Constructivism in literature education: Introduction to the thematic binder

Abstract

Constructivist learning theories emphasize learning as a process of construction without externally predetermined results. Applied to literature education they have potential not only to foster literary learning but to empower pupils to better understand themselves, their culture and society. Although this thematic binder is predicated on the notion that teachers play a key role in successful school education, teachers are of course part of a larger picture. While the introductory article focuses on the discourse of literature education in Germany, the other texts in this collection give access to experiences about the demands and limitations of constructivism in other political and cultural environments by comparing curricula, discourses on literature education and teachers' beliefs and practices in different countries. This is aimed at avoiding harsh generalizations and premature judgments.