L’objectif de ma thèse est de montrer la grande originalité de l’œuvre de Jean-Louis Dubut de Laforest et de rendre accessibles au lecteur contemporain ses orientations idéologiques et ses choix esthétiques.L’appartenance de ses romans à une littérature dite « populaire » s’explique par le primat qu’ils ac-cordent à l’action et surtout par les modalités de leur diffusion : un grand nombre d’entre eux ont en effet d’abord été publiés sous la forme de romans-feuilletons dans la presse à grand tirage de son époque. Cependant, chacune de ses créations est profondément ancrée dans un environnement historique que l’auteur reflète, commente et sur lequel il cherche à peser au moyen de l’invention narrative, en vertu d’une ambition sociale plusieurs fois exprimée. Une partie de mon travail consiste donc également à mettre au jour le contexte social et politique de la période de rédaction des romans, entre 1880 et 1902, en m’appuyant essentiellement sur des travaux d’historiens.Après une présentation détaillée des quelque quatre-vingts volumes qui composent l’œuvre de Jean-Louis Dubut de Laforest, il s’agit donc d’étudier son ensemble en privilégiant des axes thématiques où les choix de l’auteur sont particulièrement sensibles. Les motifs étudiés dans la seconde partie donnent leur titre aux différents chapitres : la condition féminine, la prostitution, l’homosexualité, l’antisémitisme, la presse, les relations entre science et religion, l’action politique, les syndicats et mutuelles, l’anarchisme et l’utopie, et le souvenir de la guerre de 1870. Le dernier chapitre envisage la réception de cette œuvre monumentale et le statut du lecteur dans l’ensemble des romans. / The aim of my thesis is to show the great originality of Jean-Louis Dubut de Laforest’s literary work and to make accessible his ideological convictions and aesthetic choices to the contemporary reader.The inscription of his novels in the so-called popular literature can be explained by the importance given to the action and mostly by the means of their distribution: a great number of them were first published in serial form in the popular press of his time. However, each of his creations is deeply rooted in its historical background, which is reflected in it and commented on by the author who tries to influence his era through the narrative invention by virtue of his social ambition so frequently expressed. Therefore, a part of my study consists in analyzing the social and political context of the period corresponding to the writing of the novels, between 1880 and 1902, by using history researches. After a detailed presentation of the some eighty volumes of which is composed Jean-Louis Dubut de Laforest’s work, the matter is to study the whole by privileging certain thematic axes where the author’s choices are particularly meaningful. The motifs which are examined in the second part of the study give the name of the different chapters : women’s condition, prostitution, homosexuality, anti-Semitism, the press, science and religion relationship, political action, trade unions and mutual benefit societies, anarchism and Utopia, and the memory of the Franco-Prussian War. The last chapter deals with the reception of this monumental work and the reader’s status in the novels.

KEY WORDS Translation into Czech, Czech Literature, French Literature, Literary Reception, Translation History, Czechoslovakia ABSTRACT This MA thesis focuses on translation of French literature into Czech in the period between 1918 and 1929. The thesis is based on a corpus of bibliographic data, which is submitted to analysis from both quantitative and qualitative perspective. The main aim of this study is to describe the spectrum of Czech translations of French fiction published in the second decade of the 20th century. Firstly, the thesis identifies the most often published authors as well as the most influential Czech publishers and describes their major areas of interest. The translated works are classified by genre and literary movement with reference to the prevalent classification in today's referential works on French literary history. Secondly, the thesis summarizes the principal tendencies in the reception of French literature in Czech translation during the period in question.

