Teaching literature transforms students’ views of themselves and the world

How can the teaching of literature contribute to more than simply preparing students for examinations? A new doctoral thesis from Jönköping University (JU) explores how reading can enable so‑called transformative learning – in which students reassess their assumptions and develop their understanding of themselves, the texts they read, and the wider world.

The study is based on classroom practice, focus groups with teachers and school librarians, and students’ engagement with fiction from different parts of the world. The findings show that teaching that encourages reflection – for example through reading logs and group discussions – can strengthen students’ ability to think critically and foster more nuanced perspectives. Encouraging students to reflect on their learning does not have to be difficult. On the contrary, simple approaches can lead to deeper understanding and more developed thinking.

The thesis also shows that the choice of literature plays a crucial role. When students encounter stories that are both recognisable and challenging to their assumptions, better conditions are created for deeper understanding and sound judgement.

“To some extent, the work being read – through its form and content – determines what kind of learning may become possible in a literature teaching context. For instance, shifts in focus between different characters can provide multiple perspectives on the same sequence of events, which is the case in novels such as Let the Right One In by John Ajvide Lindqvist and Season of Migration to the North by Tayeb Salih,” says Björn Bradling, doctoral student at the School of Education and Communication, JU.

May be perceived as less relevant

At the same time, the research highlights a challenge: students may perceive this type of teaching as less relevant in a school system that often emphasises grades and measurable outcomes. However, by also embracing resistance and lack of interest as part of the reading process, teachers can create more meaningful learning experiences.

“The research I am conducting is important because it foregrounds a form of knowledge other than the one that usually takes centre stage. It is not only about learning established truths – that two plus two equals four – but also about knowing how to apply the knowledge one has acquired,” says Björn Bradling.

In summary, the thesis shows that literature – when given greater space – can play an important role in developing students’ critical thinking and contributing to a more reflective educational experience.

“My hope is to strengthen the position of literature teaching as a necessary element for developing judgement in upper secondary education,” Björn concludes.