Violent Life in an Inclusive Classroom: Come on, Read, Peter! Moving From Moral Judgment to an Onto-Epistemological Ethics

Abstract

In this article, we begin with a story in which a teacher is perceived as cruel, a boy experiences exclusion, and a support worker feels guilty for not responding. Working together with students, we have written a play script that explores the entangled intra-active perceptions of the various players. The script was used in the professional development of educators as a means of exploring the diffractive movements through which differences are made in inclusive classrooms. It opens the possibility of moving away from thinking in terms of individual accountability toward an intra-active exploration of the ethics of such encounters.

Pedagogy of Entanglement: A Response to the Complex Societal Challenges that Permeate Our Lives

“…Rather than static descriptions of the past -dead, in a sense -, diffractive scripts are dynamic explorations in the here-and-now -very much alive -that transform and gain meaning through a collaborative engagement of the researchers. The obstructions that facilitate the iterative development of diffractive scripts are constituted by the particular ways in which this collaborative engagement is intentionally organized, and the reasoning behind these choices needs to be transparent (for this, as well, an excellent example is provided by Van de Putte et al, 2020). In a general sense, these obstructions always invite reading one narrative through another to arrive at more creative insights (Bozalek and Zembylas, 2017).…”

Reimagining Death: A Posthuman Analysis of Life Support and the Concept of Death in the Intensive Care Unit

“…Rather than interrogate the idiosyncrasies of individual action, I aim with this chapter to piece together possible perspectives from which to consider the broader ethical implications of the intensive care 132 unit as a relational whole. The goal of this form of new materialist analysis is not to "individualize responsibilities and put the blame on other agents," such as specific doctors, nurses, or patients, but rather to "give attention to the affective and relational dimensions" of the intensive care unit(Van de Putte et al 2020). In this chapter I am not aiming to provide a comprehensive description or explanation of all relationships which occur in the intensive care unit, nor am I proposing an overarching theory about the social structural positions of life and death in technological spaces.…”