Kategorie: Amerikanistik

Projektdetails

Hochschule
Pädagogische Hochschule Oberösterreich
Sprache
Projektleitung gesamt
Kennedy, Melissa Jane; Dr. BA. MA. Prof.
Projektleitung intern
Kennedy, Melissa Jane; Dr. BA. MA. Prof.
Interne Projektmitarbeiter/innen
Spann, Harald; HS-Prof. Mag. DDr. Prof.
Externe Projektmitarbeiter/innen
Born-Lechleitner, Ilse; Mag. Dr.
Huber, Susanne; Mag. Dr.
Kreutner, Edith; Mag. Dr.
Ratheiser, Ulla; Ass.-Prof. Dr.
Reichl, Susanne; Univ.-Prof. Dr.
Spöttl, Carol; Dr.
Kooperationspartner
Laufzeit
2020 – 2024
Beschreibung
1.) Problemaufriss

The ABC Approach research project reintroduces literature into the NMS/AHS classroom by developing teaching methodologies in the B.Ed English programme. The project responds to demands for curriculum development at multiple levels. In the 2000s, changes in the Austrian school curriculum (eg. the Standardisierte Reifeprüfung) inadvertently led to the loss of literature and cultural media in the NMS/AHS English as a Foreign Language (EFL) syllabus currently taught in schools, despite the fact that the curriculum claims the importance of literature for addressing social issues and ‘conveying value-oriented thought and behaviour’ (BMUKK, Lehrplan Lebende Fremdsprache). Recognising this gap between theory and praxis, the 2018 Companion to the Common European Framework of Reference for Languages (CEFR) added a whole new section of guidelines for literature, which this research project works to apply. Development of the ABC approach also aligns with the need for curriculum development within the Cluster Mitte English programme to re-orientate the University of Salzburg’s old B.A. to fulfil the requirements of the new B.Ed.
The theoretical part of the project researches the above problematic in three dimensions:
1.) Action research of EFL literature in NMS/AHS classrooms.
2.) Development of EFL literary pedagogy in the Cluster-Mitte English curriculum.
3.) Contributions to literature in education theory.

Preliminary work on this topic has identified a pedagogy of literary education that can fulfil the aims, emphases and requirements of the NMS/AHS curriculum, CEFR Companion, and the Cluster-Mitte B.Ed curriculum. The ABC approach is a synthesis of three major methodologies: A for analysis (formal literary theory taught in universities), B for book response (reader-centred response favoured in schools) and C for creativity (for the motivation to read and for the skills output necessary for assessment). The research project develops this combined methodology and tests it using action research in both secondary (NMS/AHS) and tertiary (PHOÖ) classrooms.
The practical part of the project develops the ABC methodology for three applications:
1.) Tertiary teaching in literature (Kennedy) and Fachdidaktik (Spann)
2.) Secondary teaching (eg. PHOÖ students teaching placements; Huber PhD research at the Aloisianum; Kennedy & Spann Forschungsschule der PHOÖ)
3.) Material development: building a body of ABC approach teaching resources, including in course books, academic publications, online, in students BA & MA theses, and Ms Huber’s PhD.

2.) Zielsetzung(en) und Fragestellung(en)
The project begins with three foundational questions:
1. What are the expectations of literature in EFL teaching outlined in the secondary schools curriculum and CEFR Companion (2018)?
2. How is literature currently taught to pupils in NMS/AHS and to teacher-trainer students in university and teacher colleges?
3. Where are the gaps and incongruities between the two?
These questions are investigated at both curriculum and praxis levels, each with expert research partners:
a) Secondary level: research of the actual situation in English teaching in secondary schools (expert: Huber)
b) Tertiary level: research of the English literature curriculum in Austrian universities and Pädagogische Hochschulen (experts from PLUS, Vienna, Innsbruck).
c) Curriculum level: research of NMS/AHS English curriculum changes to literature since the 2012 Standardised Reifeprüfung (expert: Carol Spöttl)

