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MARIE THAVENIUS LIV I TEXTEN Om Litteraturläsningen I En Svensklärarutbildning LIV I TEXTEN MALMÖ HÖGSKOLA 2017

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MARIE THAVENIUS LIV I TEXTEN Om Litteraturläsningen I En Svensklärarutbildning LIV I TEXTEN MALMÖ HÖGSKOLA 2017 Om litteraturläsningen i en svensklärarutbildning LIV I TEXTEN MARIE THAVENIUS MALMÖ STUDIES IN EDUCATIONAL SCIENCES NO 80, DOCTORAL DISSERTATION IN EDUCATION MARIE THAVENIUS LIV I TEXTEN MALMÖ HÖGSKOLA 2017 LIV I TEXTEN Malmö Studies in Educational Sciences No 80 © Copyright Marie Thavenius 2017 Textmontage: Mårten Thavenius ISBN 978-91-7104-776-2 (tryck) ISBN 978-91-7104-777-9 (pdf) ISSN 1651-4513 Holmbergs, Malmö 2017 MARIE THAVENIUS LIV I TEXTEN Om litteraturläsningen i en svensklärarutbildning Malmö högskola, 2017 Fakulteten för lärande och samhälle Publikationen finns även elektroniskt på: http://dspace.mah.se/handle/2043/22898 Till mina föräldrar Jan och Cecilia INNEHÅLL TACK ....................................................................... 11 1 INLEDNING ........................................................... 12 Utgångspunkter .................................................................. 15 Vad är litteratur? ............................................................ 15 Litteraturens funktioner .................................................... 19 Syn på text och läsare .................................................... 22 Utbildningspolitisk kontext och mediekulturella förändringar .. 24 Syfte och frågor ................................................................. 27 Disposition ......................................................................... 28 2 TEORETISK RAM OCH CENTRALA BEGREPP ................. 30 Läspraktik .......................................................................... 30 Social praktik ................................................................ 31 Läsning som social praktik ............................................... 33 Dikotomiska konstruktioner av läsarter ................................... 39 Institutionell inramning .................................................... 40 Naiv och kritisk läsning .................................................. 42 Estetisk och efferent läsning ............................................. 44 Fyra ”modes of textual engagement” ................................ 45 Litteratur och verklighet ................................................... 47 Olika sorters litteraturvetenskaplig läsning ......................... 50 Diskurs och ideologi ........................................................... 52 Sammanfattande diskussion ................................................. 60 3 TIDIGARE FORSKNING OCH LITTERATURDIDAKTISKA BRÄNNPUNKTER .................................................... 63 Svensklärarutbildning .......................................................... 63 Pedagogiska gruppen ......................................................... 73 Litteraturdidaktiska brännpunkter .......................................... 78 Egenvärde eller användning ............................................ 79 Litteraturens och litteraturläsningens förhållande till verkligheten .............................................................. 89 Förståelse ...................................................................... 91 Sammanfattande diskussion ................................................. 95 4 METOD OCH MATERIAL .......................................... 100 Metodologiska frågor ....................................................... 100 Utbildningen .................................................................... 103 Studentgruppen ................................................................ 104 Lärarutbildarna ................................................................ 107 Insamlingsmetoder och material ......................................... 107 Analysmetoder ................................................................. 112 Etiska överväganden ......................................................... 117 5 STYRDOKUMENT ................................................... 120 Skolans kursplan och ämnesplan för svenska ....................... 120 Svensklärarutbildningens styrdokument ................................ 133 Manschettext ............................................................... 134 Kursplaner .................................................................. 141 Sammanfattande diskussion ............................................... 157 6 VARFÖR LÄSA SKÖNLITTERATUR? ............................. 159 Om motiveringar för att läsa skönlitteratur ........................... 160 Varför studenterna (inte) läser litteratur på fritiden ................. 168 Lärarutbildarnas motiveringar för litteraturläsning ................. 172 Studenternas motiveringar för litteraturläsning i utbildning ....................................................................... 175 Sammanfattande diskussion ............................................... 185 7 VAD LÄSES? .......................................................... 190 Om urval och urvalsprocesser ............................................ 190 Vad studenterna läser på fritiden ........................................ 196 Lärarutbildarna om val och urval av texter ........................... 198 Studenterna om val och urval av texter i utbildningen ............ 200 Sammanfattande diskussion ............................................... 205 8 HUR LÄSES LITTERÄRA TEXTER? ................................ 210 Om några teoretiska begrepp ............................................ 210 Läsakt ........................................................................ 211 Läsart ...........................................................................212 Läspraktik ................................................................... 216 Läspraktiker i fritidsläsningen ............................................. 217 Lärarutbildarna om läspraktiker .......................................... 219 Studenterna om läspraktiker i utbildningen ........................... 221 Vad är analys och vad gör man när man analyserar? ...... 221 Varför analyserar man texter? ........................................ 228 Vad är inte analys? ...................................................... 232 Vad är tolkning? .......................................................... 236 Andra aspekter av läspraktikerna ................................... 241 Sammanfattande diskussion ............................................... 247 9 LÄSPRAKTIKER I UNDERVISNINGEN .......................... 253 Tre samtal om Samma hav ................................................. 254 Gruppdiskussion .......................................................... 254 Uppföljande diskussion i hela gruppen ........................... 279 Muntlig examination ..................................................... 281 Läspraktiker i de tre samtalen om Samma hav ................. 284 Samhällsfråga, genre och berättarteknik ............................. 292 Styrning .......................................................................... 295 Hamlet ur olika perspektiv ................................................. 298 Analys och användning ..................................................... 304 Sammanfattande diskussion ............................................... 310 10 AVSLUTANDE DISKUSSION .................................... 313 Diskurser ......................................................................... 313 Läspraktiker ..................................................................... 319 Litteraturdidaktiska brännpunkter ........................................ 323 Litteraturläsning i utbildning ............................................... 326 Liv i texten ....................................................................... 327 SUMMARY ............................................................... 329 1 Introduction .................................................................. 329 2 Theoretical framework and key concepts .......................... 330 3 Previous research and core issues in research on literature education 332 4 Methods and empirical material ...................................... 334 5 Guidance documents ..................................................... 334 6 Why read literature? ...................................................... 336 7 What to read? .............................................................. 336 8 How to read literature? .................................................. 337 9 Reading practices .......................................................... 338 10 Discussion .................................................................. 340 REFERENSER ............................................................ 343 BILAGOR ................................................................. 358 Bilaga 1: Översikt, ljudinspelningar .................................... 358 Bilaga 2: Enkät, studenter .................................................. 361 Bilaga 3: Enkät, lärarutbildare ........................................... 363 Bilaga 4: Intervjuguide 1, studenter .................................... 365 Bilaga 5: Intervjuguide 2, studenter .................................... 367 Bilaga 6: Intervjuguide 3, studenter .................................... 368 Bilaga 7: Intervjuguide, lärarutbildare ................................. 369 Bilaga 8: Sammanställning av studenternas medievanor ........ 371 Bilaga 9: Författare som studenterna gärna läser. ................. 372 TACK Ibland är det ensamt att skriva en avhandling, men jag har ofta haft sällskap av och känt stöd och uppmuntran från många människor. Tack till er! Ett särskilt stort och varmt tack vill jag rikta till de studenter och lärarutbildare som så
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