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  • 1.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Skiing and Being Swedish: Taking a Cold Look at Winter Picturebooks2024Ingår i: Children’s Literature in Place: Surveying the Landscapes of Children’s Culture / [ed] Željka Flegar; Jennifer M. Miskec, Routledge, 2024, s. 21-30Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter aims to shed light on the discourse of skiing and Swedishness in three winter picturebooks and one illustrated book. The argument is that these books both reflect and create skiing as a national sport. A geographical setting can produce connotations to a specific climate and landscape, but for a nation-state to become a meaningful place—an “imagined community”—it will have to be associated with certain culturally coded ways of being and acting in response to the physical world. In a Swedish context, skiing provides the “Swedishness” of the place/nation. The main examples under scrutiny are Elsa Beskow’s Olle skidfärd (Olle’s Ski Trip) from 1907, a winter fantasy with strong nationalist connotations; further, Bertil Almqvist’s Barna Hedenhös Vinterresa (The Winter Journey of the Hedenhös Children) (1958), which rewrites the nationalist agenda as a story of technical and social progress; and finally Tove Jansson’s two related texts, Moominland Midwinter (1957) and the comic strip “Moomin’s Winter Follies,” in which Jansson subverts some of the prevalent skiing and winter sports stereotypes, are examined. While these narratives (and many others) are about skiing, layers of meaning are added over time (like snow), none of which vanish completely. In the three iterations we see in the chapter, skiing is associated with nationalist winter fantasy, utopian progress, and comic subversion. 

  • 2.
    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 Geography2023Ingår i: The Routledge Companion to Children's Literature and Culture / [ed] Claudia Nelson; Elisabeth Wesseling; Andrea Mei-Ying Wu, Routledge, 2023, s. 45-57Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 3.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Maria Ulfgard, Nils Holgersson tur & retur: Barnens brev till Selma Lagerlöf2023Ingår i: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 46Artikel i tidskrift (Övrigt vetenskapligt)
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  • 4.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Muminalism : Tove Jansson’s Art of the Miniature2023Ingår i: Nordiques, E-ISSN 2777-8479, Vol. 44Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article I analyze Tove Jansson’s art of the miniature. Drawing on Gaston Bachelard’s conceptualization of the miniature and adapting it to the critical discourse of children’s literature and the miniature, I argue that Jansson’s verbal and visual art in general, and in the Moomin series in particular, can be understood in terms of a “miniaturizing imagination”. Thus, the miniature in Tove Jansson’s work – verbal, visual, artifactual – typically achieves condensation and enrichment rather than reduction, a “poetic space” to use Bachelard’s term. Tove Jansson’s “muminalism” serves to open up the fictional world of the Moomintrolls in an act of fictional world-building.

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  • 5.
    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 Frankfurters2023Ingår i: Bookbird: A Journal of International Children's Literature, ISSN 0006-7377, E-ISSN 1918-6983, Vol. 61, nr 2, s. 3-14Artikel i tidskrift (Refereegranskat)
    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.

  • 6.
    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 rätt2023Ingår i: Sydsvenskan, nr 2023-11-29Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 7.
    Persson, Magnus
    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).
    Litteraturhistorieundervisningens möjligheter och utmaningar i en globaliserad värld2022Ingår i: Didaktiska perspektiv på språk och litteratur i en globaliserad värld / [ed] Pia Nygård Larsson; Cecilia Olsson Jers; Magnus Persson, Lund: Svenska med didaktisk inriktning , 2022, s. 215-229Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [sv]

    Denna essä har ett blygsamt syfte – vi vill introducera och kort pröva några resonemang om problemområdet litteraturhistoriedidaktik i en globaliserad värld – och resonera om varför och hur ska vi läsa och undervisa om klassiker och äldre litteratur i en tid präglad av kulturell heterogenitet. I samband med detta gör vi en jämförelse mellan de nuvarande ämnesplanerna för engelska och svenska i gymnasieskolan, centrala styrdokument som våra blivande lärare måste förhålla sig till. Vad säger egentligen styrdokumenten om litteratur? Vilket utrymme ges litteraturhistoria? Finns här några globala och interkulturella perspektiv, och i så fall vilka? Vi kommer även att göra några korta nedslag i egna undervisningserfarenheter. De teoretiska utgångspunkterna är litteraturdidaktiska och kulturanalytiska. 

