Kontextualisera, spegla, vidga och estetisera: Gymnasielärares litteraturdidaktiska infallsvinklar till Pajtim Statovcis roman Min katt Jugoslavien

Abstract

Pajtim Statovcis Min katt Jugoslavien ar en av de mest uppmarksammade debutromanerna i Finland under 2010-talet. Dess mangtydighet, sarskilt vad galler symboliska och metaforiska tolkningsmojligheter, har forundrat och fascinerat lasare bade i Norden och internationellt. Romanens komplexitet gor den intressant saval litterart som litteraturdidaktiskt sett. Inom den nordiska litteraturdidaktiska forskningen har det de senaste aren vuxit ett intresse for att studera litteraturarbete med komplexa, litterara texter. Med utgangpunkt i begreppen kunskapsfalt (Aase, 2005) och uafgorlighed (Johansen, 2018) utforskar och diskuterar vi i artikeln vilka litteraturdidaktiska overvaganden en grupp gymnasielarare gor i samtal om romanen nar deras avsikt ar att anvanda romanen i litteraturundervisningen. Det empiriska materialet bestar av inspelade samtal mellan fyra finlandssvenska gymnasielarare. Analysen visar hur lararnas litteraturdidaktiska overvaganden utmynnar i en rad olika infallsvinklar pa romanen, allt fran att kontextualisera till att spegla, vidga och estetisera den litterara texten. Contextualizing, mirroring, widening and aestheticizing: Upper secondaryteachers’ approaches to Pajtim Statovci’s novel My Cat Yugoslavia The novel My Cat Yugoslavia by Pajtim Statovci is one of the most recognized debuts in Finland in recent years. Its ambiguity, especially in terms of symbolic and metaphorical meanings, has amazed and fascinated readers both in the Nordic countries and internationally. The ambiguity makes the novel interesting also from an educational perspective. Recently, there has been a renewed interest among Nordic researchers to explore educational perspectives on working with complex literary texts. In this article, we explore conversations among a group of upper secondary teachers as they discuss the novel My Cat Yugoslavia with the intention of using it in the classroom. The empirical material consists of audio recorded conversations between a group of four upper secondary teachers. Drawing theoretically on the concepts of fields of knowledge (Aase, 2005) and undecidability (Johansen, 2018), we discuss how the teachers approach the novel from a wide range of perspectives in their pedagogical considerations by contextualizing, reflecting, broadening and aestheticizing the literary text.