De lezende leraar. Literatuuronderwijs in Nederland(s) als onderzoeksobject

Jeroen Dera


Over the last years, literature education in Dutch secondary schools has been subject of heated debates and even controversies. In these debates, the voice of literary scholars has been remarkably absent. This article argues that researchers working in the field of Dutch literature should pay serious attention to literature education as an object of research. To indicate what this type of research could look like, the article focuses on teachers as an active actor in the symbolic production of literature. First, it discusses recent literature on teachers as readers, both from a literary studies and an educational sciences perspective. Second, it presents a small-scale survey study on teachers of Dutch as readers. The results indicate that most of the participating teachers are not literary gluttons and that their reading choices are highly intertwined with commercial mechanisms on the book market.

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© Tijdschrift voor Nederlandse Taal- en Letterkunde | ISSN (print): 0040-7550 | eISSN (online): 2212-0521