Mattering pedagogy in precarious times of (un)learning

Malou Juelskjær


This paper considers how feminist new materialist thinking may offer a resource for re-orienting pedagogy and didactics in light of pressing global issues. In this respect, the paper applies feminist new materialist thinking in a somewhat normative agenda. However, pedagogy and didactics are always already normative, or are engaged in practices that play a role in as well doing ‘business as usual’ or in assisting in opening up to various, yet more un-usual ways of relating and being of the world. Pedagogy is a worlding practice, specifically, as it facilitates ways of relating, thinking, sensing, acting, and is involved in the shaping of a ’collective intelligence’. I argue that one fruitful approach may be to focus on entanglements and affects and on finding ways of facilitating a sensing living/being of such entanglements. The paper concludes by introducing affective geology to suggest possible steps towards a transformation of our ways of knowing, sensing, and relating.

Full Text:



Alaimo, Stacy. & Hekman, Susan (eds.) (2008). Material Feminisms. Bloomington, Indianapolis: Indiana University Press.

Anderson, Ben (2017). Encountering affect: Capacities, apparatuses, conditions. Routledge.

Barad, Karen (1995). A Feminist Approach to Teaching Quantum Physics”. In Teaching the Majority: Breaking the Gender Barrier in Science, Mathematics, and Engineering, eds. Sue V. Rosser. New York: Athene Series, Teacher’s College Press: pp.43-75.

Barad, Karen (2007). Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning. Durham, NC: Duke University Press.

Barad, Karen (2010). Quantum Entanglements and Hauntological Relations of Inheritance: Dis/continuities, SpaceTime Enfoldings, and Justice-to-Come. Derrida Today, 3(2), pp.240-268.

Barad, Karen (2011). Nature's Queer Performativity. Qui Parle: Critical Humanities and Social Sciences, 19(2), p.121.

Barad, Karen (2012). On Touching—The Inhuman That Therefore I Am. differences, 23(3), p.206.

Barad, Karen (2014). Diffracting Diffraction: Cutting Together-Apart. Parallax, 20(3), pp.168-187.

Bellacasa, María Puig de la (2017). Matters of Care: Speculative Ethics in More than Human Worlds. Minneapolis, London: University of Minnesota Press.

Bellacasa, María Puig de la (2011). Matters of care in technoscience: Assembling neglected things. Social Studies of Science, 41(1), pp.85-106.

Bennett, Jane (2010). Vibrant Matters. A Political Ecology of Things. Durham: Duke University Press.

Bergstedt, Bo (ed.) (2017a). Posthumanistisk pedagogik. Malmö: Malmö Gleerup.

Bergstedt, Bo (2017b). Inbjudan till Posthumanistisk pedagogik. In B.

Bergstedt, Bo (ed.) (2017a). Posthumanistisk pedagogik: Teori, undervisning och forskningspraktik. Malmö: Malmö Gleerup.

Biggs, John & Tang, Catherine So-kum (2011). Teaching for quality learning at university: what the student does. In. Philadelphia, Pa.: McGraw-Hill/Society for Research into Higher Education.

Bird Rose, Deborah (2004). Reports from a wild country: Ethics for decolonisation. UNSW Press.

Borch, Christian, Böhme, Gernot, Elíasson, Olafur & Pallasmaa, Juhani (2014). Architectural atmospheres: On the experience and politics of architecture. Walter de Gruyter.

Born, Asmund., Frankel, Christian & Thygesen, Neils (2006). The Hours: A Gaze, a Kiss and the Lapse between them. An Eventalization. Ephemera. p.121.

Braidotti, R., Bozalek, Vivienne, Shefer, Tamara, & Zembylas, Michalinos (2018). Socially just pedagogies: Posthumanist, feminist and materialist perspectives in higher education: Bloomsbury Publishing.

de la Cadena, Marisol (2015). Earth Beings: Ecologies of Practice across Andean Worlds. Durham: Duke University Press.

de la Cadena, Marisol & Blaser, Mario (Eds.). (2018). A world of many worlds. Duke University Press.

Ceder, Simon (2015). Cutting through water. Towards a posthuman theory of educational relationality. Ph.D Dissertation. Lund: Lunds universitet.

Chapman, Elaine & O'Neill, Marine (2010). Defining and assessing generic competencies in Australian universities: Ongoing challenges. Education research and perspectives 37 (1) p.105.

Clough, Patricia (2007). The Affective Turn. Theorizing the Social. Durham & London: Duke University Press.

Cole, Diana & Frost, Samantha (2010). New Materialisms: Ontology, Agency, and Politics. Durham: Duke University Press.

