Unit:
Κατεύθυνση Εκπαιδευτικός Σχεδιασμός και ΔιδασκαλίαLibrary of the School of Philosophy
Author:
Gouveli Konstantina
Supervisors info:
Ευαγγελία Φρυδάκη, Καθηγήτρια, Φ.Π.Ψ., ΕΚΠΑ
Αθανάσιος Μιχάλης, Επίκουρος Καθηγητής, Φ.Π.Ψ., ΕΚΠΑ
Μαρία Μαμούρα, Εντεταλμένη Διδάσκουσα, Φ.Π.Ψ., ΕΚΠΑ
Original Title:
Τα δίκτυα κειμένων ως μέσα προώθησης του ερμηνευτικού διαλόγου στη διδασκαλία της Λογοτεχνίας
Translated title:
Literary texts networks as means of promoting interpretive dialogue in Literature teaching
Summary:
This research explores the ways in which teaching networks of literary texts, that is, groups of literary works conversing with one another and approaching a common issue of the human condition in many ways, enriches the method of interpretive dialogue in literary education. The aims, design, and conduct of the research focus on how literary texts networks influence the broadening of dialogue, the formulation of complex and textually documented interpretive perspectives, and the process of transforming students' reading perceptions. Regarding the theoretical framework of the study, it draws on the concepts of Bakhtin's Dialogism, Todorov's views on interpretation and Gadamer's Hermeneutics, as well as on the aims and practices of interpretive dialogue and literary texts networks. In data collection and analysis, the qualitative methodological approach was selected. Data were collected through observing Literature courses in the 3rd grade of High School and through student and teacher interviews. The data analysis, based on specific categories formed by the observation terms, revealed the positive effect of the multiple perspectives and conversation between the literary texts on the implementation of the interpretive dialogue. The results indicate a) a broadening of the dialogue concerning the students’ involvement and process of understanding textual meanings and b) the formulation of complex, extensive and textually substantiated interpretative assumptions by students based on textual meanings and the perspectives of their peers. Development to a greater extent could be applied to the transformation term, which leaves room for redesigning research on new terms of observation and future conduct in other school environments.
Main subject category:
Language – Literature
Keywords:
Literary texts networks, interpretive dialogue, Literature teaching, high school, qualitative research, case study, focus group, literary texts interpretation, dialogue development, transformation of reading perceptions
