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Diffractive pedagogies: dancing across new materialist imaginaries

Hickey-Moody, Anna Catherine; Palmer, Helen and Sayers, Esther. 2016. Diffractive pedagogies: dancing across new materialist imaginaries. Gender and Education, 28(2), pp. 213-229. ISSN 0954-0253 [Article]

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Abstract or Description

We theorise an interdisciplinary arts practice university course and consider the forms of educational imaginary challenged by our curriculum. We argue for the disruptive and generative potential of what we call diffractive pedagogy as an example of the type of learning that can take place when materiality and entanglement are considered as vital constituents. Through self-expression and interweaving across disciplinary boundaries, the potential to produce, embody and theorise simultaneously can be realised. Student bodies do not exist in isolation from one another, or from the environment. It is indeed impossible to separate the dancer from the dance, the teacher from the student, and the bodies from the environments and objects to which they relate. This being true, our student body reproduced our teaching bodies as abject, as messy and peripheral to their imaginings of university education. Materially, student bodies remade the limits to which their consciousness was imaginatively drawn. Through our embodied work, unconscious change began the processes of affecting students’ imaginaries of university education.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1080/09540253.2016.1140723

Keywords:

Difference and diversity, arts, dance, femininities, race and ethnicities

Departments, Centres and Research Units:

Educational Studies > Centre for the Arts and Learning

Dates:

DateEvent
3 March 2016Published Online
11 December 2015Accepted
22 October 2015Submitted

Item ID:

18686

Date Deposited:

07 Jul 2016 16:51

Last Modified:

03 Sep 2017 03:26

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/18686

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