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  • 1.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    America after 9/11: Ethnic Diversity and Patriotism in John Updike’s Terrorist2013In: Transcultural Identities in Contemporary Literature / [ed] Irene Gilsenan Nordin, Julie Hansen and Carmen Zamorano Llena, Amsterdam: Rodopi, 2013, p. 177-200Chapter in book (Refereed)
  • 2.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English. Humtank.
    Att lära sig tänka humanistiskt2017Other (Other (popular science, discussion, etc.))
  • 3.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    Det som gör humaniorautbildningar värdefulla2019Other (Other (popular science, discussion, etc.))
  • 4.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    Jim Sheridan’s The Field and the Memory of Dispossessed Irishness2014In: NIS: Nordic Irish Studies, ISSN 1602-124X, E-ISSN 2002-4517, Vol. 13, no 1, p. 111-128Article in journal (Other academic)
  • 5.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    Litteraturstudiers plats i det akademiska engelskämnet2019In: 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.

  • 6.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    Reading and the Profession: On the Literary Education of English School Teachers2018In: 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)
    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.  

  • 7.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    Satirical Frame of Mind: Ken Kalfus’s A Disorder Peculiar to the Country and the Literary Engagement with 9/112017In: European Journal of American Studies, ISSN 1991-9336, E-ISSN 1991-9336, Vol. 12, no 2, p. 1-17Article in journal (Refereed)
    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.

  • 8.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    "Studenterna kan inte problematisera": Om ämnesidentitet, signaturpedagogiker och litteraturvetenskapigt tänkande i akademiska språkämnen2017In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 3, p. 39-63Article in journal (Refereed)
    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.

  • 9.
    Dodou, Katherina
    et al.
    Dalarna University, School of Humanities and Media Studies, English.
    Land, Fredrik
    Dalarna University, School of Humanities and Media Studies, English.
    Seminarier i litteraturhistoria2018In: 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.

  • 10.
    Gray, Billy
    et al.
    Dalarna University, School of Humanities and Media Studies, English.
    Dodou, KatherinaDalarna University, School of Humanities and Media Studies, English.
    Special issue: Cultural Memory and the Remediation of Narratives of Irishness2014Collection (editor) (Other academic)
  • 11.
    Lindgren, Charlotte
    et al.
    Dalarna University, School of Humanities and Media Studies, French.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    Charlotte Lindgren samtalar med Katherina Dodou om undersökning av litteraturstudier i ämnet engelska2019Other (Other (popular science, discussion, etc.))
1 - 11 of 11
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  • modern-language-association-8th-edition
  • vancouver
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
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