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Luttrull, Daniel. "Solidarity Through Vacancy: Didactic Strategies in Nineteenth-Century American Literature." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1586451075218142.
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Cooper, Charlotte. "A re-assessment of text-image relationships in Christine de Pizan's didactic works." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:af782645-9647-4d02-ae89-5a7a1d28e302.
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Although the works of Christine de Pizan have been of interest to scholars for some time, technological advances and initiatives to make digital copies of manuscripts available online have only recently enabled close comparisons between the visual programmes of her works to be made. This thesis demonstrates that detail usually considered secondary or 'paratextual' in Christine's manuscripts actually formed a carefully-constructed part of the work itself that Christine explicitly asks her audience to read. Through 'reading' the text and image simultaneously, the visual programme proves to comprise additional layers of meaning that were woven into her didactic works. These meanings can serve to supplement the educational and moral aims of the works, or, conversely, can be inconsistent with the message conveyed in the text, leading the reader-viewer to contemplate further on the matters presented and form their own opinions on them. Sometimes, meaning is created by intervisual connections with pre-existing iconography, such that viewers may be creating associations between the miniatures seen in Christine's manuscripts and other imagery, leading them to make certain associations - this is notably the case in author-portraits of Christine. As manuscripts prepared under the author's supervision came to be copied, changes were made to the iconographic programmes, testifying to and enabling different types of readings to take place. The findings of this thesis have implications for editorial practices of medieval works in general, as these tend to circulate in editions without the visual programme, providing modern readers with only a partial view of the complete work.
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Pateridou, Georgia. "Yannis Psycharis's Greek novels (1888-1929) : didactic narratives, cultural views and self-referentiality." Thesis, University of Birmingham, 2004. http://etheses.bham.ac.uk//id/eprint/7669/.
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The aim of this thesis is to examine Psycharis's Greek novels by focusing on his modes of writing and the ideas manifested in them. Psycharis saw his role as that of an intellectual aiming to reform Greek culture and he fought consistently for the establishment of the demotic - as he understood it as the language of literature. Yet his novels serve as a filter not only for his views on language and literature, but also for other social and philosophical issues of relevance to his time, and even to contemporary readers. I have defined three major areas for examination: the didacticism of the novels, expressed in the themes and in the narrative techniques employed by the author; the overall recurring cultural views presented in them, and the preoccupation with the importance of fiction, the role of literature and of the prose writer. The novels will be examined in chronological order and I shall address each of the three major areas explained above in turn, emphasising the most prominent one in each case. The objective of this thesis is to make Psycharis's Greek novels better known and to indicate the role that he played in the development of Modern Greek prose and culture.
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Bornstein, Andrea. "Two-part didactic music in printed Italian collections of the Renaissance and Baroque (1521-1744)." Thesis, University of Birmingham, 2001. http://etheses.bham.ac.uk//id/eprint/677/.
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Two-part compositions were one of the main means through which music was taught during the Renaissance and Baroque periods, and they therefore played an important role in preparing both professional and amateur musicians. The main focus of my work is formed by the published volumes of duos ranging in date from 1521, the year when the first collection was issued, to 1744, the date of publication of Angelo Bertalotti’s Solfeggi, though I also take into account duos published in musical treatises. The importance of duos during this period is evidenced by the number of extant collections - more than sixty in Italy alone - and these publications reveal an essential continuity in the teaching of music theory and practice over a period of 250 years. So far, only a fraction of the music used for this purpose has been studied by other scholars. During this period all two-part didactic music served consistent and well-defined functions: the teaching of note-values and solmization; the teaching of modality and composition; as the basis for practising both vocal and instrumental music. My thesis traces the history of the genre, analyses aspects of the compositional structure of duos and examines the detail the various functions of duos. It also considers the intended readership of volumes of duos, through study of the publishers, composers and dedicates involved.
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Finlow, Simon Robert. "The piano study from 1800 to 1850 : style and technique in didactic virtuoso piano music from Cramer to Liszt." Thesis, University of Cambridge, 1986. https://www.repository.cam.ac.uk/handle/1810/250876.
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Russell, Pamela A. "Robert Henryson's development of the didactic role of the fable form in "The moral fables of Aesop"." Master's thesis, University of Cape Town, 1990. http://hdl.handle.net/11427/18265.
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INTENT: The purpose of the paper is to examine Henryson's collection of Aesopic and Reynardian Fables in the light of whatever instructive intent he may have had in undertaking the work. METHOD: The paper first examines both Henryson's personal history, and the social and legal background against which the fables were composed. There follows a brief discussion of the development of the fable form from its earliest appearances, incorporating an examination of Henryson's possible didactic intentions in selecting this format for his work. The paper then moves on to examine the various methods according to which instruction has been contained in the fables. This includes a discussion of such topics as Henryson's expansion of the originals, political criticism, the introduction of Aesop as a character, the use of humour and the operation of the "Fables" as a single work. CONCLUSION: It is concluded that Henryson does indeed incorporate both the original moral messages, and a full range of deeper messages, in his Fables without compromising their success as literature, or as entertainment.
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Ivarsson, Emma. "Thorny reading : A didactic and literary approach to Jane Austen’s Pride and Prejudice." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-785.
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This essay has a gender perspective on didactics and literature with the aim to highlight the circumstances surrounding reading and understanding the novel Pride and Prejudice in a classroom context.
Since Pride and Prejudice is written with a somewhat complicated language the pupils are likely to encounter some difficulties when reading the novel. This is something that I have chosen to focus my essay on. What is more, they are likely to also have difficulties to understand different episodes in the novel since they have little knowledge about the society depicted in Pride and Prejudice. This is referred to as a cultural and historical hindrance and they are present due to the fact that the story is set at the end of the 18th and beginning of 19th century England. However, there are various approaches which might diminish obstacles like those I have mentioned, for instance, by offering background information about the novel and recurring issues, such as marriage and financial heritance.
The areas of importance in the novel that I have chosen to highlight, because of the limited background knowledge that the students have, are marriage and financial independence for women. Marriage is depicted to be very important for a woman, especially
if they do not have a large fortune of their own. Due to lack of financial resources they needed to marry, since if they did not they could end up as old maids or even worse; having to support themselves by working as prostitutes. The chance of inheriting a lot of money was small, since the money from their father or mother was generally entitled to their closest male heir.
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Göransson, David. "Litteraturundervisning, av vilken anledning? : En kvalitativ studie av gymnasielärares reflektioner om de didaktiska frågorna vad och varför i litteraturundervisningen." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78494.
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This essay, “Education in literature, for what reason?” with the subtitle “A qualitative study of teachers reflections on the didactic questions what and why in the education of literature” has as its purpose to research how gymnasium teachers in literature reflects on the didactic questions what and why in relationship to the literature field of education. This is explored using qualitative interviews made with five teachers that is teaching literature in the Swedish gymnasium. The collected data is categorized into five aspects and analyzed with a focus on which aspects and raison d'être the informants use as a base for their reflections around the didactic questions. In the discussion chapter of the essay the result of the study is put against current literature didactic research and also relevant theories of general didactics. The result shows that the informants conducts a meta reflexive process in the education of literature and that there also exists inner conflicts in the didactic process, which in the discussion is connected to a discrepancy between the measurable goals in the teaching and the raison d'être that is in the essay called the socio cultural aspect. A consequence of this discrepancy that is being lifted in the final discussion is that the pupils understanding of why they are reading literature in school and the teachers understanding of why is not in alignment, which could cause confusion amongst the pupils.Denna uppsats, ”Litteraturundervisning, av vilken anledning?” med undertiteln ”En kvalitativ studie av gymnasielärares reflektioner om de didaktiska frågorna vad och varför i litteraturundervisningen” har som syfte att undersöka hur gymnasielärare i ämnet svenska reflekterar över de didaktiska frågorna vad och varför i förhållande till litteraturundervisningen. Detta undersöks genom kvalitativa intervjuer utförda med fem undervisande svensklärare i gymnasieskolan. Den insamlade empirin kategoriseras utifrån fem aspekter och analyseras med ett fokus på vilka aspekter och legitimeringsgrunder som informanterna utgår ifrån i sina reflektioner kring de didaktiska frågorna. I diskussionen ställs studiens resultat mot aktuell litteraturdidaktisk och allmän didaktisk forskning. Resultatet visar att informanterna har en metareflexiv process i litteraturundervisningen. Samt att det finns inre konflikter i den didaktiseringsprocessen som i uppsatsens diskussion diskuteras kopplat till en diskrepans mellan det mätbara i undervisningen och den legitimeringsgrund som i uppsatsen kategoriseras som den sociokulturella aspekten. En konsekvens av detta som lyfts fram i den avslutande diskussionen är att elevernas förståelse för varför de ska läsa litteratur i skolan och lärarnas bild av ämnets legitimering skiljer sig åt, vilket kan skapa förvirring hos eleverna.
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Ledford, Megan Leah. "Enlightenment politeness and the female reader : the role of didactic literature in teaching politeness to women in Virginia and Scotland, 1750-1850." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8241.
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This thesis explores the notion of gentility among wealthy women in Virginia from 1750 to 1850 by comparing it to Scottish Enlightenment-inspired codes of politeness practiced among the Scottish gentry residing in Edinburgh, the Highlands, and London in the same era. It analyzes how books that taught the codes of polite morality, here referred to as didactic literature, were read by genteel, young women in Scotland and Virginia and the ways in which this literature was applied to their education, courtship practices, and social behaviors. Scots and Virginians in this era were linked through migration patterns, correspondence between families, and a transatlantic book trade, but they were also linked through the interpretation of politeness. The polite manners of genteel individuals in Britain, instilled as a part of Scottish moral philosophy, were adopted by many who aspired to gentility in America, but original, archival research has indicated that this was especially true among the elites of Virginia society from the middle of the eighteenth to the middle of the nineteenth centuries. This comparison serves to emphasize the connection between Virginian and Scottish standards of politeness, indicating similarities in the interpretation of politeness, but also a divergence over time as a result of the influences of the American Revolution and evangelical religion. It has concluded that, by the middle of the nineteenth century, while the standards of didactic literature did not entirely disappear with regards to shaping Scottish manners, the codes taught in conduct books and instructive novels of an earlier era were more widely regarded in Virginia and came to form a uniquely Virginian interpretation of politeness.
