9 research outputs found
Toward a Posthuman Education
Get PDFThe text of our manifesto will introduce posthumanism to a curriculum studies audience and propose new directions for curriculum theory and educational research more broadly. Following a description of what is variously called the “posthuman condition” or the “posthuman era,” our manifesto outlines the main theoretical features of posthumanism with particular attention to how it challenges or problematizes the nearly ubiquitous assumptions of humanism. In particular, we focus on how posthumanism responds to the history of Western humanism’s justification and encouragement of colonialism, slavery, the objectification of women, the thoughtless slaughter of non-human animals, and ecological devastation. We dwell on the question of how posthumanism may alter our understanding of the claim “education is political,” since humanism has shaped our very notions of “education” and “politics.” After outlining posthumanist discourse generally, and detailing the conceptual challenges it poses for education, we propose a list of possible new avenues for curriculum studies research opened up by posthumanism
Sustaining the unsustainable: Wearable technologies as informing running-practice in urban schools
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Bodied Curriculum: A Rhizomean Landscape of Possibility
No full textUndergoing a self-study using the method of currere (Pinar, 1976), I examine my own learning as holistic, embodied, and relational in the context of my mother’s garden. Specifically, I explore my mother’s garden as a site of relational learning that intersects with various classrooms that feature in my educational experiences. The garden and the classroom intersect with/in one curricular landscape, where self and other engage in an embodied process fostering connections and knowledges about each other and place. In bringing forth my narrative through currere, I engage in reflective and reflexive praxis through journal writing, poetry, meditation, and photographic collage. Using these forms of expression, I reflect upon my experiential learning process, analyze issues and concepts related to the body-in-movement, as well as focus on community connections and ecology-based learning as pedagogical praxis.MAS
Three Ecologies of Practice: An Intra-active Account of Learning by Doing
No full textThe thesis presents three methodologies of research-creation that enact ecology in relational ways. In order to move through the text in an ecological way, I attend to a: 1) Propositional Methodology; 2) Diagrammatic Methodology; and 3) Diffractive Methodology. With the use of wearable technologies, the three ecologies of practice produce on-going questions about nature and culture through experimental practices in an urban school. The three methodologies will be discussed in relation to the planning, designing, and engagement with an urban school garden. Concerned with the materialization of practices, the thesis emphasizes embodied experiences and more-than-human relationships that activate critical and imaginative modes of engagement that do not separate matter from perception.
The thesis begins with the concept of ecology, shifting emphasis from learning about principles of ecology to enacting ecologies of practice. In so doing, I draw on feminist new materialist frameworks to develop an understanding of pedagogy and learning as 'intra-active' events (Barad, 2007). Intra-actions are ontological and epistemological co-constitutions of material and discursive knowledge. Karen Barad's (2007) attention to process (or intra-action) is key to the methodology of research-creation and the ecologies of practice, as learning is understood as that which happens in-the-making or through compositions of material environments and discursive practices.
Enacting research and performing learning is at the core of both new materialist research practices and research-creation events. Performance is understood as that which does not solely belong to the performance of the human subject and/or student. Such an understanding requires the enactment of ecologies of practice that are attentive to how more-than-human matter and meaning shape knowledge about environments. From this perspective, performance provokes future practices through ongoing questions and embodied explorations that dismantle limited conceptions of nature and culture as well as deficit approaches to urban schools and environments. Ecologies of practice are pedagogical events of creation that are uniquely specific and that resist instructive models that have already shaped what the student will become and come to know.Ph.D
Toward a Posthumanist Education
No full textThe text of our manifesto will introduce posthumanism to a curriculum studies audience and propose new directions for curriculum theory and educational research more broadly. Following a description of what is variously called the “posthuman condition” or the “posthuman era,” our manifesto outlines the main theoretical features of posthumanism with particular attention to how it challenges or problematizes the nearly ubiquitous assumptions of humanism. In particular, we focus on how posthumanism responds to the history of Western humanism’s justification and encouragement of colonialism, slavery, the objectification of women, the thoughtless slaughter of non-human animals, and ecological devastation. We dwell on the question of how posthumanism may alter our understanding of the claim “education is political,” since humanism has shaped our very notions of “education” and “politics.” After outlining posthumanist discourse generally, and detailing the conceptual challenges it poses for education, we propose a list of possible new avenues for curriculum studies research opened up by posthumanism
Toward a Posthumanist Education
No full textThe text of our manifesto will introduce posthumanism to a curriculum studies audience and propose new directions for curriculum theory and educational research more broadly. Following a description of what is variously called the “posthuman condition” or the “posthuman era,” our manifesto outlines the main theoretical features of posthumanism with particular attention to how it challenges or problematizes the nearly ubiquitous assumptions of humanism. In particular, we focus on how posthumanism responds to the history of Western humanism’s justification and encouragement of colonialism, slavery, the objectification of women, the thoughtless slaughter of non-human animals, and ecological devastation. We dwell on the question of how posthumanism may alter our understanding of the claim “education is political,” since humanism has shaped our very notions of “education” and “politics.” After outlining posthumanist discourse generally, and detailing the conceptual challenges it poses for education, we propose a list of possible new avenues for curriculum studies research opened up by posthumanism