From question three, above, arises the research project’s main focus:
4. Which literature-teaching methodologies fill these identified gaps?
5. How can we trial and test our approach in praxis?
3.) Methode
1. Literary pedagogy
2. Action research

Beschreibung (engl.)
URL
Bericht

Projektdetails

Hochschule
Pädagogische Hochschule Oberösterreich
Sprache
Projektleitung gesamt
Kennedy, Melissa Jane; Dr. BA. MA.
Projektleitung intern
Kennedy, Melissa Jane; Dr. BA. MA. Prof.
Interne Projektmitarbeiter/innen
Spann, Harald; Mag. DDr. Prof.
Externe Projektmitarbeiter/innen
Born-Lechleitner, Ilse;
Kooperationspartner
Johannes Kepler Universität Linz
Universität Wien
Laufzeit
2018 – 2022
Beschreibung
1. Ausgangslage
„Storying Our World“ claims that a society‘s stories shape reality. With the 2008 Financial Crisis, the developed world narrative of the supremacy of neoliberalism was challenged. In the ten years from 2008—2018 an outpouring of texts by both economists and producers of written and visual media, particularly in the USA and UK, debunk global capitalism as unfair, unethical, and unsustainable. Instead of the primacy of market and finance, they argue for “human economics”: the understanding of the economy as principally concerned with the well-being and sustainability of family, community, and the environment. All these texts employ narrative forms to convey their economic stories, including economic metaphors and images, parables and fables, and in extended dramatic plotlines and case studies. “Storying Our World” thus analyses what literary and media narratives tell us about the choices, priorities, and desires of the „human economy“. Preliminary research (presented at 3 conferences in 2017-18) has already identified several recurring categories around key foci: 1) A desire for community collaboration over individualistic competition; 2) The aim of well-being over financial wealth; 3) Th need for sustainable rather than extractive relationsip with the environment; 4) to promote generosity rather than greed; 5) the change to a circular economy rather than eternal growth; 6) a desire to work-to-live not live-to-work.
The pedagogical aspect is the student-led, hands-on experience in creating the corpus, responding to the narratives, and using these texts in the EFL classroom. The corpus and its analysis derives from student-led analysis and research in English Literature and Cultural Studies Modules in PS and SE courses. This work further provides the initial participatory Action Research for developing the ABC-method as basis for the English Literature and Cultural Studies Curriculum.
The Research Outcomes of the project’s findings are conference presentations, invited lectures, publication of academic articles and a single-authored monograph. Following the initial Action Research into the ABC Method with participation from the Project Team (Spann, Born-Lechleitner), Discet3 partners (Spann, Thomas Wagner, Erwin Gierlinger), and students, I anticipate developing a parallel research project on the ABC Method.

2. Zielsetzungen
a. To identify in New Economic Criticism the common categories of human economics
b. To establish a corpus of narratives that respond to these categories in a range of media forms (pop-economics books, fiction, film, TV series, computer games, other)
c. To investigate the main components of literary form and content in these narratives
d. To study reader responses to these stories through student-led research (EB14.1 (literature) and EB14.3 (culture) Seminars and BA Theses)
e. To consider the pedagogical potential of these stories in EFL literature in the classroom through student-led research (EB14.1Literature and EB14.3Culture) Seminar in English Studies and BA Theses)
f. Groundwork for a potential project extension to study the application of these stories in the classroom through long-term contact with the students after graduation
g. Groundwork for a potential parallel project of the ABC Methodology

3. Methode
a. Extensive reading to define the common categories of human economics in current economic criticism and the narratives used to describe them
b. With students in PS and SE, establish and analyse a corpus of narratives that respond to these categories in a range of media forms
c. Narratological literary analysis of language, form and content of the corpus (ABC Method ‚A‘)
d. Reader Response Theory applied to student responses to these texts (ABC Method ‚B‘)
e. Creativity-based exercises with a didactic interest in teaching these texts in the EFL classroom (ABC Method ‚C‘)

Beschreibung (engl.)
URL
Bericht