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  • 201.
    Sundmark, Björn
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    The Bullerby Books and Tradition2007Konferansepaper (Annet (populærvitenskap, debatt, mm))
    Abstract [en]

    The Bullerby Books and Tradition The Bullerby series (1947, 1949, 1952) is as a whole one of Lindgren’s most autobiographical narratives, and, among Swedes, one of the best loved. But the attitude towards “Bullerby” has undergone interesting permutations over time. Today, “Bullerby” is frequently seen as a regressive wish-fulfiment fantasy. But this was not how the books were regarded when they were first published. This is borne out by an analysis of the early reception of the books, and of references made to “Bullerby” in recent years. As I see it, Bullerby sets up an alternative vision of the good society to that provided by modernity, and thus recuperates a past that at the time of writing was being repressed and written out of history, whereas today it has become the received, idealised story of our forebears. Lindgren gets away with this by tapping into the farmhouse story, a genre which in Sweden, at that time, bore the (nationalistic and didactic) hallmarks of Anna Maria Roos’s Sörgården and In Önnemo, published some four-five decades earlier and widely used as compulsory school reading. Lindgren stretches the generic boundaries set by Roos. She modernizes the genre; indeed, Bullerby is not untouched by “modernist” ideas. Yet, at the same time, Bullerby carries with it a critique of the modern project - a postmodern attitude of sorts. This complexity, I believe, will continue to fascinate readers.

  • 202.
    Sundmark, Björn
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    The Bullerby Books and Tradition2009Inngår i: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, nr 1, s. 28-35Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The Bullerby series is one of Astrid Lindgren’s most autobiographical texts, and, among Swedes, one of the best loved. But among contemporary critics one can sometimes see an ambivalent attitude towards the perceived idealisation of Bullerby. The books are lauded for their popular appeal yet criticised for being unrealistic and setting a standard impossible to live up to. “The Bullerby village does not exist. Has it ever existed?” one critic asks rhetorically. Undeniably, Bullerby is far removed from contemporary culture – except as consumable nos-talgia – and it no doubt appears fictional and unrealistic to most Swedes: upholding as it does a norm which may be difficult to live up to. Indeed, it seems that “Bullerby” has become the received, idealised story of our forebears. However, as this article sets out to show, this is an anachronistic way of reading the Bullerby books. My argument is that by using a traditional, anti-modern, but essentially realistic genre, Lindgren sets up an alternative vision of the good society to that provided by modernity, and thus recuperates a past that at the time of writing (late 40’s – early 50’s) was being repressed and written out of history.

  • 203.
    Sundmark, Björn
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    The Child Robinsonade2015Konferansepaper (Annet vitenskapelig)
    Fulltekst (pdf)
    FULLTEXT01
  • 204.
    Sundmark, Björn
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    The Child Robinsonade2017Inngår i: Child Autonomy and Child Governance in Children's Literature: Where Children Rule / [ed] Christopher Kelen, Björn Sundmark, Routledge, 2017, s. 84-95Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Since Robinson Crusoe (1719), the desert island topos has been used as a vehicle for discussing ideas about society and nature. Moreover, because of its early adoption into the canon of children’s literature, it must also be considered a key text about childhood and the child. This is especially clear when it comes to adaptations for children (such as J. H. Campé’s 1779 version), or in the usually more child-oriented robinsonades. In such work we recognize the themes of Robinson Crusoe: isolation and survival in a strange environment, the building of a new society/civilization and the encounter with alien others. But the themes are adapted for the child audience, and undergo further modification over time as the view of the child changes.

