<p>Slutgiltigt godkännandedatum: 2023-06-04</p>

<p>Slutgiltigt godkännandedatum: 2023-09-06</p>

<p>Slutgiltigt godkännandedatum: 2023-08-27</p>

I denna undersökning har åtta läromedel av samma serie i olika upplagor utgivna mellan 1991-2012 för svenskämnets kurser 1,2 och 3 granskats. Studiens syfte har varit att bidra med kunskap om hur det intersektionella perspektivet med identitetspositionerna kön, religion, funktionsvariation, sexualitet och ålder korrelerar med läroplanernas förväntningar om likabehandling i läroplanerna från 1970, 1994 och 2011 och hur denna korrelation avspeglar sig i läromedel i Svenska, utgivna under samma period. Studien har kvalitativa och kvantitativa inslag. Identitetspositionerna har presenterats kvantitativt, uträknat i procent och textinnehållet har analyserats och presenteras kvalitativt. Undersökningens resultat visade att samtliga läromedel kopplade till Läroplan för gymnasieskolan 1970, Läroplan för de frivilliga skolreformerna 1994 samt Läroplanen för gymnasiegemensamma ämnena 2011 bryter mot intentionerna i läroplanernas värdegrund vilket innebär att vissa av de läromedel som troligtvis används i skolan bryter mot den värdegrund som ska genomsyra hela undervisningen. De överordnade och underordnade kategorier som finns i samhället bekräftas av de läromedel som används i skolan.

<p>Slutgiltigt godkännandedatum: 2023-06-04</p>

<p>Slutgiltigt godkännandedatum: 2023-08-25</p>

<p>Slutgiltigt godkännandedatum: 2023-09-16</p>

This study is devoted to Arabic spoken narrative, specifically Syrian Arabic spoken narrative. The focus of this thesis is syntax and narrative. I aim to study how time reference is set in narrative, and what tense and aspect forms are used, as well as some other narrative devices in spoken narratives. In order to study this, the stories are divided according to the narrative layers that Henkin (2010) discusses, since the different layers have their own tense and temporal use. The corpus consists of different stories from different parts of Syria and is collected from Maciej Klimiuk’s (2013) Phonetics and Phonology of Damascus Arabic, and from his (2022) Living in Bab Tuma: Two Texts in Damascene Arabic – in his (ed.) (2022) Semitic Dialects and Dialectology. Fieldwork – Community – Change, as well as from Peter Behnstedt’s (2000) Sprachatlas von Syrien. The dialects represented in the corpus I have chosen are: (mainly) Damascus Arabic, Northern Syrian dialect, Syrian coastal dialect, the dialect of Tayybet al-Imam, and the dialect of the area between mount Hermon and Damascus. The stories are distributed evenly in terms of what type of story it is: there are seven real/contemporary stories and six folktales. I find that aspect plays a big role in spoken narrative Arabic and that the different layers of the stories have different tense and aspect forms. The different narrative layers are also more or less common in the two types of stories.

This thesis aims at conducting an analysis of the phenomenon of the adultescent in the work of postmodern Italian authors Rossana Campo and Giuseppe Culicchia. In order to do this, the theoretical framework of the adultescent, of the Jungian archetype of the puer aeternus and the theoretical framework of characterization by Rimmon-Kenan (2002) will be applied to various novels by the aforementioned authors. Firstly, the pleasure-seeking and the relationship of characters analogy to place will be highlighted; secondly, the characters’ relationships in the novels will be analysed; thirdly, an analysis of the characters’ provisional life will be conducted. Lastly, the parents-children relationship will be examined. The results show that the characters follow some traits of the adultescent. Firstly, they avoid adult responsibilities: especially omission of work and family. Secondly, they manifest act of commissions driven by the pleasure principle through the use of drugs, conspicuous consumption and donjuanism. Thirdly, possible new social information: adultescents thrive in cities where they can be more anonymous, they associate only with other adultescents, parents are usually absent and older generations have built an unrealistic beauty image based on youthness for the younger generation.

This essay examines the portrayal of institutionalized racism and internalized racism in Angie Thomas' novel The Hate U Give. We also offer a model based on our analysis to help facilitate discussion among students and teachers about our chosen concepts of critical race theory. The analysis is done by focusing on the portrayal of institutions, characters, and relationships in the novel as well as using previous work on critical race theory. The model is created with the intention not to be exclusive to our chosen novel but instead be applicable to other stories about race and/or racial injustice. Some connections to reality are made in order to bring more relevance to the subject. We briefly examine difficulties students may encounter when reading The Hate U Give through the lens of critical race theory. By engaging with these themes and providing an instructional model, this essay contributes to a deeper understanding of the novel's exploration of racism and offers a framework for examining racial issues in literature more broadly.