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Svensson, Martin. "Postcolonial Literature in Swedish EFL Teaching: : A Didactic Consideration of Teaching Postcolonial Literary Concepts with Examples from Arvind Adiga's The White Tiger." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49912.
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This study examines what support that exists in the Swedish upper secondary school curriculum and the English 7 syllabus for teaching postcolonial literature and the postcolonial literary concepts of binary pairs and Othering. This study also illustrates how Arvind Adiga’s The White Tiger (2008) could serve as an example of a postcolonial novel to exemplify said concepts in the EFL classroom. To answer these questions, a definition of the postcolonial genre as well as a definition of the concepts within postcolonial literary theory was formulated. With the theoretical framework in place, an analysis of the steering documents was conducted. The Swedish curriculum’s focus on the teaching of every human’s equal value and rights relate to the postcolonial genre, as the genre is dedicated to telling marginalised perspectives in the modern world. The syllabus states that teaching different genres of literature and the usage of different perspectives in the classroom should be a part of the English subject. This supports the teaching of postcolonial literature as it is a successor to Western classics as well as shift in perspective from the colonisers to the colonised. The teaching of the concepts of binary pairs and Othering were indicated to be potentially challenging to practically implement, as literary didactic literature stated the difficulties of adapting literary theory to an upper secondary school level. Teaching literary concepts was indicated to be achievable provided that teachers teach theory with clear guidance of what context to use it in and where not to use it. As for binary pairs and Othering within Adiga’s The White Tiger (2008), the examples focused on were the Indias of Light and Darkness, and how this binary pair Othered one another. As such, the results were found to indicate that there is support for teaching postcolonial literature as well as postcolonial concepts, and that Adiga’s novel would be an adequate text to use for exemplifying these in the classroom.
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Signell, Andreas. "An argument for a postcolonial canon of literature for upper-secondary schools in multicultural Sweden : Course book analysis and didactic questions regarding the teaching of literature in the English subject." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-22388.
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This essay investigates the possibility of a postcolonial canon of literature for upper-secondary schools in multicultural Sweden. It uses an in depth course book analysis as a basis for looking at didactic questions regarding the teaching of postcolonial literature. The main argument is that since no real guidelines exist neither in course plans or course books as to what literature to use in education at the upper-secondary level in the English subject, a postcolonial canon of literature is both an interesting and effective way of fulfilling both the English curriculum, and the overall larger goals of the Swedish schools. Teaching postcolonial literature is introduced as a method of bridging cultural gaps and promoting tolerance in a practical way in the form of multicultural education. This is of growing interest in a multicultural Sweden that faces challenges with immigration, especially since education is one of the best methods of social integration into society. Questions asked by the essay are: 1. Does a canon of literature exist in Sweden for the English subject at upper-secondary level? If not, are there general guidelines to be found on how to select literature in the curriculum? 2. To what extent do English 6 course books include/promote a canon of literature (if at all)? If postcolonial texts are featured, are they relegated to their separate area (i.e. treated as Edward Said’s “the other”) or do the course books include postcolonial novels in said canon? and 3. What arguments can be made for teaching a postcolonial canon of literature overall and in what ways does this argument fit with the GY 2011 course plan for English, and to a larger extent, some specific goals (mentioned in the introduction) of the overall upper-secondary curriculum? The essay finds that while this is certainly not an all encompassing solution to the challenges facing Sweden, the argument of including a postcolonial canon in the teaching of literature for the English subject is a small, but important, and viable way of fulfilling both the criteria of the English subject and the general criteria of the upper-secondary schools.
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Bennion, Karla Esplin. "Client Writing in Individual Therapy: A Review of the Literature." DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/5600.
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Client writing has been used in association with individual therapy for many years, but published research on its effectiveness is sparse. Such research could provide a potential tool for therapists, as well as expand scientific knowledge. This review includes all available reports on the topic of client writing in individual therapy. The studies fall into three general categories: the systematic, "experimental" studies; the anecdotal reports; and the didactic reports. All studies considered show some benefit from the use of client writing in therapy. Writing appears to be beneficial whether initiated by the client or directed by the therapist; beneficial to adolescents and adults of all ages; beneficial to hospitalized patients, clients in individual therapy, and to students in school counseling; beneficial with different forms of writing; beneficial with different types of therapy; and beneficial whether writing is the main focus of therapy or only an adjunctive process. However, the conclusion that client writing is beneficial is largely based on anecdotal reports from therapists who have accidentally stumbled on it. Much more systematic research is needed, beginning with a survey to determine how extensive is its use. Specific recommendations for research are made.
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Gustavsson, Josefin. "Reading The Catcher in the Rye in the EFL classroom : A didactic perspective of the reasons and consequences for banning or censoring literature." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-71791.
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By discussing the ethical issues with banned and censored literature, students can learn how to approach a text written in different contexts. The essay brings to light the triggered instances, which lead to banning The Catcher in the Rye in American schools in the 1950s. Using a cultural studies approach allows an in-depth investigation of the patterns in the triggering instances and leads to findings of possible reasons for ban- and censorship. These instances, sums up to; unrealistic protagonist, vulgar language, blasphemy and a pessimistic and depressing point of view. To introduce these instances into a Swedish classroom can hopefully bring an insight into another historical time and another context, to better understand the Swedish context, e.g. democratic values as well as freedom of speech.
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Persson, Annelie. "Didactic Aspects of Transferred Social Values in Children´s Literature : A Character Analysis Focusing on Adult-Child Power Structures Found in Lois Lowry´s Novel Number the Stars." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-22342.
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The aim of this essay was to examine adult-child power structures connected to the main character in Lois Lowry´s novel Number the Stars, to see if they could be found in different levels, and layers of the text. With the focus to see if the novel´s content might correlate to any educational purposes if used when teaching English as a second language in the Swedish upper secondary school. The analysis showed that the novel displayed a didactic intent from the author to introduce ideological social values belonging to the Danish society and the resistance movement in Denmark during the German occupation, between the years of 1940-1945. Furthermore, presumed transference of American values from the author were found in the narrative. The portrayals of these social values in the narrative are done with a display of adult power over children in the narrative, both in the story and towards the novel´s intended readers. The content of the novel could then be used for educational purposes to uncover and discuss aspects of social power through ideology, human values, and human rights, correlating to the English syllabus in Lgr11 regarding "relations and ethical questions", as well as the curricula’s aim to develop the students ability´s to "reflect over living conditions, social and cultural phenomena in different contexts and parts of the world where English is used" (Skolverket 32, 34).
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Yao, Shao-Ji. "Der Exempelgebrauch in der Sangspruchdichtung vom späten 12. Jahrhundert bis zum Anfang des 14. Jahrhunderts." Würzburg Königshausen & Neumann, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2834131&prov=M&dokv̲ar=1&doke̲xt=htm.
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Berglund, Lindberg Victor. "Didaktisk potential från Vittula : En litteraturdidaktisk studie av Mikael Niemis roman Populärmusik från Vittula." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-46091.
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The aim of this paper is to analyze the didactic potential of Mikael Niemis novel Popularmusic from Vittula as it relates to working with the fundamental values of the Swedish schoolsystem from two perspectives. The first of these relates to how the novel portrays gender, witha particular focus on masculinity and how it interprets itself, femininity, and the world aroundit. The second of these perspectives relates to how it portrays the national minority grouptornedalingar and their situation in Sweden. This paper aims to illustrate not only how thesetwo perspectives are portrayed but motivate why they are useful in the work with fundamentalvalues. To answer these questions this paper utilizes the qualitative method of close reading in theanalysis of Niemis novel. The theoretical lense through which this is done includes researcherMalin Alkestrands definition of didactic potential as well as a repertoire of gender study andpostcolonial terminology, such as otherfication, masculinity and boyology. The study findsthat the didactic potential of Mikael Niemis text as it relates to gender lay in how it breakswith the traditional gender norms of rural masculinity. Another important factor is how thetext highlights the role of femininity and music in shaping the new male identity of thenovel’s protagonist, Matti. The study also finds that the didactic potential in Niemis portrayalof tornedalingar lay in its emphasizing of the political nature and origins of the historicotherfication of said ethnic minority.
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Zolezzi, Ibárcena Lorenzo. "Law and Literature: a theoretical perspective." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/116057.
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While most of the Law and Literature books and articles stress from the beginning the distinction between Law in Literature and Law as Literature, my approach is from the standpoint of Law teaching. A course on Law and Literature will help the students not only to write better, but it may convey the students facts that surround the work of the formal legal systemas the human condition or the legal culture, as well as a legal perspective thatis, so to speak, engraved in the human mind. The so-called didactic school is treated and criticized. The distinction between Law in Literature and Law as Literature cuts across the whole work.Mientras en la mayoría de trabajos sobre Derecho y literatura desde el inicio se hace la distinción entre derecho en la literatura y derecho como literatura, en el presente trabajo la aproximación es desde el punto de vista de la enseñanza del derecho. Lo que se postula es que un curso sobre derecho y literatura tendrá efectos en los aspectos formales de la educación jurídica (aprender a escribir bien), pero también le mostrará al estudiante diversos aspectos de la realidad, como el conocimiento de las interioridades de la psiquis humana y la influencia del entorno en las actividades de los individuos, el entendimiento de la cultura legal y la captación de que determinadas categorías jurídicas son, en cierto modo, instintivas. También se aborda y critica la que se denomina tesis edificante. La distinción entre derecho en la literatura y derecho como literatura corta transversalmente las diversas materias tratadas.
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Buglass, Abigail Kate. "Repetition and internal allusion in Lucretius' 'De Rerum Natura'." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:b20951f7-d299-4c5f-8470-5e67be1340ff.
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This thesis aims to solve the apparent problem of the frequent repetitions in Lucretius' De Rerum Natura (DRN). Verbal repetitions of many different lengths pervade DRN, and are noted in the scholarship. Yet a consensus has not been reached as to their purpose and function, or even if they rightly belong in the text. Multi-linear repetitions are viewed as a temporary stop-gap which Lucretius would have removed or adjusted had he lived long enough to effect it; or as later interpolations; while shorter repetitions are underplayed or even ignored altogether. But repetitions and internal allusions in DRN are part of a purposeful, meaningful didactic and rhetorical strategy, and they form much of the intellectual structure of the poem. These internal connections combine in DRN to form a remarkably complex intratextual network. The thesis argues that repetition is a crucial way in which Lucretius conveys his arguments and persuades the reader to pursue a rational life. Chapter 1 analyses the ways in which Lucretius' epic predecessors used repetition and how Lucretius may have applied these models. Chapter 2 looks at the internal evidence for the alleged unfinished state of the poem and examines the function of long repetitions in DRN. Chapter 3 investigates the rhetorical background to and functions of different kinds of repetition in DRN. Chapter 4 explores the didactic and psychological effects of repetitions and internal allusions. Chapter 5 shows how repetition creates an image of the world Lucretius describes: just as Lucretius tells us that atoms and compounds make up different substances depending on their arrangement in combination, so repetitions perform different functions and produce different outcomes depending on their placement in the text. Throughout the poem, repetition serves again and again to reinforce Lucretius' message, creating argumentative unity, and bringing order from chaos.
