Through Close reading of the two trilogies The Hunger Games by Suzanne Collins and The Engelsfors trilogy by Sara Elf Bergsmark and Mats Strandberg this thesis aim is to examine the popular literary theme with a young girl who saves the world.  This thesis approach this through Michel Foucault’s theories of both discourse theory and analysis of power. By using discourse theory this thesis first examines what it means to be a girl, in both the literary worlds and our own. The result shows that the girls have very different approaches to what it means to be a girl. What they do have in common is that they all relate to an understanding of a concept of the right way to be a girl, as if there was a blueprint version of the true girl. In the second part the girls approach to power and how they find ways to show resistance is studied. Foucault argues that power is a part of all human relationships and that power always is possible to change. By exanimating everyday life experiences where power and control is exercised, different ways in which the girls lives that were shaped by this power was revealed. The analysis show that the power influences their lives in even the smallest ways and affect what they say, their dreams and their thoughts. By becoming more aware of how their societies are constructed they find ways to fight back and show resistance. Collaborations between people of different background and class is an important element in both trilogies and through the girls commitment they become aware of how they can be a part of and lead their societies to change. In both books, the worlds the girls live in is changed for the better.

Submitted by Guilherme Augusto Louzada Ferreira de Morais null (gui_amorais@hotmail.com) on 2018-02-19T23:21:31Z No. of bitstreams: 1 Dissertação_Morais_2018.pdf: 1959729 bytes, checksum: e4bb69bb4962e19ac63cfef3f80a903e (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-02-21T18:35:01Z (GMT) No. of bitstreams: 1 morais_galf_me_sjrp.pdf: 1959729 bytes, checksum: e4bb69bb4962e19ac63cfef3f80a903e (MD5) / Made available in DSpace on 2018-02-21T18:35:01Z (GMT). No. of bitstreams: 1 morais_galf_me_sjrp.pdf: 1959729 bytes, checksum: e4bb69bb4962e19ac63cfef3f80a903e (MD5) Previous issue date: 2018-02-06 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Estudamos a série de livros “Jogos vorazes” (2010-2011) com o objetivo de demonstrar como se dá a permanência e a representação do modelo heroico da Antiguidade Clássica na Contemporaneidade por meio da análise da caracterização da personagem feminina Katniss Everdeen. Para tanto, enfocamos a personagem criada por Collins e as características que a definem como heroína, comparando-a ao modelo heroico clássico descrito por tantos autores da Grécia e Roma, como, por exemplo, Homero, Hesíodo, Vergílio, etc., e considerando também as reflexões sobre o herói tecidas por Campbell em O herói de mil faces (1997), dentre outros títulos e autores que embasam nossos estudos. Percebemos que há, na série, uma mudança na representação de arquétipos literários, a saber, herói clássico versus donzela clássica, visto que Katniss Everdeen assume o papel de herói e Peeta Mellark, tributo masculino, assume o papel de donzela, pois, em grande parte do enredo, é salvo por ela. Dessa forma, buscamos verificar o que desvia a trama em estudo dos moldes então estabelecidos pelos Clássicos, ou seja, como Collins redefine os padrões da Literatura Clássica greco-romana, nos quais o homem era guerreiro e a mulher era dona de casa. Para isso, iniciamos nossas considerações a partir de Jung (2002), porque autores como Randazzo (1996), Vogler (2006) e Meletínski (1998), dentre outros, partem das postulações do psicanalista suíço para discutirem a respeito de arquétipos encontrados na publicidade, literatura e cinema. No percurso do estudo da heroína, realizamos uma breve comparação entre Katniss, outrora escravazida pela Capital (em uma espécie de escravidão velada), que se torna heroína e símbolo de toda uma revolução, e o herói masculino de outra obra, Espártaco, escravo e gladiador da Trácia, que foi líder de uma revolução conhecida por Guerra dos Escravos, conforme se pode comprovar no romance Espártaco, de Howard Fast (1981), publicado originalmente em inglês em 1951, e no filme baseado nesta obra literária, de Stanley Kubrick (1960), com a finalidade principal de comprovar a mudança no tratamento dos arquétipos e averiguar a presença de elementos ligados à cultura romana na série escrita por Collins. Enfim, buscamos verificar de que modo o modelo de Herói Clássico, seja na figura dos heróis mitológicos, seja na personagem histórica de Espártaco, é representado na caracterização da protagonista feminina de “Jogos vorazes” e quais significados tais representações acrescentam à interpretação da série. / The present study aims at analyzing the series titled “The Hunger Games” to demonstrate, by observing the characterization of the female character Katniss Everdeen, how the representation of the heroic model from Classical Antiquity persists in Contemporary Literature. In order to do so, we have focused on the character created by Collins and the features that define her as a heroine, comparing her to the classical heroic model described by several authors in Greece and Rome, such as Homer, Hesiod, Vergil, etc., as well as to specifications about the hero character presented in “The Hero with a Thousand Faces” (1997), by Joseph Campbell, along with additional information on the topic provided by other authors. We have observed a change, in Collins’ novels, regarding the representation of literary archetypes, namely the classical Hero versus the classical Maiden, as Katniss Everdeen takes the role of the Hero and Peeta Mellark, the male tribute, plays the role of the Maiden, for throughout a large part of the plot he is saved by her. Therefore, we seeked to verify what deviates the plot in study from the patterns once established by Classical tradition, or, in other words, to observe how Collins redefines the standards of the Greco-Roman Classical Literature, in which the man was a warrior and the woman was a housewife. Our study is based on Jung (2002) because authors such as Randazzo (1996), Vogler (2006) and Meletínski (1998), among others, consider the postulates of the Swiss psychoanalyst to discuss archetypes found in advertising, literature and cinema. In the course of the study of the heroine, for the purpose of proving the change in the treatment of archetypes and ascertaining the presence of elements related to the Roman culture in the series written by Collins, we made a brief comparison between Katniss, once slaved by the Capitol (in a kind of veiled slavery), who becomes a heroine and a symbol of an entire revolution, and the male hero of another artwork, Spartacus, a slave and gladiator from Thrace who was the leader of a revolution known as the “War of the Slaves,” as it can be seen in Howard Fast’s (1981) novel Spartacus, originally published in English in 1951, and in the film based on this literary work, directed by Stanley Kubrick (1960). Finally, our study demonstrates that the Classical Hero model, whether taken from mythological heroes or from the historical character of Spartacus, plays an important role in the characterization of the female protagonist of “The Hunger Games,” adding different meanings to the interpretation of the series. / Proc. 2015/23592-6