Colebrook, Claire (2014). Death of the PostHuman : Essays on Extinction, Vol. 1. In. Retrieved from Full text available from OAPEN:

Colebrook, Claire (2017). “We Have Always Been Post-Anthropocene: The Anthropocene Counterfactual”. In R. Grusin (eds.), Anthropocene Feminism. Minneapolis, London: University of Minnesota Press: pp.1-20.

Cooks, Leda & Simpson, Jennifer (Eds.). (2007). Whiteness, pedagogy, performance: Dis/placing race. Lexington Books.

de Freitas, Elisabeth (2018). The biosocial subject: sensor technologies and worldly sensibility. Discourse: studies in the cultural politics of education, 39(2), 292-308.

de Freitas, Elisabeth. & Sinclair, Nathalie (2018). The Quantum Mind: Alternative Ways of Reasoning with Uncertainty. Canadian Journal of Science, Mathematics and Technology Education. 18(3), pp.271-283.

de Freitas, Elisabeth. & Sinclair, Nathalie (2014). Mathematics and the body: Material entanglements in the classroom: Cambridge University Press.

Davies, Bronwyn (2000). A body of writing, 1990-1999. Walnut Creek: AltaMira Press.

Derrida, Jacques (1992). “Force of Law: The Mystical Foundation of Authority”. In ed. Drucilla Cornell, Michael Rosenfield and David G. Carlson. Deconstruction and the Possibility of Justice. New York: Routledge

De Schauwer, Elisabeth, Van de Putte, Inge, Blockmans, Inge & Davies, Bronwyn (2018). The intra-active production of normativity and difference. Gender and Education, 30(5), pp.607-622.

Degeorges, Patrick and Oppermann, Serpil (2019) Reclaiming the Entangled Colors of Life in the Face of the Anthropocene, Originally published in BifrostOnline, 2019 (CC-BY-NC-SA 4.0)

de Leeuw, Sarah & Hunt, Sarah (2018). Unsettling decolonizing geographies. Geography Compass, 12(7). Pp.1-14.

Deleuze, Gilles (1988). Spinoza: Practical Philosophy. San Francisco, CA: City Lights, 1988.

Despret, Vinciane (2016). What would animals say if we asked the right questions? University of Minnesota Press.

Duhn, Iris (2012). Places for pedagogies, pedagogies for places. Contemporary Issues in Early Childhood, 13(2), 99-107.

Fendler, Lynn (2001). “Educating the Flexible Soul. The Construction of Subjectivity through Developmentality and Interactions”. In K. D. Hultqvist, G (Ed.), Governing the Child in the new Millenium pp.119-142. London: Routledge.

Frosh, Stephen, Phoenix, Ann & Pattman, Rob (2001). Young masculinities: Understanding boys in contemporary society. Macmillan International Higher Education.

Gannon, Susanne (2016). ‘Local Girl Befriends Vicious Bear’: Unleashing Educational Aspiration Through a Pedagogy of Material-Semiotic Entanglement. In Posthuman research practices in education, pp.128-148. Springer.

Gillborn, David (2008). Racism and education: Coincidence or conspiracy? Routledge.

Gillborn, David (2003). Race, ethnicity and education: Teaching and learning in multi-ethnic schools. Routledge.

Gillborn, David & Ladson-Billings, Gloria (Eds.). (2004). The RoutledgeFalmer reader in multicultural education. Psychology Press.

Gough, Noel (2004). RhizomANTically becoming‐cyborg: Performing posthuman pedagogies. Educational Philosophy and Theory, 36(3), pp.253-265.

Guttorm, Hanna, Hohti, Riikka, & Paakkari, Antti. (2015). “Do the next thing”: an interview with Elizabeth Adams St. Pierre on post-qualitative methodology. Reconceptualizing Educational Research Methodology, 6(1).

Haavind, Hanne, Thorne, Barrie, Hollway, Wendy, & Magnusson, Eva (2015). “Because nobody likes Chinese girls”: Intersecting identities and emotional experiences of subordination and resistance in school life. Childhood, 22(3), pp.300-315.

Halberstam, Judith (2003). Reflections on queer studies and queer pedagogy. Journal of Homosexuality, 45(2-4), pp.361-364.

Haraway, Donna (1988). Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective. Feminist Studies, 14(3), p.575.

Haraway, Donna (2016). Staying with the Trouble: Making Kin in the Chthulucene. Durham NC: Duke University Press.

Haraway, Donna (2008). When species meet. Minneapolis. Minn.: University of Minnesota Press.

Hasse, Cathrine (2018). Posthuman learning: on educational cyborgs and robots. Routledge.