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  • 8.
    Ivakko, Sirkka
    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).
    Läsarengagemang, bildtolkning och identifikation: Barns brev till tidskriften Jultomten2022Ingår i: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, E-ISSN 0347-772X, Vol. 45, s. 1-19Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The article examines a selection of children’s letters sent to the editor of the Swedish annual Christmas publication Jultomten (Father Christmas) during three years at the turn of the century 1900. The aim is to show how children responded to the editor’s invitation to write letters to the journal, how the children commented on some of the images, and how their appreciation and involvement were articulated in terms of reader engagement, interpretation, and identification. For this purpose, the letters were analyzed with the help of visual literacy theories and methods, which focus on primary school children’s picture (and picturebook) reception. The results show that the children’s response to the chosen images varies according to their level of involvement and degree of visual literacy competence.

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    Breven till Jultomten
  • 9.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Snowy State: The Children's History of Sweden2022Ingår i: Nordic Utopias and Dystopias from Aniara to Allatta! / [ed] Pia Maria Ahlbäck; Jouni Teittinen; c Maria Lassén-Seger, Amsterdam: John Benjamins Publishing Company, 2022, s. 111-129Kapitel i bok, del av antologi (Refereegranskat)
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  • 10.
    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 writing2022Ingår i: Exploring Challenging Picturebooks in Education: International Perspectives on Language and Literature Learning, Routledge, 2022, s. 229-245Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 11.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Editing Bookbird 2015-20182021Ingår i: Bookbird: a flight through time / [ed] Valerie Coghlan ; Evelyn B. Freeman, Basel,: Bookbird, Inc. , 2021, s. 116-118Kapitel i bok, del av antologi (Övrigt vetenskapligt)
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    Editing Bookbird
  • 12.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Fashioning Alice: The Career of Lewis Carroll's Icon, 1860-1901. Kiera Vaclavik2021Ingår i: International Research in Children's Literature (IRCL), ISSN 1755-6198, E-ISSN 1755-6201, Vol. 14, nr 2, s. 231-233Artikel, recension (Övrigt vetenskapligt)
  • 13.
    Druker, Elina
    et al.
    Stockholms universitet.
    Sundmark, BjörnMalmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).Warnqvist, ÅsaSvenska barnboksinstitutet.Österlund, MariaÅbo Akademi University.
    Silence and Silencing in Children’s Literature2021Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 14.
    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 Series2021Ingår i: Intergenerational Solidarity in Children’s Literature and Film / [ed] Justyna Deszcz-Tryhubczak; Zoe Jaques, Jackson: Children's Literature Association , 2021, s. 31-43Kapitel i bok, del av antologi (Refereegranskat)
  • 15.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Barnlitteratur och rädsla: Om konsten att skrämma barn2020Ingår i: Finsk tidskrift : kultur, ekonomi, politik, ISSN 0015-248X, E-ISSN 2670-2541, nr 3-4, s. 71-83Artikel i tidskrift (Refereegranskat)
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    Skrämma barn
  • 16.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Children's Covid-19 Literature2020Ingår i: Bookbird: A Journal of International Children's Literature, ISSN 0006-7377, E-ISSN 1918-6983, Vol. 58, nr 3, s. 84-85Artikel i tidskrift (Övrigt vetenskapligt)
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    fulltext
  • 17.
    Persson, Magnus
    et al.
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM). Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för samhälle, kultur och identitet (SKI).
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Examinationsregleringen eller "Går det ens att undervisa i litteraturvetenskap längre"?2020Ingår i: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, nr 1Artikel i tidskrift (Refereegranskat)
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    fulltext
  • 18.
    Kérchy, Anna
    et al.
    University of Széged.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Introduction2020Ingår i: Translating and Transmediating Children’s Literature / [ed] Anna Kérchy; Björn Sundmark, Palgrave Macmillan, 2020, s. 1-25Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    The introduction discusses and theorizes the two key concepts that frame and inform the book, transmediation and translation, and how these interconnected and related concepts can be specifically applied to the study of children’s literature. In the following, the division of the chapters into five sections, and the rationale behind this structure, are discussed. It is claimed that each of the sections shed light on vital aspects of translating and transmediating children’s literature. The section headings are: “Inter-/Intra-Cultural Transformations,” “Image-textual Interactions,” “Metapictorial Potentialities,” “Digital Media Transitions,” and “Intergenerational Transmissions.” Finally, the individual chapters are outlined and summarized. 

