Notre étude vise à cerner une pragmatique des textes de science-fiction, la manière dont ils sont perçus et maniés par les lecteurs, en particulier les élèves. C’est une figure de lecteur-enquêteur ...spécifique, voire de lecteur méfiant que la littérature de SF tendrait à inscrire dans le texte. Si toute lecture littéraire en général requiert cette action d’enquête, ne serait-ce que pour résoudre les inférences nécessaires à la compréhension, la SF nécessiterait davantage d’efforts du fait des étrangetés sémantiques visant à représenter l’univers science-fictionnel plus ou moins distancié du réel de référence des lecteurs. Cet article envisage les approches culturelles et didactiques à même d’aborder l’étude des utopies et des voyages extraordinaires de la période classique jusqu’à celles des dystopies plus contemporaines, ainsi que les textes résistants et la mise en perspective du paradigme du sujet lecteur. Tout un arsenal didactique déjà éprouvé peut être mis à contribution pour entreprendre l’étude en classe de la science-fiction.
Our article aims to identify the pragmatics of science fiction texts, the way in which they are perceived and handled by readers, especially students. SF literature tends to inscribe in the text the figure of the reader-investigator, or even of the suspicious reader. While any literary reading in general requires this kind of investigation, if only to resolve the inferences necessary for comprehension, SF would require more effort because of the semantic oddities designed to represent the science-fictional universe more or less distanced from the readers’ real reference point. This article looks at cultural and didactic approaches to the study of utopias and extraordinary journeys from the classical period to more contemporary dystopias, as well as resistant texts and the paradigm of the reader subject. A whole arsenal of tried and tested teaching methods can be used to study science fiction in the classroom.
L’article vise à apporter des éléments de réponse à la question des usages et des contenus relatifs à la science-fiction (SF) dans l’enseignement des Lettres, cela dans une perspective historique ...concernant le niveau secondaire de l’enseignement français. Il montre que la SF – depuis les années 1970 – a été un objet d’enseignement constant en France, dans le second degré, tout d’abord abordé de façon marginale puis prenant davantage de place – en particulier dans les manuels scolaires – au gré des programmes d’enseignement mais aussi de l’introduction de la littérature de jeunesse dans les corpus scolaires (années 1980). Les jalons temporels retenus permettent de dégager des tendances principales selon des périodes correspondant à des évolutions initiées soit par la recherche, soit par les programmes officiels de l’Éducation nationale. L’analyse d’exemples montre que la SF, à partir des années 1970, a fait l’objet régulièrement de propositions à caractère pédagogique et didactique. Dans une première approche, les exemples retenus se situent chaque fois à la jonction d’une recherche universitaire appliquée et d’expériences de classes analysées. Un second volet analyse les usages de la SF au sein d’un panel de manuels scolaires au tournant des années 2000. Un troisième moment de l’étude propose des réflexions sur l’enseignement plus contemporain. La présence constante de la SF dans l’enseignement du français n’en reste pas moins mineure, quelle que soit la période considérée.
The aim of this article is to provide some answers to the question of the use and content of science fiction (SF) in the teaching of literature, from the historical perspective of French secondary education. It shows that SF – since the 1970s – has been a constant subject of teaching in French secondary schools, first approached in a marginal way, then taking on a greater role – particularly in school textbooks – as curricula changed and children’s literature was introduced into the school corpus (1980s). The time milestones selected enable us to identify the main trends according to periods corresponding to developments initiated either by research or by official national education programs. An analysis of examples shows that, from the 1970s, SF was regularly the subject of pedagogical and didactic proposals. In a first approach, the examples selected are each time situated at the junction of applied university research and analyzed classroom experiences. A second section analyzes the use of SF in a panel of textbooks at the turn of the millennium. The third part of the study offers reflections on more contemporary teaching. The constant presence of SF in French language teaching is nonetheless minor, whatever the period considered.
