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  • 251.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Hoban, Lilian2006In: The Oxford encyclopedia of children's literature. Vol. 2, Dubo-Lowr / [ed] Jack Zipes, Oxford University Press, 2006, p. 238-238Chapter in book (Other academic)
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  • 252.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Hockey Fictions and Canadian Identity2006In: Literary Environments: Canada and the Old World / [ed] Britta Olinder, Peter Lang Publishing Group, 2006, p. 119-130Chapter in book (Other academic)
  • 253.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Hockeyböcker och kanadensisk identitet2007In: SVIF Årsbok;2007 / [ed] Johan R Norberg, Svenska idrottshistoriska föreningen , 2007, p. 59-73Chapter in book (Other academic)
  • 254.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Holiday, Henry2006In: The Oxford encyclopedia of children's literature. Vol. 2, Dubo-Lowr / [ed] Jack Zipes, Oxford University Press, 2006, p. 247-248Chapter in book (Other academic)
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  • 255.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Hundred Merry Tales, A2006In: The Oxford encyclopedia of children's literature. Vol. 2, Dubo-Lowr / [ed] Jack Zipes, Oxford University Press, 2006, p. 269-270Chapter in book (Other academic)
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  • 256.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Hur vi än vänder oss har vi ändan bak: third space har kanske inte lösningarna på allt2002In: Sydsvenska dagbladet, ISSN 1652-814X, no 2002-12-03Article in journal (Other (popular science, discussion, etc.))
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  • 257.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    In the hope white people will like them: Andrew Lang and the colonization of fairyland2007In: Expectations and experiences: children, childhood and children's literature / [ed] Clare Bradford, Valerie Coghlan, Pied Piper Publishing, 2007, p. 111-121Chapter in book (Other academic)
    Abstract [en]

    The Victorians embraced different theories of oral culture and its relationship to children’s literature and childhood. Most early folklorists and authors fail to see any connection at all between oral culture and children’s literature. This is evident in, for instance, W. B. Yeats’ fairy tale anthology Fairy and Folk Tales of the Irish Peasantry (1888), a collection that has a decidedly adult perspective and is more concerned with legends and the supernatural than with childhood and nursery tales. However, already in Andrew Lang’s Blue Fairy Book (1889) we find a radically different approach. In it Lang establishes principles that have become normative: the intended child audience, the eminence of the wonder tale, the international approach, as well as uniformity of language and style. This may seem unproblematic, but in my paper I will show that Lang’s fairy tale project is part of a colonial discourse that effectively leads to the appropriation of oral culture and the colonisation of Fairyland. Lang’s now generally accepted premise was that the same fairy tales have evolved all over the globe and have gone through the same kind of transitions into myth and literature (and sometimes back again). More problematically, he also shared the colonial and social Darwinist belief that cultures go through developmental phases that correspond to those of biological evolution and individual maturation. Bluntly, these assumptions lead up to the idea that an adult savage is on the same level, culturally, as a white English boy, and that adult folklore can pass as nursery entertainment after proper editing. It will be one of the focal points of this paper to look at the nature of this editing process. Finally, Lang’s view of oral culture and how it relates to (civilised) childhood and Victorian children’s literature is, in my opinion, not just of antiquarian interest. The model is still with us today, although we profess different ideas about oral culture, childhood and children’s literature.

  • 258.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Irish Mythology2006In: The Oxford encyclopedia of children's literature. Vol. 2, Dubo-Lowr / [ed] Jack Zipes, Oxford University Press, 2006, p. 299-300Chapter in book (Other academic)
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  • 259.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Ivanhoe and the Translation of English Children’s Books into Swedish in the Nineteenth Century2011In: Literature, geography, translation: studies in world writing / [ed] Cecilia Alvstad, Stefan Helgesson, David Watson, Cambridge Scholars Publishing, 2011, p. 120-131Chapter in book (Other academic)
  • 260.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Joy och önskeburken: Joy är ingen ny Pippi2008In: Svenska Dagbladet, ISSN 1101-2412, no 20080114Article, book review (Other academic)
  • 261.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Kapitalismen som anhalt på vägen mot vänsterns utopia2002In: Svenska Dagbladet, ISSN 1101-2412, no 8 januari, p. 7-8Article, book review (Other academic)
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  • 262.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Kherdian, David2006In: The Oxford encyclopedia of children's literature. Vol. 2, Dubo-Lowr / [ed] Jack Zipes, Oxford University Press, 2006, p. 359-360Chapter in book (Other academic)
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  • 263.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Konstnären som skriver på natten2002In: Sydsvenskan, ISSN 1652-814X, no 20020709Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Intervju med Douglas Coupland.