  • 205.
    Sundmark, Björn
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    The Fantasy of Family: Nineteenth-Century Children’s Literature and the Myth of the Domestic Ideal2009Inngår i: International Research Society for Children's LiteratureArtikkel, omtale (Annet vitenskapelig)
  • 206.
    Sundmark, Björn
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    The Hidden Adult: Defining Children's Literature2009Inngår i: International Research in Children's Literature (IRCL), ISSN 1755-6198, E-ISSN 1755-6201, Vol. 2, nr 2, s. 292-294Artikkel, omtale (Annet vitenskapelig)
  • 207.
    Sundmark, Björn
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    The Idea of North in Canadian Children’s Literature Today2011Inngår i: Jeunesse: Young People, Texts, Cultures, ISSN 1920-2601, E-ISSN 1920-261X, Vol. 3, nr 1, s. 152-162Artikkel i tidsskrift (Fagfellevurdert)
  • 208.
    Sundmark, Björn
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    The Lost Tales of Eva Wigström2010Konferansepaper (Fagfellevurdert)
    Abstract [en]

    For many years the Swedish pioneer folklorist and writer Eva Wigström (1832-1914) tried in vain to publish a collection of folktales from Skåne, in the south of Sweden. The reason why these tales had to wait for a hundred before they were finally printed and published (1985) is, as I will show in this paper, a key example of “bok culture from below.” Wigström had collected the tales during extensive walking expeditions throughout Skåne in 1879-80. The inspiration to do so came from Denmark. At Askov Folk High School she jad met F L Grundtvig and H F Feilberg the previous year, and they had encouraged her to collect Skåne folklore (partly because they wanted comparative material). Her failure with this book is remarkable in the light of her previous success. Wigström had already published literary sketches of peasant life as well as more scholarly collections of ballads and folk customs; she had also contributed to the children’s periodical Linnéa. Why then was this fairy tale collection effectively buried in publishing houses and archives for so many years? The paper explores a number of possibilities. Wigström, who herself was of peasant stock, did not want an embellished publication with illustrations and sanitized language, catering to the well-to-do. If she had accepted this the book would have been published promptly. Neither did she want a narrow scholarly publication; her stated aim with the book was to reach the general reading public. Another complicating factor is her gender. She complains in some letters that if she had been a man, the book would not have been so offensive. While providing examples from the fairy tale collection, the paper sets out to explore why it was suppressed for so long.

  • 209.
    Sundmark, Björn
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    The Sound and Music of Astrid Lindgren2011Inngår i: Beyond Pippi Longstocking: Intermedial and International Approaches to Astrid Lindgren’s Work / [ed] Bettina Kümmerling-Meibauer, Astrid Surmatz, Routledge, 2011, s. 201-218Kapittel i bok, del av antologi (Fagfellevurdert)
  • 210.
    Sundmark, Björn
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    The Swedish Adventures of Alice, Gip and Ivanhoe: the Translation of English Children’s Books into Swedish in the 19th Century2009Konferansepaper (Annet vitenskapelig)
    Fulltekst (pdf)
    FULLTEXT01
  • 211.
    Sundmark, Björn
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    The Swedish Translations of Alice in Wonderland2013Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Few children’s books have enjoyed such enduring international popularity as Lewis Carroll’s Alice in Wonderland. Since its original publication in English (1865), it has been translated into more than 150 languages. Moreover, Alice in Wonderland has had staying power. In most European countries Alice in Wonderland has remained in print since the 1940s, with new editions or reprints appearing every year. Equally significant are the many re-translations, which testify to the book’s canonical status as well as to its dynamic nature. The Swedish context, which provides the framework of this paper, will be used as a touchstone. The Swedish translation of Alice in Wonderland appeared as early as 1870, and was predated only by the French and German translations. In it the translator, Emily Nonnen, makes use of footnotes to explain the parodies. She also utilizes localization techniques to make the book accessible, and provides an introduction where she explains what nonsense is to Swedish readers. Nonnen’s translation was followed by 18 more or less complete translations and 70 different editions of the work. Two or three of these stand out, and will be discussed in the paper. The ulterior aim of the paper is to discuss the idea of longue durée in relation to the translation of children’s books, i.e. provide a case where a work (Alice) remains in translation over a long period of time and where some of these translations are almost canonized in their own right, and continue to be used as points of reference.

