Aesthetic Post-Phenomenological Inquiry: A Compositional Approach to the Invention of Worlds

Trafí-Prats, Laura

doi:10.1177/1077800419857454

Cited by 3 publications

(1 citation statement)

References 35 publications

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“…Zembylas (2023) has noted that the political role of pedagogy today is to recognise the affective dimensions of capitalism and power. This involves creating educational sites that contest affects that seek to flatten and provincialise identity by experimenting with multiple affective conditions that diversify life in radical and unexpected ways (also see, Ivinson & Renold 2022; O'Donnell 2022; Trafí‐Prats & de Freitas 2024).…”

Section: The Cruel Optimism Of Being At Universitymentioning

confidence: 99%

Fugitive Study at University: Moving Beyond Neoliberal Affect Through Aesthetic Experimentation with Space‐Times

Trafí‐Prats

2024

Int J Art Design Ed

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The article proposes a relational pedagogy centred on study, to contest the affective condition of the present and how it shapes narratives of young people being disengaged and with a lack of future. In doing so, it draws from affect theory and black radical studies to outline a more complex approach to affect in university experience. It mobilises the concept of study, advanced by Stefano Harney and Fred Moten in their book The Undercommons, to direct attention to less linear and transparent space‐times where study, a practice of affecting and being affected by what others do to you and what you do with it, exceeds the frameworks of the university. Further to this, the article connects study and fugitivity to what Moten calls an aesthetics of the break practiced across black studies. In doing so, it links affect to complex spatial‐temporal relationalities that emerge from sensuous experimentation and creative speculation, which engage both in university and its escape. These ideas are explored through a participatory study with university students in Manchester, UK called Sensing the Black Outdoors. I present the findings derived from radical sensory‐spatial experiments, which led to: (a) visual encounters centred in not looking away and staying with the material presence of blackness and (b) the development of collective experiments with sensory media for feeling and imagining alternative experiences of space and time in the city.

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Section: The Cruel Optimism Of Being At Universitymentioning

confidence: 99%

Fugitive Study at University: Moving Beyond Neoliberal Affect Through Aesthetic Experimentation with Space‐Times

Trafí‐Prats

2024

Int J Art Design Ed

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Animated movements, animating methods: An interaction geography approach to space and affect in early childhood education

Shapiro,

Silvis

2023

Journal of Early Childhood Literacy

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This article uses a comparative case study to examine how a methodological approach called interaction geography provides alternative ways to animate space, movement, and affect within the context of early childhood education. We take animation to incorporate the methods for representing space, movement, and affect; the social-material environment which animates the people and things we study; and the lively, energetic talk-in-interaction that takes place as people and things move. Our first case uses interaction geography to animate what we call gestural energies and choreographies between a teacher, students, and materials in a bilingual kindergarten classroom activity. Our second case uses interaction geography to animate a young child’s excitement for learning and teaching through movement in a cultural heritage museum. Together, our analysis demonstrates how interaction geography provides alternative ways to conceptualize the multimodal nature of literacy practices and contributes to a recent turn to affect in literacy research. We discuss how this work has implications not only for literacy researchers, teachers, and teacher educators, but also for architects, administrators, and researchers concerned with the physical design of literacy spaces.

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The possibilities for thinking beyond proceduralism: A post-phenomenological account of walking as a diffractive practice

Yan

2024

Possibility Studies & Society

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Turning to the possibilities of a posthumanist phenomenology, this autoethnography explores the “wandering” of the immigrant self, navigating between performance and concepts. Shifting away from proceduralism toward performative alternatives to analysis, I consider walking as a diffractive practice that encourages critical awareness and deep engagement with one’s surroundings. Toward the affectivity of post-phenomenological life worlds, the concept of “becoming possible” emerges as a central theme in my daily encounters, moving from imagining alternative ways of being to performing them. In the context of research, this performative event creates a line of flight, in a Deleuzian sense, escaping the established territory of knowing. In doing so, the immigrant self is actualized within a dynamic in-between space of what might be possible. Situated knowledges that are tied with specific contexts are, as a result, produced and reproduced, entangled in non-linear ways that remain resistant to representation, meaning, and understanding. While possibility thinking foregrounds hope, imagination, agency, and creativity, the practice of diffraction provokes an ethics that is accountable to both the social and material world, thereby enabling the envisioning of various possible futures.

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Aesthetic Post-Phenomenological Inquiry: A Compositional Approach to the Invention of Worlds

Cited by 3 publications

References 35 publications

Fugitive Study at University: Moving Beyond Neoliberal Affect Through Aesthetic Experimentation with Space‐Times

Fugitive Study at University: Moving Beyond Neoliberal Affect Through Aesthetic Experimentation with Space‐Times

Animated movements, animating methods: An interaction geography approach to space and affect in early childhood education

The possibilities for thinking beyond proceduralism: A post-phenomenological account of walking as a diffractive practice

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