This essay gives examples of possible ways to inspire young adults to become politically more aware and active using dystopian fiction in the EFL classroom. First, an overview of the dystopian genre and different ways of using it in the EFL classroom to improve critical thinking skills will be given. Subsequently, different scenes from The Hunger Games will be analyzed to show how young adults can be inspired to be more aware of social and environmental justice and to act. Finally, it is discussed why literary material in a classroom must relate to a student’s personal life and why the relevance must be explained to a student to raise their interest. As a conclusion, it is claimed that it cannot be expected that all students care for the world, but showing them why they should and how they could do it is a first step.

This thesis aims to highlight, analyse and problematize how sexualities and relationships are constructed as normative and deviant in the Hunger Games trilogy through the character Katniss Everdeen. With this analysis, the thesis aims to further elucidate the pluralism of meaning within literature as a contribution to the field of feminist cultural studies. Queer theory and queer temporality studies have been used to identify and discuss concepts such as the heterosexual matrix, monogamy and mononormativity, polyamory and other marginalized sexualities. A thematic queer reading serves as a methodological approach to the material to enable searching for queer themes in the series. The thesis shows how heterosexuality and monogamy are constructed and portrayed as normative and compulsory, where all other expressions of sexuality are presented as deviant and thereby can be view as different expressions of queer temporality.

Food relates to the experience of life, survival, and memory. It impacts us every day, whether we have plenty of it or not. It influences our memories and connects us to one another, while structuring details of our identities and cultures. As a creative writer and English major, I recognize that food influences a story to accentuate literary concepts and unveil them, such as a character’s compassion or the poison that a villain uses to unfold the plot. The best example of food as an impactful device within a story is The Hunger Games by Suzanne Collins. From the first chapter onward, Collins grants food deeper relevance in her book’s themes, the characters’ lives, and the world of Panem. Food studies explore the impact of food on societies and the world, which underly the concept of food as a device in the Hunger Games. For this thesis, I will explain specific utilizations of food as a literary device in the Hunger Games as it functions in world building, characterization, and plot momentum.

