Abstract
Through the practice and case study of Drømmeportalen, a series of performance art workshops in Norwegian public schools created in collaboration with artist Guri Simone Øveraas, this Master's thesis investigates whether small, artistic interventions can destabilize and make feelable taken-for-granted truths.
Drawing on queer theory, glitch feminism, and earthly relational aesthetics, I argue that embracing failure and instability as generative forces might cultivate sensuous, situated pedagogies and challenge rationalist epistemologies.
The analysis reveals both the potentials and tensions of participatory practice within institutional frames. I propose a queer earthly aesthetics as a position for practice: an embrace of instability, contradiction, and multiplicity that understands art as a practice of being with the unknowable.
