Pedagogy 2025

Abstract

Engendering speculative encounters for intensities and becoming, the writing provokes a more tentative-artful engagement with how sketch-booking processes engender more response-able relationship with the world. Exploring the relation between sensation and thought, this exemplification of the speculative potential of force and form, emerges as a powerful resistance to the constraints of the neoliberal education system. By refusing to engage in the disabling constraints of formal pedagogical practices, prescribed by the systemic mechanism of institutional bodies, the process of sketch-booking offers engagement with education research and pedagogy, to reimagining who and what can be valued in academia; suggesting how practicing art artfully can trouble and challenge the colonial structure that continue to marginalise and exclude. Therefore the writing offers a para-pedagogical perspective to engender learning spaces, which do not necessarily expose themselves directly as teaching and learning environments. To study them is therefore to attune to their own emergent logics, to their locality, to the precise ways in which their practices are engendered and sustained. Para-pedagogies offer resistance to traditional forms of enquiry, by working alongside the constraints, attuning to what it might mean to craft learning and learning spaces differently, exemplifying a processual undoing of what it means to enquire, opening up spaces for ‘teachers’ and ‘learners’ to traverse the binaries that hold them to account in systems that fail to value learning beyond tangible outcomes and outputs.