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  • 151.
    Aresti, Alessandro
    Dalarna University, School of Humanities and Media Studies, Italian.
    Il gelato. Il dolce freddo che ha conquistato tutti i palati2015In: Il gelato. Il dolce freddo che ha conquistato tutti i palati / [ed] Massimo Arcangeli, Soveria Mannelli (CZ): Rubbettino , 2015, p. 138-141Chapter in book (Refereed)
  • 152.
    Aresti, Alessandro
    Dalarna University, School of Humanities and Media Studies, Italian.
    La (frittura di) paranza. Dalla barca alla padella2015In: Peccati di lingua. Le 100 parole italiane del gusto / [ed] Massimo Arcangeli, Soveria Mannelli (CZ): Rubbettino , 2015, p. 196-198Chapter in book (Refereed)
  • 153.
    Aresti, Alessandro
    Dalarna University, School of Humanities and Media Studies, Italian.
    LED2015In: 90 parole per novant’anni di invenzioni, scoperte, piccole e grandi rivoluzioni quotidiane, Roma: Istituto dell’Enciclopedia Italiana , 2015, p. 1-5Chapter in book (Refereed)
  • 154.
    Aresti, Alessandro
    Dalarna University, School of Humanities and Media Studies, Italian.
    L’edizione di glossari antichi prima e dopo Baldelli. Una rassegna degli studi e alcuni glossarietti inediti2017In: Studi di lessicografia italiana, ISSN 0392-5218, Vol. 34, p. 35-82Article in journal (Refereed)
  • 155.
    Aresti, Alessandro
    Dalarna University, School of Humanities and Media Studies, Italian.
    Miniassegno2015In: 90 parole per novant’anni di invenzioni, scoperte, piccole e grandi rivoluzioni quotidiane, Roma: Istituto dell’Enciclopedia Italiana , 2015Chapter in book (Refereed)
  • 156.
    Aresti, Alessandro
    Dalarna University, School of Humanities and Media Studies, Italian.
    Neutrone2015In: 90 parole per novant’anni di invenzioni, scoperte, piccole e grandi rivoluzioni quotidiane, Roma: Istituto dell’Enciclopedia Italiana , 2015, p. 1-6Chapter in book (Refereed)
  • 157.
    Aresti, Alessandro
    Dalarna University, School of Humanities and Media Studies, Italian.
    Okay2015In: 90 parole per novant’anni di invenzioni, scoperte, piccole e grandi rivoluzioni quotidiane, Roma: Istituto dell’Enciclopedia Italiana , 2015, p. 1-6Chapter in book (Refereed)
  • 158.
    Aresti, Alessandro
    Dalarna University, School of Humanities and Media Studies, Italian.
    Pane carasau. “Musica” per le papille2015In: Peccati di lingua. Le 100 parole italiane del gusto / [ed] Massimo Arcangeli, Soveria Mannelli (CZ): Rubbettino , 2015, p. 196-198Chapter in book (Refereed)
  • 159.
    Aresti, Alessandro
    Dalarna University, School of Humanities and Media Studies, Italian.
    Preliminari a uno studio sull’uso linguistico del Mantegna (con particolare riguardo alla questione dell’autografia)2017In: Filologia e critica, ISSN 0391-2493, Vol. 42, no 2, p. 205-256Article in journal (Refereed)
  • 160.
    Aresti, Alessandro
    Dalarna University, School of Humanities and Media Studies, Italian.
    Presentazione del Tesoro dei Lessici degli Antichi Volgari Italiani (TLAVI)2016In: Actes du XXVIIe Congrès international de linguistique et de philologie romanes (Nancy, 15-20 juillet 2013). Section 16: Projets en cours; ressources et outils nouveaux / [ed] David Trotter, Andrea Bozzi, Cédric Fairon, 2016, p. 41-53Conference paper (Refereed)
  • 161.
    Aresti, Alessandro
    Dalarna University, School of Humanities and Media Studies, Italian.
    Rete GSM2015In: 90 parole per novant’anni di invenzioni, scoperte, piccole e grandi rivoluzioni quotidiane, Roma: Istituto della Enciclopedia Italiana , 2015, p. 1-6Chapter in book (Refereed)
  • 162.
    Aresti, Alessandro
    Dalarna University, School of Humanities and Media Studies, Italian.
    Scuola-bus (o scuolabus)2015In: 90 parole per novant’anni di invenzioni, scoperte, piccole e grandi rivoluzioni quotidiane, Roma: Istituto dell’Enciclopedia Italiana , 2015, p. 1-5Chapter in book (Refereed)
  • 163.
    Aresti, Alessandro
    Dalarna University, School of Humanities and Media Studies, Italian.
    Televideo2015In: 90 parole per novant’anni di invenzioni, scoperte, piccole e grandi rivoluzioni quotidiane, Roma: Istituto della Enciclopedia Italiana , 2015, p. 1-6Chapter in book (Refereed)
  • 164.
    Aresti, Alessandro
    Dalarna University, School of Humanities and Media Studies, Italian.
    Televisore2015In: 90 parole per novant’anni di invenzioni, scoperte, piccole e grandi rivoluzioni quotidiane, Roma: Istituto dell’Enciclopedia Italiana , 2015, p. 1-6Chapter in book (Refereed)
  • 165.
    Aresti, Alessandro
    Dalarna University, School of Humanities and Media Studies, Italian.
    Un simbolo della colazione all’italiana: il cappuccino2015In: Peccati di lingua. Le 100 parole italiane del gusto / [ed] Massimo Arcangeli, Soveria Mannelli (CZ): Rubbettino , 2015, p. 57-61Chapter in book (Refereed)
  • 166.
    Aresti, Alessandro
    et al.
    Dalarna University, School of Humanities and Media Studies, Italian.
    Dworkin, Steve
    */'βɔstru/2016In: Dictionnaire Étymologique Roman (DÉRom) 2. Pratique lexicographique et réflexions théoriques / [ed] Buchi, Éva & Schweickard, Wolfgang, Berlin: Walter de Gruyter, 2016, , p. 400-402p. 400-402Chapter in book (Refereed)
  • 167.
    Aresti, Alessandro
    et al.
    Dalarna University, School of Humanities and Media Studies, Italian.
    Nigrisoli Wärnhjelm, VeraDalarna University, School of Humanities and Media Studies, Italian.Colella, GianlucaDalarna University, School of Humanities and Media Studies, Italian.Gargiulo, Marco
    Edito, inedito, riedito. Saggi dall’XI Congresso degli italianisti scandinavi2017Conference proceedings (editor) (Refereed)
  • 168.
    Aresti, Alessandro
    et al.
    Dalarna University, School of Humanities and Media Studies, Italian.
    Valenti, Gianluca
    Parole dell’arte tra Medioevo e Rinascimento. Sulla terminologia artistico-architettonica dei testi pratici2018In: Etimologia e storia delle parole: Atti del XII Convegno dell’ASLI (Associazione degli storici della lingua italiana), Firenze 3-5 novembre 2016, Firenze / [ed] Luca D'Onghia, Lorenzo Tomasin, Firenze: Franco Cesati , 2018, p. 141-153Conference paper (Refereed)
  • 169.
    Arigita Cernuda, Neira
    Dalarna University, School of Humanities and Media Studies, English.
    Can the Subaltern Be Silent?: Silence as Resistance to Colonialism in David Malouf’s Remembering Babylon and E.M. Forster’s A Passage to India2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 170.
    Armah, Collins
    Dalarna University, School of Education and Humanities, History.
    Poverty as an Abuse of Human Rights in Ghana.: A grass roots perspective on poverty and human rights.2009Independent thesis Advanced level (degree of Master (Two Years))Student thesis
    Abstract [en]

    The study aimed at getting a grass root opinion on poverty and why Ghana is still poor after 50 years of independence in spite of her richness in natural resources, second largest producer of cocoa in the word and appreciable stable political environment. The opinions of the ordinary people in the Bia district and their observed living conditions was analysed in line with theoretical basis of the study and previous studies to justify the stance that poverty should be considered as an abuse of human rights. It was concluded based on position of informants and previous data available that though many factors have been raised by previous scholars as the cause of poverty, the actions and inactions of both internal and external power-holders is the main source of poverty in Ghana. It was proposed that for poverty to be reduced in a sustainable way there should be strong civil society groups and active citizens through civic education to hold power-holders accountable. Until the actions and inactions of power-holders which have subjected many Ghanaians into intergenerational poverty are seen as human rights abuse, the rights of many Ghanaians would be constantly abused. This will eventually defeat the promotion of human rights culture in Ghana.

  • 171.
    Arnell, Emma
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Att hitta sin identitet i en ny kultur: En studie av tre SFI-studenters upplevelser och tankar kring sin identitet i en den svenska kulturen2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 172.
    Arocha, Alfonso
    Dalarna University, School of Education and Humanities, Comparative Literature.
    Retórica testimonial entre verosimilitud y ficción en La Vorágine2007In: Revista Poligramas, ISSN 0120-4130, no 28Article in journal (Other academic)
    Abstract [un]

    For the author, the concept of testimonial rhetoric means the discursive strategy with which the narrator attempts to make understood that narration is not a product of fiction, but the product of a social reality which he witnessed and lived. The First World War brought with it an increase in the demand for rubber which entailed an attitude on the part of the consumer countries as well as of the producers, of silencing and refusing to recognize the infrahuman conditions to which thousands of people who worked on the rubber plantations were submitted. This is the social reality, the context in which José Eustasio Rivera wrote La Vorágine.