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Bradling, Björn. "Låt romanen komma in – Transformativt lärande i gymnasieskolans litteraturundervisning." Licentiate thesis, Högskolan för lärande och kommunikation, Jönköping University, Communication, Culture & Diversity @ JU (CCD@JU), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48406.
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“Låt romanen komma in – Transformativt lärande i gymnasieskolans litteraturundervisning“ är en litteraturdidaktisk studie i forskningsämnet pedagogik som tar syftestexten för litteraturundervisningen i det gymnasiala svenskämnet som utgångspunkt. Genom en förstudie där elva svensklärare och en skolbibliotekarie samtalar i fokusgrupper riktas projektet mot sitt huvudfokus som är en läsloggsintervention där 31 elever i gymnasiekursen Svenska 3 läser John Ajvide Lindqvists “Låt den rätte komma in” (Ordfront, 2004/2015). Med hjälp av begrepp från läsforskning (Rita Felski, “Uses of Literature”, Blackwell Publishing, 2008) och erfarenheter från förstudien för eleverna logg över sin läsning. Resultatet av läsloggsinterventionen visar att elevernas metareflektion hjälps framåt av begreppsanvändningen och att eleverna därmed tar steget in i en transformativ lärandeprocess. Licentiatavhandlingen innehåller en analys av den didaktiska potentialen för transformativt lärande med fokus på fokalisation och främmandegöring i Ajvide Lindqvists roman samt en praktisk modell för hur begreppsorienterad litteraturundervisning med läslogg på gymnasiet kan utformas.The function of reading fictional texts in Swedish secondary school education has been questioned in public debate (e.g. Melin, 2016-07-17), even though the reading of fictional texts has been shown to be important to young people’s academic achievement (Jerrim & Moss, 2019). Swedish policy documents clearly state that upper secondary teaching of literature in the subject of Swedish is aimed at increasing the pupils’ self-awareness and their comprehension of experiences and perceptions of others (The Swedish National Agency of Education, 2011). However, results from a large-scale reading project show that Swedish teenagers find it difficult to reflect upon their own roles as readers of fictional texts (Nordberg, 2018). Therefore, this licentiate thesis targets upper secondary reading of fictional texts, and the possibility of using literary terminology pedagogically to visualize and develop pupils’ transformative learning processes. The overall research question posed is: - How can applied literary terminology be used in upper secondary literary studies todevelop pupils’ transformative learning processes? A pilot study was conducted based on three focus group-sessions with teachers and the librarian at an upper secondary school. The main study was based on reading journals written by pupils reading John Ajvide Lindqvist’s novel Låt den rätte komma in (2004) [Let the Right One In, 2008] as part of the Swedish 3 course. The methodological framework is inspired by participatory research. Consequently, this research-project uses an inclusive approach to the participants – 11 Swedish teachers, 1 librarian and 31 pupils – which means that they are considered as subjects rather than objects of knowledge. My own role in this project is tripartite: as a colleague, a teacher, and researcher. The pilot study was conducted in order to find out which possibilities and obstacles arose when the staff participants worked on teaching literature. The main study, within which the pupils are included as participants, focuses on advancing meta-perspectives of their own reading and made use of results from the pilot study and concepts derived from Felski’s (2008) ‘modes of textual engagement’. The pilot study revealed tensions which obstruct the teaching of literature, including the teacher-experienced importance of pupils ‘stepping into’ stories, as opposed to a great many pupils’ reluctance both towards the text and the act of reading. Moreover, the tension between engaged reading and the heavy emphasis placed on assessable outcomes of teaching and learning was addressed by the teachers. The main study revealed that reluctance is an inherent part of reading fictional texts. Further, that the pedagogical application of concepts used in literary studies can support the reading process, make it move forward, encourage the adoption of meta-perspectives on reading and on the pupils themselves as readers, as well as supporting a cohesive view of the finalized text. In summary, the findings suggest that applying literary concepts in literary studies supports pupils towards advancing their transformative learning and potentially points to a new way of making the goals section of the policy documents tangible for teaching and learning practices. According to this study, transformative learning-goals can be achieved if critical perspectives are preceded by individual engagement with the reading of the text. The suggested concept of transformative potential is beneficial to an analysis of the pedagogical function of a certain fictional text used in a certain learning situation geared towards transformative learning. This finding stands in contrast to trends of using reading as a means of writing practice or imaging historical epochs.
Licentiate Thesis in Education with Specialisation in Didactics.
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Cvilak, Martina. ""Harry Potter är inte lämplig i skolan" : En jämförande studie mellan serbiska och svenska lärares syn på litteraturundervisning." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2195.
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This thesis is about Swedish and Serbian teachers and their views on how literature should be taught to students in high school. The twist is that these teachers live in two different European countries, and work under two different educational systems. Three of them work in Stockholm, Sweden and the other three in Belgrade, Serbia. The purpose of this thesis was to find similarities and differences in the practice of teaching literature among teachers in these two different educational systems. The teachers were interviewed separately and spoke freely about their views and methods when teaching literature. The results seem to indicate that two European countries have two totally different approaches to literature, but also that the interviewed teachers were not as heavily influenced by the curriculum as one would expect, but their own individual opinions, interests and passions.
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Funari, Sueli. "Caminhos da educação de adultos no município de São Paulo: o livro didático e a abordagem do texto literário." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-09102008-145516/.
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Esta pesquisa, de caráter bibliográfico e documental, discute as políticas públicas ofertadas para a Educação de Jovens e adultos no município de São Paulo, no período de 1989 a 2007. Inicialmente foi pesquisada a documentação da Secretaria Municipal de Educação (SME), cujo corpus é composto de leis, pareceres, balanços de gestão, dados numéricos, tabelas. Num primeiro momento, fizemos uma descrição da documentação e, em seguida, à luz dos teóricos, passamos à etapa da reflexão, tendo como referência a discussão de Dias Sobrinho acerca da conduta do pesquisador de políticas públicas, que deve transcender a esfera instrumental e passar por um rigoroso processo de interpretação. Identificou-se, no decorrer da pesquisa, a partir da consulta feita à documentação da SME, que os textos oficiais se encaminham para a articulação de educação e empregabilidade e que a retórica da globalização tem surtido efeito sobre o currículo de EJA. Dessa constatação, a pesquisa tomou como objeto os livros de EJA de Ensino Fundamental II, compreendendo o livro didático como parte das políticas públicas. O nosso objetivo foi investigar nesse material didático ofertado para a rede municipal, o impacto da temática do trabalho. Mais especificamente, procurou-se analisar como o texto literário é apresentado, no âmbito dessas premissas curriculares que estreitam as relações entre educação e trabalho. Como aporte teórico para esse trajeto, adotamos os pressupostos de Antonio Candido acerca de literatura e humanização, a teoria bakhtiniana do discurso e os conceitos de educação libertadora, de Paulo Freire.This paper, documentary and bibliographical in its nature, discusses the public policies offered to the education of youths and adults in the city of São Paulo between the years of 1989 and 2007. We have initially researched documentation from the Municipal Board of Education (SME), whose corpus is comprised of official laws, provisory laws, project reports in each 4- year administration, numerical data, and charts. Firstly we have made a description of the documentation and, following that, and in the light of theoretical analyses, we have worked towards the reflection phase, which was seen in the light of Dias Sobrinhos discussions on the conduct of public policy reseachers, which must transcend the instrumental sphere and go through a strict interpretation process. It was verified during the research that, based on consultations about the SME documentation, the official texts progress towards the articulation between education and employability, and that the rhetoric of globalization has taken effect on the EJA curriculum. Out of this verification, the research adopted EJA books as objects of study, the didactic books being seen as public policies. Our aim was to verify the impact of the works subject matter within such material, offered to municipal schools. More specifically, we attempted to analyze how the literary texts are presented in the domain of these curriculum premises which narrow the relations between education and work. As theoretical contributions towards such a goal, we have used Antonio Candidos presuppositions about literature and humanization, Bakhtins theory of discourse and Paulo Freires concepts of liberation education.
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Gottarp, Rickard. "What Can We Learn from Contemporary Research into Dyslexia? : A Didactic Study of Recommendations and Successful Ways to Work With Textbook Material in Teaching English to Second Language Learners With Reading and Writing Disorders in Grade 4-6." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37332.
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Pettersson, Bo. "The world according to Kurt Vonnegut moral paradox and narrative form /." Åbo [Finland] : Åbo Akademi University Press, 1994. http://books.google.com/books?id=lXlbAAAAMAAJ.
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Whelan, Fiona Elizabeth. "Morals and manners in twelfth-century England : 'Urbanus Magnus' and courtesy literature." Thesis, University of Oxford, 2015. https://ora.ox.ac.uk/objects/uuid:4ccb50b9-7e0e-49c8-b9c5-104dfefa3fea.
