Фэнтези в учебной аудитории: cтуденческое восприятие литературы фэнтези через призму критической литературы
Fantasy in the classroom: Student perceptions of fantasy literature viewed through a critical literacy framework

Summary/Abstract: This article presents the perspectives of adolescent students as they engage with a variety of fantasy literature texts through their secondary English classes in the United States. It draws upon qualitative data collected during classroom visits and in-depth interviews with the students and their teachers to help contextualize their academic experiences with fantasy. The findings of this year-long multiple case study suggest that fantasy literature can be used successfully with students to help motivate them to read critically, despite the general perception in the United States that fantasy literature lacks complexity, textual depth, and literary richness. The findings support the incorporation of fantasy texts in the curriculum of literary studies in secondary English classrooms. Furthermore, the qualitative data suggest that fantasy literature challenges students in way similar to that of canonical, mimetic literature.

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