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Prof. Nina Goga
Western Norway University of Applied Sciences

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0 Environmental Education
0 Nonfiction
0 Children's Literature
0 picturebooks
0 Ecocritical Dialogues

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Journal article
Published: 16 September 2020 in Sustainability
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This article addresses the need for student teachers to experience how to engage ecocritically with children’s literature to be able to support and develop the sustainability competencies of their future students. In order to respond to this need, we designed a research project examining how Norwegian and Catalan student teachers express and negotiate their ideas about an Italian–French picturebook in a teacher–researcher designed ecocritical literature conversation (ELC). The collected material, consisting of students’ notes and sound recorded and transcribed group discussions, was analysed following the steps of content analysis with an emphasis on finding evidence of dialogic competencies and ecocritical competencies. Although the students did not explicitly integrate ecocritical terminology in their discussions, we found that when structured in line with ideas of dialogic teaching, ecocritical thinking, and literature didactics, literature conversations proved to be a useful tool for these students to critically engage with and negotiate about representations of nature and ecological wisdom from the selected picturebook.

ACS Style

Nina Goga; Maria Pujol-Valls. Ecocritical Engagement with Picturebook through Literature Conversations about Beatrice Alemagne’s OnaMagicalDo-NothingDay. Sustainability 2020, 12, 7653 .

AMA Style

Nina Goga, Maria Pujol-Valls. Ecocritical Engagement with Picturebook through Literature Conversations about Beatrice Alemagne’s OnaMagicalDo-NothingDay. Sustainability. 2020; 12 (18):7653.

Chicago/Turabian Style

Nina Goga; Maria Pujol-Valls. 2020. "Ecocritical Engagement with Picturebook through Literature Conversations about Beatrice Alemagne’s OnaMagicalDo-NothingDay." Sustainability 12, no. 18: 7653.

Journal article
Published: 22 November 2019
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ACS Style

Nina Goga. HOME IS OUTDOORS. A STUDY OF AWARD-WINNING NORWEGIAN PICTUREBOOKS. 2019, 14, 1 .

AMA Style

Nina Goga. HOME IS OUTDOORS. A STUDY OF AWARD-WINNING NORWEGIAN PICTUREBOOKS. . 2019; 14 (2):1.

Chicago/Turabian Style

Nina Goga. 2019. "HOME IS OUTDOORS. A STUDY OF AWARD-WINNING NORWEGIAN PICTUREBOOKS." 14, no. 2: 1.

Journal article
Published: 18 June 2019 in Acta Didactica Norge
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Høsten 2020 innføres nye læreplaner (LK20) i norsk skole. Noe av det nye i disse læreplanene er innføringen av tverrfaglige temaer og kjerneelementer i alle fag. I denne artikkelen retter jeg oppmerksomheten mot det tverrfaglige temaet bærekraftig utvikling for å diskutere hvordan dette kan integreres i norskfaget med vekt på kjerneelementene tekst i kontekst, kritisk tilnærming til tekst og muntlig kommunikasjon. Diskusjonen tar utgangspunkt i teoretiske perspektiver på økokritikk, littera-tursamtaler og skalert lesing, og gjennom et forslag til hvordan lærere kan legge til rette for økokritiske litteratursamtaler om representasjoner av forholdet mellom barn og trær i to barnelitterære klassikere. Artikkelen argumenterer for at denne koblingen mellom oppmerksom lesing av og samtaler om barnelitteratur kan utvikle kritiske perspektiver på verbal-språklige framstillinger av flersanselige naturerfaringer og dermed være et bidrag til økt bevissthet om økologisk samspill. Dette er kunnskap som kan ha betydning for hvordan barn og unge blir språklig rustet til å orientere seg i den overordnete klimadiskursen og for hvordan de vil forstå seg selv i rollen som økoborgere.Nøkkelord: økokritikk, plantestudier, litteratursamtaler, barnelitteratur, Johanna Spyri, L. M. MontgomeryEcocritical literature conversations – An arena for increased awareness of ecological interplay?AbstractBy autumn 2020 a new national school curriculum (LK20) will be introduced in Norway. Some of what is new in LK20 is the introduction of cross-curricular themes and core elements in all school subjects. In this article I turn the attention to the cross-curricular theme sustainable development to discuss how this may be integrated into the school subject Norwegian and with a special emphasis on the core elements text in context, critical approach to text and oral communication. The discussion is based on theoretical perspectives on ecocriticism, literature conversations and scaled reading, and on a specific proposal for how teachers may prepare for ecocritical literature conversations on representations of the relationship between children and trees in two literary classics for children. The article argues that this bridging between careful reading of and conversation about children’s literature may evolve a critical approach to verbal depictions of multisensory nature experiences and hence contribute to increased awareness of ecological interplay. Such knowledge may prove significant to children’s linguistic skills needed to orientate in the overall climate discourse and to how they understand themselves as ecocitizens.Keywords: ecocriticism, plant studies, literature conversations, children’s literature, Johanna Spyri, L. M. Montgomery