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This thesis investigates the twelfth-century Latin poem entitled Urbanus magnus or 'The Book of the Civilised Man', attributed to Daniel of Beccles. This is a poem dedicated to the cultivation of a civilised life, aimed primarily at clerics although its use extends to nobility, and specifically the noble householder. This thesis focuses on the text as a primary source for an understanding of social life in medieval England, and uses the content of the text to explore issues such as the medieval household, social hierarchy, the body, and food and diet. Urbanus magnus is commonly referred to as a 'courtesy text'. This thesis seeks to understand Urbanus magnus outside of that attribution, and to situate the text in the context of twelfth and thirteenth-century England. Thus far, scholarship of courtesy literature has focused on later texts such as thirteenth-century vernacular 'courtesy texts' or humanist works as exemplified by Erasmus's De civilitate morum puerilium. This scholarship looks back to the twelfth century and sees texts such as Urbanus magnus as 'early Latin courtesy texts'. This teleological view relegates such earlier texts to positions at the genesis of the genre and blindly assumes that they belong to the corpus of 'courtesy literature'. This neglects both their individual importance and their respective origins. This thesis examines Urbanus magnus as a didactic text which contains elements of 'courtesy literature', but also displays moral and ethical concerns. At the heart of the thesis is the question: should Urbanus magnus be considered as part of the genre of courtesy literature? This question does not have a simple answer, but this thesis shows that some elements and sections of Urbanus magnus do conform to the characteristics of courtesy literature. However, there are further sections that reflect other literary traditions. In addition to morals and ethics, Urbanus magus reflects other genres such as satire, and also reveals social issues in twelfth-century England such as the rise of anti-curiale sentiment and resentment of upward social mobility. This thesis provides an examination of Urbanus magnus through the most prevalent themes in the text. Firstly, it explores the dynamics of the medieval household, along with issues such as social mobility and hierarchy. Secondly, it focuses on the depiction of the body and bodily restraint, covering topics such as speech, bodily emissions, and sexual activity. Thirdly, it discusses food and diet, including table manners, food consumption, and dietary effects of foodstuffs. The penultimate chapter looks at the manuscript dissemination of the text to investigate the different uses which Urbanus magnus found in subsequent centuries. The delineation of Urbanus magnus as part of the genre of courtesy literature ignores the social, cultural, and literary impact on the creation of the text. In response, this thesis has two aims. The first is to minimise the notion of genre, and treat Urbanus magnus as a text in its own right, and as a product of the twelfth century. The second shows that Urbanus magnus reflects both continuity and change in society in England following the Norman Conquest.
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Mares, Renate. "Stereotypes of men and women, and inequality between the sexes in Jane Austen's Pride and Prejudice : A didactic essay attempting to show that a gender focused reading of Pride and Prejudice has much to offer both male and female students." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-741.
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Abstract
This essay will discuss why one would use a literary text such as Jane Austen’s Pride and Prejudice (1813) in a classroom. There is a certain focus on what Pride and Prejudice might have to offer both male and female students, since research has shown that boys tend to resist reading romantic novels and stories about girls. This essay attempts to show that a gender focused reading of Pride and Prejudice might make it interesting to male students as well, since the way that the unequal relationship between men and women is portrayed concerns them as well as the female students.
Regarding the reasons for using literature in the classroom, I will investigate what it is that literary texts can offer to its readers. This essay will argue that reading literature is an aesthetic experience, which is what separates literary texts from other non-literary texts. Aesthetic experiences have to do with the way student’s feel about and experience certain texts, and also with the artistic values of a text. To have an aesthetic experience is very important since the English classroom is a place where the students´ feelings and experiences normally are not given enough neither time nor space.
This essay attempts to show that by looking at stereotypical characters in Pride and Prejudice, as well as looking at what qualities in men and women were considered desirable, a very interesting discussion might arise in the classroom, concerning gender roles, and inequality between men and women. A discussion of this sort gives the students an opportunity to question the gender roles we have in today’s society, as well as the relationship between men and women.
Keywords: Literature, reading, aesthetic experience, gender, stereotypes.
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Sharrock, Alison. "Seduction and repetition in Ovid's Ars amatoria 2." Oxford [England] : New York : Clarendon Press ; Oxford University Press, 1994. http://www.loc.gov/catdir/enhancements/fy0606/94000010-d.html.
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Based on the author's Thesis (Ph. D.--University of Keele), 1993.Spine title: Seduction and repetition in Ovid's Ars amatoria II. Includes bibliographical references (p. [297]-310) and indexes. Also issued online.
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Tronchet, Gilles. "La métamorphose à l'oeuvre recherches sur la poétique d'Ovide dans les "Métamorphoses /." Louvain ; Paris : Peeters, 1998. http://catalogue.bnf.fr/ark:/12148/cb36709145t.
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Escobar, Martínez María Dolores. "Literatura y música. Un modelo didáctico de interpretación intertextual en educación secundaria." Doctoral thesis, Universidad de Murcia, 2010. http://hdl.handle.net/10803/10762.
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La profunda relación existente entre la música, el lenguaje y la literatura a través de la historia se ha manifestado en diversos niveles de interacción capaces de inspirar y justificar el diseño de intervenciones didácticas musicales para la educación literaria en Secundaria. La presente investigación propone la utilización de técnicas interdisciplinares músico-literarias como parte de un modelo didáctico de interpretación intertextual que contribuya a mejorar las competencias lingüísticas y literarias en el alumnado de Educación Secundaria.The deep relationship between Music, Language and Literature through History has shown itself in various ways and at very different levels of interaction inspiring and making possible the design of didactic strategies using Music in order to teach literature in secondary education.This book presents a few ideas and practical examples of how an interdiciplinary approach can help to improve linguistic and literary skills in the classroom.
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Granholm, Emma. ""it is a nod within a network" : En analys av Stephen Kings intertexter i The Dark Tower I, III, VII, med fokus på intertextualitet som arbetsmetod i gymnasieskolans litteraturundervisning." Thesis, Umeå universitet, Institutionen för kultur- och medievetenskaper, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-183065.
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In this essay, I am analysing and discussing the possibility of didactic intention and message in the intertextual analysis. The main focus is to connect the intertextual analysis to the Swedish and English curriculum in the Swedish secondary school. Thus, in the analysis, I have used Stephen King’s novels The Gunslinger (I), The Waste Lands(III) and The Dark Tower(VII), and searched for intertextual citations, allusions, and references to the two poets T.S Eliot and Robert Browning. In conclusion, I have found intertexts to Eliot’s The Waste Land and Browning’s Childe Roland to the Dark Tower Came. However, the strongest connection has been found in Eliot, and therefore the intertextual analysis of the novels has its main focus on King’s use of Eliot’s The Waste Land in The Dark Tower-novels, and how these intertexts can be interpreted and used in the Swedish secondary school. The intention of the essay is to encourage the use of more methods whilst teaching literature and hopefully foster students to look at literature with more curiosity. The analysis is made with the prospect of bringing more perspectives to the already scientifically based methods that are used in the Swedish secondary school.
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Santos, Anilda de Fátima Piva dos. "Literatura afro-brasileira e identidades: proposta de sequência didática para o Ensino Fundamental II." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8162/tde-12012016-150723/.
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Este projeto de pesquisa tem como objetivos estimular, com base na Lei nº 10.639/2003, o interesse pela Literatura Afrobrasileira como ferramenta contra as diferenças étnico-raciais, as práticas de racismo e a segregação no ambiente escolar; motivar os alunos, em especial os afrodescendentes, a valorizarem a cultura brasileira de matriz africana; fomentar a prática cotidiana da leitura literária, do debate e do diálogo para formar leitores críticos, capazes de (re)escrever sua própria história. A ação metodológica da pesquisa desenvolve-se mediante três etapas. A primeira é a analise de um questionário destinado aos professores relacionado aos temas étnico-raciais. A segunda verifica qual é a percepção que os alunos têm de si mesmos diante do outro no espaço escolar. A terceira propõe, aos discentes do Ensino Fundamental II, um conjunto de atividades organizadas através de uma Sequência Didática que lhes possibilite o resgate de sua ascendência e autoestima enquanto estudantes afrobrasileiros. O ponto de partida para a SD é a leitura do livro Pretinha, eu? (2008), de Júlio Emílio Braz, pois rompe com a folclorização e com as imagens estereotipadas que desqualificam os negros, permitindo que os jovens afrodescendentes protagonizem suas próprias histórias, ao verem suas imagens e vozes refletidas nas falas e nas ações das protagonistas negras do romance. Os demais alunos, por outro lado, aprendem a ter um olhar menos preconceituoso e excludente no tocante ao biotipo negro. Ao final, reiteramos a necessidade de incentivar a prática da leitura literária, do debate e do diálogo para estimular leitores críticos e capazes de (re)escrever e protagonizar suas próprias histórias identitárias despidas de preconceito e de estereótipos.This research project goals is to stimulate, based on the law 10639/2003, the interest in Afro-Brazilian literature as a tool against ethnic and racial differences; the racism and segregation practices in the school environment; motivate students, especially those of African descent to value the Brazilian culture of African hue; encourage the everyday practice of literary reading of debate and dialogue to form critical readers able to (re)write their own history. The methodological research actions develops itself through three stages. The first is the analysis of a questionnaire for teachers related to ethnic-racial themes. The second verifies which is the perception that students have of themselves facing each other in the school space. The third propose to students of Elementary School II a set of organized activities through a didactic sequence to enable them the rescue of their ancestry and self-esteem as Afro-Brazilian students. The starting point for this DS is the reading of the book Pretinha, eu? (2008) by Júlio Emílio Braz, because it breaks with the folklorization and the stereotyped images that disqualify blacks, allowing African descent young perform their own stories to see their image and voices echoed in the speeches and actions of the black protagonists of the novel. The other students, on the other hand, learn to have a less prejudiced and exclusive looking regarding the block body type. At the end, we reiterate the need of encourage the practice of Brazilian Literature, debate and dialogue to stimulate critical and capable readers to (re)write and star in their own history and identity devoid of prejudices and stereotypes.
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Freitas, Ivana Silva. "A cor da metáfora: o racismo no livro didático de Língua Portuguesa." Universidade Federal da Paraíba, 2009. http://tede.biblioteca.ufpb.br:8080/handle/tede/6312.
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Taking the 10.639/03 Act and its guidelines in respect to the teaching of Afro-Brazilian history and culture in all educational sectors as mandatory, as well as examining the ways through which this act has been implemented through the detailed observation of the didactic material used our research focus on the representation of black population. Through an ideological and aesthetic analysis of literary excerpts of the material used in the classroom, we take not only literary theories as our basis, but also other theoretical support produced by scholars from the human and social sciences that deal with the ethnic-racial question that we consider as fundamental for the articulation of language with ideology.
Tomando como ponto de partida o que prescreve a Lei 10.639/03 no tocante à obrigatoriedade do ensino da História e Cultura Africana e Afro Brasileira em todos os níveis de ensino e a forma como ela vem sendo implementada, através de um dos principais instrumentos da escola o livro didático -, o presente trabalho tem como foco central verificar como se dá, no livro didático, a representação da população negra, através da análise ideo-estética dos excertos literários, nele presentes, realizada à luz não apenas das teorias literárias, mas também de outros suportes teóricos advindos das Ciências Humanas e Sociais voltados para a questão étnico-racial, que consideramos importante para a articulação da linguagem com a ideologia a ela subjacente.
