Doing Academia Differently: Creative Reading/Writing-With Posthuman Philosophers

2021 ◽  
pp. 107780042110649
Author(s):  
Vivienne Grace Bozalek
Keyword(s):  
Queer Theory ◽  
Quantum Physics ◽  
Research Projects ◽  
Creative Processes ◽  
Reading And Writing ◽  
Academic Practices ◽  
Karen Barad ◽  
Graduate Supervision ◽  
Vantage Points

This article considers how academic practices such as reading and writing might be reconfigured as creative processes through thinking-with posthuman philosophies and theorists, particularly, but not confined to the works of Karen Barad and Erin Manning. Both Erin Manning and Karen Barad are involved with creative philosophies and practices, albeit from different vantage points. Manning’s work engages with arts-based practices such as research-creation through process philosophies, whereas Barad reads queer theory through quantum physics to develop their agential realist framework and diffractive methodology. Although Manning and Barad never refer to each other’s work, this article proposes that thinking-with both of these feminist philosophers might be fruitful to consider how reading and writing as part of research projects and graduate supervision might be enacted creatively and differently.

scholarly journals Creative Activism: a pedagogical and research tool

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Ruth Morrow
Keyword(s):  
Applied Research ◽  
Environmental Activism ◽  
Architectural Education ◽  
Research Projects ◽  
Creative Processes ◽  
Learning And Teaching ◽  
A Value ◽  
External Threat ◽  
Outreach Programme ◽  
Activist Groups

Environmental activism has a long history in protest, addressing issues of degradation and segregation that threaten existing ecologies, social and built fabrics. Environmental activism is traditionally understood as a reaction, chiefly by groups of people, against a perceived external threat. In the 60’s and 70’s, an activist stance began to emerge in the work of some artists and architects, who used creative methods such as performances, happenings, temporary spatial interventions etc to convey their political/aesthetic messages. Some of this work engaged directly with communities but predominantly it was the production of one individual working ‘outside’ society. However such actions demonstrated not only the power of the visual in conveying a political message but also the potential of conceptual creative approaches to reveal alternative values and hidden potentials. This marked a shift from activism as protestation towards an activism of reconceptualisation. Recently, activist groups have developed a more politically informed process. Whilst their ‘tools’ may resemble work from the 60’s and 70’s, their methodologies are nontraditional, ’rhizomatic’, pedagogical and fluid; working alongside, rather than against, the established power and funding structures. Such creative processes build new, often unexpected, stakeholder networks; offer neutral spaces in which contentious issues can be faced; and create better understanding of values and identities. They can also lead to permanent improvements and development in the physical fabric. This paper will discuss a pedagogical example of activism in architectural education. The event (www.fourdaysontheoutside.com) is in its fifth year of existence and as such has revealed a value and impulse beyond its learning and teaching value. The paper will discuss how the event contributes to the university’s outreach programme and how its structure acts as a seedbed for potential research projects and partnerships. UK Universities talk extensively about applied research but have few actual strategies by which to generate it. Fourdaysontheoutside offers some potential ways forward.

scholarly journals ¿Internet: 1; Escuela: 0?

2012 ◽  
pp. 126-141 ◽  
Author(s):  
Dr. Daniel Cassany ◽  
Mtra. Denise Hernández
Keyword(s):  
Young People ◽  
The Internet ◽  
Chat Rooms ◽  
Online Activity ◽  
Reading And Writing ◽  
Academic Practices ◽  
La Red

Este artículo aborda el caso de una chica que no puede aprobar el Bachillerato de Letras, a pesar de que lleva una actividad diaria, variada y elogiada en la red, gestiona un foro de literatura, lee y escribe en fotoblogs y chats. Se aportan datos para reflexionar sobre las maneras de leer y escribir que generan los jóvenes en Internet, al margen de la escuela; se analizan las diferencias que presentan con las prácticas académicas y se reflexiona sobre las consecuencias que tiene este hecho en la educación.AbstractThis article examines the case of a girl who failed her baccalaureate, even though she carries out acclaimed, varied online activity as a webmaster for a literature forum and reading and writing photoblogs and chat rooms. It also offers data on different forms of reading and writing created by young people on the Internet outside school, and looks at their differences with academic practices and the consequences of this fact in education. Recibido: 22 de marzo de 2011 Aceptado: 4 de abril de 2011

