Att implementera kontroversiella ämnen i gymnasieskolans litteraturundervisning är fruktbart, men innebär samtidigt ett orosmoln som får lärare att undvika sådan typ av undervisning. Givet de krav som ställs på läraren i undervisningssammanhang där stötande skönlitterära motiv behandlas, uppdagas ett behov av att samla mer kunskap kring ifrågavarande ämne. I lärarens arbete finns läroböcker som både designar lärandeaktiviteter och gör textval åt läraren. Föreliggande studie ämnar ge ett kunskapsbidrag om hur läroböcker arbetar med kontroversiella ämnen i skönlitteraturen, för att möjliggöra en diskussion gällande dessa ämnens didaktiska potential i skolans demokratiuppdrag. Ändamålet kräver att blicken riktas mot de tolkningskonventioner, även kallat läsarter, som uppmuntras i läroböckerna. Studien har därför formulerat en läsart, affektiv medvetenhet, som fungerar som ett teoretiskt analysverktyg för hur litteraturen främmandegör varseblivanden och försätter läsaren i en chockupplevelse som tvingar fram perspektivskiften. Via en teoridriven tematisk analys av fyra läroböcker ämnade för gymnasieskolans svenskämne kunde tre övergripande teman urskiljas. Dessa förklarar hur textutdragen möjliggör och utelämnar kontroversiella ämnen; samt hur kontroversiella uppslag används till andra ändamål. Resultatet visar att läroböckernas textutdrag i största utsträckning gestaltar neutrala motiv. Texterna kombineras allt som oftast med läsarter som syftar att utveckla narratologisk litteraturanalytisk kompetens. Få spår finns av kontroversiella ämnen och läsarten affektiv medvetenhet, vilket innebär att den didaktiska potentialen till etisk självreflektion som en del av demokratiuppdraget förbises. Studiens diskussion problematiserar huruvida projektet att kategorisera texter som kontroversiella eller inte är givande, eftersom gränsdragningen kring kontroversiella ämnen inte innebär vattentäta skott gentemot de nära angränsande begreppen komplexa narrativ och känslor i litteraturen. / Implementing controversial subjects in school literature reading is valuable but at the same time poses a concern that makes teachers avoid this type of teaching. Considering the challenges faced by teachers when dealing with offensive literary themes, there is therefore a need to gather more knowledge on this topic. Textbooks play a dual role in the teacher's work by both designing learning activities and selecting texts. This study aims to contribute to the understanding of how textbooks address controversial subjects in literature, to facilitate a discussion about the didactical potential of these topics in fulfilling the school's democratic mission. This purpose requires examining the interpretative conventions that are encountered in the textbook’s different readings. The study therefore introduces a reading approach called affective awareness, which serves as an analytical tool for how literature can disrupt perceptions and induce a state of shock that prompts shifts in perspective. Through a theory-driven thematic analysis of four Swedish textbooks, aimed at upper secondary school, three main themes were identified. These themes explain how text excerpts both enable and exclude controversial subjects, and how controversial topics are repurposed for other objectives. The results show that the excerpts in the textbooks predominantly portray neutral themes. The texts are often combined with readings aimed at developing narratological literary analytical skills. There is little evidence of controversial topics and the reading approach of affective awareness, which means that the didactic potential for ethical self-reflection as part of the democratic mission is overlooked. The study’s discussion questions whether categorizing texts as controversial or not is beneficial, as the boundary around controversial topics is not clearly defined in relation to the closely related concepts of complex narratives and emotions in literature.

This thesis directly continues my bachelor thesis titled "What and Why do we laugh with Jára Cimrman at". The first, theoretical part, sums up the observation of the poetics of the plays of Jára Cimrman Theatre and subsequently proves them through interpretation of the last play of Smoljak & Svěrák called "České nebe". The first two chapters provide the theoretical base of knowledge for the four-hour-long lesson based on "České nebe" itself. Both these chapters mainly focus on the used humour and the character of Jára Cimrman, the Czech national genius, but also on related topics such as mystification, space-time, Czechness and composition. The second part of the thesis is then the main one which brings the theory into practice. "České nebe" as a play offers an enormous didactic potential which can be used to verify and deepen one's literacy. The didactic part includes a complex preparation for four lessons, for which it provides a basic introduction of Jára Cimrman Theatre and a summary of comedy techniques used by this theatre, which have a strong emphasis on parody. Mainly, though, it provides a brief insight into the opinions, values and the culturally-historical knowledge of a today's adolescent. The students had a chance to elect their own Czech heaven committee in their class and, by doing...

The main aim of this thesis is to show the didactic potential of the Apocryphal Tales by Karel Capek as well as to suggest the possible ways to include it in the high school literature education. The theoretical part of this thesis mainly deals with the author - Karel Capek and the concept of the Apocryph. These theoretical chapters study the Apocryphal Tales in detail, especially, focusing on the origin of the book and the existing editions, content and formal analysis, author's work with the intertexture and artistic progress used by Karel Capek. The special part is dedicated to the possible reasons of underestimation of the Apocyrph within author's other works. The practical part targets the didactical potential of the Apocryph. There are described the possibilities of the work with all the texts and possible ways how to work with the idea of Apocryph. The crucial part shows the detailed analysis of the didactical potential of seven selected texts integrated with extended commentary to the structure of this chapter. Another very important part pursues the verification of didactical potential of one of the Apocryph in the framework of secondary school education. This part contains the commented version of the preparation for the high school lecture and its concluding reflection that comments on the...