Оглавление
Stephanie Schaidt. Ugandan Children's Literature and Its Implications for Cultural and Global Learning in TEFL
Inhalt
Acknowledgments
List of Abbreviations
1 Introduction
2 Relevant Concepts and Developments in the Fields of Cultural and Global Learning
2.1 Discussions on Landeskunde
2.2 The Rise of Intercultural Learning
2.3 Understanding Otherness: Optimistic vs. Sceptical Hermeneutics
2.4 Postmodernism, Postcolonialism and a Changing Concept of Culture
2.5 Transcultural Learning
2.6 Constructivist Approaches to Understanding Otherness
2.7 Implications of Anti-Racist Pedagogy
2.8 Globalisation and Global Education
2.9 Relevance of the Different Concepts and Developments for the Present Study
3 Children’s Literature in the EFL Classroom
3.1 Literary Texts in the (Lower and Intermediate) EFL Classroom
3.2 (Children’s) Literature and Cultural and Global Learning
3.3 Extensive Reading in the EFL Classroom
4 Ugandan Children’s Literature
4.1 Towards a Definition of Ugandan Children’s Literature
4.2 History of Ugandan Children’s Literature
4.3 Neo-imperialism, Postcolonialism and Ugandan Children’s Literature
4.4 Selected Genres, Topics and Titles
4.4.1 Folktales
4.4.2 Fiction in a Realistic Mode
4.4.2.1 Growing Up in Post-Independence Uganda
4.4.2.2 School
4.4.2.3 HIV/AIDS
4.4.2.4 Empowering the Girl Child
4.4.2.5 Child Soldiers
4.4.3 Potential of Texts for Cultural and Global Learning
5 Research Design and Methodology
5.1 Previous Studies and Focus of the Present Study
5.2 Research Aim
5.3 Qualitative Research Design
5.4 Participants
5.5 Research Instruments
5.5.1 Questionnaires
5.5.2 Reading Diaries
5.5.3 Interviews
5.6 Procedure
5.6.1 Preparations
5.6.2 Piloting
5.6.3 Reading Project Design
5.7 Data Analysis
5.7.1 Data Preparation
5.7.2 Structure of the Data Analysis Phase
5.7.3 Coding Procedure
5.8 Critical Reflection upon Study Design
6 Research Findings: Cases
6.1 Niko
6.1.1 Case Description
6.1.2 Reading Background
6.1.3 Prior Knowledge and Expectations
6.1.4 Comparisons and Encounters with Foreignness
6.1.5 (De)Construction and Reflection
6.1.6 HIV/AIDS
6.1.7 Summary
6.2 Magdalena
6.2.1 Case Description
6.2.2 Reading Background
6.2.3 Prior Knowledge
6.2.4 Comparisons and Encounters with Foreignness
6.2.5 (De)Construction and Reflection
6.2.6 HIV/AIDS
6.2.7 Gender Issues
6.2.8 Summary
6.3 Oliver
6.3.1 Case Description
6.3.2 Reading Background
6.3.3 Prior Knowledge
6.3.4 Comparisons and Encounters with Foreignness
6.3.5 (De)Construction and Reflection
6.3.6 Gender Issues
6.3.7 Summary
6.4 Emma
6.4.1 Case Description
6.4.2 Reading Background
6.4.3 Prior Knowledge
6.4.4 Comparisons and Encounters with Foreignness
6.4.5 (De)Construction and Reflection
6.4.6 HIV/AIDS
6.4.7 Gender Issues
6.4.8 War Involving Child Soldiers
6.4.9 Summary
6.5 Lukas
6.5.1 Case Description
6.5.2 Reading Background
6.5.3 Prior Knowledge
6.5.4 Comparisons and Encounters with Foreignness
6.5.5 (De)Construction and Reflection
6.5.6 HIV/AIDS
6.5.7 Gender Issues
6.5.8 Summary
6.6 Leyla
6.6.1 Case Description
6.6.2 Reading Background
6.6.3 Prior Knoweldge
6.6.4 Comparisons and Encounters with Foreignness
6.6.5 (De)Construction and Reflection
6.6.6 HIV/AIDS
6.6.7 Gender Issues
6.6.8 Summary
6.7 Benjamin
6.7.1 Case Description
6.7.2 Reading Background
6.7.3 Prior Knowledge
6.7.4 Comparisons and Encounters with Foreignness
6.7.5 (De)Construction and Reflection
6.7.6 HIV/AIDS
6.7.7 Gender Issues
6.7.8 Summary
6.8 Charlotte
6.8.1 Case Description
