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"Man lär sig tänka på andra sätt när man läser..." : en fallstudie av en svensklärares undervisning med skönlitteratur för bildning

Author

  • Jens Sahlin

Summary, in English

This is a case study of a Swedish teacher’s work in an upper secondary school. The aim is to study how the teaching of literature can be planned and carried out in such a manner that it aligns with The Swedish National Agency for Education’s writings in the aim of the subject for Swedish in upper secondary school. The theoretical framework consists of Gunilla Molloy’s subject didactic perspective, Judith Langer’s theories on envisioning literature, Louise Rosenblatt’s ideas of aesthetic and efferent reading as well as Rita Felski’s thoughts on textual interaction. The methods used are interviews with the teacher and some of the teacher’s students, observation of the teacher’s lesson as well as document analysis of some documents constructed by the teacher in regards to the present subject area. The results of the case study show that the teacher provides the students with opportunities to work with literature similar to the Swedish National Agency for Education’s writings. To achieve this, the teacher primarily uses books for juveniles. This allows for the students to feel recognition and thereby relate to the literature, which makes it possible to take on something new. The teacher carefully analyzes the class that the teaching is planned for, and values the didactic relation between student and subject. The subject area consists of reflective written assignments as well as book talks, which support the students’ reflections by continuously encouraging them to mirror themselves in the text.

Publishing year

2019

Language

Swedish

Document type

Student publication for Master's degree (two years)

Topic

  • Languages and Literatures

Keywords

  • svenska språket
  • gymnasieskolan
  • undervisning
  • skönlitteratur
  • bildning
  • kursplan
  • Skolverket
  • receptionsteori

Supervisor

  • Anders Ohlsson (Professor)