Tu dis et je murmure! : Une analyse des verbes de parole dans la littérature suédoise pour enfants et leurs traductions en français

This study presents a description of the role of verbs in introducing the direct dialogue in literacy and of the way they are translated from Swedish to French in children’s literature. In order to adapt the text to the target language, these verbs sometimes change and lose their impact on the tone and character of the dialogue. This can be problematic in texts aimed for children where readability depends on a child’s language capacity. Another aim of this study is to expose des difficulties encountered in the transfer of values and emotional effects when translating children’s literature from source language to target languageOur conclusion is that the Swedish children’s literature translated to French is often subject to modifications rather than translation of verbs that introduce direct dialogue. Consequently, dialogue meaning and character personalities are modified within the text translation. In our analysis of four Swedish children’s books and their translation to French we have seen that these adaptations are not made for adapting to the intended reader’s capacities in the target language or to the literacy of the source text but rather to adapt to certain linguistic norms relative to the style of French language.

Coffee table-böcker eller praktverk – begrepp, attityder och arbetssätt : Djupintervjuer med grafiska formgivare och förlagsanställda

Åtta semi-strukturerade djupintervjuer genomfördes i syfte att kartlägga svenska formgivares och förlagsanställdas strategiska och kreativa arbetsprocess samt olika attityder vid arbetet med praktverk och coffee table-böcker. Dessa böckers termer och definitioner diskuterades även, samt boktypens förut-sättningar och utmaningar på marknaden. I denna rapport presenteras funna teman rörande dessa tankemönster och attity-der, samt en generell beskrivning av arbetsprocessen. Produktionen av coffee table-böcker och praktverk fanns vara komplex på grund av att den involverade många personer, tog lång tid i anspråk, var kost-sam och hade relativt små vinstmarginaler vilket därmed kunde förenas med vissa risker. Respondenterna upplevde generellt arbetet som spännande, roligt och givande.Studien belyser även förekomsten av en viss diskrepans vad gäller associationerna till termerna ”coffee table-bok” och ”praktverk”. Coffee table-böcker ansågs främst av de förlagsanställda ha ett innehåll av lägre kvalitet jämfört med det hos ett praktverk.

Nationella minoriteter i historieundervisningen : bilder av romer i Utbildningsradions program under perioden 1975-2013

In 2000 when Sweden signed the Framework Convention for the Protection of National Minorities the Roma minority became one of the acknowledged national minorities in the country. It meant that the rights of the Roma mi-nority would be safeguarded and the knowledge of its history and culture would be spread. In that context, the Swedish school, with its founded as-signment of democracy, was given an important role. The education was to communicate the multicultural values of the society and to make visible the history and culture of the Roma minority. The school books used in teaching today do not meet these demands. The view of the Roma minority given in school books is often inadequate and simplified. The present study will therefore examine a different type of edu-cational material used in schools and teaching, The Swedish Educational Broadcasting Company‟s programs of history and social studies regarding the Roma minority. Starting in postcolonial theory as well as critical dis-course analysis the study examines how the picture of the Roma cultural and ethnic identity in the Swedish Educational Broadcasting Company‟s material has been displayed and possibly changed during the period of 1975 to 2013. The results show a picture of Roma which, both in form and content, con-sists of some clearly demarcated discursive categories. The obvious continui-ty of the categories gives a picture of static and invariable Roma identity. At the same time this unambiguous picture is broken both by giving the existing discourses new meaning and also adding new discourses. The complexity and nuances become more prominent and the Roma identity is integrated in common Swedish history telling. The changes in the view of Roma, given by the Swedish Educational Broadcasting Company, can mainly be explained by the change of the Swedish immigration and minority policy and, as a conse-quence of this, the change of the school‟s mission regarding knowledge communication of Sweden as a multicultural country.