Literature education in Estonian and Finnish upper secondary schools: a comparative study of the role of literature in national curricula and school practice
Submitted by:
Satu Grünthal
Abstract:
The aim of the study is, first, to conduct a comparative analysis of the role of literature and literature education in Estonian and Finnish national curricula. We focus on curricula for upper secondary schools, meaning grades 10–12 (gymnasiums). In Estonia, the present national curriculum for secondary and upper secondary education dates from 2011 (https://www.riigiteataja.ee/akt/129082014021 ), whereas in Finland, new curricula were implemented in August, 2016 (http://oph.fi/download/177312_ordering_core_curricula_2014.pdf) .
Following questions will be scrutinized: What is the role of literature in Estonian and Finnish curricula? How is literature seen and defined in the contemporary multimodal textual universe? What kind of ideological or pragmatic functions does literature have in school education, and what is the role of literature in educational discourse as a whole? Can hidden or explicit literary canons be found in curricula? How does the Estonian and the Finnish curriculum relate to the questions outlined above, and what kind of similarities and differences can be found in the equivalent curricula?
Both curricula will be analyzed using methods of text criticism and curriculum research.
Second, the analysis of literature curricula is followed by an analysis of a research survey, which will be conducted in both countries in spring, 2017. In the survey, teachers will be asked how the outlines defined in the curricula are put into practice in schools. How large is the compulsory amount of books read during the upper secondary education? What is the role of national and world literature? Which genres are present in school practice? Do students read books of their own choice or out of a compulsory list, and can a national ’school canon’ be defined? What are the differencies and similarities of Estonian and Finnish results in comparison to each other?
The survey will be conducted in the form of an e-questionnaire, which will be sent out to a relevant number of schools / teachers in different parts of Estonia and Finland. Questionnaires consist of both multiple choice and open questions, and results will be analyzed using quantitative as well as qualitative methods.
Key words: curriculum research, literature education, choice and variety of books in upper secondary schools
Bibliography
Cornbleth, Catherine (2000). Curriculum politics, policy, practice: cases in comparative context. New York: State University of New York Press.
Gardiner, Michael (2012). The return of England in English literature. Basingstoke: Palgrave Macmillan.
Schiro, Michael (2007). Curriculum theory: conflicting visions and enduring concerns. London: Sage Publishers.