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  • 1.
    Abdelmoez Wiklund, Joel
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies, Middle Eastern Studies.
    Women’s status in Islamic texts and feminist interventions2017In: Orientaliska Studier, ISSN 0345-8997, no 152, p. 5-14Article in journal (Other academic)
  • 2. Abdullah, Ailin
    et al.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    State Neutrality and Islamic Education in Sweden2018In: European Perspectives on Islamic education and Public Schooling / [ed] Jenny Berglund, Sheffield, UK: Equinox Publishing, 2018, p. 312-334Chapter in book (Refereed)
    Abstract [en]

    Public debate about Islam and Muslims often focuses on contradictions, conflicts, and contrasting value systems. Since 9/11, the bombings in Madrid and London and the recent rise of ISIS this debate has to a large extent included a fear that Muslim immigrants will be disloyal to their new Western countries, and thus requires increased surveillance and control. Conversely, others argue that Muslim populations in the West have wrongly suffered from the increasing intolerance and suspicion resulting from terrorist acts committed by a small number of radicals. Such voices point to a need to safeguard religious freedom and the right to equal treatment regardless of a group’s ethnic, cultural, linguistic, or religious background. In many European countries, these discussions have directed attention toward places of Islamic education such as Muslim schools, mosques, and Islamic organizations, focusing on the sometimes controversial manner in which they have been depicted in the media, public discourse, and, within Muslim communities themselves (Aslan 2009; Birt 2006). Religious education is both an essential and a challenging objective for minorities since the “transmission” of religious tradition to future generations is crucial to the survival of any religion. In Sweden as elsewhere in Europe many Muslim children and teenagers and even adults attend privately-run, extra-curricular Islamic classes. Some attend Islamic schools or are taught at home. Publically funded Islamic education options provided by the state are an emergent option in several European countries. These classes lie not only at the heart of debates over religious freedom, equal rights to education, and integration, but are also connected to matters of securitization and the state control of Islam. This paper will present an overview of publicly funded, mainly pre-university Islamic education in Sweden, a European Western secular Christian majority country with a Muslim minority population. Firstly, I will establish a definition of Islamic education and a description of the state funding of education and religion in general. Then, the paper will move on to describe different types of Islamic education that are available in Sweden.

  • 3.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Latin.
    Alfonso's Editorial Work in the Liber ad reges: a Pitfall for Vernacular Translators?2000In: The Translation of the Works of St. Birgitta of Sweden: into the Medieval Vernaculars, 2000, p. 264-Conference paper (Other academic)
  • 4.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Handskrifterna till Birgittas revelationer2003In: Birgitta av Vadstena: Pilgrim och profet 1303-1373. En jubileumsbok 2003, Natur och Kultur, Stockholm , 2003, p. 429-Chapter in book (Other (popular science, discussion, etc.))
  • 5.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Ne memoria nostri pereat: Rhetoric and Preoccupation with Oblivion in a King's Last Will2000In: Tongues and Texts Unlimited: Studies in Honour of Tore Janson on the Occasion of his Sixtieth Anniversary, Institutionen för klassiska språk, Stockholms universitet, Stockholm , 2000Chapter in book (Other academic)
  • 6.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Latin.
    Sancta Birgitta Reuelaciones: Book IV1992Book (Other (popular science, discussion, etc.))
  • 7.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Latin.
    Sancta Birgitta Reuelaciones: Book VIII2002Book (Other academic)
  • 8.
    Aili, Hans
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages. Latin.
    St. Birgitta and the Text of the Revelationes: A Survey of Some Influences Traceable to Translators and Editors1986In: The Editing of Theological and Philosophical Texts from the Middle Ages: Acts of the Conference Arranged by the Department of Classical Languages, University of Stockholm, 29-31 August 1984, 1986Conference paper (Other academic)
  • 9.
    Aili, Hans
    et al.
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Svanberg, Jan
    Department of the History of Art.
    Imagines Sanctae Birgittae: The Earliest Illuminated Manuscripts and Panel Paintings Related to the Revelations of St. Birgitta of Sweden2003Book (Other academic)
  • 10.
    Alvarez López, Laura
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    The Language of the Slave Spirits in Brazilian Umbanda: Memories of Ancestral Dignity2019In: Shackled Sentiments: Slaves, Spirits, and Memories in the African Diaspora / [ed] Eric Montgomery, Lanham: Lexington Books, 2019, p. 177-194Chapter in book (Other academic)
    Abstract [en]

