Disruptive Pedagogies for Teacher Education: The Power of Potentia in Posthuman Times

Thinking, Alternatively: The Application of Art, Philosophy and Holistic Practice in the Teaching of Science, Technology, Engineering and Mathematics (STEM)

“…He goes on to say that '… all art emulates the condition of ritual'; however, this understanding of art as form and cohesion is challenged by outsider practices such as Art Brut. In Peter Shukie's pedagogical practice as a teacher educator [22]. Peter removes any kind of order in his classroom to allow for 'artistic expression' using raw art.…”

From Reflection to Diffraction: What Toto Teaches Us About “Thinking-With” Multispecies Companions in Education

“…Restricted by assessment frameworks that limited reflection to linear or cyclical analyses, they had grown frustrated, although they could not always articulate why the process felt arduous and unproductive. To examine the ideas of non-human/human relations pedagogy, I introduced notions of "bewildering education", and how one might diffractively read teaching practice through familiar stories such as The Wizard of Oz (1900), Alice in Wonderland (1865) andThe Magic Faraway Tree (1943), and with Donna Haraway's (2008) idea of animals as provocateurs (Sidebottom, 2019). Through a process of inclass activities and online discussions students were encouraged to share pictures and stories of their non-human or imaginary companions and to consider their role in their lives and learning journeys.…”

“…Through a process of inclass activities and online discussions students were encouraged to share pictures and stories of their non-human or imaginary companions and to consider their role in their lives and learning journeys. To help students reframe their learning "communities" in this way, I shared the story of the Nordstrom cats, and my own rabbit, Harriet, who had become an unanticipated writing companion when her outdoor hutch was overtaken by a nest of tree bumblebees (Sidebottom, 2019). Cultural and Pedagogical Inquiry, Winter 2023, 14(2), pp.…”

We all care, ALL the time

“…This is both the result of and reinforcement of the invisibility of care work as naturalized reproductive labor (Duffy, 2007). At the end of the day, those on the receiving end of care-whether in the classroom (Sidebottom, 2019), the clinic space, the courtroom, or the computer lab (Klumbyté et al, 2022)-adjudicate whether what they receive can be called "care" (Best, 2014). Further, as we navigate our posthuman present/future, when we think about care, we must think about the importance of extending it outward, extending from human to more than human matter, and thinking about the role that nonhuman things play in the care and how care works.…”