03 SES 16 B, Literary Education and Reading Publics
This paper presents early findings from a government-funded Danish project on improving the teaching of literature in lower secondary education in Denmark. The findings are from a systematic review and a mapping of current curriculum and practice which are to later inform interventions in the teaching of literature based on principles of inquiry-based course design. The theory of inquiry-based teaching is indebted to the work of John Dewey and Louise Rosenblatt (Dewey 2005 ; Rosenblatt 1938; see also Faust, 2011). Dewey’s work, of course, explicitly and centrally focused on education as democratic practice but also on the aesthetic as ‘a record … of the life of a civilization, a means for promoting its development' (Dewey, 2005). Rosenblatt’s implicitly democratic transactional theory of the literary/aesthetic experience joins Dewey in linking education, democracy and the aesthetic to help theorise an inquiry-based design for the teaching of literature. Such a design sees a central role for literature in the education of a ‘researchly disposed’ (Lingard & Renshaw) public. Our mapping of practice is based on triangulating analyses of interviews with systematic analyses of learning resources (Gissel & Skovmand, 2016), and ethnographic field work (Christensen, 2014). Through the study’s systematic review and mapping of practice, we ask significant questions around: • what characterises an inquiry-based approach to the teaching of literature and to what extent is the teaching of literature in Denmark currently inquiry-based? • how could such an approach inform interventions in practice in Danish secondary education and principles of inquiry-based course designs? Data suggest that the teaching of literature is currently dominated by a non-inquiry-based approach amongst teachers. When prompted, teachers express uncertainty as to what an inquiry-based approach means in practice. Teachers emphasise text-and-transmission oriented approaches informed by New Criticism and Reader-response theory, all of which imply quite different orientations toward developing a critically oriented or researchly disposed public.
Christensen, T. S., Elf, N. F., & Krogh, E. (2014). Skrivekulturer i folkeskolens niende klasse [Writing Cultures in secondary education's grade 9]. Odense: Syddansk Universitetsforlag. Dewey, J. (2005 ). Art as Experience. London: Penguin. Gissel, S.T., & Skovmand, K. (2016). Kategorisering af digitale læremidler. En undersøgelse af det digitale læremiddellandskab [Categorization of digital learning resources: A study of the digital landscape of learning resources]. Læremiddel.dk: AUUC Konsortiet. Retrieved from https://demoskolesky.au.dk/index.php/s/MSDespn94Eq1hvj (10 Dec 2016). Lingard, B. & Renshaw, P. (2010) ‘Teaching as a research-informed and research-informing profession’, in A. Campbell & S. Groundwater-Smith (eds) Connecting Inquiry and Professional Learning in Education, London & New York: Routledge. Rosenblatt, L. M. (1938). Literature as Exploration. New York: D. Appleton-Century
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.