    This chapter focuses on the speech of slave spirits, or pretos-velhos (‘old Blacks’), that we meet in Umbanda communities in Brazil. Such spirits are understood as old African slaves who may possess initiated mediums during the state of trance in rituals. Pretos-velhos represent the memory of slavery by showing a linguistic behavior associated with their condition of enslaved Africans brought from Africa to Brazil: a particular way of speaking, as if an old speaker of African languages who had learned Portuguese as a second language. Earlier studies discuss linguistic characteristics that distinguish the speech of pretos-velhos from other varieties of Brazilian Portuguese, and compare their speech with literary representations of the speech of Africans and their descendants in Brazil, affirming that the contact between speakers of Portuguese and African languages can explain the emergence of specific linguistic features. This chapter will analyze both recordings with one preto-velho called Pai João (‘Father John’) gathered by the author during fieldwork in an Umbanda community in 2005, and written representations of the speech of pretos-velhos in books with Umbanda ritual songs. The findings indicate that, at some point in time, the linguistic features represented in the speech of pretos-velhos were characteristic of all speakers of African languages who learned Portuguese as a second language informally in Brazilian colonial settings. Moreover, the use of certain phonetic and grammatical features in the speech of pretos-velhos has contributed to the characterization of the linguistic behavior of native speakers of African languages who acquired Portuguese as a second language. Some of the features are also present in the so-called Brazilian vernacular Portuguese (and may even be explained by contact with African languages), other signal the speech of a foreigner. The oral representations can be used to complement the limited written data available to us on the speech of the slave population. Finally, we believe that in sacred spaces, where the agents or owners of discourse belong to Afro-Brazilian religious communities, specific or innovative linguistic features seem to recreate African ancestral dignity. After all, the pretos-velhos, spirits of the light, born in Africa, are always ready to help people who often come to Umbanda temples the consult them.

  • 11.
    Alvarez López, Laura
    et al.
    Stockholm University, Faculty of Humanities, Department of Romance Studies and Classics.
    Westerlund, David
    Afroamerikanska religioner2012In: Religion i Latinamerika / [ed] Magnus Lundberg, David Westerlund, Stockholm: Dialogos Förlag, 2012, p. 226-259Chapter in book (Other academic)
  • 12.
    Andersson, Elin
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    Vadstena 1427: The Visit of the Syon Brothers2010In: Saint Birgitta, Syon and Vadstena: Papers from a Symposium in Stockholm 4-6 October 2007 / [ed] Claes Gejrot, Sara Risberg, Mia Åkestam, Stockholm: Kungl. vitterhets historie och antivitetsakademien , 2010, p. 104-109Conference paper (Other academic)
  • 13.
    Andersson, Roger
    Stockholm University, Faculty of Humanities, Department of History. Stockholm University, Faculty of Humanities, Centre for Medieval Studies.
    Heliga Birgittas texter på fornsvenska: Birgittas Uppenbarelser. Bok 32017Collection (editor) (Other academic)
  • 14.
    Andrén, Anders
    et al.
    Stockholm University, Faculty of Humanities, Department of Archaeology and Classical Studies, Archaeology.
    Jennbert, KristinaLunds universitet.Raudvere, CatharinaKöpenhamns universitet.
    Hedendomen i historiens spegel: bilder av det förkristna Norden2009Collection (editor) (Other academic)
    Abstract [en]

