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1981
Volume 16, Issue 2
  • ISSN: 1743-5234
  • E-ISSN: 2040-090X

Abstract

This article argues for the relevance of the term by the French philosopher Jacques Rancière in an art educational context in particular and an educational context in general. This argument is based on research referred to in this article, where the author made use of dissensus to analyse how encounters with contemporary art contribute to movements in youngsters’ ways of relating to artworks and the environment that surrounds them, as well as changes in the ways of relating to themselves and others – what here is called . As dissensus is seen as a premise for subjectivation, the author argues for dissensus by introducing students to both art and educational practices that contrast the norm and disrupt the expected. The article also discusses why dissensus as an educational strategy and an aesthetic turn in education seems to be urgent in a contemporary educational climate.

Sammendrag

Denne artikkelen argumenterer for relevansen av begrepet av den franske filosofen Jacques Rancière i en kunstpedagogisk kontekst spesielt og en pedagogisk kontekst generelt. Dette argumentet baserer seg på forskning referert til i denne artikkelen der forfatteren har brukt begrepet for å analysere hvordan ungdoms møter med samtidskunst bidrar til erkjennelser og nye blikk på en selv og omverden – det som her omtales som . Da dissens anses som et premiss for subjektivering, argumenterer forfatteren for å dissens ved å introdusere ungdom til både kunst og pedagogisk praksis som forstyrrer normen og det som forventes. Artikkelen diskuterer også betydningen av dissens som pedagogisk strategi og en estetisk vending i dagens pedagogiske klima.

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2020-06-01
2025-12-06
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