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Santos, Fabiana Rodrigues. "Detetive ou cientista? A literatura policial infanto-juvenil como recurso didático na educação em ciências." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-10042014-201300/.
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Nessa pesquisa apresentamos uma proposta didática pautada no uso da literatura no ensino de ciências a partir do uso de um gênero literário específico, o romance policial juvenil, no ensino da Investigação Científica. A obra utilizada como modelo é O caso da borboleta Atíria de Lúcia Machado de Almeida, que possui um enredo pautado em mistério e investigação policial e faz parte da Série Vaga Lume da editora Ática. As obras literárias que compõe a Série estão presentes nas salas de aula e bibliotecas escolares, desde a década de setenta e fazem parte do repertório de leitura de muitos alunos atualmente. Além disso, elas estão repletas de conteúdos que permeiam várias áreas do conhecimento. Um dos procedimentos utilizados de análise da obra foi o uso da semiótica de Greimas (1976) que procura estabelecer as relações sintáxicas no interior de um texto, podendo auxiliar em um trabalho de interpretação mais profunda. Também realizamos a análise do discurso tendo como aporte teórico Maingueneau (2006), que estabelece parâmetros que nos permitem avaliar as principais características e as condições de êxito para os gêneros do discurso, estudando o processo de produção da obra, tendo como base o contexto sociocultural, evidenciando elementos a serem considerados no processo de ensino-aprendizagem relacionados à estrutura da obra e ao contexto sociocultural em que ela está inserida. Com essas análises, notamos que a obra tem como foco a busca do conhecimento por meio da investigação, possibilitando a elaboração de propostas didáticas para o ensino da Investigação Científica. Sendo assim, elaboramos propostas didáticas com o uso da obra para a abordagem da investigação científica no ensino de ciências voltadas para nível do Ensino Fundamental II. Essas propostas foram aplicadas em uma escola da cidade de São Paulo com o objetivo de reformular e aprimorar as propostas, possibilitando seu uso em diversos contextos escolares de forma interdisciplinar.In this research we propose a guided didactic use of literature in science education from the use of a specific literary genre, the crime novel, in Scientific Research\'s teaching. The book O caso da borboleta Atíria was used as a model, written by Lucia Machado de Almeida, in which story is based in mystery and police investigation and is part of the publisher Ática, in Vaga Lume collection. The Literary that make up this collection are present in classrooms and school libraries since the seventies and are part of the repertoire of many students currently reading. Moreover, they are filled with content that permeate many areas of knowledge. One of the procedures used for analysis of the work was the use of semiotics of Greimas (1976) who seeks to establish syntactic relations within a text, and may help in a deeper interpretation work. We also conducted the analysis of discourse based in Maingueneau\'s theory (2006), which sets parameters that allow us to assess the main characteristics and the conditions of success for speech genres, studying the production process of the work, based on the social and culture contexts, showing elements to be considered in the process of teaching and learning related to the structure of the work and to the context in which it is embedded. With those analyses, we note that the work has a focus on to the search for knowledge through research, allowing the preparation of didactic proposals for the Scientific Research teaching. Thus, we elaborate didactic proposals using the book to approach scientific research in science teaching aimed at the elementary school. These proposals have been implemented in a school in the city of São Paulo in order to reshape and refine the proposals, enabling its use in different school contexts in an interdisciplinary way.
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Åkesson, Helena. "Barn- och ungdomslitteratur som utgångspunkt i arbete med värdegrundsfrågor. : Den didaktiska potentialen i fem utvalda mellanåldersböcker utgivna 2010–2020." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100975.
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Syftet med denna litteraturanalys är att undersöka vilken didaktisk potential det finns att använda nyskriven barn- och ungdomslitteratur som utgångspunkt i skolans värdegrundsarbete. För att undersöka detta studeras fem utvalda mellanåldersböcker som riktar sig främst till barn i årskurs 4–6. Studien har sin utgångspunkt i att värdegrundsarbetet är en viktig del av skolans uppdrag vilket många lärare upplever som otydligt. Den motiveras med att värdegrundsarbete visat sig fungera bättre på skolor som arbetar målmedvetet och integrerar värdegrundsarbetet i undervisningen. Tidigare forskning visar att det finns didaktisk potential för alla sorters skönlitterära verk men att det behövs en medveten pedagogik för att eleverna ska kunna urskilja värdegrundsfrågor som finns i skönlitteraturen. Den visar också att värdegrundsarbete är ett problematiskt begrepp eftersom det är svårt att definiera och upplevs otydligt bland lärare. Vid analysen har samtliga fem böcker lästs i sin helhet och tolkats utifrån ett hermeneutiskt perspektiv med syfte att urskilja innehållsdelar som teman, motiv, handling och karaktärer för att se vilken didaktisk potential det finns att använda dem i undervisningen om värdegrundsfrågor. Resultatet av analysen visar att det finns en didaktisk potential för att arbeta med värdegrundsfrågor utifrån samtliga av de fem utvalda mellanåldersböckerna då alla innehåller mönster och teman som kan vara relevanta i undervisningen om grundläggande värden. En slutsats som går att dra utifrån studien och tidigare forskning är att en medveten värdepedagogik är viktig för att synliggöra den didaktiska potentialen som finns i litteraturen.
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Salles, André Mendes. "A guerra do Paraguai na literatura didática: em estudo comparativo." Universidade Federal da Paraíba, 2011. http://tede.biblioteca.ufpb.br:8080/handle/tede/5952.
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This work is linked to the History Teaching and Historical Knowledge research line of the Graduate Program in History at the Federal University of Paraíba, which has Historical Culture as area of concentration. Our goal was to analyze, in a comparative study, the approaches on previously selected issues of History textbooks, produced in the 1980s, 1990s and 2000s, concerning a specific subject: the war in Paraguay. Considering the debate about this theme carried on the academic level and in the light of new historiographical studies, we emphasized two moments for the analysis of textbooks, the first of which falls on those whose authors (Nelson Piletti and Joana Neves & Elza Nadai) wrote at least since the 1980s, submitting to periodic reviews their works which were published and used until the late 1990s meaning that these school textbooks have passed through the period of the so-called revisionism and neorevisionism regarding the historiography of the Paraguayan War. We stress that, precisely because of the comparative character of the study, we used the 1980s and 1990s editions of the these works. The second stage of analysis investigates the book of the professor Gilberto Cotrim, in editions of 1999 and 2005. In the 1990s, when the first edition of Cotrim was published, the discussions about the Paraguayan War between the so-called revisionist and neorevisionists were intensified. Therefore we attempted to correlate such subject in the selected textbooks, in its various editions, with the bibliography and academic production of the time, and observe the historiographical influences for its production, noticing if there were changes in the concepts of the text and in the interpretation of the authors of textbooks, as a consequence of the historiographical renewal and revisionism, especially of those concepts which concern the causes of conflict. For this purpose, we discussed various aspects that support this objective, such as the transformations in the very materiality and design of textbooks over the issues analyzed, without, however, having the intention to deepen or focus on this latter discussion.
Este trabalho dissertativo está vinculado à Linha de Pesquisa Ensino de História e Saberes Históricos, do Programa de Pós-Graduação em História da Universidade Federal da Paraíba, cuja Área de Concentração é Cultura Histórica. Nosso objetivo foi analisar, em um estudo comparativo, as abordagens em edições previamente selecionadas de livros didáticos de História, produzidas nas décadas de 1980/90/2000, no que concerne a um assunto específico: a Guerra do Paraguai. Levando em conta o debate que se travou a nível acadêmico acerca dessa temática e à luz dos novos estudos historiográficos, privilegiamos dois momentos para as análises dos livros didáticos, em que o primeiro enquadra-se naqueles cujos autores (a saber: Nelson Piletti e Joana Neves & Elza Nadai) escreviam desde pelo menos a década de 1980, passando suas obras por revisões periódicas e sendo publicadas e consumidas até o final dos anos 1990. Isso equivale a dizer que esses livros escolares atravessaram o período dos chamados revisionismo e neo-revisionismo no que se refere à historiografia da Guerra do Paraguai. Destacamos que, justamente por se tratar de um estudo comparativo, usamos as edições das décadas de 1980 e 1990 dessas obras. O segundo momento de análise investiga o livro do professor Gilberto Cotrim, nas edições de 1999 e 2005. Na década de 1990, quando da publicação da primeira edição do livro do professor Cotrim, intensificaram-se as discussões entre os chamados revisionistas e neo-revisionistas sobre a Guerra do Paraguai. Assim, buscamos relacionar o referido conteúdo nos livros didáticos selecionados, em suas diferentes edições, com a bibliografia e produção acadêmica da época e observar as influências historiográficas para sua produção, percebendo se houve mudanças na formulação do texto e interpretação dos autores dos livros escolares a partir da renovação historiográfica e dos revisionismos, especialmente ao que concernem as causas do conflito. Para tal, procedemos a reflexões sobre variados aspectos que corroboram com esse objetivo, a exemplo das transformações na própria materialidade e concepção do livro didático ao longo das edições analisadas, sem, contudo, ter a intenção de aprofundar, ou mesmo se deter nesta última discussão.
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Kotze, Annemare. "The protreptic-paraenetic purpose of Augustine's Confessions and its Manichean audience." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53665.
