I detta arbete studeras hur relationen mellan skolans undervisning kring källkritik och hur elevernas möten med verk med sanningsanspråk ser ut. Detta studerades genom en halvstrukturerad forskningsintervju med både lärare och elever. Lärarna är verksamma gymnasielärare i svenska och eleverna läser sitt tredje år vid gymnasiet. Eleverna intervjuades i fokusgrupper medan lärarna intervjuades en och en. Intervjuerna genomfördes via distans, och varje fokusgrupp och lärare intervjuades en gång. Denna studie är en kvalitativ studie med didaktisk teori som teoretiskt ramverk. Den slutsats som kan dras utifrån undersökningens resultat är att relationen mellan skolans undervisning kring källkritik och hur elevernas möten med verk med sanningsanspråk ser ut är relativt liten. Undervisningen innehåller verk med sanningsanspråk men det är inte en del av arbetet med källkritik. / This thesis examines the relation between the school’s work on source criticism and how students encounter with works with truth claims looks. This was studied through a semi-structured research interview with both teachers and students. The teachers are active high school teachers in Swedish and the students study their third year at the high school. The students were interviewed in focus groups while the teachers were interviewed one by one. The interviews were conducted remotely, and each focus group and teacher were interviewed once. This study is a qualitative study with didactic theory as a theoretical framework. The conclusion that can be drawn from the results of the survey is that the relationship between the school's teaching about source criticism and how students' encounters with works with truth claims looks is relatively small. The teaching contains works with truth claims but is not part of the work with source criticism.

This essay aims to investigate representation and diversity in novels used in the English teaching inupper secondary school, and whether teachers take representation into account when choosing whatnovels to work with. A web survey was used to ask 71 teachers of English open questions regardingwhat novels they use in their teaching and why. The results demonstrate that the majority of the usednovels depict normative protagonists and settings, although there is some diversity and representationof different genders, races, ages, abilities and settings. It is also shown in the results that the majorityof the responding teachers do not think about representation when choosing what novels to workwith, while some respondents do indicate that they take aspects of representation into account. Theresults are discussed by drawing on ideas about representation, diversity and an intersectional genderpedagogy from Rudine Sims Bishop and Nina Lykke. / Denna uppsats syftar till att undersöka representation och mångfald i romaner som används iengelskundervisning i gymnasiet, samt om lärare har representation i åtanke när de väljer vilkaromaner de skall arbeta med. En webbenkät användes för att fråga 71 engelsklärare öppna frågorangående vilka romaner de arbetar med och varför. Resultatet visar att en majoritet av användaromaner skildrar normativa protagonister och miljöer, även att det finns viss mångfald ochrepresentation av olika kön, etniska tillhörigheter, åldrar, funktionsvariationer och miljöer. Det visarsig även i resultatet att majoriteten av responderande lärare inte har representation i åtanke när deväljer vilka romaner de skall arbeta med, medan några respondenter indikerar att de tar hänsyn tillaspekter av representation. Resultaten diskuteras med hjälp av idéer om representation, diversitet ochintersektionell genuspedagogik från Rudine Sims Bishop och Nina Lykke.

The subject of this thesis (Images of femininity and masculinity in Ještěd novels by Karolína Světlá) is a gender analysis of selected prose of Karolína Světlá, focused specifically on the works such as Vesnický román, Kříž u potoka, Frantina, Kantůrčice and Nemodlenec. The theoretical part presents basic principles, approaches and methods of the feminist literary theory including concepts focused on analyses of power and domination out of which I mostly use the work by Pierre Bourdieu. The theoretical part also contains positioning the writer's work within the literary-historical context and introducing source texts. The core of the thesis is a gender analysis based on my interpretation of texts and the method of resistant reading that concentrates on specific gender aspects in the entire series of works - the subject of my interest is creating masculinity and femininity (including gender attributes and roles or myths and archetypes), narration of the story from a gender perspective, forms of motherhood and fatherhood, topics of power, violence and sexuality. Attention is also paid to the motives of a victim or romantic love. Not only was this part greatly inspired by the work of foreign authors (Bourdieu, Beauvoir, Pratt), but also by many Czech studies and books applying approaches of the...

