Titlebook: Swedish Children’s Cinema; History, Ideology an Malena Janson Book 2024 The Editor(s) (if applicable) and The Author(s), under exclusive li

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Martin Hellströmnterest in metastatic dissemination as well as medical and graduate students seeking to expand and integrate the notions acquired in basic cancer biology and oncology courses.978-94-017-8258-6978-94-007-2558-4

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,Introduction: On the History, Ideology, and Aesthetics of Swedish Children’s Cinema,ver a century, received state support for 70 years, and been richly awarded at international film festivals throughout the years. Despite its long and rich history, though, children’s film in Sweden has notably lower status than other genres of films, and this is especially prominent within academia

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Beauties and Beasts: On the Child-Nature Relationship in Swedish Children’s Film that children are naturally linked to nature in ways other than adults are, has seldom been questioned. In the present chapter, six Swedish children’s films are analysed. The question is what the bond between children and nature consists of and what kind of assumptions this bond has for children, f

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Like Other Kids, Yet Different: Sámi Children in Swedish Children’s Filmthorities. In this chapter, the representations of Sámi children in five children’s films are examined through close reading. The films span a period of almost 60 years: . (‘Sampo the Little Lapp Boy’ 1949), . (‘Beyond Day and Night’ 1988), . (‘Misa Mine’ 2003), . (2016), and . (2017). Three themes

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Beyond Subjugation and Stereotype: The Representation of Girls in from the film, an interview with the film director and an interview with a film curator who screened the film for young audiences. The broader context of the development of Swedish films for young audiences is described, alongside a brief account of some of the stereotypes, and absences in the ways

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The Prankster, the Funster, and the Overhelper: The Comedy of Mischief in the Swedish ld actors, and young spectators. We argue that the . between the rascals and their adult partners, was a central tenet in the formation of a democratic culture. Civic education does not only mean learning to obey, but also to develop a mind of one’s own by enjoying rule-breaking pranks..The developm