This study aims to investigate the didactic potential inherent in Sophocles' Antigone and Euripides' Medea within the framework of the Swedish school curriculum, coupled with its value-based assignment viewed through a gender theoretical perspective. The primary inquiries guiding this study are as follows: What pedagogical possibilities reside in the tragedies of Antigone and Medea concerning gender dynamics and their alignment with the educational objectives of the Swedish curriculum? In what ways do Antigone and Medea diverge in their treatment of gender-related themes? Additionally, what pedagogical considerations must educators bear in mind when addressing the teaching of Antigone and Medea across various instructional contexts? The theoretical foundations underpinning this investigation encompass gender theory and the theory delineating didactic potential in fiction, positing that literature possesses the capacity to foster critical thinking concerning foundational values. The principal methodological approach employed in this study is close reading, a method that entails a meticulous analysis of the text to discern subtle nuances and complexities inherent in the representation of gender in Antigone and Medea. The preeminent findings underscore the pervasive presence of the male-female dichotomy within the two works. Existing scholarship indicates a male association with the public sphere (polis) and a female association with the domestic sphere (oikos). However, both Antigone and Medea navigate between these spheres, reflecting their complexity and norm-defying nature. Notably, these characters exhibit traits traditionally ascribed to males, such as strong will, courage, and a propensity to question authority, offering intriguing implications from a gender theoretical standpoint. Consequently, the didactic potential of both tragedies is deemed substantial. The tragedies serve as an auspicious foundation for aligning with the school's core values and the objectives of the Swedish curriculum. However, pedagogical deliberations are imperative, extending beyond individual reading. Integrating literature discussions and diverse tasks is advisable to broaden students' perspectives and enhance their repertoire. Teachers should also be cognizant of the inherent problematic aspects within the tragedies, necessitating a nuanced approach in instructional planning.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-53369 |
| Date | January 2023 |
| Creators | Zetterström, Emma |
| Publisher | Södertörns högskola, Lärarutbildningen |
| 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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