  • 212.
    Sundmark, Björn
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    The Swedish Translations of Alice in Wonderland2014Inngår i: La Retraduction en Littérature de Jeunesse / Retranslating Children's Literature / [ed] Virginie Douglas, Florence Cabaret, Peter Lang Publishing Group, 2014, s. 121-134Kapittel i bok, del av antologi (Fagfellevurdert)
  • 213.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    The Translation and Transmediation of Children’s Literature: an International Book Project2019Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The presentation outlines the content of a forthcoming essay collection on translation and transmediation, and discusses some of the main ideas underpinning the project. Translation is fundamental to literature, not least to children’s literature, which is the focus here. In previous studies, however, the focus has rather been on the challenges of translation (Van Coillie), cultural transmission, didacticism, linguistic challenges (O’Sullivan; Oittinen), the role of the translator (Lathey), and the impact of specific children’s books in translation (Beckett & Nikolajeva). This collection will be the first to approach translation and transmediation as an interrelated practice and apply it to the analysis of children’s literature. Furthermore, the project goes well beyond the default British-American context and looks into translation from and into neglected languages and dialects. Tellingly, the authors of the seventeen chapters come from different countries and deal with translations into/from a variety of languages (including Brazilian, French, German, Italian, Swedish, Swiss, Hungarian, Polish, Romanian, Serbian, Korean, Greek, and Latin). The study, moreover, brings up regularly overlooked transmediation practices such as book covers and trans-sensory storytelling.

  • 214.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    The Translation and Visualization of Tolkien’s The Hobbit into Swedish, the Aesthetics of Fantasy, and Tove Jansson’s Illustrations2020Inngår i: Translating and Transmediating Children’s Literature / [ed] Anna Kérchy; Björn Sundmark, Palgrave Macmillan, 2020, s. 117-132Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    J. R. R. Tolkien’s The Hobbit (1937) and The Lord of the Rings (1954) were instrumental in establishing fantasy as a publishing genre. At the outset, however, there were no established models or conventions for how (or even if) fantasy should be illustrated, and Tolkien’s own writings on the aesthetics of fantasy, as well as his own illustrations, have inspired later artists, but have also led to a visual orthodoxy on how Middle Earth and its inhabitants should be portrayed. In this chapter it is argued that by looking at the early translations and transmediations of Tolkien’s work we can get a glimpse of alternative ways in which his work can be (and was) interpreted. 

  • 215.
    Sundmark, Björn
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    The Verbal, the Visual and the Very Young: A Metacognitive Approach to Picturebook Literacy2017Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Sammanfattning Den här artikeln bygger på nyare forskning om literacyutveckling och metacognition, och kartlägger utvecklingslinjer från tidiga begreppsböcker riktade till spädbarn till bilderböcker som vänder sig till barn och tonåringar. Metodologiskt är arbetet ett forskningssyntes, där målet är att systematisera forskningsrön, erbjuda en ålders- och utvecklingsindelad bilderboksöversikt, samt påvisa hur dessa böcker kan bygga litterär och metakognitiv kompetens. Min tes är att bilderböcker spelar en avgörande roll i den processen. Analysen sätter fokus på de metakognitiva meningserbjudanden som kan återfinnas i sju olika bilderböcker. Såväl bild och skrift analyseras med hjälp av bilderboks- och serieteori. Resultaten visar att tidiga begreppsböcker är förvånansvärt abstrakta; de syftar främst till at stimulera barnets estetisk-affektiva respons genom användande av klara primärfärger och tydliga kontraster. I nästa skede återges saker och ting (substantiv) från barnets närmiljö. Verb-orienterade bilderböcker följer; dessa visar framför allt aktiviteter som barnet kan känna igen, som att äta, klä sig, eller gå och lägga sig. I nästa steg återfinns berättande bilderböcker. Där hittar vi berättandets grundbegrepp såsom handling, karaktär, konflikt. Till sist, i de mest sofistikerade bilderböckerna hittar vi symbolik, ironi, fördjupad karaktärsteckning och komplex tematik.

