Dalarna University's logo and link to the university's website

du.sePublications
Change search
Link to record
Permanent link

Direct link
Publications (10 of 21) Show all publications
Dodou, K. (2021). How Swedish Curricula Legitimise the Engagement with Literature in English. Nordic Journal of English Studies, 2, 129-159
Open this publication in new window or tab >>How Swedish Curricula Legitimise the Engagement with Literature in English
2021 (English)In: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 2, p. 129-159Article in journal (Refereed) Published
Abstract [en]

Literary works are read and studied in English across the different parts of the Swedish education system, primary education, secondary education, highereducation and teacher education. This article considers the rationale—the purposes and benefits—for doing so that are implicitly or explicitly pointed to incurricular documents, with special focus on the kinds of engagement withliterature that are authorised by the academic English subject community for the Swedish academic and school contexts. By juxtaposing and synthesising findings from three previous curricular studies, the article identifies substantive justifications and, drawing on linguistic legitimation theory, discursive forms of legitimation that interoperate in syllabi and in other steering documents to claim the validity of engaging with literature in English. It shows that the rationale that remains constant across the education system relies on the links between literature and cultural learning, or analysis, and likewise on the potential of engagement with literature in English for furthering an understanding of the world and for fostering a desired democratic citizen ethos. The cross-educational perspective of the article shows that the interdependence between the different parts of the education system has both thematic and conceptual consequences for the kinds of engagement with literature that are given the status of official legitimations. 

Keywords
literature, legitimation, syllabi, education system, English, litteraturdidaktik
National Category
Languages and Literature Pedagogy
Identifiers
urn:nbn:se:du-38608 (URN)2-s2.0-85130539538 (Scopus ID)
Available from: 2021-10-19 Created: 2021-10-19 Last updated: 2023-03-17Bibliographically approved
Degerman, P., Dodou, K., Holmqvist-Sten, K. & Samuelsson, L. (2021). Humaniora i skolan: De humanistiska ämnenas plats och villkor i den svenska gymnasieskolan och i grundskolans högre år.
Open this publication in new window or tab >>Humaniora i skolan: De humanistiska ämnenas plats och villkor i den svenska gymnasieskolan och i grundskolans högre år
2021 (Swedish)Report (Other (popular science, discussion, etc.))
Publisher
p. 56
Series
Humtank ; 6
National Category
Other Humanities not elsewhere specified Pedagogy
Identifiers
urn:nbn:se:du-37322 (URN)
Available from: 2021-06-08 Created: 2021-06-08 Last updated: 2023-04-14Bibliographically approved
Dodou, K. (2021). Introduction: On Literature Education. Nordic Journal of English Studies, 20(2), 1-28
Open this publication in new window or tab >>Introduction: On Literature Education
2021 (English)In: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 20, no 2, p. 1-28p. 1-28Article in journal, Editorial material (Other academic) Published
Publisher
p. 1-28
Keywords
Litteraturdidaktik, engelska, högre utbildning
National Category
Languages and Literature Pedagogy
Identifiers
urn:nbn:se:du-38607 (URN)2-s2.0-85130524405 (Scopus ID)
Available from: 2021-10-19 Created: 2021-10-19 Last updated: 2023-03-17Bibliographically approved
Dodou, K. & Gray, D. (2021). Literary scholar, teacher educator?: English staff profiles and attitudes to teacher education. Nordic Journal of English Studies, 2, 59-98
Open this publication in new window or tab >>Literary scholar, teacher educator?: English staff profiles and attitudes to teacher education
2021 (English)In: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 2, p. 59-98Article in journal (Refereed) Published
Abstract [en]

Over the past decade, what it means to be an academic teacher of English-language literature in Swedish institutions of higher education has changed. As a result of recent political reforms, many literature staff have come to assume the role as teacher educators. To better understand the implications of this development, the article maps the academic qualifications and research interests of English staff who teach on teacher education (TEd) literature courses nationally and their attitudes to TEd teaching. The article is based on data gathered via a semi-closed questionnaire and analysed using content and discourse analysis. It shows that a majority of the study participants are PhD holders in English with a specialisation in literature. Although few staff are qualified teachers and/or are engaged in literature teaching and learning scholarship, several have school teaching experience. Respondent attitudes to the teacher educator role vary, as do the conditions for TEd teaching at different institutions. The findings suggest that respondent expertise and self-identification and their previous TEd teaching experiences are consequential for their attitudes, as is the matter of whether the role requires that they address areas, such as school-oriented teaching and learning theories and practices, in which they lack competence. These findings, the article suggests, have bearing on future strategic discussions in English studies.