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  • 264.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Kritiken blir grönare2004In: Sydsvenska dagbladet, ISSN 1652-814X, no 20040806Article, book review (Other academic)
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  • 265.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Lagerlöf’s Legacy: A Hundred Years of Writing the Nation2008In: Bookbird: A Journal of International Children's Literature, ISSN 0006-7377, E-ISSN 1918-6983, Vol. 46, no No 3, p. 14-21Article in journal (Refereed)
    Abstract [en]

    How can it be that an early 20th-century classic Swedish children’s text deals with such up-to-the-minute 21st-century concerns as the importance of preventing ecological disaster? Björn Sundmark’s brilliant and inspiring reading of The Wonderful Adventures of Nils in light of the work of Peter Kemp on citizenship of the world also looks at new interpretations of this classic book and identifies its true heir not in Sweden but in Denmark

  • 266.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Lewis, Naomi2006In: The Oxford encyclopedia of children's literature. Vol. 4, Smad-Zwer, [Index] / [ed] Jack Zipes, Oxford University Press, 2006, p. 437-437Chapter in book (Other academic)
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  • 267.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Lewitt, Jan2006In: The Oxford encyclopedia of children's literature. Vol. 2, Dubo-Lowr / [ed] Jack Zipes, Oxford University Press, 2006, p. 437-437Chapter in book (Other academic)
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  • 268.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Lilis bok2008In: Svenska Dagbladet, ISSN 1101-2412, no 2008-03-08Article, book review (Other academic)
  • 269.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Lyckan att vara neurotisk2000In: Sydsvenska dagbladet, ISSN 1652-814XArticle, book review (Other academic)
    Abstract [sv]

    ”Douglas Couplands Generation X”. Del 2 i artikelserie om kultböcker.

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  • 270.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Med ordet som vapen: boken Poeter mot krig2003In: Sydsvenska dagbladet, ISSN 1652-814X, no 20030630Article, book review (Other academic)
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  • 271.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Militärhandbok blev fredens rättesnöre2008In: Svenska Dagbladet, ISSN 1101-2412, no 24 juni, p. 8-9Article, book review (Other academic)
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  • 272.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Min systers dotter har många pappor: Wahldén ger röst åt livsöden2011In: Svenska Dagbladet, ISSN 1101-2412, no 20110920Article, book review (Other academic)
  • 273.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Narnian (An)aesthetics2000Conference paper (Other academic)
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  • 274.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Nation and Last Survivor Narratives2011Conference paper (Other academic)
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  • 275.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Nils Holgersson och den historiska romanen2007Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    Nils Holgersson och den historiska romanen Rubriken på det här föredraget är inte okontroversiellt. Nils Holgersson skrevs för att vara en ”läsebok för folkskolan”. Berättelsen är tillika en saga. Och om den ändå är en roman, så är den väl närmast att betrakta som en geografisk roman? Men redan det faktum att Nils Holgersson inte låter sig infångas i kategorier som saga, läsebok eller geografitext utan snarare är allt detta på samma gång pekar mot att verket snarare är en roman. Verket är för övrigt polyfoniskt anlagt, röster bryts mot varandra, och skeendet är uupbrutet. Huvudpersonen genomgår dessutom en bildningsresa (i Bildungsroman-tradition). Vidare är geografin indränkt i tid; Lagerlöfs platser är kronotoper i Bakhtinsk mening. Användandet av myter och legender och förhållningssättet till traditionen är också karaktäristiskt för den historiska romanen. I mitt paper berör jag också hur Lagerlöfs sätt skriva tid-plats-nation förvaltas i senare svensk och nordisk ungdomslitteratur. Björn Sundmark Nils Holgersson och den historiska romanen Rubriken på det här föredraget är inte okontroversiellt. Nils Holgersson skrevs för att vara en ”läsebok för folkskolan”. Berättelsen är tillika en saga. Och om den ändå är en roman, så är den väl närmast att betrakta som en geografisk roman? Men redan det faktum att Nils Holgersson inte låter sig infångas i kategorier som saga, läsebok eller geografitext utan snarare är allt detta på samma gång pekar mot att verket snarare är en roman. Verket är för övrigt polyfoniskt anlagt, röster bryts mot varandra, och skeendet är uupbrutet. Huvudpersonen genomgår dessutom en bildningsresa (i Bildungsroman-tradition). Vidare är geografin indränkt i tid; Lagerlöfs platser är kronotoper i Bakhtinsk mening. Användandet av myter och legender och förhållningssättet till traditionen är också karaktäristiskt för den historiska romanen. I mitt paper berör jag också hur Lagerlöfs sätt skriva tid-plats-nation förvaltas i senare svensk och nordisk ungdomslitteratur. Björn Sundmark Nils Holgersson och den historiska romanen Rubriken på det här föredraget är inte okontroversiellt. Nils Holgersson skrevs för att vara en ”läsebok för folkskolan”. Berättelsen är tillika en saga. Och om den ändå är en roman, så är den väl närmast att betrakta som en geografisk roman? Men redan det faktum att Nils Holgersson inte låter sig infångas i kategorier som saga, läsebok eller geografitext utan snarare är allt detta på samma gång pekar mot att verket snarare är en roman. Verket är för övrigt polyfoniskt anlagt, röster bryts mot varandra, och skeendet är uupbrutet. Huvudpersonen genomgår dessutom en bildningsresa (i Bildungsroman-tradition). Vidare är geografin indränkt i tid; Lagerlöfs platser är kronotoper i Bakhtinsk mening. Användandet av myter och legender och förhållningssättet till traditionen är också karaktäristiskt för den historiska romanen. I mitt paper berör jag också hur Lagerlöfs sätt skriva tid-plats-nation förvaltas i senare svensk och nordisk ungdomslitteratur. Björn Sundmark

