This article focuses on what bodies know yet which cannot be expressed verbally. We started with a problem encountered during conventional interviewing in an ex-mining community in south Wales when some teen girls struggled to speak. This led us to focus on the body, corporeality and movement in improvisational dance workshops. By slowing down and speeding up video footage from the workshops, we notice movement patterns and speculate about how traces of gender body-movement practices developed within mining communities over time (...) become actualised in girls’ habitual movement repertoires. Inspired by the works of Gilles Deleuze, Felix Guattari and Erin Manning, a series of cameos are presented: room dancing; the hold; the wiggle; the leap and the dance of the not-yet. We speculate about relations between the actual movements we could see, the in-act infused with the history of place, and the virtual potential of movement. (shrink)

In this paper, we give a flavour of how, against the odds, Reggio-Emilia-inspired pedagogical documentation can work in reconceptualizing environmental education, reconfiguring child subjectivity and provoking an ontological shift from autopoiesis to sympoiesis in teacher education. Working posthuman(e)ly and transdisciplinarily across three foundation phase teacher education courses at a university in South Africa, we situate our teaching within current environmental precarities. We show how we stirred up trouble in and outside our university classroom and provoked our students to “make kin” (...) with children, each other, other animals, and the more-than-human, but also to stay with the trouble, that is, to learn to be truly present in colonized spaces. (shrink)

In this article, I trace lines of materialist pedagogies in the history of women workers’ education following feminist interpretations of Spinoza’s assemblage of joyful affects. More particularly, I focus on the notions of laetitia [joy], gaudium [gladness] and hilaritas [cheerfulness] as entanglements of joy and trace their expression in practices and discourses inscribed in archival documents that I have reassembled around the theme of women workers’ education. My reading of Ethics follows a range of feminist thinkers that have engaged with (...) Spinoza’s ‘ethics of joy’ in education and beyond. The article draws on extensive archival work with personal auto/biographical documents and public essays of women workers/educators/writers in Paris and New York that span the period between 1830 and 1950. What I argue is that it is the experience of creative and radical education that has created a platform for workers to re-imagine themselves in the world with others. (shrink)

The aim of this paper is to sketch a conception of a posthuman subject in which we can recognize a cognitive dimension. Through Hayles’s widened notion of cognition, I argue that we can retain the interpreting subject within posthumanism and thereby view it as entrenched in the surrounding world. Nonconscious- and conscious cognition, which are the terms that Hayles utilizes, shows how both non-human cognizing systems and the human subject widens while remaining level specific. The text concludes with a discussion (...) of how my alternative has implications for methods of inquiry. (shrink)

This paper draws on process philosophy to imagine “care” as a collective practice of children and the forest in the context of Finnish early childhood education. By locating care in movement rather than an individual, the author challenges the notion of caring subjectivity and employs postqualitative inquiry to conceptually focus on an impersonal production of care. The author shows how care emerges in the between of children and forest in an outdoor learning environment and highlights what it continually produces. She (...) concludes by discussing the need for a conceptual evolution of “care” in the philosophies of environmental and outdoor education. (shrink)

In this article, we entangle with Aaron Kuntz’s book The Responsible Methodologist, extending the conversation beyond research into the realms of teaching, learning, and daily lived practices as twenty-first century academics. Kuntz advocates for parrhesiastic living and inquiry, defined as truth-telling and intervention toward ends of disrupting normative practices of knowing and being and enacting socially just ends. We grapple with three philosophical ∼ theroetical propositions made by Kuntz: entangled knowing ∼ being; citizenship; and logics of extraction. Utilizing examples from (...) our own lived experiences, pedagogy, and inquiry, we open a series of philosophical and theoretical dialogues around these three topics to better understand their possibilities and limitations, grappling, and debating how they are jumping off points for living more parrhesiastically. (shrink)

Archival research can be described as preoccupied with the ontology of data formation and collection in relation to the speaking and writing subject. From its outset, it can be located in the humanistic tradition, which the archival and historical discipline has inherited. Thus, archival research can be described as preoccupied with the ontology of data formation and collection in relation to the speaking and writing subject. At the same time, the archival researcher—the human subject—is produced as the sole source of (...) subjective experiences, consciousness and feelings, and has become the central player in this tradition, embedded in debates over the concept of human autonomy in archival research. Archival researchers—human subjects—should be continually challenged by their own discipline, and by such arguably scientific methods, which often espouse rejecting their ethical commitments to idiosyncrasy, entanglements and the blurring of subject–object binaries. An approach that re-elevates these comm... (shrink)