6.8.2 Reading Background
6.8.3 Prior Knowledge
6.8.4 Comparisons and Encounters with Foreignness
6.8.5 (De)Construction and Reflection
6.8.6 HIV/AIDS
6.8.7 Gender Issues
6.8.8 Summary
6.9 Philipp
6.9.1 Case Description
6.9.2 Reading Background
6.9.3 Prior Knowledge
6.9.4 Comparisons and Encounters with Foreignness
6.9.5 (De)Construction and Reflection
6.9.6 HIV/AIDS
6.9.7 Summary
6.10 Anna
6.10.1 Case Description
6.10.2 Reading Background
6.10.3 Prior Knowledge
6.10.4 Comparisons and Encounters with Foreignness
6.10.5 (De)Construction and Reflection
6.10.6 HIV/AIDS
6.10.7 Summary
6.11 Rebecca
6.11.1 Case Description
6.11.2 Reading Background
6.11.3 Prior Knowledge
6.11.4 Comparisons and Encounters with Foreignness
6.11.5 (De)Construction and Reflection
6.11.6 HIV/AIDS
6.11.7 Gender Issues
6.11.8 War Involving Child Soldiers
6.11.9 Summary
6.12 Hannes
6.12.1 Case Description
6.12.2 Reading Background
6.12.3 Prior Knowledge
6.12.4 Comparisons and Encounters with Foreignness
6.12.5 (De)Construction and Reflection
6.12.6 Summary
6.13 Overview of Cases
7 Research Findings: Thematic Structure
7.1 Contexts
7.1.1 Prior Knowledge
Associations with Uganda
Sources of their Knowledge
Interest in Uganda
Expectations Concerning Ugandan Children’s Fiction
Interest in Student Exchange
Summary and Interpretation
7.1.2 Reading Background
Degree of Reading Appeal
Frequency of Reading Literary Texts
Reading Interest
Text Selection Criteria
Emotions to the Texts in the Reading Project
Writing Style
Plot
Characters
Moral/Theme
Length of the Text
Level of Linguistic Difficulty
Text Comprehension
Reactions to Individual Texts in the Project
Summary and Interpretation
7.1.3 Biography
Sex/Gender
Age
Nationality/Cultural Background
Languages and Cultures
Religion
Family
School
Disability
Hobbies
Summary and Interpretation
7.2 Mental Processes
7.2.1 Construction and Deconstruction
Reproduction
Projection
Perturbation
Generalisations
Summary and Interpretation
7.2.2 Comparisons and Encounters with Foreignness
Own = Norm
Similarities
Differences
Culture/Nationality
Gender
Family Structure
Religion
Character Traits
Fantastic Elements
Evaluation of ‘Different’
Differences as Inferior
Differences as Difficult to Understand
Differences as Interesting/Impressive
Different Evaluations of Differences
Summary and Interpretation
7.2.3 Strategies and Reflections
Strategies for Dealing with Differences
Accepting Strategy
Privilege-Reflecting Strategy
Helping-the-Other Strategy
Legitimating Strategy
Reflection
Reflection upon Prior Knowledge
Reflection upon Norms
Reflection upon Generalisations, Stereotypes and Prejudices
Reflection upon the Language They Used
Reflections upon Fictionality
Summary and Interpretation
7.3 Global Topics
7.3.1 HIV/AIDS
Prior Knowledge
Knowledge Gained
HIV and Encounters of Foreignness
Comparisons
Reflection
Students’ Reactions
7.3.2 Gender Issues
Prior Knowledge
Knowledge Gained
Gender Issues and Encounters of Foreignness and Differences
Students’ Reactions
7.3.3 War Involving Child Soldiers
Prior Knowledge
Knowledge Gained
Child Soldiers and Encounters of Foreignness and Differences
Reflections
Students’ Reactions
7.3.4 Summary and Interpretation
7.4 Evaluation of the Extensive Reading Project
Evaluation of the Reading Project as a Whole
Evaluation of the Reading Diary
Evaluation of the Introductory Lessons
Students’ Reading Behaviour in the Extensive Reading Project
Summary and Interpretation
