Entangled worlds: the becoming of interpretive spaces in pupils’ engagement with literature through process drama

Heiden, Thomas Roed; Rørbech, Helle

doi:10.1080/13569783.2024.2321221

Research in Drama Education: The Journal of Applied Theatre and

2024

DOI: 10.1080/13569783.2024.2321221

|View full text |Cite

Entangled worlds: the becoming of interpretive spaces in pupils’ engagement with literature through process drama

Thomas Roed Heiden,

Helle Rørbech

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2024

Publication Types

Select...

Article1

Relationship

Self Cite0

Independent1

Authors

Journals

Cited by 1 publication

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Cultivating Response-Ability in Secondary Literary Education: Staying with the Trouble with/in Lisen Adbåge’s Picturebook Furan

Åkerholm,

Höglund

2024

Child Lit Educ

View full text Add to dashboard Cite

While research has highlighted the potential of picturebooks in upper secondary education, empirical research is still limited. This article explores what the picturebook Furan by Lisen Adbåge produces in the secondary literature classroom by engaging with Donna Haraway’s [2016] concept of “staying with the trouble”. From a vantage point of postfoundational inquiry, we ask how the theoretical concept can unfold the encounters in-between the students and the picturebook. The data consists of video recordings of three upper secondary classrooms, and in the analysis, we follow Maggie Maclure’s [2013] approach of “data that glows”. Instances that glow are when the students struggled to make sense of the picturebook, either staying with the trouble or avoiding it. The analysis shows how the picturebook produces string figuring, sympoietic thinking and crafting in the literature classroom, enabling students to start cultivating response-ability as a way of responding to troubled times. The article explores what postfoundational theories like Haraway’s can bring about in literary education.

show abstract

Cultivating Response-Ability in Secondary Literary Education: Staying with the Trouble with/in Lisen Adbåge’s Picturebook Furan

Åkerholm,

Höglund

2024

Child Lit Educ

View full text Add to dashboard Cite

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Entangled worlds: the becoming of interpretive spaces in pupils’ engagement with literature through process drama

Cited by 1 publication

References 27 publications

Cultivating Response-Ability in Secondary Literary Education: Staying with the Trouble with/in Lisen Adbåge’s Picturebook Furan

Cultivating Response-Ability in Secondary Literary Education: Staying with the Trouble with/in Lisen Adbåge’s Picturebook Furan

Contact Info

Product

Resources

About