Traditionally, educational research has focused on learning as human centered, designed along predetermined pathways, and leading towards anticipated outcomes. Growing diversity in student populations, the networked nature of communication, and the complex ways in which we identify and belong, profoundly challenge our ability to predict and anticipate what happens for people in learning, and in life. New materialist perspectives contribute importantly to revisiting existing educational theory, by approaching learning, meaning making and knowledge formation as processes of becoming and as open-ended, indeterminate and unpredictable (Deleuze and Guattari 1987). We welcome contributions exploring: (*) assemblages (Coleman & Ringrose 2013) of people and things, technology and infrastructure, and their entanglement and inter-action (Barad 2007) in processes of teaching, learning and researching (*) experimentation and co-creation (Bennett 2010) as transforming people and materials producing new meanings and ways of knowing (*) affect examining the role of sensibilities and unconscious knowing of the body and mind, as sources for knowledge that is 'not yet known' (Spinoza [1677] 1981) We invite contributions from a broad range of angles, including theoretical, methodological and empirical reflection on teaching, learning and researching in contexts of schools, communities and teacher education, as well as language policy and curriculum research.
Traditionally, educational research has focused on learning as human centered, designed along predetermined pathways, and leading towards anticipated outcomes. Growing diversity in student populations, the networked nature of communication, and the complex ways in which we identify and belong, profoundly challenge our ability to predict and anticipate what happens for people in learning, and in life. New materialist perspectives contribute importantly to revisiting existing educational theory, by approaching learning, meaning making and knowledge formation as processes of becoming and as open-ended, indeterminate and unpredictable (Deleuze and Guattari 1987). We welcome contributions exploring: (*) assemblages (Coleman & Ringrose 2013) of people and things, technology and infrastructure, and their entanglement and inter-action (Barad 2007) in processes of teaching, learning and researching (*) experimentation and co-creation (Bennett 2010) as transforming people and materials producing new meanings and ways of knowing (*) affect examining the role of sensibilities and unconscious knowing of the body and mind, as sources for knowledge that is 'not yet known' (Spinoza [1677] 1981) We invite contributions from a broad range of angles, including theoretical, methodological and empirical reflection on teaching, learning and researching in contexts of schools, communities and teacher education, as well as language policy and curriculum research.
Room 1 AILA 2021 aila2021@gcb.nl
Francis Bangou
Monica Waterhouse
Nicole Siffrinn
Magali Forte
Gwénaëlle André
Genevieve Brisson
Diane DagenaisTechnical Issues?
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