THROUGH THE FIGURE OF FICTIONAL CHARACTER KATNISS EVERDEEN, THIS DISSERTATION STUDIES HOW THE FILM INDUSTRY SIMULTANEOUSLY ENTRENCHES AND DISRUPTS GENDER, SEXUAL, AND RACIAL NORMATIVITIES. THE PROJECT USES TEXTUAL ANALYSIS AND PARTICIPANT RESEARCH TO ANALYZE HOW THE FILMS AND NOVELS OF THE HUNGER GAMES SAGA ENCAPSULATE BOTH DOMINANT AND ALTERNATIVE CONCEPTIONS RELATED TO FEMININITY, MASCULINITY, WOMANHOOD, AND MOTHERHOOD. IT ALSO EXPLORES IF AND HOW THE FEMALE HEROINE CAN BE READ AS FEMINIST AND PRODUCES A SENSE OF EMPOWERMENT. I CONCLUDE THAT ALTHOUGH THE INDUSTRY IS PRODUCING NEW MODELS OF WOMANHOOD THAT CHALLENGE TRADITIONAL GENDER ROLES, IT STILL PERPETUATES ROMANTIC IDEALS AND IDEALIZES THE HETEROSEXUAL NUCLEAR FAMILY AS THE ULTIMATE PATH TO FULFILLMENT FOR WOMEN. THE RESULTS OF THE PARTICIPANT RESEARCH SHOW THAT WHILE YOUNG WOMEN ARE CRITICAL OF CERTAIN ASPECTS OF THE SAGA, OVERALL THEY VALUE HAVING STRONG FEMALE CHARACTERS IN FICTION TO WHOM THEY CAN RELATE.

Syftet med undersökningen är att studera hur grammatiska konstruktioner av Katniss, Gale, Prim, Cinna, Rue, Peeta, och Haymitch i Suzanne Collins ungdomsroman Hungerspelen (2012) kan bidra till karaktärernas görande av manligt eller kvinnligt genus. Frågeställningen som ska besvaras är på vilket sätt framställs Katniss och de sex andra utvalda karaktärerna grammatiskt utifrån den systemisk-funktionella grammatikens transitivitetssystem processer och deltagare? Och på vilket sätt kan framställningen tolkas ur ett genusperspektiv? Genom att analysera sex utvalda delar ur boken med systemisk-funktionell grammatiks transitivitetssystem och se till processer och deltagare gjordes en grammatisk analys. Analysen tolkades sedan utifrån ett genusperspektiv gällande vilka föreställningar det finns kring manligt och kvinnligt beteende. Resultaten visar att de grammatiska konstruktionerna av Katniss och Peeta kan tolkas som görande av både manligt och kvinnligt genus, Gales och Haymitchs konstruktioner som görande av manligt genus och Cinnas, Rues och Prims grammatiska realiserande som görande av kvinnligt genus. Tillsammans visar resultaten på att karaktärernas grammatiska konstruktioner bidrar till görandet av manligt eller kvinnligt genus som inte behöver avspegla deras ”naturliga kön”. / The aim of this thesis is to study how grammatical constructions of the characters Katniss, Gale, Prim, Cinna, Rue, Peeta and Haytmich, from Suzanne Collins The Hunger Games (2012), contribute to their doing of gender. The thesis set to explore this using two research questions: How is Katniss and the six other characters presented grammatically and accordingly to systemic functional grammars transitivity system’s processes and participants? And, how can the grammatical analysis be interpreted from a gender perspective? By analysing six selected excerpts from the book with systemic functional grammars transitivity system’s processes and participants a grammatical analysis was done. The grammatical analysis was then interpreted from a gender perspective regarding the conceptions of what is considered as a doing of male or female gender behaviour. The result show that the grammatical constructions of Katniss and Peeta can be understood as a doing of both male and female gender. Futhermore, Gale’s and Haymitch’s constructions can be understood as a doing of male gender and Cinna’s, Rue’s and Prim’s constructions as a doing of female gender. Together these results show that the grammatical constructions in The Hunger Games (2012) affect the characters’ doing of gender and that their doing of gender does not have to reflect their sex.

The translation of names is a topic for discussion within many fields, no less so within translation studies. Furthermore, the translation of proper names in children’s literature is a topic with on-going changes. There is a divide between those who believe that the names should be translated into proper cultural equivalent and those who believe it is time to have faith in children being able to handle foreign names. That is what this study will focus on. Approx. 15 names from seven children’s books from 1865 to 2011 were studied to conclude that there seems to be a greater faith in children’s ability to handle foreign names. Three languages were compared English, Spanish, and Swedish with the majority of the 337 names studied being kept in their original format, with spelling intact. / Översättningen av namn är ett diskussionsämne inom många områden, inte minst inom översättningsstudier. Utöver detta är översättningen av egennamn inom barnlitteratur ett ämne som är under ständig förändring. Det finns en klyfta mellan de som menar att namn borde bli översatta till sin kulturella likvärdighet och de som menar att det är på tiden att lita på att barn kan hantera främmande namn. Det är denna diskussion som kommer vara fokus för denna uppsatsen. Ca. 15 namn från sju barnböcker från 1865 till 2011 studerades för att visa att det verkar finnas en större tilltro till barns förmåga att hantera främmande namn. Tre språk jämfördes, engelska, spanska och svenska. Var utav de 337 namnen som studerades var majoriteten oförändrade i översättningarna.

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