Hooray!
My abstract for the upcoming Pedagogies in the Wild Conference has been accepted!
This is great news because I already have an abstract accepted for the international 2019 New Materialist Reconfigurations of Higher Education Conference (Dec 2-4th 2019) and this conference follows straight after (4-6th December) and is at the same place – the University of the Western Cape (Cape Town, South Africa).
I am working towards a research trifecta: 2 conferences and fieldwork in the one trip.
This conference is being affectionately referred to ‘the D & G conference’.
That is because it focuses on integrating the work of two highly influential scholars whose work is transdisciplinary and has had ‘epic consequence’ in many fields – Deleuze and Guattari. Gilles Deleuze is a philosopher and Felix Guattari is a psychoanalyst. Some their most influential works are: Anti-Oedipus, What Is Philosophy? and A Thousand Plateaus. They have written extensively together on an array of topics. In particular for my project, their work has been foundational in extending New Materialists understandings.
The Pedagogies in the Wild Conference 2019 is being run for the third time and is solely focused on unpacking, exploring and apply Deleuze-Guattarian thinking and approaches.
As many regular readers of this blog know, my research is complexified by interrogating various aspects of power relations – such as gender in/justice, post-colonialism, and what/who are academic/research/educational ‘experts’.
The session I will be presenting is based on a publication I currently writing with my amazingly brave PhD Supervisor Dr Sherilyn Lennon.
Here is what I presenting
Title: Cycling-with-through-and-on the edge of the PhD supervisor-candidate relationship: A post-humanist bike ride to a different place.
Abstract: Traditionally, the PhD supervision relationship is predicated on a supervisor as
This session presents insights that emerged when a PhD candidate and her Supervisor shared a bayside bicycle ride in Brisbane, Australia, to see what would happen. While the candidate was an expert bike rider, her Supervisor was far less experienced and somewhat anxious about her (st)ability. The bicycle ride was viewed as a way of deliberately disrupting and displacing traditional notions around academic performances, spaces of learning and who gets to navigate.
What emerged was surprising, revealing and uncomfortable.
The bicycle ride enabled encounters with/in the world/self that worked to queer the way in which both Supervisor and candidate understood their relationship. We contend that the candidate/supervisor relationship is an iterative and dynamic entanglement of forces wherein subjectivities, bodily performances, past experiences, fears, technologies, planned and unplanned encounters are forever and always entangled.
Influenced by Baradian philosophy,
this session focuses on the material-discursive-affective phenomena that
emerged as the experience of riding-with the candidate/supervisor. In this way “systems of entrapment that manifest power relations in the academy” and “instigate codes of conduct and…exclusionary practices that can limit how academic
What is Pedagogies in the Wild Conference 2019?
Here is more about the conference: The recent #Rhodesmustfall and #feesmustfall protests have set South African higher education on a new course towards transformation, focusing on equitable access to higher education, Africanisation and decolonisation.
Similar movements have reverberated across the globe, addressing issues of neoliberalism, for example in Canada, the UK, the Netherlands and Chile; racism, as in Ghana and the US; and curfews on women students in India.
This has raised important questions regarding knowledge production; continuing structural racism, patriarchy, homophobia and transphobia; the use and value of western theorists in research and curricula; and who gains epistemological and physical access to higher education.
On the other hand, we have seen many productive junctures between pedagogy, education studies and the philosophy of Deleuze and Guattari. In particular, there has been a focus on cartography, schizoanalysis, corporeal theorising, rhizomatic learning and nomadic thought in socially just pedagogical praxis.
These junctures and innovative genealogies and methodologies can both address these issues and be further improved and made more precise by engagements with what it means to transform and reconfigure pedagogies and practices in higher education.
My Conference Stream – Topic 2. Spaces, Spatiality and Unschooling
Topic 2. Spaces, Spatiality and Unschooling: Places of/and/un/Learning in Higher Education
How can we challenge assumptions such as ‘knowledge belongs to experts’ in favour of materialist/experimental/experiential collaborations in teaching and learning?
Expanded Conference Topic 2
Higher education spaces are usually considered in relation to how they optimise student learning and, increasingly, how they optimise marketing potential to attract new students.
In addition, meanings of ‘space’, ‘place’, ‘environment’ and ‘context’ are often elided, and it is taken for granted that learning happens in classrooms, seminar rooms and lecture halls.
Such discourses take space for granted as a neutral background on which human endeavour is located.
Unschooling (in a meta sense rather than the narrow sense of homeschooling) resists this kind of pedagogy in favour of building real communities and replacing dry, nationalist agendas with different kinds of training programs, learning opportunities and methodologies, apprenticeships, internships and mentorships.
Unschooling thus represents a material politics aimed at genuine social freedom and enjoyable learning. Normative ways of understanding space and schooling are challenged by Deleuze-Guattarian understandings which, instead, conceptualise space as an entangled ‘constellation of human–nonhuman agencies, forces and events’ (Taylor, 2013: 688) within which objects, bodies and things do surprising and important if often unnoticed and mundane work as material agents and actants.
Theoretically, such work draws on and takes forward the rich traditions of feminist and postmodernist understandings of space developed by Doreen Massey, Henri Lefebvre, and Deleuze and Guattari’s philosophy of space and striation.
This theme therefore wishes to open up debates about higher education spaces by considering questions such as:
- What is the role of architecture, design and infrastructure in higher education?
- How might the materialities of higher education spaces and places be conceptualised via inter-, multi- and post-disciplinary frameworks?
- How can we take account of the importance of places of informal learning?
- How does the iterative materialisation of space-time-matter come to matter in higher education spaces?
- How is higher education being spatially reconfigured in relation to global flows of bodies?
- Which/ whose bodies matter in higher education spaces?
- What new spatial imaginaries are needed for higher education to thrive?
- How can feminist new materialisms in its overlaps and divergences with Deleuze-Guattarian philosophy aid us to produce new understandings of space-place-matter entanglements in higher education?
- How can we challenge assumptions such as ‘knowledge belongs to experts’ in favour of materialist/experimental/experiential collaborations in teaching and learning?
- What kinds of material and affective potential does unschooling offer us for thinking about curriculum development in Higher Education.
