Research topic/aim: In an upcoming study, our aim is to explore meaning-making activities in the relationship among children, adults, and the unwanted remnants from artistic workshops, the later commonly referred to as 'rubbish.' This study will take place within the framework of aesthetic learning processes within a Swedish cultural center.The vision articulated by municipal politicians and the cultural center's board emphasizes the center as an inclusive meetingplace for all, particularly focusing on the young. It facilitates culture in its diverse forms, safeguarding democratic perspectives and the equitable value of everyone. The cultural center houses various actors, including a contemporary artcenter with an art studio for children, a Kulturskola (School of the Arts Leisure time courses) among many other facilities suchas library and concert halls.

Theoretical framework: Our theoretical framework is multidisciplinary, combining theories from science and technology studies (STS), critical childstudies, learning theories, and the concept of rubbish (Thompson, M. 1979).

Methodological design:The bins and their content the rubbish will be photodocumented and by employing the method of photo-elicitation(conducting interviews with children and educators in the cultural center) we aim to construct a narrative around rubbish and elucidate the associated meaning-making activities.As this study is forthcoming, we are engaging with issues surrounding participation. We have initiated collaborations with theboard of the cultural center and the heads of the art hall and 'kulturskola' to formulate pertinent research questions. As researchers, our intent is to explore the ethics of participation, considering the various stakeholders within the culturalcenter: the board, educators, visiting children and families, and cleaners. Who possesses knowledge regarding the contentsof the rubbish? Who decides its value and to whom is it valuable? Can the discarded items provide insights into what occursduring art classes and other aesthetic learning processes?

Expected conclusions/findings: Our focus as researchers lies in examining rubbish, found within both physical and digital bins. Bins contain the discarded,unwanted, dirty, and messy. Although the content often deemed of little or no value by children and educators and carriedaway by cleaners, it still leaves traces of current events and aesthetic makings.By recontextualizing the contents of these bins, bringing them to the forefront we aim to construct a narrative around rubbish and elucidate the associated meaning-making activities.

Relevance to Nordic educational research: Art education and aesthetic learning processes for the current young generation in the Nordic countries, particularly in Sweden, face risk. Recent political decisions have reduced funding for School of the Arts (Kulturskolerådet, 2023). This add sto the already decided elimination of hours for free-choice activities in mandatory schooling (Skolverket, 2021), often dedicated to various forms of art education leaving less choice and time for Swedish young to develop abilities to make art.This too has to do with value: It reduces the possibilities for children to participate in art education where resilience factors inpresent time such as identity development and communicative skills are key. Therefore, it is more important than ever to study children’s meaning making through art education.