The purpose of this study is to present a comparative analysis of seven literature anthologies for the Upper Secondary School, from 1968-2004, to investigate how much space Esaias Tegnér is getting and how many and which of his works that is presented in these anthologies.
The study is set against the hypothesis that Tegnér is getting a reduced space in the anthologies because of his connection to Romantic nationalism, which after World War II has been associated to the themes and ideology of the National Socialism. In view of this I have asked myself if Tegnér is getting a reduced space in the literature anthologies for the Upper Secondary School. My study shows that this is the case.
One can also see clear trends in a subjective approach towards the author. In the anthologies where Tegnér have had a strong prominent role, he is retaining his position even in later editions. Over the entire period of 1968-2004 he is getting a less prominent role, although he is generally presented as the greatest poet of his time.
I have also examined the discussion of Tegnér during that period to see if you can find any connection between the discussion about Tegnér and the change his work gets in the literature anthologies. The study also examines if the Upper Secondary School curriculum from 1965, 1994 and 2011, leaves any room to study the works of Tegnér in the literature teaching.
The first curriculum of the Upper Secondary School, highlighting Tegnér as a writer of particular importance and a part of the required literature reading. Later, less detailed curriculums, does not mention either authors or works. However, these curriculums can be interpreted in a way that Tegnér and his works still belongs to the literature teaching in Upper Secondary Schools.
2012. , 40 p.