The Role of Aesthetics in Swedish Literature Studies: A Survey beyond Measurability of the Teaching of Literature

Abstract

Organizational frameworks in Swedish schools have resulted in instrumentality and measurability. To literature studies, this has led to a focus on comprehension and proficiency at the expense of aesthetic aspects of fiction-reading. This study examines how teachers in Swedish upper secondary schools relate the aesthetic experience to literature studies. Data was collected using an online questionnaire, answered by 22 teachers. The findings suggest that participants are aware of and include the aesthetic aspects of fiction-reading, while at the same time prioritizing instrumental goals, such as language development and reading comprehension.

The role of Teachers’ Indigenous Knowledge and Cultural Competencies in Enhancing Students’ Engagement and Learning Outcomes

“…Research reports that indigenous students' engagement and interest in the literature studies have been decreasing over the years (Peralta et al, 2016;Tucker et al, 2018;Wintersparv, 2021). In contrast, the current study is a valuable addition to the theory in suggesting the significance of student perceptions of their teachers' indigenous knowledge and cultural competencies in engaging them in the literature studies and enhancing their learning outcomes.…”

“…However, research shows that regardless of the importance of literature to the students and achieving their learning outcomes, there are decreasing global trends regarding students reading habits (Skaar et al, 2018;Wintersparv, 2021). On the other side, research also suggests that teachers strive to incorporate culturally sustaining methods into their teaching practices (Burgess & Evans, 2017) so that they can engage the students to learn the literature and fulfill the learning outcomes that primarily include the building of social cognitive and interpersonal capacities among them (Wintersparv, 2021). Previously quality of teaching and facilities provided to the teachers were considered important predictors of literature students learning outcomes (Gillan et al, 2017;Skaar et al, 2018).…”

Lost opportunities for globalisation, digitalisation, and socially sustainable education? Advocating for digital and global Bildung in Swedish upper secondary schools

“…Ewald (2007) concludes that Swedish studies are assigned the main role in the students' language development. This movement from aesthetic elements might result in students' disinclination for reading (Schiefele et al, 2012), which would, then, create a negative correlation between literature studies and students' general reading habits (Wintersparv, 2022(Wintersparv, , p. 443). 10.3389/feduc.2024 Frontiers in Education 03 frontiersin.org Wintersparv (2021) situates written fiction as a "cornerstone in upper secondary Swedish first language (L1) studies, " but at the same time points to how international assessment (for instance PISA) creates and maintains a focus on measurability, leaving "non-measurable aspects of literature teaching, " such as immersion and the notion of literary texts as aesthetic experiences, unexplored and unproblematised.…”

“…The formalistic approach created a framework both in the manner the participants presented texts as well as the focus in questions posed to the students, and was generally combined with teacher-centred modes of teaching (Wintersparv, 2021). Moreover, the hierarchised relationship between written and oral text must be problematised together with the lack of aesthetics in teaching as a crucial dimension of literature (Wintersparv, 2022). The dichotomy, in which the written is preferred, could be dismantled and increase the accessibility for the students (Wintersparv, 2021).…”

Function and use of literary texts in Nordic schools

“…In comparison to French students, research has indicated that Swedish students are socialized into a tradition that promotes personal readings and individual opinions of literary texts rather than analytic close reading (Johansson, 2015). Although Swedish teachers refer to language development and reading comprehension when talking about teaching objectives in literature studies, they still emphasize the reading experience (including for example aesthetic awareness, identification with fictional characters, and getting to know other people's experiences) as an important approach to literature (Wintersparv, 2021). Swedish students associate their own experiences and sometimes identify themselves with the characters they read about, but seldom pay attention to literary devices (Nissen, 2020).…”