Search for dissertations about: "children in literature"
Showing result 1 - 5 of 194 swedish dissertations containing the words children in literature.
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1. Childhood Without Children : Ian McEwan and the Critical Study of the Child
Abstract : This study has a twofold ambition. First, it offers a new perspective on Ian McEwan’s works by focusing on his treatment of childhood. Second, by using McEwan’s writing as an example, it seeks to challenge the current critical preoccupation with childhood in the novel in terms solely of child characters. READ MORE
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2. Where is the critical in literacy? : Tracing performances of literature reading, readers and non-readers in educational practice
Abstract : In many instances in society, educational and other, literature reading is emphasised as something that develops persons in positive ways. The present thesis explores this claim in relation to literature reading in educational practices. READ MORE
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3. Life and Fiction : On intertextuality in pupils’ booktalk
Abstract : This study examines booktalk, that is, teacher-led group discussions about books for children in a Swedish school. The empirical data comprise 24 hours of videorecorded booktalk in grades 4–7. In total, 40 children (aged 10–14 years) were recorded during 24 sessions. READ MORE
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4. Funny Bodies, Humour and Grotesque in English Childrens´ Literature
Abstract : This dissertation is a study of grotesque and transgressional humour in English children's literature. The grotesque is seen here as a liminal and ambivalent aesthetic category at the junction between two fields of tension: the fantastic and the real in one field and the comic and the horrible in the other. READ MORE
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5. Socialization of verbal and nonverbal emotive expressions in young children
Abstract : The subject matter of this dissertation is children’s use and development of emotive expressions. While prior studies have either focused on facial expressions of emotions or on emotions in the social mechanisms of in situ interactions, this thesis opts to merge two traditions by applying an interactional approach to the interpretation of child–child and child–adult encounters. READ MORE