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- Dodou, Katherina
(författare)
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How Swedish Curricula Legitimise the Engagement with Literature in English
- 2021
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Ingår i: Nordic Journal of English Studies. - 1502-7694 .- 1654-6970. ; 2, s. 129-159
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Tidskriftsartikel (refereegranskat)abstract
- Literary works are read and studied in English across the different parts of the Swedish education system, primary education, secondary education, highereducation and teacher education. This article considers the rationale—the purposes and benefits—for doing so that are implicitly or explicitly pointed to incurricular documents, with special focus on the kinds of engagement withliterature that are authorised by the academic English subject community for the Swedish academic and school contexts. By juxtaposing and synthesising findings from three previous curricular studies, the article identifies substantive justifications and, drawing on linguistic legitimation theory, discursive forms of legitimation that interoperate in syllabi and in other steering documents to claim the validity of engaging with literature in English. It shows that the rationale that remains constant across the education system relies on the links between literature and cultural learning, or analysis, and likewise on the potential of engagement with literature in English for furthering an understanding of the world and for fostering a desired democratic citizen ethos. The cross-educational perspective of the article shows that the interdependence between the different parts of the education system has both thematic and conceptual consequences for the kinds of engagement with literature that are given the status of official legitimations.
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| 3. |
- Dodou, Katherina
(författare)
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Introduction : On Literature Education
- 2021
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Ingår i: Nordic Journal of English Studies. - 1502-7694 .- 1654-6970. ; 20:2, s. 1-28
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Dodou, Katherina
(författare)
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Why study literature in English? A syllabus review of Swedish primary teacher education
- 2021
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 15:2, s. 85-110
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Tidskriftsartikel (refereegranskat)abstract
- Artikeln behandlar litteraturstudiers relevans i grundlärarutbildningens engelskämne nationellt. Den bygger på en beskrivande och jämförande analys av akademiska kursplaner från samtliga grundlärarutbildningar i Sverige för det akademiska året 2017–18. Utifrån kursbeskrivningar, lärandemålsformuleringar och litteraturlistor kartlägger artikeln litteraturstudiernas position och inriktning i engelskkurser i programinriktningarna mot grundskolans årskurs 1–3 och 4–6. Med kartläggningen som grund diskuteras värden som tillskrivs litteraturundervisning och som riktas mot såväl lärarstudenter som elever. Artikeln visar att de allra flesta kursplanerna positionerar litteraturstudierna som en oumbärlig del av grundlärarutbildningen, även om studiernas orientering varierar. Inom engelskkurserna inriktade mot skolans årskurser 1–3 förhärskar språkdidaktiska perspektiv, medan kurser mot årskurser 4–6 tenderar att kombinera litteraturvetenskapliga och ämnesdidaktiska perspektiv. Skillnaden tycks åtminstone delvis vara kopplad till ämneskonceptioner och till frågan om litteraturstudiernas funktion, liksom deras tilltänkta mervärde utifrån vardera programspecialiserings villkor. Relevansen kopplas främst till grundskollärares språkförmågor, allmänbildning och professionella repertoarer.
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- Dodou, Katherina
(författare)
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The Value of Studying Literature : A Review of the English Higher Education Curriculum in Sweden
- 2020
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Ingår i: Nordic Journal of English Studies. - 1502-7694 .- 1654-6970. ; 19:1, s. 257-298
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Tidskriftsartikel (refereegranskat)abstract
- The article addresses the academic study of English literature as an educational project, with special focus on knowledge mediation and its vindication. It is based on an examination of the academic curricula from all universities and university colleges that offered English studies in Sweden in 2016. The article shows that, despite local variations at the level of theme, there was a widespread consensus nationally about the goals of literary studies and largely also about the underlying conceptions of literature and of the value of its study. The latter, it concludes, relied mainly on the perceived affordances of literary reading and on the potential of literature to provide worldly knowledge.
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- Dodou, Katherina
(författare)
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What Are Literary Studies For? : A Review of English Teacher Education in Sweden
- 2020
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 3, s. 110-157
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Tidskriftsartikel (refereegranskat)abstract
- The present article addresses the nature and purposes of literary studies in secondary and upper secondary English teacher education programmes in Sweden. It is based on a study of syllabi from all programmes nationally and for the academic year 2017-2018. The article maps the goals formulated for literary studies as well as the literary and disciplinary repertoires foregrounded in these documents, and so provides a snapshot of the kinds of literary studies that student teachers of English had access to. It situates literary studies in the context of steering documents for English teacher education, and it shows that, whilst literary studies were a given part of English teacher education in the studied period, they relied on a narrow conception of the discipline. Literary studies mainly attended to twentieth and twenty-first century prose fiction and regarded literature primarily as a source of worldly knowledge. Indeed, the repertoires mediated seemed based on their potential to cover curricular ground in relation to steering documents for Swedish schools. Given the relative freedom institutions had to define the subject-specific content of teacher education, the results prompt a discussion about the knowledge repertoires that student teachers need as part of their higher education and as preparation for professional practice.
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