https://tidsskrift.dk/lev/issue/feed Leviathan: Interdisciplinary Journal in English 2020-01-19T03:31:05+01:00 Jens Kjeldgaard-Christiansen jkc@cc.au.dk Open Journal Systems <p>A student journal for the students of the Department of English at Aarhus University.</p> https://tidsskrift.dk/lev/article/view/115491 Interdisciplinary: To Be or Not to Be? 2020-01-19T03:31:05+01:00 Míša Hejná misa.hejna@cc.au.dk Sune Borkfelt engsb@cc.au.dk Mark Ø. Eaton engme@cc.au.dk Ken Ramshøj Christensen krc@cc.au.dk Mathias Clasen mc@cc.au.dk Antoinette Fage-Butler fage-butler@cc.au.dk Anna Bothe Jespersen anna.jespersen@cc.au.dk Ushma Chauhan Jacobsen ucj@cc.au.dk Jens Kjeldgaard-Christiansen jkc@cc.au.dk Anne Schjoldager asc@cc.au.dk Matthias Stephan engms@cc.au.dk Mette Hjortshøj Sørensen mette@cc.au.dk <p>This article introduces student readers to the realm of the interdisciplinary, with a primary focus on the humanities. We first introduce interdisciplinarity and other related terms as concepts. We then present eight specific examples, on which we illustrate interdisciplinary research. Finally, we address the question of when one should be interdisciplinary.</p> 2019-08-19T00:00:00+02:00 ##submission.copyrightStatement## https://tidsskrift.dk/lev/article/view/115494 Educational Equality 2020-01-19T03:30:54+01:00 Laura Matson lmats081@uottawa.ca <p>This article examines the impact of linguistic discrimination on learner’s academic performance in the context of teaching English as a second or foreign language (TESL/TEFL). Standard English ideology has permeated the education system in a way that affects many facets of English language teaching and learning. Three learner affective factors related to anxiety, motivation and self-confidence will be discussed to illustrate ways in which students are impacted by linguistic discrimination. In light of the evidence that linguistic discrimination is detrimental to learner’s academic performance, two methods will be discussed as ways in which linguistic discrimination can be mitigated. These methods, anti-racist education and plurilingualism, have been selected based on their potential to address linguistic discrimination at a more systemic level.&nbsp;</p> 2019-08-19T00:00:00+02:00 ##submission.copyrightStatement## https://tidsskrift.dk/lev/article/view/115495 Cause and Effect 2020-01-19T03:30:49+01:00 Majbritt Kastberg Grønbæk 201807141@post.au.dk <p>At the turn of the 20<sup>th</sup> century, parts of the peaceful suffragists had grown frustrated with the lack of progress that had been made towards women’s suffrage. From this frustration new organisations were established that turned to more radical and, at times, violent strategies to draw attention to their cause. This paper focuses on the militant part of the fight for women’s suffrage and the effect the militancy had on the contemporary view of the women’s rights movement. The paper argues that despite creating a negative view of the women’s suffrage movement, the militant efforts weren’t entirely wasted since it created publicity for the movement and helped restart the discussion on women’s suffrage.</p> 2019-08-19T00:00:00+02:00 ##submission.copyrightStatement## https://tidsskrift.dk/lev/article/view/115496 Semitic Stereotypes 2020-01-19T03:30:43+01:00 Matias R. Porsgaard Matiasporsgaard@outlook.dk <p>This article examines how Jewish characters speak, look and act on the American comedy cartoons <em>South Park</em> and <em>Family Guy</em>. Through analyses of relevant episodes, a correlation is established between being a Jewish stereotype, speaking a distinct ‘Jewish English’ dialect and being a negative character on both shows. The analyses are based on 6 key characters from the two shows who are all Jewish, and while the 3 negative and stereotypical characters use certain features associated with the ‘Jewish dialect’ defined by Sarah Bunin Benor, as well as look and act according to classic Hollywood stereotypes of Jews, the 3 non-stereotypical positive/neutral characters do not. The consequences of associating certain dialects with negative characters in popular media are then discussed and it is argued that it can have serious consequences for real people.</p> 2019-08-19T00:00:00+02:00 ##submission.copyrightStatement## https://tidsskrift.dk/lev/article/view/115497 The Politics of Gun Control in the United States 2020-01-19T03:30:38+01:00 Vibeke Sofie Sandager Rønnedal au567105@uni.au.dk <p>The discussion of the right to keep and bear arms has been a growing issue in American society during the past two decades. This article examines the origin of the right and whether it is still relevant in contemporary American society. It is found that the Second Amendment was written for two main reasons: to protect the people of the frontier from wildlife and foreign as well as native enemies, and to ensure the citizen militia being armed and ready to fight for a country with a deep-rooted mistrust of a standing army and a strongly centralized government. As neither of these reasons have applied to American society for at least the past century, it is concluded that American society has changed immensely since the Second Amendment was ratified in 1791, and that the original purpose of the right to keep and bear arms thus has been outdated long ago.</p> 2019-08-19T00:00:00+02:00 ##submission.copyrightStatement## https://tidsskrift.dk/lev/article/view/115493 Diversity Dissected 2020-01-19T03:30:59+01:00 Emilie Snedevig Hoffmann emilie.hoffmann@zhaun.net <p>Based on comparative, intercategorical intersectional analyses of <em>Aladdin</em> (1992), <em>Mulan</em> (1998), and <em>The Princess and the Frog</em> (2009), I find that Disney’s intersectional representations and socialization messages tied to gender and race/ethnicity have not changed noticeably from the release of <em>Aladdin</em> to that of <em>Princess</em>. Rather, they continue to be problematically postfeminist because they hide heteronormative and patriarchal sentiments behind images of girl power. They are also sinisterly stereotypical because they negatively portray the Other and valorize Western values. Although Disney socializes different intersectional groups of children in a racialized way that distinguishes between people of color living within or outside of the United States by only encouraging the latter group to attempt to achieve relative whiteness, all three films socialize their target child audience according to heteronormative, patriarchal, and white privilege affirming values. As such, I argue that the films may be harmful to the socialization of all children.</p> 2019-08-19T00:00:00+02:00 ##submission.copyrightStatement##