Literary Education: What Key Stakeholders Think

Ekaterina Asonova, Liubov Borusyak and Elena Romanicheva

Voprosy obrazovaniya / Educational Studies Moscow, 2020, issue 1, 159-181

Abstract: Ekaterina Asonova - Candidate of Sciences in Pedagogy, Head of the Laboratory of Sociocultural Educational Practices, Institute of System Projects. E-mail: asonovaea@mgpu.ruLiubov Borusyak - Candidate of Sciences in Economics, Leading Researcher, Laboratory of Sociocultural Educational Practices, Institute of System Projects. E-mail: borusyaklf@mgpu.ruElena Romanicheva - Candidate of Sciences in Pedagogy, Associate Professor, Leading Researcher, Laboratory of Sociocultural Educational Practices, Institute of System Projects. E-mail: romanichevaes@mgpu.ruMoscow City University.Address: 4 Vtoroy Selskohoziajstvenny pr., 129226 Moscow, Russian Federation.In order to determine the structure of literary education, i. e. the school literature demands of the key stakeholders in education as well as the institutions and resources used to satisfy those demands, we analyze the term literary education, describing the long-established approach to interpreting the underlying concept, and use findings of qualitative sociological studies, such as focus groups and in-depth interviews with teachers, librarians, parents, college and high-school students. For all the interpretation differences, what the stakeholders have in common is the extremely low perceived role of school literature courses and libraries, along with searching for ways to satisfy the existing demands in other forms of acquiring literary knowledge and gaining reader experience.

Keywords: stakeholders in education; literary education; qualitative research in sociology; school; library; family; teachers; parents; teenagers; self-reflection; demands (search for similar items in EconPapers)
Date: 2020
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