|Published online: November 6, 2015||$US5.00|
Valerie Zenatti’s novel, A bottle in the Gaza sea, is included on the list of works recommended by the official instructions of the highschool curriculum in French-speaking Belgium. Like with the genre of historical narratives, this book shares a "co-presence of documented and contents, if not imagined, then at least offered as potentialities" (Gengembre 2011 : 128). But the book is not a historical novel because the writer lives in a time not separated from the period covered by - at least - one generation (Tadié 2011). Our research is based on a didactic engineering approach. How do pupils include these political or historical events between Gaza and Israel in their writings? On that purpose, we made video recordings of class sessions, which were transcribed to conduct analyzes of ordinary practices. These studies are particularly important to point out the difficulties faced by beginning teachers in case a novel deals with a historical background expressing any contemporary problems. How do they overcome these difficulties faced in relation to those of their students? How do literature teachers focus or not on sociopolitical aspects? What is the place of these issues in relation to all other knowledge, including generic ones, taught through this novel?
|Keywords:||Education, Literature, Israeli-Palestinian Relations, Writing Process|
The International Journal of Learner Diversity and Identities, Volume 23, Issue 1, pp.21-34. Article: Print (Spiral Bound). Published online: November 6, 2015 (Article: Electronic (PDF File; 439.606KB)).
Lecturer in French linguistics and Educational sciences, University of Brest, European University of Britanny, Teacher Training College, Laboratory : CREAD (E.A. 3875), Brest, France, France