Research call attention to picturebooks as a challenging art form, containing complex themes and sophisticated literary qualities. However, previous research shows that picturebooks in educational settings are still considered as mainly aimed for emergent readers. In this study, we elaborate on the relation between aesthetics and pedagogy by discussing how the complexity and undecidability of picturebooks can contribute to literary education by applying the concept of undecidability (Johansen, 2018; 2019). Using a thinking with theory approach (Jackson & Mazzei, 2012), we plugged in the theoretical concept of undecidability, both in relation to the picturebook Skuggorna by Maija Hurme and Anssi Hurme as well as in relation to pedagogical approaches in literary education. The analysis of the picturebook shows how the picturebooks contains undecidabilities on several levels and how these undecidabilities cause the meaning of the picturebook to shift. The study offers implications for literature teaching with this type of picturebook and, consequently, elaborates on what these undecidabilities can provide literary education. The study shows how the challenging picturebook can provide space for upholding undecidability and negotiations in the literature classroom.
|Julkaisun otsikon käännös||Allowing Space for Undecidability: Complex Picturebooks in Literary Education|
|Julkaisu||Barnboken - Journal of Children's Literature Research|
|Tila||Hyväksytty/In press - 2022|
|OKM-julkaisutyyppi||A1 Julkaistu artikkeli, soviteltu|