Full Description
This volume explores emergent practices in higher education pedagogy that use the arts, new materialisms, posthumanisms, and radical pedagogies to intra-actively reconfigure approaches to transdisciplinary learning and teaching.
Against the backdrop of AI acceleration, pandemic responsiveness, forced migration, genocide, and socio-political upheaval, our ability to reconfigure the practice of knowledge-making in ways that matter becomes central to our ability to imagine and enact sustainable, different futures. Based on a highly successful postgraduate course which pioneered new ways of exploring themes in arts and education research, the book takes a diffractive approach to (re)thinking curriculum and pedagogy for urgent times. Highly novel in approach, the focus on multiple registers and multiple ways of knowing demonstrated in the chapters make this a unique and creative contribution to the scholarship. Chapters stay with the trouble designing pedagogies that encourage epistemic change from within a curriculum, foregrounding, relationality, justice-to-come, and posthuman pedagogies. Chapter Orientations guide the reader through each essay to create a grounded and situational understanding of the themes explored.
Ultimately providing a space to critique and progress postgraduate-level pedagogy and curriculum in arts education, this book will be of use to scholars, postgraduate students, researchers and curriculum designers involved in higher education, arts education, and curriculum studies more broadly. Those interested in posthumanism and new materialities will also find the volume of use.
Contents
Part I: Experiments in Intra-active Pedagogies
Chapter One: The Shell of Venus: Subjects, Objects, and New Materialist Sensations
Chapter Two: Complexity: What Do Notions of Diffraction, Apparatus, and Ontologies of Motion Allow Us To Do?
Chapter Three: Measuring, Performativity, and Flow as Pedagogy-in-Motion
Chapter Four: Pluriverses, Many-Worlds and Fictioning Pedagogies
Chapter Five: Assessments and Dark Objects or How to Index Pedagogic Intra-activity in an Age of Large-Language-Models
Part II: Experiments in Intra-active Thesis Writing: Some Examples
Chapter Six: Listening Evocations or Evocative Listening: Exploring the Emergences from Sound/Silence/Stillness in Research and Learning Spaces
Chapter Seven: No Beginning, Middle, or End
Chapter Eight: Learning in Love: The Generative Nature of Research in Close Relationships
Chapter Nine: A Message to the Adults
Chapter Ten: The Pedagogy of Hugging: Conceptualising Hugging in Pedagogical Spaces as a Way of Resistance
Chapter Eleven: Untitled