    Eight articles, in Swedish, on the modern reception of Old Norse religion

  • 15.
    Arvidsson, Stefan
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies.
    Draksjukan: mytiska fantasier hos Tolkien, Wagner och de Vries2007Book (Other academic)
  • 16.
    Asprem, Egil
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Predictive processing and the problem of (massive) modularity2019In: Religion, Brain & Behavior, ISSN 2153-599X, E-ISSN 2153-5981, Vol. 9, no 1, p. 84-86Article in journal (Other academic)
  • 17.
    Asprem, Egil
    et al.
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Taves, Ann
    Explanation and the Study of Religion2018In: Method Today: Redescribing Approaches to the Study of Religion / [ed] Brad Stoddard, Equinox Publishing, 2018, p. 133-157Chapter in book (Other academic)
  • 18.
    Asprem, Egil
    et al.
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Taves, Ann
    To Our Critics2018In: Method Today: Redescribing Approaches to the Study of Religion / [ed] Brad Stoddard, Equinox Publishing, 2018, p. 192-203Chapter in book (Other academic)
  • 19.
    Bak, Krzysztof
    Uniwersytet Jagielloński w Krakowie, Poland.
    Om ikonoklasmen hos Birgitta Trotzig2015In: Studia Litteraria Universitatis Iagellonicae Cracoviensis, ISSN 1897-3035, Vol. 10, no 4, p. 275-297Article in journal (Refereed)
    Abstract [en]

    On Brigitta Trotzig’s Notion of Iconoclasm

    The Swedish writer Birgitta Trotzig (1928–2011) defines her own process of literary creation in interart terms as a translation of pictures into verbal signs. She often comments on the intersemiotic difficulties involved in this transformation by referring to the Byzantine iconoclastic controversy. Using Trotzig’s notion of the iconoclastic controversy as a starting point, the present article investigates her understanding of the picture-word-transformation problems. The line of argument comprises five stages. In the first stage, the main issue of the article is presented and specified. In the second stage, it is argued that previous critical approaches to Trotzig’s Byzantinism in most cases have been based on misleadingly anachronistic and mainly Occidental categories. In the third stage, the Byzantine iconoclastic controversy is related to the distinctive character of the theological thought of the Eastern Church. In the fourth stage, the Byzantine iconophile and iconoclast theories are applied to Trotzig’s literary works. A close reading of a representative prose poem of hers, “Teologiska variationer” (“Theological variations”), demonstrates that her works unequivocally support the icon theology of the iconodules. In the closing fifth stage, Trotzig’s notion of the Byzantine iconoclastic controversy is reconstructed on the basis of her essays and interviews in which she explains her own as well as other authors’ intersemiotic difficulties. In conclusion, these difficulties are related to general aesthetic, political, ideological and philophical conflicts, all of which are – paradoxically – diagnosed by Trotzig herself in typical categories of Western theology.

  • 20.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    European Perspectives on Islamic Education and Public Schooling2018Collection (editor) (Refereed)
    Abstract [en]

    Islamic religious education (IRE) in Europe has become a subject of intense debate during the past decade. There is concern that states are doing too little or too much to shape the spiritual beliefs of private citizens. State response to the concern ranges from sponsoring religious education in public schools to forgoing it entirely and policies vary according to national political culture. In some countries public schools teach Islam to Muslims as a subject within a broader religious curriculum that gives parents the right to choose their children’s religious education. In the other countries public schools teach Islam to all pupils as a subject with a close relation to the academic study of religions. There are also countries where public schools do not teach religion at all, although there is an opportunity to teach about Islam in school subjects such as art, history, or literature. IRE taught outside publicly funded institutions, is of course also taught as a confessional subject in private Muslim schools, mosques and by Muslim organisations. Often students who attend these classes also attend a publicly funded “main stream school”.

    This volume brings together a number of researchers for the first time to explore the interconnections between Islamic educations and public schooling in Europe. The relation between Islamic education and public schooling is analysed within the publicly and privately funded sectors. How is publicly funded education organised, why is it organised in this way, what is the history and what are the controversial issues? What are the similarities and differences between privately run Islamic education and “main stream” schooling? What are the experiences of teachers, parents and pupils?

