Creating Feminist Futures by Imagining Lessons Differently: Using Speculative Fabulation and Poetic Inquiry as Methods to Trouble Classroom Expectations.
This article employs speculative fabulation and poetic inquiry as methods to explore the role of the body and embodied experiences in the classroom. We read ethnographic material from secondary schools in Finland and Further Education colleges in England with Donna Haraway, Karen Barad, Rosi Braidot...
| Publicado en: | Australian Feminist Studies Vol. 38; no. 115/116; pp. 103 - 123 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Mar-Jun2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=179504533&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 179504533 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 08164649 1NM jtl: Australian Feminist Studies issn: 08164649 maglogo: N pubinfo: dt: Mar-Jun2023 vid: 38 iid: 115/116 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 179504533 10.1080/08164649.2024.2315419 ppf: 103 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.5MB tig: atl: Creating Feminist Futures by Imagining Lessons Differently: Using Speculative Fabulation and Poetic Inquiry as Methods to Trouble Classroom Expectations. aug: au: Hiltunen, Katja Campbell, Greg affil: Department of Social Sciences, University of Eastern Finland, Joensuu, Finland Department of Education and Social Work, University of Sussex, Brighton, UK su: Further education (Great Britain) Higher education Secondary schools Educators Classrooms sug: subj: Further education (Great Britain) Higher education Secondary schools Educators Classrooms keyword: Barad education Haraway intra-action poetic inquiry Speculative fabulation ab: This article employs speculative fabulation and poetic inquiry as methods to explore the role of the body and embodied experiences in the classroom. We read ethnographic material from secondary schools in Finland and Further Education colleges in England with Donna Haraway, Karen Barad, Rosi Braidotti and Jane Bennett to trouble the practices and expectations in mainstream classrooms. By fabulating stories we demonstrate how seeing classrooms as sites of intra-action allows us as educators to see the relationships between humans and non-humans differently. By turning ethnographic data into poems we create shared experiences of lessons, perhaps invoking shared feelings and memories from our past. Above all, we strive towards a feminist future that challenges the prevailing mind/body dualism in the classroom and calls for better understanding of the diverse needs of our students by asking what if things were done differently in our mainstream classrooms? pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Australian Feminist Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Australian Feminist Studies holder: Taylor & Francis Ltd dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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