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Dodou, Katherina
Publications (10 of 11) Show all publications
Lindgren, C. & Dodou, K. (2019). Charlotte Lindgren samtalar med Katherina Dodou om undersökning av litteraturstudier i ämnet engelska. Falun: Högskolan Dalarna
Open this publication in new window or tab >>Charlotte Lindgren samtalar med Katherina Dodou om undersökning av litteraturstudier i ämnet engelska
2019 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Falun: Högskolan Dalarna, 2019
Series
DUpod - podcastserie om pedagogisk utveckling i högre utbildning ; 11
Keywords
pedagogiskt utvecklingsarbete
National Category
Educational Sciences
Research subject
Intercultural Studies
Identifiers
urn:nbn:se:du-30823 (URN)
Available from: 2019-09-30 Created: 2019-09-30 Last updated: 2019-09-30Bibliographically approved
Dodou, K. (2019). Det som gör humaniorautbildningar värdefulla. Humtank
Open this publication in new window or tab >>Det som gör humaniorautbildningar värdefulla
2019 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Humtank, 2019
National Category
Languages and Literature
Research subject
Intercultural Studies
Identifiers
urn:nbn:se:du-29529 (URN)
Note

Blogginlägg Humtank http://humtank.se

Available from: 2019-02-19 Created: 2019-02-19 Last updated: 2019-02-20Bibliographically approved
Dodou, K. (2019). Litteraturstudiers plats i det akademiska engelskämnet. In: Ylva Lindberg & Anette Svensson (Ed.), Gränsöverskridande litteraturstudier: Innovationer och implikationer för språkämnen. Natur och kultur
Open this publication in new window or tab >>Litteraturstudiers plats i det akademiska engelskämnet
2019 (Swedish)In: Gränsöverskridande litteraturstudier: Innovationer och implikationer för språkämnen / [ed] Ylva Lindberg & Anette Svensson, Natur och kultur, 2019Chapter in book (Refereed)
Abstract [sv]

Inom akademiska språkämnens utbildningar är litteraturstudier en självklar beståndsdel, även om deras tillskrivna roll har varierat över tid. I anslutning till utbildningspolitiska prioriteringar och utvecklingsprocesser i högre utbildning har litteraturstudiers omfattning och organisation under 2000-talet förändrats inom engelskämnet. I syfte att synliggöra rådande praktiker kartlägger artikeln litteraturstudiernas plats inom ämnets utbildningar nationellt. Kartläggningen utgår ifrån en undersökning av samtliga lärosätens aktuella kursutbud i engelska på grund- och avancerad nivå för år 2016. Artikeln visar på att litteraturstudiernas omfattning i utbildningar i engelska har utökats vid flera lärosäten och att de delvis organiseras på andra sätt jämfört med före 2007 års högskolereform. Därtill vittnar flertalet kursplaner om en vilja att framhålla litteraturstudiernas vetenskaplighet på nya sätt. Samtidigt tycks litteraturstudiernas plats variera både mellan lärosätena och mellan utbildningsnivåerna. Detta kan endast delvis förklaras som en följd av skilda institutionella förutsättningar. Studiens resultat antyder istället att engelskämnets identitet befinner sig i en period av förändring och att denna påverkar litteraturdidaktiska praktiker.

Place, publisher, year, edition, pages
Natur och kultur, 2019
Keywords
litteraturdidaktik, engelskämne, litteraturstudiers position, kursplaner, ämnesidentitet
National Category
Languages and Literature
Research subject
Intercultural Studies
Identifiers
urn:nbn:se:du-30134 (URN)
Note

Kommande

Available from: 2019-06-05 Created: 2019-06-05 Last updated: 2019-06-11Bibliographically approved
Dodou, K. (2018). Reading and the Profession: On the Literary Education of English School Teachers. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, 12(2), 1-17
Open this publication in new window or tab >>Reading and the Profession: On the Literary Education of English School Teachers
2018 (English)In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 12, no 2, p. 1-17Article in journal (Refereed) Published
Abstract [en]

The article addresses the question of how English departments best can teach literature and literary reading to future upper-secondary school teachers of English. It approaches the question in terms of the literary scholar’s contribution to the professional education and practice of school teachers in Sweden. The article combines metacognitive analyses of disciplinary ways of thinking with profession theory to reflect on the literary content knowledge upper secondary school teachers need for their teaching practice. It outlines key differences between the understanding of what reading literature entails in academia and in upper secondary education, respectively, and it points out that current academic practices for teaching literature rely on a narrow understanding of what school teachers need to know about literature and literary reading to exercise their professional judgement concerning literature in the language classroom. Advocating a change in our academic teaching practices, the article proposes that literary debates over reading also be incorporated and that the principles and procedures underpinning professional modes of reading literature be explicitly articulated. This means verbalizing underlying theoretical assumptions about the value of literature and of reading it and explicating interpretative conventions and tools, alongside the skills, involved in literary reading. Such a teaching practice, the article posits, is not merely key to developing school teachers’ content knowledge regarding literature and reading. It is also a prerequisite for the development of their pedagogical reasoning when it comes to the uses of literature and to the affordances and limitations of literary reading in the school classroom.  

