Intra-generational education: Imagining a post-age pedagogy. Issue 10 (24th August 2017)

• Record Type: Journal Article
• Authors: Haynes, Joanna; Murris, Karin
• Is Part Of: Educational philosophy and theory. Volume 49:Issue 10(2017)
• Page Start: 971
• Page End: 983
• Publication Date: 2017-08-24
• Subjects: Intra-generationalism -- picturebooks -- posthumanism -- post-age pedagogy -- Philosophy for Children; Education -- Philosophy -- Periodicals; Teaching -- Periodicals; Éducation; Philosophie de l'éducation; Théorie de l'éducation; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 370.1
• DOI: 10.1080/00131857.2016.1255171
• Languages: English
• ISSNs: 0013-1857

Abstract

Abstract: This article discusses the idea of intra-generational education. Drawing on Braidotti's nomadic subject and Barad's conception of agency, we consider what intra-generational education might look like ontologically, in the light of critical posthumanism, in terms of natureculture world, nomadism and a vibrant indeterminacy of knowing subjects. In order to explore the idea of intra-generationalism and its pedagogical implications, we introduce four concepts: homelessness, agelessness, playfulness and wakefulness. These may appear improbable in the context of education policy-making today, but they are born of theorising our practices in the age-transgressive field of Philosophy with Children. We argue that these concepts help to reconfigure intra-generational relations, ways of being and becoming. They express the longing, corporeality and visionary epistemology of nomadic enquiry. These inventions express a non-hierarchical philosophy of immanence. We draw some tentative conclusions about educational practices more generally.