Teksten som problem i 8A. Affinitet og tiltrekningskraft i samtaler om «Brønnen»
DOI:
https://doi.org/10.5617/adno.4725Keywords:
fagspesifikke problemer, affinity spaces, fagspesifikk literacy-praksis, litteratursamtalerAbstract
Denne artikkelen utforsker hva som skjer når ungdomsskoleelever får arbeide med fagspesifikke problemer i norsk på egen hånd. Problemet elevene møter og samtaler om er novellen «Brønnen» av Roy Jacobsen, en tekst som byr på litteraturfaglige utfordringer knyttet til form og innhold. Analysen gjennomføres i to steg. I første steg rettes oppmerksomheten mot timen og alle samtalene i klasserommet som fenomenologisk helhet, for å fange opp og formidle forskernes opplevelse av stemning og engasjement blant elevene. Deretter analyseres én av samtalene mer inngående som et kritisk case for å underbygge og validere den første analysen. Analysene gjøres i lys av James Paul Gees diskursanalytiske building tasks, med særlig interesse for tilskriving av signifikans – det vi vil kalle verdsetting. Analysen viser at elevene verdsetter å samtale om fagspesifikke problemer på egen hånd, og dette diskuteres i lys av James Paul Gees og Elisabeth Hayes’ læringsteori om affinitetsrom (2012).
Nøkkelord: fagspesifikke problemer, affinitetsrom, fagspesifikk literacy-praksis, litteratursamtaler
Abstract
This article explores what happens when pupils in lower secondary school work with subject-specific problems in the Norwegian subject by themselves. The problem that these students encounter and talk about, is the short story “Brønnen” by Roy Jacobsen. This short story is a text that offers literary challenges relating to both style and content. The analysis is conducted in two steps. First, the attention is drawn to the classroom and to all the conversations understood as a phenomenological whole. This is done in order to capture and convey the researchers' experience of mood and engagement among the students. Second, one of the conversations, seen as a critical case, is analysed in depth for the purpose of underpinning and validating the first analysis. This analysis is conducted in the light of James Paul Gee's discourse-analytical building tasks, paying particular attention to significance. The analysis shows that students appreciate being provided with opportunities to explore subject-specific problems by themselves. James Paul Gee’s and Elisabeth Hayes’ (2012) learning theory on affinity spaces provides the backdrop for the discussion of this finding.
Keywords: subject-specific problems, affinity spaces, disciplinary literacy-practice, literary conversations
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