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"Throughout the Andes eight out of ten people are Indians. , They are the destiny of Ecuador, Peru and Bolivia--but also a national burden..." The problems presented by this group are of primary importance, not only because the Indians represent such a large percentage of the population but also because factors such as modern communications make the indigent aware of his own misery as well as of the vast well-being which other groups enjoy. As novelists of Peru and Ecuador turn to examine national problems, their works provide us with new, amplified insight. Although their interpretations may seem exaggerated, they may be considered as representative of the thought or ideology of social reformers of those areas. Integral to the modern novel of social protest is the account of the role of the large landholder, the village priest, and the cholo or person of mixed blood in their relations with the Indian. Just as these three social types dominate Latin American society during the colonial and Independence periods, so do they play a leading role in the contemporary social novel.

Jesus as portrayed in the Gospel of Mark is someone who would resonate with readers of Harry Potter because of his words and acts of resistance and justice. However, for many of them there are obstacles to even reading the Markan Gospel. Some of them are unfavourable perceptions of Christianity and the Bible. Others are merely uninterested or are unfamiliar with what the Markan story really is. The purpose of this study is to explore how Mark can be read using a popular culture reading lens, like the Harry Potter literature, to expand the horizons of the Harry Potter audience. An examination of the social and historical background will provide a first-century context of resistance to oppression. Using the Harry Potter lens, I will juxtapose that text with the Gospel of Mark as a whole to show that there is a pattern of resistance enacted by Jesus throughout. I will then carry out an exegetical analysis of Mark 10:32 45, again juxtaposing it with the Harry Potter text. The intertextual connections drawn from this analysis will be considered in terms of how they can impact the Harry Potter audience and provide them with new horizons. This project will therefore be given a reading strategy to help them read Mark 10:32 45 through the lens of the Harry Potter novels. This lens allows the reader to both transform and be transformed by the Markan text and will highlight how Jesus acts to resist and subvert the role of tyrannical rule in the lives of his followers, much like the resistance and subversion seen in the story of Harry Potter.

During my eight years of work in the communication department of an NGO based in Kampala I have undetaken several workshops organized by istitutional donors, such as USAID, on how to write what the aid sector calls stories of change.  Puzzled by the information and skills obtained in such context and the stories I have encounter and wrote during my job from one side, and on the other side acknowledging how novels helped me to navigate my feeling of disorientation while living and experiencing the Ugandan context; I have decided to embark in this research to better understand where the stories produced by INGOs and the contemporary literature differentiate.  This research involves shedding light on the differences, both in narrative construction and their impact on readers, between modern and significant literary works, like novels and stories originating from the aid industry (INGOs). To this end, the investigation embraces three distinct sources: the novels “We Need New Names” and “Americanah,” along with a concise web-based tale released by USAID. The ultimate goal of the research is to explore the power of storytelling in shaping collective imaginaries.  To unravel the interconnection between narrative potency and collective immaginaries, this study centers on the portrayal of Black Women. It draws upon the insights of Postcolonialism and Black Feminism, while exploring pivotal concepts such as Representation, Voice, and Stereotype. The study employs content analysis and reflect on complexity of character depiction. The findings reveal that well-crafted characters in literature can challenge stereotypes associated with African women. Characters like Darling (We Need New Names) and Ifemule (Aamericanah) are portrayed with depth and complexity, offering a comprehensive and multifaceted representation that defies monolithic stereotypes. In contrast, the character Aberu (USAID webstory) lacks such depth, perpetuating limited views of African women.  Furthermore, the research also highlights the potential of round characters to engage readers on multiple levels, prompting changes in perspective. Ultimately, the study concludes that storytelling has immense power to shape perceptions and calls for crafting narratives that promote inclusive and authentic portrayals of African women. The research enabled me to identify the differences between storytelling on Black women of the ‘development industry’ and storytelling on Black women in the literary field, opening a reflection on the importance to engage with narratives and media.  Differences highlighted the need for INGOs to reassess their storytelling methods. Drawing inspiration from contemporary African literature may provide valuable insights and strategies to foster more authentic, complex, and nuanced representations of Black women.

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