Sköra värden - En analys av utmanande tematik i "Allt går sönder" och dess potential i gymnasieskolans värdegrundsarbete

Abstract

This paper examines how Chinua Achebe’s novel "Things fall apart" (1958) can serve as a foundation for value-based education in the Swedish upper secondary school. Based on the theoretical frameworks of Rita Felski and Gert Biesta, the study analyses the novel’s themes to explore how literary education can promote democratic engagement and ethical reflection. The analysis is grounded in the policy documents for the upcoming curriculum reform, Gy25, which emphasizes the potential in literature’s ability to develop students’ empathy, critical thinking and independent participation in a democratic society. The study is built on a qualitative close reading of the novel with a thematic focus on challenging and provocative subjects such as views on gender, violence, identity and power structures in cultural encounters. Felski’s concepts of reader engagement and Biesta’s three functions of education are being used to highlight literature’s potential in fostering democratic citizenship. The findings suggest that the challenging themes of the novel can evoke strong reader reactions which could provide a good ground for discussions and independent reflection related to norms and values. The didactic approach of the study proposes a combination of Aidan Chambers’ model for literature discussions and deliberative dialogue with an aim towards a Swedish classroom where student-centered and value-oriented discussions are promoted.