  • 216.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    The Verbal, The Visual, and the Very Young: A Metacognitive Approach to Picturebooks2018Inngår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, E-ISSN 1504-9922, Vol. 12, nr 2Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Den här artikeln bygger på nyare forskning om literacyutveckling och metakognition, och kartlägger utvecklingslinjer från tidiga begreppsböcker riktade till spädbarn till bilderböcker som vänder sig till barn och tonåringar. Metodologiskt är arbetet en forskningssyntes, där målet är att systematisera forskningsrön, erbjuda en ålders- och/eller utvecklingsindelad bilderboksöversikt, samt påvisa hur dessa böcker kan bygga litterär och metakognitiv kompetens. Min tes är att bilderböcker spelar en avgörande roll i den processen. Analysen sätter fokus på de metakognitiva meningserbjudanden som kan återfinnas i olika bilderböcker. Såväl bild och skrift analyseras med hjälp av bilderboks- och serieteori. Resultaten visar att tidiga begreppsböcker är förvånansvärt abstrakta; de syftar främst till at stimulera barnets estetisk-affektiva respons genom användande av klara primärfärger och tydliga kontraster. I nästa skede återges saker och ting (substantiv) från barnets närmiljö. Verb-orienterade bilderböcker följer; dessa visar framför allt aktiviteter som barnet kan känna igen, som att äta, klä sig, eller gå och lägga sig. I nästa steg återfinns berättande bilderböcker. Där hittar vi berättandets grundbegrepp såsom handling, karaktär, konflikt. Till sist, i de mest sofistikerade bilderböckerna hittar vi symbolik, ironi, fördjupad karaktärsteckning och komplex tematik.

    Fulltekst (pdf)
    FULLTEXT01
  • 217.
    Sundmark, Björn
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Till en evakuerad igelkott: Celebrating a Displaced Hedgeho: Festskrift till Maria Nikolajeva2013Inngår i: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 36Artikkel, omtale (Annet vitenskapelig)
    Fulltekst (pdf)
    FULLTEXT01
  • 218.
    Sundmark, Björn
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Tove Jansson Rediscovered2008Inngår i: International Research in Children's Literature (IRCL), ISSN 1755-6198, E-ISSN 1755-6201, Vol. 1Artikkel i tidsskrift (Fagfellevurdert)
  • 219.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Tove Janssons miniatyrvärld växte fram bok för bok: I ”Sent i november” kom ”muminalismen” till sin fulla rätt2023Inngår i: Sydsvenskan, nr 2023-11-29Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 220.
    Sundmark, Björn
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Tove Janssons tecknade muminserie "Muminfamiljen och havet"2014Inngår i: Historiska och litteraturhistoriska studier 89 / [ed] Jennica Thylin-Klaus, Julia Tidigs, Svenska litteratursällskapet i Finland (SLS), 2014, s. 15-36Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 221.
    Sundmark, Björn
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Transforming Text, Tradition, and TV: The Magic of Prøysen’s Mrs Pepperpot2014Inngår i: Empowering transformations: Mrs Pepperpot revisited / [ed] Maria Lassén-Seger, Anne Skaret, Cambridge Scholars Publishing, 2014, s. 105-116Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 222.
    Sundmark, Björn
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Transforming Text, Tradition and TV: The Magic of Prøysen’s Pepperpot2013Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    It is certainly true that newer media “imitate and absorb” as well as invigorate older media. The thesis that I propose here, however, goes further. I shall argue that newer media may sometimes even lead to a translation and transformation of certain cultural practices. In the case of Norwegian children’s author Alf Prøysen’s book Teskjekjerringa (Mrs Pepperpot, 1957), its remediation in the Swedish TV-series series Gumman som blev liten som en tesked from 1967 prompted further books and stories about Mrs Pepperpot, some of which were published in Swedish even before they came out in Norwegian. One can also argue that the series successfully imitates and absorbs the qualities of the original book, the verbal as well as the visual. Yet, the translation – which in this case is at the same time linguistic, cultural and medial – also adds to the original narrative while obscuring other dimensions of it. Even more importantly, the success of the TV series did lead to a transformation of the Christmas calendar tradition as a whole. From having been a traditional cultural/religious practice focused on images of the nativity, the advent calendar came to be a predominantly televised, secular cultural form of mass communication. Teskedsgumman, moreover, became the gold standard against which all TV Christmas calendars continue to be compared. The success of the televised Teskedsgumman ensured that the calendar tradition became a permanent TV feature in Sweden, and of children’s media culture. The paper has an ethnographic and mediastudies-inspired approach, and investigates the ways in which Prøysen’s books were remediatized for TV, how the series was received, and, how it affected and reinstated the Christmas calendar tradition in Swedish children’s culture.

