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Abstract

This article is about critical thinking and critique, ultimately quality. It is about becoming (educator) in the urgency of hesitancy and doubt, thus building in creative dense dynamics from the start possibilizing immanent critique practices. I call it material eco/edu/criticism. In our neoliberal rationalisms and times, I indirectly ask questions about the (social) status of hesitancy in both education and research introducing methodological and epistemological concerns into expectations of certainty and knowing hopefully toppling hierarchical expectations and dichotomous notions bringing forth complexity and ambiguousness as strength and a force in our practices: Quality qualia embodied research and teaching and/or body as profession. It is a move from language-based translation to not-only-language-based transduction perhaps and/or simultaneous language and matter assessment literacy. The way I see this—and my desire; this is all about how new materialist approaches can be applied to foster and build cultures of innovation.

Keywords

immanent critique practices material eco/edu/criticism quality post-theorizing post-accountability pedagogies of the concept and decision making qualia affective and diffractive hesitancy body as profession innovation assessment literacy

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Body as Profession or What Is It With Irma?

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