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  • 301.
    Gray, Billy
    Dalarna University, School of Languages and Media Studies, English.
    Lucky the culture where the old can talk to the young and the young can talk to the old: In conversation with Doris Lessing2004In: The Polemics of Ageing: as Reflected in Literatures in English / [ed] Vidal Grau, Maria; Casado Gual, Nuria, Lleida: Publicacions de la Universitat de Lleida , 2004, p. 83-99Chapter in book (Other academic)
  • 302.
    Gray, Billy
    Dalarna University, School of Languages and Media Studies, English.
    ‘Lucky the culture where the old can talk to the young and the young can talk to the old’: In conversation with Doris Lessing2004In: Doris Lessing Studies, ISSN 1541-8596, Vol. 24, no 1-2, p. 23-30Article in journal (Refereed)
  • 303.
    Gray, Billy
    Dalarna University, School of Humanities and Media Studies, English.
    Reflections on Ulster Protestant Identity in Derek Lundy's Men That God Made Mad: A Journey Through Truth, Myth and Terror in Northern Ireland2018Conference paper (Refereed)
  • 304.
    Gray, Billy
    Dalarna University, School of Humanities and Media Studies, English.
    Rumi, Sufi Spirituality and the Teacher-Disciple Relationship in Elif Shafak's The Forty Rules of Love2019In: Rediscovering Age(ing): Narratives of Mentorship / [ed] Nuria Casado-Gual, Emma Dominguez, Maricel Oro-Piqueras, Gratz: Transcript Verlag, 2019, p. 47-69Chapter in book (Refereed)
  • 305.
    Gray, Billy
    Dalarna University, School of Humanities and Media Studies, English.
    Skeletons in the Historical Cupboard: Aspects of Familial and National Memory in Joseph O’Neill’s Blood Dark Track2007In: Ireland and Eastern European Literary Connections, University of Pécs, Hungary, 2007Conference paper (Refereed)
  • 306.
    Gray, Billy
    Dalarna University, School of Humanities and Media Studies, English.
    Skeletons in the Historical Cupboard: Aspects of Familial and National Memory in Joseph O’Neill’s Blood-Dark Track2006In: First International Conference on Nation and Identity, Catholic University of Murcia, Murcia, Spain, 2006Conference paper (Refereed)
  • 307.
    Gray, Billy
    Dalarna University, School of Languages and Media Studies, English.
    Skeletons in the Historical Cupboard: Aspects of Familial and National Memory in Joseph O’Neill’s Blood-Dark Track2007In: Recovering Memory: Irish Representations of Past and Present / [ed] Gilsenan Nordin, Irene; Gilsenan Nordin, Irene; Yding Pedersen, Lena, Cambridge: Cambridge Scholars Press , 2007, p. 69-82Chapter in book (Other academic)
  • 308.
    Gray, Billy
    Dalarna University, School of Languages and Media Studies, English.
    Skeletons in the Historical Cupboard: Aspects of Irish and Communal Memory in Joseph O’Neill’s Blood-Dark Track2007In: Collective Traumas: Memories of War and Conflict in Twentieth-Century Europe / [ed] Mitthander, Conny; Sundholm, John; Holmgren Troy, Maria, Brussels: Peter Lang , 2007, p. 245-266Chapter in book (Other academic)
  • 309.
    Gray, Billy
    Dalarna University, School of Languages and Media Studies, English.
    Skeletons in the Historical Cupboard: Reflections on Irish National Memory and Perceptions of Victimhood in Joseph O'Neill's Blood-Dark Track2010In: International Conference on “Ireland and Victims: Recognition, Reparation, Reconciliation?”, University of Rennes 2, Brittany, France, 2010Conference paper (Refereed)
  • 310.
    Gray, Billy
    Dalarna University, School of Humanities and Media Studies, English.
    Skeletons in the Historical Cupboard: Transculturality in Joseph O'Neill's Blood Dark Track2014Conference paper (Refereed)
  • 311.
    Gray, Billy
    Dalarna University, School of Humanities and Media Studies, English.
    'The Bloody Red Hand': Investigations into the Loyalist Historical Imagination in Derek Lundy's Men That God Made Mad: A Journey Through Truth, Myth and Terror in Northern Ireland2018Conference paper (Refereed)
