33 SES 01 B JS, Working Across Disciplines and Differences for Gender Justice: Methodological, theoretical and practical challenges for feminist educators Part 1
Joint Symposium NW 27 and NW 33 to be continued in 33 SES 02 B JS
This paper focuses on the development of a transdisciplinary feminist optics as an innovative approach to producing educational knowledge in and of the post-industrial city. The central arguments are that a transdisciplinary feminist optics: (a) supports the development of innovative, hybrid and radically experimental empirical work; (b) produces new insights into the politics of location and the situatedness of knowledge practices; and (c) helps re-imagine engaged pedagogic praxis and re-think the civic role of the University in the post-industrial city. Theoretically, the paper works across the disciplines of education, human geography, and material culture; and constructs its conceptual framework from working across new material feminism, visual culture studies, and sociology. It makes a material feminist contribution to the developing field of Critical University/ Higher Education Studies (Brown, 2011; Deem at al., 2008; Marginson, 2016; Petrina and Ross, 2014) The main part of the paper presents insights from a recent research project which worked across disciplines, theories and methodologies to develop a transdisciplinary feminist optics. As two feminist higher education researchers working in universities in two post-industrial cities (Sheffield, UK; Detroit, USA) we are interested in how the particularities of space and place inform and influence methodological choices, and so developed the project as a means of attunement to place, landscape, and environment. We used a variety of sensory and visual empirical approaches to explore how the elemental life of post-industrial places - water, air, metal - intra-acts with bodies of all kinds, producing unforeseen affective flows and entanglements of bodies, place, politics and history (Alaimo, 2016; Barad, 2007). Collecting data in this way entailed us in a process of 'diffracting photo-elicitation' as data-collection method, moving away from seeing photography as 'capturing' and representing a 'slice of real life' and towards the visual as an already more-than-human world entanglement. We work across understandings of diffraction. Thus, from Barad (2007: 73) we diffract photographs in order to 'produce a new way of thinking about the nature of difference, and of space, time, matter, causality, and agency', and from Haraway (1988) we diffract the masculine logics of linear thinking and omniscient knowing in order to privilege knowledge as situated, in-relation, and as embodied praxis. The insights we arrive at suggest that a transdisciplinary feminist optics - as a diffractive mapping of interference of educative differences that matter (Barad, 2007; Haraway, 1992) - help shed new insights on the civic role of the University in the post-industrial City.
Alaimo, S. (2016) Exposed: Environmental Politics and Pleasures in Posthuman Times. London: University of Minnesota Press. Barad, K (2007) Meeting the Universe Half-Way: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press Brown, R. (Ed.). (2011) Higher Education and the Market. New York: Routledge. Deem, R., Hillyard, S. & Reed, M. (2008) Knowledge, Higher Education, and the New Managerialism. Oxford: Oxford University Press. Haraway, D. (1988) 'Situated knowledges: The science question in feminism and the privilege of partial perspective, Feminist Studies, 14(3): 575-599. Haraway, D. (1992) 'The Promises of Monsters: A Regenerative Politics for Inappropriate/d Others', in Cultural Studies, eds Lawrence Grossberg, Cary Nelson, Paula A. Treichler. New York: Routledge. Marginson, S. (2016) Higher Education and the Common Good. Melbourne: Melbourne University Publishing. Petrina, S. & Ross, E. W. (2014). 'Critical university studies: Workplace, milestones, crossroads, respect, truth.' Workplace, 23, 62-71.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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