| dc.description.abstract | The starting point of this licentiate thesis is the attempt to make pupils´
perspective on school in general, and media education in particular available
and visible. This is done by using a visual research strategy of video
diaries, a cumulative method that draws upon students’ knowledge of video
diaries from popular culture such as TV-shows. The aim of the study is to
investigate which available subject positions are constructed by upper secondary
students recording video diaries. Six students were asked to talk
about media education in individually recorded diaries during one school
year. The analysis demonstrates a wide range and variety of perspectives and
subject positions. Some of the more or less fixed pupil positions, “the lazy
art student”, “the ambitious girl student” and the “unmotivated boy student”
are transgressed through time, and lines of flight opens up possibilities to
become other. This occurs through the visual method of video diary that
can be said to create a simulacra, a reality on it own terms, where privileged
positions can be reversed (Deleuze, 1994/2004). The title Intermezzo refers
to how video diaries became an interruption in the everyday school routine,
a space in-between lessons in school, and in-between the world in school and
life outside school.
In conclusion, video diaries makes visible the rhizomatic and nomadic
subject positioning and complex learning processes, which are intertwined
with gender, affect, materiality, visual culture and informal learning. The
thesis make visible the possibility to construct new sites for identity processes
and subject positioning through affective and relational work with media
and visual art. | sv |
