This article engages posthuman theory to propose a rethinking of the theory and practice of relational pedagogies within higher education (HE). There has been renewed emphasis within HE discourses on ...the significance of relationships within learning and teaching as a means to offer a counter-view to an uncaring marketised HE system. This article argues the need to build on and extend the current framing of relational pedagogies. It argues for an ethically affirmative reframing, through a posthuman, feminist materialist theoretical lens. The theory we elaborate on is put to work through illustrative examples from our experiences and practices as educators, which illuminate how and why relational pedagogies, considered as pedagogies of mattering, need to involve the nonhuman and more-than-human. Our examples sketch potential shapes for a pedagogy of mattering across three key areas of teaching in higher education: curriculum, teaching and learning and assessment.
My central argument in this article is that the notion of Bildung may offer conceptual sustenance to those who wish to develop educative practices to supplement or contest the prevalence and ...privileging of market and economic imperatives in higher education, which configure teaching and learning as an object available to measurement. I pursue this argument by making the case for an ethical posthuman Bildung which recognises the inseparability of knowing and being, the materiality of educative relations, and the need to install an ecology of ethical relations at the centre of educational practice in higher education. Such a re-conceptualisation situates Bildung not purely as an individual goal but as a process of ecologies and relationships. The article explores Bildung as a flexible concept, via three theoretical lenses, and notes that it has always been subject to continuing revision in response to changing social and educational contexts. In proposing the possibility of, and need for, a posthuman Bildung, the articles offer a critical review of the promise of Bildung and outline some of the radical ways that a posthuman Bildung might reinvigorate conceptualisations of contemporary higher education. (HRK / Abstract übernommen).
This article explores questions of im/probability of/as post/authorship in postfoundational inquiry. Inspired by Deleuzian philosophy, the article instantiates post/authorship and academic writing ...otherwise as a means to interrogate, critique, and undo the representationalist modes of normative authorship. Through a series of playful im/probabilities, the article suggests and enacts a writerly mode of post/authorship that reframes notions of authorial intentionality and origination.
Reviewer 2: “… your contribution … needs to be more clearly stated at the outset”.
In paying attention to writerly invention as inquiry without method, the article’s provocation is, “What might happen if/when we go rogue and become post/authorship imposters instead of authors?”
This article focuses on objects, bodies and space to explore how the mundane materialities of classrooms do crucial but often unnoticed performative work in enacting gendered power. Drawing on ...ethnographic data from a UK sixth form college study, the article analyses a series of 'material moments' to elaborate a material feminist analysis of embodied practices of mattering. I argue that 'practices, doings and actions' (Barad, K. 2007. Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. London: Duke University Press), while often hidden or taken for granted, are a constitutive material force in producing what and who matters within classrooms. By highlighting objects, bodies and space as entangled material agencies, the article raises new questions about gendered pedagogic practices. It proposes the necessity to rethink classroom space as an emergent intersection of multiple, mobile materialities, and argues that doing so is a crucial task for a material feminist praxis.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
This article brings a posthuman approach to assignments and assessments as they are configured in and by normative practices in educational institutions, including schools and universities. Composed ...as a collaborative posthuman autoethnography, we use the figuration of the AcademicAssessmentMachine to illuminate how educational assessment-as-usual positions, hierarchizes, grades, and disposes human bodies—both teachers and students—in ways that are affectively damaging and socially unjust. In rethinking educational assignments and assessment as a more-than-human affair, we swerve its purpose and doings toward more affirmative possibilities. We ask how might we disrupt the AcademicAssessmentMachine while being caught within it ourselves?
This article ponders two questions:
What does “postqualitative” mean to you?
Why do you think the “postqualitative” movement is important to the field of qualitative inquiry?
In response, it poses a ...method/ology of errancy—a flipping methodology—that locates postqualitative research as an ethico-onto-epistemological political project of opening theory-practice spaces for differential matterings. Postqualitative flipping is not an individual undertaking, it is an ecology of practices, a resonation across bodies, a navigating of movement for a politics of change, in which even barely perceptible shifts possibilize new modes of thinking and unthinking, doing and undoing.
In recent years, 'post-qualitative new empiricist' research has been gaining ground. Such work questions the humanist ontological and epistemological orientation of much mainstream qualitative ...inquiry and insists on the need to take into account the more-and-other-than-human. Post-qualitative research draws on an eclectic range of theories as a means to reformulate the methodological assumptions on which humanist research rests. In doing so, it problematizes key aspects of the research process - the objects of inquiry, methods used to produce 'data', what 'data' is, coding as a practice of meaning-making, and the formal conventions of academic article writing for journal publication. Given the relative unfamiliarity of post-qualitative inquiry, this article provides an introduction to its methodological and theoretical terrain. The article has three aims: first, to provide an overview of post-qualitative new empiricisms and outline its five key foci; second, to put to work three theoretical approaches - Jane Bennett's 'thing-power', Graham Harman's object-oriented ontology and Karen Barad's agential realism - via a specific example, as a means to formulate some empirical starting points for post-qualitative work in higher education; and third, to assess the promise of post-qualitative inquiry in rethinking the empirical more broadly.
N-Phthalimido-d-cysteine allyl ester was S-alkylated with 2-iodoethanol. The derived β-thioaldehyde was condensed with Nα-tetrachlorophthalimidovalinamide to afford a Z-thioenamide. Removal of the ...tetrachlorophthalimido protecting group and homologation with N-Boc-l-leucine afforded the linear tripeptide. Removal of the Boc and allyl protecting groups, followed by carbodiimide-mediated cyclization, led to the 13-membered ring with the aminovinylcysteine moiety embedded. This constitutes the C-terminal macrocycle of all known members of the linardin family of peptides, including the antileukemia agent, cypemycin.
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