Hein, Nina, & Søndergaard, Dorte (In press). Poststructuralist and new-materialist approaches to analyses of bullying among children. In D. Leahy, K. Fitzpatrick, Katile & Wright, Jan (eds.), Social theory, health and education. pp.1-20. Routledge. Critical studies of health and education.

Hickey-Moody, Anna (2009). Little war machines: Posthuman pedagogy and its media. Journal of Literary & Cultural Disability Studies, 3(3), 273-280.

Hickey-Moody, Anna, Palmer, Helen & Sayers, Esther (2016). Diffractive pedagogies: dancing across new materialist imaginaries. Gender and Education, 28(2), pp.213-229.

Hinton, Peta & Liu, Xin (2015). The Im/Possibility of Abandonment in New Materialist Ontologies. Australian Feminist Studies, 30(84), pp.128-145.

Hinton, Peta, Mehrabi, Tara, & Barla, Josef (2015). New materialisms/New colonialisms. Unpublished manuscript, Åbo Akademi University, Finland.

hooks, bell (1994): Teaching to transgress: Education as the practice of freedom. London: Routledge.

hooks, bell (2003): Teaching community: A pedagogy of hope, New York: Routledge.

hooks, bell (2009): Teaching critical thinking: Practical wisdom, London: Routledge.

Hultqvist, Kenneth & Dahlberg, Gunilla (2001). Governing the child in the new millennium. New York: RoutledgeFalmer.

Jackson, Alecia & Mazzei, Lisa (2012). Thinking with theory in qualitative research : viewing data across multiple perspectives. Abingdon: Routledge.

Johns-Putra, Adeline. (2013). Environmental care ethics: Notes toward a new materialist critique. symploke, 21(1), pp.125-135.

Jones, Liz, Osgood, Jayne., Holmes, Rachel & MacLure, Maggie (2014). (Re)assembling, (Re)casting, and (Re)aligning Lines of De- and Re-territorialisation of Early Childhood. International Review of Qualitative Research. 7(1), pp.58-79.

Juelskjær, Malou & Plauborg, Helle (2017). Caring about worldings: towards a posthuman concept of 'bildung'. Unpublished paper. European New Materialisms conference, Paris, France.

Juelskjær, Malou & Plauborg, Helle (2013). Læring og didaktik udsat for poststrukturalistisk tænkning. I M. Wiiberg. A. Qvortrup (Ed.), Læringsteori og didaktik (257-290): Hans Reitzel.

Juelskjær, Malou & Rogowska-Stangret, Monika (2017). A Pace of Our Own? Becoming Through Speeds and Slows–Investigating Living Through Temporal Ontologies of The University. Feminist Encounters: a Journal of Critical Studies in Culture and Politics, 1(1), pp.1-11.

Juelskjær, Malou (2016). Education architecture: (learning) bodies of the posthuman material-semiotic-affective sensorium. Unpublished paper, 4S/EASST Conference Barcelona, Spain.

Juelskjær, Malou (2017). “Atmospheric encounters: generic competences in light of posthumanist teaching practices with/on affectivity”. In (eds) E. Just, & W. Grahn, Theories of affect and concepts in generic skills education: adventurous Encounters. pp.65-89. Cambridge: Cambridge Scholars Publishing.

Jones, Caroline (ed.) (2006) Sensorium : embodied experience, technology, and contemporary art. MIT Press.

Kansanen, Pertti. (2009). Subject‐matter didactics as a central knowledge base for teachers, or should it be called pedagogical content knowledge? Pedagogy, Culture & Society, 17(1), pp.29-39.

Korsgaard, Ove, Kristensen, Jens & Siggaard Jensen, Hans (2017). Pædagogikkens idehistorie [The history of ideas of pedagogy] Aarhus: Aarhus Universitetsforlag.

Kuby, Candance & Rowsell, Jennifer (2017). Early literacy and the posthuman: Pedagogies and methodologies. Journal of early childhood literacy, 17(3), pp.285-296.

Kumashiro, Kevin (2002): Troubling education: Queer activism and anti-oppressive education, New York: Routledge Falmer

Kuokkanen, Rauna (2010). The responsibility of the academy: A call for doing homework. Journal of Curriculum Theorizing, 26(3), pp.61-74.

Lather, Patti (1991). Getting smart: Feminist research and pedagogy within/in the postmodern. Routledge.

Lather, Patti (2012). Getting lost: Feminist efforts toward a double (d) science. Suny Press.

Latour, Bruno (2004). Why Has Critique Run out of Steam? From Matters of Fact to Matters of Concern. Critical Inquiry, 30(2), pp.225-248.

Lenz Taguchi, Hillevi. (2009). Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy: Routledge.