8 Discussion of Research Findings and Implications Arising for TEFL
8.1 Implications for Learning and Teaching about Cultural Aspects and Global Topics in the EFL Classroom
8.1.1 Knowledges Instead of Knowledge
Deconstructing Metanarratives
Providing More Room for ‘Africa’ in the EFL Classroom
Providing Students with a Counter-Discourse
Providing Students With a Multitude of Perspectives
Providing Students With Backgrounds
8.1.2 Recognising Inconsistencies and Limits
Discovering Inconsistencies
Allowing Uncertainties
Preserving the Foreign
Fictionality of Literary Texts
8.1.3 Reflecting upon Self
Prior Knowledge
Norms
Privileges
Reflecting Upon Language
8.2 Global Education Differently
8.2.1 Focus on ‘Self’ Rather Than ‘the Other’
8.2.2 ‘Learning from’ Rather Than ‘Learning about’
8.2.3 Becoming Reflective, Not Active in the First Place
8.3 Implications for Learning and Teaching with Literary Texts and Extensive Reading
8.3.1 Literary Texts
8.3.2 Extensive Reading Projects
Benefits
Opportunity to Read
Improving Students’ Skills in (Reading in) the Foreign Language
Subjectivist Approach
Multiple Perspectives
Drawbacks
Overloading
Lack of Input and Contextualisation
Lack of Impulses and Feedback
Lack of Reading Strategies
Lack of Control
Principles
Text Selection
Introductory Lessons
Reading Lessons
Final Lessons
Reading Diaries
Role of the Teacher
9 Retrospective Reflections upon Research Design and Methodology
Inter-Subject Comprehensibility
Indication of the Research Project
Empirical Foundation
Limitation
Coherence
Relevance
Reflected Subjectivity
Openness and Flexibility
Research Ethics
10 Conclusion and Outlook
11 References
Appendices
Fußnoten. 1 Introduction
Discussions on ”Landeskunde“
2.2 The Rise of Intercultural Learning
2.4 Postmodernism, Postcolonialism and a Changing Concept of Culture
2.6 Constructivist Approaches to Understanding Otherness
2.7 Implications of Anti-Racist Pedagogy
2.8 Globalisation and Global Education
2.9 Relevance of the Different Concepts and Developments for the Present Study
3 Children’s Literature in the EFL Classroom
3.1 Literary Texts in the (Lower and Intermediate) EFL Classroom
3.3 Extensive Reading in the EFL Classroom
4 Ugandan Children’s Literature
4.1 Towards a Definition of Ugandan Children’s Literature
4.2 History of Ugandan Children’s Literature
4.3 Neo-imperialism, Postcolonialism and Ugandan Children’s Literature
4.4 Selected Genres, Topics and Titles
4.4.1 Folktales
4.4.2.1 Growing Up in Post-Independence Uganda
4.4.2.2 School
4.4.2.3 HIV/AIDS
4.4.2.4 Empowering the Girl Child
4.4.2.5 Child Soldiers
4.4.3 Potential of Texts for Cultural and Global Learning
5.2 Research Aim
5.4 Participants
5.6.3 Reading Project Design
5.7.3 Coding Procedure
5.8 Critical Reflection upon Study Design
6.1 Niko
6.1.1 Case Description
6.2.1 Case Description
6.2.2 Reading Background
6.3.5 (De)Construction and Reflection
6.4.4 Comparisons and Encounters with Foreignness
6.5.5 (De)Construction and Reflection
6.5.6 HIV/AIDS
6.7.6 HIV/AIDS
6.9.3 Prior Knowledge
Sources of their Knowledge
Degree of Reading Appeal
Reactions to Individual Texts in the Project
8.1 Implications for Learning and Teaching about Cultural Aspects and Global Topics in the EFL Classroom
Deconstructing Metanarratives
Providing More Room for ‘Africa’ in the EFL Classroom
Providing Students with a Counter-Discourse
Providing Students With Backgrounds
Reflecting Upon Language
Text Selection
Role of the Teacher
Research Ethics
10 Conclusion and Outlook
