This thesis examines how teachers resonate when they chose what literature to use in the classroom. The focus of the study is how the teachers relate to using literature that have the potential to provoke and cause strong emotional responses. The method used was interviews with six teachers, which were then processed using a thematic analysis. The result showed that the teachers in our study, although initially positive towards the use of provocative literature, had some reservations regarding the actual use of literary texts with the potential to provoke and upset the students, but also themselves. For this, there were several reasons, and among them that the teachers felt the need to protect and care for their students' well-being, but also the fact that the teachers felt that it was hard to talk about morally reprehensible subjects with their students. The thesis concludes with a discussion regarding the provocative literatures position in education, the perceived distinction between “good” and “bad” provocations in the classroom and a short reflection about the didactic implications of the study and possible future research.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-147965 |
| Date | January 2018 |
| Creators | Marklund, Ingrid, Lindholm, Elvira |
| Publisher | Umeå universitet, Institutionen för kultur- och medievetenskaper, 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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