“Moments That Glow”: WhatsApp as a Decolonising Tool in EFAL Poetry Teaching and Learning

Naidu, Katharine; Newfield, Denise

doi:10.25159/1947-9417/7975

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…Is not this the joy of the work? MacLure's notion of data or moments that glow has been taken up enthusiastically by FNMPHPQ scholars (Kerasovitis, 2020;Naidu & Newfield, 2020;Somerville, 2016), somewhat to MacLure's chagrin. In her own work, MacLure (2023) now sees wonder -and nested within this the notion of moments that glow -as part of a "chain of concepts" (p. 214) that also includes sense and divination -all concepts largely derived from Deleuze.…”

Section: Theory-as-methodsmentioning

confidence: 99%

A Girl and a Game: An entangled tale of emergence, knowledge-ing, and vital materiality in the context of conferences as and for teacher professional learning and development

Nicoll Antipas

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It was April 2017 and Philippa was sitting in the audience at a popular conference for teachers when she realised that she was bored. So begins the origin story of this unconventional research and its consequent thesis. Through seeking to challenge the traditional ‘sit and get’ model of conferences for teacher professional learning and development (PLD), the collective, board game-like activity, named Plan D, emerged. While acknowledging that traditionally-designed conferences do have the potential to be effective models of PLD according to the literature on teacher PLD and teacher learning, this research wonders what might happen when teachers design their own conference as and for – posed as a dialectical relationship in this thesis: as | for – PLD. Plan D then, was created in an attempt to nurture and empower teachers to design their own conference for PLD purposes. The intention was for Plan D to support both the creation of a conference design (the d.conference): designing a conference for PLD; but through teachers playing Plan D, they are also invited to consider what constitutes effective PLD: designing a (d.)conference as PLD.Drawing on Carol Taylor’s concept of knowledge-ing and also on Baradian and Deleuzoguattarian philosophical constructs, this thesis-story is told through three voices: that of Philippa as becoming-researcher; that of Plan D as becoming PLD-model; and that of the entangled, mutually co-constitutive ‘us’. Positioned as a complexity (thinking)-infused feminist new materialist, posthuman, postqualitative study, this research places some traditional concepts of qualitative research sous rature, including methodology and data. Rather, methodology is conceptualised as emergent and data are seen as agentic with the power to glow. This research suggests that through playing Plan D as becoming PLD-model, teachers are simultaneously invited into and create a space of | for knowledge-ing through the material presence of Plan D, which is understood as an agentic, vital, more-than-human other. This space of | for knowledge-ing is conceptualised as a plenum: a space full of matter, a space ripe with potential for knowledge-creation. It is through intra-actively playing Plan D, in the context of the teachers’ unique and dynamic assemblages, that knowledge-ing emerges. The space of | for knowledge-ing, and its intra-active relationship with play in the context of teacher PLD, is the key argument of this thesis. Additionally, a further knowledge-ing contribution emerges through the unfolding of the research and this thesis-story itself: play and its intra-active, affective companion wonder is positioned as a potentially powerful force in research.

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Section: Theory-as-methodsmentioning

confidence: 99%

A Girl and a Game: An entangled tale of emergence, knowledge-ing, and vital materiality in the context of conferences as and for teacher professional learning and development

Nicoll Antipas

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Chapter 12. Literature and culture studies in classrooms

Newfield¹

2023

Children’s Literature, Culture, and Cognition

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This chapter is about pedagogy and research. It does two things: firstly, it tells an inspiring story of poetry and culture in a secondary school classroom in South Africa, depicting how the English Second Language classroom was sparked into life by the teacher’s challenge to official pedagogy. Secondly, the chapter analyses the story from postphilosophical and postqualitive perspectives. These enable central features of the pedagogy to be noticed and articulated in ways that are helpful for students, teachers, and researchers. The structure of the chapter follows, to some extent, the experimental approach encouraged by postqualitative inquiry, including a poem as the theory section.

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“Moments That Glow”: WhatsApp as a Decolonising Tool in EFAL Poetry Teaching and Learning

Cited by 2 publications

References 7 publications

A Girl and a Game: An entangled tale of emergence, knowledge-ing, and vital materiality in the context of conferences as and for teacher professional learning and development

A Girl and a Game: An entangled tale of emergence, knowledge-ing, and vital materiality in the context of conferences as and for teacher professional learning and development

Chapter 12. Literature and culture studies in classrooms

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