This study aims to map the trends in approaches to fiction in the Swedish uppersecondary school. To achieve this purpose, textbooks’ representation of sub-genres isexamined, and teachers are interviewed to investigate their experiences with fiction.The result shows that the representation of sub-genres varies throughout the examinedtextbooks, with the dominant genre being novels and short stories. The teachers’ ownapproaches to fiction also vary and they are influenced by several factors. A similarresult that was shown in the textbooks can be seen among the teachers’ representationwhere novels and short stories are the most dominant sub-genres in their teaching.The factors that affected the teachers are partly external, like the students’ abilities andthe marketization of the school. But also, partly internal and affected by the teachers’individual preferences. The varied approaches to fiction therefore affect the students’encounters with fiction, which could have consequences for the students’ right to anequal schooling. This study could raise the awareness among teachers of how they areaffected by both external and internal factors, which could encourage teachers to makedidactical choices more consciously.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-195141 |
| Date | January 2022 |
| Creators | Helgesson, Frida, Schött, Hanna |
| 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 |
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