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In this article, we place the celebrating journal Nederlandse letterkunde in the historical context of the discipline of Dutch language & literature since the 1990s in the Netherlands. Special attention is paid to the school subject of Dutch, and to the teaching of literature within that subject. We show what developments have led to the current cooperation between academics in Dutch language & literature and didactic experts, who share a concern for the school subject. We conclude with three recommendations for the future of the journal. [ABSTRACT FROM AUTHOR]

Learning through literary knowledge: a transhistorical perspective The teaching of literature in high school should always do justice to the specificity of literary knowledge, which requires and can improve a range of competences. The knowledge that emerges from reading literature cannot be reduced to a certain content or theme, it should be understood as an experiential knowledge that is shaped by the formal strategies of the work as well as the interaction between the original context and the context of reading. This article offers a transhistorical reading of the theme of migration in three literary works (Renout van Montalbaen , Spaanschen Brabander and La Superba) which demonstrates how a classroom reading can recognize the nature of literary knowledge in order to advance the student's competences on several levels (personal development, cultural knowledge, aesthetic training, social competences). In that way, the article want to emphasize that the levels often set apart by literature pedagogy are actually strongly interlinked. [ABSTRACT FROM AUTHOR]

A web of 20th century Dutch literature. Towards a new approach for teaching 20 th century literary history This article presents the first results of work-in-progress of a teacher development team that works on teaching Dutch 20th century literature. The starting point of this project was: so-called modern literature has to be dealt with as a phenomenon that is historical to students in secondary education. Our analysis of the main problems that teachers experience with 20th century literary history has led to a set of principles that will serve as guidelines for the design of a model for teaching 20th century literature. We present a first draft of this model that aims to offer a series of lessons in a digital framework resembling a network of texts. This web of 20th century literature will combine two perspectives: at the one hand a contextual perspective on the literary text ('text in context'), in which a central literary text is compared to contemporary historical texts and developments, at the other hand a longitudinal perspective ('text in frame'), in which the text is compared to texts and developments from different time periods by using transhistorical themes or frames. The development of the first series of lessons according to our guidelines provides insights that will contribute to a next version of the web under construction. [ABSTRACT FROM AUTHOR]