Mattering pedagogy in precarious times of (un)learning

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This paper considers how feminist new materialist thinking may offer a resource for re-orienting pedagogy and didactics in light of pressing global issues such as climate change and political unrest. The paper applies feminist new materialist thinking to develop a new pedagogical agenda. I argue that pedagogy and didactics are always already normative, or are engaged in practices that play a role in as well doing ‘business as usual’ or in assisting in opening up to various, yet more un-usual ways of relating and being of the world. Pedagogy is a worlding practice, specifically, as it facilitates ways of relating, thinking, sensing, acting, and is involved in the shaping of a ’collective intelligence’. I argue that one fruitful approach may be to focus on entanglements and affects and on finding ways of facilitating a sensing living/being of such entanglements. The paper concludes by introducing affective geology to suggest possible steps towards a transformation of our ways of knowing, sensing, and relating.
OriginalsprogEngelsk
TidsskriftMatter: Journal of New Materialist Research
Vol/bind1
Nummer1
Sider (fra-til)52-79
Antal sider28
ISSN2604-7551
DOI
StatusUdgivet - feb. 2020

    Forskningsområder

  • Feminist materialism, geo-affective, post humanist research, Pedagogy, entanglement, agential realism

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