ACS Style

Nina Goga. Økokritiske litteratursamtaler – en arena for økt bevissthet om økologisk samspill? Acta Didactica Norge 2019, 13, 3 .

AMA Style

Nina Goga. Økokritiske litteratursamtaler – en arena for økt bevissthet om økologisk samspill? Acta Didactica Norge. 2019; 13 (2):3.

Chicago/Turabian Style

Nina Goga. 2019. "Økokritiske litteratursamtaler – en arena for økt bevissthet om økologisk samspill?" Acta Didactica Norge 13, no. 2: 3.

Chapter
Published: 12 June 2018 in Ecocritical Perspectives on Children's Texts and Cultures
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In this Goga argues that Swedish Frida Nilsson’s ecofantasy Ishavspirater (2015, The Ice Sea Pirates) can be read as an exercise in ecological thinking. The story is a first-person narrative told by Siri, a ten-year-old girl. Siri’s tale is about a series of encounters with various people, animals and creatures on a journey through a wintry archipelago. In this landscape’s topography, both Siri and those she meets adopt and negotiate different ethical positions regarding the relationship between, and values of, the various life forms. To support such a reading, the theoretical framework consists of ecocritical perspectives on the relationship between literary characters and the environment, and discussions of the need for an interspecies ethics.

ACS Style

Nina Goga. Children’s Literature as an Exercise in Ecological Thinking. Ecocritical Perspectives on Children's Texts and Cultures 2018, 57 -71.

AMA Style

Nina Goga. Children’s Literature as an Exercise in Ecological Thinking. Ecocritical Perspectives on Children's Texts and Cultures. 2018; ():57-71.

Chicago/Turabian Style

Nina Goga. 2018. "Children’s Literature as an Exercise in Ecological Thinking." Ecocritical Perspectives on Children's Texts and Cultures , no. : 57-71.

Chapter
Published: 12 June 2018 in Ecocritical Perspectives on Children's Texts and Cultures
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The overarching question that guides Ecocritical Perspectives on Children’s Texts and Cultures: Nordic Dialogues is: How is nature represented in children’s and YA texts and cultures with an emphasis on a Nordic corpus? The emphasis on a Nordic corpus helps to fill a gap in international children’s literature criticism and broaden an appreciation of Nordic children’s literature. The introduction presents the background and scope of the volume and a short survey of its ecocritical influences, emphasizing contributions to the study of children’s and YA literature. The survey is followed by a presentation of The Nature in Culture Matrix (The NatCul Matrix), a conceptual tool developed by the NaChiLit group, which is one of the volume’s key contributions to the study of ecocriticism in children’s texts and cultures.

ACS Style

Nina Goga; Lykke Guanio-Uluru; Bjørg Oddrun Hallås; Aslaug Nyrnes. Introduction. Ecocritical Perspectives on Children's Texts and Cultures 2018, 1 -23.

AMA Style

Nina Goga, Lykke Guanio-Uluru, Bjørg Oddrun Hallås, Aslaug Nyrnes. Introduction. Ecocritical Perspectives on Children's Texts and Cultures. 2018; ():1-23.

Chicago/Turabian Style

Nina Goga; Lykke Guanio-Uluru; Bjørg Oddrun Hallås; Aslaug Nyrnes. 2018. "Introduction." Ecocritical Perspectives on Children's Texts and Cultures , no. : 1-23.