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Thesis (DLitt)--Stellenbosch University, 2003.ENGLISH ABSTRACT: In this dissertation I attempt to open up new perspectives on the literary qualities and the unity of Augustine's Confessions by reading the work in the light of the context within which it first functioned. Part 1, Prolegomena, consists of a survey of secondary literature (in chapter 1) that focuses on research on the literary characteristics of the work, followed by a theoretical exploration of the two aspects that constitute the focus of this study, the genre and the audience of the Confessions. Chapter 2.1 examines how the literary practices and generic conventions of late Antiquity should inform our reading of the work. This is achieved through a discussion of the implications of genre analysis in general (2.1.1), followed by an examination of the conventions of the ancient protreptic genre (2.1.2), a look at the parallels between the Confessions and three of its literary antecedents and between the Confessions and Augustine's Contra Academicos (2.1.3), and an evaluation of the perspectives offered on the unity of the work by this procedure (2.1.4). Chapter 2.2 starts with a discussion of the concept of intended audience (2.2.1) and proceeds to provide the background needed to follow the arguments on the specific segment of Augustine's audience that I consider here, the Manicheans (2.2.2). Part 2 of the dissertation consists of the analyses of selected passages but attempts at the same time to give an accurate account of how genre and intended audience are embodied in the text as a whole. In chapter 3 I show that Augustine's meditation on Ps 4 in the central section of the Confessions (9.4.8-11) is a protreptic that targets a Manichean audience (3.1) through Augustine's identification with this audience (3.2) and the prevalent use of Manichean terminology and categories (3.3). In chapter 4 I analyse in a more systematic way the expression of protreptic purpose through various devices throughout the Confessions: foreshadowing in the opening paragraph (4.1), the use of a shifting persona (4.2), allusion to Matt 7:7 (4.3), and the theme of the protreptic power of reading and listening (4.5). I evaluate how pervasive the expression of protreptic intent is (4.4) and end with an examination of the protreptic-paraenetic purpose of the first section of the allegorical exposition of the creation story in book 13 (4.6). Chapter 5 examines the degree to which the Manicheans are targeted by the text as a whole as an important segment of its intended audience. I examine the use of the theme of friendship to evoke Augustine's erstwhile Manichean friendships and the history of failed communication with this group (5.1), the role Augustine intends curiositas to play in coaxing the Manicheans into reading yet another attempt to convert them (5.2), and once again how pervasive the concerns with a Manichean audience is (5.3). I conclude this chapter, like the previous one, with an analysis of the last section of the allegory in book 13, where I discern towards the end an intensification of indications that Augustine is preoccupied with his Manichean audience (5.4).
AFRIKAANSE OPSOMMING: Hierdie proefskrif probeer om nuwe perspektief te bied op die literêre eienskappe en die eenheid van Augustinus se Confessiones deur die werk te lees in die lig van die konteks waarbinne dit aanvanklik gefunksioneer het. Deel 1, Prolegomena, is In oorsig oor die sekondêre literatuur (in hoofstuk 1) wat fokus op studies van die literêre tegnieke in die werk, gevolg deur In teoretiese verkenning van die twee aspekte wat die fokuspunt van die studie vorm, naamlik die genre en die gehoor van die Confessiones. Hoofstuk 2 ondersoek hoe literêre praktyke en genre-verwante konvensies van die laat Antieke die lees van die werk behoort te beïnvloed. Dit word gedoen aan die hand van In bespreking van die implikasies van genre-analise in die algemeen (2.1.1), gevolg deur In oorsig oor die konvensies van die antieke protreptiese genre (2.1.2), In bespreking van die paraIIele tussen die Confessiones en drie literêre voorlopers daarvan asook tussen die Confessiones en Augustinus se Contra Academicos (2.1.3) en In evaluering van die perspektiewe wat hierdie werkwyse bied op die eenheid van die werk (2.1.4). Hoofstuk 2.2 behels In bespreking van die konsep teikengehoor (2.2.1), gevolg deur In opsomming van die agtergrondinligting wat nodig is om die argumente oor die spesifieke segment van Augustinus se gehoor wat hier oorweeg word (die Manicheërs), te volg (2.2.2). Deel 2 van die proefskrif bestaan uit die analises van geselekteerde passasies maar probeer terselfdertyd om In getroue weergawe te bied van hoe genre en gehoor in die teks as geheel beliggaam word. Hoofstuk 3 toon dat Augustinus se oordenking van Ps 4 in die sentrale gedeelte van die Confessiones (9.4.8-11) In protreptiese werk gerig op In Manichese gehoor is (3.1). Augustinus vereenslewig hom met sy teikengehoor (3.2) en gebruik deurgaans Manichese terminologie en kategorieë (3.3). Hoofstuk 4 ondersoek hoe die protreptiese doelwit in die Confessiones uitgedruk word deur die gebruik van verskeie tegnieke: voorafskaduing in die aanvangsparagraaf (4.1), die gebruik van In verskuiwende persona (4.2), verwysing na Matt 7:7 (4.3) en die tema van die protreptiese uitwerking van lees en luister (4.5). Ek evalueer hoe verteenwoordigend ten opsigte van die geheel die uitdrukking van die protreptiese doelwit is (4.4) en sluit met In analise van die protrepties-paranetiese funksie van die eerste deel van die allegoriese interpretasie van die skeppingsverhaal in boek 13 (4.6). Hoofstuk 5 ondersoek die mate waarin die teks as geheel die Manicheërs as die teikengehoor van die werk aandui. Dit toon hoe Augustinus die tema van vriendskap gebruik om sy vroeëre Manichese vriendskappe op te roep en verwys na die geskiedenis van onsuksesvolle kommunikasie met hierdie groep (5.1); dit toon hoe curiositas 'n rol speel om die Manicheërs oor te haalom nog 'n poging om hulle te bekeer te lees (5.2) asook hoe verteenwoordigend ten opsigte van die geheel die bemoeienis met 'n Manichese gehoor is (5.3). Die hoofstuk sluit af, soos die vorige een, met 'n analise (nou van die tweede deel) van die allegorie in boek 13, met klem op die sterker wordende aanduidings dat Augustinus hier 'n Manichese gehoor in die oog het (5.4).
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Millar, Suzanna Ruth. "Open Proverbs : exploring genre and openness in Proverbs 10:1-22:16." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/276999.
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This thesis has three main aims. First, I will propose and explain a genre ascription for the sayings in Prov 10:1-22:16 – the ‘didactic proverb’. Second, I will analyse ‘openness’ as a textual feature, and show its contribution to the functions of this genre. Third, I will demonstrate how reading this way may influence our understanding of some key issues in Proverbs’ scholarship. Part 1 tackles the first and second aims. In ch. 1, I suggest that the sayings in Prov 10:1-22:16 have something of a hybrid genre, displaying features akin to both ‘didactic’ texts and ‘proverbs’. This can be seen from their: generically related texts, probable social settings, media, self-presentation, and literary forms. As ‘didactic’ texts, the sayings shape the worldview, character and intellect of their students. As ‘proverbs’, they apply to specific situations with specific purposes. In ch. 2, I explain three manifestations of literary ‘openness’: polysemy can give a text multiple meanings; parallelism makes the relationship between lines unclear; imagery opens up worlds for exploration. Ch. 3 begins to show how this ‘openness’ enhances the sayings’ ‘didactic’ and ‘proverbial’ functions. Here I move beyond openness in interpretation to openness in application, and draw on the field of ‘paremiology’ (the technical study of the ‘proverb’ as a genre), which has been somewhat neglected in Proverbs’ scholarship. In Part 2, I turn to the text, drawing out the openness of key verses, and showing how they function ‘didactically’ and ‘as proverbs’. This proves to have implications for certain classic debates in Proverbs’ scholarship (my third aim). Ch. 4 considers ‘character’ terms (e.g. wise/foolish, righteous/wicked). I use cognitive linguistic theories to examine the terms as open categories with ‘prototype structure’. Viewed this way, the terms are not (as some have argued) abstract and cut off from the world, but profoundly useful for life. Ch. 5 considers the apparent ‘act-consequence connection’ in Proverbs. The connection is predictable but not inviolable, may come about through a number of agencies, and has strong motivational potential. Ch. 6 looks at proverbs about the king. These do not necessitate an actual court context, for the ‘king’ figure may encapsulate wider principles, and function as a teaching tool. Even when he appears to be glorified, his role may be subverted, requiring students to exercise their minds. In ch. 7, I consider the way wisdom is acquired in the ‘didactic proverb’ genre, and suggest a principle for gaining it: students must ‘trust and scrutinise’. They are thereby empowered in their quest for wisdom, whilst also becoming aware of their limitations. Throughout Part 2, I find ‘openness’ to be an important facilitator for didactic and proverbial goals. Prov 10:1-22:16 presents its readers with a panoply of fascinating texts. By exploring them as ‘open’, ‘didactic’, and ‘proverbial’, this thesis offers a fruitful reading strategy; new insights into functions and meanings; and some fresh perspectives on old debates.
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Gabrielsson, Jakob, and Rebecka Hjelm. ""Den första skoldagen är över. Jag står upp igen." : En studie om didaktisk potential i skönlitteratur som tematiserar psykisk ohälsa." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105140.
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Denna litteraturstudies syfte är att undersöka didaktisk potential i tre utvalda skönlitterära texter. Studien kommer att, utifrån de teoretiska ingångarna litteraturdidaktik och didaktisk potential, undersöka hur skönlitteratur kan öppna upp för samtal runt värdegrundsfrågor med fokus på psykisk ohälsa i grundskolan. Med metoden närläsning har vi granskat tre utvalda böcker som tematiserar psykisk ohälsa för att undersöka dels på vilket sätt den psykiska ohälsan beskrivs, dels vilken didaktisk potential som böckerna innehåller. I analysen har vi använt oss av en kvalitativ litteraturanalys för att belysa hur psykisk ohälsa beskrivs i de olika texterna. Sedan har en diskussion förts om hur innehållet skulle kunna vara relevant att använda i skolan för att belysa psykisk ohälsa.
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Pasco-Pranger, Molly. "Founding the year Ovid's Fasti and the poetics of the Roman calendar /." Leiden ; Boston : Brill, 2006. http://catalogue.bnf.fr/ark:/12148/cb40238613c.
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Le, Meur Morgane. "Les littératures postcoloniales à l’école de la République : un travail sur le vivre ensemble." Thesis, Rennes 2, 2017. http://www.theses.fr/2017REN20043/document.
