Annouchka Bayley – författare

This volume explores emergent practices in higher education pedagogy that use the arts, new materialisms, posthumanisms, and radical pedagogies to intra-actively reconfigure approaches to transdisciplinary learning and teaching.Against the backdrop of AI acceleration, pandemic responsiveness, forced migration, genocide, and socio-political upheaval, our ability to reconfigure the practice of knowledge-making in ways that matter becomes central to our ability to imagine and enact sustainable, different futures. Based on a highly successful postgraduate course which pioneered new ways of exploring themes in arts and education research, the book takes a diffractive approach to (re)thinking curriculum and pedagogy for urgent times. Highly novel in approach, the focus on multiple registers and multiple ways of knowing demonstrated in the chapters make this a unique and creative contribution to the scholarship. Chapters stay with the trouble designing pedagogies that encourage epistemic change from within a curriculum, foregrounding, relationality, justice-to-come, and posthuman pedagogies. Chapter Orientations guide the reader through each essay to create a grounded and situational understanding of the themes explored.Ultimately providing a space to critique and progress postgraduate-level pedagogy and curriculum in arts education, this book will be of use to scholars, postgraduate students, researchers and curriculum designers involved in higher education, arts education, and curriculum studies more broadly. Those interested in posthumanism and new materialities will also find the volume of use.

This volume explores emergent practices in higher education pedagogy that use the arts, new materialisms, posthumanisms, and radical pedagogies to intra-actively reconfigure approaches to transdisciplinary learning and teaching.Against the backdrop of AI acceleration, pandemic responsiveness, forced migration, genocide, and socio-political upheaval, our ability to reconfigure the practice of knowledge-making in ways that matter becomes central to our ability to imagine and enact sustainable, different futures. Based on a highly successful postgraduate course which pioneered new ways of exploring themes in arts and education research, the book takes a diffractive approach to (re)thinking curriculum and pedagogy for urgent times. Highly novel in approach, the focus on multiple registers and multiple ways of knowing demonstrated in the chapters make this a unique and creative contribution to the scholarship. Chapters stay with the trouble designing pedagogies that encourage epistemic change from within a curriculum, foregrounding, relationality, justice-to-come, and posthuman pedagogies. Chapter Orientations guide the reader through each essay to create a grounded and situational understanding of the themes explored.Ultimately providing a space to critique and progress postgraduate-level pedagogy and curriculum in arts education, this book will be of use to scholars, postgraduate students, researchers and curriculum designers involved in higher education, arts education, and curriculum studies more broadly. Those interested in posthumanism and new materialities will also find the volume of use.

This volume explores emergent practices in higher education pedagogy that use the arts, new materialisms, posthumanisms, and radical pedagogies to intra-actively reconfigure approaches to transdisciplinary learning and teaching.Against the backdrop of AI acceleration, pandemic responsiveness, forced migration, genocide, and socio-political upheaval, our ability to reconfigure the practice of knowledge-making in ways that matter becomes central to our ability to imagine and enact sustainable, different futures. Based on a highly successful postgraduate course which pioneered new ways of exploring themes in arts and education research, the book takes a diffractive approach to (re)thinking curriculum and pedagogy for urgent times. Highly novel in approach, the focus on multiple registers and multiple ways of knowing demonstrated in the chapters make this a unique and creative contribution to the scholarship. Chapters stay with the trouble designing pedagogies that encourage epistemic change from within a curriculum, foregrounding, relationality, justice-to-come, and posthuman pedagogies. Chapter Orientations guide the reader through each essay to create a grounded and situational understanding of the themes explored.Ultimately providing a space to critique and progress postgraduate-level pedagogy and curriculum in arts education, this book will be of use to scholars, postgraduate students, researchers and curriculum designers involved in higher education, arts education, and curriculum studies more broadly. Those interested in posthumanism and new materialities will also find the volume of use.

Two women separated by five hundred years, each with a secret - the infamous ‘Blood Countess’(1560-1614), notorious for bathing in the blood of six-hundred-and-fifty women in Renaissance Hungary and Transylvania; and the woman driven to re-write her story in the present - an academic who lives in and out of time because of a near death experience and who escapes ruin at the hands of rival scholars desperate to see her and her world destroyed at any cost. But Bathory’s story will be told! Not as a murderer or a dark witch, as history would have us believe today, but as a woman who became a subversive printer and smuggler of banned books, rocked the religious foundations of the Austro-Hungarian Empire with only a band of faithful refugee women to help her, and who’s revolutionary ideas would challenge even the Emperor himself! Bathory’s modern day chronicler becomes the cipher of this secret history, uncovering the real life of the Blood Countess. What she doesn’t know is that the Blood Countess is rewriting her across time… Based on 100s of hours of original historical research, this novel is a transformational account of not only of the infamous story of the so-called Blood Countess, but a searing exploration of what history is and what history does to women.

