This study investigates how the civic values of gender equality, and social and economic equality, are represented and implemented in three different textbooks designed for the course English 6, in chapters that are centred on older literary texts. The study uses critical discourse analysis to analyse these texts based on the above-mentioned values, and Bloom’s taxonomy to categorise the associated exercises according to learning processes. The study seeks to find whether the textbooks provide means for working with the above-mentioned values, whether the exercises encourage this work, and how pupils are expected to engage with the texts. The results show that all analysed texts provide means for some value-related work, and that most analysed chapters include exercises with a potential to encourage it, but that some further adaptation is often needed to reach this potential. The results also show that the majority exercises are centred around reading comprehension, and that further adaptation is generally needed to engage pupils in additional ways.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-161078 |
| Date | January 2019 |
| Creators | Hansson, Patrik |
| Publisher | Umeå universitet, Institutionen för språkstudier |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0024 seconds