Tillblivelser, sprickor, mellanrum: postteoriers möjligheter och utmaningar i skriv- och litteraturdidaktisk forskning

Post-theories, such as posthumanism and new materialism, have gained increased attention in international L1 educational research and have also been introduced in the Nordics. This article aims to highlight and discuss the contributions, relevance, and challenges of post-theories within two central areas of L1 education: writing education and literature education. The article presents central post-theoretical foundations and draws contours of the emergence and central questions of post-theories in writing and literature education research during the 21st century. Through four examples of research that engages with post-theories in writing and literature education, the article illustrates how such theories help draw attention to the relational, material, affective, embodied, unpredictable, and non-linear aspects of writing and literature education. Furthermore, the possibilities and challenges of post-theories are contextualized in relation to previously established cognitive, communicative, and phenomenological perspectives within a broader L1 educational context. Finally, the article discusses the potential of post-theories to rethink previously established theoretical perspectives and to contribute to a focus on becomings, cracks, and in-betweens in writing and literature education.