| dc.description.abstract | Over the last decade, the Swedish school system has been
discussing the intersection between aesthetics and learning
with much enthusiasm. The aim of this article is to show how
this discussion can be invigorated by contemporary poetic
practice, and how focus thus can be shifted from what Jan
Thavenius has labelled »market aesthetics« and »modest
aesthetics«, to what he labels »radical aesthetics«, i.e. an overriding
aesthetics which is critical by nature, and therefore able
to permeate the school system.
Much contemporary poetry looks upon itself as a critical art
form, at least as much as a creative one. The example used
in the article – a controversial radio program, and poetic
per formance from 2014, by Athena Farrokhzad – uses poetry to
highlight the ideological and religious discourses of contemporary
– »mediatized« – society. Appropriating the poetic
methods she uses, and employing them meta-critically within
the classroom, could bring the school system closer to
Thavenius’s ideal »radical aesthetics«. | sv |