  • 19.
    Druker, Elina
    et al.
    Stockholm University.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Warnqvist, Åsa
    Swedish Institute for Children’s Books.
    Österlund, Mia
    Åbo Akademi University.
    Introduction: Silence and Silencing in Children’s Literature2020Ingår i: Barnboken, ISSN 0347-772X, E-ISSN 2000-4389, Vol. 43Artikel i tidskrift (Övrigt vetenskapligt)
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    fulltext
  • 20.
    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 Editors2020Ingår i: Educare, ISSN 1653-1868, E-ISSN 2004-5190, nr 3, s. 3s. i-iiiArtikel i tidskrift (Övrigt vetenskapligt)
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  • 21.
    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 Illustrations2020Ingår i: Translating and Transmediating Children’s Literature / [ed] Anna Kérchy; Björn Sundmark, Palgrave Macmillan, 2020, s. 117-132Kapitel i bok, del av antologi (Refereegranskat)
    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. 

  • 22.
    Kérchy, Anna
    et al.
    University of Széged.
    Sundmark, BjörnMalmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Translating and Transmediating Children’s Literature2020Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [en]

    From Struwwelpeter to Peter Rabbit, from Alice to Bilbo—this collection of essays shows how the classics of children’s literature have been transformed across languages, genres, and diverse media forms. This book argues that translation regularly involves transmediation—the telling of a story across media and vice versa—and that transmediation is a specific form of translation. Beyond the classic examples, the book also takes the reader on a worldwide tour, and examines, among other things, the role of Soviet science fiction in North Korea, the ethical uses of Lego Star Wars in a Brazilian context, and the history of Latin translation in children’s literature. Bringing together scholars from more than a dozen countries and language backgrounds, these cross-disciplinary essays focus on regularly overlooked transmediation practices and terminology, such as book cover art, trans-sensory storytelling, écart, enfreakment, foreignizing domestication, and intra-cultural transformation.

  • 23.
    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 barnlitteratur2020Ingår 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. 95-119Kapitel i bok, del av antologi (Refereegranskat)
    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.

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    uppstånden
  • 24.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    A Murder of Crows: Using Igor Oleynnikov’s Illustrations in a Creative Writing Class2019Konferensbidrag (Övrigt vetenskapligt)
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    FULLTEXT01
  • 25.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    A Murder of Crows: Using Picturebook Sequencing in Language Education2019Ingår i: Anglofiles : Journal of English Teaching, ISSN 1395-881X, nr 193, s. 86-90Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    In the teaching module described in this article a collaborative creative writing module in ESL is described and discussed. Specifically, the articles explores how sets of wordless pictures were interpreted, sequenced, read, discussed, and given literary form by two cohorts of students in Sweden, one in upper secondary education (ESL), the other one in tertiary education (teacher students). The underlying assumption is that literature is a suitable training ground for the language learner. It presents well-defined chunks of memor¬able language that can be approached, analyzed, and processed in different ways. Moreover, although literature can be characterized by its language content, it is also an aesthetic object, and a carrier of cultural content.

