Mulighetsrom i møte mellom inkludering og estetisk tilnærming til læring i grunnskolen
Abstract
Denne artikkelen undersøker hvilke muligheter innenfor inkludering og estetisk tilnærming til læring som kan skapes når nasjonale og internasjonale styringsdokumenter for skolen leses på tvers og underbygges av eksisterende fag og forskningsteori. Gjennom en kreativ refleksiv analyse som plasserer seg kunnskapsteoretisk under performativ forskning, skapes ulike mulighetsrom mellom inkludering og estetisk tilnærming til læring. Disse mulighetsrommene er: fredskultur, kreativitet, kulturell bevissthet, følelsesmessig engasjement, utvikling og likeverdighet. Med fag og forskningsteori som velges og leses ut fra sosiale dimensjoner og performativ tenkning, bygges mulighetsrommene videre ut med områder. Deretter kobles de utbygde mulighetsrommene opp mot en pedagogisk og didaktisk sammenheng. Til slutt løfter artikkelen frem hvilke nye muligheter en tenkning om inkludering og estetisk tilnærming til læring kan ha, for gradvis å skape et nytt skolerom for alle elevene i skolen.
Abstract
The educational potential at the intersection of inclusion and aesthetic approaches to learning in primary school
This article focuses on the intersection of inclusion and aesthetic approaches to learning. The author examines the educational potential that can be created through reading selected policy papers and existing research through one another. The research question posed is “What educational potential can be created in the encounter between inclusion and aesthetic approaches to learning, through reading selected policy papers and existing research through one another?” The article is positioned within a performative research paradigm. The author uses a creative reflexive approach inspired by Alfonso Montuori (2005), which pushes the literature review into an act of creating something new, in this case potential for inclusion through aesthetic approaches to learning. Possibilities for the teacher’s educational work in the encounter between inclusion and aesthetic approaches to learning are, in this article, created through the articulation of the following concepts at the cross point between inclusion and aesthetic approaches: Peace culture, emotional engagement, creativity, equality, cultural consciousness and development. These potential are further opened and discussed with the help of existing research literature.
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