title: The detective and the Sagas: Erlendur in the novels of Arnaldur Indriðason

authors: Bydder, Jillene

subjects: Arnaldur Indriðason, Icelandic crime fiction, Icelandic sagas, Detective Erlendur Sveinsson, fate in literature

abstract: Arnaldur Indriðason’s Erlendur novels are popular crime fiction stories set in Iceland. Detective Erlendur Sveinsson’s team deals with serious crimes, murders, and missing persons. Their cases are contemporary, but Indriðason has always said that he is influenced as a writer by the medieval Icelandic sagas. How is this illustrated by his crime fiction? The sagas, like crime fiction, contain stories of murder, revenge, love, loss and family conflicts. The paper uses examples from the novels and the sagas to examine the links between them. These links include the importance of traditional and local stories and the significance of fate. The paper also describes how Erlendur’s character develops over the series until he becomes an archetypical saga hero.

text: The detective and the Sagas: Erlendur in the novels of Arnaldur Indriðason Arnaldur Indriðason’s Erlendur novels are popular crime fiction stories set in Iceland. Detective Erlendur Sveinsson’s team deals with serious crimes, murders, and missing persons. Their cases are contemporary, but Indriðason has always said that he is influenced as a writer by the medieval Icelandic sagas. How is this illustrated by his crime fiction? The sagas, like crime fiction, contain stories of murder, revenge, love, loss and family conflicts. The paper uses examples from the novels and the sagas to examine the links between them. These links include the importance of traditional and local stories and the significance of fate. The paper also describes how Erlendur’s character develops over the series until he becomes an archetypical saga hero.

year: 2016-12

title: To send or not to send nudes: New Zealand girls critically discuss the contradictory gendered pressures of teenage sexting

authors: Thorburn, Brandee

abstract: Drawing on principles of participatory action research, we conducted workshop interviews with New Zealand secondary school girls about the dynamics of sexting between girls and boys. We worked with seven small groups of girls (28 in total) aged 16 and 17 (each participating in a series of three workshops). Talk about the pressures associated with sexting was a key theme in the discussions. Girls identified pressures both to send nudes and to not send nudes. They described these pressures as operating on interpersonal as well as wider sociocultural levels, marked by the complicated intersection of traditional discourses of heterosexuality with permissive and postfeminist discourses of empowered female sexuality. The dynamic participatory methodology we used allowed us to move beyond simply capturing a snapshot of the gendered dynamics of pressure. It provided a space in which girls also shared reflexive critical observations of the gendered inequalities associated with this practice.

text: To send or not to send nudes: New Zealand girls critically discuss the contradictory gendered pressures of teenage sexting Drawing on principles of participatory action research, we conducted workshop interviews with New Zealand secondary school girls about the dynamics of sexting between girls and boys. We worked with seven small groups of girls (28 in total) aged 16 and 17 (each participating in a series of three workshops). Talk about the pressures associated with sexting was a key theme in the discussions. Girls identified pressures both to send nudes and to not send nudes. They described these pressures as operating on interpersonal as well as wider sociocultural levels, marked by the complicated intersection of traditional discourses of heterosexuality with permissive and postfeminist discourses of empowered female sexuality. The dynamic participatory methodology we used allowed us to move beyond simply capturing a snapshot of the gendered dynamics of pressure. It provided a space in which girls also shared reflexive critical observations of the gendered inequalities associated with this practice.

year: 2021

title: Sylvia’s place: Ashton-Warner as New Zealand educational theorist.

authors: Middleton, Sue

subjects: educational theorist

abstract: Sylvia Ashton-Warner’s New Zealand educational context has been – and continues to be – misrepresented as antithetical to her creative methods. Sue Middleton, a professor of education, locates Sylvia’s educational ideas within the national and international Progressive Education movement, indicating that key education officials in post-war New Zealand encouraged creativity and self-expression.

This chapter makes the case that, as a teacher, an educational writer and theorist, Sylvia Ashton-Warner grew in, and not in spite of New Zealand. My argument unfolds in two parts. The first reviews theoretical ideas in the local and international educational environment in which Sylvia lived and worked. Sylvia and Keith Henderson taught in what was referred to until 1946 as the Native School system (and from 1948 until its abolition in 1968 as the Maori Scholl system). They trained and began work as teachers during the Great Depression; and Sylvia began serious writing during World War Two. The war and the Native Scholl system interested in complex ways with the wider international Progressive Education movement and its promotion ‘from the top’ in New Zealand’s public schools. An overview of Progressive (or New ) Education, the changing theories of culture and race in the Native School system, and relations between these during World War Two, opens a wide-angled aperture through which to read Sylvia’s early writing.

text: Sylvia’s place: Ashton-Warner as New Zealand educational theorist. Sylvia Ashton-Warner’s New Zealand educational context has been – and continues to be – misrepresented as antithetical to her creative methods. Sue Middleton, a professor of education, locates Sylvia’s educational ideas within the national and international Progressive Education movement, indicating that key education officials in post-war New Zealand encouraged creativity and self-expression.

This chapter makes the case that, as a teacher, an educational writer and theorist, Sylvia Ashton-Warner grew in, and not in spite of New Zealand. My argument unfolds in two parts. The first reviews theoretical ideas in the local and international educational environment in which Sylvia lived and worked. Sylvia and Keith Henderson taught in what was referred to until 1946 as the Native School system (and from 1948 until its abolition in 1968 as the Maori Scholl system). They trained and began work as teachers during the Great Depression; and Sylvia began serious writing during World War Two. The war and the Native Scholl system interested in complex ways with the wider international Progressive Education movement and its promotion ‘from the top’ in New Zealand’s public schools. An overview of Progressive (or New ) Education, the changing theories of culture and race in the Native School system, and relations between these during World War Two, opens a wide-angled aperture through which to read Sylvia’s early writing.

year: 2009