Demokratisk opplæring i møte med en barnebok - En studie av elevers refleksjoner og litterære kompetanse i møte med barneboka Blåse
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This master thesis examines how literature can contribute to the formation and education of world citizens. Based on Blåse (Øvreås & Torseter, 2018) a children’s book, a group of students have reflected upon the plot of the book through two didactic methods: reading journal and reading-circles. The student reflections form the basis for discussion on literary competence and democratic formation through reading a children’s novel. The base for the thesis is Nussbaum's (2016) theory of the literature contributing to forming world citizens, by giving insight in other people and cultures through the literary text (s. 26). The goal is to display the literary potential, and that in this manner, the thesis can be a contribution to future literary school education. The thesis background lies within the interdisciplinary field democracy and citizenship, from the new curriculum LK20 (Utdanningsdirektoratet, 2020a). . Goals and elements from the interdisciplinary field affect among other things, choice of book. Blåse outlines many democratic aspects, which I display through a literary analysis, and therefore it provides guidelines for reflection about democracy and citizenship through reading the book. Simultaneously, the thesis is anchored in earlier research on literary education and textual practices. Central theory is outlined throughout the thesis to bring forth the student’s reflections around Blåse in light of multiple different theoretical aspects. The students reflections are gathered, as said, through two methods: reading journals and reading-circles. In addition I have undertaken two interviews with the teachers of the student group, to form a picture of what textual practices in which the students have experience. The material data gathered from the interviews is used to discuss the students literary competence. The findings in this study show that the students to a small degree reflected upon Blåse’s democratic aspects. The study is summed up by a discussion on why the student s did not reflect upon these aspects. Is it because of their literary competence? Is it related to the students age? Or is it because of weaknesses in the study? In this way, the thesis gives insight into literary practices in school.
MBUL550 Fakultetet for lærerutdanning, kultur og idrett (FLKI) Institutt for språk, litteratur, matematikk og tolking Master i barne- og ungdomslitteratur 29/5-2020