The theoretical part of the dissertation titled Problem-based and Taboo Literary Topics in Slovenian Language Teaching explores various definitions of literary problems and taboo topics. It delves into problem-based themes as elements of literary content, indicating the challenges faced by literary characters and relating to subjects seldom found in children's literature. The dissertation references literary foreignness and multiculturalism, underscores the importance of the child's perspective, and concludes by outlining problem-based literature in terms of content. It also explores taboo as a contextual marker in children's texts. Additionally, the text analyses the role of swearing and profanity in children's literature, recognizing that problem-based content and language can give rise to taboos. The construction of taboos is explained in the theoretical part, drawing on sociological definitions, auto-poetics of Slovenian children's authors, and reactions from the media, parents, teachers, and students to problem-based texts. Taboos can emerge even if the content is not inherently problem-based but is treated as such by readers due to their critical reactions.
A separate chapter is dedicated to the analysis of problem-based picture books suitable for pupils in the first educational period of primary school, with an emphasis on the educational context of the problem themes. The chapter presents Slovenian and translated problem-based or taboo picture books, analyses both the verbal and visual components of the picture books, and subsequently introduces the main problem themes and problem-based texts in the Ciciban magazine after 2000 in two subsections. The theoretical part concludes with an overview of the main features of communicative literature teaching and a comparison of the Slovenian curriculum with some foreign curricula.
In the empirical part, the dissertation utilizes action research based on pupils' experiences with problem themes, analyses of lessons, and responses from third-grade pupils to demonstrate the possibilities of interpreting three problem-based picture books in the classroom. The main finding of this section is that problem picture books appeal to young readers primarily through a compelling combination of a literary character with whom they can identify and an interesting theme close to their own experiences that can be evaluated in relation to reality. The dissertation concludes by proposing a five-step didactic model for interpreting problem-based or taboo picture books in the classroom. This model serves as a recommended approach to addressing problem content in accordance with the diversity of curricular readers.
|