  • 276.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Nils och Nationen2007In: Sydsvenska dagbladet, ISSN 1652-814X, no 1 oktoberArticle, book review (Other academic)
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  • 277.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Nye, Robert2006In: The Oxford encyclopedia of children's literature. Vol. 3, Luca-Slot / [ed] Jack Zipes, Oxford University Press, 2006, p. 185-185Chapter in book (Other academic)
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  • 278.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Of Nils and Nation: Selma Lagerlöf's The Wonderful Adventures of Nils2007Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    Of Nils and Nation: Selma Lagerlöf’s The Wonderful Adventures of Nils This year sees the centennial of the publication of the international children’s classic The Wonderful Adventures of Nils by Selma Lagerlöf. By all accounts it is a remarkable work. Charmed by the extraordinary tale one easily forgets that the story of the spoilt boy Nils, who is - literally - cut down to size by an elf, and then has to travel goose-back the length and breadth of Sweden before he can return home reformed, is in fact a geography book, and a formidable one at that. In my paper I set out to show that despite Lagerlöf’s use of the fairy tale vehicle, the book is also a work of instruction, calculated to build character and nation. As such it represents the vested interests of the state school system, and the national ideology of modern Sweden. Nils’ journey delimits the borders of Sweden - it produces a Swedish “space.” Lagerlöf takes stock of the nation’s natural resources, characterises its inhabitants, draws upon legends and history, and ultimately constructs a “folkhem” (app. national gemeinschaft) where social classes, ethnic groups and language differences are blurred in favour of a sense of Swedish belonging and destiny. Thus, the text can be seen as a powerful tool of national ideology. In my paper I will discuss representations of power and national ideology in the text itself. Moreover, I will comment on the way in which pedagogical handbooks and study guides from different periods relate to and address issues of power, nationalism and ideology. Björn Sundmark

  • 279.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Oxley, James MacDonald2006In: The Oxford encyclopedia of children's literature. Vol. 3, Luca-Slot / [ed] Jack Zipes, Oxford University Press, 2006, p. 206-206Chapter in book (Other academic)
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  • 280.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Pal, George2006In: The Oxford encyclopedia of children's literature. Vol. 3, Luca-Slot / [ed] Jack Zipes, Oxford University Press, 2006, p. 210-210Chapter in book (Other academic)
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  • 281.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Pappa har fel, farfar hade rätt2000In: Sydsvenska dagbladet, ISSN 1652-814XArticle, book review (Other academic)
    Abstract [sv]

