Jennifer Duggan

Jennifer Duggan

Head of English/Deputy Head ISL

Faculty of Humanities, Sports and Educational Science
Department of Languages and Literature Studies
Campus Drammen (5606)
Jennifer is Associate Professor of English, and both Head of English and Deputy Head of Language and Literature for English at USN's Drammen, Porsgrunn, and Notodden campuses. She works at the intersections of literary and cultural studies in USN's Department of Languages and Literature. She comes to Norway from Vancouver, Canada, and has previously taught English to pre- and in-service teachers at the Norwegian University of Science and Technology (NTNU), Oslo Metropolitan University (OsloMet), and Nord University. Her research is most interested in how the digital present affects children's and young adult literature, as well as readers' modes of reading, reception of texts, and identity-building practices. In 2022, she was awarded a Teaching Award of Merit.

Responsibilities

Jennifer teaches English at both undergraduate and graduate levels with focus on English language learning, literature and culture, children's and youth literatures and media, reader response and reception theory, fandom and popular culture, and critical, literary, and cultural theory. She teaches and supervises within USN's GLU pre-service teacher education integrated master's programs, KfK in-service teacher further education program, the PEDRES/Culture Studies doctoral programs, and Bachelor of Language and Literature program.

Together with Erika Kvistad, she is Project Coordinator of the NOTED project "English Cooperation between USN and York University" (ECUYU), which aims to establish various student and faculty exchange programs between USN and York University in Toronto, Canada.

Jennifer is the current Head of English for campuses Drammen, Porsgrunn, and Notodden.

Competences

In the main, Jennifer's research focuses on the reception of children's and young adult texts. She is particularly interested in the queering/transing practices evident in young readers and viewers' transformative readings of popular texts. Along with queer and trans studies, children's/YA literary studies, fan studies, and posthumanism, her research interests include de-/postcolonial theory, feminist studies, affect studies, narratology, and science and technology studies. She has also published on topics relating to language learning and use, as well as academic and critical literacy.

Jennifer is one of the editors of Jeunesse: Young People, Texts, Cultures and is on the editorial board of MAI: Feminism and Visual Culture. She has previously copyedited for Victorian Review: An Interdisciplinary Journal of Victorian Studies and the Organization of Transformative Work's academic journal, Transformative Works and Cultures. She holds a PhD from NTNU (Trondheim, Norway), a master's degree from the University of British Columbia (Vancouver, BC, Canada), and a bachelor's degree from the University of Victoria (Victoria, BC, Canada). She was awarded an SSHRC graduate fellowship for her doctoral research and a Joseph Bombardier graduate scholarship for her master's research.

Publications

 

JOURNAL ARTICLES

2022

García Zarranz, L., & Duggan, J. (2022). Affect and/as pedagogy: A 101 conversationCapacious, 2(4), 1–8.

2021

Duggan, J. (2021). The lamentable status of (queer) children in fandom: On being a fannish pariahParticipations, 18(2), 44–67.

Duggan, J. (2021). “Worlds. . .[of] Contingent Possibilities”: Genderqueer and Trans Adolescents Reading Fan FictionTelevision and New Media, 23(7), 703–720.

Duggan, J. (2021). Transformative Readings: Harry Potter fan fiction, trans/queer reader response, and J. K. RowlingChildren's Literature in Education, 53(2), 147–168.

2020

Duggan, J. (2020). Revitalizing seriality: Social media, spreadability, and SKAM's success beyond ScandinaviaJournal of Popular Culture, 53​(5), 1004–1022.

Duggan, J. (2020). Who writes Harry Potter fan fiction? Passionate detachment, "zooming out," and fan fiction paratexts on AO3Transformative Works and Cultures, 33.

Ofte, I., & Duggan, J. (2020). Peer respose in language teacher training: Students pedagogic approaches and positioningNordic Journal of Modern Language Methodology, 8(1), 30–54.

2019

Duggan, J., & Dahl, A. (2019). Fan translations of SKAM: Challenging Anglo linguistic and popular cultural hegemony in a transnational fandomScandinavian Studies in Language, 10(2), 6–29.

