This thesis examines creative reading and its potential usage in teaching literature. The focus lies on how creative reading, when applied on “provocative literature”, can contribute to new ways of discussion regarding the schools code of conduct. The used method consists of a text analysis based on a theoretical probing of what creative reading is. Vladimir Nabokovs Lolita and J.M. Coetzees Disgrace are the objects of study and the creative reading tried on these works focuses on how they may induce what I call “ethical ambiguity”. The results indicate that creative reading can be used to promote a more aware and critical stance towards reading as well as teaching literature. The results also illustrate how creative reading can be used to seek productive connections between the didactical core-questions What, How and Why. The study is concluded with discussion of how this try-out of creative reading stresses the importance of teacher preparation.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-134609 |
| Date | January 2017 |
| Creators | Larsson, Jonathan |
| Publisher | Umeå universitet, Institutionen för kultur- och medievetenskaper |
| 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 |
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