Nordlit <p><em>Nordlit</em> is an Open Access journal for Nordic literature and culture, published by the Department of Language and Culture at the Faculty of Humanities, Social Sciences and Education at UiT The Arctic University of Norway.</p> Septentrio Academic Publishing en-US Nordlit 0809-1668 <p>Forfattere som publiserer i dette tidsskriftet aksepterer følgende vilkår:<br><br></p> <ol type="a"> <li class="show">Forfattere beholder copyright og gir tidsskriftet retten til første publisering samtidig som verket lisensieres med en <a href=""><span style="color: #ca006c;">Creative Commons Attribution 4.0 International lisens</span></a> som tillater andre å dele verket, forutsatt at verkets forfatter og første publisering i tidsskriftet erkjennes.</li> <li class="show">Forfattere kan inngå separate, ikke-eksklusive avtaler om annen distribusjon av tidsskriftets publiserte utgave av verket (f.eks. egenarkivering i et vitenarkiv eller publisering i en bok), så lenge førstepubliseringen i tidsskriftet erkjennes.</li> <li class="show">Forfattere tillates og oppmuntres til å gjøre verket tilgjengelig på nettet (f.eks. i et vitenarkiv eller på andre nettsider) før og under innlevering, da dette kan lede til nyttige menings- og kunnskapsutvekslinger og til tidligere og mer sitering av det publiserte verket. (Se <a href="" target="_new"><span style="color: #ca006c;">The Effect of Open Access</span></a>).</li> </ol> Kolofon Morten Auklend Copyright (c) 2021 Morten Auklend 2022-01-11 2022-01-11 48 10.7557/13.6423 Preface with list of content Morten Auklend Hallvard Kjelen Rolf Gaasland Copyright (c) 2021 Morten Auklend; Hallvard Kjelen, Rolf Gaasland 2022-01-11 2022-01-11 48 1 2 10.7557/13.6419 Contributors Morten Auklend Hallvard Kjelen Rolf Gaasland Copyright (c) 2021 Morten Auklend 2022-01-11 2022-01-11 48 1 2 10.7557/13.6420 Faglegheit i litteraturundervisninga? Nokre litteraturlærarmodellar til diskusjon <p><em>This article is a contribution to the debate on the legitimation and status of literature teaching in the prevailing educational and professional policy context . In the introduction, the article presents some of the most important challenges for literature teaching in schools: one approach to teaching literature that is too poorly anchored, and another one that has a professional foundation, but still do not manage to extract the full potential of literature teaching. The article finally presents some literature didactic positions that can point to possible solutions.</em></p> Hallvard Kjelen Copyright (c) 2021 Hallvard Kjelen 2022-01-11 2022-01-11 48 1 12 10.7557/13.6336 Identitet, konflikt og veien hjem. Stemmer i nyere samisk ungdomslitteratur <p><em>The article explores how Sami identity and belonging is thematised in four novels for young people: Slepp meg (2018) and Det Sara skjuler (2019) by Kathrine Nedrejord, Hamburgerprinsessa ([2017] 2019) by Saia Stueng and Bara Dra (2018) by Ann-Helén Laestadius. The authors are Sami; Saia Stueng writes in the Sami language, Nedrejord and Laestadius in Norwegian and Swedish respectively. The novels are read with emphasis on voice, conceptualisation of body and place, and identity development in the light of traditional narrative patterns. Furthermore, the novels are discussed in educational, decolonizational and postcolonial perspectives suggesting that the texts represent what the literary scholar Homi K. Bhaba calls the third space, where cultural identities are dynamic and subject of negotiation.</em></p> Asbjørn Rørslett Kolberg Copyright (c) 2021 Asbjørn Rørslett Kolberg 2022-01-11 2022-01-11 48 1 14 10.7557/13.5830 Den umulige kommunikasjonen i Lene Asks "Det du ikke sier, er sant" <p><em>The protagonist of Lene Ask’s novel </em>Det du ikke sier, er sant (What you don’t say is true<em> (2017)) is Kamran, a young teenager who resorts to lies when he is unsure of what to say. The main theme of the novel concerns the development of Kamran’s language use and his growth into an autonomous subject in the communication with others. The book’s protagonist, theme and treatment of the theme may appeal to young readers. The novel portrays language, truth, and lying in a way that invites the reader to critically examine their own perceptions of these, especially through the novel’s explicit intertextuality with Henrik Ibsen’s </em>Peer Gynt<em>. The novel may to a certain degree be categorized as a so-called complex or challenging text. The article argues for the novel’s potential in exploratory literature teaching. The author explores the possible meanings of the title to indicate three different ways one might approach the literary presentation of Kamran’s mastering of communication and language.