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    FULLTEXT01
  • 26.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Alf Pröysen2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    År 1967 rådde Pröysenmania i Sverige. Teskedsgumman hade firat triumfer i både radio och TV, med adventskalendrar i båda medierna. Gumman blev idol och TV-kändis – en av de första – och Pröysens sago-böcker sålde som smör. På hösten skrevs det oroligt i tidningar som Röster i Radio TV och Vecko¬revyn om den nya advents¬kalendern: skulle den kunna leva upp till Teskedsgummans nivå? I det läget började Veckorevyn ge ut nya sagor med ”hela landets oförglömliga teskeds¬gumma i TV”. Den första publicerades 2 oktober 1968, den sista gavs ut 1 april 1969; inalles blev det 26 sagor av Alf Pröysen. Ulf Peder Olrog stod som tidigare för översättningarna, och Björn Berg bidrog med illustrationer. Några av sagorna känns igen från adventskalendern (Lucia, Julen, Julgröten, Filipin). Pröysen har i de här fallen omarbetat TV-manus och gett texterna den skriftliga sagans form. Andra gånger är sagorna helt nyskrivna. Sjutton av dem gavs senare ut i Teskedsgumman flyger och far (1972). Det är i det sammanhanget värt att notera att trots att antalet sagor är lika stort som i de första fyra böckerna tillsammans (26 stycken) så har Veckorevyns sagor inte uppmärksammats i någon större utsträck¬ning tidigare. I den här artikeln blir därför en viktig uppgift att just presentera materialet, och i viss mån jämföra det med den tidigare utgivningen. Vidare syftar artikeln till att utveckla några remedierings- och rekontextualiseringsperspektiv med avseende på Teskedsgumman. Vad händer med sagan och läsarens förväntan och upplevelse av sagan när den går från TV (manus) till veckotidningstext till bok? Slutligen analyseras just Veckorevyn som mediemiljö för sagorna. 1968-1969 var Veckorevyn en tidning som drog åt olika håll: kändisskriverier, noveller, mode, kulturreportage och barn- och familjeartiklar tävlade om innehållet. Teskedsgumman blir en del i den dragkampen.

  • 27.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Beyond the Canon of Fantasy Illustration: Tove Jansson’s 1962 Illustrations of The Hobbit2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Beyond the Canon of Fantasy Illustration: Tove Jansson's 1962 Illustrations of The Hobbit J. R. R. Tolkien’s The Hobbit (1937) and The Lord of the Rings (1954) were instrumental in establishing fantasy as 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, came to serve both as inspiration but have also led to a visual orthodoxy and process of canonization on how Middle Earth and its inhabitants should be portrayed. In this paper it is argued that it is only by looking at the early translations and transmediations of Tolkien’s work that we can get a glimpse of alternative ways in which his work can be (and was) interpreted. It is also shown that today there is a new openness to unorthodox ways of visualizing fantasy, and a growing acceptance of the pioneer illustrators of the 1960’s. The paper focuses in particular the expressive and non-realistic artistry of work of Tove Jansson for the 1962 Swedish edition of The Hobbit. Ultimately, the article makes a plea for a reassessment of Jansson’s Hobbit-illustrations on the basis of the visual diversity evident in much present day fantasy.