Liu, Xin (2015). Racial Excess: Rethinking How Race Comes to Matter. Australian Feminist Studies, 30(86), pp.433-442.

Lugones, Maria (2010). Toward a decolonial feminism. Hypatia, 25(4), pp.742-759.

Maclure, Maggie (2003). Discourse in educational and social research. Open University Press.

Mannion, Greg (2019). Re-assembling environmental and sustainability education: orientations from new materialism. Environmental Education Research, pp.1-20.

Masoga, Alephus., & Shokane, Allucia. (2019). Indigenous knowledge systems and environmental social work education: Towards environmental sustainability. Southern African Journal of Environmental Education. 35, pp.1-11.

Massumi, Brian (2009). National Enterprise Emergency : Steps Toward an Ecology of Powers. Theory, Culture & Society, 26(6), pp.153.

Mendoza-Zuany, Rosa Guadalupe. (2019). Challenges in tackling environmental concerns in indigenous education in Mexico. Southern African Journal of Environmental Education, 35, pp.1-12.

Mignolo, Walter (2011). The darker side of western modernity: Global futures, decolonial options. Duke University Press.

Mignolo, Walter & Walsh, Catherine (2018). On decoloniality: Concepts, analytics, praxis. Duke University Press.

Neimanis, Astrida & Walker, Rachel (2014). Weathering: Climate change and the “thick time” of transcorporeality. Hypatia, 29(3), pp.558-575.

Nelson, Narda, Pacini-Ketchabaw, Veronica & Nxumalo, Fikile (2018). Rethinking nature-based approaches in early childhood education: Common worlding practices. Journal of Childhood Studies, 43(1), pp.4-14

Nxumalo, Fikile & Cedillo, Stacia (2017). Decolonizing place in early childhood studies: Thinking with Indigenous onto-epistemologies and Black feminist geographies. Global Studies of Childhood, 7(2), pp.99-112

Nxumalo, Fikile & Pacini-Ketchabaw, Veronica (2017). 'Staying with the trouble' in child-insect-educator common worlds. Environmental Education Research, 23(10), pp.1414-1426.

O'Donnell, Aislinn (2013). Unpredictability, Transformation, and the Pedagogical Encounter: Reflections on “What Is Effective” in Education. Educational Theory, 63(3), pp.265-282.

Olsen, Sofpiya (2018). Think Piece on Green Guerrilla: Creating Sustainable Development through Sustainability Bildung. Southern African Journal of Environmental Education, 34, pp.128-135.

Olvitt, Lausanne, Lotz-Sisitka, Heila, Læssøe, Jeppe, & Jørgensen, Nanna (2018). Editorial: Understanding Collective Learning and Human Agency in Diverse Social, Cultural and Material Settings. Southern African journal of environmental education, 34, pp.5-13.

Osbeck, Christina, Ingerman, Åke & Claesson, Silwa (2018). An introduction to didactic classroom studies. In Osbeck, C., Ingerman, Å., & Claesson, S., Didactic classroom studies: A potential research direction: Kriterium, pp.9-22.

Otterstad, Ann (2018). Å stå i trøbbelet. Kartograferinger av barnehageforskningens metodologier. Postkvalitative passasjer og (ny) empiriske brytninger. Oslo.

Plauborg, Helle (2011). Klasseledelse og fællesskabende didaktikker: om meningsfulde læringsmuligheder og værdig deltagelse i undervisningen Kvan - et tidsskrift for læreruddannelsen og folkeskolen, 31(90), pp.67-78.

Plauborg, Helle (2018). Towards an agential realist concept of learning. Subjectivity: international journal of critical psychology, 11(4), pp.322-338.

Phoenix, Ann (2009). De‐colonising practices: Negotiating narratives from racialised and gendered experiences of education. Race Ethnicity and Education, 12(1), pp.101-114.

Quijano, Aníbal (2007). Coloniality and modernity/rationality. Cultural studies, 21(2-3), pp.168-178.

Ravenscroft, Alison (2018). Strange Weather: Indigenous Materialisms, New Materialism, and Colonialism. Cambridge Journal of Postcolonial Literary Inquiry, 5(3), pp.353-370.

Rawlings, Angela (2019) Sound of mull. Copenhagen: Laboratory for Aesthetics and Ecology

Revelles-Benavente, Beatriz & Gonzalez- Ramos, Ana (eds.) (2017). Teaching Gender: Feminist Pedagogy and Responsibility in Times of Political Crisis. Taylor & Francis.

Ringrose, Jessica & Renold, Emma (2016). Cows, cabins and tweets: Posthuman intra-active affect and feminist fire in secondary school. In ed. C. Taylor, Posthuman research practices in education. pp. 220-241. Palgrave Macmillan, London.

