| dc.description.abstract | This master’s thesis analyzes and discusses the potential of three contemporary fantasy novels, Children of Blood and Bone (2018), Skin of the Sea (2021), and Nevermoor (2017), for promoting critical literacy through the use of literature in EFL classrooms in Norway. The thesis argues for the importance of diverse, contemporary literature in classrooms to supplement the existing dominant perspectives. By introducing modern voices that represent different racial, cultural, and societal backgrounds, this research argues for more diverse, inclusive, and balanced representation in Norwegian classrooms.
The fantasy genre serves as a starting point for this project because of its popularity with young readers and its potential as an avenue for exploring sociopolitical issues in the real world. The aim of this project is two-fold: first, to identify central themes and elements in the selected texts from a critical literacy perspective, and second, to examine how these texts can be used to nurture critical literacy among EFL learners.
The thesis is based on the ideas of critical literacy theory, particularly Lewison et al.’s model of the four dimensions of critical literacy and Borsheim-Black et al.’s Critical Literature Pedagogy framework. The methodology involves a thematic literary analysis using elements from close reading and the CLP framework to unearth themes relevant to teaching critical literacy. The discussion chapter delves into analyzing the novels in regard to the dimensions in the CLP framework into the practical implications of integrating these novels into EFL instruction.
The main findings of the thesis reveal that the texts deeply explore themes of power structures, systemic inequality and prejudice, and the implications of dominant versus marginalized narratives. These are integral aspects to both critical literacy and important topics to cover in the classroom in relation to the values of the LK20 curriculum, particularly in its aims of promoting inclusivity and diversity, counteracting prejudice, and encouraging critical thinking. This implies that these novels could have great potential both for teaching language skills and encouraging critical literacy in the Norwegian EFL classroom. | |
