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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 2001-7316Article in journal (Refereed) Accepted
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 studies and to the subject’s dominant assumptions and teaching practices for imparting domain knowledge and processes of inquiry. It suggests that, even as the subject’s premises limit students’ repertoire in the curricular field of literature, the academic consensus over the educational aims of language departments and the ensuing traditions for teaching literature pose problems for the development of students’ literary thinking.

   

Place, publisher, year, edition, pages
2017.
National Category
Languages and Literature Pedagogical Work
Research subject
Education and Learning
Identifiers
URN: urn:nbn:se:du-25697OAI: oai:DiVA.org:du-25697DiVA: diva2:1129483
Available from: 2017-08-03 Created: 2017-08-03 Last updated: 2017-08-04Bibliographically approved

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