  • 173.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    Communication interculturelle dans les premiers romans de Faïza Guène2014In: De la singularité dans la communication interculturelle: approches transdisciplinaires / [ed] Gilles Louÿs & Emmanuelle Sauvage, Paris: L'Harmattan , 2014, p. 143-157Chapter in book (Refereed)
  • 174.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    Dags att tänka på refrängen? Franskspråkiga sånger inom litteraturundervisningen i franska: vad, hur och varför?2017Conference paper (Other academic)
    Abstract [sv]

    Föredraget tar sin utgångspunkt i och diskuterar ett kursinslag som under några terminer har genomförts inom ramen för undervisningen i franska vid Högskolan Dalarna. Kursmomentet går ut på att komplettera den traditionella litteraturundervisningen på grundnivå 1 (Franskspråkig litteratur 1: från år 1900 till idag) med ett inslag där franskspråkig musik används som studiematerial. Ett sådant kursupplägg bygger av naturliga orsaker på föreställningen om att ett ”vidgat textbegrepp” kan vara fruktbart vid litteraturstudier. Det förutsätter således att man betraktar sångtexter som en integrerad del av själva litteraturbegreppet, och inte som en sorts ”paralitteratur” som befinner sig i periferin av den egentliga litteraturen.

       Föredraget diskuterar möjliga konsekvenser av att en aktör inom högskolevärlden verkar för ett sådant synsätt på litteratur som beskrivs ovan. Vilka följder får det när man lyfter in franskspråkiga sånger i ett akademiskt sammanhang? Innebär det att man de facto legitimerar, och kanske tillochmed konsekrerar, genren och artisterna ifråga? Som en naturlig bakgrund till studien finns de didaktiska grundfrågorna: vad undervisar vi lärare om, hur gör vi det, och varför gör vi de didaktiska val som vi gör?

  • 175.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    Den litteraturvetenskapliga receptionsforskningen och internet: en metoddiskussion2015In: Tidskrift för litteraturvetenskap, ISSN 1104-0556, E-ISSN 2001-094X, no 1, p. 33-44Article in journal (Refereed)
    Abstract [en]

    Reader-Response Criticism and the Internet: A Methodological Discussion

    This article explores connections between Internet-based research and reader-response criticism, aiming to critically discuss the methodologies used in this particular field of research. First, the history of reader-response studies is briefly presented, with reference to theorists such as Richards, Rosenblatt, Robbe-Grillet, Iser and Jauss. It is noted that, for the past 15 years, people have utilised the Internet as a basis for the discussion of literary and reading-related topics. Researchers in this field may access reviews and commentaries on open web-based venues such as personal homepages, blogs and online forums (i.e. message boards and discussion sites). The material available on these sites is interesting because of its "spontaneous" nature; that is, such material has been formulated and uploaded without the interference of the researcher.

    The article presents one concrete example of an Internet-based reader-response study, discussing a number of pros and cons of the chosen methodology– including some important ethical considerations that arise when the researcher’s corpus is composed of material taken from the Internet. One of the conclusions of the paper is that many aspects of the general public’s web-based responses to literature are yet to be explored by the research community.

  • 176.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    Différenciation et assimilation ethnique dans le "cycle du Barrage" de Marguerite Duras2014In: La langue dans la littérature, la littérature dans la langue: Textes réunis en hommage à Eva Ahlstedt / [ed] Ingmar Söhrman & Katharina Vajta, Göteborg: Acta Universitatis Gothoburgensis, 2014, p. 65-76Chapter in book (Refereed)
  • 177.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    Ebba Witt Brattström – är damen på täppan2015In: Dala-Demokraten, ISSN 1103-9183, Vol. 97, no 30 maj, p. 20-21Article in journal (Other (popular science, discussion, etc.))
  • 178.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    En folkbildare med patos2019In: Dala-Demokraten, ISSN 1103-9183, article id 2019-05-20Article in journal (Other (popular science, discussion, etc.))
  • 179.
    Aronsson, Mattias
    Dalarna University, School of Languages and Media Studies, French.
    Ensamhet - gemenskap: Ett spänningsfält i Vilhelm Ekelunds författarskap2012Report (Other academic)
    Abstract [sv]

    For the Swedish poet, essayist and aphorist Vilhelm Ekelund, ensamhet (solitude) and gemenskap (intellectual and spiritual community) were highly complex notions, with various and often contradictory meanings. In this article, I argue that both concepts have positive as well as negative connotations in Ekelund’s texts. Solitude can be sweet and delightful and the poet/writer may long for it, but it can also appear to him as a sordid and painful state. In the same way, life with other people may be just as difficult and complicated. I show that Ekelund as a young poet both embraced solitude as a positive notion and suffered from depressing isolation. The theme of solitude also appeared in his early prose as a heroic stance fitting for an extraordinary person. According to Ekelund, the fate of the truly gifted artist is loneliness, and he will find great difficulties connecting with people around him. In fact, he will find intellectual and spiritual community only when communicating with the great precursors – in Ekelund’s case that meant the prominent figures of Greek and Roman cultural heritage. “Modern” artists interested him only in so much as they openly venerated this classicist tradition. Ekelund may have despaired at the idea of an intellectual or spiritual community with his contemporaries; he was, nevertheless, optimistic regarding the ability of later generations to understand him. He was convinced that he did not write for people in his own time but, indeed, for posterity.

