Placemaking: a new materialist theory of pedagogy

Author(s):  
Heather Wren
Keyword(s):  
Text Matters ◽  
2016 ◽  
pp. 35-52 ◽  
Author(s):  
Kristen Lacefield

This essay begins by examining the rhetorical significance of the guillotine, an important symbol during the Romantic Period. Lacefield argues that the guillotine symbolized a range of modern ontological juxtapositions and antinomies during the period. Moreover, she argues that the guillotine influenced Mary Shelley’s novel Frankenstein through Giovanni Aldini, a scientist who experimented on guillotined corpses during the French Revolution and inspired Shelley’s characterization of Victor Frankenstein. Given the importance of the guillotine as a powerful metaphor for anxieties emergent during this period, Lacefield employs it as a clue signaling a labyrinth of modern meanings embedded in Shelley’s novel, as well as the films they anticipated. In particular, Lacefield analyzes the significance of the guillotine slice itself—the uneasy, indeterminate line that simultaneously separates and joins categories such as life/death, mind/body, spirit/matter, and nature/technology. Lacefield’s interdisciplinary analysis analyzes motifs of decapitation/dismemberment in Frankenstein and then moves into a discussion of the novel’s exploration of the ontological categories specified above. For example, Frankenstein’s Creature, as a kind of cyborg, exists on the contested theoretical “slice” within a number of antinomies: nature/tech, human/inhuman (alive/dead), matter/spirit, etc. These are interesting juxtapositions that point to tensions within each set of categories, and Lacefield discusses the relevance of such dichotomies for questions of modernity posed by materialist theory and technological innovation. Additionally, she incorporates a discussion of films that fuse Shelley’s themes with appeals to twentieth-century and post-millennium audiences.


Placemaking ◽  
2020 ◽  
pp. 103-122
Author(s):  
Tara Page

However, these ways of knowing and also making place are not produced in isolation; they are produced through social-material engagements, through a continuous process of embodied material learning and teaching. In Chapter Four, a new materialist theory of pedagogy is developed; where the intra-actions of humans and matter are pedagogic, an embodied and material pedagogy. This is achieved through the examination of how matter teaches, and how we learn and teach place and belonging.


2016 ◽  
Vol 39 ◽  
Author(s):  
Susan Blackmore
Keyword(s):  

AbstractAn implicitly dualist or Cartesian materialist theory of consciousness is proposed without citing the many well-known problems with such theories. A function for consciousness is proposed with no reference to the possibility that “consciousness itself” has no function of its own. The theory builds on proposed “subset consensus” and “integration consensus” when in the literature there is no such consensus on these issues.


Ethnicities ◽  
2020 ◽  
pp. 146879682096396
Author(s):  
Shaddai Tembo

At a time when racism remains prevalent in educational spaces, this paper addresses what else we can know about the ways in which race and racism manifest and are experienced in practice. This paper draws on continual mobilisations of affect and new materialist theory to examine the conditions of emergence through which race and racism are experienced within ordinary, yet affective, encounters. I propose that drawing attention to how race surfaces in affective encounters may allow us to develop more critical interventions that challenge racisms in process.


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