  • 223.
    Sundmark, Björn
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    ’Travelling Beastward’: An Ecocritical Reading of George MacDonald’s Fairy Tales2008Inngår i: North Wind, nr 47Artikkel i tidsskrift (Fagfellevurdert)
  • 224.
    Sundmark, Björn
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Tre forskningsantologier om bilderböcker och grafiska romaner2017Inngår i: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 40, nr 1Artikkel, omtale (Annet vitenskapelig)
  • 225.
    Sundmark, Björn
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Trump, totem och tabu2016Inngår i: Sydsvenska dagbladet, nr 8 november 2016Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Fulltekst (pdf)
    FULLTEXT01
  • 226.
    Sundmark, Björn
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Two ‘Sleeping Beauties’: The Fate of Eva Wigström’s Swedish Cinderellas2012Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In this paper I am going to focus on two “Cinderellas” collected by the Swedish pioneer folklorist and writer Eva Wigström during walking expeditions (1879-80) in Skåne in the south part of Sweden. The tales are “Trähätta” [Wood-cap] and “Fågeln med guldskrinet” [The Bird with the Golden Box]. “Wood-cap” is a version of AT 510 B while “The Bird with the Golden Box” is a version of AT 510 A, that is, the classic Cinderella. Both tales have interesting features. “Wood-cap” has more magical traits than is common in the “rational” 510 B; and “The Bird with the Golden Box” displays influences from both Charles Perrault and the Brothers Grimm – or at the very least from the broad-sheet versions of these Cinderellas. Both of these tales are Swedish ec(h)o-types of the Cinderella motif. They echo central European texts and situate them in a specific Swedish context. But the tales are also interesting since they are part of a collection which had to wait like sleeping beauty for a hundred years before it was finally printed and published (1985). The paper explores a number of possibilities why the book was suppressed for so long. Wigström, who herself was of peasant stock, did not want an embellished publication with illustrations and sanitized language, catering to the well-to-do. If she had accepted this it is likely that the book would have been published promptly. Neither did she want a narrow scholarly publication; her stated aim with the book was to reach the general reading public. Another complicating factor is her gender. She complains in some letters that if she had been a man, the book would not have been so offensive. Finally, it is likely that the provenance of the tales – Skåne – with its liminal Danish-Swedish status was less appealing for the general reading public than if the tales had originated in the heart of the country.

    Fulltekst (pdf)
    FULLTEXT01
  • 227.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Uppståndna igen ifrån de döda: Kristna motiv i nyare skandinavisk barnlitteratur2020Inngår i: Oppvekst og Livstolking: Flerfaglige blikk på barns og unges eksistens, fellesskap og fortellinger / [ed] Jon Vegard Hugaas; Åse Høyvoll Kallestad, Cappelen Damm Akademisk, 2020, s. 95-119Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The chapter discusses representations of Christian practices, religiousexperiences and biblical motifs in recent Scandinavian children’s and young adultliterature. It is claimed that after an almost one hundred-year hiatus, during whichovert Christian symbols, stories and experiences have been absent from mainstreamchildren’s publishing, we are now witnessing a return of such religiousexpressions in fictional and aesthetic form. The books under scrutiny are fromDenmark, Sweden and Norway, and include critically acclaimed picture booksas well as young adult fiction and crossover literature. It is argued that it is onceagain possible to bring up Christian motifs and stories in our post-secular societies,not because of increased faith in the general population, but because religiousissues to a greater degree have become part of contemporary non-confessionaldiscourse.