  • 21.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Introduction2018In: European Perspectives on Islamic Education and Public Schooling / [ed] Jenny Berglund, Sheffield, UK: Equinox Publishing, 2018, p. 1-8Chapter in book (Other academic)
  • 22.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Islamic Education in Europe: An Opportunity for Equal Rights or a Way to Control Islam?2018In: Public Theology, Religious Diversity, and Interreligious Learning / [ed] Manfred L. Pirner, Johannes Lähnemann, Werner Haussmann, and Susanne Schwarz, New York: Taylor & Francis, 2018, p. 158-170Chapter in book (Refereed)
    Abstract [en]

    Islamic religious education (IRE) in Europe has become a subject of intense debate. People worry their states are doing too little or too much to shape the spiritual beliefs of private citizens. State response to the concern ranges from sponsoring Islamic education in public schools to forgoing it entirely. The policies vary according to national political culture. On one hand, the emergence of publicly funded Muslim schools and IRE in Europe can be seen as to provide equal educational opportunities to Muslims and other religious minorities through partnerships with the state. On the other hand, public funding can also be conceived as a means to “domesticate” Islam by bringing it within the European framework. In other words, offering publicly funded Islamic religious education can be viewed as an attempt to control Muslims. In this paper I explore these questions by discussing them in relation to state-church relations in different European countries. I also use the comparison theoretically to argue that the study of publicly funded minority education, such as Islamic education, can be understood as a litmus test for the relation between various Western democracies and their minority populations but also in relation to the concept of public theology. 

  • 23.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Islamundervisning i det oförutsägbara klassrummet2018In: Interkulturell religionsdidaktik: Utmaningar och möjligheter / [ed] Olof Franck, Peder Thalén, Lund: Studentlitteratur AB, 2018, 1, p. 275-290Chapter in book (Other academic)
  • 24.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Mainstream Secular and Qur'an-based Islamic Education: Student Perspectives on the Relation between Two Disparate Forms2018In: European Perspectives on Public Education and Public Schooling / [ed] Jenny Berglund, Sheffield, UK: Equinox Publishing, 2018, p. 390-408Chapter in book (Refereed)
    Abstract [en]

    This article focuses on the reported experiences of Muslim students that regularly shift between Quran-centred supplementary Islamic education and mainstream secular school. Its aim is to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two apparently disparate institutions. The interviews were conducted in Stockholm and London, and thus a secondary aim is to assess the similarities and differences between these two national contexts. To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of liturgical literacy. It shows differences between Quran-based and mainstream notions of “reading”, especially with respect to their contrasting definitions of “understanding” and “meaning”; it also explores how competency in Quran recitation might become a valuable “capital” when translated from the language of “liturgical literacy” to the language of “skills”.

  • 25.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    The integration of Islam and Muslims in Public Schools: Challenges and Opportunities2018Conference paper (Other academic)
    Abstract [en]

    Since the bombings in London, Paris and Stockholm, public debate about Islam and Muslims has often focused on contradictions, conflicts, and contrasting value systems. On one side of this debate are those with a growing concern that immigrants with Muslim cultural backgrounds would be disloyal to their European homes, thus requiring increased monitoring, surveillance, and control. And on the other side are those who argue that the West’s Muslim populations have wrongly suffered from the increasing fear, intolerance, and suspicion generated by the international politics and terrorism of a small number of radicals. Such voices claim that there is a need not for monitoring and surveillance, but rather for the safeguarding of religious freedom and the right to equal treatment regardless of a group’s ethnic, cultural, linguistic, and/or religious background.

    In many countries these discussions have directed attention towards places of Islamic education such as Muslim schools, mosques, and Islamic organizations, with a focus on the often controversial and contested manner in which they have been depicted in the media, in public discourse, and, indeed, within Muslim communities themselves. Here it should be emphasized that issues surrounding the matter of how to transmit one’s religious tradition to future generations is crucial to the survival of any religious minority in any part of the world, making religious education both an essential and a challenging minority cultural aim.

    In a “Democratically troublesome time” international knowledge transfer and learning from each other, across national borders, can be of utter importance. For this reason, I will, in this paper: 1) present a typology of publicly funded pre-university Islamic education in Europe; 2) present some findings from my latest research project that deals with young Muslims Experiences of Islamic and secular education in Sweden and Britain; 3) point to some challenges and opportunities concerning the integration of Islam and Muslims in Public Schools on the basis of 1) and 2).