  • 312.
    Gray, Billy
    Dalarna University, School of Languages and Media Studies, English.
    ‘The fragments they shore up against their ruins’: Loyalism, Alienation and Fear of Change in Gary Mitchell’s As the Beast Sleeps and The Force of Change2007In: Études Irlandaises, ISSN 0183-973X, E-ISSN 2259-8863, Vol. 32, no 1, p. 127-39Article in journal (Refereed)
  • 313.
    Gray, Billy
    Dalarna University, School of Languages and Media Studies, English.
    ‘The lukewarm conviction of temporary lodgers’: Hubert Butler and the Anglo-Irish Sense of Exile2005In: New Hibernia Review, ISSN 1092-3977, E-ISSN 1534-5815, Vol. 9, no 2, p. 84-97Article in journal (Refereed)
  • 314.
    Gray, Billy
    Dalarna University, School of Languages and Media Studies, English.
    ‘The lukewarm conviction of temporary lodgers’: The Anglo-Irish and Dimensions of Exile in the Essays of Hubert Butler2003In: Fourth EFACIS conference (European Federation of Associations and Centres for Irish Studies), University do Minho, Braga, Portugal, 2003Conference paper (Refereed)
  • 315.
    Gray, Billy
    Dalarna University, School of Languages and Media Studies, English.
    ‘The lukewarm conviction of temporary lodgers’: The Anglo-Irish and Dimensions of Exile in the Work of Hubert Butler2005In: Re-Mapping Exile: Realities and Metaphors in Irish History and Literature / [ed] Gilsenan Nordin, Irene; Gilsenan Nordin, Irene; Olinder, Britta, Aarhus: Aarhus University Press , 2005, p. 47-63Chapter in book (Other academic)
  • 316.
    Gray, Billy
    Dalarna University, School of Languages and Media Studies, English.
    The Ravages of Second-Hand Experience: Hubert Butler’s Perception of Universalism and Distance2002In: International Association for the Study of Irish Literatures (IASIL), Universidade de Sao Paolo, 2002Conference paper (Refereed)
  • 317.
    Gray, Billy
    Dalarna University, School of Languages and Media Studies, English.
    The Ravages of Second-Hand Experience: Hubert Butler’s Perception of Universalism and Distance2005In: Nordic Irish Studies, ISSN 1602-124X, Vol. 4, no 1, p. 29-36Article in journal (Refereed)
  • 318.
    Gray, Billy
    Dalarna University, School of Languages and Media Studies, English.
    ‘The ravages of second-hand experience’: Hubert Butler’s Perspective on the Myth of a Globalised Ireland2010In: Seventh Biennial International Conference of the Nordic Irish Studies Network (NISN), University of Tromsö, Norway, 2010Conference paper (Refereed)
  • 319.
    Gray, Billy
    Dalarna University, School of Languages and Media Studies, English.
    ‘The Ravages of Second-Hand Experiences’: Universalism and Distance in the Work of Hubert Butler2001In: Third EFACIS (European Federation of Associations and Centres for Irish Studies) Conference, Aarhus, 2001Conference paper (Refereed)
  • 320.
    Gray, Billy
    Dalarna University, School of Humanities and Media Studies, English.
    'The Strange Recurring Residues of the Past in the Present': Irma Kurtz and the Narration of the Self2018Conference paper (Refereed)
  • 321.
    Gray, Billy
    Dalarna University, School of Humanities and Media Studies, English.
    The Teacher-Disciple Relationship in Elif Shafak's Forty Rules of Love2018In: Re-discovering Ageing through Narratives of Mentorship: Essays in Cultural Gerontology / [ed] Casado Gual, Núria, Emma Domínguez Rué and Maricel Oró Piqueras, Transcript Verlag, 2018Chapter in book (Refereed)
  • 322.
    Gray, Billy
    Dalarna University, School of Languages and Media Studies, English.
    ‘This dream of Arctic rest’: Memory, Metaphor and Mental Illness in Jenny Diski’s Skating to Antarctica2009In: Cold Matters: Cultural Perceptions of Snow, Ice and Cold / [ed] Hansson, Heidi; Norberg, Cathrine, Umea: Umeå University and Royal Skyttean Society , 2009, p. 125-40Chapter in book (Other academic)
    Abstract [en]

