Kartlegging av skjær i sjøen i et litteraturdidaktisk partnerskap

Resumé

In this study, we examine a key event in a partnership between researchers and teachers. In this event, one of the teachers seeks to bring the ideas of the partnership project to life in a year 8 classroom. The partnership project was based on the premise that teaching practices can be moved in a progressive direction through a problem-oriented approach to literary texts — one that opens for exploratory and engaged conversations. The study rests on progressive learning theories (Dewey, 1903; Vygotsky, 1978), research on dialogic teaching and engagement (Mercer & Dawes, 2008; Nystrand & Gamoran, 1990), and Shklovsky’s ideas about defamiliarization (2003). The results from the implementation show that the student discussions appear short and display limited engagement. The didactic framing and the transcribed student conversations are analyzed in light of the theoretical premises for problem-oriented literature teaching in which the partnership relies upon. The results are contextualized and put in dialogue with research on challenges within partnership projects (Sjölund & Lindvall, 2024). The study identifies obstacles that may help colleagues involved in partnerships between the higher education and school sectors navigate and avoid unnecessary complications.