This article focuses on concepts of literature, reader and literary reading in five Danish textbooks for lower secondary school from the period 1983-2008. The bases, priorities and orientations of the textbooks are studied by the use of Langer's five stances for envisionment building (Langer, 2011), and Witte & Sâmihaian's model of paradigms in literature teaching (Witte & Sâmihaian, 2013). On this basis, the article analyses the aims, approaches, text selection and the reader stances intended in the tasks and assignments of the textbooks. The aim of the article is to present an analysis of the learning designs of the textbooks in order to discuss how the different designs may frame students' encounters with literature, and how they link to paradigms in literature teaching and to current discussions about text and/or reader orientation within literature teaching.
The term performativity is used in and across various research disciplines, such as language philosophy, gender and cultural studies, and art and literature studies. Inspired by former uses of the concept within other disciplines, this article elaborates on what performativity can offer in research on literary education. Using two theoretical conceptualisations of performativity, poststructuralist and posthumanist, the article explores empirical examples from the authors' previous studies. The analyses highlight how performativity emphasises and, maybe even more importantly, provides theoretical and conceptual tools for studying-ongoing processes and unfoldings in the literature classroom. Negotiation emerges as a key concept. Finally, the study provides suggestions on what performativity can offer in research on literary education, and relates this to recent issues in research on literary education in the Nordic countries as well as contemporary understandings of Bildung.
Indledningen præsenterer og diskuterer dels begrebet 'sammenlignende fagdidaktik' og række en symposier, der har været holdt siden 2010, dels de artikler, der indgår i dette nr. af Sammenlignende Fagdidaktik.
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