    Jenny Diski’s Skating to Antarctica, an autobiographical text published in 1997, engages with Antarctica not only as a literal place, but also as a location of the mind. Her imaginative response to what has traditionally been perceived as an inhuman landscape allows her to view the Polar regions as a mental space, signifying a complex system of images and symbols. Diski’s physical voyage functions primarily as a metaphor for her attempt to locate an interior psychological terrain, the discovery of which will dispel her profound sense of self-estrangement. This article contends that Diski’s use of the interconnecting metaphors of skating, ice and frozen or numbed emotions provide a rich tapestry of associations which serve to illuminate the process whereby 126 traumatic experiences can subsequently manifest themselves in depression and mental illness. In this respect, the narrative, which explores the author’s passion for emotional oblivion and obsession with the colour white, represents a desire to experience her life as an accretion of meaning.

  • 323.
    Gray, Billy
    Dalarna University, School of Humanities and Media Studies, English.
    Western Sufism, Rumi and teacher-disciple relationship in Elif Shafak’s The Forthy Rules of Love2019Conference paper (Refereed)
  • 324.
    Gray, Billy
    Dalarna University, School of Humanities and Media Studies, English.
    "You can’t grab anything with a closed fist": Reflections on Ulster Protestant Identity in Derek Lundy’s Memoir Men that God Made Mad: A Journey Through Truth, Myth and Terror in Northern Ireland2019Conference paper (Refereed)
  • 325.
    Gray, Billy
    Dalarna University, School of Humanities and Media Studies, English.
    'You can't grab anything with a closed fist': Reflections on Ulster Protestant Identity in Derek Lundy's Men That God Made Mad: A Journey Through Truth, Myth and Terror in Northern Ireland2015In: Etudes Irlandaises, ISSN 2259-8863, Vol. 40, no 1, p. 285-304Article in journal (Refereed)
  • 326.
    Gray, Billy
    Dalarna University, School of Languages and Media Studies, English.
    ‘Your stay must be a becoming’: Ageing and Desire in J.M. Coetzee’s Disgrace2010In: Flaming Embers: Literary Testimonies on Ageing and Desire / [ed] Bureu Ramos, Nela, Brussels: Peter Lang , 2010, p. 67-85Chapter in book (Other academic)
  • 327.
    Gray, Billy
    Dalarna University, School of Languages and Media Studies, English.
    ‘Your stay must be a becoming’: Ageing and Desire in J.M. Coetzee’s Disgrace2009In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 8, no 3, p. 21-37Article in journal (Refereed)
  • 328.
    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)
  • 329.
    Gray, David
    Dalarna University, School of Humanities and Media Studies, English.
    Andrew Carpenter (ed.), The Poems of Olivia Elder (Dublin: Irish Manuscript Commission, 2017)2018In: Eighteenth-Century Ireland, ISSN 0790-7915, Vol. 33, p. 193-196Article, book review (Other academic)
  • 330.
    Gray, David
    Dalarna University, School of Humanities and Media Studies, English.
    Ecocriticism and Sustainability Education: A Reflection on Teaching English Literature to Teacher Students in Sweden2016Conference paper (Other academic)
    Abstract [en]

    Ecocriticism, “the study of the relationship between literature and the physical environment”, and sustainable pedagogy (or sustainable education) approach complex cultural and ecological issues from literary and cultural studies, and education respectively (Glotfelty. 1996, p. xviii). Current research in both areas is now relatively thriving, and primary, secondary and postsecondary educational institutions around the world are increasingly focused on the promotion of sustainability, particularly since the UN Decade of Education for Sustainability Education 2005-2014. However, despite the growing connections being made between sustainability and transformative learning, there are still new possibilities for ecologically-minded, creative, relational and place-based approaches to education.

