Session Information
29 SES 14 A, Creative Methods in Educational Artistic Practices and Research (Part II)
Symposium Part II, continued from 29 SES 13 (Part I), to be continued in 29 SES 15 (Part III)
Contribution
The concept of posthuman encompasses a diversity of approaches ranging from new materialism to diffraction (Barad, 2007), affect (Massumi, 2015), new materialism (Bennett, 2010) or intra-action (Barad, 2007). As proposed by Barad (2007), Jackson and Mazzei (2012), or MacLure (2013), posthuman is more than a theoretical concept and has become a research method. In this sense, it relies on the denial of the subject-object duality and the role of the researcher as a source of knowledge. The rejection of a representationalist use of language (Barad, 2007), considered as a form of manipulation of reality from the outside, therefore leads to the search for new ways of obtaining research "data" (MacLure, 2013). In this context, arts and creativity become a key source for researchers. Aiming to redefine the foundations of research according to a posthuman approach, Jackson and Mazzei (2012; 2017) propose the term "thinking with theory", which they describe as "something that is to come; something that happens, paradoxically, in a moment that has already happened; something emergent, unpredictable, and always rethinkable and redoable" (Jackson & Mazzei, 2017, p. 720). This shift in the power relations that define the research process within a posthuman lens leads to new ways of understanding research, considered as a process and a "dynamic becoming" (Jackson & Mazzei, 2017). Therefore, research acquires the capacity to unsettle (MacLure, 2010). Poetry, sound, movement, play (Boldt & Leander, 2017; Hackett & Somerville, 2017; Hackett & Rautio, 2019) become ongoing ways of enacting research, based on creative forms of human and non-human assemblages. The dynamic nature of this concept of research, therefore, opens the door to 'actions' that can be carried out from arts and creativity. In them, intra-action of matter takes place and a new world is defined through experiences that combine visual arts, music, sound and any other forms of creation (Hackett, Pahl & Pool, 2017; Rousell & Fell, 2018). Due to the increasing amount of research from a posthuman view, our proposal consists in a systematic review of literature from the last ten years. Through this review we aim to define the main currents, perspectives and challenges in this field, and the multiple ways in which the posthuman body of theory is reconfigured and rebuilt.
References
Barad, K. (2007). Meeting the Universe Halfway. Quantum Physics and the Entanglement of Matter and Meaning. Duke Univerity Press. Bennett, J. (2010). Vibrant Matter: a political ecology of things. Duke University Press. Boldt, G. M., & Leander, K. (2017). Becoming through ‘the break’: A post-human account of a child’s play. Journal of Early Childhood Literacy 17(3), 409–425. https://doi.org/10.1177/1468798417712104 Hackett, A., & Somerville, M. (2017). Posthuman literacies: Young children moving in time, place and more-than-human worlds. Journal of Early Childhood Literacy 17(3), 374–391. https://doi.org/10.1177/1468798417704031 Jackson, A. Y., & Mazzei, L. A. (2012). Thinking with theory in qualitative research. Viewing data across multiple perspectives. Routledge. MacLure, M. (2010). The offence of theory. Journal of Education Policy 25(2), 277-286. http://dx.doi.org/10.1080/02680930903462316 MacLure, M. (2013) Researching without representation? Language and materiality in post-qualitative methodology. International Journal of Qualitative Studies in Education, 26(6), 658-667. https://doi.org/10.1080/09518398.2013.788755 Massumi, B. (2015). Politics of affect. Polity Press. Rousell, D., & Fell, F. (2018). Becoming a work of art: Collaboration, materiality and posthumanism in visual arts education. International Journal of Education through Art 14(1), 91-110. https://doi.org/10.1386/eta.14.1.91_1
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