  • 180.
    Aronsson, Mattias
    Dalarna University, School of Languages and Media Studies, French.
    Ernesto-le-sage: La philosophie taoïste dans La Pluie d’été2009In: Orients de Marguerite Duras, Sendai, Japan, 2009Conference paper (Other academic)
  • 181.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    Ethnic Differentiation and Assimilation in Marguerite Duras's Indochinese Texts2016In: Transcultural Identity Constructions in a Changing World / [ed] Irene Gilsenan Nordin, Chatarina Edfeldt, Lung-Lung Hu, Herbert Jonsson, André Leblanc, Frankfurt am Main: Peter Lang Publishing Group, 2016, p. 95-107Chapter in book (Refereed)
  • 182.
    Aronsson, Mattias
    Dalarna University, School of Languages and Media Studies, French.
    Eva Ahlstedt in memoriam2013In: Bulletin de la Société Internationale Marguerite Duras, ISSN 1470-8787, Vol. 33, no 2, p. 7-9Article in journal (Other academic)
  • 183.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    Fanfiction och fransk litteraturundervisning2017In: Romanska språk i Sverige – tradition och förnyelse, abstracts / [ed] Elisabeth Bladh, Andreas Romeborn, Ingmar Söhrman, Göteborg: Institutionen för språk och litteraturer, GU , 2017, p. 2-Conference paper (Other academic)
    Abstract [sv]

    Föredraget presenterar ett projekt som har genomförts inom ramen för undervisningen i franska vid Högskolan Dalarna. Projektet gick ut på att använda sig av fanfiction i litteraturundervisningen på grundnivå 1. Fanfiction är ett fritt och kreativt skrivande som utgår ifrån, och bygger vidare på, redan existerande fiktionsvärldar. Det kan då röra sig om litteratur, film, TV-serier, manga eller någon annan form av berättande. Projektet tog sin utgångspunkt i idén om webbaserade communities som informella lärmiljöer, se exempelvis Jenkins (2006) Olin-Scheller & Wikström (2010) samt Gee & Hayes (2011).

       Kursinslaget introducerades genom en föreläsning där de studerande fick en genomgång av några grundläggande teorier om fanfiction. Därefter skrev alla kursdeltagare en egen kort fiktionstext baserad på någon av de sex litterära verk som hade studerats under terminen. De laddade upp sin text på kursportalen, där de även fick feedback från andra deltagare och själva gav respons till de övriga i gruppen. Slutligen utvärderades inslaget muntligt och skriftligt.

       Att använda sig av ett inslag som fanfiction, som är förknippad med den informella lärmiljön på internet, i den formella lärmiljö som högskoleutbildningen utgör är inte helt problemfritt. Ändå visade sig resultatet vara positivt: den kreativa aspekten av skrivövningen var någonting som uppskattades av en majoritet av kursdeltagarna, vilket tyder på att motivationen kan ha påverkats på ett positivt vis. I och med inslaget av peer feedback fanns också ett starkt element av kollaborativt lärande inbyggt i övningen. Detta är en av hörnstenarna i det sociokulturella perspektivet på lärande, se exempelvis Säljö (2015: 89-107).

     

     

    Referenser

    Gee, James Paul & Elisabeth R. Hayes, 2011, Language and Learning in the Digital Age, Routledge, New York.

    Jenkins, Henry, 2006, Fans, Bloggers and Gamers: Exploring Participatory Culture, New York University Press, New York.

    Olin-Scheller, Christina & Patrik Wikström, 2010, Författande fans. Om fanfiction och elevers literacyutveckling, Studentlitteratur, Lund.

    Säljö, Roger, 2015, Lärande. En introduktion till perspektiv och metaforer, Gleerups, Malmö.

  • 184.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    Faïza Guène chez les Vikings: quelques réflexions à propos de la traduction suédoise d’un discours argotique et "beur"2015In: Moderna Språk, ISSN 2000-3560, E-ISSN 2000-3560, Vol. 109, no 1, p. 30-49Article in journal (Refereed)
    Abstract [fr]

    L’article porte sur les deux premiers romans de Faïza Guène : Kiffe kiffe demain (2004) et Du rêve pour les oufs (2006), ainsi que sur les traductions en langue suédoise Kiffe kiffe imorgon (2006) et Drömmar för dårar (2008). Nous nous intéressons aux mots et aux expressions qui sont porteurs de la culture maghrébine, pour voir comment ces termes sont traduits en suédois. Nous étudions aussi l’oralité et le registre argotique, qui sont des traits caractéristiques de la prose de Guène.

    Nous constatons que certains termes d’origine arabe du texte source sont traduits par des mots ayant une autre étymologie, ce qui rend la présence maghrébine un peu moins visible dans le texte cible. Nous constatons aussi que l’oralité du texte source est transférée dans le texte cible, mais par d’autres moyens – un procédé de compensation est souvent utilisé. Le registre argotique paraît un peu plus saillant dans les romans français que dans les versions traduites. L’exemple le plus frappant est le discours des personnages dans Du rêve pour les oufs, qui doit être traduit en « français standard » par le moyen de notes de bas de page, pour assurer la compréhension du lecteur implicite du texte original – phénomène qui n’a pas d’équivalent dans la traduction suédoise. Ce procédé de normalisation rend le texte cible plus neutre et, peut-être, un peu moins singulier que l’original.

