Session Information
Contribution
From reform pedagogy to confrontation pedagogy
Literary education in upper secondary education (Gymnasium) is under pressure, not least because of media development and changing reading habits among young people. A gap has opened between scholastic use of literature and non-scholastic use of media and literature. What can be done to bridge this gap? The presentation will build on several research projects which have been undertaken to answer this question. A combination of theoretical frameworks have been used to elicit the problem. Niklas Luhmann’s systems theory offers an understanding of the relationship between the educational system and its environment. And phenomenology and cognitive linguistics offer a new understanding of the use of literature and of literary education. The methods employed are class room observations and experiments. Most notably, young authors from the Danish School of Authors have worked as ”teachers” in a number of classes and the outcome has been observed and analyzed. The conclusion is that authors as teachers have a possibility to engage students in literary productivity to an extent that ordinary teachers do not have. Also, they have a tendency to open the students’ eyes to forms of literature which are normally excluded from the class room. In a wider perspective this opens up for the question: What are the prospects of combining formal education and semi-formal education in a postmodern society? This question has been posed and answered by reform pedagogy for more than a century with the aim of removing the difference between life inside and outside of schools. A confrontative answer acknowledges that the educational system must operative on its own terms, but a zone of confrontation must be created.
References
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Kaspersen, P. (2004). Tekstens transformationer. En undersøgelse af fortolkningen af den litterære
tekst i det almene gymnasiums danskundervisning. Ph.d.-afhandling. Odense:
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Understanding the dynamics of language and the learning in the English classroom.
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Paulsen, Michael & Qvortrup, Lars (red.) (2007). Luhmann og dannelse. København:
Forlaget Unge Pædagoger.
Persson, M. & Thavenius, J. (2003). Skolan och den radikala estetiken. Malmö: Malmö
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Qvortrup, L. (2004). Det vidende samfund – mysteriet om viden, læring og dannelse.
København: Unge Pædagoger.
Method
Class room observation. Experiments
Expected Outcomes
In a postmodern society literary education in the upper secondary system could benefit from a combination of formal and semi formal teaching and learning. This coukd be called a confrontational pedagogy as apposed to a traditional reform pedagogy.
References
See proposal
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