ATT VARA LÄRARE I GRÄNSLANDET MELLAN TEORI OCH GESTALTNING Om pedagogiska utmaningar, möjligheter och didaktisk finkänslighet

Abstract

We attempt to to focus on the role of university lecturers and to critically reflect on how they can work within theoretical subjects with arts-based pedagogy. Theoretically our standpoint is the importance of critical visual methodology (Rose 2012), reflexive doing (Dewey 1916; Schön 1987), arts-based pedagogy (Bornemark 2018), academic risk-taking (Biesta 2014) and multimodal didactic design (Selander, Kress 2010). Our theories were applied to a theoretical module The Changing Media-scape the first semester of a BA-course. Based on this we reflect on what is demanded of lecturers to work with critical visual methods in theoretical subjects, and what challenges they meet. Our conclusions are that much is demanded of those lecturers. The multi-competence needed are best met through working in team of lecturers, where different competences and perspectives are represented. The team-members also support each other to dare to challenge academic traditions, to work in new ways, to challenge students and to argue for a somewhat different looking budget. A third challenge is that our students do not have a guaranteed artistic background and that we thus talk of arts-based knowledge-making, that it is hard to assess students’ work, and that it takes time to achieve this. Therefore we start our didactic design in the very first module.