    Fulltekst (pdf)
    uppstånden
  • 228.
    Sundmark, Björn
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Upptäckter görs av misstag2002Inngår i: Sydsvenskan, ISSN 1652-814X, nr 20020727Artikkel, omtale (Annet vitenskapelig)
    Abstract [sv]

    Intervju med Ursula Le Guin

    Fulltekst (pdf)
    FULLTEXT01
  • 229.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Using Picturebooks in EFL Education with Upper Secondary Pupils in Creative Writing, Language and Literature Learning2019Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Using Picturebooks in EFL Education with Upper Secondary Pupils in Creative Writing, Language and Literature Learning The chapter addresses the question of how advanced language learners can develop their literary and visual competence, as well as their critical and creative faculties, with the help of picturebooks. The study draws on previous research on the use of picturebooks and graphic novels in upper secondary as well as tertiary education. Such analyses tend to focus either on the picturebook as an aesthetic, visual text (Tarbox), or as a vehicle of ideological content (Hecke; Evans). In the former case, definitions, genre and form boundaries, as well as visual effects, writerly “gaps”, and other aesthetic and literary categories are focused (Pantaleo; Foster); in the latter case, the challenging, controversial, but also liberating and empowering possibilities of advanced or “adult” picturebooks are the main object of inquiry (Ommundsen; Leggatt, Maizonniaux, Whitelaw). A third possibility is to highlight the didactic potential of picturebooks (Burwitz-Melzer; Arizpe). In the project described in this chapter, however, all three aspects (the aesthetic, the ideological, and the didactic) are approached through creative writing. The idea is that wordless picturebooks are read, discussed, and “written” in various ways by two cohorts of students, one in tertiary education, the other in (upper) secondary education. After an introductory lecture on graphic novels and picturebooks, particularly wordless, or near wordless picturebooks, the students are placed in groups of four. Each group is given one of the following books: Alessandro Sanna’s The River, Armin Greder’s The Island, Linda Wolfsgruber’s Dolomitensagen, Shaun Tan’s Rules of Summer, or Gabriel Pacheco’s La Bruja. In a first workshop the group agrees on a simple outline of the narrative, describes the visual style of the book, and discusses the message or aim of the book. In the next step, the students do the following creative tasks – based on the book’s image sequence, they: • Create a third person narrative (2-4 pages) • Tell the story as dialogue or monologue (direct discourse) • Write the story as a musical (song numbers) or as a series of poems • Analyze the way in which the verbal texts relate to the illustrations, and contribute to (or limit) the overall effect and interpretation of the story • Reflect and comment on the work process, and possible learning outcomes and experiences. Thus, the chapter outlines an educational action research project on picturebooks and creative writing. It is suggested, finally, that the approach has several benefits: the students become better readers, their visual and verbal competence increases; at the same time their writing skills are enhanced , and their critical sensibility sharpened.

  • 230.
    Sundmark, Björn
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Vad jag talar om när jag talar om Haruki Murakami2009Inngår i: Sydsvenska dagbladet, ISSN 1652-814X, nr 9 april, s. 4-5Artikkel, omtale (Annet vitenskapelig)
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    FULLTEXT01
  • 231.
    Sundmark, Björn
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Voiced Over: Children’s Voices in Popular Music2009Inngår i: Metamorphoses in Children’s Literature and Culture / [ed] Leena Kirstinä, Barbara Drillsma-Milgrom, Enostone , 2009, s. 325-335Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [en]

