A feminist new materialist experiment: exploring what else gets produced through encounters with children’s news media

In this paper we are concerned to grapple with the ways in which real world issues directly impact children’s lives, and ask what else gets produced through encounters with children’s global news media specifically within the contexts of the UK and Norway. Our aim is to experiment with worldling practices as a means to open up generative possibilities to encounter and reconfigure difficult knowledges. We take two contemporary events: the 2017 Grenfell Tower fire tragedy in London, and the 2018 Marjory Stoneman high school shooting massacre in Florida, as a means to attend to ways in which affects are materialised across multiple times and spaces. News reports of these harrowing events, alongside what they produced, in terms of child activism, racism and toxic masculinity, provided a catalyst for a feminist new materialist experiment in generating other knowledges through material-affective-embodied encounters. Newspapers, glue, sticky tape, string, torches, bags and a cartridge for a firearm undertook important work within a speculative workshop, where a small number of early childhood researchers came together to be open to multiple and experimental ways of (k)not-knowing in order to formulate collectively shared problems. Following Manning (2016) we recognise that to avoid getting stuck in familiar ways of thinking and doing we need to undertake research differently. We wondered how might the re-materialisation of these events (through objects, artefacts, sounds and images) shift our thinking about childhood in other directions. We dwell upon the affective work that these high-profile news events perform, and how they might become rearticulated through affective encounters with materiality. Attending to how these events worked on us involves staying with the trouble (Haraway, 2016) as it becomes reignited, mutated and amplified across time and in different contexts. Our goal is to generate other possibilities that seek to reconfigure the ‘image of the child’. By resisting comforts of recognition, reflection and identification we reach beyond what we think we know about how children are in the world, and instead argue for their entanglement with difficult knowledges through, ours and their, world-making practices

She: gothic reverberations in Star Trek: first contact

This essay discusses how the film Star Trek: First Contact uses the gothic tropes of the femme fatale as expressed in Rider Haggard's iconic text She. This is a collection of essays edited by Ben Brabon and Stephanie Genz

Leaping and dancing with digitality : Exploring human-smartphone-entanglements in classrooms

This chapter explores digitality as part of young people’s everyday lives in the Arctic. It is based on two ethnographic studies situated in the political context of the “digital leap”, the governmental and curricular emphasis on digitality in education in Finland. With the more formal “digital leap”, informal engagements and attachments with digitality intertwine, in which students’ own smartphones play an increasingly significant role. The analyses use the notion of entanglement (Barad) to examine how primary school and upper secondary school students emerge in their situated and specific encounters with smartphones in school. The starting points of things, bodies, affect, time and space open up insights to connectivity between young people’s digital activities and global economic networks as well as to the multidirectionality between humans and technologies: while the students access their digital devices, the digitalities also access their users. We suggest that this wilder form of “digital leap” requires reconsidering materiality, affect, and instability of space and time.Peer reviewe

How Personality Became Treatable:The Mutual Constitution of Clinical Knowledge and Mental Health Law

In recent years, personality disorders – psychiatric constructs understood as enduring dysfunctions of personality – have come into ever-greater focus for British policymakers, mental health professionals and service-users. Disputes have focussed largely on highly controversial attempts by the UK Department of Health to introduce mental health law and policy (now enshrined within the 2007 Mental Health Act of England and Wales). At the same time, clinical framings of personality disorder have dramatically shifted: once regarded as untreatable conditions, severe personality disorders are today thought of by many clinicians to be responsive to psychiatric and psychological intervention. In this article, I chart this transformation by means of a diachronic analysis of debates and institutional shifts pertaining to both attempts to change the law, and understandings of personality disorder. In so doing, I show how mental health policy and practice have mutually constituted one another, such that the aims of clinicians and policymakers have come to be closely aligned. I argue that it is precisely through these reciprocally constitutive processes that the profound reconfiguration of personality disorder from being an obdurate to a plastic condition has occurred; this demonstrates the significance of interactions between law and the health professions in shaping not only the State’s management of pathology, but also perceptions of its very nature

Screening for breast cancer : medicalization, visualization and the embodied experience

Women’s perspectives on breast screening (mammography and breast awareness) were explored in interviews with midlife women sampled for diversity of background and health experience. Attending mammography screening was considered a social obligation despite women’s fears and experiences of discomfort. Women gave considerable legitimacy to mammography visualizations of the breast, and the expert interpretation of these. In comparison, women lacked confidence in breast awareness practices, directly comparing their sensory capabilities with those of the mammogram, although mammography screening did not substitute breast awareness in a straightforward way. The authors argue that reliance on visualizing technology may create a fragmented sense of the body, separating the at risk breast from embodied experience

Re-vitalizing the American Feminist-Philosophical Classroom: Transformative Academic Experimentations with Diffractive Pedagogies

This chapter touches upon the damaging impact of neoliberal reason on institutions of higher education, and my efforts as a teacher to help turn things around by re-vitalizing the classroom. After a critique of current neoliberal ‘borderline times’, the chapter takes the reader on a journey of diffractive re-imaginings in which I share some of my experiences of co-learning with undergraduates in an American feminist-philosophical classroom. My central argument is that the neoliberalism-induced crisis in education can be affirmatively counteracted through experimentations with various posthuman and new materialist theories, and the Harawayan-Baradian methodology of diffraction in particular. Furthermore, informed by the impression that theory and pedagogical praxis go hand in hand in many contemporary feminist new materialisms, I zoom in on daily acts of resistance against the neoliberal corporatization of the American university, acts that actualized themselves as feminist new materialist pedagogies. Three examples of diffractive pedagogical strategies are then discussed in detail

Sticky stories from the classroom: from reflection to diffraction in early childhood teacher education

This article aims to challenge the prominence of reflexivity as a strategy for early childhood teachers to adopt by taking Norwegian early childhood teacher education as its focus. Observed micro-moments from a university classroom generate multilayered, multi-sensorial entangled narratives that address what reflection and diffraction are and what they do – where students, the educator, materiality, space and affects intra-act. Furthermore, the article explores the ways in which teacher educators and students in early childhood teacher education become-with the classroom and materiality, and, in doing so, ideas about professionalism in early childhood education are opened out. By identifying the limitations of reflection, the authors go on to explore what working with diffraction might offer to reach alternative understandings. By placing a focus on seemingly unremarkable and routine events in the life of an early childhood teacher education classroom, the authors offer other, potentially more generative ways to think about student teachers and their further professional practice in kindergartens

Social Science and Neuroscience beyond Interdisciplinarity: Experimental Entanglements

This article is an account of the dynamics of interaction across the social sciences and neurosciences. Against an arid rhetoric of ‘interdisciplinarity’, it calls for a more expansive imaginary of what experiment – as practice and ethos – might offer in this space. Arguing that opportunities for collaboration between social scientists and neuroscientists need to be taken seriously, the article situates itself against existing conceptualizations of these dynamics, grouping them under three rubrics: ‘critique’, ‘ebullience’ and ‘interaction’. Despite their differences, each insists on a distinction between sociocultural and neurobiological knowledge, or does not show how a more entangled field might be realized. The article links this absence to the ‘regime of the inter-’, an ethic of interdisciplinarity that guides interaction between disciplines on the understanding of their pre-existing separateness. The argument of the paper is thus twofold: (1) that, contra the ‘regime of the inter-’, it is no longer practicable to maintain a hygienic separation between sociocultural webs and neurobiological architecture; (2) that the cognitive neuroscientific experiment, as a space of epistemological and ontological excess, offers an opportunity to researchers, from all disciplines, to explore and register this realization