  • 28.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Children’s Literature2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    extended abstract uploaded

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  • 29.
    Sauro, Shannon
    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).
    Critically Examining the Use of Blog-Based Fan Fiction in the Advanced Language Classroom2019Ingår i: ReCALL, ISSN 0958-3440, E-ISSN 1474-0109, Vol. 31, nr 1, s. 40-55Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper critically examines the integration of online fanfiction practices into an advanced university English language classroom. The fanfiction project, The Blogging Hobbit, was carried out as part of a course in the teacher education program at a Swedish university for students who were specializing in teaching English at the secondary school level. Participants were 122 students who completed the course in 2013 and 2014. In both classes, students were organized into groups of three to six to write collaborative blog-based role-play fanfiction of a missing moment from JRR Tolkien’s fantasy novel The Hobbit. The 31 resulting pieces of collaborative fanfiction, the online formats they were published in, the 122 reflective essays produced by the two classes, and interviews with a focal group of participants were used to explore how technology and learners’ experience with this technology may have mediated the resulting stories. In addition, the classroom fanfiction texts were compared with comparable online writing published in the fanfiction site Archive of Our Own (Ao3) to identify thematic and stylistic differences. The results showed that students’ lack of familiarity with publishing in blogs often posed a challenge that some groups were able to overcome or exploit to facilitate or enhance the readability of their completed stories. Compared to online fanfiction, the classroom fanfiction was less innovative with respect to focal characters yet more collective in its focus, with stories being told from multiple characters’ perspectives.

  • 30.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Lennart Hellsing: A Study in Nonsense2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The presentation sheds light on the nonsense techniques used in Lennart Hellsing’s Sjörövarbok (1965) (“The Pirate Book”). In the paper, it is argued, furthermore, that Hellsing's nonsense writing is 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.

  • 31.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Maps in Children’s Books: From Playworld and Childhood Geography to Comic Fantasy and Picturebook Art2019Ingår i: Filoteknos, ISSN 2082-9310, Vol. 9, s. 123-137Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article is concerned with maps in children’s books. It is noted that maps are more common in children’s books than in books for adults, and that maps are common across different children’s literature genres. They are, moreover, directed at both preliterate children and adolescents. In the article, the argument is made that there seems to be a greater readiness in children’s literature to combine verbal and visual elements. After all, the child’s experience of picturebooks and illustrated books, make the inclusion of maps quite unobtrusive and natural, whereas in a book for adults, a map is a distinctive generic marker (fantasy or travel book). The article goes on to specifically analyze how humorous and playful maps are used in children’s books – a mode of mapping largely missing in adult literature. A number of examples are marshalled and analyzed. It is shown that some maps produce comedy in the low-mimetic mode, others may be highly abstract but at the same time aesthetically pleasing. Some maps also clearly make use of parody and satire in their use of maps. And while fantasy maps for adults tend to promote verisimilitude and suspension of disbelief, fantasy maps in children’s books are often intentionally incredible and unrealistic.

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  • 32.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Pär Lagerkvist and His Evil Fairy Tales2019Ingår i: The Fairy Tale Vanguard: Literary Self-Consciousness in a Marvelous Genre / [ed] Stijn Praet, Anna Kerchy, Cambridge Scholars Publishing, 2019, s. 91-112Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    In this chapter Onda sagor is put into the context of the Scandinavian tradition of literary fairy tales (folk collections, Andersen, Topelius, Lagerlöf, Strind¬berg). First, the salient points of Lagerkvist’s avant-garde manifesto are discussed. Subsequently, the analysis employs a double optic: viewing Onda sagor as fairy tales (correspondences, departures); and regarding them as avant-garde Lagerkvist fictions. I will ask how this marriage of genre/form with an avant-garde aesthetic-political program works out in the end. Specifically, I examine how, in the name of an avant-garde agenda, Lagerkvist both empties the traditional fairy tale formula of meaning and recycles stylistic strategies from traditional storytelling in his Onda Sagor. Ultimately, I will ask, too, what Lagerkvist achieved by his avant-garde refashioning of the fairy tale, and his corresponding fairying of the avant-garde.

  • 33.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Swedish Children’s Literature: A Transcultural Perspective2019Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Swedish and Scandinavian Children’s Literature: Historical and Transcultural Perspectives The presentation opens on the topic of transculturality and related terms, such as international, multicultural, and global. I argue that although reading is essentially a transcultural practice in and by itself, the term transcultural is particularly apt when it comes to themes of cultural belonging, otherness, place and identity, and mobility and migration. I then provide a brief, historically contextualized chronology of the most important Scandinavian children’s books from the 19th C till today, paying special attention to the transcultural dimension or potentiality of some of these works. The final part of the presentation focuses on the forest setting as one particular transcultural theme (or topoi) of children’s literature.

