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Ekaterina Asonova 1, Liubov Borusyak 1, Elena Romanicheva 1
  • 1 Moscow City University, 4 2nd Selskohozyaistvenny proezd, Moscow, 129226, Russia

Literary Education: What Key Stakeholders Think

2020. No. 1. P. 159–181 [issue contents]
Ekaterina Asonova – Candidate of Sciences in Pedagogy, Head of the Laboratory of Sociocultural Educational Practices, Institute of System Projects. E-mail: asonovaea@mgpu.ru

Liubov Borusyak – Candidate of Sciences in Economics, Leading Researcher, Laboratory of Sociocultural Educational Practices, Institute of System Projects. E-mail: borusyaklf@mgpu.ru

Elena Romanicheva – Candidate of Sciences in Pedagogy, Associate Professor, Leading Researcher, Laboratory of Sociocultural Educational Practices, Institute of System Projects. E-mail: romanichevaes@mgpu.ru

Moscow 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.
Citation: Asonova E., Borusyak L., Romanicheva E. (2020) Literaturnoe obrazovanie: mneniya uchastnikov obrazovatel'nykh otnosheniy [Literary Education: What Key Stakeholders Think]. Voprosy obrazovaniya / Educational Studies Moscow, no1, pp. 159-181.
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