  • 185.
    Aronsson, Mattias
    Dalarna University, School of Languages and Media Studies, French.
    Femmes blanches – sociétés coloniales: Une étude comparée de Marguerite Duras et Doris Lessing2009In: Paroles sur la langue. Études linguistiques et littéraires / [ed] Söhrman, Ingmar; Ahlstedt, Eva; Heldner, Christina, Göteborg: Acta Universitatis Gothoburgensis , 2009, p. 185-197Chapter in book (Other academic)
  • 186.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    High, Low and In-Between – Vilhelm Ekelund and Faïza Guène in Translation2015Conference paper (Other academic)
    Abstract [en]

    Vilhelm Ekelund (1880-1949) was a rare bird in the Swedish literary landscape of the 20th century. After a brilliant and productive career as a poet at the turn of the century, he suddenly abandoned the art of poetry and, for the rest of his life, preferred to express himself in prose. His essays and aphorisms – he was never really tempted by the writing of fiction – became more and more esoteric and opaque as the years passed. Written in a somewhat archaic style, and with antique references and quotations prominently featured, the texts puzzled his contemporaries – and they still have the ability to intrigue the readers of today.

       Faïza Guène (born in 1985) is a young, contemporary French writer, whose literary works to a large extent deal with the intercultural experiences of North African immigrants in French society. Her texts contain many elements of oral language, which is still a rather unusual feature in French literature, and she has been recognized for her ability to reproduce modern street-slang in her prose.

       Both authors are thus well-known for their highly individual and distinctive literary styles. This paper seeks to investigate what happens when the texts are translated into a foreign language and transferred to another cultural context. What occurs when Ekelund’s hermetic – and indeed “highbrow” – aphorisms are translated into French? And what happens when Guène’s street-wise French is transferred to Swedish? The corpus of the study consists of Guène’s first two novels (Kiffe kiffe demain, 2004 and Du rêve pour les oufs, 2006) and their Swedish translations (Kiffe kiffe imorgon, 2006 and Drömmar för dårar, 2008), as well as Ekelund’s aphorisms that were published in a large number of volumes during the first half of the 20th century and the French selection of translations Le moment suprême. Textes choisis et traduits par Benjamin Stassen (1990). The theoretical framework includes works published in the fields of translation studies, stylistics and sociolinguistics (focusing on lexicology in Swedish slang and in French argot).

       The paper is thus cross- or intercultural in more than one respect. Not only are “highbrow” literature and “lowbrow” literature examined, but two languages and two cultural spheres – the Swedish and the French – are also studied and contrasted. One of the conclusions of the study is that the target language texts to some degree are subject to normalization (see, for instance, Baker 1996 or Tegelberg 2001) – or, to use another word, standardization (cf. Toury 1995) – i.e. they are situated somewhere between the (original) “highbrow” style of Ekelund and the (original) “lowbrow” style of Guène.

  • 187.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    High, Low and In-Between: Vilhelm Ekelund and Faïza Guène in Translation2016In: Zwischen Kanon und Unterhaltung/ Between Canon and Entertainment: Interkulturelle und intermediale Aspekte von hoher und niederer Literatur/ Intercultural and Intermedial Aspects of Highbrow and Lowbrow Literature / [ed] Annie Bourguignon, Konrad Harrer & Franz Hintereder-Emde, Berlin: Frank & Timme, 2016, p. 251-265Chapter in book (Refereed)
    Abstract [en]

    The authors studied in this work, Vilhelm Ekelund (1880-1949) and Faïza Guène (born in 1985), are well-known for their highly individual and distinctive literary styles. The chapter seeks to investigate what happens when their texts are translated into a foreign language and transferred to another cultural context. The corpus of the study consists of Guène’s first two novels (Kiffe kiffe demain, 2004 and Du rêve pour les oufs, 2006) and their Swedish translations (Kiffe kiffe imorgon, 2006 and Drömmar för dårar, 2008), as well as Ekelund’s aphorisms, which were published in Swedish in a large number of volumes during the first half of the twentieth century, and were excerpted in the French translation Le moment suprême (1990). One of the conclusions of the study is that the target language texts to some degree are subject to normalization, or, to use another word, standardization –i.e., they are situated somewhere between the (original) “highbrow” style of Ekelund and the (original) “lowbrow” style of Guène.

