Inkluderende litteraturundervisning

Abstract

Resumé Flere undersøgelser peger på, at ikke alle elever trives fagligt i skolen. I denne artikel undersøger vi inkluderende undervisning i et fagdidaktisk perspektiv med særligt fokus på elevers oplevelse af deltagelsesmuligheder i skolens litteraturundervisning på mellemtrinnet. Vi kæder faglig trivsel sammen med elevers muligheder for faglig deltagelse i litteraturundervisning. Formålet med projektet er at generere ny viden om, hvordan elever inkluderes i faglige fællesskaber i litteraturundervisningen. I studiet tager vi udgangspunkt i den opfattelse, at alle elever bør have faglige deltagelsesmuligheder. Studiet anlægger et elevperspektiv og peger på, at udvalgte elever ser ud til i højere grad at deltage socialt end fagligt, og særligt i overgangene mellem forskellige organiseringer af undervisningen ser de ud til at mangle faglige deltagelsesmuligheder. Abstract Several studies indicate that not all students in school thrive academically. Here, academic well-being is linked to students’ opportunities for academic participation in literature lessons in middle school. The purpose of the project is to generate new knowledge about how students are included in academic communities in Danish classes where teaching aids are included. The study is based on the view that all students should have opportunities for academic participation. The study takes a learner perspective and points out that selected learners seem to participate more socially than academically, and especially in the transitions between different organizations of teaching, they seem to lack academic participation opportunities.

Keywords

• faglige deltagelsesmuligheder
• læremidler
• litteraturundervisning
• elevperspektiv
• academic participation opportunities
• learning materials