Teaching curriculum theory as a Baradian apparatus

The Logic of Posthuman Inquiry: Affirmative Politics, Validity, and Futurities

“…First, it offers some clarity about a broadening of scope for empirical social science inquiry found in what we have called posthumanist inquiries. Diffractive studies (Barad, 2017;Bozalek et al, 2016), cartographic studies (e.g., Aronsson & Lenz Taguchi, 2018;Renold & Ivinson, 2014), speculative forms of analysis (e.g., Campt, 2017;de Freitas & Truman, 2021;Nxumalo & Delgado Vintimilla, 2020), and many other emerging practices of inquiry informed by posthumanist philosophies eschew foundational claims in favor of ontologically generative interventions (e.g., Helfenbein, 2021;A. B. Pratt, 2022;Wozolek, 2020).…”

“…On one end of this continuum were studies that primarily seek to describe posthumanist phenomena. These are studies that make claims about the activity of actor networks, the constitution and movement of sociomaterial assemblages, the ontological movement of nomadic subjects, the agentic behavior of nonhuman and material phenomena, and the complexity of intra-actions 3 between humans, our ways of knowing, and the materiality of things—for example, studies of neuron functions (Taguchi, 2016), curriculum content (Gleason, 2021; Gleason & Franklin-Phipps, 2019; S. L. Pratt, 2022; Sellers, 2013), health and disease (Andrews & Duff, 2019; Mol, 2002), marketing products (Ramaswamy & Ozcan, 2016), architecture (Dovey & Wood, 2015), the experience and function of gender (Huuki & Renold, 2016; Renold & Ringrose, 2019), racism (Dernikos, 2020; Dixon-Román, 2017; Guerrero-Arias, 2021; Rosiek, 2019; Rosiek & Kinslow, 2016), artificial intelligence and data science (Dixon-Román, 2020; Dixon-Román et al, 2020, 2022), mathematics education (de Freitas & Sinclair, 2014), educational research (Wong, 2021), and more.…”

“…In this way, classical logic has functioned not just to underwrite anthropocentrism but also settler colonialism and various forms of racist dehumanization. This narrow logical definition of rationality has been cited throughout history as justification for designating cultural communities whose knowledge traditions include other logical principles as less than fully human (S. L. Pratt, 2022).…”

“…Such responses are warranted, insofar as a narrow conception of logic has been weaponized in the service of patriarchy, colonialism, white supremacy, and state power in the academy (S. L. Pratt, 2022).…”

Diffracting Structure/Agency Dichotomies, Wave/Particle Dualities, and the Citational Politics of Settler Colonial Scholars Engaging Indigenous Studies Literature

“…Scholars of the social have applied diffractive analysis to a wide variety of topics, from computation (Østerlund et al, 2020), literature review (Murris & Bozalek, 2019), interview analysis (Taguchi, 2012), scholarly writing (Bozalek & Zembylas, 2017); ethnographic research (Gullion, 2018; Schneider, 2002), sociology (Doucet, 2018), quantification in social analysis (Dixon-Román, 2016), mixed methods research (Fox & Alldred, 2015; Uprichard & Dawney, 2019), and narrative methods of inquiry (Coulter, 2020; Gough, 1994), to institutionalized racism (Motala & Stewart, 2021; Rosiek, 2019), gender (Mazzei, 2014; Taguchi & Palmer, 2013), curriculum (Pratt, 2021); mathematics education (Palmer, 2011), anti-oppressive education (Huddleston, 2022; Mattar, 2021), religious education (Du Preez & Simmonds, 2021), early childhood education (Davies, 2014; Warren, 2020), higher education (Bozalek et al, 2016; Hickey-Moody et al, 2016; Oinas, 2021), and others. The forms taken by these applications of diffractive analysis have varied almost as widely as the topics to which they have been applied.…”