New Materialisms and Curriculum Studies
Edited By Nathan Snaza, Debbie Sonu, Sarah E. Truman and Zofia Dr. Zaliwska
This edited collection takes up the wild and sudden surge of new materialisms in the field of curriculum studies. New materialisms shift away from the strong focus on discourse associated with the linguistic or cultural turn in theory and toward recent work in the physical and biological sciences; in doing so, they posit ontologies of becoming that re-configure our sense of what a human person is and how that person relates to the more-than-human ecologies in which it is nested. Ignited by an urgency to disrupt the dangers of anthropocentrism and systems of domination in the work of curriculum and pedagogy, this book builds upon the axiom that agency is not a uniquely human capacity but something inherent in all matter. This collection blurs the boundaries of human and non-human, animate and inanimate, to focus on webs of interrelations. Each chapter explores these questions while attending to the ethical, aesthetic, and political tasks of education—both in and out of school contexts. It is essential reading for anyone interested in feminist, queer, anti-racist, ecological, and posthumanist theories and practices of education.
Chapter Seven: Intratextual Entanglements: Emergent Pedagogies and the Productive Potential of Texts
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Intratextual Entanglements: Emergent Pedagogies and the Productive Potential of Texts
SARAH E. TRUMAN
Reading a text is not a scholarly exercise in search of what is signified, still less a highly textual exercise in search of a signifier. Rather it is a productive use of the literary machine, a montage of desiring machines, a schizoid exercise that extracts from the text its revolutionary force. (Deleuze & Guattari, 2004, p. 116)
New materialist approaches to educational research require us to rethink cultural productions—whether artistic, linguistic, or philosophical—as material rather than representational practices. In this chapter I discuss a multiparticipant and multimedial art and philosophy project titled Intratextual Entanglements. Although philosophy is historically viewed as a linguistic and discursive discipline, the project began with two propositions: to explore the felt materiality of the various intra-acting elements in the project (including theories, concepts, people, texts, and artwork) and to explore the emergent pedagogy of collaborative reading and writing practices, that is, the generative nature of (philosophical) texts.
Following an overview of the specifics of the Intratextual Entanglement project and an introduction to the new materialist methodology I use to contextualize it, this chapter highlights some of the long history of marginalia in printed texts and argues for increased attention to its pedagogical significance. After considering the pedagogical import of traditional forms of annotation and more traditional approaches to qualitative research, this chapter then...
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