</em></p> Sofija Christensen Copyright (c) 2021 Sofija Christensen 2022-01-11 2022-01-11 48 1 11 10.7557/13.6338 Omveien hjem. "Hans og Grete" i klasserommet <p><em>The article argues for the value of working hermeneutically in a methodical way with literary texts in the classroom. It is based on the belief that being responsive to another human being’s world of thought is valuable in itself and also that the interpretive effort is inextricably linked with virtues such as self-work and self-knowledge. The article is divided into three main parts. Firstly, it offers an example of what an interpretation of the folk-tale «Hansel and Gretel» might look like when it aims to realize Hans-Georg Gadamer's notion of methodological awareness. Gadamer's notion of methodological awareness is then further elaborated on before the article finally presents and recommends a hermeneutical methodology designed to help pupils/students practice a methodical awareness when working with literary texts</em></p> Rolf Gaasland Copyright (c) 2021 Rolf Gaasland 2022-01-11 2022-01-11 48 1 10 10.7557/13.6380 Følsomme lesninger. Affektteori og litteraturundervisning i Fagfornyelsen <p><em>This article discusses how a literature didactics based on affects and feelings can contribute to more engaging and active readings of literature, as well as strengthen students’ emotional literacy. Both in the selection of curriculum and in students’ responses, feelings should play a more important role. The selection of text could/should be based on their affective charge, or what kinds of moods, feelings and affects that are in play. Based on Rita Felski’s perspectives in </em>Uses of Literature<em>, this article argues that teaching with emotional recognition as starting point, or encouraging a shock-based literary interaction, is an approach to literature, which not only can be experienced as more relevant to the students, but also fulfill the intentions behind multiple elements in Fagfornyelsen. The article demonstrates how one can teach literature based on affect theory with examples from readings of </em><em>Monica Isakstuen’s </em>Rase<em> and Yahya Hassan’s </em>Digte<em>.</em></p> Kristin Buvik Sivertsen Copyright (c) 2021 Kristin Buvik Sivertsen 2022-01-11 2022-01-11 48 1 11 10.7557/13.6369 Konceptuelle metaforer som selektionskriterium for Dansk litteraturs kanon - med fokus på elevers literacytilegnelse på tværs af tidsrum, sprog og kultur i arbejdet med kanonlitteratur <p><em>This article argues that an increased focus on the inherent conceptual metaphors of chronotopes in canonical literature may contribute to students’ awareness of the historical and literary development in time and space. Thus, expanding their literacy-skills acquisition in comparison to the linear chronological periodization, author-portrait and text reading that typically characterize the reading of canon literature. Furthermore, the article argues that an increased focus on bi- and multilingual students’ interpretation of conceptual metaphors may contribute to the historical and literary development.</em></p> Mia Kaasby Copyright (c) 2021 Mia Kaasby 2022-01-11 2022-01-11 48 1 14 10.7557/13.6339 «Mitt namn er Petter Dass, som bur mot norskfagets ende» <p><em>School reforms in recent decades, such as Kunnskapsløftet 2006, have expanded the Norwegian common core subject to include new text cultures and competence aims. A curriculum based on classic works of fiction is long gone. This development has had a twofold result on a historical author such as Petter Dass. On the one hand, we no longer read him as national literature; it may cause some teachers not seeing the value of teaching about the poet-priest at school. But on the other hand, new text cultures bring with them a softening of the traditional division between fiction and non-fiction. It has a fortunate effect: a rediscovery of the historical Petter Dass and new perspectives on Dass's poetry. In this article, I first examine rediscoveries of the historical authorship of Petter Dass, as Dass as a didactic and as an author of natural history. I then examine the presentation of the poet-priest in a selection of new textbooks for the school to see if any new insights of the poet-priest are included. The article shows both fortunate and unfortunate results in renewing the presentation of the renaissance poet in recent textbooks.</em></p> Ronny Spaans Copyright (c) 2021 Ronny Spaans 2022-01-11 2022-01-11 48 1 13 10.7557/13.6389 Lyrisk kompleksitet i antropocen. Ein formorientert, berekraftig litteraturdidaktikk <p><em>Based in an analysis of Inger Hagerup’s poem </em>«<em>Kvelden lister seg på tå</em>»<em> [</em>«<em>Evening comes tiptoeing</em>»<em>], the article explores the possibilities for a sustainable literature education prioritizing complexity and the uncanny. The theoretical foundation is the concept of </em>«<em>the sublime</em>»<em> as defined by Immanuel Kant and interpreted by the ecological thinker Timothy Morton. Furthermore, the reading of the poem draws on theories of the lyric as affective form, as well as the hermeneutic implications of Kristin Hallberg’s concept of iconotext. With these approaches, the article highlights the tension in the poem between the sense of safety and the uncanny, thus exploring how poetry for children can foster an ability to dwell in complexity and uncertainty. In this way, literature education can stimulate a sustainable, humble weakness towards the environment.