Following a study of fiction written by young, black South African authors, narratives written by highly acclaimed, young authors in Norway are discussed as codifications of generative themes. In Paulo Freire´s pedagogy, thematic investigation of generative themes formed the starting point of conscientization. Initial codification of the themes was then discussed in groups of learners. In their de-codification dialogues learners´ own experiences and insights about the theme resulted in a new codification that was discussed and decodified again. When reflection is coupled with action, this ongoing dialectic allows for change in both the learner and the world in which the generative theme is located. The question is posed in this paper as to how thematic investigations in novels and short stories can serve as a resource in this learning process aiming at greater understanding of and even empathy for the other. This study points to four generative themes investigated by the young Norwegian authors. Finally, these themes are briefly discussed in relation to Galtung´s calling for empathy as a necessary ingredient of peace, Bourdieu´s theory and research findings on modernity in Norway.
"How novels and short stories are resources for learning about the other,"
The Journal of Social Encounters:
Available at: https://digitalcommons.csbsju.edu/social_encounters/vol7/iss2/13