Transforming Transformative Education Through Ontologies of Relationality

2018 ◽  
Vol 16 (4) ◽  
pp. 280-301 ◽  
Author(s):  
Elizabeth A. Lange
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Quantum Physics ◽  
Sustainability Education ◽  
Cultural Transformation ◽  
Transformative Education ◽  
Transformative Learning Theory ◽  
Relational Ontology ◽  
Karen Barad ◽  
Transformative Approach

It has been charged that transformative learning theory is stagnating; however, theoretical insights from relational ontologies offer significant possibilities for revitalizing the field. Quantum physics has led to a deep revision in our understanding of the universe moving away from the materialism and mechanism of classical physics. Some scientists observe that this shifting view of reality is catalyzing a profound cultural transformation. They have also noted significant intersections between the New Science and North American Indigenous philosophies as well as Eastern mysticism, all relational ontologies. These intersections as well as the theory of agential realism of Karen Barad, feminist physicist, are used to propose a next generation of transformative learning theory, one that is embedded in ontologies of relationality. The author came to relational ontology through environmental and sustainability education. This fruitful cross-fertilization helps illuminate a transformative approach to sustainability education or transformative sustainability education—which has not yet been explicitly theorized. Relationality demands an ethical, ontological, and epistemological transformation. The six criteria that emerge in the overlap between quantum physics, living systems theory from ecology, and Indigenous philosophies can reframe our understandings of transformative education, particularly toward socially just and regenerative cultures, completing the work of unfinished justice and climate movements. Pertinent to adult educators, Naomi Klein (2014) asks, “History knocked on your door, did you answer?” (p. 466).

A Matter of Difference: Karen Barad, Ontology and Archaeological Bodies

2014 ◽  
Vol 24 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Yvonne Marshall ◽  
Benjamin Alberti
Keyword(s):  
Material Culture ◽  
Pacific Northwest ◽  
Quantum Physics ◽  
The Body ◽  
Relational Ontology ◽  
Binary Separation ◽  
Pacific Northwest Coast ◽  
Karen Barad ◽  
Ontological Turn ◽  
The Universe

This article explores the implications of adopting Karen Barad's agential realist approach in archaeology. We argue that the location of Barad's work in quantum physics and feminism means it is uniquely placed to inform the ontological turn currently gaining favour for understanding the materiality of bodies. We outline Barad's approach using a comparative reading of Sofaer's book The Body as Material Culture and Barad's Meeting the Universe Halfway. To illustrate, we think through Barad's key concepts of ‘phenomenon’, ‘intra-action’ and ‘apparatus’ in relation to specific archaeological bodies; New Zealand Maori chevron amulets, Argentinean La Candelaria body-pots, Pacific Northwest Coast stone artefacts and Nuu-chah-nulth ceremonial objects. Barad's theory transforms the way we understand and think these object bodies. In particular, her relational ontology, which contrasts with a conventional binary separation of matter and meaning, produces difference in a new way; a difference which facilitates analyses conceptually unthinkable in conventional representationalist terms.

scholarly journals Queer Melancholia

2021 ◽  
Vol 153 (1) ◽  
pp. 105-126
Author(s):  
Kris Trujillo
Keyword(s):  
Queer Theory ◽  
Literary Tradition ◽  
Gay And Lesbian ◽  
Gay And Lesbian Studies ◽  
Aids Crisis ◽  
Academic Practices ◽  
Lesbian Studies

GLQ: A Journal of Gay and Lesbian Studies, founded in 1993, offers an exemplary site for understanding the rise of queer theory, which, from the start, has struggled with the tension between institutionalization and radical resistance. By situating the emergence of this journal and queer theory in general within the AIDS crisis and the literary tradition of the elegy, this essay offers a reading of conventional academic practices as rituals of queer melancholia that comes to challenge the assumption of queer theory’s secularity.

