Suchergebnisse

This article examines two walking events that explore questions of sovereignty, borders, histories, and time through strategies of speculation, counter-cartographies, and anarchiving practices. To the Landless by Dylan Miner and Miss Canadiana's Heritage and Cultural Walking Tour: The Grange by Camille Turner ask us to imagine a past, present, and future that are radically different from ongoing settler colonialism and White supremacy. Stepping 'out of time' has important implications for the kinds of research-creation events it germinates. Chronological time is so pervasive and powerful that we as qualitative researchers are often caught up in its neoliberal progress narrative. Walking with scholars and artists who refuse time's organization and the fixing or preservation of state narratives disrupts colonial legibility and the repeated imposition of the normative order. Unsettling time becomes a model for research and education that are outside colonial, neoliberal, and dominant ideologies. To unsettle something is to open it up to possibility.

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. ; https://scholarship.richmond.edu/bookshelf/1236/thumbnail.jpg