Keywords
literary studies, teacher education, English, teacher educator, policy
National Category
Languages and Literature Pedagogy
Identifiers
urn:nbn:se:du-35852 (URN)2-s2.0-85130532743 (Scopus ID)
Available from: 2021-01-25 Created: 2021-01-25 Last updated: 2023-03-17Bibliographically approved
Salö, L. & Dodou, K. (2021). Språkpolitik bortom svenska och engelska. Lingua (2), 10-13
Open this publication in new window or tab >>Språkpolitik bortom svenska och engelska
2021 (Swedish)In: Lingua, ISSN 0023-6330, no 2, p. 10-13p. 10-13Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Språklärarnas riksförbund, 2021. p. 10-13
National Category
Languages and Literature
Identifiers
urn:nbn:se:du-37321 (URN)
Available from: 2021-06-08 Created: 2021-06-08 Last updated: 2023-04-14Bibliographically approved
Aronsson, M., Dodou, K. & Svensson, A. (2021). Tema: Litteraturdidaktik – Litteraturstudiers relevans för skola och samhälle. Utbildning och Lärande / Education and Learning, 15(2), 5-9
Open this publication in new window or tab >>Tema: Litteraturdidaktik – Litteraturstudiers relevans för skola och samhälle
2021 (Swedish)In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, no 2, p. 5-9Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
Falun: Högskolan Dalarna, 2021
National Category
Educational Sciences
Identifiers
urn:nbn:se:du-37480 (URN)
Note

Utbildning & Lärande. Tidskrift

Available from: 2021-06-22 Created: 2021-06-22 Last updated: 2023-04-14Bibliographically approved
Paulsrud, B., Gray, D. & Dodou, K. (2021). Video Assignments. In: Stefan Hrastinski (Ed.), Designing Courses with Digital Technologies: Insights and Examples from Higher Education (pp. 107-111). New York and London: Routledge
Open this publication in new window or tab >>Video Assignments
2021 (English)In: Designing Courses with Digital Technologies: Insights and Examples from Higher Education / [ed] Stefan Hrastinski, New York and London: Routledge, 2021, p. 107-111Chapter in book (Other academic)
Abstract [en]

This chapter addresses the use of video assignments in two English courses for Swedish preservice primary school teachers (Years 4-6). These assignments have been introduced in courses designed to improve English proficiency and to develop digital competence according to the demands of Swedish educational policy. Students prepare short videos for assignments on course content and as makeup work for missed seminars. Student evaluations have confirmed the attainment of our main goals: extended student-teacher contact time, increased oral proficiency and increased digital competence for language learning. From a teacher perspective, the video assignments provide an important complement to other student work and a basis for better understanding what students know and for assessing their oral English. An added benefit is that the format is time saving for teachers, even as it requires a high level of preparation from students.

Place, publisher, year, edition, pages
New York and London: Routledge, 2021
National Category
Languages and Literature Pedagogy
Identifiers
urn:nbn:se:du-38380 (URN)10.4324/9781003144175 (DOI)2-s2.0-85118082159 (Scopus ID)9781000410907 (ISBN)
Available from: 2021-10-19 Created: 2021-10-19 Last updated: 2023-04-14Bibliographically approved
Dodou, K. (2021). Why study literature in English? A syllabus review of Swedish primary teacher education. Utbildning och Lärande / Education and Learning, 15(2), 85-110
Open this publication in new window or tab >>Why study literature in English? A syllabus review of Swedish primary teacher education
2021 (English)In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 15, no 2, p. 85-110Article in journal (Refereed) Published
Abstract [sv]

Artikeln behandlar litteraturstudiers relevans i grundlärarutbildningens engelskämne nationellt. Den bygger på en beskrivande och jämförande analys av akademiska kursplaner från samtliga grundlärarutbildningar i Sverige för det akademiska året 2017–18. Utifrån kursbeskrivningar, lärandemålsformuleringar och litteraturlistor kartlägger artikeln litteraturstudiernas position och inriktning i engelskkurser i programinriktningarna mot grundskolans årskurs 1–3 och 4–6. Med kartläggningen som grund diskuteras värden som tillskrivs litteraturundervisning och som riktas mot såväl lärarstudenter som elever. Artikeln visar att de allra flesta kursplanerna positionerar litteraturstudierna som en oumbärlig del av grundlärarutbildningen, även om studiernas orientering varierar. Inom engelskkurserna inriktade mot skolans årskurser 1–3 förhärskar språkdidaktiska perspektiv, medan kurser mot årskurser 4–6 tenderar att kombinera litteraturvetenskapliga och ämnesdidaktiska perspektiv. Skillnaden tycks åtminstone delvis vara kopplad till ämneskonceptioner och till frågan om litteraturstudiernas funktion, liksom deras tilltänkta mervärde utifrån vardera programspecialiserings villkor. Relevansen kopplas främst till grundskollärares språkförmågor, allmänbildning och professionella repertoarer.