  • 34.
    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 Project2019Konferensbidrag (Övrigt vetenskapligt)
    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.

  • 35.
    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 Learning2019Konferensbidrag (Övrigt vetenskapligt)
    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.

  • 36.
    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 Sjörövarbok2019Ingår i: Studia Scandinavica, ISSN 2657-6740, Vol. 23, nr 3, s. 24-37Artikel i tidskrift (Refereegranskat)
    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.

    Ladda ner fulltext (pdf)
    FULLTEXT01
  • 37.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Bilderbokens berättelser2018Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Bilderbokens berättelser I Alice i underlandet frågar sig Alice uttråkad vad man ska göra med en bok utan ”bilder och samtal”. I den här presentationen vänder jag på frågan: vad ska man göra med böcker som har både bilder och ord. Bilderboken är ju barnets första möte med bild och skrift. Barnet ska förstå vad som händer i en bild, vad orden gör och hur berättande blir till. Det är en av de största utmaningarna vi ställs inför i våra liv, och ett helt avgörande steg i läs¬utvecklingen. All senare läsning och förmåga att ta till oss berättelser bygger på att vi tar det steget. Två frågor hamnar därmed i fokus: hur berättar bilderböcker? Och vad måste barnet klara av för att ta dem till sig?

  • 38.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Bookbird: An Overview2018Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Bookbird 60 years Drawing on my experience as chief editor of Bookbird 2014-2018, the article provides a brief history of the journal’s 60 years in circulation, from its 1958 inception at The International Youth Library and (Munich) at the behest of Jella Lepman. It is argued that already from the start Bookbird served the idea of “the republic childhood” and that international children’s books could and should serve the greater cause of peace-building between peoples and nations. The article highlights the unique character of Bookbird as a publication that caters to academics as well as librarians, publishers, authors and illustrators. Through the mother organization, the International Board of Books for Young People (IBBY), Bookbird has an advantageous position internationally, with branches and correspondents in more than a hundred countries. This geographical spread and varied readership is also reflected in the contents, which are made up of not only peer-reviewed articles, but of more reader-friendly interviews, reports on reading campaigns, letters. Finally, the journal’s emphasis on visuals and design is commented on. This too, is a feature that distinguishes it from other academic publications in the field of children’s literature.