Syftet med avhandlingen är att bidra till en ökad kunskap om hur litterär socialisation genom undervisning i olika kontexter påverkar elevers sätt att förhålla sig till en narrativ text och vilka konsekvenser den litterära socialisationen får för olika aspekter av litteraturreception, såsom tolkning, förståelse och begreppshantering. I denna komparativa studie används Sverige och Frankrike som exempel. Det huvudsakliga empiriska materialet består av 223 gymnasieelevers skriftliga reception av en novell. Elevernas texter har analyserats ur olika perspektiv relaterade till litterära receptionsteorier. Avhandlingen innehåller också en analys av undervisningsrelaterade aspekter som kan påverka elevens reception på den lästa texten. Analyserna visar att när man utbildas inom ett system som bygger på strukturalism och formalism, som det franska, blir huvudintresset i interaktionen med den skönlitterära texten närläsningar med fokus på berättarstrukturer och -teknik. Detta är till stor hjälp för att förstå exempelvis den yttre handlingen och berättarperspektivet. En annan aspekt är att eleverna håller sig inom de ramar som litteraturundervisningen ställer upp. Det finns också en risk för att det leder till en teknisk läsning där känslomässiga inslag utesluts. När man utbildas i ett system som likt det svenska fokuserar mer på en upplevelse- och erfarenhetsbaserad läsning, blir elevernas interagerande med texten friare. Analysen visar dock att även om en emotionell läsning kan vara nödvändig för att ge berättelsen liv, riskerar den att utgöra hinder för förståelsen. En litteraturundervisning som kombinerar läsning för nöje, förståelse och analys framstår därmed som mest effektiv för att främja såväl analytisk förmåga som läsglädje. / The aim of the thesis is to increase knowledge of how literary socialisation through education impacts students’ interaction with a narrative text and how this affects different aspects of literature reception, such as comprehension, interpretation and literary analysis. In this comparative study, Sweden and France are the contexts used as examples. The main empirical material consists of 223 comments on a short story, written by upper secondary school students in the two countries. The students’ texts have been analysed from different perspectives in relation to literary reception theories. The thesis also includes an analysis of education-related aspects that might have an impact on the way students respond to a literary text. The analyses show that when educated in a system inspired by structuralism and formalism, such as the French, the students’ interaction with the literary text is focused mainly on structures and techniques. A focus on stylistic aspects through close readings of the literary text is helpful when trying to understand the plot or the perspective. Another matter is that this system leads to students who stay within the frames that literary education raises. There is also an obvious risk of this leading to a technical reading where there is no room for emotions. When educated in a system as the Swedish, focusing on emotional and experience-based readings, students’ interaction with the literary text gives free rein to their imagination. However, the analyses show that, even though a personal, emotional reading is needed to give life to the story, it might be an obstacle to comprehension. A combination of reading for pleasure, understanding, and analysis seems to be the most efficient way of teaching literature.

A invisibilidade de Shirley Jackson e seu status de escritora esquecida são investigados nesta tese. Para tanto, reclamações da escassez de críticas avaliativas de seus trabalhos são estudadas no intuito de determinar o quanto estes rótulos danosos realmente refletem seu reconhecimento historicamente pela crítica especializada/acadêmica, pela mídia e pelo público leitor. Exemplos de atividade cultural intensa relativa à sua literatura são oferecidos como contraponto para expor as incongruências que contaminam grande parte de sua historiografia literária. O escopo deste estudo exploratório perfaz um amplo corpo de críticas a respeito dos trabalhos de Jackson desde os anos 1940 até o presente. Dentre as metas desta tese estão a investigação destas inconsistências e a oferta de insights em relação aos fatores que potencialmente as causam. Além disso, uma crítica ainda não realizada é proposta, uma que coloca a autora no centro do empreendimento analítico; em outras palavras, que usa o próprio material ficcional de Jackson como base teórica contra qual examinar sua ficção. Uma seleção de quatro contos compõe o corpus desta pesquisa, são eles ―The Intoxicated‖, ―The Daemon Lover‖, ―Like Mother Used to Make‖ e ―The Villager‖, todos publicados na seminal coleção The Lottery and Other Stories de 1948. Discussões acerca das conexões intertextuais que une os quatro contos são conduzidas com o objetivo de explicitar o quão penetrantes e influentes estes elementos temáticos comuns podem ser, especialmente no que toca os temas que formam o que aqui é chamado de Shirley Jackson Lore. / Shirley Jackson‘s alleged invisibility and status as a forgotten writer are investigated in this thesis. Thus, complaints of a shortage of critical assessment regarding her works were studied in order to determine how these detrimental labels actually reflect her recognition historically by specialized/academic critics, media and reading public. Instances of lively artistic and cultural activity stemming from her literature are offered as counterpoints that expose much of the incongruence that contaminates her literary historiography. The scope of this exploratory study spans a wide-ranging body of criticism about Jackson‘s works from the 1940s to the present. Among the aims of this thesis are the investigation of these disputable inconsistencies and the offering of insights into the potential factors that have caused them. Moreover, it tentatively proposes the critique that does not yet exist, that which places the very author at the center of the critical-source enterprise; in other words, one that uses Jackson‘s own fictional material as scientific-support and background against which to examine her fiction. A selection of four short stories compose the corpus of this research, namely ―The Intoxicated‖, ―The Daemon Lover‖, ―Like Mother Used to Make‖ and ―The Villager‖, all published in the cardinal 1948 short fiction collection The Lottery and Other Stories. Discussions of the restricted intertextual connections that binds the four stories are conducted so as to make conspicuous how pervasive and influential the essential common thematic elements spread all over her oeuvre can be, especially in what concerns the themes that form what is here called the Shirley Jackson Lore.