  • 26. Björkman, Jenny
    et al.
    Jarrick, ArneStockholm University, Faculty of Humanities, Department of Archaeology and Classical Studies, Centre for the Study of Cultural Evolution.
    Religionen tur och retur2017Collection (editor) (Other academic)
  • 27.
    Blommé, Andreas
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Vems islam och kristendom?: En undersökning av tre gymnasieläroböckers beskrivningar och rekontextualiseringar2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper has been to highlight how three different highschool textbooks portrays Christianity and Islam. The aim of the paper has been to higlight and pinpoint how the three different textbooks uses different angles and perspectives on recontextualization; which ergo in turn creates a different field of transferred knowledge from each individual textbook.

    The paper uses an applied model of Bernstein’s theory of recontexualization, and from it derives two analytical tools to process and make an analysis of the textbooks transferred knowledge. The first analytical methodical tool of Bernstein’s theory is positioning, which is used in the paper to highlight what the different textbooks value and evaluate different kinds of knowledge of Christianity and Islam. The second methodical tool used in the paper is structuring, which is used in the paper to highlight how the different textbooks portrays the knowledge of Christianity and Islam. Said’s theory of orientalism have also been used in the paper to further problematize the recontextualization displayed in the textbooks, which together with the papers’ methododical approach have formed the basis of the analysis of the textbooks transferred knowledge about Christianity and Islam. The three chosen textbooks are all in used in highschools  in Stockholm, I have also conferred the Swedish curriculum LGY11, to compare and match if the transferred knowledge from the textbooks equates to the demands and knowledge requirements by the curriculum LGY11.  

    The material used and analyzed in this paper is two Swedish and one English highschool textbooks. This material have formed the basis of the paper’s interpretation, analysis and problemazation which I have used basis to try to answer my thesis.

    The conclusions drawn from the paper is that the two Swedish textbooks uses an extensive positioning in their transferred knowledge about Christianty and islam, which together with the theory of orientalism work to position Christianity in a better light when comparing to Islam. The English textbook on the other hand uses structuring, to further explain and inform about the religions, this is turn creates a more balanced and neutral transfer of knowledge from the English textbook compared to the two Swedish textbooks. The paper has ergo shown that textbooks can therefore reinforce religious identities or create understanding in the transfer of knowledge to the pupil reading it. It is therefore crucial for the teacher to have a critical eye when choosing textbook. This in turn to create and further an understandning of different religions and to certify that the textbook do not reinforce and segregate cultural identities of the pupils in the classroom and ergo society as a whole.   