    Teacher education in Sweden now provides a unique opportunity to foster synergy in the relationships between subject knowledge, pedagogical practice; higher-, secondary-, and primary- educational milieus; which can positively affect society and the environment. This idea has lead me to dwell on my own experience of teaching English literature in teacher programs from pre-school to upper secondary - specifically English for Primary School Teachers 1B, 4-6 - and the potential to connect ecocritical approaches to literature and the promotion of sustainability education.

    The Swedish rules and guidelines for sustainable development and sustainable pedagogy, and their bearing on the literature component in the subject of English seem clear, from the national and local framework documents such as högskoleförordningen (1993:100), Dalarna University’s utbildningsplan grundlärarprogrammet grundskolans årskurs 4-6 and the English for Primary School Teachers 1B, 4-6 syllabus; as well as the Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. The latter provides a clear mission statement on the role of education in fostering citizenship with an environmental awareness towards sustainable development: 

    Skolan ska i samarbete med hemmen främja elevers allsidiga personliga utveckling till aktiva, kreativa, kompetenta och ansvarskännande individer och medborgare […] Genom ett miljöperspektiv får de möjligheter både att ta ansvar för den miljö de själva direkt kan påverka och att skaffa sig ett personligt förhållningssätt till övergripande och globala miljöfrågor. Undervisningen ska belysa hur samhällets funktioner och vårt sätt att leva och arbeta kan anpassas för att skapa hållbar utveckling. (Skolverket, 2011).

    Arguably this places responsibility on the school and school teacher, as well as the whole apparatus for teacher education in higher education.

    And yet, there is a lack of ecocritical approaches to the study of literature in nearly all of the English literature courses, offered to teacher students at Dalarna University. In regard to the example course (English for Primary School Teachers 1B, 4-6), the following learning outcomes are given:

    •visa kunskap om ett urval skönlitterära texter från den engelsktalande världen

    •i tal och skrift kommunicera och argumentera för sina egna tolkningar av texterna med hjälp av ett antal litteraturvetenskapliga begrepp och teorier

    •i tal och skrift diskutera och problematisera begreppet barndom i studiet av barn- och ungdomslitteratur

    •argumentera för och reflektera över hur skönlitteratur och andra typer av kulturella texter kan användas i språkundervisning för yngre elever för att utveckla såväl språkfärdigheten som förståelsen för andra kulturer och samhällen

    •i anslutning till litteraturstudierna redogöra för och reflektera över kultur- och samhällsyttringar inom den engelskspråkiga världen samt relatera dessa till egna kulturella erfarenheter

    •visa kunskaper om kursplanen i engelska för åk 4-6 med fokus på litteratur- och kulturaspekter samt hur dessa kan omsättas i klassrummet.

    The focus on literature and its capacity to promote understanding of a wider socio-cultural perspective is evident. However, in this perspective on human culture is rarely linked to the cultural attitudes and values that have the most significant impact on the natural environment. The result of this kind of anthropocentric or human-centred thinking, can be represented in Glen A. Love’s critical question: “Why are the activities aboard the Titanic so fascinating to us that we give no heed to the waters through which we pass, or to that iceberg on the horizon?” (p. 229).

    Ultimately, it is my intention to pursue further research to look at the current dearth of ecocritical approaches to literature and sustainable education (both within higher education as a consequence, within the English primary classroom in Sweden), and the potential for interconnected thinking on sustainability: literary analysis, the educational milieu, and social and ecological issues. Finally this paper will offer some opportunities for “course design that is rooted in ecological principles”, citing a current pedagogical model such as the Burns Model of Sustainability Pedagogy, and examples from teaching ecocriticism and green cultural studies, which recognizes the “the study of the relationship between literature, education and the physical environment” (Burns, 2015, p. 265). 