    Voiced Over: Children’s Voices in Popular Music The voice of the child in popular music is a multi-layered, indeed metamorphic, signifier. Its effect depends on how it is activated and contextualized. In my paper I will explore and interrogate four different uses of the child voice. To begin with, the child’s voice represents innocence or authenticity of expression. By invoking the voice of the child, a song’s message is certified as true; with it the author/performer gets an alibi. At the same time it is a risky operation, since one of the generic conventions of popular music is that it inscribes a young – but not childish – intended reader/listener/consumer. Contemporary popular music apparently caters to the interests of adolescents, while other age groups can still share the participatory illusion of youth. The twenty-somethings and middle aged are allowed prolonged lease of youth, while children/pre-teens are empowered by being allowed to take part in a discourse seemingly directed at an older generation. The sound of the child in popular music echoes of sentimentality or banality. To counter this, the child’s voice is frequently used to express knowingness, usually of sexual matters. Tension is created between innocence and experience – as when a child singer seems to suggest “adult only” activities – or when an adult performer mimics a child’s voice. A third option is to sing about children, but this inevitably positions the singer in the troublesome role of parent. The voice of the child could also be that of the adolescent who positions herself/himself as a child in relation to a mother or father. This position allows the performer to take the position of the child without being childish. Finally, children’s (re)appropriation of popular music is brought up for discussion. The paper thus addresses not only the “place and space of children and childhood in contemporary culture”, but the sound of it as well.

  • 232.
    Sundmark, Björn
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Wahl, Jan2006Inngår i: The Oxford encyclopedia of children's literature. Vol. 4, Smad-Zwer / [ed] Jack Zipes, Oxford University Press, 2006, s. 155-155Kapittel i bok, del av antologi (Annet vitenskapelig)
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    FULLTEXT01
  • 233.
    Sundmark, Björn
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Wayward Warriors: The Viking Motif in Swedish and English Children’s Literature2014Inngår i: Children's Literature in Education, ISSN 0045-6713, E-ISSN 1573-1693, Vol. 45, nr 3, s. 197-210Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article the Viking motif in children’s literature is explored—from its roots in (adult) nationalist and antiquarian discourse, over pedagogical and historical texts for children, to the eventual diversification (or dissolution) of the motif into different genres and forms. The focus is on Swedish Viking narratives, but points of comparison are established with Viking children’s literature in the English-speaking world. Differences and similarities are pointed out, but more importantly, patterns of reciprocity and influence are examined. Finally, it is shown how international representations of Vikings to a growing extent have replaced the ones that are nationally and regionally determined. The Viking has ultimately become a deracinated and commodified symbol: a free-floating signifier and a wayward warrior.

  • 234.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    With Captain Hellsing at the Helm: Sailing the Seas of Nonsense in Sjörövarbok2019Inngår i: Studia Scandinavica, ISSN 2657-6740, Vol. 23, nr 3, s. 24-37Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article analyses and sheds light on the nonsense techniques used in Lennart Hellsing’s Sjörövarbok (1965) (“The Pirate Book”). In this article, Hellsing’s it is argued, furthermore, that his nonsense writings are congenial with his role in Swedish children’s literature in the latter half of the 20th C as both a critic and a carrier of tradition. Theoretically and methodologically the study draws on the critical apparatus developed by mainly Wim Tigges. It is shown that Sjörövarbok is a prime example of nonsense literature, particularly in the use of repetition (names, verbs) and simultaneity of meaning.

    Fulltekst (pdf)
    FULLTEXT01
  • 235.
    Sundmark, Björn
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Yeats and the Fairy Tale2006Inngår i: NIS: Nordic Irish Studies, ISSN 1602-124X, E-ISSN 2002-4517, Vol. 5, s. 101-108Artikkel i tidsskrift (Fagfellevurdert)
  • 236.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    You and I Alfred: Intergenerational Solidarity in the Emil Series2021Inngår i: Intergenerational Solidarity in Children’s Literature and Film / [ed] Justyna Deszcz-Tryhubczak; Zoe Jaques, Jackson: Children's Literature Association , 2021, s. 31-43Kapittel i bok, del av antologi (Fagfellevurdert)
  • 237.
    Sundmark, Björn
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Zoe Jaques och Eugene Giddens Lewis Carroll’s Alice in Wonderland and Through the Looking-glass: A Publishing History2014Inngår i: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 37Artikkel, omtale (Annet vitenskapelig)
    Fulltekst (pdf)
    FULLTEXT01
  • 238.
    Sundmark, Björn
    Malmö högskola, Lärarutbildningen (LUT), Kultur-språk-medier (KSM).
    Åldersindelning: Vem bestämmer egentligen vad som är en barnbok?2009Inngår i: Sydsvenskan, ISSN 1652-814X, nr 2009-08-27Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Fulltekst (pdf)
    FULLTEXT01
  • 239.
    Sundmark, Björn
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Kelen, Christopher
    Only the Mist and the Sea and Our Bridges: Malmö and Macao: Souvenir of an Exchange2014Collection/Antologi (Annet vitenskapelig)
  • 240.
    Sundmark, Björn
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Kelen, Kit
    First Things: Introduction2013Inngår i: The nation in children's literature: nations of childhood, Routledge, 2013, s. 1-8Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 241.
    Sundmark, Björn
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Malilang, Chrysogonus Siddha
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Children's Literary Geography2023Inngår i: The Routledge Companion to Children's Literature and Culture / [ed] Claudia Nelson; Elisabeth Wesseling; Andrea Mei-Ying Wu, Routledge, 2023, s. 45-57Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This chapter addresses the “where” of children’s literature – that is, the settings, the playworlds, the places and spaces of the fictional universe, and the maps and means by which stories make room(s) in the minds of readers. The underlying assumption is that a sense of place (the “where”) is central to the experience of literature. Drawing on examples from the international canon of children’s literature, we show how critics, from Bakhtin and Lewis to Tuan, Bachelard, and Lefebvre, have theorized literary geography (in a wide sense) and developed different critical approaches to it.

