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Embracing the Risk of Teaching Literature

Artikel i vetenskaplig tidskrift
Författare Ingrid Lindell
Publicerad i Educational Theory
Volym 70
Nummer/häfte 1
Sidor 43-55
ISSN 0013-2004
Publiceringsår 2020
Publicerad vid Institutionen för litteratur, idéhistoria och religion
Sidor 43-55
Språk en
Länkar dx.doi.org/10.1111/edth.12405
Ämnesord literature studies, the unmeasurable, Gert Biesta, risk, metacognition, humanities, Education & Educational Research
Ämneskategorier Språk och litteratur

Sammanfattning

Contemporary Western educational systems have been described as a landscape of control and assessment meant to make education, in Gert J. J. Biesta's words, "strong, secure, and predictable," and ultimately "risk-free." Against this desire for strength, Biesta argues forweakness, focusing on therisksof the unpredictable and the unknown as primary features of an education worthy of the name. In this article, Ingrid Lindell promotes this weaker attitude specifically in the context of teaching literature. Guiding her analysis is the question,How might we create a practical approach to make the unmeasurable more accessible and assessible?In applying some of Biesta's concepts to the practical considerations of teaching literature and assessing student outcomes, Lindell identifies a tension that arises when demands for educational transparency and measurable outcomes are imposed on teachers of literature: in literary education, it is very often not desirable to know outcomes in advance. Against this background, Lindell introduces the methodological idea ofteaching in the gap, an attempt to apply some of Biesta's concepts and ideas in the literature classroom in order to explore how we might embrace and teach "The Risk." Lindell aims to strengthen the case for reading and assessing literature as ametacognitiveactivity rather than submitting to a ratio-based approach to literary education that focuses narrowly on reproductive knowledge that is measurable.

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