Nederlandse Letterkunde - Volume 23, Issue 3, 2018

Abstract Literary research in the classroom. Research education using LitLab.nl and the Geschiedenis van de Nederlandse literatuur In Dutch secondary schools, pupils rarely learn how to research Dutch language and literature. While other school subjects promote the development of disciplinary research skills, the curriculum of Dutch lacks a similar focus. As a result, secondary school pupils are taught to treat the Dut Read More

Abstract A web of 20th century Dutch literature. Towards a new approach for teaching 20thcentury literary history This article presents the first results of work-in-progress of a teacher development team that works on teaching Dutch 20th century literature. The starting point of this project was: so-called modern literature has to be dealt with as a phenomenon that is historical to students in secondary education. Our analysi Read More

Abstract Karel, Reynaert – and the others? The broadness of the concept ‘literature’ in secondary education Current scholarship on historical Dutch literature – as reflected by the Geschiedenis van de Nederlandse literatuur (GNL) – is characterized by its broad definition of ‘literature’. This article examines whether the ambition to look beyond the literary canon impacted on historical literature education in secondary schools. On t Read More

Abstract Cyriel Buysse? No, I don’t know him! The Geschiedenis van de Nederlandse literatuur (GNL) and the schoolbooks in secondary education in Flanders. Cyriel Buysse as case study Schoolbooks as they are used in secondary education in Flanders often determine the way an author is presented and taught. For most pupils these schoolbooks are the only remaining source to get into contact with literature in an educatio Read More

Abstract Learning through literary knowledge: a transhistorical perspective 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 str Read More

Abstract The art of teaching. About the promising future of literature education Literature as a serious art form is losing ground. Also in secondary education, literature has lost its sacrosanct position. Young people are reading fewer and fewer books. This also means that the functional illiteracy of socially vulnerable groups increases and the writing and reading skills of students is often below par. To reverse the tide, it is importan Read More