Embracing unpredictability: A rhizomatic approach to arts integration in literacies and literary education

Heidi Höglund; Sofia Jusslin

doi:10.4324/9781003367260-12

Embracing unpredictability: A rhizomatic approach to arts integration in literacies and literary education

Heidi Höglund^*, Sofia Jusslin

^*Corresponding author for this work

Education

Research output: Chapter in Book/Conference proceeding › Chapter › Scientific › peer-review

1 Citation (Scopus)

85 Downloads (Pure)

Abstract

This chapter explores a notion of embracing unpredictability in trans-curricular teaching by exploring events from arts-integrated teaching in literacies and literary education. We present two vignettes, created from data from two research projects that combined poetry with other art forms: dancing in primary education and video-making in lower secondary education. Theoretically, we engage with a rhizomatic approach, acknowledging that teaching and knowledge-creation are constantly unpredictable. In the vignettes, we showcase various forces and struggles in facing students’ unpredictable doings in arts-integrated teaching in literacies and literary education to further discuss how the notion of embracing unpredictability might have provided possibilities to do teaching otherwise. By proposing the question What happens if?, we discuss how the question might enable teachers to embrace the unpredictable turns that can happen in arts integration. In conclusion, we discuss what embracing unpredictability might set in motion for arts integration in literacies and literary education and the opportunities and challenges it may bring to trans-curricular teaching more broadly.

Original language	English
Title of host publication	Developing a Didactic Framework Across and Beyond School Subjects: Cross- and Transcurricular Teaching
Editors	Søren Harnow Klausen, Nina Mård
Publisher	Routledge
Chapter	10
Pages	119–130
Number of pages	12
ISBN (Electronic)	9781003367260
ISBN (Print)	9781032433202, 9781032434292
DOIs	https://doi.org/10.4324/9781003367260-12
Publication status	Published - Dec 2023
MoE publication type	A3 Part of a book or another research book

Publication series

Name	Routledge Research in Education
Publisher	Routledge

Keywords

rhizome
arts integration
literacy education
literary education
teaching literature
unpredictability

Access to Document

10.4324/9781003367260-12Licence: CC BY-NC-ND

Höglund & Jusslin (2023) Embracing unpredictabilityFinal published version, 122 KBLicence: CC BY-NC-ND

https://urn.fi/URN:NBN:fi-fe202402065850

Poetry! Performative Perspectives on Poetry Education
Höglund, H. (Principal Investigator) & Jusslin, S. (Co-Investigator)
Svensk-Österbottniska samfundet, Svenska kulturfonden
01/08/20 → 31/07/24
Project: Foundation

Embracing unpredictabilities in L1 education and beyond: Can we ever know where teaching might take us?
Höglund, H. (Speaker) & Jusslin, S. (Speaker)
11 May 2023
Activity: Talk or presentation › Conference presentation

Cite this

Höglund, H., & Jusslin, S. (2023). Embracing unpredictability: A rhizomatic approach to arts integration in literacies and literary education. In S. Harnow Klausen, & N. Mård (Eds.), Developing a Didactic Framework Across and Beyond School Subjects: Cross- and Transcurricular Teaching (pp. 119–130). (Routledge Research in Education). Routledge. https://doi.org/10.4324/9781003367260-12

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Höglund, H & Jusslin, S 2023, Embracing unpredictability: A rhizomatic approach to arts integration in literacies and literary education. in S Harnow Klausen & N Mård (eds), Developing a Didactic Framework Across and Beyond School Subjects: Cross- and Transcurricular Teaching. Routledge Research in Education, Routledge, pp. 119–130. https://doi.org/10.4324/9781003367260-12

Embracing unpredictability: A rhizomatic approach to arts integration in literacies and literary education. / Höglund, Heidi ; Jusslin, Sofia.
Developing a Didactic Framework Across and Beyond School Subjects: Cross- and Transcurricular Teaching. ed. / Søren Harnow Klausen; Nina Mård. Routledge, 2023. p. 119–130 (Routledge Research in Education).

Research output: Chapter in Book/Conference proceeding › Chapter › Scientific › peer-review

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N2 - This chapter explores a notion of embracing unpredictability in trans-curricular teaching by exploring events from arts-integrated teaching in literacies and literary education. We present two vignettes, created from data from two research projects that combined poetry with other art forms: dancing in primary education and video-making in lower secondary education. Theoretically, we engage with a rhizomatic approach, acknowledging that teaching and knowledge-creation are constantly unpredictable. In the vignettes, we showcase various forces and struggles in facing students’ unpredictable doings in arts-integrated teaching in literacies and literary education to further discuss how the notion of embracing unpredictability might have provided possibilities to do teaching otherwise. By proposing the question What happens if?, we discuss how the question might enable teachers to embrace the unpredictable turns that can happen in arts integration. In conclusion, we discuss what embracing unpredictability might set in motion for arts integration in literacies and literary education and the opportunities and challenges it may bring to trans-curricular teaching more broadly.

AB - This chapter explores a notion of embracing unpredictability in trans-curricular teaching by exploring events from arts-integrated teaching in literacies and literary education. We present two vignettes, created from data from two research projects that combined poetry with other art forms: dancing in primary education and video-making in lower secondary education. Theoretically, we engage with a rhizomatic approach, acknowledging that teaching and knowledge-creation are constantly unpredictable. In the vignettes, we showcase various forces and struggles in facing students’ unpredictable doings in arts-integrated teaching in literacies and literary education to further discuss how the notion of embracing unpredictability might have provided possibilities to do teaching otherwise. By proposing the question What happens if?, we discuss how the question might enable teachers to embrace the unpredictable turns that can happen in arts integration. In conclusion, we discuss what embracing unpredictability might set in motion for arts integration in literacies and literary education and the opportunities and challenges it may bring to trans-curricular teaching more broadly.

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Höglund H , Jusslin S. Embracing unpredictability: A rhizomatic approach to arts integration in literacies and literary education. In Harnow Klausen S, Mård N, editors, Developing a Didactic Framework Across and Beyond School Subjects: Cross- and Transcurricular Teaching. Routledge. 2023. p. 119–130. (Routledge Research in Education). doi: 10.4324/9781003367260-12

Embracing unpredictability: A rhizomatic approach to arts integration in literacies and literary education

Abstract

Publication series

Keywords

Access to Document

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Projects

Poetry! Performative Perspectives on Poetry Education

Activities

Embracing unpredictabilities in L1 education and beyond: Can we ever know where teaching might take us?

Cite this