This study compares the novel Svinalängorna by Susanna Alakoski and the film version, based on the theme of exclusion. The study aims to see the potential the film can have in comparison with the book when it comes to representing the theme of exclusion in the teaching of literature as part of the upper secondary subject of Swedish. This has been investigated using coding and analysis of narrative technique. Key scenes have then been set in relation to multimodality. The result shows that exclusion generally seems to be depicted in the same way in the book and the film. At the same time, the products differ in their focus on different aspects of exclusion. The aspect of poverty, for example, is more prominent in the book, while social problems are more prominent in the film. The fact that the film is multimodal was found to reinforce the exclusion, and the result shows that the film is probably best suited for use in teaching from the point of view of film as comparison.

The aim of this study is to examine the didactic potential of Susanna Alakoski’s portray of exclusion in the novel Svinalängorna, in relation to the fundamental values stated in the Swedish school curriculum. Reflections about didactic deliberations related to the novel are also included in the study. The analysis was conducted using a close reading method with elements of thematic analysis. Alkestrand’s definition of didactic potential, Stigendal’s concept of exclusion and the intersectionality theory were used in the analysis. The result of this study showed that exclusion is portrayed through three different dimensions in the novel. These dimensions are economical, linguistic and social exclusion. Svinalängorna was found to offer multiple didactic opportunities. Alakoski’s portray of exclusion stimulates reflections that contribute to the student’s critical thinking capacity as well as to their understanding of themselves and others, which is essential in the school’s work with fundamental values. However, the teacher must use deliberate teaching strategies when including Svinalängorna in educational contexts, in order to pre-empt the risks associated with problematic literature in education.

<p>Finnish-born writer Susanna Alakoski’s novel Svinalängorna became a big success after being published in Sweden in April 2006. Though the novel has many themes in common with earlier literature written by and about Finnish immigrants in Sweden, little attention has been brought to this fact by reviewers and journalists. This essay examines connections between Alakoski’s novel and Finnish migrant literature in Sweden, mainly from the 1970s, and how these connections have been recognised by reviewers in Sweden and Finland. Based on the examination made here, Svinalängorna can be said to have several significant themes and features in common with other Finnish immigrant literature written in Sweden. However, in the examined material, none of the Swedish reviewers and only two of the Finnish reviewers referred to earlier literature written by and/or about Finns in Sweden. The main reference point for the Swedish reviewers was traditional Swedish working-class literature while the Finnish reviewers mainly referred to newer Finnish literature exploring similar themes: alcoholism, poverty and childhood. In general, the Finnish reviewers found the novel more familiar than the Swedish reviewers.</p>

Finnish-born writer Susanna Alakoski’s novel Svinalängorna became a big success after being published in Sweden in April 2006. Though the novel has many themes in common with earlier literature written by and about Finnish immigrants in Sweden, little attention has been brought to this fact by reviewers and journalists. This essay examines connections between Alakoski’s novel and Finnish migrant literature in Sweden, mainly from the 1970s, and how these connections have been recognised by reviewers in Sweden and Finland. Based on the examination made here, Svinalängorna can be said to have several significant themes and features in common with other Finnish immigrant literature written in Sweden. However, in the examined material, none of the Swedish reviewers and only two of the Finnish reviewers referred to earlier literature written by and/or about Finns in Sweden. The main reference point for the Swedish reviewers was traditional Swedish working-class literature while the Finnish reviewers mainly referred to newer Finnish literature exploring similar themes: alcoholism, poverty and childhood. In general, the Finnish reviewers found the novel more familiar than the Swedish reviewers.

Uppsatsen undersöker hur alkoholism och psykisk ohälsa skildras i svensk arbetarlitteratur ur ett barnperspektiv. Uppsatsen gör detta genom att undersöka Svinalängorna (2006), Mig äger ingen (2007) och Korparna (2011). Uppsatsen kretsar kring följande forskningsfrågor: •Vilken effekt får barnperspektivet i verken? •Hur förhåller sig omvärlden till karaktärernas alkoholism och eventuella psykiska komplikationer? •Hur skildras arbetaren i verken? Uppsatsen undersöker dessa frågor genom att nyttja fokalisering,  forskning om psykisk- ohälsa samt begreppen autofiktion och arbetarlitteratur. Uppsatsen kommer fram till att verken passar väl in i definitionerna av arbetarlitteratur och autofiktion och förhåller sig till det. Uppsatsen fastställer även att barnperspektivet som finns i verken bidrar till en djupare upplevelse och  gör att läsaren kommer närmare händelserna. Uppsatsen kommer dessutom fram till att omvärldens hantering av att personer i verket mår dåligt är undermålig. Inget händer och det ignoreras till största del. Slutligen kommer uppsatsen fram till att arbetaren skildringen är en skarp kritik mot dåtidens arbetsförhållanden. Dessutom så skildras de som uppgivna och i högsta grad självdestruktiva.

I denna uppsats analyseras det hur genus representeras och framställs i de tre svenskproducerade filmerna Call Girl (Mikael Marcimain, 2012), Monica Z (Per Fly, 2013) och Svinalängorna (Pernilla August, 2010). Filmerna kommer från en självständig katalog som visar upp en mångfald av filmer och tv-serier som gjorts inom det senaste decenniet där samtliga präglats av ett historiskt återblickande av det svenska 1960-och 1970-talet. Den historiska perioden var en omvälvande tid för kvinnorörelsen som ledde till stora förändringar som vidare har påverkat vår samtid. Studiens övergripande syfte undersöker hur historieförmedlingen och representationen av genus framställs i filmerna. Med stöd av det teoretiska ramverket förs resonemang fram om att kvinnorepresentationen uppvisar ett individualiserat porträtt av kvinnor, som på grund av deras samhällsposition söker förebilder och stöd i deras yttre och inre genusrelationer. Intersektionalitet används som perspektiv för att påvisa hur samverkande maktordningar förekommer i representationen. I den historiska porträtteringen ges ett kritiskt granskande av kvinnornas levnadsvillkor tillsammans med budskap som menar till att stärka och stödja kvinnor. Filmerna kan ses som samtida källor då det historiska återblickandet består av föreställningar och värderingar som återfinns i vår samtid.