Visuella möjlighetsrum : gymnasieelevers subjektsskapande i bild och medieundervisnin

Sammanfattning: This thesis examines upper secondary school pupils’ processes of subjectivation,resistance and creative becomings in visual art and media education. By using visualmethodologies, pupils’ subjectivity is explored as relational and transformative, andas distributed in networks of power and desire. The empirical material was producedthrough pupils’ video diaries and a visual ethnographic classroom study. The aim ofthe study is addressed through the following research questions: What subjectpositions are enabled and made available for pupils in media education at uppersecondary school? How is gender produced and negotiated in the visual art andmedia classroom? What educational human and non-human assemblages emerge,and with what effect for pupils’ becoming? The dissertation consists of three studiesbased on two empirical productions. The first is the licentiate thesis in which pupils’becomings were highlighted as rhizomatic and as situated in relational, interlacedprocesses of learning with gender, affect, materiality, visual culture and informallearning. In the two following studies, visual ethnographic classroom observationswere investigated in one study with masculinity as a theoretical lens, and in the otherwith a posthumanist perspective where the subject is considered an element in apedagogical assemblage. In these studies, resistance against the pupil position ismade visible, and so is the agency of materiality that created lines of flight awayfrom the momentarily locked positions. The result shows that visual art and mediaeducation has democratic and pedagogical potentialities. Pupils’ perspectives can bedifferentiated, and creativity and informal competences can be highlighted throughvisual art and media education.