Med prevajanjem in prevodi Inkret, Andreja
Ars & humanitas,
09/2023, Letnik:
17, Številka:
1
Journal Article
Recenzirano
Prispevek obravnava prevajanje v kontekstu poučevanja tujih jezikov, pri čemer se v prvi vrsti osredotoča na didaktiko pouka klasičnih jezikov. Pouk stare grščine in latinščine ima za osrednji cilj ...bralno razumevanje izvirnih besedil in zato dolgo tradicijo ukvarjanja z vprašanjem prevajanja v didaktične namene. To se zdi zanimivo predvsem spričo sodobnih teoretičnih smernic, ki prevajanju – potem ko je po zatonu slovnično-prevajalske metode v veliki meri izgubilo veljavo – ponovno odmerjajo pomembnejše mesto v okviru pouka modernih tujih jezikov. Prispevek tako opozarja na možno vlogo, ki jo ima prevajanje lahko predvsem pri delu z zahtevnejšo tujejezično književnostjo in razvijanju kompetence bralnega razumevanja. Obenem poudarja, da je prevajanje lahko dobrodošlo orodje tudi pri razvijanju kompetenc, ki so vezane na literarnost obravnavanih besedil. To se zdi še posebej pomenljivo v obdobju, v katerem lahko zasledimo močne tendence po vračanju literarnih besedil v učilnice modernih tujih jezikov.
Noget andet i stedet Eggersen, Dorte Vang
Acta didactica Norden,
03/2023, Letnik:
17, Številka:
1
Journal Article
Recenzirano
Stedbaseret læsning (SBL) er en undervisningsmetode, som i en firefaset model opstiller en didaktisk ramme for litteraturundervisning uden for klasserummet. Med SBL initieres og stilladseres elevers ...dobbeltrettede opmærksomhed på en litterær tekst i dens samspil med et nøje udvalgt undervisningssted i skolens nærområde. SBL hviler på teoretiske antagelser fra henholdsvis fænomenologisk stedsfilosofisk litteraturvidenskab og udeskolepædagogik. I artiklen præsenteres et kvalitativt interventionsstudie bestående af 5 afprøvninger af SBL i en udskolingsklasse henover et skoleår med henblik på at undersøge, hvordan elever oplever undervisning med SBL, og hvad der kendetegner elevers dobbeltrettede opmærksomhed på tekst og sted. Datamaterialet består af verbale elevudsagn, som er lydoptaget og indsamlet i undervisning og interviews. Disse er analyseret i en åben kodning baseret på constructing grounded theory efterfulgt af en teoridrevet fortolkning af fundene med afsæt i det fænomenologiske begreb sted, henholdsvis det litteraturdidaktiske begreb dobbeltrettet opmærksomhed.
Den åbne kodning viser, at undervisning med SBL som metode potentielt kan føje en ny tidsdimension til nogle elevers tekst- og stedsopmærksomhed. SBL kan potentielt lede til en genkendelse af og forestillinger om ’hvordan det har været’ at være til stede i såvel tekstens fortællende nu som i stedets historiske fortid. Den teoridrevne fortolkning af disse fund peger på, at SBL for nogle elevers vedkommende kan bidrage til brobygning mellem det lokale og det globale; mellem fortid og nutid; mellem omverden og jeg; og mellem litteraturen, litteraturhistorien og elevernes livsverden.Til slut diskuteres det, hvor vidt SBL vil kunne danne afsæt for en kritisk spørgen til, hvad der former elevers egen fysiske og mentale horisont, som del af litteraturundervisningen. De fundne kvaliteter ved SBL ses som udtryk for metodens verdensvendthed. Det konkluderes på denne baggrund, at SBL evt. kan danne et alternativ til en tilsyneladende udbredt periode- og begrebsorienteret litteraturundervisningspraksis i grundskolens ældste klasser.
The present article focuses on the role of the teaching and learning of literature in a large-scale Swedish, professional development programme for teachers called the Reading Lift. More specifically ...this study, using qualitative content analysis, examines the educational function of the most prominently referred to literary didactic theory and method developers in the program: Judith Langer, Aidan Chambers, Louise M. Rosenblatt, and Rita Felski, but also the relationship between literary didactics, literacy, and fiction. The results show a strong domination of Langer-inspired manual and strategy-based approaches, primarily promoting efferent reading stances. More holistic hermeneutic and dialogic approaches in support of aesthetic reading, represented by Chambers, Rosenblatt and Felski, are less common. Further, there is a strong alliance between the literacy concept and the systematic and manual-based literary didactic approaches. Also, in the literacy discourse, literary works of art have become not just texts amongst other texts, and foreign, but are also framed as hypermediacy. Based on our results we tentatively suggest that a shift in paradigms of literature education has taken place, from literature pedagogy, grounded in print culture, to literature didactics, situated in new mediacy and the digital.
