‘Why do we actually have to read all these books for school?’

Assessing literature teachers’ legitimations of literary reading towards students in upper-secondary education

Abstract

In recent decades, numerous publications have argued for the importance of literature reading; however, little is known about how such justifications permeate into education. This article addresses this gap and reports on a survey study conducted among Dutch literature teachers working in upper secondary education (10^th to 12^th grade). The central question of the study focuses on the arguments teachers employ to draw attention to the significance of literary reading. Analysis of the results reveals significant heterogeneity in literature education concerning the justifications teachers practically employ, though some patterns emerge. The emphasis is primarily on literary reading as a tool for broadening students’ perspectives, enhancing their empathic abilities, and improving general literacy skills. The analysis also exposes fundamental tensions regarding the use of justifications for literature reading. Teachers claim to prioritize fostering reading enjoyment, yet this aspect lags significantly in their survey responses. Another tension concerns the balance between broadening students’ worldview and the ethical and socio-political development of young readers. While literature teachers assert a strong focus on expanding students’ horizons and their ability to empathize, they seem to do so without much consideration for the socio-cultural context of literature education or ethical issues related to literature. Based on the research findings, it is recommended to pay more attention in curricula and teacher training programs to the diverse range of justifications for literary reading and how these justifications relate to each other.