Blickens ordning: Bildspråk och estetiska lärprocesser som kulturform och kunskapsform.

The purpose of this dissertation is to explore and challenge the conditions for imagery and aesthetic learning processes at daycare centres and schools. The dissertation examines the features and processes associated with working with imagery and aesthetic learning processes as well as the conditions that regulate and facilitate visual and pedagogical space for action. Furthermore, the aim of the dissertation is to reflect on and provide insight into the working methods of the Reggio Emilia pedagogy.

The study does not relate explicitly to results in the usual sense, but the study shows that children's play with colours, texts and images brought about new social power relations and positions, both between the children and between children and adults. A group identity arose between the children where various funny remarks and stories about "the adults" helped to create a common discourse. This common discourse deconstructed the asymmetrical power relationship between adults and children, and gave rise to new social power relations and positions.

The data material consists of four different field studies at daycare centres using video footage, photographs, field notes, and child carers' documentation describing imagery and other creative activities. The data analysis is based on post-structuralist theory focusing on values, hierarchies, dichotomies and forms of power as they are exercised in pedagogical and aesthetic practices.

Lind, U. (2010). Blickens ordning: Bildspråk och estetiska lärprocesser som kulturform och kunskapsform. Stockholm: Institutionen för didaktik och pedagogiskt arbete, 6. Stockholms universitet.