Made available in DSpace on 2014-12-17T14:36:29Z (GMT). No. of bitstreams: 1 NazineideB_TESE.pdf: 1500642 bytes, checksum: 2038a1ae83360b2d4d18b76e2a308660 (MD5) Previous issue date: 2011-11-08 / The focus of this thesis is children's reception to literary texts starting from literary livelihood in an inclusive literary context, looking for the possible evidences that are present in the construction as reader/hearing of literature. Based on a study case, we search the ways of participation of a child (girl) with intellectual deficiency in situations of offering and reception of literary texts, looking for the understanding and explication of some aspects of her processing and the building up of an initial reader. The data were taken starting from observations in moments of reading and story-telling in the period from November to December/2008 and May to June/2009 in a public school of children education, in Natal- Brazil, in which there was a registered student showing intellectual deficiency associated to Down syndrome. As research tools we used: field diary, interview scripts and video recordings. The analyses were based on research from Amarilha (2001, 2006a, 2006b), Bettelheim (2007), Coelho (2008), Iser (1996), Jauss (1979, 1994), Luria (1990a, 1990b), Vygotsky (1991, 1993), Wallon (2007, 2008) amongst others. The research showed that although expressing little verbalization and limited levels of attention, body attitudes, movements and talks of the child under investigation, denounced engagement and rendition to the sonority of the texts shared. These data gives us traces that, under a mediating action, the child with intellectual limitation can turn into a reader/hearing subject of literature, developing a sensitive and a selective attitude towards the literary text. Amongst other aspects, we identified that (1) a conception of deficiency present through the school that recognizes his/her potential of developing and learning (2) the situation of sharing, that favours a relation with the texts through the other, and (3) the relevance of orality providing the semantic paths that help the child in the building up of meaning, presenting themselves as fundamental to her/his viewing of the literary text, and, therefore, the formation of the reader. Thus, recognizing her/his capacity and possibilities, we think it is important to guarantee to the child with intellectual deficiency, a space towards interaction with the fictional text in which the child can learn and live its ludic and interactive character, to enjoy its hearing abilities, benefiting, then, from the aesthetic experience lived, mainly, in collective situations mediated through the more experient reader and shared with her/his different pairs. The research shows yet that, looking after conditions that guarantee a comfortable environment to the story hearings in the classrooms that focus on children education, being aware of a selection and the prosody of stories, the didactic contract, the attention to individual reactions, enlarge the possibility of any child deficient or not to enjoy her/himself as reader/ hearing subject of literature, engaged in its richness and magic / Focalizamos nesta tese a recep??o da crian?a com defici?ncia intelectual ao texto liter?rio, a partir da observa??o de uma viv?ncia liter?ria num contexto escolar inclusivo, evidenciando as possibilidades que se apresentam na sua constru??o como leitora/ouvinte de literatura. Mediante um estudo de caso, investigamos os modos de participa??o dessa crian?a em situa??es de oferta e recep??o de textos liter?rios, buscando compreender e explicitar os aspectos de seu processo de forma??o leitora inicial. Os dados foram levantados a partir de observa??es nos momentos de leitura e de conta??o de hist?rias no per?odo de novembro e dezembro/2008 e maio e junho/2009, numa turma de uma escola de Educa??o Infantil na qual se encontrava matriculada a referida crian?a, cuja defici?ncia intelectual est? associada ? S?ndrome de Down. Como instrumentos de pesquisa foram utilizados: di?rio de campo, roteiros de entrevistas e videograva??es. As an?lises fundamentaram-se nos estudos de Amarilha (2001, 2006a, 2006b), Bettelheim (2007), Coelho (2008), Iser (1996), Jauss (1979, 1994), Luria (1990a, 1990b), Vygotsky (1991, 1993), Wallon (2007, 2008) dentre outros. O estudo mostrou que, embora pouco se expressando verbalmente e, por vezes, apresentando limitados n?veis de aten??o, as atitudes corporais, os movimentos e as falas da crian?a investigada denunciaram engajamento e rendi??o ao apelo da sonoridade dos textos partilhados. Esses dados revelam ind?cios de que, sob o patroc?nio de uma a??o mediadora, a crian?a com defici?ncia intelectual pode constituir-se como uma leitora/ouvinte de literatura, desenvolvendo