  • 39.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Canon Constitution in Children's Literature. Ed. Bettina Kümmerling-Meibauer and Anja Müller2018Ingår i: International Research in Children's Literature (IRCL), ISSN 1755-6198, E-ISSN 1755-6201, Vol. 11, nr 1, s. 99-102Artikel, recension (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    fulltext
  • 40.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Editorial2018Ingår i: Bookbird: A Journal of International Children's Literature, ISSN 0006-7377, E-ISSN 1918-6983, Vol. 56, nr 3, s. 2-3Artikel i tidskrift (Övrigt vetenskapligt)
  • 41.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Editorial2018Ingår i: Bookbird: A Journal of International Children's Literature, ISSN 0006-7377, E-ISSN 1918-6983, Vol. 56, nr 2, s. 2-3Artikel i tidskrift (Övrigt vetenskapligt)
  • 42.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Editorial2018Ingår i: Bookbird: A Journal of International Children's Literature, ISSN 0006-7377, E-ISSN 1918-6983, Vol. 56, nr 4, s. 2-3Artikel i tidskrift (Övrigt vetenskapligt)
  • 43.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Editorial2018Ingår i: Bookbird: A Journal of International Children's Literature, ISSN 0006-7377, E-ISSN 1918-6983, Vol. 56, nr 1, s. 2-3Artikel i tidskrift (Övrigt vetenskapligt)
  • 44.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Emil and Intergenerational Solidarity2018Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Children’s literature is built on a paradox: it should enable and empower the child reader; at the same time, it should maintain and inscribe the adult-child dichotomy on which the generational social order is constructed. Both of these (seemingly contradictory) aspects are foundational to children’s literature. Thus, juvenile reading is in itself potentially empowering – it makes it possible for children to learn and find things out by themselves, while the very content of children’s literature – from Robinson Crusoe to Harry Potter – regularly encourages child agency and independence. But the opposite is also true. Reading is a regulatory regime, teaching lessons and discipline, and childhood itself is all too often represented either as a place of exile, a nostalgic realm of fantasy, a Neverland, beyond the grasp of “real” life, or as a dystopian prison, regulated and authoritarian. The way in which children’s literature resolves (or fails to resolve) this paradox is the subject of a great deal of critical work – both because of the ideological and pedagogical-political implications, and because of the challenging complexity of the issue. Perry Nodelman’s work (most notably in The Hidden Adult) and Maria Nikolajeva’s concept of aetonormativity (the norm of adulthood), for instance, both show how adult desires and ideas about childhood ultimately shape children’s literature. My own position, exemplified in the anthology Child Autonomy and Child Governance in Children’s Literature, focuses more on the liberating and empowering potential of children’s literature. (Which of course, also can be the aim of the “hidden, aetonormative adult” lurking in the text, but if so, an adult who encourages it.) The aim in this chapter, however, is to bypass some of the problems involved by underplaying both the signs of adult agenda (aetonormativity), or examples of child subversiveness and autonomy. Instead, I will look at what goes on at a relational level between adult and child in some examples of children’s literature. My focus will be on representations of inter¬generational solidarity between children and adults, with the main examples taken from the Emil trilogy by Astrid Lindgren. “Solidarity” as a key critical term does not ignore the reality of two unevenly matched parties (in terms of power) – the adult and the child – but crosses the power divide between the two. The adult aids the child; the child helps the adult. Meaning is established in what happens in between, not in recognizing who is the stronger party. Theoretically, I also take my cue from Angela Nix whose work on the all ages-aspect of Tove Jansson’s Moomin books I find inspirational. Nix argues that regardless of a Moomin character’s age s/he can display characteristics that are unsynchronized with their status as a child or an adult. Moominpappa can be childishly petulant, Moomin can behave maturely and responsibly. Thus, the child-adult dichotomy is rendered rather meaningless. Instances of assertions of “adult” formal power, in the guise of officious hemulens, for instance, are regularly parodied and undercut. At the same time, the child-parent hub is supremely important. It is not a coincidence that Moomin has a Moominpappa and Moominmamma, and that they are squarely anti-authoritarian. What Nix’s reading of Jansson suggests further is that the parent-child relationship is meaningful, while the aetornormative adult-child situation is not, at least not in Jansson’s Moominverse. In any case, Nix’ shows that there are two dichotomies at work at the same time – the adult-child, and the parent-child. The former tends towards ageism and aetonormativity, the latter is relational and grounded in kinship and solidarity. Obviously, there is huge overlap and confusion, and much of what goes where is culturally determined. Nevertheless, I believe the distinction is important and useful. I will now use it to shed light on some acts of intergenerational solidarity in the Emil trilogy by Astrid Lindgren. I will also discuss the nature of Emil’s relationship to, primarily, his father Anton, and the farmhand Alfred.

