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  • 301.
    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)
  • 302.
    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)
  • 303.
    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)
  • 304.
    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)
  • 305.
    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)
  • 306.
    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)
  • 307.
    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.

  • 308.
    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)
  • 309.
    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)
  • 310.
    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)
  • 311.
    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)
  • 312.
    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). 

  • 313.
    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.

  • 314.
    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.))
  • 315.
    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)
  • 316.
    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.))
  • 317.
    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.

  • 318.
    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.

  • 319.
    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.))
  • 320.
    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.

  • 321.
    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
  • 322.
    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.

  • 323.
    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.

  • 324.
    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
  • 325.
    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
  • 326.
    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
  • 327.
    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
  • 328.
    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'.

  • 329.
    Henriksson, Martina
    Dalarna University, School of Humanities and Media Studies, English.
    An Empirical Study on Teachers’ Choice of Extensive Literature in the Swedish Upper Secondary EFL Classroom2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The importance of extensive literature reading in the English as a Foreign Language (EFL) context has been given increasing attention in recent research. Literature reading is also a required part of the national syllabi of the (EFL) courses offered to both adolescents and adults at Upper Secondary level in Sweden. This thesis aims to investigate the teachers’ process of making literature choices for extensive reading in upper secondary EFL courses in Sweden. Eight teachers of three different student groups took part in the study, representing adolescent university preparatory programs and vocational programs, as well as programs for adult students. Questionnaires were used and the data was analyzed for patterns revealing three main factors affecting teachers’ literature choice: language proficiency, reading experience and contextual factors. These three factors were fitted into the theoretical framework of psycholinguistic and sociolinguistic reading models, with the addition of a perspective of motivational research. The results of this survey underline the importance of extensive reading, according to teachers, and that motivation for literature choice can be primarily related to factors associated with psycholinguistic reading models. The survey also points to the need for further investigating of teachers’ own experiences of literature reading, searching for deeper motivational factors which influence teaching choices. Another future field of research is the choice of reading activities assigned together with the chosen literature, which probably also influence teachers’ choices in the Swedish EFL classroom.

  • 330.
    Henriksson, Martina
    Dalarna University, School of Humanities and Media Studies, English.
    Reading That Matters: A Literature Review on Meaningful Reading Experiences in the EFL Classroom2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis is a literature review on literature reading in the English as a Foreign Language

    (EFL) and the English as a Second Language (ESL) classroom, of mainly upper secondary

    schools. The underlying objective for this work is that meaningful reading experiences can

    have a positive impact on a developing young individual on his or her way into adulthood. The

    aim of this thesis is to explore what theories and methods are used when trying to create

    prerequisites for meaningful reading experiences, and how these experiences actually are

    realized. Qualitative methods are mainly used, except for a small section of the methodology

    of finding the sources, which is quantitative in nature. Since very little previous research has

    been done in the field, the six sources used in this review are internationally spread over five

    continents. They are mainly analyzed from a theoretical background of reader response and

    critical literacy perspectives. The main findings show that a number of theoretical approaches

    and methodologies can be useful in creating meaningful reading experiences. What may have

    proven most effective was addressing actual problems in the students’ everyday lives through

    applied critical literacy.

  • 331.
    Hiebert, Linda
    Dalarna University, School of Languages and Media Studies, English.
    Language and Identity at School and at Home: Language Shift among Mennonites in Paraguay2005Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    This essay has investigated the question of an ongoing language shift from Plattdeutsch and German to Spanish among the Mennonites in Paraguay and the role of the school in this process. The aims of the study were to compare the use of languages among the Mennonites in Asuncion and in the Menno colony and to identify the importance that parents give to the languages and to compare this with a school leader perspective. The aim was also to identify factors that influence the language shift and identify the influence that the shift excerpts on Mennonite values and identity. The results are based on my own observations, interviews with Mennonite women and interviews with key informants who have insight into the school policy issues. The outcome may be used as a basis for educational and language planning. There is a need to consciously sit down and re-define the Mennonite identity and to make the community and the school aware of their responsibility in language maintenance.