    J. R. R. Tolkiens Sagan om ringen”. Del 1 i artikelserie om kultböcker

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  • 282.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Piper, Watty2006In: The Oxford encyclopedia of children's literature. Vol. 3, Luca-Slot / [ed] Jack Zipes, Oxford University Press, 2006, p. 163-163Chapter in book (Other academic)
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  • 283.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Psychoanalytic Responses to Children’s Literature2010In: International Research Society for Children's LiteratureArticle, book review (Other academic)
  • 284.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    På ett annat plan2003In: Sydsvenska dagbladet, ISSN 1652-814XArticle, book review (Other academic)
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  • 285.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Religiositet i modern tappning2003In: Sydsvenska dagbladet, ISSN 1652-814X, no 4 decemberArticle, book review (Other academic)
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  • 286.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Religiositet i modern tappning: boken Douglas Coupland Hey Nostradamus2003In: Sydsvenska dagbladet, ISSN 1652-814X, no 20031023Article, book review (Other academic)
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  • 287.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Sally Series2006In: The Oxford encyclopedia of children's literature. Vol. 3, Luca-Slot / [ed] Jack Zipes, Oxford University Press, 2006, p. 389-389Chapter in book (Other academic)
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  • 288.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Sister Alice and the Brothers Grimm1998In: The Carrollian : the Lewis Carroll journal, ISSN 1462-6519, Vol. 2, p. 18-27Article in journal (Refereed)
  • 289.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Snart soldater: fredstrenden är bruten i amerikanska barnböcker2010In: Sydsvenska dagbladet, ISSN 1652-814X, no 11 februariArticle, book review (Other academic)
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  • 290.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Something useul and vaguely mysterious2005Conference paper (Other academic)
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  • 291.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Stretton in Stereo: Fictional Dialogue in the Swedish Translations of Lost Gip2011Conference paper (Other academic)
    Abstract [en]

    Hesba Stretton (pseudonym of Sarah Smith, 1832-1911) is still fairly well-known in the English-speaking world as a successful Victorian writer of “Street-Arab” books, but in Sweden she is an unknown entity, although her books were translated quickly in sizeable (& cheap) editions. Stretton combines an evangelical outlook with a strong belief in social reform. In this paper I am going to examine the translation of fictional dialogue in two parallel translations of Stretton’s Lost Gip (1873, transl. the same year into Swedish), and ask whether and to what extent Lost Gip has been “Sweded” – linguistically and culturally.

  • 292.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Striden om Harry Potter2001In: Sydsvenska dagbladet, ISSN 1652-814X, no 20010908Article, book review (Other academic)
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  • 293.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Swedish nonsense: from folklore to furniture2009Conference paper (Other academic)
    Abstract [en]

    Swedish Nonsense: From Folklore to Furniture There is nothing apparently Swedish about Swedish nonsense, it seems. Just as in most other countries and language areas we find jocular tales, bizarre ballads and humorous nursery rhymes represented in the folk tradition. And Sweden, too, has its share of nonsense primers and alphabet books. “Learned” nonsense, in the form of mock academic treatises (Falstaff Fakir) and pastiche journalism (the Grönköping weekly, issued monthly since 1902) is perhaps a distinguishing feature of Swedish nonsense, but is probably not unique in an international perspective. In children’s literature, however, Astrid Lindgren’s Pippi Longstocking and Lennart Hellsing’s Katten blåser i silverhorn (both books published 1945) may well have represented a new departure even by international standards. With their language play and nonsense games they exemplify what has been called “modernism in the nursery” (Kåreland 1999). But maybe the most typically “Swedish” development of nonsense is to be found in furniture. With IKEA, Swedish nonsense has moved beyond the nursery and into the shopping mall. IKEA commercials typically couple verbal and visual nonsense techniques with national clichés and stereotypes. Moreover, IKEA cater to different generation and uses nonsense and nationality to target the global market. Thus, by starting in oral folklore and ending in TV-commercials, this paper attempts a brief overview of Swedish nonsense as a national and international phenomenon and as transgenerational world culture.

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  • 294.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    Tafuri, Nancy2006In: The Oxford encyclopedia of children's literature. Vol. 4, Smad-Zwer / [ed] Jack Zipes, Oxford University Press, 2006, p. 70-70Chapter in book (Other academic)
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  • 295.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    The Bullerby Books and Tradition2007Conference paper (Other (popular science, discussion, etc.))
    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.

  • 296.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    The Bullerby Books and Tradition2009In: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, no 1, p. 28-35Article in journal (Refereed)
    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.

  • 297.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    The Fantasy of Family: Nineteenth-Century Children’s Literature and the Myth of the Domestic Ideal2009In: International Research Society for Children's LiteratureArticle, book review (Other academic)
  • 298.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    The Hidden Adult: Defining Children's Literature2009In: International Research in Children's Literature (IRCL), ISSN 1755-6198, E-ISSN 1755-6201, Vol. 2, no 2, p. 292-294Article, book review (Other academic)
  • 299.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    The Idea of North in Canadian Children’s Literature Today2011In: Jeunesse: Young People, Texts, Cultures, ISSN 1920-2601, E-ISSN 1920-261X, Vol. 3, no 1, p. 152-162Article in journal (Refereed)
  • 300.
    Sundmark, Björn
    Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
    The Lost Tales of Eva Wigström2010Conference paper (Refereed)
    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.

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