Abstract While research has highlighted the potential of picturebooks in upper secondary education, empirical research is still limited. This article explores what the picturebook Furan by Lisen ...Adbåge produces in the secondary literature classroom by engaging with Donna Haraway’s 2016 concept of “staying with the trouble”. From a vantage point of postfoundational inquiry, we ask how the theoretical concept can unfold the encounters in-between the students and the picturebook. The data consists of video recordings of three upper secondary classrooms, and in the analysis, we follow Maggie Maclure’s 2013 approach of “data that glows”. Instances that glow are when the students struggled to make sense of the picturebook, either staying with the trouble or avoiding it. The analysis shows how the picturebook produces string figuring, sympoietic thinking and crafting in the literature classroom, enabling students to start cultivating response-ability as a way of responding to troubled times. The article explores what postfoundational theories like Haraway’s can bring about in literary education.
Den samtida bilderboken visar prov på komplexa litterära drag i såväl formspråk som tematik. Trots ett ökat intresse för komplex litteratur i litteraturundervisningen är bilderboken i de högre ...årskurserna relativt outforskad. I denna artikel utforskar vi bilderboken som komplex litteratur då vi undersöker hur elever i årskurs åtta förhandlar med obestämbarheter i bilderboken Hemma hos Harald Henriksson (Brandelius & Dackenberg, 2018). Med utgångspunkt i angreppssättet tänka med teori (eng. thinking with theory) (Jackson & Mazzei, 2012) kopplar vi in begreppen obestämbarhet (Johansen, 2018, 2019) och förhandling (Derrida, 2002) i det empiriska materialet. Det empiriska materialet består av videoinspelningar av en grupp elever i årskurs åtta och deras arbete med bilderboken. Materialet analyseras med fokus på hur ungdomarna förhandlar med de för dem obestämbara dragen i bilderboken. Resultaten visar hur ungdomarna möter obestämbara drag i bilderboken, främst sådana gällande politiska och sociala frågor, och hur dessa obestämbara drag möjliggör förhandling kring olika tolkningar. I förhandlingarna rör sig eleverna mellan olika positioner, utan att nödvändigtvis stanna i en position. Studien visar hur obestämbarheter i den litterära texten är en central del av en litteraturundervisning som betonar förhandling och obestämbarhet. Studien bidrar till den tidigare forskning som argumenterar för vikten av att inkludera komplexa texter i litteraturundervisningen genom att synliggöra bilderbokens potential i mötet med ungdomar och visa värdet i att upprätthålla sig i obestämbarheter. I möten med komplexa litterära texter ges utrymme till tolkningsförhandlingar, utrymme att pröva sig fram, att skifta positioner – att möta det obestämbara.
Allowing Space for Undecidability: Complex Picturebooks in Literary Education Previous research on children’s literature calls attention to picturebooks as a challenging art form, containing complex ...themes and sophisticated literary qualities. However, previous research shows that picturebooks in educational settings are still mainly explored with emergent readers. In this study, we elaborate on the relation between aesthetics and pedagogy by discussing how the complexity and undecidability of picturebooks can contribute to literary education by applying the concept of undecidability (Johansen, “Kunst”; Litteratur). Applying a thinking with theory approach (Jackson and Mazzei), we use the theoretical concept of undecidability, in relation to the picturebook Skuggorna (The Shadows, 2018) by Maija Hurme and Anssi Hurme as well as in relation to pedagogical considerations for literary education. The analysis of Skuggorna shows how it contains undecidabilities on several levels and how these undecidabilities cause the meaning of the narrative to shift. The study offers implications for literature teaching with this type of picturebook and, consequently, elaborates on what these undecidabilities can provide literary education. Moreover, the study shows how the challenging picturebook can provide spaces for upholding undecidabilities and negotiations in the literature classroom.
Utrymme för det obestämbara Heidi Höglund; Katrina Åkerholm
Barnboken: Tidskrift för Barnlitteraturforskning,
10/2022, Letnik:
45
Journal Article
Recenzirano
Odprti dostop
Allowing Space for Undecidability: Complex Picturebooks in Literary Education Previous research on children’s literature calls attention to picturebooks as a challenging art form, containing complex ...themes and sophisticated literary qualities. However, previous research shows that picturebooks in educational settings are still mainly explored with emergent readers. In this study, we elaborate on the relation between aesthetics and pedagogy by discussing how the complexity and undecidability of picturebooks can contribute to literary education by applying the concept of undecidability (Johansen, “Kunst”; Litteratur). Applying a thinking with theory approach (Jackson and Mazzei), we use the theoretical concept of undecidability, in relation to the picturebook Skuggorna (The Shadows, 2018) by Maija Hurme and Anssi Hurme as well as in relation to pedagogical considerations for literary education. The analysis of Skuggorna shows how it contains undecidabilities on several levels and how these undecidabilities cause the meaning of the narrative to shift. The study offers implications for literature teaching with this type of picturebook and, consequently, elaborates on what these undecidabilities can provide literary education. Moreover, the study shows how the challenging picturebook can provide spaces for upholding undecidabilities and negotiations in the literature classroom.
