"The Way I Understood It, It Wasn't Meant to Be Understood"--When 6th Grade Reads Franz Kafka

Autor/in	Johansen, Martin Blok
Titel	"The Way I Understood It, It Wasn't Meant to Be Understood"--When 6th Grade Reads Franz Kafka
Quelle	In: Journal of Curriculum Studies, 49 (2017) 5, S.579-598 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2016.1247912
Schlagwörter	Foreign Countries; Elementary School Students; Grade 6; Twentieth Century Literature; Literature Appreciation; Authors; Classics (Literature); Reading Materials; Student Attitudes; Classroom Communication; Case Studies; Focus Groups; Data Analysis; Difficulty Level; Reading Material Selection; Denmark + Suchen Sie Ihr Suchwort? Ausland; School year 06; 6. Schuljahr; Schuljahr 06; Literarische Wertung; Author; Autor; Autorin; Schülerverhalten; Klassengespräch; Case study; Fallstudie; Case Study; Auswertung; Schwierigkeitsgrad; Dänemark
Abstract	In recent years, literacy problematics and different concepts (Cooperative Learning, Learning Styles) have taken up much of the school's literature teaching. It has pushed discussions of the professional content into the background. This article takes up the content discussion for renewed debate, but now also with the aim of discussing the literary texts one can present to children in school. The research questions posed are: Which texts can justifiably be presented to children as part of teaching in school? What will happen if 10 to 12-year-old Danish school pupils are presented with classical and canonized texts by authors like Kafka, Proust and Dostoyevsky? How will they react? How will they read the texts? The point of departure for the article is an observational and interview study of a Danish 6th grade's reading and analysis of classical and canonized adult literature. The study takes its starting point in three concepts rooted in theory, i.e. "unpredictability," "defamiliarization" and "entitlement," which are subsequently used to get to grips with the empirical part of the study. The article does not attempt to depict a hard-and-fast picture of all children being equally enthusiastic about the new texts. Instead it presents a picture of a class in which lively literary conversations are conducted. And irrespective of whether the child is one of those who enjoys the texts, whether the children are irritated, challenged or provoked by them, they are never experienced as trivial or irrelevant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01