  • 188.
    Aronsson, Mattias
    Dalarna University, School of Languages and Media Studies, French.
    Interculturality and Transculturality in Marguerite Duras's Indochinese Texts2014In: List of Abstracts for Conference Transcultural Identity Constructions in a Changing World Dalarna University, Sweden, April 2-4, 2014, Falun, 2014, p. 1-2Conference paper (Other academic)
    Abstract [en]

    In this paper I study two major themes in Marguerite Duras’s Indochinese texts — i.e. the works set in French Indochina during colonial rule and inspired by the author’s own childhood: Un barrage contre le Pacifique (1950), L’Éden cinéma (1977), L’amant (1984) and L’amant de la Chine du Nord (1991). The themes that interest me in particular are interculturality and transculturality. The first term involves contact and interaction between cultures — in this case focus is on the white and the nonwhite population in the colonial society. By the second term I mean the crossing of cultural boundaries and the various kinds of assimilation with “the Other” that appear in Duras’s texts. I show how Marguerite Duras describes French Indochina as a thoroughly hierarchic and even racist society, founded on white domination and on the strict separation of ethnic communities. The only tolerated contact between the two groups is that of the white master and the coloured servant. In different ways, the author illustrates how the colour of the skin, in this milieu, becomes the most important factor in an individual’s identity construction. However, at the same time Duras lets us see how this colonial law can be broken. I take the central textual motif of an interracial relationship between a young French girl and her Chinese lover as a starting point for my investigation of transculturality in the works — where fusion and hybridisation become key concepts.

  • 189.
    Aronsson, Mattias
    Dalarna University, School of Languages and Media Studies, French.
    "Ja, denna stig är stigarnas stig": Taoistiska influenser i Vilhelm Ekelunds verk2010In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. 131, p. 195-212Article in journal (Refereed)
    Abstract [en]

    In this article I show how Taoist philosophy has influenced the Swedish poet, essayist and aphorist Vilhelm Ekelund. I note that the author mentions the Taoist philosophers Lao Tzu and Chuang Tzu and discusses their ideas on a couple of occasions in his later works (Atticism – Humanism, 1943; Plus salis–, 1945). Examples of such explicit influence can also be found in Ekelund’s private notebooks, posthumously published in two volumes: Hemkomst och flykt (1972) and Ur en scholaris’ verkstad (1974). I argue that Taoist philosophy implicitly influenced the Swedish author as early as the second part of the 1910’s – when he started to emphasize such principles as moderation, composure, dispassion and non-desire in his writing. I also discuss other important ideals which Ekelund shared with the Taoist philosophers, such as poverty, humility, simplicity and dishonour. Finally, I see a parallel in the anti-intellectual aspects of Taoist thinking and Ekelund’s use of the term misologi (misology), a word which often has positive connotations in his works. In Ekelund’s prose, as well as in the famous Taoist text Tao Te Ching, excessive intellectualism is frequently criticized.

  • 190.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    "Jag satt till bords med de bästa". Interkulturella möten i Vilhelm Ekelunds verk2015In: European Journal of Scandinavian Studies, ISSN 2191-9399, E-ISSN 2191-9402, Vol. 45, no 1, p. 35-59Article in journal (Refereed)
    Abstract [en]

    The Swedish poet, essayist and aphorist Vilhelm Ekelund wrote extensively on the topic of foreign authors. Some of these writers represent the Greek and Roman cultural heritage; some belong to the modern-day literary canon. This article investigates the nature of these “intercultural encounters” in Ekelund’s body of work. By processing data from Andar i den Ekelundska sfären (1989) and Konkordans till Vilhelm Ekelunds skrifter (2000), we have been able to count all references made to the most important individuals appearing in Ekelund’s texts. At the top end of the table we find such prominent writers as Goethe (1343 references), Nietzsche (985) and Plato (503 references). We show that Ekelund’s oeuvre is largely dominated by male authors and philosophers of Western cultural heritage: the most prominently figured foreign nationalities being German (20,7%), Greek (10,1%), French (9,2%) and Roman (5,4%) writers. The quantitative method applied in our study is a good complement to more textcentered approaches to literature. In this case, it allows us to determine, with a great deal of accuracy, the extent and nature of the intercultural encounters in Vilhelm Ekelund’s body of work.

  • 191.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    La communication interculturelle dans les premiers romans de Faïza Guène2012Conference paper (Other academic)
  • 192.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    La fanfiction et le FLE : une manière d’enrichir l’enseignement de la littérature à l’Université ?2017Conference paper (Other academic)
    Abstract [fr]

    Dans cette communication, nous allons présenter un projet didactique entrepris dans le cadre de l’enseignement du français à Högskolan Dalarna, Suède. Le projet s’inspire des théories formulées, entre autres, par Jenkins (2006), Olin-Scheller & Wikström (2010), Gee & Hayes (2011) et Säljö (2015). Il comprend l’introduction de la fanfiction dans un cours de littérature française contemporaine (XXe et XXIe siècle) du premier semestre. La fanfiction est une écriture créative basée sur des œuvres artistiques – romans, films ou autres formes de narration – déjà existantes.

       À la fin du semestre, après un cours magistral introduisant les bases théoriques et conceptuelles de la fanfiction, les étudiants ont écrit individuellement un texte de fiction basé sur une des six œuvres littéraires étudiées pendant le semestre. Ils ont présenté leurs textes sur le site intranet du cours, puis ils ont reçu des commentaires et donné eux-mêmes du feedback aux autres participants. Finalement, une évaluation de l’exercice a été effectuée.

