Course content

The course provides a critical introduction to aesthetic and exploratory teaching and learning practices in literary education as practice and research field. We will address the distinctive nature of imaginative literature as both an object of study and a content of instruction. This forms the basis for discussing disciplinary-historical perspectives on exploratory and aesthetic literary education, as well as the current state of the art.

Hermeneutic and phenomenological perspectives will play a central role in the course. We examine recent tendencies in literary studies — such as postcriticism, posthumanism, and affect theory — in light of developments in the practice and theory of literary education. The course thus considers how literary education can be understood as applied literary studies. Our aim is that PhD candidates in literature and literary education will be able to position their own projects in a critically reflective manner, in relation to the research front.

Learning outcome

Knowledge

The candidate

• Possesses advanced, critically reflected knowledge of aesthetic and exploratory learning forms in research on literary education
• Has in-depth knowledge of fundamental problems in literary theory
• Holds extensive knowledge of the relationship between literary studies as a disciplinary field and literary education
• Has knowledge of how to conduct research on aesthetic and exploratory teaching practices

Skills

The candidate

• Can read and critically evaluate complex texts in literary studies and literary education
• Can apply, discuss, and assess literary and educational research in their own project
• Can engage in dialogue and communicate central academic issues in the field of exploratory and aesthetic learning forms in literary education, both orally and in writing

General competence

The candidate

• Can analyze and critically evaluate research on literary education in light of different academic traditions
• Can act as a critical discussion partner with peers
• Can develop independent academic reasoning, in dialogue with previous research

Learning methods and activities

The course is taught in the form of seminars, which may also include creative and exploratory approaches. Teaching is organized as on-campus sessions, with two sessions lasting two to three days each. Between the sessions, students must submit coursework that receives feedback from a faculty member (cf. the section "Compulsory assignments").

We use a shared core curriculum. In addition, the candidate is required to create an individual reading list, partly based on a list prepared by the instructors.

The language of instruction in this course is Norwegian and English. Students in this course must be proficient in Norwegian/Scandinavian. Exams and assignments can be submitted in Norwegian/Scandinavian or English.

Compulsory assignments

• 80 % attendance
• Submission of an independent, annotated reading list
• Oral presentation of essay project
• Give peer feedback

Required previous knowledge

• Master’s degree or equivalent.
• Admission to the course is limited.
• PhD candidates are given first priority in the admission process.

Admission restriction

• The course has a maximum enrollment of 25 students. If fewer than 5 applicants register, the Department of Teacher Education may cancel the course.
• Rules for ranking and application deadlines can be found here: https://www.ntnu.no/ilu/phd-emner