Posthumanist Ethical Practice: Agential Cuts in the Pedagogic Assemblage

Autor/inn/en	Charteris, Jennifer; Nye, Adele; Jones, Marguerite
Titel	Posthumanist Ethical Practice: Agential Cuts in the Pedagogic Assemblage
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 32 (2019) 7, S.909-928 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Charteris, Jennifer) ORCID (Nye, Adele) ORCID (Jones, Marguerite)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2019.1609124
Schlagwörter	Humanism; Philosophy; Ethics; Power Structure; Higher Education; Social Change; Teaching Methods; Educational Research; Politics of Education; Research Methodology; Feminism; Poetry; Social Systems + Suchen Sie Ihr Suchwort? Humanismus; Philosophie; Ethik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialer Wandel; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung; Educational policy; Bildungspolitik; Research method; Forschungsmethode; Feminismus; Lyrik; Poesie; Social system; Soziales System
Abstract	With researchers funnelled into lucrative research practices that value fast scholarship, we explore ethical practice as an ethico-onto-epistemological project. Through collective biography, diffractive choreography, and poetry, we map systems of entrapment that manifest power relations in the academy. We argue the posthumanist ethical practice is an intra-active project in higher education -- involving rich material, social, political and intellectual entanglements. Posthumanist ethical practice rejects dualisms of body/mind, nature/culture and human/non-human. It evokes creativity to generate new vocabularies for challenging anthropocentric 'exceptionalism'. Mapping relations in posthuman assemblages can involve agential cuts that evoke ethical practice as affective encounters. Agential cuts give permission for pedagogic storying where there is ontological connectedness. As academics, we are immersed in assemblages where posthumanist education research and practice is a rich, embodied, and connected process. Particular consideration is given in this article to affectivity and the value of pedagogic performance in education research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01