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  • 1.
    Aronsson, Mattias
    et al.
    Dalarna University, School of Language, Literatures and Learning, French.
    Dodou, Katherina
    Dalarna University, School of Language, Literatures and Learning, English.
    Svensson, Anette
    Jönköping University.
    Tema: Litteraturdidaktik – Litteraturstudiers relevans för skola och samhälle2021In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, no 2, p. 5-9Article in journal (Other academic)
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  • 2.
    Degerman, Peter
    et al.
    Mittuniversitetet.
    Dodou, Katherina
    Dalarna University, School of Language, Literatures and Learning, English.
    Holmqvist-Sten, Katrin
    Umeå universitet.
    Samuelsson, Lina
    Mälardalens högskola.
    Humaniora i skolan: De humanistiska ämnenas plats och villkor i den svenska gymnasieskolan och i grundskolans högre år2021Report (Other (popular science, discussion, etc.))
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  • 3.
    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)
  • 4.
    Dodou, Katherina
    Dalarna University, School of Languages and Media Studies, English.
    American Malady: 9/11, Disease, and the Experience of Terrorism in Don DeLillo's Falling Man2014In: The Health of the Nation: European Views of the United States / [ed] Meldan Tanrisal & Tanfer Emin Tunc, Heidelberg: Universitätsverlag Winter, 2014, p. 207-217Chapter in book (Refereed)
  • 5.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English. Humtank.
    Att lära sig tänka humanistiskt2017Other (Other (popular science, discussion, etc.))
  • 6.
    Dodou, Katherina
    Dalarna University, School of Languages and Media Studies, English.
    Childhood Without Children: Ian McEwan and the Critical Study of the Child2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study has a twofold ambition. First, it offers a new perspective on Ian McEwan’s works by focusing on his treatment of childhood. Second, by using McEwan’s writing as an example, it seeks to challenge the current critical preoccupation with childhood in the novel in terms solely of child characters. The dissertation argues that it is more productive to understand childhood as an entity distinct from children. Focusing on figurative uses of the child in fiction, it considers the significance of childhood in works that do not treat child characters. It shows that the inclusion of images and metaphors of childhood has significant thematic and formal implications for the overall meanings of literary artefacts. The thesis draws on recent scholarship in sociology and cultural studies which views images of children as documenting societal assumptions. The dissertation employs this approach to the child figure in culture to account for the use of childhood imagery in McEwan's novels. The discussion is comprised of two parts. Part one provides a critical and historical background to the field of childhood studies, the portrayal of childhood in the British novel and McEwan criticism. Part two begins by analysing the representation of a child in Atonement, then continues with the thematisation of childhood in the absence of children in The Child in Time, and then considers the figurative employment of childhood images in The Innocent and Saturday. The dissertation demonstrates that perceptions of childhood are key to McEwan’s critique of post-war British culture and notions of national identity, history, citizenship and civic disorder. More importantly, the dissertation offers a new paradigm for the critical examination of childhood in the novel – one which sheds light on the metaphorical uses of childhood. Ultimately, the thesis illuminates childhood’s capacity to define as well as to disseminate societal values.

  • 7.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    Det som gör humaniorautbildningar värdefulla2019Other (Other (popular science, discussion, etc.))
  • 8.
    Dodou, Katherina
    Dalarna University, School of Languages and Media Studies, English.
    Dismembering a Romance of Englishness: Images of Childhood in Ian McEwan’s The Innocent2009In: Ian McEwan : art and politics, Heidelberg: Winter , 2009, p. 73-86Chapter in book (Other academic)
  • 9.
    Dodou, Katherina
    Dalarna University, School of Languages and Media Studies, English.
    Examining the Idea of the Child: Childhood in the Contemporary British Novel2012In: The Child in British Literature: Literary Constructions of Childhood, Medieval to Contemporary, Basingstoke: Palgrave Macmillan , 2012Chapter in book (Other academic)
  • 10.
    Dodou, Katherina
    Dalarna University, School of Language, Literatures and Learning, English.
    How Swedish Curricula Legitimise the Engagement with Literature in English2021In: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 2, p. 129-159Article in journal (Refereed)
    Abstract [en]