  • 28.
    Bodin, Per-Arne
    Stockholm University, Faculty of Humanities, Department of Slavic Languages.
    Den heliga påklädningen av patriarken.2009In: Svenska dagbladet, no 07-28Article in journal (Other (popular science, discussion, etc.))
  • 29.
    Bodin, Per-Arne
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    From Biography to Hymnography: On the Canonization of Patriarch Tikhon2017In: Spiritual and Ecclesiastical Biographies: Research, Results, and Reading / [ed] Anders Jarlert, Stockholm: Kungl. Vitterhets Historie och Antikvitets Akademien, 2017, p. 148-165Chapter in book (Refereed)
  • 30.
    Bodin, Per-Arne
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    Pavel Florenskij, matematiken och ikonteologin –  Apropå Fabian Heffermehls Bildet sett fra innsiden: Matematiske og ikonoklastiske konsepter i Florenskijs omvendte perspektiv2016In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 6, p. 46-50Article in journal (Other (popular science, discussion, etc.))
  • 31.
    Bodin, Per-Arne
    Stockholm University, Faculty of Humanities, Department of Slavic Languages and Literatures.
    Ryssland och den sakrala tiden2013In: Minne och manipulation: Om det kollektiva minnets praktiker / [ed] Barbara Törnquist-Plewa & Ingrid Rasch, Lund: The Centre for European Studies at Lund University , 2013, p. 71-85Chapter in book (Other academic)
  • 32.
    Bodin, Per-Arne
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    The Making of the New Martyrs of Russia: Soviet Repression in Orthodox Memory, Karin Hyldal Christensen,
 København: Humanistisk fakultet, Københavns universitet 20162017In: Nordisk Østforum, ISSN 0801-7220, E-ISSN 1891-1773, Vol. 31, p. 37-39Article, book review (Other academic)
  • 33.
    Bodin, Per-Arne
    Stockholm University, Faculty of Humanities, Department of Slavic and Baltic Studies, Finnish, Dutch, and German, Slavic Languages.
    Vzgljad Na Russkuju Cerkov’ V šVecii ėPochi VelikoderžAvija2017In: Christianstvo - pro et contra: konfessionalʹnye faktory formirovanija cennostnoj struktury rossijskoj civilizacii : antologija / [ed] Dmitrij Kirillovič Bogatyrev, Aleksandr M Priluckij, Sankt Petersburg: Russkaja christianskaja gumanitarnaja akademija , 2017, p. 252-262Chapter in book (Other academic)
  • 34.
    Cedergren, Mickaëlle
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    L'héritage catholique dans le théâtre de Strindberg 2009In: Inter-lignes, ISSN 1959-6995, no n° spécial (2008), p. 101-109Article in journal (Refereed)
  • 35.
    Cedergren, Mickaëlle
    Stockholm University, Faculty of Humanities, Department of French, Italian and Classical Languages.
    L'Idéal monastique chez Huysmans et Strindberg, entre réalité et fiction.2009In: Revue de littérature comparée, ISSN 0035-1466, E-ISSN 1965-0264, ISSN 0035-1466, Vol. LXXXVI, no 2, p. 165-182Article in journal (Refereed)
    Abstract [en]

    Strindberg and Huysmans belong to the same fin de siècle mysticism period and deal with the same religious dream, more specifically one concerning the setting up of a “monastically inspired artistic community”. Whereas Huysmans realized a part of this dream and became a Benedictine oblate while at the same time trying to found a “colony of artists” of his own and to some extent succeeded, Strindberg did not. The Swedish writer could never materialize his plan, several aspects of which were extensively described in his letters. Instead of becoming a monk, he used his own literary writing and incarnated his dream in a number of theatrical pieces. This study investigates the two different modes in which Huysmans and Strindberg respectively lived his own particular dream.

  • 36.
    Charpentier Ljungqvist, Fredrik
    Stockholm University, Faculty of Humanities, Department of History.
    Bannlyst kung av Guds nåde: Maktlegitimering och kungaideologi i Sverris saga2008In: Collegium Medievale: Tverrfaglig tidsskrift for middelalderforskning, ISSN 0801-9282, Vol. 21, p. 3-66Article in journal (Refereed)
    Abstract [sv]

    A Divine King Excommunicated: Legitimisation of Power and Ideology of Kingship in Sverris Saga

    This article investigates how Sverrir Sigurðarson, ruler of Norway between 1177 and 1202, is ideologically legitimised as king in the biography Sverris saga. In previous research, the perception that Sverrir is portrayed as a Christian rex iustus has competed with the perception that Sverrir is depicted as a traditional Old Norse warrior king, who gains his legitimacy through his military successes. This article demonstrates that the rex iustus idea is central in the saga when it comes to legitimising Sverrir, and that his seizure of power is also placed in the salvation-historical worldview of the time. Fully in accordance with the way contemporary continental European kings legitimised their claims to power, Sverrir’s royal power is justified in the saga through a combination of the notion that God has chosen Sverrir as king and the notion of a line of succession to the throne through paternal blood ties. The article also demonstrates that the saga, like the polemic pamphlet A Speech against the Bishops (Ett tal mot biskoparna), propagates against the perception that the Church is above the royal power and dismisses the Church’s excommunication of Sverrir as unjust and invalid.

