Acknowledgements Foreword    Anette Göthlund   Introduction: The Role of Art in School and Society         My motivation for arts in education         The situation for arts in education in Norway         Why does art matter? A contested question         Art to see ourselves and the world in new ways         Outline of the book   Chapter 1: Towards a Pedagogy of Dissensus        Equality         Emancipation         Aesthetics between autonomy and instrumentality         Poetic translation and aesthetic participation         Dissensus         Events of subjectification         More concepts and approaches of relevance   Chapter 2: Dissensus in Museum Education        Scene One: Obscura         Scene Two: Flegma         Scene Three: Morten Viskum          Scene Four: Dry Joy         Scene Five: Encountering art with art        The museum as a democratic space   Chapter 3: Dissensus in Teacher Education        Disturbances in teacher education         Teiporama: A dissensual third space?         Workshop for teacher students         Students’ experiences with Teiporama         Third space in teacher education   Chapter 4: Dissensus in Education Involving Artists         Art into academic structures – Dissensus affecting the form          Moments of ethical questioning and doubts         Ethical questioning and arrivals of the I        The middle ground as third space   Chapter 5: Dissensus in Arts-Based Research Practice         Lockdown         The running, the films and the filming         Dissensus and running as an educational space         My stunning stream and ecological awareness        Affect and dissensuality         Research? Art? Activism? Or only running?   Chapter 6: A Call for Dissensus in Education        Helga Eng         The importance of teaching and time         The importance of resistance         The importance of artistic approaches to teaching         The importance of sensibility and affect        Why teachers and teacher education matters         Why art matters    References 

In her introduction to a pedagogy of dissensus, Lisbet Skregelid includes both theoretical foundations and examples of how the theory is unfolded in different contexts ranging from educational practice to arts-based research. Motivated by Skregelid's long-held interest in the role of art in society in general, and education in particular, this is a vital new contribution to arts-based approaches to education. Referencing philosophers and theorists such as Jacques Rancière, Gert Biesta, Dennis Atkinson and Helga Eng, the author demonstrates why art matters because of its ability to create necessary disturbance and resistance in education.