  • 332.
    Hjersing, Charlotte
    Dalarna University, School of Languages and Media Studies, English.
    Representations of Clarissa and Septimus in Virginia Woolf’s Mrs Dalloway: A deconstructive approach combined with aspects of feminist and psychoanalytical criticism2009Independent thesis Basic level (degree of Bachelor)Student thesis
  • 333.
    Hlebnikovs, Pjotrs
    Dalarna University, School of Humanities and Media Studies, English.
    Extramural English: Swedish upper secondary students’ beliefs on using and learning English outside the classroom2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The present study examines students’ use, attitudes and preferences, when it comes to EE (Extramural English). EE is defined as English language activities that learners are engaged in outside their ordinary language class, such as reading books, reading newspapers/magazines, watching TV, watching films, surfing the Internet, playing video games, listening to music, etc. The results of the study are based on data that was collected from Swedish upper secondary-school learners of English over a period of one term on several occasions. Information about students’ EE activities was collected by quantitative questionnaires, including both multiple-choice and open-ended questions.

    The results showed that Swedish upper-secondary school students were engaged in many different extramural activities. The extramural activity that the students were most often engaged in, was watching English language movies. The second most popular extramural activity was watching TV-programs in English with Swedish subtitles.

    Furthermore, according to the surveyed upper-secondary students, most of their language skills they develop with the help of their Extramural contacts with the English language. These are for example understanding of spoken English, speaking English, understanding of English vocabulary and understanding written English. However, when it comes to the written English and the development of English grammar, it appears that the students see themselves as developing these language skills more successfully within the language classroom than in their free time.

    The results also showed that, whereas the above-mentioned extramural activities were preferred by both boys and girls, there were also some differences in their use of extramural activities. Whereas boys rather preferred such activities as "English-speaking role-playing or computer games", girls, according to their answers, preferred such activities as "reading texts in English".

    The results of this study have shown that, according to the students’ responses, there is no strong gender difference when it comes to attitudes about learning English in school versus outside the school.