    Literary works are read and studied in English across the different parts of the Swedish education system, primary education, secondary education, highereducation and teacher education. This article considers the rationale—the purposes and benefits—for doing so that are implicitly or explicitly pointed to incurricular documents, with special focus on the kinds of engagement withliterature that are authorised by the academic English subject community for the Swedish academic and school contexts. By juxtaposing and synthesising findings from three previous curricular studies, the article identifies substantive justifications and, drawing on linguistic legitimation theory, discursive forms of legitimation that interoperate in syllabi and in other steering documents to claim the validity of engaging with literature in English. It shows that the rationale that remains constant across the education system relies on the links between literature and cultural learning, or analysis, and likewise on the potential of engagement with literature in English for furthering an understanding of the world and for fostering a desired democratic citizen ethos. The cross-educational perspective of the article shows that the interdependence between the different parts of the education system has both thematic and conceptual consequences for the kinds of engagement with literature that are given the status of official legitimations. 

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  • 11.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    Internationalisering genom nätbaserad kollaboration: Högskolan Dalarnas och University of Botswanas gemensamma magisterkurs i engelska: ramar och pedagogiskt mervärde2016Report (Other academic)
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  • 12.
    Dodou, Katherina
    Dalarna University, School of Language, Literatures and Learning, English.
    Introduction: On Literature Education2021In: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 20, no 2, p. 1-28p. 1-28Article in journal (Other academic)
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  • 13.
    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)
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  • 14.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    Joseph O’Connor’s Star of the Sea and the travelling memory of the Great Irish Famine2015In: The Leaving of Ireland: Migration and Belonging in Irish Literature and Film / [ed] John Lynch and Katherina Dodou, Oxford: Peter Lang Publishing Group, 2015Chapter in book (Refereed)
  • 15.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    Litteraturstudiers plats i det akademiska engelskämnet2020In: Litteraturdidaktik: Språkämnen i samverkan / [ed] Ylva Lindberg & Anette Svensson, Natur och kultur, 2020, p. 159-184Chapter 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 utbildningspolitiskaprioriteringar och utvecklingsprocesser i högre utbildning harlitteraturstudiers omfattning och organisation under 2000-talet förändrats inomengelskämnet. I syfte att synliggöra rådande praktiker kartlägger kapitlet litteraturstudiernasplats inom ämnets utbildningar nationellt. Kartläggningen utgårifrån en undersökning av samtliga lärosätens kursutbud i engelska på grundnivåoch avancerad nivå för år 2016. Kapitlet visar på att litteraturstudiernas omfattningi utbildningar i engelska har utökats vid flera lärosäten och att de delvis organiseraspå andra sätt jämfört med före 2007 års högskolereform. Därtill vittnarflertalet kursplaner om en vilja att framhålla litteraturstudiers vetenskaplighet pånya sätt. Samtidigt tycks litteraturstudiernas plats variera både mellan lärosätenaoch mellan utbildningsnivåerna. Detta kan endast delvis förklaras som en följd avskilda institutionella förutsättningar. Studiens resultat antyder istället att engelskämnetsidentitet befinner sig i en period av förändring och att denna påverkarlitteraturdidaktiska praktiker.

