Karen Barad as Educator: Agential Realism and Education (SpringerBriefs on Key Thinkers in Education)

"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."--Publisher's website Acknowledgements About This Book Contents List of Figures List of Tables 1 Troubling the Troubled Subject 1.1 The World Kicks Back 1.2 “We” 1.3 Intra-active Relationality 1.4 Doing Education and Life Differently 1.5 Knotting 1.6 Karen Barad the Expert? 1.7 Getting Lost References 2 Meeting Karen Barad: An Agential Realist Life 2.1 Introduction: ‘How Can I Be Responsible for That Which I Love?’ 2.1.1 Meeting the Universe Halfway 2.2 On Entanglement 2.3 On Identity 2.4 On Subjectivity 2.5 On Specific Connectivity References 3 Agential Realism and Response-Able Education Science 3.1 Introduction: ‘We Are a Part of that Nature We Seek to Understand’ 3.1.1 Meeting Zuko 3.2 On Apparatus 3.3 On Causality 3.4 On Agency 3.5 On Phenomenon 3.6 On De(con)struction 3.7 On Response-Ability 3.8 On / References 4 Diffraction as Childlike Methodology in Education 4.1 Introduction—Topology Matters 4.1.1 “The” Diffractive Methodology 4.2 On De/colonisation 4.3 On Questioning 4.4 On Teaching in Higher Education 4.5 On Assessment 4.6 On 4.6.1 On K/Not References Correction to: Diffraction as Childlike Methodology in Education Correction to: Chapter 4 in: K. Murris, Karen Barad as Educator, SpringerBriefs on Key Thinkers in Education, https://doi.org/10.1007/978-981-19-0144-74