  • 45.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    “Muminalism”: Tove Jansson and the Art of the Miniature2018Konferensbidrag (Övrigt vetenskapligt)
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  • 46.
    Sundmark, Björn
    Malmö universitet, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Of Memes and Muggles: Harry Potter, Facebook and the 2016 ­Presidential Campaign in the United States2018Ingår i: Harry Potter and Convergence Culture: Essays on Fandom and the Expanding Potterverse / [ed] Amanda Firestone, Leisa Clark, McFarland, 2018, s. 163-174Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    “The ministry has fallen.” These words appeared in my Facebook-feed on the day after the US election 2016. They refer, of course, to Voldemort’s takeover of the ministry of magic in Harry Potter and the Deathly Hallows, and establishes a connection between Rowling’s fictional universe and real world politics. Other quotations and allusions to Rowling’s series follow in the comment field below, such as “Wands up!” and “DA!” For Potter-fans these responses make sense (even should they disagree with the political analysis); for others, these references would be obscure and rather meaningless. Taken in isolation, this Facebook-post and the comments that followed it could be dismissed as an entertaining curiosity, nothing more. Harry Potter, however, was present on Facebook (both within and without the immediate Harry Potter fandom) from the very beginning of the campaign, and the ideological and aesthetic struggle that resulted is both complex and interesting, and rewards close inspection. This chapter, therefore, critically examines the socio-political uses of Harry Potter during the 2016 US presidential campaign, paying particular attention to Harry Potter election memes.

  • 47.
    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 Picturebooks2018Ingår i: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, E-ISSN 1504-9922, Vol. 12, nr 2Artikel i tidskrift (Refereegranskat)
    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.

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  • 48. Kelen, Christopher
    et al.
    Sundmark, BjörnMalmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Child Autonomy and Child Governance in Children's Literature: Where Children Rule2017Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [en]

    This book explores representations of child autonomy and self-governance in children’s literature.The idea of child rule and child realms is central to children’s literature, and childhood is frequently represented as a state of being, with children seen as aliens in need of passports to Adultland (and vice versa). In a sense all children’s literature depends on the idea that children are different, separate, and in command of their own imaginative spaces and places. Although the idea of child rule is a persistent theme in discussions of children’s literature (or about children and childhood) the metaphor itself has never been properly unpacked with critical reference to examples from those many texts that are contingent on the authority and/or power of children. Child governance and autonomy can be seen as natural or perverse; it can be displayed as a threat or as a promise. Accordingly, the "child rule"-motif can be seen in Robinsonades and horror films, in philosophical treatises and in series fiction. The representations of self-ruling children are manifold and ambivalent, and range from the idyllic to the nightmarish. Contributors to this volume visit a range of texts in which children are, in various ways, empowered, discussing whether childhood itself may be thought of as a nationality, and what that may imply. This collection shows how representations of child governance have been used for different ideological, aesthetic, and pedagogical reasons, and will appeal to scholars of children’s literature, childhood studies, and cultural studies.

  • 49.
    Sundmark, Björn
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    (Child)Reign of Terror: Dangerous Child Régimes2017Ingår i: Child Autonomy and Child Governance in Children's Literature: Where Children Rule / [ed] Christopher Kelen, Björn Sundmark, Routledge, 2017, s. 96-106Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    One of the corner stones of the social order is the asymmetrical power relationship between the adult and the child. The details may differ but essentially power and responsibility should be the prerogative of the adult, whereas dependence and obedience should necessarily be the lot of the child. If these fundamentals are altered or challenged, the social order itself is threatened. In this chapter Stephen King’s short story “Children of the Corn” (1977), and some of the film adaptations of that story are analyzed; moreover, the fairy tale (and film adaptations of) “Hansel and Gretel” are scrutinized; finally, I the focus will be on Charlie Higson’s “The Enemy”-series (2009-2015). The contention is that these are fictions that address intergenerational anxieties and point to changing roles for adults and children.

  • 50.
    Sundmark, Björn
    Malmö högskola, Fakulteten för lärande och samhälle (LS), Institutionen för kultur, språk och medier (KSM).
    Editorial2017Ingår i: Bookbird: A Journal of International Children's Literature, ISSN 0006-7377, E-ISSN 1918-6983, Vol. 55, nr 4, s. 4-5Artikel i tidskrift (Övrigt vetenskapligt)
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