"You live in your little bubble and think everything is fine" : An Interview Study of Pupils' Experiences of and Attitudes Towards Using Literature to Address Controversial Issues and Fundamental Values in Swedish Upper Secondary School

Sammanfattning

This study aims to examine pupils’ experiences of, and attitudes towards, using literature to address controversial issues and fundamental values in Swedish upper secondary school. The study is grounded in the view that literature may function as a means of promoting reflection, perspective-taking and discussions concerning complex societal issues. Drawing on Felski’s concepts of recognition and knowledge, as well as Mezirow’s transformative learning, the study explores how pupils perceive literature-based teaching in relation to controversial issues and fundamental values. The study was conducted through semi-structured interviews with eight upper secondary pupils with experience of working with books, films or television series connected to controversial issues and/or fundamental values. The findings indicate that pupils generally perceive literature as a valuable and engaging way of approaching controversial issues and fundamental values. Literary narratives were understood to facilitate emotional engagement, perspective-taking and reflection on experiences beyond the pupils’ own. At the same time, the results suggest that the educational potential of literature depends on factors such as relevant text selection, supportive classroom discussions and teacher scaffolding. Overall, the study highlights literature as a valuable pedagogical tool for addressing controversial issues and fundamental values in upper secondary English teaching.