  • 331.
    Gray, David
    Dalarna University, School of Humanities and Media Studies, English.
    Nordic Hub: Virtual Mobility and the Development of Minority Cultures and Languages in Europe2016Conference paper (Other academic)
    Abstract [en]

    This paper will explore two areas: the promotion of Ulster-Scots, particularly in northern Europe, as a minority language and culture; and the opportunities for Dalarna University to support virtual mobility and foster a sustainable research network.

    The Dalarna Centre for Irish Studies (DUCIS) is well established in the Nordic countries, has strong links with existing networks, such as the Nordic Irish Studies Network and the Nordic Association of English Studies, and produces the Nordic Irish Studies journal in-house; all of which could help to facilitate the development of Ulster-Scots studies in northern Europe and beyond.

    Dalarna University is also a leading institution for online learning, and has a new research profile in Intercultural Studies. The existing online learning platforms that we can offer could be used to cultivate and support collegiality, research opportunities and educational resources. As well as providing an online meeting space for the network (with technical support), our online learning environment is currently used to teach 11 languages, including English, French, German, Italian, Portuguese, Spanish, and Russian; and thus this paper will suggest that there are possibilities for the development of educational resources, specifically through the development of online co-taught courses in minority cultures and languages in Europe.

  • 332.
    Gray, David
    Dalarna University, School of Humanities and Media Studies, English. Ulster University.
    Northern Stars: The Ulster-Scots Literary Tradition and the North-West2013Conference paper (Other (popular science, discussion, etc.))
  • 333.
    Gray, David
    Dalarna University, School of Humanities and Media Studies, English. Ulster University.
    Postgraduate Experience: The Use of Digital/Online Resources in the Creation of Teaching Materials2014In: Ulster Poetry in the Digital Age: Creativity, Innovation and Professional Practice, 2014Conference paper (Other academic)
  • 334.
    Gray, David
    Dalarna University, School of Humanities and Media Studies, English.
    Solastalgia, Nostalgia, Exhilarating, Immersive: Landscapes: Heritage II2019In: Landscapes: the Journal of the International Centre for Landscape and Language, ISSN 1448-0778, Vol. 9, no 1Article in journal (Other academic)
  • 335.
    Gray, David
    Dalarna University, School of Humanities and Media Studies, English.
    Sport and Conflict/Sport and Conflict Resolution: A Future for Northern Ireland2015Conference paper (Other (popular science, discussion, etc.))
  • 336.
    Gray, David
    Dalarna University, School of Humanities and Media Studies, English.
    ‘Stemmed from the Scots’? The Ulster-Scots Literary Braird and the Pastoral Tradition2017In: Eighteenth-Century Ireland, ISSN 0790-7915, Vol. 32, p. 28-43Article in journal (Refereed)
    Abstract [en]

    This article examines the pastoral tradition in Ulster-Scots literature, an emergent form of Irish cultural expression in the eighteenth century. A late eighteenth-century flourishing of Ulster-Scots poetry has often been associated with an East Ulster regional paradigm: the rustic poet, small farmer, egalitarian and Presbyterian, Ulster Scot of Antrim and Down. However this article argues that Ulster-Scots literature begins almost a century earlier, and that the environments depicted in the literary works studied herein, range from the pastoralised landscape of north-west Ireland, and the rugged mountains of Donegal, to the urban, carnivalised confessional spaces of central Dublin. This revision of the growth of Ulster-Scots literature is further complicated by the presence of a ubiquitous Anglo-Irish print culture.

