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Kritische Fremdsprachendidaktik. Группа авторов
Читать онлайн.Название Kritische Fremdsprachendidaktik
Год выпуска 0
isbn 9783823302735
Автор произведения Группа авторов
Жанр Документальная литература
Издательство Bookwire
Working with fictional texts still remains at the heart of higher-level education in German secondary texts, as “literature learning invites safe, personally meaningful, and creative experimentation with feelings, ideas and language” (Delanoy 2013: 27). This is why this contribution will look closely at the ‘moral act’ of teaching and learning with literary texts to foster students’ critical literacies. Werner Delanoy’s (2013) approach to literature didactics, which in turn is influenced by transactional theory, forms the theoretical basis of this contribution. This concept of Reader Response Criticism is, on the one hand, “rooted in pedagogical concepts of Rezeptionsästhetik” (reception aesthetics; Delanoy 2013: 22), placing its focus on “the dialogue between literary text and their readers/learners” (ibid.). On the other hand, it is “influenced by power-critical positions with a dialogic agenda” (ibid.), which allows for the integration of concepts of critical pedagogy.
A further and interconnected issue raised here is that, while the curriculum does encourage critical thinking, it may not yet succeed in enabling students to develop the critical literacies they need to become politically responsible in today’s interconnected and fluid world (cf. Baumann 2012). To illustrate this, I will refer to the domain of “global challenges and visions of the future” (QUA-LiS 2020: 4-6), which has been compulsory for English at higher levels in North Rhine-Westphalia and other German federal states for over a decade now. Dealing with global issues has gradually become an integral element of teaching this subject: Not only is it one of the prominent languages in which global discourses are conducted, it also serves as an opportunity to critically reflect on the (use of) language itself. However, in line with De Lissovoy (2009) as well as Ulrich Beck (2010), it is not only important to encourage agency, to take part in the discourse about these challenges, but it is also essential to support our students in living together in a society that respects the dignity of others and to envisage and deal with what Beck calls ‘world risks’ (cf. Beck 2010, 2012). This might entail reframing the concepts of cultural learning and of critical pedagogy itself within the context of English language education.
This theoretical-conceptual article will first outline the educational guidelines at hand, paying special attention to the underlying concepts of political and cultural learning, before giving a practical outlook as to how critical literacies in the context of global issues could be fostered through learning with literature. It serves as an invitation to further discuss the role of critical literacies in literature learning and the importance of widening the theoretical framework towards global and cosmopolitan frameworks of education and to show how literature continues to “play a vital role in educating citizens of the world” (Nussbaum 2003: 88).
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