National Category
Specific Literatures Didactics
Research subject
Education and Learning; Education and Learning; Education and Learning
Identifiers
urn:nbn:se:du-26930 (URN)
Available from: 2018-01-10 Created: 2018-01-10 Last updated: 2018-07-03Bibliographically approved
Dodou, K. & Land, F. (2018). Seminarier i litteraturhistoria. In: Stefan Hrastinski (Ed.), Digitalisering av högre utbildning: (pp. 23-28). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Seminarier i litteraturhistoria
2018 (Swedish)In: Digitalisering av högre utbildning / [ed] Stefan Hrastinski, Lund: Studentlitteratur AB, 2018, p. 23-28Chapter in book (Other (popular science, discussion, etc.))
Abstract [sv]

Detta kapitel beskriver hur vi använder diskussionsforum för seminarier i en litteraturhistorisk översiktskurs i engelska. Upplägget har styrt in studenterna på en mer långsam kunskapssökande process och fungerar som stöd i utvecklingenav deras litteraturvetenskapliga läsförmågor och analyspraktiker.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018
National Category
Languages and Literature Learning
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-28098 (URN)9789144119724 (ISBN)
Available from: 2018-07-03 Created: 2018-07-03 Last updated: 2019-06-13Bibliographically approved
Dodou, K. (2017). Att lära sig tänka humanistiskt.
Open this publication in new window or tab >>Att lära sig tänka humanistiskt
2017 (Swedish)Other (Other (popular science, discussion, etc.))
National Category
Humanities and the Arts
Research subject
Intercultural Studies
Identifiers
urn:nbn:se:du-26606 (URN)
Available from: 2017-11-23 Created: 2017-11-23 Last updated: 2017-11-23Bibliographically approved
Dodou, K. (2017). Satirical Frame of Mind: Ken Kalfus’s A Disorder Peculiar to the Country and the Literary Engagement with 9/11. European Journal of American Studies, 12(2), 1-17
Open this publication in new window or tab >>Satirical Frame of Mind: Ken Kalfus’s A Disorder Peculiar to the Country and the Literary Engagement with 9/11
2017 (English)In: European Journal of American Studies, ISSN 1991-9336, E-ISSN 1991-9336, Vol. 12, no 2, p. 1-17Article in journal (Refereed) Published
Abstract [en]

Prompted by debates on the role of comedy in the USA after 9/11, the essay explores the use of satire as one important narrative strategy that emerged in the subgenre of the American 9/11 novel. Criticism of 9/11 fiction tends to regard literary satire as a device used to counter governing descriptions of twenty-first century terrorism. By way of Ken Kalfus’s A Disorder Peculiar to the Country (2006), I show how literary satire on 9/11 is neither straightforward nor merely a means of political attack. Drawing on recent satire theory that views the satirical mode as unruly, various, and open-ended, I suggest that a closer look to the mixed intentions of this novel presents an opportunity to explore the dynamic between denunciation and comic relief in literary satire on 9/11 and opens the way for a more complex understanding of the operation and affordances of literary 9/11 satire.

Keywords
Contemporary American novel, satire, terrorism, 9/11, Ken Kalfus, political comedy, American identity, critical practice
National Category
Languages and Literature Specific Literatures
Research subject
Intercultural Studies, 9/11 and the Novel
Identifiers
urn:nbn:se:du-24710 (URN)
Available from: 2017-04-13 Created: 2017-04-13 Last updated: 2017-11-29Bibliographically approved
Dodou, K. (2017). "Studenterna kan inte problematisera": Om ämnesidentitet, signaturpedagogiker och litteraturvetenskapigt tänkande i akademiska språkämnen. Utbildning och Demokrati, 26(3), 39-63
Open this publication in new window or tab >>"Studenterna kan inte problematisera": Om ämnesidentitet, signaturpedagogiker och litteraturvetenskapigt tänkande i akademiska språkämnen
2017 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 3, p. 39-63Article in journal (Refereed) Published
Abstract [en]

"The students can’t problematize": On disciplinary identity, signature pedagogies and literary thinking in language departments. The essay explores the teaching of scholarly reasoning as a pedagogical problem tied to the organization and definition of academic subjects. With special focus on the subject of English in Sweden, and based on a study of academic syllabi, it attends to the function ascribed to literary study and to the subject’s dominant assumptions and teaching practices for imparting domain knowledge and processes of inquiry. It suggests that, whilst the subject’s premises limit undergraduate students’ repertoire in the curricular field of literature, the educational aims of language departments and the conventions for teaching literature hamper the development of students’ ability to problematize in literary study.

National Category
Languages and Literature Pedagogical Work
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-25697 (URN)
Available from: 2017-08-03 Created: 2017-08-03 Last updated: 2018-01-09Bibliographically approved
Dodou, K. (2014). Jim Sheridan’s The Field and the Memory of Dispossessed Irishness. NIS: Nordic Irish Studies, 13(1), 111-128
Open this publication in new window or tab >>Jim Sheridan’s The Field and the Memory of Dispossessed Irishness
2014 (English)In: NIS: Nordic Irish Studies, ISSN 1602-124X, E-ISSN 2002-4517, Vol. 13, no 1, p. 111-128Article in journal (Other academic) Published
National Category
Specific Literatures
Research subject
Intercultural Studies
Identifiers
urn:nbn:se:du-16446 (URN)
Available from: 2014-11-24 Created: 2014-11-24 Last updated: 2017-08-04Bibliographically approved
Gray, B. & Dodou, K. (Eds.). (2014). Special issue: Cultural Memory and the Remediation of Narratives of Irishness. Falun: Dalarna University Centre for Irish
Open this publication in new window or tab >>Special issue: Cultural Memory and the Remediation of Narratives of Irishness
2014 (English)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Falun: Dalarna University Centre for Irish, 2014
Series
Nordic Irish Studies, ISSN 1602-124X ; 2014:1
National Category
Specific Literatures
Research subject
Intercultural Studies
Identifiers
urn:nbn:se:du-12909 (URN)978-87-91259-16-6 (ISBN)
Available from: 2013-09-07 Created: 2013-09-07 Last updated: 2017-02-06Bibliographically approved
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