an audience given a specific situation, and that a constructive logic approach can be used to craft performance-for-development narrative.

Emmett Till’s murder inspired many novelists, poets, and artists. Recently, Till has inspired several feminist young adult novelists who are introducing his case in an intersectional way to a new generation of readers. The works that I have studied are A Wreath for Emmett Till (2003) by Marilyn Nelson, The Hunger Games Trilogy (2008-2010) by Suzanne Collins, and Midnight without a Moon (2017) by Linda Jackson. By examining how the authors employ a feminist perspective, readers can understand how they are striving for a more inclusive, intersectional feminist movement. This is significant because the publishing industry, specifically for Young Adult Literature, is not diverse. These works, while often overlooked by critics, may be the first exposure most young readers have to Emmett Till. Each of these novels could be used to teach readers not only about Till’s case, but also about current events to help foster a multicultural consciousness.

Young adult dystopian fictions follow the patterns established by the classic adult dystopias such as George Orwell's 1984 and Aldous Huxley's Brave New World, but not completely. Young adult dystopias tend to end happily, a departure from the nightmarish ends of Winston Smith and John Savage. Young adult authors resist hopelessness, even if the fictional world demands it. Using a rhetorical approach established by Wayne Booth in The Rhetoric of Fiction and The Company We Keep, this thesis traces the reasons for the inclusion of hope and the strategies by which hope is created and maintained. Booth's rhetorical approach recognizes that a narrative is a relational act. At issue in this study is the consideration of what follows from viewing a narrative as a dynamic exchange between text, author and reader. Through a focus on rhetoric as identification, the responsibilities of both the author and the reader to a text are identified and discussed. Three young adult novels, A Wrinkle in Time by Madeleine L'Engle, The Giver by Lois Lowry and Feed by M.T. Anderson will be analyzed as case studies. Together the analysis of these novels reveals that storytelling is an act of forging identifications and forming alliances. The reader becomes more than just a spectator of the author's rhetoric; the reader is a fully involved member of the interpretive and evaluative process.

This thesis aims at analysing the novel History Is All You Left Me by Adam Silvera using a queer phenomenological lens in order to reveal to what extent it depicts aspects of sexuality, consent and relationships in a non-heteronormative way. Furthermore, the thesis discusses different ways of making visible the effects of normativity on student’s learning and development through the proposed queer phenomenological pedagogy.  The literary analysis is conducted by implementing queer theory, queer phenomenology and reader-response to reveal and convey the above-mentioned aspects in a way that enables critical thinking from a non-heteronormative perspective. The pedagogical implications show how the different aspects of sex/sexuality, consent and relationships can be put in juxtaposition and evaluated to broaden the pupils’ understanding and perception. The thesis concludes that the novel History Is All You Left Me contain several examples of sexuality, consent and relationships, amongst others, in a non-heteronormative way, which can be put in juxtaposition in the classroom to further enable critical thinking regarding the topics. Furthermore, the thesis concludes that a queer phenomenological pedagogy can work against normalisation and for pupils finding or expressing their identity and uniqueness.