uma escuta sens?vel, seletiva e atenta ao texto liter?rio. Dentre outros aspectos, identificamos que a concep??o de defici?ncia apresentada pela escola, que reconhece seu potencial de desenvolvimento e de aprendizagem, a situa??o de partilhamento, que favorece o exercitar de diferentes formas de se relacionar com os textos atrav?s do outro, e a relev?ncia da oralidade fornecendo as pistas sem?nticas que auxiliam a crian?a na constru??o de sentidos, apresentam-se como fundamentais para seu acercamento ao texto liter?rio, e, portanto, sua forma??o leitora. Dessa forma, reconhecendo suas capacidades e possibilidades, acreditamos ser importante garantir ? crian?a com defici?ncia intelectual um espa?o para a intera??o com o texto ficcional no qual ela possa aprender a reconhecer e vivenciar o seu car?ter l?dico e interativo, degustar de forma prazerosa a sua escuta, beneficiando-se, assim, da experi?ncia est?tica vivenciada, principalmente quando em situa??es coletivas mediadas pelo leitor mais experiente e partilhadas com seus diferentes pares. O estudo indica ainda que atentar para condi??es que garantam um clima favor?vel ? escuta de hist?rias nas salas de aula da educa??o infantil, como o cuidado com a sele??o da hist?ria e com sua pros?dia, o contrato did?tico, a aten??o ?s rea??es individuais, dentre outras, ampliam as possibilidades para que qualquer crian?a deficiente ou n?o experimente-se como leitora/ouvinte de literatura, usufruindo de sua riqueza e magia

A invisibilidade de Shirley Jackson e seu status de escritora esquecida são investigados nesta tese. Para tanto, reclamações da escassez de críticas avaliativas de seus trabalhos são estudadas no intuito de determinar o quanto estes rótulos danosos realmente refletem seu reconhecimento historicamente pela crítica especializada/acadêmica, pela mídia e pelo público leitor. Exemplos de atividade cultural intensa relativa à sua literatura são oferecidos como contraponto para expor as incongruências que contaminam grande parte de sua historiografia literária. O escopo deste estudo exploratório perfaz um amplo corpo de críticas a respeito dos trabalhos de Jackson desde os anos 1940 até o presente. Dentre as metas desta tese estão a investigação destas inconsistências e a oferta de insights em relação aos fatores que potencialmente as causam. Além disso, uma crítica ainda não realizada é proposta, uma que coloca a autora no centro do empreendimento analítico; em outras palavras, que usa o próprio material ficcional de Jackson como base teórica contra qual examinar sua ficção. Uma seleção de quatro contos compõe o corpus desta pesquisa, são eles ―The Intoxicated‖, ―The Daemon Lover‖, ―Like Mother Used to Make‖ e ―The Villager‖, todos publicados na seminal coleção The Lottery and Other Stories de 1948. Discussões acerca das conexões intertextuais que une os quatro contos são conduzidas com o objetivo de explicitar o quão penetrantes e influentes estes elementos temáticos comuns podem ser, especialmente no que toca os temas que formam o que aqui é chamado de Shirley Jackson Lore. / Shirley Jackson‘s alleged invisibility and status as a forgotten writer are investigated in this thesis. Thus, complaints of a shortage of critical assessment regarding her works were studied in order to determine how these detrimental labels actually reflect her recognition historically by specialized/academic critics, media and reading public. Instances of lively artistic and cultural activity stemming from her literature are offered as counterpoints that expose much of the incongruence that contaminates her literary historiography. The scope of this exploratory study spans a wide-ranging body of criticism about Jackson‘s works from the 1940s to the present. Among the aims of this thesis are the investigation of these disputable inconsistencies and the offering of insights into the potential factors that have caused them. Moreover, it tentatively proposes the critique that does not yet exist, that which places the very author at the center of the critical-source enterprise; in other words, one that uses Jackson‘s own fictional material as scientific-support and background against which to examine her fiction. A selection of four short stories compose the corpus of this research, namely ―The Intoxicated‖, ―The Daemon Lover‖, ―Like Mother Used to Make‖ and ―The Villager‖, all published in the cardinal 1948 short fiction collection The Lottery and Other Stories. Discussions of the restricted intertextual connections that binds the four stories are conducted so as to make conspicuous how pervasive and influential the essential common thematic elements spread all over her oeuvre can be, especially in what concerns the themes that form what is here called the Shirley Jackson Lore.

