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Leren door literaire kennis : een transhistorische blik

(2018) NEDERLANDSE LETTERKUNDE. 23(3). p.331-357
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Abstract
The teaching of literature in high school should always do justice to the specificity of literary knowledge, which requires and can improve a range of competences. The knowledge that emerges from reading literature cannot be reduced to a certain content or theme, it should be understood as an experiential knowledge that is shaped by the formal strategies of the work as well as the interaction between the original context and the context of reading. This article offers a transhistorical reading of the theme of migration in three literary works (Renout van Montalbaen, Spaanschen Brabander and La Superba) which demonstrates how a classroom reading can recognize the nature of literary knowledge in order to advance the student’s competences on several levels (personal development, cultural knowledge, aesthetic training, social competences). In that way, the article want to emphasize that the levels often set apart by literature pedagogy are actually strongly interlinked.
Keywords
teaching literature, transhistorical reading, literature pedagogy

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Citation

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Chicago
Bernaerts, Lars, Veerle Uyttersprot, and Kornee van der Haven. 2018. “Leren Door Literaire Kennis : Een Transhistorische Blik.” Nederlandse Letterkunde 23 (3): 331–357.
APA
Bernaerts, L., Uyttersprot, V., & van der Haven, K. (2018). Leren door literaire kennis : een transhistorische blik. NEDERLANDSE LETTERKUNDE, 23(3), 331–357.
Vancouver
1.
Bernaerts L, Uyttersprot V, van der Haven K. Leren door literaire kennis : een transhistorische blik. NEDERLANDSE LETTERKUNDE. 2018;23(3):331–57.
MLA
Bernaerts, Lars, Veerle Uyttersprot, and Kornee van der Haven. “Leren Door Literaire Kennis : Een Transhistorische Blik.” NEDERLANDSE LETTERKUNDE 23.3 (2018): 331–357. Print.
@article{8589315,
  abstract     = {The teaching of literature in high school should always do justice to the specificity of literary knowledge, which requires and can improve a range of competences. The knowledge that emerges from reading literature cannot be reduced to a certain content or theme, it should be understood as an experiential knowledge that is shaped by the formal strategies of the work as well as the interaction between the original context and the context of reading. This article offers a transhistorical reading of the theme of migration in three literary works (Renout van Montalbaen, Spaanschen Brabander and La Superba) which demonstrates how a classroom reading can recognize the nature of literary knowledge in order to advance the student{\textquoteright}s competences on several levels (personal development, cultural knowledge, aesthetic training, social competences). In that way, the article want to emphasize that the levels often set apart by literature pedagogy are actually strongly interlinked.},
  author       = {Bernaerts, Lars and Uyttersprot, Veerle and van der Haven, Kornee},
  issn         = {1384-5829},
  journal      = {NEDERLANDSE LETTERKUNDE},
  language     = {dut},
  number       = {3},
  pages        = {331--357},
  title        = {Leren door literaire kennis : een transhistorische blik},
  volume       = {23},
  year         = {2018},
}