Lærerstudenten som frafallen leser - Om litteraturens fremtid i norsk skole
DOI:
https://doi.org/10.5617/adno.3848Keywords:
hermeneutisk fenomenologi, leseinteresse, lærerstudenter, skjønnlitteratur,Abstract
Young people’s reading of literature is in decline in Norway, and research shows that teacher students read less than average. To be able to address this problem adequately we investigated why teacher students read as little as they do. In a qualitative investigation informed by phenomenological hermeneutics, we got permission to analyze the assignment “My reading history” which was handed in by 163 teacher students. The reasons the students gave for reading, or not reading, suggest that at present literature reading is under pressure both within and outside teacher education institutions. A majority conveyed a high valuation of literature together with a description of no or very little reading in their personal lives. We interpret this divergence in light of the participants’ role as teacher students and the situation in which the students wrote their reading histories. These circumstances are judged to neither explain nor weaken the strong tendency among the students to evade or not prioritize reading of literature in their daily life. In addition, their explanations for lack in reading engagement make it difficult to assume they will become more eager readers in the future. Thus, the study implies that the mother tongue subject in teacher education have an incresingly difficult task if the ambition is to compensate for all the reasons given by these students for opting out of reading literature. It seems less likely than before that students will be able to draw on a personal interest in literature as future teachers.
Key words: phenomenological hermeneutics, engagement in reading, teacher students, literature reading
Sammendrag
På nasjonalt nivå er unge menneskers lesning av skjønnlitteratur synkende, og lærerstudenter er blant dem som leser minst. Hvordan skal lærerutdanningene forholde seg til dette? Svaret på spørsmålet forutsetter mer kunnskap om hvorfor lærerstudenter leser så lite som de gjør. Derfor samlet vi inn 163 lærerstudenters beskrivelser av seg selv som lesere. Analysen av studentenes fortellinger om egen lesing ble teoretisk og metodisk forankret i hermeneutisk fenomenologi. De momentene studentene trakk fram som årsakene til at de leser eller lar være, tyder på at lesing av skjønnlitteratur i dag er under press både i og utenfor lærerutdanningene. For et stort flertall av studentene stod en entydig oppvurdering av skjønnlitteraturen i motsetning til en svært begrenset personlig befatning med lesing av skjønnlitteratur. I fortolkningen av denne motsetningen tar vi betraktning studentenes rolle som lærerstudenter og den situasjonen de befant seg i da de fortalte sin historie. Ingen av delene blir ansett å svekke den klare tendensen til at lesing blir nedprioritert eller valgt bort i disse studentenes dagligliv. Studentenes begrunnelser for egen leseinteresse gir også liten støtte for at de vil lese mer i fremtiden. Undersøkelsen peker i retning av at norskfaget i lærerutdanningsinstitusjonene har et stadig mer krevende oppdrag dersom ambisjonen er å kompensere for alle de grunnene disse studentene gir for å la være å lese skjønnlitteratur. Det synes mindre sannsynlig enn før at lærerstudenter vil kunne trekke på en personlig interesse for lesing i sin fremtidige lærerrolle.
Nøkkelord: hermeneutisk fenomenologi, leseinteresse, lærerstudenter, skjønnlitteratur
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