Identity-oriented literature teaching

At the heart of this article lies the concept of identity-oriented literature teaching. In order to avoid possible distortions found in language use around identity and identity politics, we start by establishing a theoretical basis. This first part of the article directs our gaze to academic discourse around identity, making clear the connections between identity, literature, and teaching. Next comes a focused reap-praisal of key points of departure in identity-oriented literature teaching: literary understanding, literary-linguistic production, and aesthetic experience. Explanations of the three-phase model central to classroom practice follows in the context of functional and personalised learning processes. A third section following this contextualisation outlines initial attempts at an empirical examination of the concept of identity-oriented literature teaching in the form of the ‘ÄSKIL’ study. A fourth and final section considers areas where further research is needed.