  • 337.
    Gray, David
    Dalarna University, School of Humanities and Media Studies, English.
    The Ladies North: Ulster Women Writers and the Representation of Norway2016Conference paper (Other academic)
    Abstract [en]

    This paper will present three Ulster women writers, Frances Browne (1817-79), Kathleen Coyle (1886-1952), and Constance Malleson (1895-1975), who, during the mid-nineteenth to mid-twentieth century, published books depicting life in the Nordic countries. In particular, the three northern Irish writers variously represented Norway and Norwegian culture in fiction – Browne’s "The Ericksons" (1852), Coyle’s "Liv" (1928) – and travel/life writing – Malleson’s "In the North" (1946), via publishers in Edinburgh and London. Consequently this paper will examine ways in which each writer engages productively with concepts of Northerness - traditional and modern, distinct and dialectic - through the depiction of Norwegian life. Ultimately this paper aims to contribute new perceptions on the unique literary contributions of Ulster women writers, to a wider discourse of Northerness and northern identities.

  • 338.
    Gray, David
    Dalarna University, School of Humanities and Media Studies, English.
    The Story of Environment: The Promotion of Literature, Reading and Sustainability2016Conference paper (Other (popular science, discussion, etc.))
  • 339.
    Gray, David
    Dalarna University, School of Humanities and Media Studies, English.
    The Vagaries of Radicalism: Ulster-Scots Literary Responses to the Abortive 1798 Rebellion of United Irishmen2018Conference paper (Other academic)
    Abstract [en]

    In the final decades of the eighteenth century, dissenting fervour among asignificant element of Ulster-Scots in the North of Ireland, many of whom were Presbyterians of different stripes, can be gauged by the literary output of the Norther Star, an Irish newspaper that was the mouthpiece for the politically radical and republican Society of United Irishmen. The Belfast-based newspaper was consequently suppressed by the British army in 1797, and the execution of the Co. Down, Presbyterian minister James Porter in 1798 is commonly attributed to his scathing and satirical political squibs on landlordism in Ulster, published in the Northern Star. Subsequently, this paper seeks to demonstrate that while Ulster-Scots literature published in the decades following the rebellion can rightly be characterised by political apostasy, and the abandonment of radicalism; individual writers chose to express their reactions through a variety of literary forms, attitudes and themes, which range from outright disillusionment to rapprochement with the establishment.

  • 340.
    Gray, David
    et al.
    Dalarna University, School of Humanities and Media Studies, English.
    Foster, John Wilson
    Freedom and the North: Constance Malleson’s Lifelong Pursuit2019In: Ireland and the North / [ed] Fionna Barber, Heidi Hansson and Sara Dybris McQuaid, Oxford: Peter Lang Publishing Group, 2019, p. 285-302Chapter in book (Refereed)
  • 341.
    Grimm, Bethany Louise
    Dalarna University, School of Humanities and Media Studies, English.
    "Nasty Nastiness": The Critical Body in Marlon James’s John Crow’s Devil 2016Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
  • 342.
    Grönberg, Hanna
    Dalarna University, School of Languages and Media Studies, English.
    Strategies of Teaching and Assessment in Bilingual Education: The Case of Kenya2008Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    The material for this essay was collected during a field study at a primary school in Kenya. The aim was to examine the strategies the teachers used in order to make content comprehensible to their pupils, as well as the strategies used for assessment and follow-up. The results showed that the teachers used a number of teaching strategies, such as linking of new content to previous knowledge, code-switching and modification of speech. As strategies of assessment the teachers posed oral and written questions, assigned exercises, gave exams and interpreted their pupils’ behaviour. If their pupils failed to understand, they analyzed the problem, evaluated their own teaching methods and revised the given topic. The results also showed that the teachers seemed to rely heavily on language to carry their message across to their pupils, and that the general awareness of the role of the language of instruction for academic success appeared to be low.

