Thinking with Posthuman Perspectives in Self-Study Research

Strom, Kathryn J.; Mills, Tammy; Abrams, Linda; Dacey, Charity

doi:10.1080/17425964.2018.1462155

Cited by 8 publications

(6 citation statements)

References 14 publications

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“…It blurs the line between material and virtual. It is a nonhuman actor added to the teaching and learning process (Strom et al, 2018). There are many advantages that can be accrued from using an online learning approach.…”

Section: Online Learningmentioning

confidence: 99%

A Reflection on Implementation of Posthumanist Pedagogy in Polytechnics in Zimbabwe during COVID-19 Era

Modise

2023

JCSR

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The COVID-19-induced lockdown resulted in the closure of learning institutions and subsequent intermittent college attendance as a way of preventing the spread of the virus. In Zimbabwe, the Ministry of Higher and Tertiary Education, Innovation Science, and Technology Development instructed tertiary institutions to adopt online learning in addition to face-to-face learning as a way of ensuring that learning continued during COVID-19 restrictions. There was a shift from exclusively humanist education, where humans have been believed to be the only agents in the teaching and learning process, to posthumanist education, where technology was used as a tool for learning. This study explored the organisational preparedness of TVET institutions to take on board posthuman pedagogy when online learning was blended with face-to-face learning. This was a qualitative study that used observations and in-depth interviews to collect data on the institutional preparedness of two randomly sampled TVET institutions to embrace posthumanist education. Ten randomly sampled lecturers were interviewed to elicit their views and experiences of implementing blended learning, which is largely ingrained in posthuman pedagogy. An observation was made on the suitability of technological infrastructure to support blended learning. Ten randomly selected students from each institution participated in focus group discussions to elicit the organisational preparedness of institutions for blended learning. Results showed that the institutions were not ready for blended learning. Lecturers and students were not equipped or skilled to use online technologies. The infrastructure to drive online learning was inadequate. Inadequacies in the internet infrastructure affected their understanding and acceptance of online learning.

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Section: Online Learningmentioning

confidence: 99%

A Reflection on Implementation of Posthumanist Pedagogy in Polytechnics in Zimbabwe during COVID-19 Era

Modise

2023

JCSR

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“…Three studies of online learning groups in particular, all involving academics seeking to understand their own experiences and professional practices through posthuman concepts, most helped me think through my posthuman virtual CI. Strom et al (2018) came together for the purpose of collaborating through self-study of shared teacher educator practices. Bozalek et al (2021) convened to stay in touch during the COVID-19 pandemic by sharing the labors and joys of reading Barad together.…”

Section: Experiencing Affective Embodiment Onlinementioning

confidence: 99%

“…Hoping to create highly affective spaces wherein participants felt deep connections to each other in the virtual CI I hoped to initiate, I wondered at the stark differences in experience described by these groups. What accounted for Strom et al (2018) finding affectivity and embodiment hopelessly diminished and Bozalek et al (2021) and Pillay et al (2021) finding it delightfully enhanced in the digital space? It must be remembered that both COVID-instigated Zoom groups occurred during a time of worldwide pandemic lockdowns that limited individuals’ physical movements and choice of activities.…”

Section: Experiencing Affective Embodiment Onlinementioning

confidence: 99%

“…Group processes also mattered. Strom et al (2018) describe adhering to individualistic and text-based ways of doing established before they began meeting online. Although their engagement with posthuman concepts led them to consider the agency of the more-than-human, they stopped short of exploring ways to collaborate with digital tools to cultivate affectivity and embodiment in this space.…”

Section: Experiencing Affective Embodiment Onlinementioning

confidence: 99%

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Embodying Affective Intra-Actions Online: Enacting Posthuman Methods in Virtual Spaces

Perry

2023

Qualitative Inquiry

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This article explores how the posthuman concepts of affect, intra-action, and diffraction helped me reimagine collaborative inquiry, a traditionally place-based action research method that emphasizes human affect as the root of all personal becoming, for an online context and posthuman world. I begin with a brief introduction to posthuman philosophies and the ways a 21st-century world increasingly mediated by digital technologies may be considered a shared posthuman present reality. Next, I look to the literature to show how scholars in digital contexts have used and created posthuman concepts, exploring some of the methodological implications of emerging posthuman perspectives for qualitative research, particularly in online spaces. Considering the insights various posthuman studies offer my attempts to design a virtual collaborative inquiry, I suggest an artful and embodied heuristic for starting from human experience to better understand and to create digital posthuman worlds.

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“…Inspired by Katie Strom and Adrian Martin's work (Strom & Martin, 2015;Strom et al, 2018), rhizomatics is another key element of the conceptual development of this pedagogy of vulnerability. A rhizome is, as conceptualized by Deleuze and Guattari (1987), a way of mapping relational and networked thought processes.…”

Section: Rhizomatic Thinking: Lines Of Flight To Share and Care In Academiamentioning

confidence: 99%

Towards a Feminist and Affective Pedagogy of Vulnerability

Abadía¹

2021

Matter (Barc.)

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This paper gives a theoretical-affective account of my experience of teaching the course “Vulnerability, Gender, and Justice.” Applied to pedagogy, the notion of vulnerability, diffractive methodologies, and rhizomatic thinking can potentially transform traditional ways of reading philosophy, of understanding ourselves, and of understanding how we are situated in practices within molar and molecular lines. This course aimed to activate potential lines of flight that may fly away from normativity.

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Thinking with Posthuman Perspectives in Self-Study Research

Cited by 8 publications

References 14 publications

A Reflection on Implementation of Posthumanist Pedagogy in Polytechnics in Zimbabwe during COVID-19 Era

A Reflection on Implementation of Posthumanist Pedagogy in Polytechnics in Zimbabwe during COVID-19 Era

Embodying Affective Intra-Actions Online: Enacting Posthuman Methods in Virtual Spaces

Towards a Feminist and Affective Pedagogy of Vulnerability

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