Poetry/Moments of Educational Justice and Research: Pedagogical Encounters and the Production of New Worldly Collectivities

Abstract

This articlepoem is about educational justice and research in a new material and posthumanist perspective: embodied contextual monstrous diffractive pedagogies in the service of the—quality as in qualia—moment. It is about writing as slow walking and seeing as spirit through wicked and uncomfortable topics and what they might produce: vulnerable knowing, storied matter and subjective professionalisms of polyvocality, heterogeneity, and even heterodoxy. Naked realisms . . . I discuss a/un/grammaticality, corpovirtualities, and futuring and/as innovation. Through animating what I call Pikettydata on inequality ultimately inequity. My aim is to expand on notions of the learning self and expanded social contracts. Unleashing “mad” elements in language through poeticalization is seen as both a political and ethical imperative and method activating differences building in perhapses and never “is-ness” constantly possibilizing becoming and/as learning and justice. Learning aporetically and affectively conceptualized as working memory with/in floating representation. It is a move from hermeneutic to immanent and affirmative theories of assessment and/as learning. Furthermore, it is a move from normative to stretched and complex scientific analysis in both education and research: natural, human, and social sciences and research are process-ontologically written together. It is a move away from preoccupation with concepts of identity and culture toward particularity and commonality as in a walking withness for both teaching and learning . . . research. The inner logic of this text is to avoid closure. That is my social contract with you as reader.