Att läsa Lolita på lärarutbildningen

Abstract

Reading Lolita in Teacher Education

In this article an example of class room work on Vladimir Nabokov’s novel Lolita is used to discuss text selection in teacher education. My starting point is that text selection far too seldom becomes a matter of risk taking. What happens when you as a teacher deliberately choose texts that may provoke your students? What are the didactic and ethical possibilities and difficulties? My thesis is that the choice of provocative literature can function as a productive bridge between aesthetical and instrumental ways of reading. Texts which challenge core values of the school and »the myth about the goodness of literature« open up for dialogues about the what, how and why of literature instruction.