The embodied becoming of autism and childhood: a storytelling methodology

In this article I explore a methodology of storytelling as a means of bringing together research around autism and childhood in a new way, as a site of the embodied becoming of autism and childhood. Through reflection on an ethnographic story of embodiment, the body is explored as a site of knowledge production that contests its dominantly storied subjectivation as a ‘disordered’ child. Storytelling is used to experiment with a line of flight from the autistic-child-research assemblage into new spaces of potential and possibility where the becomings of bodies within the collision of autism and childhood can be celebrated

Matter, Literacy, and English Language Teaching in an Underprivileged School in Spain

This article analyzes the processes and findings of a collaborative action research (CAR) project that aimed to analyze the potential of materiality to radically transform the way English was taught and learned in an underprivileged public school in Spain. The CAR drew on new materialisms and new literacy studies to explore the relationship between matter and English language teaching from socioeconomic, sociocultural, and technological perspectives. The main pedagogical strategy consisted of widening the quantity and quality of the material resources in the English classroom, precisely to draw a material link between the English classroom and the students' homes, communities, and the informal literacies they enacted in them. Through two cycles of inquiry, the CAR team put into practice two multimodal and artifactual workshops with a group of nine children from underprivileged, minority backgrounds. A variety of qualitative strategies were used (including classroom recordings, student interviews, and photographs) to confirm that the insights from new materialisms and new literacy studies had generated opportunities for meaningful English learning within a culturally sustaining pedagogy

Diffractive Pedagogies- dancing across new materialist imaginaries

This paper outlines the affirmative potential of diffractive pedagogies, presenting learning through dance as its central empirical focus. Drawing on data from the university classroom and new materialist scholarship, we consider the problem of learning through the body for university students. We argue that embodied creative processes within pedagogical contexts can liberate those who learn from reproducing, or being reproduced, as the finite set of reductive yet historically determined and governed images, figures or metaphors assigned to them. Building on a feminist investment in the agency of materiality we think through the problem of the body as a site of learning in the university. Learning in higher education is popularly thought as pertaining to the transfer of abstract knowledge, and this process typically occurs in ways that largely ignore the physicality of learning. A pedagogical system which presents repeated structures and patterns of discourse as more valued vehicles for learning than experimentation and creation recognises only preconceived, representational models of thought and expression. This philosophical imaginary therefore requires reconfiguring, to allow for embodied and creative learning processes that are open-ended, nomadic and affirmative

The inclusive teacher educator: spaces for civic engagement

This paper is concerned with the teacher educator who is aspiring to be inclusive. It considers the obligations which arise within Higher Education Institutions and the extent to which these contribute to a loss of civic engagement and a lack of capacity to pursue inclusion, social justice and equity. The paper argues that this need not be the case and a reorientation for teacher educators is offered which affords teacher educators opportunities to, in Bourdieu’s (1998) terms, ‘play seriously’. This reorientation is in relation to three significant spaces – the ontological, the aesthetic and the epiphanic – and it is argued that operating within these spaces could enable new practices of inclusive teacher education to emerge

Critical psychologies of disability: boundaries, borders and bodies in the lives of disabled children

Attending to the ways in which bodies and subjectivities are constituted in social environments is not simply a concern of social geographers but an emerging interest in critical psychology, childhood and disability studies. Boundaries and borders are nothing if not the different relational and durational articulations of bodies and spaces. These entangled boundaries include borders between parent and child; culture and body; school, family and child. Through analysing the ways in which these borderlines are continually re-composed and re-constituted, we are able to reveal their relational and embodied articulations. In previous works, we have explored the ways in which disabled children disrupt normative orders associated with school, family and community. In this paper, we take up the concepts of boundaries and borders to explore their relational and embodied articulations with specific reference to stories collected as part of an ESRC project entitled ‘Does every child matter, Post-Blair: the interconnections of disabled childhoods’. We ask, how do disabled children negotiate space in their lives? In what ways do they challenge space through their borders and boundaries with others? How can we re-imagine, re-think and differently practice – that is revolutionise – key borders and boundaries of education in ways that affirm the lives of disabled children? We address these questions through reference to the narrative from the Derbyshire family, with particular focus on Hannah and her mother Linda, which we argue allow us to consider the ways in which disabled childhoods can be understood and reimagined. We explore two analytical considerations; ‘Being disabled: being mugged’ and ‘Becoming enabled: teacups, saucers and communities’

