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Literary Theory in Swedish Upper Secondary School – Classroom Examples

Lutas, Liviu LU (2011) International Conference of Education, Research and Innovation, 2011 In Proceedings from the 4th International Conference of Education, Research and Innovation p.5533-5542
Abstract (Swedish)
I detta konferensbidrag ifrågasätter jag åsikten att litteraturteori inte bör läras ut på gymnasienivå. Enligt den franske litteraturteoretikern Tzvetan Todorov bör läraren på denna nivå endast lära ut litterära verk, inte teori. Teorin borde endast användas som ett osynligt verktyg.

Min hypotes är att litteraturteorin kan användas framgångsrikt på gymnasiet. Viss insikt i teorin kan bidra till att eleverna blir bättre läsare. Ett möjligt sätt att göra detta är via ett induktivt arbetssätt, det vill säga genom att starta med exempel från skönlitterära verk och komma fram till teorin, istället för tvärtom.
Abstract
In this paper I challenge the opinion that literary theory should not be taught at upper secondary level. According to French literary theorist Tzvetan Todorov, the teacher at this level should aim at teaching literary works, not theory. Theory should only be used as an invisible instrument.

My hypothesis is that literary theory can be used successfully at upper secondary level. A certain insight in theory can help the pupils become better readers. A possible way to do this is by using an inductive approach, that is starting with examples from literary works and get to the theory instead of the other way.
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
Literary theory, narratology, critical reading
in
Proceedings from the 4th International Conference of Education, Research and Innovation
pages
10 pages
publisher
International Association for Technology, Education and Development (IATED)
conference name
International Conference of Education, Research and Innovation, 2011
ISBN
978-84-615-3324-4
language
English
LU publication?
yes
id
06167882-787d-4bea-87f8-64be2772e307 (old id 2255320)
date added to LUP
2011-12-20 13:56:25
date last changed
2016-07-11 16:23:08
@inproceedings{06167882-787d-4bea-87f8-64be2772e307,
  abstract     = {In this paper I challenge the opinion that literary theory should not be taught at upper secondary level. According to French literary theorist Tzvetan Todorov, the teacher at this level should aim at teaching literary works, not theory. Theory should only be used as an invisible instrument. <br/><br>
My hypothesis is that literary theory can be used successfully at upper secondary level. A certain insight in theory can help the pupils become better readers. A possible way to do this is by using an inductive approach, that is starting with examples from literary works and get to the theory instead of the other way.},
  author       = {Lutas, Liviu},
  booktitle    = {Proceedings from the 4th International Conference of Education, Research and Innovation},
  isbn         = {978-84-615-3324-4},
  keyword      = {Literary theory,narratology,critical reading},
  language     = {eng},
  pages        = {5533--5542},
  publisher    = {International Association for Technology, Education and Development (IATED)},
  title        = {Literary Theory in Swedish Upper Secondary School – Classroom Examples},
  year         = {2011},
}