  • 16.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    Mångfald bortom identifikationer: studentpopulationens diversifiering och vetenskapens arbetssätt2015In: Högre Utbildning, E-ISSN 2000-7558, Vol. 5, no 3, p. 175-187Article in journal (Refereed)
    Abstract [sv]

    Under de senaste två decennierna och som svar på politiska beslut om bland annat breddad studentrekrytering och en tydligare skrivning av högskolans etiska värdegrund har mångfald i högskolepedagogiska sammanhang identifierats som en fråga om identitet, makt och tillgänglighet. I en kritisk överläggning av studentmångfaldens behandling påtalar artikeln ett bristande beaktande av mångfaldsrekryteringens konsekvenser i förhållande till den högre utbildningens vetenskapliga grund. Överläggningen görs mot bakgrund av en studie utförd vid Högskolan Dalarna, vilken exemplifierar pedagogiska utmaningar kopplade till den ökade studentmobiliteten på avancerad nivå. I fokus står studenters tidigare träning i vetenskapsprocesser och vad deras varierade förkunskaper innebär vid mötet med den existenta magisterutbildningen. I artikeln positioneras relationen mellan mångfald och utbildningen i vetenskapliga arbetssätt som mittpunkten för högskolepedagogiska diskussioner om mångfaldsrekryteringens innebörder.

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  • 17.
    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, 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.  

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  • 18.
    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, 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.

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  • 19.
    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.

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  • 20.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    The Value of Studying Literature: A Review of the English Higher Education Curriculum in Sweden2020In: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 19, no 1, p. 257-298Article in journal (Refereed)
    Abstract [en]

    The article addresses the academic study of English literature as an educational project, with special focus on knowledge mediation and its vindication. It is based on an examination of the academic curricula from all universities and university colleges that offered English studies in Sweden in 2016. The article shows that, despite local variations at the level of theme, there was a widespread consensus nationally about the goals of literary studies and largely also about the underlying conceptions of literature and of the value of its study. The latter, it concludes, relied mainly on the perceived affordances of literary reading and on the potential of literature to provide worldly knowledge.

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  • 21.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    What Are Literary Studies For?: A Review of English Teacher Education in Sweden2020In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, Vol. 3, p. 110-157Article in journal (Refereed)
    Abstract [en]

    The present article addresses the nature and purposes of literary studies in secondary and upper secondary English teacher education programmes in Sweden. It is based on a study of syllabi from all programmes nationally and for the academic year 2017-2018. The article maps the goals formulated for literary studies as well as the literary and disciplinary repertoires foregrounded in these documents, and so provides a snapshot of the kinds of literary studies that student teachers of English had access to. It situates literary studies in the context of steering documents for English teacher education, and it shows that, whilst literary studies were a given part of English teacher education in the studied period, they relied on a narrow conception of the discipline. Literary studies mainly attended to twentieth and twenty-first century prose fiction and regarded literature primarily as a source of worldly knowledge. Indeed, the repertoires mediated seemed based on their potential to cover curricular ground in relation to steering documents for Swedish schools. Given the relative freedom institutions had to define the subject-specific content of teacher education, the results prompt a discussion about the knowledge repertoires that student teachers need as part of their higher education and as preparation for professional practice.

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  • 22.
    Dodou, Katherina
    Dalarna University, School of Language, Literatures and Learning, English.
    Why study literature in English? A syllabus review of Swedish primary teacher education2021In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, no 2, p. 85-110Article in journal (Refereed)
    Abstract [sv]

    Artikeln behandlar litteraturstudiers relevans i grundlärarutbildningens engelskämne nationellt. Den bygger på en beskrivande och jämförande analys av akademiska kursplaner från samtliga grundlärarutbildningar i Sverige för det akademiska året 2017–18. Utifrån kursbeskrivningar, lärandemålsformuleringar och litteraturlistor kartlägger artikeln litteraturstudiernas position och inriktning i engelskkurser i programinriktningarna mot grundskolans årskurs 1–3 och 4–6. Med kartläggningen som grund diskuteras värden som tillskrivs litteraturundervisning och som riktas mot såväl lärarstudenter som elever. Artikeln visar att de allra flesta kursplanerna positionerar litteraturstudierna som en oumbärlig del av grundlärarutbildningen, även om studiernas orientering varierar. Inom engelskkurserna inriktade mot skolans årskurser 1–3 förhärskar språkdidaktiska perspektiv, medan kurser mot årskurser 4–6 tenderar att kombinera litteraturvetenskapliga och ämnesdidaktiska perspektiv. Skillnaden tycks åtminstone delvis vara kopplad till ämneskonceptioner och till frågan om litteraturstudiernas funktion, liksom deras tilltänkta mervärde utifrån vardera programspecialiserings villkor. Relevansen kopplas främst till grundskollärares språkförmågor, allmänbildning och professionella repertoarer.

