Att läsa Lolita på lärarutbildningen

Abstract

Reading Lolita in Teacher Education
 In this article an example of class room work on Vladimir Nabokov’s novel Lolita is used to discuss text selection in teacher education. My starting point is that text selection far too seldom becomes a matter of risk taking. What happens when you as a teacher deliberately choose texts that may provoke your students? What are the didactic and ethical possibilities and difficulties? My thesis is that the choice of provocative literature can function as a productive bridge between aesthetical and instrumental ways of reading. Texts which challenge core values of the school and »the myth about the goodness of literature« open up for dialogues about the what, how and why of literature instruction.

Cold Heart, Warm Heart : On fiction, interaction, and emotion in medical education

“…The power ascribed to fiction to impact people in positive ways is noticeable in various fields of research. One such example is the field of bibliotherapy, where it is argued that fiction can have therapeutic effects on a reader, depending on the specific text and the specific reader in combination (Ihanus, 2009;Pettersson, 2009). Researching this field, Persson (2011) has shown how bibliotherapeutic texts can position the reader as 'sick' and the text as the 'medicine', where the inherently 'good' in fiction will turn the reader into a good person.…”

“…There, reading fiction has been found to be important for mental well-being and self-discovery, especially for women prisoners in the US, where in recent years fiction has been limited and controlled in various ways (Sweeney, 2008(Sweeney, , 2012. Fiction is also claimed to have pedagogical uses in developing skills such as self-awareness, emotional awareness and reflective ability (Pettersson, 2008;Ihanus, 2009;Palm, 2009;Pettersson, 2009).…”

Spel som berättelser

“…Det går att ifrågasätta huruvida en specifik begreppsapparat behöver utvecklas för spelanalys i ett didaktiskt perspektiv. Det har utifrån ett litteraturdidaktiskt perspektiv ifrågasatts om en sådan är 1 45 ett nödvändigt villkor för den estetiska erfarenheten (Persson, 2010). Johansson (2015) har visat hur ett fokus på formella aspekter kan leda till instrumentell litteraturläsning, men också att motsatsen, fokus på den individuella erfarenheten, riskerar att relativisera läsningen så att en kunskapsutveckling uteblir.…”