Karen Barad as educator : agential realism and education
Author(s)
Bibliographic Information
Karen Barad as educator : agential realism and education
(Springer briefs in education, . Key thinkers in education)
Springer, c2022
- : pbk
Available at 2 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographies
Description and Table of Contents
Description
This book is about becoming touched and moved by Karen Barad's agential realism. Karen Barad as Educator is not biographical. It is not about Barad. There is much to be learned about teaching and education research through the human and other-than-human narrative characters in Barad's writings and way of life. Reading this book is about becoming entangled with, and being inspired by, a passionate yearning for a radical reconfiguration of education in all its settings and phases (e.g., day-care centres, schools, colleges, universities, but also homes, museums or therapy rooms). This book will appeal to lecturers, teachers, artists, therapists, parents and grandparents, funders of education research, organisers of educational events, as well as detached youth workers. In short, this book will speak to anyone interested in the 'what' and the 'how' of educational encounters and who is interested in alternatives to the dominant neoliberal national curricula, educational policies and humanist teaching, research, and conference agendas. The book aims to offer a gripping account for educators to be inspired by the invigorating and elusive philosophy of agential realism with a specific focus on iterative performative practices that profoundly matter to what counts as knowledge, teaching, learning and response-able education science.
Table of Contents
Chapter 1. Introduction: Troubling the troubled Subject.- Chapter 2. Meeting Karen Barad: An Agential Realist Life.- Chapter 3. Agential Realism and Response-able Education Science.- Chapter 4. Diffraction as Childlike Methodology in Education.
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