</em></p> Per Esben Myren-Svelstad Copyright (c) 2021 Per Esben Myren-Svelstad 2022-01-11 2022-01-11 48 1 17 10.7557/13.6331 Humor på alvor i litteraturundervisninga med «Anekdote» av Herman Wildenvey <p><em>This article studies the potential of paying attention to humour in texts in teaching literature. It is based on different approaches to the poem «Anekdote» (1911) by the Norwegian author Herman Wildenvey. The article is inspired by discussions with teacher students about the humour in the poem. Central questions are whether the poem is funny or not and, if it is funny, what or whom do we laugh at? And also: How can this poem be read in the literature class? Different answers to these questions are discussed in light of theories of humour. The article discusses how different approaches to the humour in the poem imply different interpretations of it. It is of particular interest to study values and moral attitudes that the poem may convey, and to reflect on the role of humour in this aspect. Humour may serve different functions and is not always controllable, but it is often linked to the ambiguity of language. Finally, the article argues for valuing reflections on humour in litterature teaching, both in teacher training and in schools. </em></p> Marianne Røskeland Copyright (c) 2021 Marianne Røskeland 2022-01-11 2022-01-11 48 1 10 10.7557/13.6333 Kassetekstens didaktikk. Korte prosatekster i klasserom og auditorium <p><em>When teaching literature to high school or college pupils, or university students—i.e., inexperienced readers—there are great benefits in using shorter prose texts, so-called «box-texts». The practical short format of flash fiction, short prose, and prose lyric is already known, and the everyday experience from using brevity when writing and reading e-mails, news stories, mobile texts, telling anecdotes and jokes, and life in social media in general will inform and guide untrained readers of literature. By focusing on an already known (but not internalized) format and the economy of language therein and highlighting the format as a didactive resource in its own right, teachers of literature can more easily educate pupils and students with the knowledge that certain ways of thinking about aesthetics, form(at) and language are familiar to readers, who will nevertheless need theorizing and teaching.</em></p> Morten Auklend Copyright (c) 2021 Morten Auklend 2022-01-11 2022-01-11 48 1 11 10.7557/13.5849 Uafgørlighedsdidaktik i litteraturundervisningen <p><em>Building on two situations from practice, the potential of undecidability - when it appears in schools’ literature teaching - is analyzed and discussed. This is done with a focus on undecidability in the field between the text, the students and the teacher. For this purpose, we set up a didactic model in three stages, which are: The ontology of undecidability; the typology of undecidability; and the mode of undecidability. In other words, what is undecidability? How can it be measured? And how does it play out? The purpose is to approach an actual didactic model of undecidability, where the point is that if the potential of undecidability is to be redeemed, all classroom actants must be on board; the text must contain undecidability, the teacher must dare to use it, and students should be receptive to it.</em></p> Martin Blok Johansen Copyright (c) 2021 Martin Johansen 2022-01-11 2022-01-11 48 1 12 10.7557/13.6330 Et sted å starte: Geografiske utforskninger av litteratur <p><em>The article is a reflection over an experimental teaching sequence with students in Norwegian L1, autumn 2020. </em><em>Departing from the field of literary geographies, we used geography as an analytical lens when reading the Swedish children's novel, The Murderer's Ape by Jakob Wegelius (2014). Our students mapped the geographical places in the novel on Padlet, they analyzed the visual maps included in the endpapers and discussed central settings in the novel. The experiment indicates that this analytic lens helps the students to read analytically, and it encourages critical reflections. However, we have to work more with enhancing close reading techniques. The teaching sequence was experimental and a part of a series of geographic explorations that aims at developing a geographical literary didactic. This didactic is meant to answer a problem posed by the new national curriculum, LK20: How can we enhance critical reading through explorative, cross disciplinary work with literature?</em></p> Tatjana Kielland Samoilow Copyright (c) 2021 Tatjana Kielland Samoilow 2022-01-11 2022-01-11 48 1 13 10.7557/13.6375 Hva kan et forfatterstudium være? <p><em>(No English abstract available.)</em></p> Anne Oterholm Copyright (c) 2021 Anne Oterholm 2022-01-11 2022-01-11 48 1 10 10.7557/13.6318