2018

Krulatz, A., & Duggan, J. (2018). Multilinguality portraits of two intermediate learners of NorwegianReading in a Foreign Language, 30(1), 29–47.

2017

Duggan, J. (2017). Hot for teacher: Intergenerational desire, Harry Potter, and the case of SnarryInternational Research in Children's Literature, 10(2), 146–161.

Duggan, J. (2017). Revising hegemonic masculinity: Homosexuality, masculinity, and youth-authored Harry Potter fanfictionBookbird55(2), 38–45.

Duggan, J., & Krulatz, A. (2017). Extensive reading: Resources and strategies for intermediate and advanced learners of Norwegian. Nordic Journal of Modern Language Methodology, 5(1), 29–48.

2016

Ofte, I., & Duggan, J. (2016). Hverandrevurdering som læringsverktøy i lærerstudenters tilegnelse av akademiske skriveferdigheter i engelskNorges pedagogisk tidsskrift, 3, 207–221.

BOOK CHAPTERS

2021

Krulatz, A., & Duggan, J. (2021). Exploring identities and life stories of multilingual transnational couples through the lens of multilinguality and dominant language constellations. In L. Aronin & E. Vetter (Eds.), Dominant language constellations approach in education and language acquisition (pp. 173–202). Cham Switzerland: Springer.

2020

Duggan, J. (2020). Critical literacy and genre pedagogy: Supporting inclusion, subverting bias. In G. Neokleous, A. Krulatz, & R. Farrelly (Eds.), Handbook on cultivating literacy in diverse multilingual classrooms (pp. 288–308). Hershey, PA: IGI Global.

2019

Duggan, J. (2019). "Watch this space": Queer promises and lacunae in Rowling's Harry Potter texts, or, Harry Potter and the curse of queerbaiting. In J. Brennan (Ed.), Queerbaiting and fandom: Teasing fans through homoerotic possibilities (pp. 95–106). Iowa City, IA: University of Iowa Press.

2016

Duggan, J. (2016). Traumatic origins: Orphanhood and the (super)hero. In M. A. Abate and J. Sutliff Sanders (Eds.), Good grief! Children and comics (pp. 47–68). Columbus, OH: Billy Ireland Cartoon Museum and Library.

REVIEWS​

2020

Duggan, J. (2020). Review of the book Nineteenth-century fictions of childhood and the politics of play, by M. B. HeathInternational Research in Children's Literature, 13(2), 342–344.

Duggan, J. (2020). Review of the book Staging fairyland: Folklore, children's entertainment, and nineteenth-century pantomime, by J. Schacker. International Research in Children's Literature, 13(1), 94–96.

2019

Duggan, J. (2019). Review of the book From colonial to modern: Transnational girlhood in Canadian, Australian, and New Zealand children's literature, 1840–1940, by M. J. Smith, K. Moruzi, & C. Bradford. International Research in Children's Literature, 12(2), 229–231.

2016

Duggan, J. (2016). Review of the book Children’s literature and the avant-garde, ed. E. Druker & B. Kümmerling-Meibauer. Linguilist, 27(1825), n.p.

REPORTS

2019

Duggan, J. (2019). Fanfiction and minority youth: Remixing race, sexuality, and gender. In A. Sparrman (Ed.), Children's and young people's cultural and media habits. Kulturanalys Norden, Nordic Council of Ministers.

TEXTBOOKS

2019

Duggan, J., Ofte, I., & Humphrey, K. (2019). Kompetanse for kvalitet: The teacher as English student. Oslo: Cappelen Damm Akademisk.

2017

Ofte, I.Pande-Rolfsen, M., & Duggan, J. (2017). Kompetanse for kvalitet: Læreren som student. Oslo: Cappelen Damm Akademisk.

DIVERSE DISSEMINATION ​

2018

Duggan, J., & Krulatz, A. (2018). Old tales, new tricks: Comics, fairy tales, and the EFL classroom. TEIS Newsletter. 

