ABSTRACT

This article reports on an empirical study of a literature project at a special residential home for detained youth in Sweden. Informed by critical literacy, the study explored the ways in which versions of empowerment in relation to reading were performed in a ‘critical space’. The ethnographic study was analytically inspired by the actor-network theory. Observations and interviews with students and teachers were used to understand the ambiguous and at times contradictory ways that empowerment was enacted; aligning with or refusing to align with dominant literacies or institutionalised expectations of development and improvement. Two different versions of empowerment are explored; these exist in tension with each other and are enacted in the material. The paper concludes with a discussion of the reading project as a critical space, a specific site that offered more critical elements of reading to take part in education.

摘要

本文报道了一项在瑞典被拘留青年特殊收容所进行的文学项目的实证研究。在批判性素养的指导下，该研究探讨了在“批判性空间”中执行与阅读相关的授权版本的方式。民族志研究受到行动者网络理论的分析启发。对学生和教师的观察和访谈被用来理解赋予赋权的模棱两可、有时相互矛盾的方式；与主流文化或对发展和改进的制度化期望保持一致或拒绝与之保持一致。探索了两种不同版本的赋权；它们相互张力存在，并在材料中体现出来。论文最后讨论了作为关键空间的阅读项目，