       L’introduction de la fanfiction dans la salle de classe entraîne quelques problèmes pratiques, qui sont pour la plupart liés aux différences existantes entre l’enseignement universitaire et les communautés on-line. Néanmoins, les résultats indiquent que la fanfiction peut contribuer de manière positive au processus d’apprentissage des étudiants. Le côté créatif de l’exercice était apprécié par la majorité des participants, ce qui mène à penser que ce genre d’activités pourrait avoir des effets positifs sur la motivation. L’aspect collaboratif – présent ici sous forme de peer feedback des étudiants – est un élément primordial pour l’apprentissage, selon la perspective socioculturelle inspirée des théories de Lev Vygotsky. Dans cette tradition, on voit l’apprentissage avant tout comme un processus collectif (cf. Säljö, 2015 : 89-107).

     

    Références

    Gee, James Paul & Elisabeth R. Hayes, 2011, Language and Learning in the Digital Age, Routledge, New York.

    Jenkins, Henry, 2006, Fans, Bloggers and Gamers: Exploring Participatory Culture, New York University Press, New York.

    Olin-Scheller, Christina & Patrik Wikström, 2010, Författande fans, Studentlitteratur, Lund.

    Säljö, Roger, 2015, Lärande. En introduktion till perspektiv och metaforer, Gleerups, Malmö.

  • 193.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    La fanfiction et le FLE: une manière d’enrichir l’enseignement de la littérature à l’Université?2019In: Bergen Language and Linguistics Studies (BeLLS), E-ISSN 1892-2449, Vol. 10, no 1, p. 1-14Article in journal (Refereed)
    Abstract [en]

    The article presents a project where the concept of fanfiction is introduced in a Francophone literature course taught at Dalarna University (Sweden). The project presented in this study is based on the idea of online communities as an informal learning environment. The corpus consists of material gathered during four semesters, when the fanfiction project was introduced as a course assignment to undergraduate students of contemporary Francophone literature. The results indicate that the use of fanfiction in the University’s formalized learning environment creates some challenges. For instance, the fundamental online principle of anonymity and the use of English as the lingua franca of web-based communities cannot be easily transferred to an academic course where French is the target language – and where the students’ achievements must be assessed and graded by the teacher at the end of the term.

       Nonetheless, the overall conclusion of the project is positive. In order to write a fanfiction story based on an existing literary work, the students had to appropriate the original oeuvre; in the sense of incorporating it and making it their own. The work process was partly based on the principle of interaction. Thus, a collaborative learning environment was created, where students constructed knowledge and negotiated meaning together – a type of learning very much rooted in the sociocultural tradition.

  • 194.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    La littérature francophone dans les manuels suédois de FLE2019In: Nordic Journal of Francophone Studies/Revue nordique des études francophones, E-ISSN 2003-0401, Vol. 2, no 1, p. 49-62Article in journal (Refereed)
    Abstract [fr]

    Le système éducatif est une institution importante pour la circulation et la consécration de la littérature, car il s’agit d’une partie essentielle de la chaîne de réception littéraire. La présente étude porte sur les textes littéraires que l’apprenant de FLE (français langue étrangère) découvre au collège et au lycée suédois. À ce stade d’apprentissage, quand l’élève n’a acquis que des compétences élémentaires de la langue cible, le manuel scolaire reste l’outil d’enseignement par excellence. Le corpus de l’étude est composé de douze manuels créés pour l’enseignement du français dans le système éducatif suédois. Le but de l’étude est de répondre aux questions suivantes : Quels textes littéraires français et francophones figurent dans les manuels de FLE produits et utilisés en Suède ? La littérature du monde francophone est-elle aussi bien représentée que celle de la France métropolitaine dans ces manuels ? Dans notre recensement des textes littéraires, nous incluons la chanson et les bandes dessinées, genres textuels souvent appelés paralittéraires et exclus du domaine de la « vraie » littérature dans la tradition française, à la différence de la Suède. Les résultats montrent que les manuels du corpus sont bien ancrés dans la tradition littéraire suédoise, car la paralittérature y occupe une place prépondérante. Qui plus est, la France métropolitaine domine largement sur le reste du monde francophone dans ces manuels. Cette domination reflète les relations de pouvoir restées asymétriques entre l’ancien colonisateur et les populations jadis colonisées, en même temps qu’elle révèle un eurocentrisme implicite dans les manuels recensés.

  • 195.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    La philosophie taoïste dans La Pluie d'été2014In: Orient(s) de Marguerite Duras: Textes réunis et présentés par Florence de Chalonge, Yann Mével, Akiko Ueda / [ed] Florence de Chalonge, Yann Mével, Akiko Ueda, Amsterdam & New York: Rodopi, 2014, p. 81-93Chapter in book (Refereed)
  • 196.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    La réception anglophone de Marguerite Duras sur Internet2019Conference paper (Other academic)
  • 197.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    La réception de Faïza Guène en Suède: la banlieue française en traduction2018In: TTR: Traduction, Terminologie, Rédaction. Études sur le texte et ses transformations, ISSN 0835-8443, Vol. 31, no 1, p. 97-125Article in journal (Refereed)
    Abstract [en]

