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Focusing particularly on historically oriented sagas, Saga emotions identifies and examines a range of emotions from across Old Norse-Icelandic saga literature. Each chapter begins with a discrete emotion term, such as reiði (anger), gleði (joy), or the peculiarly Old Norse víghugr (killing-mood), exploring its usages within the broad saga corpus, and focusing on its contextual meanings and narrative purposes. The contributions explore the specifics of the lexical terms used for different emotion states and offer in-depth case studies that consider how various emotions manifest within particular examples of saga literature. The book offers the emotional granularity lacking in current studies of Norse emotion and serves as an essential foundation for future research and study into emotional depiction in Old Norse-Icelandic saga literature.

This book presents ideas on education, gender and intersectionality through a transdisciplinary frame by crossing disciplinary and methodological borders. Exploring the diversity of educational settings ranging from early childhood to adult education, it brings together scholars from various disciplines to discuss, deconstruct and problematize gender and education in relation to several themes in a comparative, intersectional, local, national, regional and international perspective. Each chapter approaches the topic in an intersectional and/or transnational manner and creates powerful gendered educational knowledge. Questions addressed in the book include: What are the challenges or barriers to gender-equal education? How can we understand the gaps between formal policies and educational practices?The chapters in the book illustrate how gender and education are relevant and needed concepts within the field of transdisciplinary research. The authors hail from a range of countries, such as Croatia, Indonesia, Turkey, UK, as well as the Nordic region, and they critically examine gender and education at all levels and in diverse sectors, and with varied lenses, such as neoliberalism in education, and the inclusion of newcomers and refugees.The work also critically investigates programs and pedagogical approaches, culture and values, knowledge and identity in teacher education. The book further addresses criticisms of Western and Anglophone bias around “white feminism” and the norm of white, male and heterosexual privilege.

This book presents ideas on education, gender and intersectionality through a transdisciplinary frame by crossing disciplinary and methodological borders. Exploring the diversity of educational settings ranging from early childhood to adult education, it brings together scholars from various disciplines to discuss, deconstruct and problematize gender and education in relation to several themes in a comparative, intersectional, local, national, regional and international perspective. Each chapter approaches the topic in an intersectional and/or transnational manner and creates powerful gendered educational knowledge. Questions addressed in the book include: What are the challenges or barriers to gender-equal education? How can we understand the gaps between formal policies and educational practices?The chapters in the book illustrate how gender and education are relevant and needed concepts within the field of transdisciplinary research. The authors hail from a range of countries, such as Croatia, Indonesia, Turkey, UK, as well as the Nordic region, and they critically examine gender and education at all levels and in diverse sectors, and with varied lenses, such as neoliberalism in education, and the inclusion of newcomers and refugees.The work also critically investigates programs and pedagogical approaches, culture and values, knowledge and identity in teacher education. The book further addresses criticisms of Western and Anglophone bias around “white feminism” and the norm of white, male and heterosexual privilege.

Verse quotation is intrinsic to the literary style of the medieval Icelandic corpus of Íslendingasögur (sagas of Icelanders), one of the most important vernacular literary genres of the European Middle Ages. The essays collected in this volume demonstrate that the combination of prose and verse constitutes a distinctive literary aesthetic, and that in the medieval Icelandic literary tradition, it was not a question of choosing between prose and verse as the vehicle for stories about the foundational generations of settlers on the island, but of combining both modes to forge the unique literary form of the saga. Verse quotation has always been recognised as an important aspect of the Íslendingasögur, but to date, the significance of verse to the aesthetic of the narrative has mainly been explored with reference to the sub-genre of the skáldasögur (sagas of poets), in which the proportion of verse to prose is at its highest. The contributions to the volume analyse the Íslendingasögur as prosimetrum – that is, they treat the combination of verse and prose as a salient generic and aesthetic feature of this body of sagas. The contributors are leading scholars in the field of Old Norse studies, and their work represents current research trends in the UK, USA, Iceland, Denmark, and Germany. Their innovative approaches will enable a better understanding on the literary mode of the corpus as a whole, as well as producing fresh insights into the compositional habits of the (anonymous) authors of individual sagas.