CONFERENCE PAPERS

2022

Duggan, J. (2022). Transformative readings. (Invited speech.) 11th Annual Harry Potter Academic Conference, Chesnut Hill College, Philadelphia, USA. [Digital]

Duggan, J. (2022). Queer/trans fandom: Considering the links between transmedia engagement and trans/queer identities. (Invited speech.) Children's Literature across Media: Concepts and Perspectives of Transmedia Narratives, Goethe University/Aarhus University/German Research Foundation, Bad Homburg, Germany.

Krulatz, A., & Duggan, J. (2022). Evolving DLCs and identity transformation in multilingual transnational multilinguals. The 12th International Conference on Third Language Acquisition and Multilingualism, University of Zagreb, Zagreb, Croatia.

Duggan, J. (2022). Keynote: Exploring queer/trans Harry Potter fan works. Harry Potter: An Interdisciplinary Workshop on a Multidimensional Transmedia Phenomenon, University of Zürich, Zürich, Switzerland.

Duggan, J. (2022). Thumbing Trans noses: Exploring Trans-positive Harry Potter fanworks created in response to Rowling’s TERFy tweets. The Child and the Book 2022, University of Malta, Valletta, Malta.

2020

Duggan, J. (2020). Examining minority readers' responses to the Harry Potter texts in online fan communities: Methodological and ethical challenges. Children's Literature and the Digital Humanities, University of Antwerp, Antwerp, Belgium. [Digital]

2019

Dahl, A., & Duggan, J. (2019). A challenge to Anglo pop-cultural hegemony in the era of multicompetence: SKAM fans, translation, identity, and power. Digital Diasporas: Interdisciplinary Perspectives, University of London, London, England.

Krulatz, A., & Duggan, J. (2019). Linguistic identities of multilingual transnational families through a DLC lens. International Bilingualism Conference, University of Malta, Valletta, Malta.

2017

Duggan, J. (2017). Fan communities as communities of self-education and dissent. American Studies Association Annual Conference, Hyatt Regency, Chicago, USA.

Duggan, J., & Ofte, I. (2017). Responder-respondee positioning: Student stances towards each other and each other’s work in the HE EFL classroom [focus: quantitative]. EATAW, Royal Holloway University, London, England.

Ofte, I., & Duggan, J. (2017). Responder-respondee positioning: Student stances towards each other and each other’s work in the HE EFL classroom [focus: qualitative]. NFEAP, HiOA, Oslo, Norway.

2016

Duggan, J. (2016). Using digital archives and digital periodical collections as corpora. Victorian Periodicals through Glass, Birkbeck, University of London, England.

Duggan, J. (2016). The Victorians and the mechanical brain. The Humanities, Neuroscience, and the Brain, University of California Santa Barbara, USA.

Krulatz, A., & Duggan, J. (2016). Extensive reading in Norwegian: A diary study of multilingual language learners. 14. Nordiske Lærerutdanningskonferansen, NTNU, Norway. [presented by Anna Krulatz]

Krulatz, A., & Duggan, J. (2016). Extensive reading and SLA: Empowering intermediate and advanced learners of Norwegian. Northeast Modern Languages Association, University of Connecticut, USA. [presented by Anna Krulatz]

Ofte, I., & Duggan, J. (2016). Peer response in L2 writing development in Norwegian teacher training. Writing Across the Curriculum, University of Michigan, USA. [presented by Ingunn Ofte]

2015

Duggan, J. (2015). Popular proofs: Artifice, authenticity, and academic argument in mathematical fictions. Victorian Authenticity and Artifice, Victorian Popular Fiction Association, Senate House, London, England.

Duggan, J. (2015). Mechanic language and understandings of the brain in Victorian Britain. Postgraduate Medical Humanities Conference, University of Exeter, England.

Duggan, J. (2015). Screw loose: The evolution of a maddening idiom. Abnormality and the Abnormal in the Nineteenth Century, Durham University’s Centre for Nineteenth-Century Studies, England. Winner: Best Academic Paper Award

Duggan, J, & Ofte, I. (2015). Peer review and writing workshops in a Norwegian teacher-training program. Norwegian Forum for English for Academic Purposes, HiOA, Norway.