  • 334.
    Holden, Victoria
    Dalarna University, School of Languages and Media Studies, English.
    The Task Today to Create Good Citizens out of Pupils: Orwell's Nineteen Eighty Four as a Tool in the English Class Room to Teach the Fundamental Values in the Swedish School Curriculum2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 335.
    Holmsten, Elin
    Dalarna University, School of Languages and Media Studies, English.
    Dialoger med den Andre: Medbh McGuckians poesi2002In: Anna Paue's Symposium, Uppsala University, 2002Conference paper (Other academic)
  • 336.
    Holmsten, Elin
    Dalarna University, School of Languages and Media Studies, English.
    Double Doors: An Interview with Medbh McGuckian2004In: NIS: Nordic Irish Studies, ISSN 1602-124X, E-ISSN 2002-4517, no 3, p. 93-100Article in journal (Refereed)
  • 337.
    Holmsten, Elin
    Dalarna University, School of Languages and Media Studies, English.
    'How Spirit Lusts towards Us': Need and Desire in the Poetry of Medbh McGuckian2002In: Nordic Irish Studies Network Conference, University of Bergen, Norway, 2002Conference paper (Refereed)
  • 338.
    Holmsten, Elin
    Dalarna University, School of Languages and Media Studies, English.
    'Like a Wished-For Body’: Dialogues of Desire in the Poetry of Medbh McGuckian2006In: The Body and Desire in Contemporary Irish Poetry / [ed] Gilsenan Nordin, Irene, Irish Academic Press , 2006, p. 163-181Chapter in book (Other academic)
  • 339.
    Holmsten, Elin
    Dalarna University, School of Languages and Media Studies, English.
    My Rhythm / Reverberates with the War. Rev. of Medbh McGuckian's The Soldiers of Year II2004In: Cold Mountain Review, ISSN 1547-5972, no SpringArticle in journal (Refereed)
  • 340.
    Holmsten, Elin
    Dalarna University, School of Languages and Media Studies, English.
    Shifting Boundaries: An Interview with Ann Fisher-Wirth2005In: Interdisciplinary Studies in Literature and Environment: ISLE, ISSN 1076-0962, E-ISSN 1759-1090, Vol. 12, no 1, p. 131-137Article in journal (Refereed)
  • 341.
    Holmsten, Elin
    Dalarna University, School of Humanities and Media Studies, English.
    Signs of encounters in Medbh McGuckian’s poetry2010In: The Poetry of Medbh McGuckian / [ed] Alcobia-Murphy, Shane; Kirkland, Richard, Cork: Cork University Press , 2010, p. 84-104Chapter in book (Other academic)
  • 342.
    Holmsten, Elin
    Dalarna University, School of Languages and Media Studies, English.
    The Abrahamic Journey in the Poetry of Medbh McGuckian2001In: International Association of the Study of Irish Literatures Conference, Dublin, 2001Conference paper (Refereed)
  • 343.
    Holmsten, Elin
    Dalarna University, School of Languages and Media Studies, English.
    "Those Deeply Carnal Moments": The Hermeneutics of Flesh in Medbh McGuckian´s Poetry2003In: NIS: Nordic Irish Studies, ISSN 1602-124X, E-ISSN 2002-4517, no 2, p. 29-45Article in journal (Refereed)
  • 344.
    Holmsten, Elin
    Dalarna University, School of Languages and Media Studies, English.
    "Words/That Overwhelm Me": Signs of Encounters in Medbh McGuckian's Poetry2004In: International Association for the Study of Irish Literatures Conference, Galway, 2004Conference paper (Refereed)
  • 345.
    Holmsten, Elin
    Dalarna University, School of Languages and Media Studies, English.
    "Your body, / That Naked Altar": Corporeality in Medbh McGuckian's Poetry2003In: EFACIS, European Federation of Associations and Centres for Irish Studies, Universidade do Minho, Braga, Portugal, 2003Conference paper (Refereed)
  • 346.
    Holmsten, Elin
    et al.
    Dalarna University, School of Languages and Media Studies, English.
    Qwarnström, Loretta
    Dalarna University, School of Languages and Media Studies, English.
    Liminal Nomadism in the Poetry of Nuala Ní Dhomhnaill, Paula Meehan, and Medbh McGuckian2004In: Nordic Irish Studies Network Conference, Falun, 2004Conference paper (Other academic)
  • 347.
    Inci, Metehan
    Dalarna University, School of Humanities and Media Studies, English.
    Alienation in 1980s American Society: A Marxist Perspective on Don DeLillo’s, White Noise 2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 348.
    Ioannou, Irene
    Dalarna University, School of Humanities and Media Studies, English.
    Gender Conformity in Siri Hustvedt’s The Blindfold 2014Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
  • 349.
    Ioannou, Irene
    Dalarna University, School of Languages and Media Studies, English.
    ”He looked at me ... My God. His eyes were eyes to die for.”: A Feminist Theological Reading of Carol Ann Duffy’s The World’s Wife2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Most approaches to Duffy’s work have been a feminist reading of poetry, focusing on the portrayal of women within the theoretical framework of feminism. However, little attention has been paid to the religious elements in Duffy’s work, something that Duffy herself has recognized. This essay will therefore focus on the centrality of religion in Duffy’s work, and will argue that her poems constitute an arena where religion is redefined and female experience and theology are reconciled. The poems under focus, “Delilah”, “Salome”, “Pilate’s wife”, “Pope Joan”, “Mrs Lazarous” and “Queen Herod” are examined in two separate sections: their portrayal of love and sexuality, and their portrayal of motherhood respectively, within the theoretical framework of feminist theology.

  • 350.
    Islam, Mohammad Wahidul
    Dalarna University, School of Languages and Media Studies, English.
    The Construction of Identity in Edwidge Danticat's The Farming of Bones2009Independent thesis Advanced level (degree of Master (Two Years))Student thesis
    Abstract [en]

    The Farming of Bones deals with issues surrounding the dynamic connections between identity and boundary construction in post-colonial context. It will present an analysis of how the novelist problematizes and communicates her idea of social and national identity construction to her readers and how the readers can identify themselves with the struggles and challenges of the protagonist Amabelle who is trying to find her own identity. This essay will show how Danticat’s novel contributes to an understanding of national identity beyond borders and makes the reader take the role of an individual who constructs her identity by uncovering moments of raw humanness. Until now, no literary scholar has examined the protagonist’s therapeutic role in bridging this social and national gap. Instead critics have discussed other issues of the novel like crossing and re-crossing the border, love, dreams, etc. Although this scholarship has been very effective and rewarding, it lacks any focus on the complexity of the characters’ identity construction. Therefore, this paper will reconsider Danticat’s The Farming of Bones with a closer attention to the question of identity.

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