This book explores ways in which posthumanist and new materialist thinking can be put to work in order to reimagine higher education pedagogy, practice and research. The editors and contributors illuminate how we can move the thinking and doing of higher education out of the humanist cul-de-sac of individualism, binarism and colonialism and away from anthropocentric modes of performative rationality. Based in a reconceptualization of ontology, epistemology and ethics which shifts attention away from the human towards the vitality of matter and the nonhuman, posthumanist and new materialist approaches pose a profound challenge to higher education. In engaging with the theoretical twists and turns of various posthumanisms and new materialisms, this book offers new, experimental and creative ways for academics, practitioners and researchers to do higher education differently. This ground-breaking edited collection will appeal to students and scholars of posthumanism and new materialism, as well as those looking to conceptualize higher education as other than performative practice.

This book explores ways in which posthumanist and new materialist thinking can be put to work in order to reimagine higher education pedagogy, practice and research. The editors and contributors illuminate how we can move the thinking and doing of higher education out of the humanist cul-de-sac of individualism, binarism and colonialism and away from anthropocentric modes of performative rationality. Based in a reconceptualization of ontology, epistemology and ethics which shifts attention away from the human towards the vitality of matter and the nonhuman, posthumanist and new materialist approaches pose a profound challenge to higher education. In engaging with the theoretical twists and turns of various posthumanisms and new materialisms, this book offers new, experimental and creative ways for academics, practitioners and researchers to do higher education differently. This ground-breaking edited collection will appeal to students and scholars of posthumanism and new materialism, as well as those looking to conceptualize higher education as other than performative practice. 

This edited book considers the vital position of artistic research in the landscapes and ecosystems of new materialism(s) and post-humanism(s), in and for higher education. The book aims to satisfy an urgent desire for change in the ways we link artistic and critical research practices, asking what new ways of thinking and creating for twenty-first century artistic and educational contexts we need in order to address the kinds of global complexities we face. Organised around five key themes including fictioning, reading, embodying, inhabiting and folding, the book acts as an entry point for academics, artists and scholar-practitioners to participate in the shaping of new forms of artistic research and practice that are relevant, participatory, and that urgently address the kinds of complex issues emergent in our twenty-first century context. In doing so, the book makes a key contribution to the development of emerging inter- and transdisciplinary artistic research practices across arange of fields, responding to the question - what kinds of research and practice worlds do we wish to create in times of urgency, crisis and complexity?

This edited book considers the vital position of artistic research in the landscapes and ecosystems of new materialism(s) and post-humanism(s), in and for higher education. The book aims to satisfy an urgent desire for change in the ways we link artistic and critical research practices, asking what new ways of thinking and creating for twenty-first century artistic and educational contexts we need in order to address the kinds of global complexities we face. Organised around five key themes including fictioning, reading, embodying, inhabiting and folding, the book acts as an entry point for academics, artists and scholar-practitioners to participate in the shaping of new forms of artistic research and practice that are relevant, participatory, and that urgently address the kinds of complex issues emergent in our twenty-first century context. In doing so, the book makes a key contribution to the development of emerging inter- and transdisciplinary artistic research practices across arange of fields, responding to the question - what kinds of research and practice worlds do we wish to create in times of urgency, crisis and complexity?

This book investigates transdisciplinary, arts-based approaches to developing innovative and pertinent higher education pedagogy. Introducing timely critical thinking strategies, the author addresses some of the key issues facing educators today in an increasingly complex digital, technological and ecological world. The author combines emerging ideas in the New Materialism and Posthumanism schools of thought with arts-based teaching and learning, including Practice-as-Research, for Social Science contexts, thus exploring how this approach can be used to productively create new pedagogical strategies. Drawing on a rich repertoire of real-life examples, the volume suggests transferrable routes into practice that are suitable for lecturers, researchers and students. This practical and innovative volume will appeal to researchers and practitioners interested in Posthuman and New Materialist theories, and how these can be applied to the educational landscape in future.

This book investigates transdisciplinary, arts-based approaches to developing innovative and pertinent higher education pedagogy. Introducing timely critical thinking strategies, the author addresses some of the key issues facing educators today in an increasingly complex digital, technological and ecological world. The author combines emerging ideas in the New Materialism and Posthumanism schools of thought with arts-based teaching and learning, including Practice-as-Research, for Social Science contexts, thus exploring how this approach can be used to productively create new pedagogical strategies. Drawing on a rich repertoire of real-life examples, the volume suggests transferrable routes into practice that are suitable for lecturers, researchers and students. This practical and innovative volume will appeal to researchers and practitioners interested in Posthuman and New Materialist theories, and how these can be applied to the educational landscape in future.