![]() ![]() Yet, our current theories of literacy, and especially the prevalence of mediational and representational perspectives, are inadequate to account for these changing relations. The paper concludes by introducing affective geology to suggest possible steps towards a transformation of our ways of knowing, sensing, and relating.Ĭomputational objects (eg, algorithms, bots, surveillance technology and data) have become increasingly present in our daily lives and are consequential for our changing relations to texts, multimodality and identity. ![]() In this paper, I argue that one fruitful approach to pedagogy may be to focus on entanglements and affects and on finding ways of facilitating a 'sensing' living/being of such entanglements. Pedagogy is a worlding practice as it facilitates diverse ways of relating, thinking, sensing, acting, and is thus involved in the shaping of a 'collective intelligence'. I argue that pedagogies are always already normative or are engaged in practices that play a role in opening up to various and unusual ways of relating and being in and to the world. The paper applies feminist new materialist thinking to develop a new pedagogical agenda. This paper considers how feminist new materialist thinking may offer a resource for reorienting pedagogy in light of pressing global issues such as climate change and political unrest. Matter: Journal of New Materialist Research ![]()
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