  • 242.
    Sundmark, Björn
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Mars, Annette
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    The Play of Words, Music, and Images in Hans Alfredson's Flowery Frankfurters2023Inngår i: Bookbird: A Journal of International Children's Literature, ISSN 0006-7377, E-ISSN 1918-6983, Vol. 61, nr 2, s. 3-14Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article, Hans Alfredson's 1965 phonogram (LP) and illustrated children's book Blommig falukorv (Flowery Frankfurters) are analyzed with the help of play theory. The argument is that Johan Huizinga's theory of play provides a particularly fruitful approach to storytelling across media. The analysis focuses on a selection of the songs/texts from Blommig falukorv, categorizing them under the headings "Songs about Play," "Playful Humor and Nonsense," and "A Pornographic Appendix for the Youngest." Our reading of Blommig falukorv shows that play theory provides a useful approach to storytelling across media; in addition, Blommig falukorv appears to be a particularly rich case of storytelling play, as witnessed in the choice of subjects, language forms, visual style, musical composition, orchestration, and oral delivery and performance.

  • 243.
    Sundmark, Björn
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Olsson Jers, Cecilia
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    The challenge of creativity: Using picturebook sequencing for creative writing2022Inngår i: Exploring Challenging Picturebooks in Education: International Perspectives on Language and Literature Learning, Routledge, 2022, s. 229-245Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    With the aim to develop good teaching practices with regard to language development and literary competence the chapter demonstrates how sequences of pictures – in this case two sets of illustrations by Russian illustrator Igor Oleynnikov – were used in two different but related ways in the teaching of literature and language: to create a better understanding of how literature works, and to stimulate creativity. In a first workshop, the focus was on a Russian version of “Snow White,” called “The Dead Tsarevna and Seven Bogatyrs.” The task, assigned to groups of four, was to arrange the randomly presented illustrations in such a way that the sequence made narrative sense. The second workshop was devoted to Oleynnikov’s illustrations to “Judges.” The workshops were carried out with two different cohorts of students, one in secondary, and one tertiary education. In the chapter it is shown that each of the interpretive, collaborative, and creative stages represents a learning opportunity that engages the students’ linguistic and literary competence, as well as their aesthetic sensibilities and metacognitive faculties.

  • 244.
    Söderman, Johan
    et al.
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för barn, unga och samhälle (BUS).
    Sundmark, BjörnMalmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Educare 2015:1: Artiklar2015Collection/Antologi (Annet vitenskapelig)
    Fulltekst (pdf)
    FULLTEXT01
  • 245.
    Wärnsby, Anna
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Letter from the Editors2020Inngår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 3, s. 3s. i-iiiArtikkel i tidsskrift (Annet vitenskapelig)
    Fulltekst (pdf)
    fulltext
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