Beyond Cyborg Subjectivities: Becoming-Posthumanist Educational Researchers

Autor/inn/en	Gough, Annette; Gough, Noel
Titel	Beyond Cyborg Subjectivities: Becoming-Posthumanist Educational Researchers
Quelle	In: Educational Philosophy and Theory, 49 (2017) 11, S.1112-1124 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2016.1174099
Schlagwörter	Educational Researchers; Cancer; Educational Philosophy; Biographies; Educational Theories; Dialogs (Language); Epistemology; Educational Environment + Suchen Sie Ihr Suchwort? Erziehungswissenschaftler; Erziehungswissenschaftlerin; Carcinoma; Karzinom; Krebs (med); Krebserkrankung; Bildungsphilosophie; Erziehungsphilosophie; Biography; Biografie; Biographie; Educational theory; Theory of education; Bildungstheorie; Dialog; Dialogs; Dialogue; Dialogues; Erkenntnistheorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This excerpt from our collective biography emerges from a dialogue that commenced when Noel interjected the concept of "becoming-cyborg" into our conversations about Annette's experiences of breast cancer, which initially prompted her to (re)interpret her experiences as a "chaos narrative" of cyborgian and environmental embodiment in education contexts. The materialisation of Donna Haraway's figuration of the cyborg in Annette's changing body enabled new appreciations of its interpretive power, and functioned in some ways as a successor project to Noel's earlier deployment of cyborgs in what he now recognises as a "posthumanising" of curriculum inquiry. Noel's subsequent experiences with throat cancer drew us towards exploring the possibilities that concepts such as Deleuze and Guattari's "machinic assemblage" and Karen Barad's "ontoepistemology" offer as a mean of thinking the meetings of bodies and technologies in educational inquiry beyond Haraway's hybrid cyborg. Through both collective biography and playfully scripted conversations with other theorists we explore what it means to perform diffractive interpretations and analyses in posthumanist educational inquiry. Our essay also contributes to contemporary conversations about the uses of collaborative biographical writing as a method of inquiry in educational research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01