Examining the Value of Literary Conversations Gourvennec, Aslaug Fodstad; Sønneland, Margrethe
L1-educational studies in language and literature,
12/2023, Letnik:
23, Številka:
2
Journal Article
In recent years, researchers and practitioners in the field of Scandinavian L1 literature education have devoted considerable attention to literary conversations. In the Scandinavian countries, ...research into literature education has traditionally been characterized by qualitative studies. These tend to be published in various genres and are often written in a local language. This publishing pattern makes it challenging to obtain an overview of the field and its subfields. Hence there is an obvious need for a systematic review to map out the landscape of existing research into literary conversations. To that end, the present study investigates the characteristics of qualitative research into literary conversations in the Scandinavian L1 school subject with regard to key research approaches used, to the characteristics of the conversations studied, and to the pedagogical value ascribed to literary conversations. The findings show a joint belief in the value of literary conversations as a community for students’ learning in Scandinavian research. Multiple pedagogical gains are accounted for, both from the collaboration within the community itself and as a result of such collective work. In addition, the wide range of theoretical and methodological approaches mapped out from the studies investigated reveal some interesting challenges and also possible gains if further research is conducted.
In this study, we follow a student teacher who has been given the assignment in her first school placement to work with August Strindberg’s A Dream Play, in Year 2 of upper secondary school. The ...class she is teaching consists of 22 boys in the technology programme. Her challenge, as she herself expresses it, is how to get the pupils to experience A Dream Play as a meaningful text that concerns them and their lives. The theoretical frame of reference consists of theory of literature instruction, and a model of investigative-oriented literature instruction is used in the analysis to show how the teacher student carries out instruction and challenges the pupils to use different kinds of interpretative strategies. The results indicate that this instruction involves a number of features that characterise such literature teaching practice, for example, by giving pupils opportunities to connect their own experiences to Strindberg’s play, and having them use their own interpretations and experiences to create a video. In this way, the instruction becomes situated in the classroom context and has an aesthetic and creative dimension. The pupils are also challenged to do a close reading of an excerpt and try out their interpretations in dialogue with their classmates.
This empirical study researches a literary reading process. 8th grade pupils participate in a close reading of a short story, Magrete Kind (Zwilgmeyer, 1895), in which they engage with different ...types of fiction reading activities (Norwegian: “fiktive lesemåter”). The process takes place in a professional workshop, an arena for working systematically with teaching quality in teacher education. The purpose of this article is to contribute to knowledge about the composition of experience-based processes in reading fiction, where the pupil’s reader role becomes visible. The study is anchored in literary and dramaturgical theory, and fictionalization is central. The dramaturgical analyses show that the pupils like to work collectively and in role. They also enjoy working bodily and spatially, and are positive about staging and remediating the short story. Their approach to text is often text-external, and they are oriented towards thematic and relational layers of meaning. The remediation of the short story gives the students a good text experience, but this means that they move away from the original narrative.
Ett drömspel Rejman, Katarina
Utbildning och Lärande / Education and Learning,
2021, Letnik:
15, Številka:
2
Journal Article
Recenzirano
In this study, we follow a student teacher who has been given the assignment in her first school placement to work with August Strindberg’s A Dream Play, in Year 2 of upper secondary school. The ...class she is teaching consists of 22 boys in the technology programme. Her challenge, as she herself expresses it, is how to get the pupils to experience A Dream Play as a meaningful text that concerns them and their lives. The theoretical frame of reference consists of theory of literature instruction, and a model of investigative-oriented literature instruction is used in the analysis to show how the teacher student carries out instruction and challenges the pupils to use different kinds of interpretative strategies. The results indicate that this instruction involves a number of features that characterise such literature teaching practice, for example, by giving pupils opportunities to connect their own experiences to Strindberg’s play, and having them use their own interpretations and experiences to create a video. In this way, the instruction becomes situated in the classroom context and has an aesthetic and creative dimension. The pupils are also challenged to do a close reading of an excerpt and try out their interpretations in dialogue with their classmates.In this study, we follow a student teacher who has been given the assignment in her first school placement to work with August Strindberg’s A Dream Play, in Year 2 of upper secondary school. The class she is teaching consists of 22 boys in the technology programme. Her challenge, as she herself expresses it, is how to get the pupils to experience A Dream Play as a meaningful text that concerns them and their lives. The theoretical frame of reference consists of theory of literature instruction, and a model of investigative-oriented literature instruction is used in the analysis to show how the teacher student carries out instruction and challenges the pupils to use different kinds of interpretative strategies. The results indicate that this instruction involves a number of features that characterise such literature teaching practice, for example, by giving pupils opportunities to connect their own experiences to Strindberg’s play, and having them use their own interpretations and experiences to create a video. In this way, the instruction becomes situated in the classroom context and has an aesthetic and creative dimension. The pupils are also challenged to do a close reading of an excerpt and try out their interpretations in dialogue with their classmates.
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