A invisibilidade de Shirley Jackson e seu status de escritora esquecida são investigados nesta tese. Para tanto, reclamações da escassez de críticas avaliativas de seus trabalhos são estudadas no intuito de determinar o quanto estes rótulos danosos realmente refletem seu reconhecimento historicamente pela crítica especializada/acadêmica, pela mídia e pelo público leitor. Exemplos de atividade cultural intensa relativa à sua literatura são oferecidos como contraponto para expor as incongruências que contaminam grande parte de sua historiografia literária. O escopo deste estudo exploratório perfaz um amplo corpo de críticas a respeito dos trabalhos de Jackson desde os anos 1940 até o presente. Dentre as metas desta tese estão a investigação destas inconsistências e a oferta de insights em relação aos fatores que potencialmente as causam. Além disso, uma crítica ainda não realizada é proposta, uma que coloca a autora no centro do empreendimento analítico; em outras palavras, que usa o próprio material ficcional de Jackson como base teórica contra qual examinar sua ficção. Uma seleção de quatro contos compõe o corpus desta pesquisa, são eles ―The Intoxicated‖, ―The Daemon Lover‖, ―Like Mother Used to Make‖ e ―The Villager‖, todos publicados na seminal coleção The Lottery and Other Stories de 1948. Discussões acerca das conexões intertextuais que une os quatro contos são conduzidas com o objetivo de explicitar o quão penetrantes e influentes estes elementos temáticos comuns podem ser, especialmente no que toca os temas que formam o que aqui é chamado de Shirley Jackson Lore. / Shirley Jackson‘s alleged invisibility and status as a forgotten writer are investigated in this thesis. Thus, complaints of a shortage of critical assessment regarding her works were studied in order to determine how these detrimental labels actually reflect her recognition historically by specialized/academic critics, media and reading public. Instances of lively artistic and cultural activity stemming from her literature are offered as counterpoints that expose much of the incongruence that contaminates her literary historiography. The scope of this exploratory study spans a wide-ranging body of criticism about Jackson‘s works from the 1940s to the present. Among the aims of this thesis are the investigation of these disputable inconsistencies and the offering of insights into the potential factors that have caused them. Moreover, it tentatively proposes the critique that does not yet exist, that which places the very author at the center of the critical-source enterprise; in other words, one that uses Jackson‘s own fictional material as scientific-support and background against which to examine her fiction. A selection of four short stories compose the corpus of this research, namely ―The Intoxicated‖, ―The Daemon Lover‖, ―Like Mother Used to Make‖ and ―The Villager‖, all published in the cardinal 1948 short fiction collection The Lottery and Other Stories. Discussions of the restricted intertextual connections that binds the four stories are conducted so as to make conspicuous how pervasive and influential the essential common thematic elements spread all over her oeuvre can be, especially in what concerns the themes that form what is here called the Shirley Jackson Lore.

L’objet de cette thèse de doctorat est un homme d’État (diplomate, politique et stratège) de la guerre du Péloponnèse qui a marqué la production littéraire de son siècle, avant de devenir une figure historique présente dans la littérature grecque et latine jusqu’à la fin de l’Antiquité tardive. Son dessein n’est pas de composer une nouvelle biographie d’Alcibiade, mais de proposer une étude renouvelée du personnage en prenant en considération les spécificités du corpus littéraire (genres, aspects fragmentaires, éloignement chronologique, idéologies etc.) et en intégrant les sources archéologiques et épigraphiques, trop peu mobilisées dans les précédentes études biographiques.Le titre de la thèse, Alcibiade entre hybris et tolma (entre démesure et audace) chez Thucydide, décrit par les termes grecs eux-mêmes l’ambivalence du portrait d’Alcibiade dans le corpus des sources littéraires. Il est l’homme des excès, de la démesure, des violences, de l’audace et des grands projets. Son sous-titre, Approche critique des sources, indique la nécessité d’un réexamen détaillé d’un vaste corpus de textes antiques. Nous démontrons cette nécessité dans notre introduction, tout en établissant les problèmes inhérents au texte de Thucydide. / The subject of this PhD is actually a stateman (a diplomat, a politician, a strategist) of the Peloponnesian war who influenced the literary production of his century even before he became a historical figure in Greek and Latin literature, up until late Antiquity. The purpose of this dissertation is not to write a new biography of Alcibiades but to carry out a renewed study of the character by taking into account the specificities of the literary body of works (genres, fragmentary aspects, distance in time, ideologies, etc.) and integrating archaeological and epigraphic sources which have been sidelined too often in previous biographies.The dissertation’s title itself, Alcibiades, between hybris and tolma (between immoderation and boldness) in Thucydides’ work describes even in Greek the ambivalence of Alcibiades’ portrait in literary sources. He is a man of excess, of transgression, of violence, of boldness and great perspectives. The subtitle, A critical approach of sources, indicates that it is necessary to reexamine in a detailed way a vast and detailed body of works. The introduction shows that this reexamination is necessary, though it also shows how difficult it is to study Thucydides’ text.