scholarly journals Life Writing and American Studies

2020 ◽  
Vol 1 (1) ◽  
pp. 137-139
Author(s):  
Nassim Balestrini ◽  
Silvia Schultermandl
Keyword(s):  
Critical Race Theory ◽  
Queer Theory ◽  
American Studies ◽  
Life Writing ◽  
Writing Studies ◽  
Writing Theory ◽  
Transnational American Studies ◽  
Interdisciplinary Field ◽  
The Individual ◽  
Vantage Points

This forum seeks to outline a variety of research prospects at the intersection of American studies and life-writing studies. The common thread that interrelates the individual contributions is spun and twisted out of various filaments of life writing theory which productively dialogue with current trajectories in American studies. The contributors to this special forum highlight what they consider particularly significant developments of the interdisciplinary field of life-writing studies. Taken together, they raise issues about representations of the self in film, literature, and popular culture from the vantage points of transnational American studies, feminist studies, intermediality studies, oceanic studies, affect theory, critical race theory, and queer theory. The result is a rich, multi-layered conversation about the future of American studies within the interdisciplinary and decidedly transnational context of life-writing studies.

scholarly journals Digital José Juan Tablada and the genesis of a hyper reading

Gragoatá ◽  
2016 ◽  
Vol 21 (41) ◽  
Author(s):  
Rodolfo Mata
Keyword(s):  
Research Projects ◽  
Visual Poetry ◽  
Cd Rom ◽  
Reading And Writing ◽  
Writing Practices ◽  
Word And Image ◽  
Annotation Process ◽  
Visual Dimension ◽  
Machine Reading ◽  
The Relationship

This essay describes how the development of two digital projects dealing with the works of the Mexican poet José Juan Tablada affected the nature of the reading and writing practices of the author and other participants. The first project, produced in the years of 1997 and 1998, comprises two CD-ROM’s with two important sets of journalistic chronicles: La Babilonia de Hierro. Crónicas neoyorquinas (1920-1936) (724 chronicles) and México de día y de noche. Crónicas mexicanas (1928-1943) (399 chronicles). The second one resulted in another CD-ROM, José Juan Tablada: letra e imagen (poesía, prosa, obra gráfica y varia documental) (2003), which included Tablada’s graphic archive, his four visual poetry books and other works involving the relationship between word and image. The project also includes a website (www.tablada.unam.mx). The author points out how automated text searches provided by the first CD’s helped in the annotation process of the graphic archive pieces —which encompass watercolors; pencil, charcoal and ball pen drawings; photographs and clippings from reviews and journals—, and how the careful observation of these images revealed information of Tablada’s life and works. This information had remained unattended because the pieces of the archive had been considered almost exclusively in their visual dimension rather than in relation with the literary realm. The author discusses the three modalities of reading —close, hyper and machine reading— proposed by N. Katherine Hayles, in How We Think (2012), and shows how Tablada’s digital research projects lead to practice the two latter reading modalities in a natural and unperceived way. The recollection of the whole experience also demonstrated that hyper reading promoted by the construction of the website resulted in mnemonic modifications that linked the graphic archive images to Tablada’s biographical discourse.---Original in English.

scholarly journals Collaborative research: about licensing, waiving, and ownership

2017 ◽  
Author(s):  
Egon Willighagen
Keyword(s):  
International Research ◽  
Collaborative Research ◽  
Copyright Law ◽  
Research Projects ◽  
Critical Aspect ◽  
Creative Processes ◽  
Research Collaborations ◽  
Legal Foundations

Research collaborations are hampered by copyright law. While these laws are aimed at solving sustainability of writing and later other creative processes, and nowadays knowledge too, the make it harder in a time where research is funded with on temporary projects. This article discusses some of the aspects involved, though the legal foundations are only minimally brought up. One critical aspect is the role of consortium agreements. It also outlines how open licenses can simplify international research, particularly when multiple research projects are involved and when projects have ended.

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