Abstract:

Literary works discussing various taboo topics are gaining more ground in today’s child and adolescent literature. These literary texts make open and honest communication about such concealed topics possible, that play a significant role in children’s social development. Another common feature of literary works thematizing taboo topics is that it is usually the child’s point of view that dominates, and this is the only point of view from which readers can see the problem articulated through the given taboo topic. These texts do not offer solutions to the unfolding problems, they only present them, that is why they are particularly effective in developing key competencies defined by the learner-centered approach to literature. These key competencies are as follows: comprehension, social competence, self-understanding and self-awareness, problem-solving and critical thinking. The present research aims to assess the methodological utilization of such literary works within the framework of university-level BA teacher training.

Considering that there is no standardized consensus regarding the analyzation of texts discussing taboo topics – and regarding contemporary literary works in general – in classrooms, this study intends to reflect, argue and offer methodological suggestions regarding the analysis of such literature in the classroom through the example of A Monster Calls written by Patrick Ness and Siohban Dowd.

The teacher training program of the Faculty of Central European Studies at the Constantine the Philosopher University in Nitra also supports the development of competencies acquired through the learner-centered teaching method. Lecturers at the University attach great importance to promoting contemporary literary works in education, putting the discussed works in an adequate methodological framework. This study provides an insight into the course named Introduction to Literary Studies, which aims to analyze A Monster Calls authored by Patrick Ness and Siobhan Dowd, with the help of collaborative and cooperative learning methods, while paying special attention to the presence of gothic literary traditions, the relation of characters, and the analysis of taboo topics depicted in the book, such as death, fear of death, social exclusion – abuse in school, loneliness. Collaborative and cooperative learning methods, along with experiential learning methods (creative writing, drama-based pedagogy) and creative exercises aim to develop the following social skills and other competencies: self-knowledge, empathy, critical thinking, problem-solving and comprehension.

Keywords:

Taboo, children’s and youth literature, higher education, collaborative learning contemporary literature, text comprehension, problem-based learning.