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.
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.
Duggan, J. (2021). The lamentable status of (queer) children in fandom: On being a fannish pariah. Participations, 18(2), 44–67.
Duggan, J. (2021). “Worlds. . .[of] Contingent Possibilities”: Genderqueer and Trans Adolescents Reading Fan Fiction. Television and New Media, 23(7), 703–720.
Duggan, J. (2021). Transformative Readings: Harry Potter fan fiction, trans/queer reader response, and J. K. Rowling. Children's Literature in Education, 53(2), 147–168.
Duggan, J. (2020). Revitalizing seriality: Social media, spreadability, and SKAM's success beyond Scandinavia. Journal 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 AO3. Transformative Works and Cultures, 33.
Ofte, I., & Duggan, J. (2020). Peer respose in language teacher training: Students pedagogic approaches and positioning. Nordic Journal of Modern Language Methodology, 8(1), 30–54.
Duggan, J., & Dahl, A. (2019). Fan translations of SKAM: Challenging Anglo linguistic and popular cultural hegemony in a transnational fandom. Scandinavian Studies in Language, 10(2), 6–29.
Krulatz, A., & Duggan, J. (2018). Multilinguality portraits of two intermediate learners of Norwegian. Reading in a Foreign Language, 30(1), 29–47.
Duggan, J. (2017). Hot for teacher: Intergenerational desire, Harry Potter, and the case of Snarry. International Research in Children's Literature, 10(2), 146–161.
Duggan, J. (2017). Revising hegemonic masculinity: Homosexuality, masculinity, and youth-authored Harry Potter fanfiction. Bookbird, 55(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.
Ofte, I., & Duggan, J. (2016). Hverandrevurdering som læringsverktøy i lærerstudenters tilegnelse av akademiske skriveferdigheter i engelsk. Norges pedagogisk tidsskrift, 3, 207–221.
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.
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.
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.
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.
Duggan, J. (2020). Review of the book Nineteenth-century fictions of childhood and the politics of play, by M. B. Heath. International 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.
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.
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.
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.
Duggan, J., & Krulatz, A. (2018). Old tales, new tricks: Comics, fairy tales, and the EFL classroom. TEIS Newsletter.
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.
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]
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.
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.
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]
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.