This edited collection is a careful assemblage of papers that have contributed to the maturing field within education studies that works with the feminist implications of the theories and methodologies of posthumanism and new materialism – what we have also called elsewhere ‘PhEmaterialism’.
The generative questions for this collection are: what if we locate education in doing and becoming rather than being? And, how does associating education with matter, multiplicity and relationality change how we think about agency, ontology and epistemology? This collection foregrounds cutting edge educational research that works to trouble the binaries between theory and methodology. It demonstrates new forms of feminist ethics and response-ability in research practices, and offers some coherence to this new area of research. This volume will provide a vital reference text for educational researchers and scholars interested in this burgeoning area of theoretically informed methodology and methodologically informed theory.
The chapters in this book were originally published as articles in Taylor & Francis journals.
Table of Contents
Introducing Feminist Posthumanisms/New Materialisms & Educational Research: Response-able Theory-Practice-Methodology 1. Voice in the agentic assemblage 2. Images of thinking in feminist materialisms: ontological divergences and the production of researcher subjectivities 3. Learning to be affected: Matters of pedagogy in the artists’ soup kitchen 4. Objects, bodies and space: gender and embodied practices of mattering in the classroom 5. Gettin’ a little crafty: Teachers Pay Teachers©, Pinterest© and neo-liberalism in new materialist feminist research 6. Dexter time: the space, time, and matterings of school absence registration 7. Diffractive pedagogies: dancing across new materialist imaginaries 8. Selfies, relfies and phallic tagging: posthuman part-icipations in teen digital sexuality assemblages 9. Learning with children, ants, and worms in the Anthropocene: towards a common world pedagogy of multispecies vulnerability 10. A Walk in the Park: Considering Practice for Outdoor Environmental Education Through an Immanent Take on the Material Turn
Jessica Ringrose is Professor of Sociology of Gender and Education at the UCL Institute of Education, UK. Her work develops innovative feminist approaches to understanding subjectivity, affectivity and assembled power relations. Her books include Post-Feminist Education? (2013); Deleuze and Research Methodologies (2013) and Children, Sexuality and Sexualisation (2015).
Katie Warfield is a faculty member in the Department of Journalism and Communication at Kwantlen Polytechnic University, Canada. She is the Director of the Visual Media Workshop, a centre for research and learning into digital visual culture. Her recent writings have appeared in Social Media + Society, Feminist Media Studies and Feminist Issues, 6th ed. (2016).
Shiva Zarabadi is a PhD candidate at the UCL Institute of Education, UK. Her work explores subjectivity in relation to assemblages of matter and meaning, humans and more-than-humans, and affect, taking a New Materialist and Posthumanist approach. Her PhD research focuses on the becomings of Muslim girls under the structure of Prevent policy in London secondary schools.