Trots att lyrik kan bidra med mycket till elevers utveckling visar såväl elever som lärare ofta en negativ eller osäker inställning till genren. Läromedel kan därför få ett stort inflytande över lyrikundervisningen. Syftet med detta arbete är att granska de frågor och arbetsuppgifter som kopplas till lyrikexempel i läroböcker för gymnasiekursen svenska 1, för att synliggöra vad dessa uppgifter didaktiskt kan bidra med i undervisningen.  En etnografisk innehållsanalys av tolv läroböcker för svenska 1, publicerade under åren 2011– 2015, genomförs. Frågorna och arbetsuppgifterna delas in i tio olika kategorier och granskas utifrån teorier från Dysthe (1996), Rosenblatt (1938/2002) och Tengberg (2011).  Resultatet visar att vad läroböckernas lyrikrelaterade arbetsuppgifter kan bidra med i undervisningen varierar stort, även inom de funna kategorierna. Uppgifter finns som kan underlätta elevens transaktion med texten, medan andra kan hindra denna. Slutsatsen är att lärare själva kritiskt bör granska de uppgifter som ges till eleverna, för att säkerställa deras kvalitet. / Even though poetry has a lot to contribute to students’ development, students as well as teachers often show a negative or uncertain attitude to the genre. Therefore, textbooks can have a great influence on poetry instruction.  The purpose of this study is to examine questions and tasks related to poetry in textbooks for the upper secondary school course Swedish 1, to bring to light what these questions and tasks can contribute didactically.  An ethnographic content analysis of twelve textbooks for Swedish 1, published in the years 2011–2015, is carried out. The questions and tasks are divided into ten different categories and examined through theories brought forth by Dysthe (1996), Rosenblatt (1938/2002) and Tengberg (2011).  The result shows that what poetry-related questions and tasks in the textbooks can contribute to instruction varies greatly, even within the categories found. Some tasks can aid the student’s transaction with the text, while others can hinder it. The conclusion is that teachers need to critically examine the tasks given to students, to ascertain their quality.

Denna studie berör intersektionalitet, genus och litteraturreception. Jag ville ta reda på om 2010-talets elever urskiljer och reflekterar kring de köns- och maktstereotyper som finns i svensk 1880-talslitteratur. Undersökning ägde rum i en i åk 9 under tre lektioner. Den var konstruerad som en uppgift i det nationella provet i svenskämnets läsförståelsedel. Texterna som användes var utdrag ur August Strindbergs Fröken Julie och Victoria Benedictssons Fru Marianne. Eleverna som deltog i undersökningen urskiljer de traditionella köns- och maktstrukturerna. Undersökningen visar att flickor och pojkar uttrycker sig olika om de strukturer de urskiljer. Flickorna uttrycker sig mer kritiskt, medan pojkarna är mer accepterande i sitt resonemang. / This study involves intersectionality, gender and literary reception. I wanted to find out if secondary school pupils of the 2010s can descry th gender and power structures in Swedish literature of the 1880s and se how the reason about it. The investigation took place in a ninth grade during three lessons. It was designed to resemble the reading literacy part of the national tests in Swedish. The texts used were excerpts from August Strindberg's Miss Julie and Victoria Benedictsson's Fru Marianne. The pupils who participated in the investigation uncovered the traditional gender and power structures. The investigation shows though that girls and boys express themselves differently about the structures the find. The girls express themselves more critically while the boys are more accepting in their reasoning.