Educational Conditions for Agonistic Literature Discussions

• In Event: Reimagining Pedagogies for Democratic Citizenship

Abstract

Agonistic democratic theory, often based on the ideas of Chantal Mouffe, has in recent years gained interest in educational research. Studies on agonism in education are, however, still largely theoretical. This paper explores agonistic democratic theory in educational practice, more precisely in a conversation about a literary classic in an upper secondary Swedish L1 classroom. Based on analysis of empirical data generated through teacher–researcher collaboration, we suggest six educational conditions for agonistic literature discussions. We argue that democracy should be seen as a project under construction, in the classroom discussion, rather than as a set of values for students to be socialised into. In this way, the classroom can become an arena where students act as democratic subjects.

Authors

• Emma Nilsson Tysklind, Uppsala University
  Presenting Author

• Linn Areskoug, Uppsala University
  Non-Presenting Author

• Eva Hultin, Mälardalen University
  Non-Presenting Author