Nederlandse letterkunde: tijdschrift, vakwetenschap, schoolvak

Abstract

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.