A sensory sociology of the future: Affect, hope and inventive methodologies

The starting point for this article is that the future is difficult to research because of its intangibility. Drawing on recent work in visual and sensory sociology, affect, and time and futurity, I propose that sensory methodologies provide some ways of grasping, understanding, attuning and relating to the future. To develop this argument, I pay close attention to the Children of Unquiet (2013-14) project by artist Mikhail Karikis, and especially the film of the same name. This project involved Karikis working with local children to probe the possible futures of a site that was invested with hope and progress in the twentieth century, but has since been depopulated. In turning to an art project to consider the developments of a sensory sociology of the future, my intention is to examine the resonances between the project and some of the concerns of a sensory sociology of the future. In particular, I discuss the participation of children, and a conceptualization of hope as potentiality, open, affective and in the present. In conclusion, I explicate how the article seeks to contribute to a sensory sociology of the future, not by providing a blueprint for further work but rather by offering some indicative points and coordinates for this emerging field of research, including its involvement in creating conditions through which possible futures might be provoked or invented

From wise humanising creativity to (post-humanising) creativity

This is the author accepted manuscript. The final version is available from Palgrave Macmillan (Springer) via the DOI in this record.This chapter demonstrates that the concepts of creativity in education put forward to date can only go so far in addressing the rapid, unpredictable changes inherent in the 21st century and the accompanying policy and practice challenges we face. The chapter shifts away from conceptualisation such as ‘wise humanising creativity’ and proposes a different articulation of creativity which may allow us to think about and action creativity to meet these challenges. This (post-humanising) creativity overcomes problems of humanistic conceptualisations as it allows for a full range of ‘players’ within the creative process, it incorporates a different, emergent take on ethics and is willing to see the future too as emergent, rather than always ‘to-bedesigned’. The chapter culminates by offering examples of (post-humanising) creativity in action, aiming to bring alive how it can address our policy and practice dilemmas.In writing this chapter, I would like to acknowledge the support and critical friendship of Professor Teresa Cremin, Dr Lindsay Hetherington, Dr Fran Martin, Professor Karen Mattick, Dr Deborah Osberg and Alex Schmoelz. The CREATIONS project was funded by Horizon 2020 Framework of the European Commission, Grant number 665917. The C2Learn project was funded by the 7th Framework Programme of the European Commission Grant Number 318480. The Next Choreography project was funded by the Paul Hamlyn Foundation; with Figures 1 and 2 credited to photographer Pari Naderi

Affirmative critique as minor qualitative critical inquiry: A storying of a becoming critical engagement with what happens

In response to the evolving nature of scholarly exchange and collaboration, University of California Press allows its authors to post preprints and postprints on authors' personal websites, and within institutional repositories. You may use the Publisher-generated PDF, and you must display the following Publisher's Statement in tandem with posting: Published as [Andersen, Camilla Eline. (2017). Affirmative critique as minor qualitative critical inquiry: A storying of a becoming critical engagement with what happens. International review of Qualitative Research, 10(4), 430-449. doi: http://dx.doi.org10.1525/irqr.2017.10.4.430]. © [2017] by [the Regents of the University of California/Sponsoring Society or Association]. Copying and permissions notice: Authorization to copy this content beyond fair use (as specified in Sections 107 and 108 of the U. S. Copyright Law) for internal or personal use, or the internal or personal use of specific clients, is granted by [the Regents of the University of California/on behalf of the Sponsoring Society] for libraries and other users, provided that they are registered with and pay the specified fee via Rightslink® or directly with the Copyright Clearance Center (http://www.copyright.com/).publishedVersio