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"Studenterna kan inte problematisera": Om ämnesidentitet, signaturpedagogiker och litteraturvetenskapigt tänkande i akademiska språkämnen
Dalarna University, School of Humanities and Media Studies, English.
2017 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 3, p. 39-63Article in journal (Refereed) Published
Abstract [en]

"The students can’t problematize": On disciplinary identity, signature pedagogies and literary thinking in language departments. The essay explores the teaching of scholarly reasoning as a pedagogical problem tied to the organization and definition of academic subjects. With special focus on the subject of English in Sweden, and based on a study of academic syllabi, it attends to the function ascribed to literary study and to the subject’s dominant assumptions and teaching practices for imparting domain knowledge and processes of inquiry. It suggests that, whilst the subject’s premises limit undergraduate students’ repertoire in the curricular field of literature, the educational aims of language departments and the conventions for teaching literature hamper the development of students’ ability to problematize in literary study.

Place, publisher, year, edition, pages
2017. Vol. 26, no 3, p. 39-63
National Category
Languages and Literature Pedagogical Work
Research subject
Education and Learning
Identifiers
URN: urn:nbn:se:du-25697OAI: oai:DiVA.org:du-25697DiVA, id: diva2:1129483
Available from: 2017-08-03 Created: 2017-08-03 Last updated: 2018-01-09Bibliographically approved

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fulltext(207 kB)97 downloads
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Type fulltextMimetype application/pdf

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Dodou, Katherina

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf