I denna uppsats appliceras ett ekokritiskt perspektiv på Hans Lidmans Det nappar i Svartån med syfte att analysera hur naturen skildras. Undersökningen identifierar förekomsten av typiska naturstereotyper samt hur Lidman förhåller sig till den lokala platsen. Vidare diskuteras Svartåns symboliska betydelse. Med utgångspunkt i ett antal litterära troper presenterade av Greg Garrard identifieras ”det förorenade”, ”det vilda” och ”förhållandet mellan människa och djur” som tre betydelsefulla naturstereotyper. Analysen av platsens betydelse utgår ifrån Martin Heideggers begrepp dwelling och illustrerar hur hembygden får en framträdande roll i Det nappar i Svartån. Timothy Mortons koncept dark ecology ligger till grund för den avslutande diskussionen kring Svartåns symboliska betydelse och visar hur Svartån framträder som en plats där gränser mellan olika livsformer suddas ut och motsättningen mellan människa och natur – subjekt och objekt löses upp.

This essay is based on a story where you get an eye on pedagogue’s different approaches to the pacifier in preschool. A pedagogues approach towards, for example, the pacifier affects how you choose to act and in the story it is seen that pedagogues can have different approaches to how to act against children´s use of pacifiers in preschool. In the reflection section, I discuss pedagogue’s different approaches to the pacifier and how one´s approach is formed. Discourse ethics has taken a large part in the essay as it can be used as a tool in the discussions between pedagogues when they have different approaches. How can different approaches affect the children and how these approaches can work in relation to power is something that is discussed in the essay. I will also analyse more deeply the power perspective to get an insight on such power that may not be so visible in everyday life, but which is found in all meetings between people. I have interviewed pedagogues in preschool to gain a better insight into how collegial relationships in preschool can be affected by different approaches towards the use of pacifiers, and what pedagogues regard as being important to consider when approaches collide. At the end of the reflection I discuss different performances and discourses about the pacifier in order to get an idea of ​​what can affect the approaches of pedagogues, and to show that it is not always easy to choose an approach when you do not know what is the "best" way.