Suchergebnisse

Metaphors are more popular than ever in the study of scientific reasoning and culture because of their innovative and generative powers. It is assumed, that novel scientific metaphors become more clear and well-defined, as they become more established and conventional within the relevant discourses. But we still need empirical studies of the career of metaphors in scientific discourse and of the communicative strategies identifying a given metaphor as either novel or conventional. This paper presents a case study of the dis-cursive development of the metaphor of "the genetic code" from the introduction of the metaphor to its establishment as an entire network of interrelated conventional metaphors. Not only do the strategies in communicating the metaphor change as the metaphor becomes more established within the discourse, but the genres in which the metaphor is developed and interpreted change too during the career of the metaphor. Whereas the standard scientific article is central in experimentally researching and explaining the metaphor, a mixture of more popular scientific genres dominates in the innovative conceptual development of the metaphor.

Literaturverz. S.218 - 220

The article interprets professianlism and gender in mothertongue studies in higher education and research. The interpretation is based on a close reading of interviews with students who are in their second year. Opinions on academic content and approach divide the students, who are writing their M.A. theses, into two groups: some students' pronouncements are accepting and general, while others are critical and specific in what they say. The opinions on teaching and research devide the students, who are on their second year, where few want more research in their learning, whereas most of the studens are unaware of research in the teaching. They prefer to learn to teach as proffessionals outside the university. Some of the women can tell how their choises to teach outside the university are despised in mothertongue studies in higher education. Theoretically and methodologically the author of this article is inspired by social constructivists and thinking beyond binarities by poststructuralism and postfeminist theories.

The article discusses three different tendencies of research in gender and literature. These are presented as sex, referring to the way we categorise women and men as biological beings; gender as construction; and deconstrudtion of gender binaries. These tendencies are applied to theories of aeshetic responses as Wolfgang Iser presents them in his book "The Act of Reading". Iser's focus on reading ad projection has inspired the author to improve three different tendencies of research on gender and literature. Throghout the article reflects on the use gender in reading and teaching literature; it offers no simple answer, but more possibilities.

I dette nummer anmeldes følgende: "Når mænd betaler kvinde: om brug af prostitution" (Paul Lyngbye), "Kjønn og fortolkende metode - Metodiske muligheter i kvalitativ forskning" (Hanne Haavind), "Kønnet vi tænker, kønnet vi gør" (Christel Stormhøj), "Indefra. Europæiske kvinders historie belyst ved kildetekster" (Nanna Damsholt (red.)).

Jorunn Hareid: Kæmpe, til jeg kan ej mere: Magdalene Thoresen: En forfatterbiografi. Scanvik, 2012.Renate Klein: Responding to Intimate Violence Against Women. The Role of Informal Networks. Cambridge University Press, 2012.Jacob Birkler: Helt Uden Grænser. Etik og Seksualitet. Munksgaard, 2012.Katri Kivilaakso, Ann-Sofie Lönngren og Rita Paqvalén (red.): Queera läsningar. Litteraturvetenskap möter queerteori. Rosenlarv förlag, 2012.