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L’absence des littératures postcoloniales dans les programmes scolaires fut au départ un constat personnel. De ce constat est née l’idée selon laquelle l’absence de représentation de la déversité ethnique et culturelle dans le patrimoine littéraire transmis à l’école conduirait à un déséquilibre au sein même de la société. Ainsi, en quoi l’étude des littératures postcoloniales à l’école permettrait-elle l’amélioration du vivre ensemble ? En approche liminaire, nous avons tenté d emesurer concrètement la place des littératures postcoloniales dans la sphère scolaire. Cette étude n’ayant pas abouti pour diverses raisons, nous avons développé les dimensions didactique, sociétale et littéraire. La société française connaît une crise identitaire. Qu’est-ce qu’être français ? est une question récurrente dans les débats. Les évènements tragiques qui se sont multipliés depuis 2015 ont renforcé cette problématique. Les questions religieuses, identitaires se mêlent à celles sur la sécurité. Tout ceci est accompagné d’une difficulté à traiter sereinement l’information en raison de l’hypermédiatisation et de la surexposition des évènements dans un temps toujours plus limité. L’école pourrait se saisir de cette problématique et développeer un travail singulier autour de ce qu nous avons défini comme didactique des littératures postcoloniales. L’étude de ce champ littéraire, inscrit dans l’histoire coloniale et ses pendants contemporains révèle des problématiques douloureuses parfois très intimes pour les élèves. Cependant, cette étude pourrait avoir une incidence positive sur la société en proposant une approche socio constructiviste et une lecture mettant en avant le sujet lecteurFirst, the absence of the post-colonial literature in the school curriculum was a personal observation. From this observation, this idea was born according to which the absence of representation of the ethnic and cultural diversity in the literary heritage passed on at the school would lead to an imbalance within the society. Accordingly, in what the study of the postcolonials literatures at school could allow the improvement of the coexistence ? Considering this, the thought that the absence of representation of the ethnic and cultural diversity in the literary heritage taught at school would lead to an imabalance within our society came up. So, how the study of post-colonial literature at school might imrove our way of « living together » ? In an opening approach, we tried to measure the real impact and place of post-colonial literature in the educational sphere. For some various reasons, this study was unsuccessful, so we’ve developped didactiv, societal and literary dimensions. French society experiences an identity crisis. « What does being Frenc mean ? » is a reccuring question. The tragic events which have become more multiplied since 2015 have magnified this issue. Religion and identity matters mix with security. All this comes with a serious trouble to deal calmly with information because of an excessive media coverage and the overexposure of the events in an ever shorter time. School could take up this issue and develop a special work around what we defined as didactic and post-colonial literature
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Souza, Francisco Ernandes Braga de. "O ensino de língua portuguesa e os projetos de letramento: uma proposta de atividades com foco na questão alimentar a partir do gênero anúncio de campanha comunitária." Universidade Federal da Paraíba, 2017. http://tede.biblioteca.ufpb.br:8080/handle/tede/9153.
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In recent years, the discussions about the development of literacy projects have expanded immensely. Those discussions contemplate concerning the contributions of the literacy projects, on behalf of reading activities and production of text contextualized and located with the students' reality. The present work has as general objective to introducer on the contributions of the projects of literacies for the teaching of Portuguese Language for the teaching of Portuguese Language in classroom of the 5th year of the Fundamental Teaching I, in a municipal school of the city of Itapissuma-PE. As specific objectives, we intend to: to reflect on the use of literacy projects, with the purpose of carrying out didactic activities engaged with the students' daily problems; propose the realization of a literacy project, focusing on the food problem, more specifically, in promoting healthy eating; propose a sequence of activities, aiming to work on reading practices, written and oral text production, using the announcement of community campaign. For accomplishment of those objectives, we anchored ourselves in the contributions of the research action, as well as in the literature review and in the application of a sequence of activities. The results demonstrate that the students' productions assisted to the constituent characteristics of the gender announcement of community campaign. Even with daily and simple resources (pens hydrographic, newspapers, magazines etc.), the students' productions got to reproduce differentiated characteristics of that discursive and textual gender. In that sense, this work articulated a literacy project and the subsidies of the gender community campaign announcement, causing a significant incentive to the political engagement and the students' participatory, in what concerns the context in that you/they live. It is with that glance that we considered the use of literacy projects in the teaching of Portuguese Language as something of extreme relevance, once it will motivate the student's potential in the involvement of his/her reality, aiming at the intervention and the transformation.
Nos últimos anos, as discussões a respeito do desenvolvimento de projetos de letramento ampliaram-se imensamente. Essas discussões refletem acerca dos contributos dos projetos de letramento, em prol de atividades de leitura e produção de texto contextualizadas e situadas com a realidade dos alunos. O presente trabalho tem como objetivo geral apresentar algumas contribuições dos projetos de letramentos para o ensino de Língua Portuguesa em sala de aula do 5º ano do Ensino Fundamental I, em uma escola municipal da cidade de Itapissuma-PE. Como objetivos específicos, pretendemos: refletir sobre a utilização dos projetos de letramento, com a finalidade de realizar atividades didáticas engajadas com as problemáticas do cotidiano dos alunos; propor a realização de um projeto de letramento, com foco na problemática alimentar, mais especificamente, na promoção de uma alimentação saudável; propor uma sequência de atividades, almejando trabalhar práticas de leitura, produção de texto escrito e oral, recorrendo ao gênero anúncio de campanha comunitária. Para realização desses objetivos, ancoramo-nos nos aportes da pesquisa ação, bem como na revisão de literatura e na aplicação de uma sequência de atividades. Os resultados demonstraram que as produções dos alunos atenderam às características constitutivas do gênero anúncio de campanha comunitária. Mesmo com recursos cotidianos e simples (canetas hidrográficas, jornais, revistas etc.), as produções dos alunos conseguiram reproduzir diferenciadas características desse gênero discursivo e textual. Nesse sentido, este trabalho articulou um projeto de letramento e os subsídios do gênero anúncio de campanha comunitário, ocasionando um incentivo significativo ao engajamento político e participativo dos alunos, no que diz respeito ao contexto em que vivem. É com esse olhar que consideramos o uso de projetos de letramento no ensino de Língua Portuguesa como algo de extrema relevância, uma vez que vai incentivar o potencial do aluno no envolvimento de sua realidade, objetivando a intervenção e a transformação. PALAVRAS-CHAVE: Língua Portuguesa. Letramento. Ensino. Projeto Didático.
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Brandt, Lucas. "Why work with children’s literature in an ESL-classroom?" Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42360.
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AbstractThe purpose of this paper is to find out why children’s literature could be used in an ESLclassroom. We know that children’s literature should be included in an ESL-classroom,according to the national curriculum for English in Sweden, but experience tells me thatactual usage of children’s literature in the teaching of the English language for students inthe early school years is limited. To find out why children’s literature could be used to teachI have taken part of current studies about and around the subject. The studies were foundusing either ERC or ERICs search engines. Furthermore, the studies used in this paper arecompared to one another to see possible similar outcomes. The studies show that ESLstudents show a variety of development in skills such as reading, writing, comprehension byworking with children’s literature. The results also show a potential increase in motivation tolearn the language.Key terms: Children’s literature, ESL, English learning, Vocabulary
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Shehadeh, Marlen, Ellenor Fransson, and Shkurte Feka. "Världens framtid sitter i mitt klassrum : En intersektionell analys av skönlitteratur för årskurs 1–3." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96515.
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Bakgrunden till denna studie är det idag växande mångkulturella samhälle vi har i Sverige. För att arbetet inom skolan ska kunna ge nästa generation kunskaper om människors likheter och olikheter, behöver verksamma inom skolan arbeta med litteratur som visar upp en mångfald på ett inkluderande sätt. I arbetet för ett mer inkluderande samhälle är litteraturen ett viktigt verktyg. Syftet med denna studie är att analysera och undersöka vilken didaktisk potential det finns i tre för studien utvalda böcker. Teorier som studien utgår ifrån är intersektionalitet som handlar om att studera hur flera olika skikt bidrar till mellanmänskliga maktstrukturer. Studien utgår även ifrån Martha Nussbaums begrepp narrativ fantasi och världsmedborgare. Det sistnämnda definieras som en människa som tar hänsyn till att det finns andra kulturer än ens egna och att det finns många olika normer och seder som anses vara det normala. De böcker som i studien analyseras är utgivna av förlaget Olika och skrivna av Ebba Berg. Resultatet visade på att de tre böckerna har olika teman och en bred didaktisk potential. Vår förhoppning är att denna studie ska väcka ett intresse hos läsaren i att välja böcker med en didaktisk potential i ett arbete för barns utveckling till framtida världsmedborgare.
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Lindell, Agnes. "”Hon fick ju ett bättre liv sen” : En kvalitativ studie om hur tolv elever i årskurs F-3 resonerar om den normbrytande versionen av sagan om Askungen." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53317.
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Skolan har i uppdrag att aktivt arbeta med frågor som rör kön, jämställdhet, rättigheter och möjligheter. Vidare ska skolan ge elever verktyg till att kritiskt kunna granska könsmönster samt ge elever en förståelse för hur dessa könsmönster kan begränsa människors livsvillkor (Skolverket, 2019). I skolan möter elever skönlitteratur, vilken i sin tur bidrar till att normer på ett eller annat sätt framställs. Genom didaktiska insatser i form av critical literacy-inspirerade arbetssätt kan skönlitteraturen användas som ett underlag för värdegrundsarbetet. Det är då av relevans hur barn uppfattar de normer eller normbrytande aspekter som framställs i skönlitteraturen. Studiens syfte är därför att bidra med kunskap om elevers olika sätt att resonera och relatera till en normbrytande saga genom ett Critical literacy-inspirerat didaktiskt perspektiv. Till grund för studien ligger en modern bearbetning av sagan om Askungen (Jansson & Jensfelt, 2018) vars syfte är att bryta normer. De frågeställningar som studien ämnar besvara är: · Vilka normbrytande aspekter återger elever i ett samtal om en normbrytande saga? · Vilka aspekter i en normbrytande saga kan elever relatera till sin egen verklighet? · Hur påverkas elevers resonemang om en normbrytande saga efter ett boksamtal? Studien är kvalitativ och utgörs av semistrukturerade intervjuer med 12 elever i årskurs 2 samt 3. Resultatet av studien visar vilka normbrytande aspekter elever resonerar kring. Vidare visar resultatet att gemensamt boksamtal till synes kan påverka elevers enskilda resonemang. Empirin är analyserad utifrån genusteorin samt Alkestrands (2017) definition av didaktisk potential.Swedish school is obliged to actively work with questions concerning gender, equality, rights and opportunities. Furthermore, school shall give the students tools to critically review gender patterns and understand how gender patterns can constrain people’s living conditions (Skolverket, 2019). In school the students read fiction, which in turn contributes to how norms are produced in different ways. Through didactic efforts through critical literacy inspired working processes fiction can be used as a foundation for work with values. It is of thus of relevance how children perceive the norms or norm-breaking aspects as they are produced in fiction. The purpose of the study is therefore to contribute knowledge about students’ different ways of reasoning and relating to a norm-breaking story through a Critical literacy-inspired didactic perspective. As a basis for the study is the norm-breaking fairytale about Cinderella (Jansson & Jensfelt, 2018). The study aims to address the following questions: · Which norm-breaking aspects do the students retell in a dialogue about the norm-breaking fairytale? · Which aspects of a norm-breaking fairytale can the students relate to from their own reality? · How are the students’ reasoning affected by the norm-breaking fairytale after a literacy talk? The study is qualitative and is built on semi-structured interviews with 12 students in year 2 and 3. The result of the study shows which norm-breaking aspects the students’ reason about. Furthermore, the results show that a literacy talk seems to have an impact on the students’ reasoning. The empirical material is analyzed through gender theory together with Alkestrand’s (2017) definition of didactic potential.
