Building Life-World Connections during School Booktalk
2004 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, Vol. 48, no 5, 511-528 p.Article in journal (Refereed) Published
In criticism of children’s literature, notions of ‘fantasy’ and ‘realism’ are pivotal. In school ‘booktalk’ conversations, pupils referred to what is ‘real’ in three different ways: (i) by referring to feelings or semblance of ‘real’ life, (ii) by invoking shared facts, and (iii) by making references to personal experiences. In cases when teachers or pupils initiated so-called text-to-life or real-world connections, two types of dilemmas occurred. First, engagement was at times bought at the cost of quite literal reader responses. At other times, engagement was accomplished at the price of intrusiveness. There was thus, a delicate balance between life-world references, on the one hand, and literal readings or intrusion, on the other. Moreover, students sometimes resisted life-world probing, but volunteered privileged information about their parents, displaying different notions from teachers about legitimate information in a school context.
Place, publisher, year, edition, pages
Routledge , 2004. Vol. 48, no 5, 511-528 p.
bookclubs, discourse analysis, reader response, realism
Other Social Sciences not elsewhere specified
IdentifiersURN: urn:nbn:se:liu:diva-10686DOI: 10.1080/003138042000272159OAI: oai:DiVA.org:liu-10686DiVA: diva2:17386
Original publication: Katarina Eriksson & Karin Aronsson, Building Life-World Connections during School Booktalk, 2004, Scandinavian Journal of Educational Research, (48), 5, 511-528. http://dx.doi.org/10.1080/003138042000272159 Copyright: Taylor and Francis (Routledge group), http://www.routledge.com/.
The original title of this article was: Realism and Intertextuality in School Booktalk.2008-01-302008-01-302014-09-12