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  • 23.
    Dodou, Katherina
    et al.
    Dalarna University, School of Language, Literatures and Learning, English.
    Gray, David
    Dalarna University, School of Language, Literatures and Learning, English.
    Literary scholar, teacher educator?: English staff profiles and attitudes to teacher education2021In: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 2, p. 59-98Article in journal (Refereed)
    Abstract [en]

    Over the past decade, what it means to be an academic teacher of English-language literature in Swedish institutions of higher education has changed. As a result of recent political reforms, many literature staff have come to assume the role as teacher educators. To better understand the implications of this development, the article maps the academic qualifications and research interests of English staff who teach on teacher education (TEd) literature courses nationally and their attitudes to TEd teaching. The article is based on data gathered via a semi-closed questionnaire and analysed using content and discourse analysis. It shows that a majority of the study participants are PhD holders in English with a specialisation in literature. Although few staff are qualified teachers and/or are engaged in literature teaching and learning scholarship, several have school teaching experience. Respondent attitudes to the teacher educator role vary, as do the conditions for TEd teaching at different institutions. The findings suggest that respondent expertise and self-identification and their previous TEd teaching experiences are consequential for their attitudes, as is the matter of whether the role requires that they address areas, such as school-oriented teaching and learning theories and practices, in which they lack competence. These findings, the article suggests, have bearing on future strategic discussions in English studies.

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  • 24.
    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.

  • 25.
    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)
  • 26.
    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.))
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    Charlotte Lindgren samtalar med Katherina Dodou
  • 27.
    Lynch, John
    et al.
    Karlstad universitet.
    Dodou, KatherinaDalarna University, School of Humanities and Media Studies, English.
    The Leaving of Ireland: Migration and Belonging in Irish Literature and Film2015Collection (editor) (Other academic)
  • 28.
    Paulsrud, BethAnne
    et al.
    Dalarna University, School of Language, Literatures and Learning, English.
    Gray, David
    Dalarna University, School of Language, Literatures and Learning, English.
    Dodou, Katherina
    Dalarna University, School of Language, Literatures and Learning, English.
    Video Assignments2021In: Designing Courses with Digital Technologies: Insights and Examples from Higher Education / [ed] Stefan Hrastinski, New York and London: Routledge, 2021, p. 107-111Chapter in book (Other academic)
    Abstract [en]

    This chapter addresses the use of video assignments in two English courses for Swedish preservice primary school teachers (Years 4-6). These assignments have been introduced in courses designed to improve English proficiency and to develop digital competence according to the demands of Swedish educational policy. Students prepare short videos for assignments on course content and as makeup work for missed seminars. Student evaluations have confirmed the attainment of our main goals: extended student-teacher contact time, increased oral proficiency and increased digital competence for language learning. From a teacher perspective, the video assignments provide an important complement to other student work and a basis for better understanding what students know and for assessing their oral English. An added benefit is that the format is time saving for teachers, even as it requires a high level of preparation from students.

  • 29.
    Salö, Linus
    et al.
    Stockholms universitet.
    Dodou, Katherina
    Dalarna University, School of Language, Literatures and Learning, English.
    Språkpolitik bortom svenska och engelska2021In: Lingua, ISSN 0023-6330, no 2, p. 10-13p. 10-13Article in journal (Other (popular science, discussion, etc.))
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