  • 37.
    Charpentier Ljungqvist, Fredrik
    Stockholm University, Faculty of Humanities, Department of History.
    Kristen kungaideologi i Sverris saga2006In: Scripta Islandica, ISSN 0582-3234, Vol. 57, p. 79-95Article in journal (Refereed)
  • 38.
    Charpentier Ljungqvist, Fredrik
    Stockholm University, Faculty of Humanities, Department of History.
    Kungaideologin i Sverris saga2006In: The fantastic in Old Norse/Icelandic literature. Sagas and the British Isles: Preprint Papers of The 13th International Saga Conference. Durham and York, 6th–12th August, 2006 II, 2006, p. 583-592Conference paper (Other academic)
    Abstract [sv]

    I det traditionella norröna samhället var en god kung detsamma som en framgångsrik kung. Det var framgången som legitimerade rätten till tronen. När kungamakten institutionaliserades förändrades kraven som ställdes på kungen. En religiös legitimitet för maktutövningen blev nödvändig, representerad i den rex iustus-doktrin som gjorde sitt intåg genom integrationen med det kristna Europa.

    Sverrir Sigurðarson († 1202) gjorde anspråk på den norska kronan under vad som måste betecknas som övergångsskedet mellan den gamla och nya kungaideologin. Den nästan samtida biografin över honom, Sverris saga, ger ett unikt porträtt av ett medeltida härskarliv, som möjliggör en analys av den ideologi som hans maktanspråk legitimeras genom. Sverre Bagge har i sin tongivande forskning menat att sagan legitimerar Sverrir genom hans framgångar på slagfältet. Med andra ord menar Bagge att sagan präglas av främst traditionell norrön kungaideologi. I mitt paper kommer jag att diskutera den uppfattningen med utgångspunkt från att forskare som Aron J. Gurevich, Ludvig Holm-Olsen, Halvdan Koht och Gerhard Loescher inte har delat Bagges uppfattning, utan istället framhållit den religiösa retorikens betydelse för legitimitetsskapandet.

    Ideologin i Sverris saga uttalas sällan direkt, utan måste istället sökas såväl i dialoger, tal och drömmar som i beskrivningen av kungen och hans handlande. Jag syftar i mitt paper till att utreda och åtskilja vilka element i Sverris saga som bör kopplas till ett traditionellt norrönt kungaideal, respektive vilka som bör kopplas till rex iustus-doktrinen. På det viset vill jag kunna nå ett steg längre än i tidigare forskning när det gäller att fastslå i vilken utsträckning de bägge kungaideologierna finns företrädda i sagan. En sak som jag vill lägga särskild vikt vid är om sätten, som Sverrirs rätt till tronen legitimeras på i sagan, förändras sedan han har blivit bannlyst av påven.

  • 39.
    Charpentier Ljungqvist, Fredrik
    Stockholm University, Faculty of Humanities, Department of History.
    [Recension av Nora Berends (red.) bok ”Christianization and the Rise of Christian Monarchy: Scandinavia, Central Europe and Rus’ c. 900–1200” (2007)]2008In: Scandia: Tidskrift för historisk forskning, ISSN 0036-5483, Vol. 74, no 2, p. 127–129-Article, book review (Other academic)
  • 40. Crockford, Susannah
    et al.
    Asprem, Egil
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Ethnographies of the Esoteric: Introducing Anthropological Methods and Theories to the Study of Contemporary Esotericism2018In: Correspondences: Online Journal for the Academic Study of Western Esotericism, E-ISSN 2053-7158, Vol. 6, no 1, p. 1-23Article in journal (Refereed)
    Abstract [en]

    In this article, we introduce the ContERN special issue on ethnographies of the esoteric. While the study of esotericism has been dominated by historical-philological scholarship, recent years have seen an increase in anthropological approaches to contemporary esotericism. We argue that this development provides the field not only with new tools, but also fresh perspectives on long-standing theoretical challenges. What are the implications of situating esotericism in particular ethnographic fieldsites? How does anthropological theory reflect on deep-rooted assumptions in the field? We address these questions using examples from the articles in the present special issue as well as other recent ethnographies of esoteric subject matter.

