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This article attempts to reconfigure hegemonic framings of “the academic conference” and thereby offer a means to (re-)encounter the spatial, temporal, and affective forces that conferences generate, differently. We are a geographically dispersed but multiply entangled group of academic researchers united by theoretical fault lines within our work that seek to ask what if and what else. This “what if” and “what else” thinking has manifested in experimental and subversive doings otherwise at a series of academic conferences. The storying practices presented in this article were made possible by the vital materialism of a shared google.doc. It was within this virtual environment that we attempted to weave diffractive accounts of what conferencing otherwise produces. This writing experiment offers a series of speculative provocations and counter-provocations to ask what else does conferencing make possible. This article is an invitation to the reader to plunge in and wallow within the speculative accounts which ensue and to contemplate the possibilities of breaking free from sedimented ways of neoliberal conferencing.

The purpose of this article is to discuss the use of reflection in both educational- and research literature regarding Early Childhood Teacher Education. When reading the literature, I find that reflection is linked to theory and practice, to change and new knowledge and to ethical and critical reflection. The understanding of reflection as a concept varies, however personal change and new knowledge is a common denominator. My research reveals reflection as a multifaceted and complex concept. A consequence of this complexity is that in order to give reflection importance in teacher education, it will require thorough preparations for reflection and comprehensive monitoring of students.Sammendrag: Hensikten med denne artikkelen er å diskutere hvordan refleksjon anvendes i ulik fag- og forskningslitteratur som omhandler barnehagelærerutdanningen. I studier av tekstene finner jeg at refleksjon knyttes til teori og praksis, refleksjon knyttes til endring og ny erkjennelse og til etisk og kritisk refleksjon. Det varierer hvordan refleksjon forstås, men personlig endring og ny erkjennelse er en fellesnevner. Undersøkelsen viser et mangefasettert og komplekst refleksjonsbegrep. Det framgår også at skal refleksjon ha betydning i barnehagelærerutdanningen, vil det kreve grundige forberedelser og tilrettelegging for refleksjon, og omfattende oppfølging av studenter.

This article explores a series of tentacular troublings inspired by Donna Haraway’s (2016) concept of String Figuring (SF). We consider these troublings as relational entanglements which produce perturbations of our gender, positioning, recognition, and respectability as feminist academics in Higher Education. We activate tentacular troublings as a refrain for contemplating differences/ings in our academic lives and as a critique of contemporary neo-liberal academia which ossifies, fixes, and freezes feminist flows. The article makes two contributions. The first is to deploy string figuring as a proposition for feminist thinking which troubles the notion of fixed positions in favour of position(ings)-plural in motion. The second is to enact string figuring as a mode of ecriture feminine (Cixous, 1976) in which connections are made, dropped, and picked up in tentacular relays and patterns of entangled encounters, thereby perturbing normative modes of writing and troubling traditional modes of knowledge making. Feeling Medusa helps us with this work. Medusa, as powerful woman, Amazon goddess and gorgon, and vilified proto-feminist whose glance turns men to stone is knotted into our perturbations and troublings; her presence informs and inspires our SF-ing.

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