Thinking and painting with movement : Postqualitative inquiries into literature’s thing-power in teacher education

Alexandra Nordström; Jenny Renlund; Jenny Byman; Heidi Höglund; Katrina Åkerholm; Sofia Jusslin; Charlotta Hilli

doi:10.7577/rerm.6261

Authors

Alexandra Nordström University of Helsinki https://orcid.org/0000-0003-0606-979X
Jenny Renlund University of Helsinki https://orcid.org/0000-0002-7378-0875
Jenny Byman University of Helsinki https://orcid.org/0000-0001-9244-0174
Heidi Höglund Åbo Akademi University https://orcid.org/0000-0002-9225-0175
Katrina Åkerholm Åbo Akademi University https://orcid.org/0000-0002-3450-304X
Sofia Jusslin University of Helsinki https://orcid.org/0000-0002-1084-1378
Charlotta Hilli Åbo Akademi University https://orcid.org/0000-0003-1905-1986

DOI:

https://doi.org/10.7577/rerm.6261

Keywords:

Thing-power, teacher education, movement, arts-based research, postqualitative methodologies

Abstract

This inquiry embraces thinking with theory and painting with movement to attune to the materiality and thing-power of literature and what it can set in motion for student teachers. Seven academics at the intersection of early childhood education, teacher education, and post-qualitative inquiry engaged with an arts-based practice of digital painting and collaging to become sensitive to the minor and major forces of literature’s thing-power in student teachers’ learning diaries and reading practices. This study demonstrates a new approach to inquiring into literature’s vital materialism and contributes novel configurations of literature as an agentic and lively force in higher education.

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