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Williams, Jenna Elizabeth. "A changing didacticism : the development of South African young adult fiction from 1985 to 2006." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1004293.
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This thesis endeavours to establish how political transformation in South Africa has impacted on the didactic function of locally produced young adult fiction between the years of 1985 and 2006. To this end, a selection of young adult novels and short stories are examined in relation to the time period during which they were written or are set, namely the final years of apartheid (from 1985 to the early 1990s), the period of transition from apartheid to democracy (approximately 1991 to 1997), and the early years of the twenty-first century (2000 to 2006). Chapter One provides a brief overview of publishing for the juvenile market in South Africa over the last century, noting how significant historical and political events affected both the publishing industry itself and the content of children's and young adult literature. This chapter also adumbrates the theoretical foundations of the study. The second chapter examines a selection of texts either written or set during the final years of the apartheid regime. This chapter establishes how authors during this period challenged notions of racial inequality and undermined the policies of the apartheid government, with varying degrees of success. The authors' methods in encouraging their (predominantly white) readers to question apartheid ideology are also interrogated. Those novels written after, but set during, the apartheid era are examined with the aim of determining their authors' didactic objectives in revisiting this period in their novels. Chapter Three explores how authors writing during the transition period aimed to encourage readers to participate in the building of a 'rainbow nation,' by portraying idealised modes of relating to the racial 'other.' While some of the authors examined in this chapter are optimistic, and even naïve, in their celebration of a newly established democracy, others are more cautious in suggesting that decades of oppression and separation can so easily be overcome. Chapter Four demonstrates how the freedoms afforded by a democratic society have prompted young adult authors to explore the possibilities of adapting the sub-genre of the teenage problem novel to suit a distinctly South African context. While some of these texts are not overtly didactic in nature, they confront the unique issues faced by a generation of South African teenagers raised in a democratic society, and in some cases challenge readers to reconsider their approach to such issues.
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Carling, Johanna. "It is not the spoon that bends. It is only yourself : En queerteoretisk analys av The Matrix, dess didaktiska potential och hur det performativa könet görs och gestaltas." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-44044.
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This essay aims to study if, and how, The Matrix (1999) can be read with a queer perspective and how to use it in a classroom setting to further upper secondary school students to discuss transgender issues and develop their own identity. By analysing the film using a hermeneutic method and a queer perspective the results show that much of the lines, cinematography and costume can be viewed as an expression for transgender and queer. The theoretical framework is mainly related to Judith Butler’s research on doing gender and Malin Alkestrand’s concept of didactic potential. The essay shows the didactic potential of the Matrix (1999) and gives concrete examples of lines, cinematography and costume that can be used to begin conversations in the classroom related to gender, sexuality, norms, and performative gender.
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Heideman, Matilda, and Frida Klässman. "Didaktiska val för skrivundervisningen : en litteraturstudie om flerspråkiga elevers skrivutveckling i lågstadiet." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-91227.
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Denna systematiska litteraturstudie syftar till att undersöka vad tidigare forskning kommit fram till vad gäller undervisningsmaterial, undervisningsmetoder och samtalsaktiviteter som främjar flerspråkiga elevers tidiga skrivutveckling. Studiens material innehåller 13 olika publikationer som kvalitativt analyserats med hjälp av ett kategoriseringsschema för att kunna besvara studiens syfte och frågeställningar. Publikationerna söktes fram i olika databaser, ERIC, Libris och Diva, där vi använde oss av utvalda sökord för att få fram relevanta studier för valt forskningsområde. Resultatet visar att flerspråkiga elevers skrivutveckling främjas främst genom att undervisningen är explicit och består av konkret, anpassat och varierat material. Många forskare lyfter vikten av vilka didaktiska val lärare väljer att använda sig av. Litteraturstudien visar att flerspråkiga elever aktivt ska delta i den ordinarie klassrumsundervisningen så mycket som möjligt, och att olika typer av samtalsaktiviteter i klassrummet gynnar flerspråkiga elevers skrivutveckling. Slutligen visar resultatet att det finns brist på forskning om undervisningsmaterial och undervisningsmetoder som lämpar sig i undervisningen.
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Nilsson, Hanna. "Kropp och knopp i gymnasieskolans svenskämne : Prövning av en didaktisk design i litteraturhistoria." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-85733.
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I en nära samverkan med yrkesverksamma svensklärare utreder och prövar föreliggande studie hur undervisningen i litteraturhistoria kan utvecklas i praktiken. Med utgångspunkt i elevers och svensklärares uttryckta erfarenheter av arbete med litteraturhistoriska texter konstrueras en didaktisk design. Den didaktiska designen omsätter tidigare forskning rörande förkroppsligat lärande i en lektionsserie på sex lektioner där fokus ligger på bearbetning av en litteraturhistorisk text med hjälp av fyra fysiska komponenter: gester, röstläge-intonation, en visuell komponent samt en auditiv komponent. Iscensättningen av den didaktiska designen studeras med en triangulering som består av observationer, fokusgruppsamtal med elever och lärarintervjuer samt skriftliga exit tickets. Genom en tematisk analys visar resultatet att eleverna trots ett utmanande språk erövrar den litteraturhistoriska texten, engagerar sig i olika erbjudna livsvärldar, minns textinnehåll och inkarnerar nyvunnen kunskap med hjälp av kroppsliga representationer. Förklaringen spåras till kroppen och sinnets enhet samt det meningsskapande multimodala perspektivet, där föreliggande studie också visar den sociokulturella kontextens betydelse. Litteraturdidaktiska ställningstaganden diskuteras vidare och konstaterar att fysiska komponenter kan användas för att gynna en omfattande läsupplevelse, där både kropp och sinne förses med den litteraturhistoriska textens narrativ på olika sätt. Slutligen föreslås fysiska komponenter som en väg in i texten, vilket i sin tur potentiellt kan leda till ökad måluppfyllelse.In collaboration with professional teachers who teach the Swedish language, this study explores how to develop teaching in history of literature within the field of design-based research. A didactic design is created and tried in an authentic learning situation. This didactic design refers to earlier studies of embodied learning. In a series of six lessons which focus on working with texts from the Enlightenment, four physical components are incorporated in the design: gestures, voices, a visual component and an auditive component. The staging of the didactic design is investigated through a triangulation consisting of observations, group conversations with pupils, interviews with the teacher and written exit- tickets by pupils. Through a thematic analysis the result shows that students, despite the challenging language, conquer the texts from the Enlightenment, engages themselves in different presented lifeworlds, remember contents and incorporates newfound knowledge while using bodily representations. The explanation is traced to the unity of body and mind and to the multimodal perspective that creates meaning. The presented study also shows the meaning of a sociocultural context while working with literature. Didactic literature positions are discussed further and state that physical components can be used as an entrance into texts from different time periods. All thanks to extensive reading experience, where body and mind are provided with narrative through multiply senses. The discussion continues and suggests that due to the fact that pupils are experiencing the narrative in the texts, they are able to perform more extensive analysis which is the focus of the curriculum.
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Edström, Matilda. "”Kanske mår tjuvarna inte bra” : Ett skönlitterärt verks didaktiska potential för arbete med skolans värdegrund i årskurs 1." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100914.
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Denna studie syftar till att undersöka den didaktiska potentialen för värdegrundsarbete i Stora Boken om Sandvargen (2006) skriven av Åsa Lind. Syftet är även att, med elever i årskurs 1, undersöka hur förståelse för skolans värdegrund kan skapas med hjälp av boksamtal kring Stora Boken om Sandvargen. För att undersöka detta analyseras verket utifrån fenomenologisk och socialkonstruktivistisk teori. Analysen görs även i förhållande till två utvalda delar ur Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011 (2019) (”Skolans värdegrund och uppdrag”). Resultatet av analysen konstaterar att Stora Boken om Sandvargen har stor didaktisk potential för arbete med skolans värdegrund. Verket används sedan i boksamtal utformade efter Aidan Chambers modell, för att undersöka om och i så fall hur eleverna visar förståelse för skolans värdegrund. Boksamtalen analyseras i förhållande till de två utvalda delarna ur styrdokumenten och slutsatsen blir att eleverna på ett flertal sätt visar förståelse för skolans värdegrund. Resultatet visar hur eleverna skiftar perspektiv mellan sitt eget, karaktärer i berättelsen samt andra människor i elevernas liv och att kunna skifta och bredda sina perspektiv anses i studien vara grundläggande för skolans värdegrundsarbete.
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Källström, Dan. "Learning from Matthew Arnold’s Thought on Moral Education and Literature." Thesis, Högskolan i Gävle, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24060.
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Franzén, Karl, Nicklas Tält, and Morgan Westerlund. "Ta litteraturen på allvar! : En undersökning om den didaktiska potentialen i populär litteratur med mångkulturellt tema." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-91221.
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I den föreliggande studien undersöker vi tre litterära verk med mångkulturellt tema och dess potential till arbete med värdegrundsfrågor i grundskolans årskurs 4–6. Syftet är att analysera hur karaktärer med annan etnicitet än den vita västerländska normen framställs. I studien analyseras tre populära litterära verk som vi har stött på under utbildningen, under vår praktik i verksamheten och som visat sig vara frekvent utlånade på Kalmar Stadsbibliotek. Till stöd använder vi teorier om kritisk litteracitet och främst Hilary Janks modell för att undersöka kategorier som makt, mångfald och design. Av de litterära verken visar det sig att etnisk mångfald uttrycks och kategoriseras på olika sätt, att individens möjligheter i samhället påverkas av namn och utseende med annan etnicitet samt att huvudkaraktärernas hemmiljö beskrivs på ett stereotypt sätt. Därefter undersöks resultatets didaktiska potential utifrån värdegrundsfrågor och hur dessa kan integreras med den valda litteraturen. Resultatet visar hur valda delar i verken kan vara fruktbara i arbete med den typ av värdegrundsfrågor som skrivs fram i styrdokumenten.