Place, publisher, year, edition, pages
Falun: Högskolan Dalarna, 2021
Keywords
litteraturdidaktik, grundlärarutbildning, engelska, akademiska kursplaner, litteraturstudiers relevans
National Category
Educational Sciences
Identifiers
urn:nbn:se:du-37476 (URN)
Note

Utbildning & Lärande. Tidskrift

Available from: 2021-06-22 Created: 2021-06-22 Last updated: 2023-04-14Bibliographically approved
Dodou, K. (2020). Litteraturstudiers plats i det akademiska engelskämnet. In: Ylva Lindberg & Anette Svensson (Ed.), Litteraturdidaktik: Språkämnen i samverkan (pp. 159-184). Natur och kultur
Open this publication in new window or tab >>Litteraturstudiers plats i det akademiska engelskämnet
2020 (Swedish)In: Litteraturdidaktik: Språkämnen i samverkan / [ed] Ylva Lindberg & Anette Svensson, Natur och kultur, 2020, p. 159-184Chapter in book (Refereed)
Abstract [sv]

Inom akademiska språkämnens utbildningar är litteraturstudier en självklar beståndsdel,även om deras tillskrivna roll har varierat över tid. I anslutning till utbildningspolitiskaprioriteringar och utvecklingsprocesser i högre utbildning harlitteraturstudiers omfattning och organisation under 2000-talet förändrats inomengelskämnet. I syfte att synliggöra rådande praktiker kartlägger kapitlet litteraturstudiernasplats inom ämnets utbildningar nationellt. Kartläggningen utgårifrån en undersökning av samtliga lärosätens kursutbud i engelska på grundnivåoch avancerad nivå för år 2016. Kapitlet visar på att litteraturstudiernas omfattningi utbildningar i engelska har utökats vid flera lärosäten och att de delvis organiseraspå andra sätt jämfört med före 2007 års högskolereform. Därtill vittnarflertalet kursplaner om en vilja att framhålla litteraturstudiers vetenskaplighet pånya sätt. Samtidigt tycks litteraturstudiernas plats variera både mellan lärosätenaoch mellan utbildningsnivåerna. Detta kan endast delvis förklaras som en följd avskilda institutionella förutsättningar. Studiens resultat antyder istället att engelskämnetsidentitet befinner sig i en period av förändring och att denna påverkarlitteraturdidaktiska praktiker.

Place, publisher, year, edition, pages
Natur och kultur, 2020
Keywords
litteraturdidaktik, engelskämne, litteraturstudiers position, kursplanestudie, ämnesidentitet
National Category
Languages and Literature
Research subject
Research Profiles 2009-2020, Education and Learning
Identifiers
urn:nbn:se:du-30134 (URN)978-91-27-82688-5 (ISBN)
Available from: 2019-06-05 Created: 2019-06-05 Last updated: 2021-11-23Bibliographically approved
Dodou, K. (2020). The Value of Studying Literature: A Review of the English Higher Education Curriculum in Sweden. Nordic Journal of English Studies, 19(1), 257-298
Open this publication in new window or tab >>The Value of Studying Literature: A Review of the English Higher Education Curriculum in Sweden
2020 (English)In: Nordic Journal of English Studies, ISSN 1502-7694, E-ISSN 1654-6970, Vol. 19, no 1, p. 257-298Article in journal (Refereed) Published
Abstract [en]

The article addresses the academic study of English literature as an educational project, with special focus on knowledge mediation and its vindication. It is based on an examination of the academic curricula from all universities and university colleges that offered English studies in Sweden in 2016. The article shows that, despite local variations at the level of theme, there was a widespread consensus nationally about the goals of literary studies and largely also about the underlying conceptions of literature and of the value of its study. The latter, it concludes, relied mainly on the perceived affordances of literary reading and on the potential of literature to provide worldly knowledge.

Keywords
literary studies, educational goals, English, curriculum theory, literature teaching and learning, uses of the Humanities, academic language subject, litteraturdidaktik
National Category
Languages and Literature
Research subject
Research Profiles 2009-2020, Education and Learning
Identifiers
urn:nbn:se:du-30135 (URN)2-s2.0-85092179266 (Scopus ID)
Available from: 2019-06-05 Created: 2019-06-05 Last updated: 2021-11-12Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-7415-4676

Search in DiVA

Show all publications