  • 343.
    Guzman Carrero, Maria Angella
    Dalarna University, School of Humanities and Media Studies, English.
    Upper Secondary Students’ Beliefs About Learning English as a Foreign Language: A contrast between the students’ beliefs and the Swedish curriculum2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Learning English as a foreign language (EFL) entails different factors. Language learners use different strategies in order to make their language acquisition successful. Motivation and self-regulated learning are other factors that influence how successful the EFL learner is. This paper aims to analyze the beliefs of upper secondary students in a Swedish school about learning EFL, as well as how their beliefs relate to what is specified in the Swedish curriculum. An analysis of the differences between students’ beliefs and what is stated in the curriculum was done. A survey was conducted on a total of 54 students who were enrolled in the social sciences program. The results showed that students believed that motivation and self-regulated learning were important factors for a successful learning. For them, the language skill of reception is more important than production, which does not correspond with what it is stated in the national curriculum. First and second year students’ beliefs were similar in most of the cases, but not all of them.

  • 344.
    Göth, Judith
    Dalarna University, School of Humanities and Media Studies, English.
    Belonging and Becoming in Roddy Doyle´s A Star Called Henry : An Althusserian and Bakhtinian Analysis2018Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
  • 345.
    Güler, Hevin
    Dalarna University, School of Humanities and Media Studies, English.
    Unreliable Narration in J.M Coetzee’s Foe2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 346.
    Hagman, Maria
    Dalarna University, School of Humanities and Media Studies, English.
    The 50 Shades of Grey Trilogy as Feminist Novels: The Case for Reading the Series asExemplifying the Politics of Third-wave Feminism2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 347.
    Hameleers, Luc
    Dalarna University, School of Humanities and Media Studies, English.
    ‘Mighty womenthe lot of ye’:: A Revision of IrishMotherhood and FemaleSexual Identity in MarinaCarr’s The Mai and PortiaCoughlan2014Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
  • 348.
    Hanner, Stephan
    Dalarna University, School of Humanities and Media Studies, English.
    The Oblivious Butler: Freud's concept of repression inKazuo Ishiguro's The Remains ofthe Day2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 349.
    Hansen, Julie
    Dalarna University, School of Humanities and Media Studies, English.
    Making sense of the translingual text: Russian wordplay, names and cultural allusions in Olga Grushin's The Dream Life of Sukhanov2012In: Modern language review, ISSN 0026-7937, E-ISSN 2222-4319, Vol. 107, no 2, p. 540-558Article in journal (Refereed)
    Abstract [en]

    This article examines the effects of translingual wordplay, Russian names, and cultural allusions in Olga Grushin's novel. The Dream Life of Sukhanov. Applying Wolfgang Iser's concepts of the implied reader and the repertoire of the text, the analysis considers various interpretative possibilities which may be actualized by bilingual and monolingual readers. The article concludes that while Russian elements in the text may elicit recognition on the part of the bilingual reader, they potentially serve as a device of defamiliarization for the monolingual reader, creating a parallel between the reading process and the protagonist's disorientation in the Soviet Union during glasnost'.

  • 350.
    Hedman, Marika
    Dalarna University, School of Humanities and Media Studies, English.
    Reading in English in Swedish Classrooms: A study of Swedish upper secondary students’ reading habits and their attitudes towards reading in English2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis is a study concerning Swedish students’ usage of reading strategies, attitudes towards reading and their reading habits when reading in English as a Foreign Language (EFL). This thesis also examines what motivates students to read in Swedish EFL-classrooms. To be able to answer the research questions in this thesis, a survey was handed out to 32 students in order to provide an authentic picture of these students’ perspectives. The theoretical background in this thesis concerns motivation, or more specifically intrinsic motivation, which is described and defined through Deci and Ryan (2000) and Ryan and Deci’s (2000) Self-Determination Theory (SDT).    This study concludes that the informants in this study seem to have a tendency to not use reading strategies before, during or after reading texts. The importance of teachers teaching and for students using reading strategies will be discussed in correlation with the results from the students’ surveys. This study also shows that students who do not use reading strategies seem to have a negative attitude towards reading and read to lower extent than students with a positive attitude towards reading. Lastly, this study shows that students benefit from appealing to their intrinsic motivation in order to regard reading as more fun, and therefore read more.

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