Rodriguez, Nelson & Villaverde, Leila (eds) (2000). Dismantling White Privilege: Pedagogy, Politics, and Whiteness. Counterpoints: Studies in the Postmodern Theory of Education, Vol. 73. Peter Lang Publishing, New York.

Roudeau, Cécile (2015). How the Earth Feels: A Conversation with Dana Luciano. Transatlantica. Revue d’études américaines. American Studies Journal.

Schrader, Astrid (2010). Responding to Pfiesteria piscicida (the Fish Killer): Phantomatic Ontologies, Indeterminacy, and Responsibility in Toxic Microbiology. Social Studies of Science, 40(2), pp.275-306.

Schrader, Astrid (2015). Abyssal intimacies and temporalities of care: How (not) to care about deformed leaf bugs in the aftermath of Chernobyl. Social Studies of Science, 45(5), pp.665-690.

Snaza, Nathan, Sonu, Debbie, Truman, Sarah., & Zaliwska, Zofia (2016). “Introduction: Re-attuning to the Materiality of Education”. Pedagogical matters: New materialisms and curriculum studies.

Snaza, Nathan (2015). “Toward a genealogy of educational humanism”. In N. Snaza & J. Weaver (Eds.), Posthumanism and educational research. London: Routledge.

Sonu, Debbie & Snaza, Nathan (2015). The Fragility of Ecological Pedagogy: Elementary Social Studies Standards and Possibilities of New Materialism. Journal of Curriculum and Pedagogy, 12(3), pp.258-277.

Spivak, Gayatri (1990). The Post-Colonial Critic: Interviews, Strategies, Dialogues. New York: Routledge.

Spivak, Gayatri (1994). Responsibility. boundary 2, 21(3): pp.19-64

Springgay, Sarah & Truman, Stephanie (2017). Walking methodologies in a more-than-human world: WalkingLab. Routledge.

Staunæs, Dorthe (2004). Køn, etnicitet, og skoleliv.[Gender, ethnicity and school life] Frederiksberg: Samfundslitteratur.

Staunæs, Dorthe & Brøgger, K. (2019). Experiments as affirmative critique: In the moods of data and measurements – or how to curate academic value by other means. Feminist Theory. (in press)

Sundberg, Juanita (2014). Decolonizing posthumanist geographies. Cultural Geographies, 21(1): pp.33-47.

TallBear, Kim (2014). Standing with and speaking as faith: A feminist-indigenous approach to inquiry. Journal of Research Practice, 10(2), pp.17.

TallBear, Kim (2015). An indigenous reflection on working beyond the human/not human. GLQ: A Journal of Lesbian and Gay Studies, 21(2), pp.230-235.

TallBear, Kim (2017). “Beyond the life/not life binary: a feminist-indigenous reading of cryopreservation, interspecies thinking and the new materialisms”. In (eds) J. Radin & E. Kowal Cryopolitics: Frozen life in a melting world, pp.179-202. MIT Press.

Taylor, Affrica (2017). Beyond stewardship: Common world pedagogies for the Anthropocene. Environmental Education Research, 23(10), pp.1448-1461.

Taylor, Carol (2016). Is a posthumanist Bildung possible? Reclaiming the promise of Bildung for contemporary higher education. Higher Education, pp.1-17.

Terhart, Ewald (2003). Constructivism and teaching: A new paradigm in general didactics? Journal of Curriculum Studies, 35(1), pp.25-44.

Tiostanova, Madina & Mignolo, Walter (2012). Learning to unlearn: Decolonial reflections from Eurasia and the Americas. The Ohio State University Press.

Todd, Zoe (2016). An indigenous feminist's take on the ontological turn: ‘Ontology’ is just another word for colonialism. Journal of historical sociology, 29(1), pp.4-22.

Verlie, Blanche (2018). From action to intra-action? Agency, identity and ‘goals’ in a relational approach to climate change education. Environmental Education Research, pp.1-15.

Walsh, Catherine (2015). Decolonial pedagogies walking and asking. Notes to Paulo Freire from AbyaYala. International Journal of Lifelong Education, 34(1), pp.9-21.

Wallin, Erik (1988). Notes on Didactics as a Field of Research. Scandinavian Journal of Educational Research, 32(1), pp.1-7

Zembylas, Michalinos. (2018). The Entanglement of Decolonial and Posthuman Perspectives: Tensions and Implications for Curriculum and Pedagogy in Higher Education. Parallax, 24(3), pp.254-267.



  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
RCUB Avís Legal RCUB Universitat de Barcelona