    The article examines the reception of Faïza Guène’s works in Sweden. The corpus is made up of reviews written by literary critics and published in the press between 2006 (the year Guène’s first novel was translated into Swedish) and 2016, as well as reviews written by bloggers and published on the Internet during the same period. The most important themes in this reception are examined, as are the literary references used in the articles. Since reviews of a translated work aim to introduce a foreign author to a new audience, it is interesting to examine the strategies of the reviewers: is Faïza Guène associated with a particular literary or social context? What arguments and references are used? What differences can be observed between reviews published in the printed press and the texts published in the blogosphere? The results show that the most common themes in the Swedish reception include the success of Kiffe kiffe demain in France, the humour in Guène’s texts, and the sociocultural settings of her novels. The reviewers often discuss the style, the dialogues, and the portraits of the main literary characters in the author’s novels – and there are mixed opinions regarding these aspects of her writing. The references made to other writers in the reviews associate Guène’s work with literary genres such as migrant literature, young adult fiction and, to a lesser extent, proletarian literature. Bloggers’ opinions do not differ in any significant way from those expressed in the printed press, but the tone used in the blogosphere is sometimes more subjective than that of traditional literary reviews.

  • 198.
    Aronsson, Mattias
    Dalarna University, School of Humanities and Media Studies, French.
    La réception de Marguerite Duras en Suède. La critique professionnelle et non-professionnelle2016In: Moderna Språk, ISSN 2000-3560, E-ISSN 2000-3560, Vol. 110, no 2, p. 1-24Article in journal (Refereed)
    Abstract [fr]

    Dans cet article nous examinons la réception suédoise de l’œuvre de Marguerite Duras, en comparant la critique professionnelle et la critique non-professionnelle. Le corpus est constitué de vingt comptes rendus professionnels publiés dans la presse, et vingt comptes rendus rédigés par des amateurs et publiés sur des blogs et des sites web personnels.

    La critique non-professionnelle des blogueurs représente un nouveau phénomène dans le paysage littéraire : une réception souvent subjective et sans prétentions intellectuelles, caractérisée par son ton personnel et parfois intime. Cette critique présente de nouvelles perspectives – celles des lecteurs ordinaires qui, avant la démocratisation de l’Internet, n’avaient pas accès au débat littéraire public. Les critiques amateurs de notre corpus sont en majorité des femmes. Elles rédigent des comptes rendus succincts qui traitent d’un grand nombre d’ouvrages durassiens et non seulement des publications les plus récentes.

    D’un point de vue commercial, les avis formulés on-line par ces blogueurs amateurs deviennent tout aussi importants que ceux qui sont exprimés par les critiques professionnels dans la presse traditionnelle. Il s’agit là d’un aspect de la culture dite « de convergence » (Jenkins 2006) et « de participation » (Jenkins et al. 2015) qui est la nôtre.

  • 199.
    Aronsson, Mattias
    Dalarna University, School of Languages and Media Studies, French.
    La réception sur Internet de Kiffe kiffe demain de Faïza Guène2012In: Actes du XVIIIe congrès des romanistes scandinaves / Actas del XVIII congreso de romanistas escandinavos, Göteborg: Acta Universitatis Gothoburgensis, 2012, p. 63-80Conference paper (Refereed)
  • 200.
    Aronsson, Mattias
    Dalarna University, School of Languages and Media Studies, French.
    La thématique de l’eau dans l’œuvre de Marguerite Duras2008Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this thematic study is to examine how the water motif is used in Marguerite Duras’s literary work. The study shows that water has multiple functions in these texts: it is linked to major themes and creates an enigmatic atmosphere by its association with the unknown, the inexplicable and the unconscious. The strong presence of water in Duras’s texts is striking. References to the water element can be found in several titles throughout her career, from early works such as Un barrage contre le Pacifique (1950) to La mer écrite (1996), published just after her death. Almost all of her fiction take place near water – and the rain or the sound of waves serve as leitmotifs in specific novels. The water motif can play a metonymic as well as a metaphoric role in the texts and it sometimes takes on human or animalistic characteristics (Chapter 4). Several emblematic Durassian characters (e.g. the beggar-woman, Anne-Marie Stretter and Lol V. Stein) have a close relationship to water (Chapter 5). The water motif is linked to many major Durassian themes, and illustrates themes with positive connotations, for example, creation, fecundity, maternity, liberty and desire, as well as themes with negative connotations such as destruction and death (Chapter 6). A close reading of three novels, La vie tranquille (1944), L’après-midi de Monsieur Andesmas (1962) and La maladie de la mort (1982), shows that the realism of the first novel is replaced by intriguing evocations of the sea and the pond in the second text, motifs which resist straightforward interpretation. The enigmatic feeling persists in the last novel, in which the sea illustrates the overall sombre mood of the story (Chapter 7). Finally, the role of the water element in psychoanalytic theory is discussed (Chapter 8), and a parallel is drawn between the Jungian concept of the mother archetype and the water motif in Duras’s texts. The suggestion is made in this last chapter that water is used to illustrate an oriental influence (Taoist or Buddhist) of some of the female characters in Duras’s work.

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