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Mattering pedagogy in precarious times of (un)learning

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Mattering pedagogy in precarious times of (un)learning. / Juelskjær, Malou.

I: Matter: Journal of New Materialist Research, Bind 1, Nr. 1, 02.2020, s. 52-79.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Harvard

Juelskjær, M 2020, 'Mattering pedagogy in precarious times of (un)learning', Matter: Journal of New Materialist Research, bind 1, nr. 1, s. 52-79. https://doi.org/10.1344/jnmr.v1i1.30067

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Vancouver

Juelskjær M. Mattering pedagogy in precarious times of (un)learning. Matter: Journal of New Materialist Research. 2020 feb.;1(1):52-79. doi: 10.1344/jnmr.v1i1.30067

Author

Juelskjær, Malou. / Mattering pedagogy in precarious times of (un)learning. I: Matter: Journal of New Materialist Research. 2020 ; Bind 1, Nr. 1. s. 52-79.

Bibtex

@article{1874a2a39e0a4a8a8dd32eef7069c226,
title = "Mattering pedagogy in precarious times of (un)learning",
abstract = "This paper considers how feminist new materialist thinking may offer a resource for re-orienting pedagogy 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 pedagogies are always already normative or are engaged in practices that play a role in opening up to various and un-usual ways of relating and being in and to the world. Pedagogy is a worlding practice as it facilitates diverse ways of relating, thinking, sensing, acting, and is thus involved in the shaping of a {\textquoteleft}collective intelligence{\textquoteright}. In this paper, I argue that one fruitful approach to pedagogy may be to focus on entanglements and affects and on finding ways of facilitating a {\textquoteleft}sensing{\textquoteright} 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.",
keywords = "Feminist materialism, geo-affective, post humanist research, Pedagogy, entanglement, agential realism, pedagogy, posthumanist, affective geology, geo-affectivity, entanglement, Anthropocene, Agential Realism-New Materialism, Internationalisering/globalisering",
author = "Malou Juelskj{\ae}r",
year = "2020",
month = feb,
doi = "10.1344/jnmr.v1i1.30067",
language = "English",
volume = "1",
pages = "52--79",
journal = "Matter: Journal of New Materialist Research",
issn = "2604-7551",
number = "1",

}

RIS

TY - JOUR

T1 - Mattering pedagogy in precarious times of (un)learning

AU - Juelskjær, Malou

PY - 2020/2

Y1 - 2020/2

N2 - This paper considers how feminist new materialist thinking may offer a resource for re-orienting pedagogy 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 pedagogies are always already normative or are engaged in practices that play a role in opening up to various and un-usual ways of relating and being in and to the world. Pedagogy is a worlding practice as it facilitates diverse ways of relating, thinking, sensing, acting, and is thus involved in the shaping of a ‘collective intelligence’. In this paper, I argue that one fruitful approach to pedagogy 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.

AB - This paper considers how feminist new materialist thinking may offer a resource for re-orienting pedagogy 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 pedagogies are always already normative or are engaged in practices that play a role in opening up to various and un-usual ways of relating and being in and to the world. Pedagogy is a worlding practice as it facilitates diverse ways of relating, thinking, sensing, acting, and is thus involved in the shaping of a ‘collective intelligence’. In this paper, I argue that one fruitful approach to pedagogy 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.

KW - Feminist materialism

KW - geo-affective

KW - post humanist research

KW - Pedagogy

KW - entanglement

KW - agential realism

KW - pedagogy

KW - posthumanist

KW - affective geology

KW - geo-affectivity

KW - entanglement

KW - Anthropocene

KW - Agential Realism-New Materialism

KW - Internationalisering/globalisering

U2 - 10.1344/jnmr.v1i1.30067

DO - 10.1344/jnmr.v1i1.30067

M3 - Journal article

VL - 1

SP - 52

EP - 79

JO - Matter: Journal of New Materialist Research

JF - Matter: Journal of New Materialist Research

SN - 2604-7551

IS - 1

ER -