Slowing down to leap further: Nurturing pre-service teachers’ critical imagination through fiction and postmodern non-fiction picturebooks

Abstract for Conference Programme (Submission Accepted) Based on a study of pre-service teachers’ responses to postmodern fiction, this paper proposes extending the "Deep Aesthetic Reading" framework to non-fiction. It explores how slow-looking and transactional theory can transform engagement with informational texts, fostering critical imagination through the lens of postmodern complexity and non-linear meaning-making.