  • 41.
    Cullhed, Anders
    Stockholm University, Faculty of Humanities, Department of Literature and History of Ideas, History of Literature.
    Pärlor för svin: Augustinus och skriftens dunkel2009In: Ordens negativ: till Anders Olsson / [ed] Anders Cullhed, et al., Stockholm/Stehag: Symposion Brutus Östlings bokförlag, 2009, p. 25-43Chapter in book (Other academic)
  • 42. Daruvala, Dinky
    et al.
    Dannefjord, Per
    Lindenfors, Patrik
    Stockholm University, Faculty of Science, Department of Zoology, Animal Ecology. Stockholm University, Faculty of Humanities, Centre for the Study of Cultural Evolution.
    Sturmark, Christer
    Slopa statligt stöd till homofoba trossamfund2015In: Aftonbladet, ISSN 1103-9000Article in journal (Other (popular science, discussion, etc.))
  • 43. Dyrendal, Asbjørn
    et al.
    Robertson, David G.Asprem, EgilStockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies.
    Handbook of Conspiracy Theory and Contemporary Religion2019Collection (editor) (Refereed)
    Abstract [en]

    Conspiracy theories are a ubiquitous feature of our times. The Handbook of Conspiracy Theories and Contemporary Religion is the first reference work to offer a comprehensive, transnational overview of this phenomenon along with in-depth discussions of how conspiracy theories relate to religion(s). Bringing together experts from a wide range of disciplines, from psychology and philosophy to political science and the history of religions, the book sets the standard for the interdisciplinary study of religion and conspiracy theories.

  • 44. Enstedt, Daniel
    et al.
    Larsson, GöranSardella, FerdinandoStockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Religionens varp och trasor: En festskrift till Åke Sander2016Collection (editor) (Other academic)
  • 45. Ericson, Emilia
    et al.
    Gustafsson, Ulf
    Lindenfors, Patrik
    Stockholm University, Faculty of Science, Department of Zoology, Animal Ecology. Stockholm University, Faculty of Humanities, Centre for the Study of Cultural Evolution.
    Sturmark, Crister
    Humanisterna tar barns religionsfrihet på allvar2015In: Svenska dagbladet, ISSN 1101-2412, no 28 aprilArticle in journal (Other (popular science, discussion, etc.))
  • 46.
    Foxeus, Niklas
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Recension av: Simon Sorgenfrei (ed.), Mystik och andlighet – kritiska perspektiv. Stockholm: Dialogos förlag 20132014In: Chaos: skandinavisk tidsskrift for religionshistoriske studier, ISSN 0108-4453, E-ISSN 1901-9106, Vol. 60, no 2Article, book review (Other academic)
  • 47.
    Foxeus, Niklas
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, History of Religions.
    Vidyādhara (weikza/weizzā)2016In: Oxford Bibliographies, Oxford University Press, 2016Chapter in book (Refereed)
  • 48.
    Fällman, Fredrik
    Stockholm University, Faculty of Humanities, Department of Oriental Languages.
    1847-1956 nian Ruidian fu hua chuanjiaoshi shilüe 1847 = 1847-1956 年瑞典赴华传教士事略 [Swedish Missionaries in China 1847-1956]2007In: Kua wenhua duihua. 21 ji = 跨文化对话 = Dialogue transculturel: Zhongguo-Ruidian wenhua hao = 中国 - 瑞典文化号 / [ed] Daiyun Le, Bixiong Li, Linsen Qian, Nanjing: Jiangsu renmin chubanshe , 2007, no 21, p. 92-101Chapter in book (Other academic)
  • 49.
    Fällman, Fredrik
    Stockholm University, Faculty of Humanities, Department of Oriental Languages.
    60 år för Gud i Kina: Svenska Missionsförbundet i Hubei 1890–19511997Book (Other academic)
  • 50.
    Fällman, Fredrik
    Stockholm University, Faculty of Humanities, Department of Oriental Languages.
    Chinese Christianity is more than Calvin2009In: guardian.co.uk (The Guardian online), ISSN 0261-3077, no 6 June 2009Article in journal (Other (popular science, discussion, etc.))
12345 1 - 50 of 204
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