''Dwelling in the dissolve...'' Towards transdisciplinary posthuman pedagogies for complex times: Pedagogies/Posthumanities/Research Convergences

Citation

Sidebottom K & Shukie P (2021) ''Dwelling in the dissolve...'' Towards transdisciplinary posthuman pedagogies for complex times: Pedagogies/Posthumanities/Research Convergences. In: Klumbyte G, Jones E & Braidotti R (eds.) Posthuman Convergences: Transdisciplinary Methods and Practices. Edinburgh University Press. https://edinburghuniversitypress.com/book-posthuman-convergences.html

Abstract
The posthuman turn in education involves a shift from learning-as-cognition to a focus on connections between humans and non-human others; a move from the primacy of the written and spoken word to the re-emergence of the embodied self; and a recognition that other-than-human agents are always present in processes of learning. Posthuman pedagogies decentre humanistic values which privilege the individual, and Cartesian dualisms which separate body from mind, teacher from learner and human from non-human others. In this chapter we explore the role of posthuman pedagogy in creating, accelerating or supporting convergences across disciplines. Through two vignettes which move across the educational spectrum from formal/institutional to anarchist, we demonstrate how pedagogies such as psychogeography, material/somatic learning and Art Brut open up spaces beyond the classroom for ‘pedagogies of air’ (Barnett, 2007), facilitating learning across traditionally siloed domains of knowledge. In these learning spaces, emotions and affect are not only noticed but instrumental in learning to care differently. Through pedagogies which re-establish processes of kinship, sympoiesis (Haraway, 2016) and relationality, we facilitate transdisciplinary learning which allows us to ‘... dwell in the dissolve...where fundamental boundaries have begun to come undone, unravelled by unknown futures.’ (Alaimo, 2016, p.2).

Keywords
Art; Pedagogy; Transdisciplinary; Education; Assemblage