Ken Gale – författare

Writing and Immanence is a book that is attentive to the unabatingly potent, sometimes agonistic, forces at play in the continuing unfoldings of crises of representation. As immanent doing, the writing in the book writes to destabilise the orthodoxies, conventions and unquestioned givens of writing in the academy and, in so doing, is troubled by the ontogenetic uncertainties of its own writing coming into being.

In the always active processualism of presencing, the fragility of word and concept creation animates, what Meillassoux has described as ‘the absolute necessity of the contingency of everything’. In working to avoid the formational and structural linearities of a series of numbered consecutive chapters, the book is constructed in and around the movements of the always actualising capaciousness of Acts. In offering engagements with education research and pedagogy and always sensitive to the dynamics of multiplicity, each Act emanates from and feeds into other en(Act)ments in the unfolding emergence of the book. Hence, in agencement, the book offers multiple points of entry and departure.

Deleuze has said that a creator is ‘someone who creates their own impossibilities, and thereby creates possibilities…it’s by banging your head on the wall that you find a way through.’ Therefore, the writing of this book writes to the writing, pedagogic and qualitative research practices of those in education and the humanities who are writing to the creation of such impossibilities.

Writing and Immanence is a book that is attentive to the unabatingly potent, sometimes agonistic, forces at play in the continuing unfoldings of crises of representation. As immanent doing, the writing in the book writes to destabilise the orthodoxies, conventions and unquestioned givens of writing in the academy and, in so doing, is troubled by the ontogenetic uncertainties of its own writing coming into being.

In the always active processualism of presencing, the fragility of word and concept creation animates, what Meillassoux has described as ‘the absolute necessity of the contingency of everything’. In working to avoid the formational and structural linearities of a series of numbered consecutive chapters, the book is constructed in and around the movements of the always actualising capaciousness of Acts. In offering engagements with education research and pedagogy and always sensitive to the dynamics of multiplicity, each Act emanates from and feeds into other en(Act)ments in the unfolding emergence of the book. Hence, in agencement, the book offers multiple points of entry and departure.

Deleuze has said that a creator is ‘someone who creates their own impossibilities, and thereby creates possibilities…it’s by banging your head on the wall that you find a way through.’ Therefore, the writing of this book writes to the writing, pedagogic and qualitative research practices of those in education and the humanities who are writing to the creation of such impossibilities.

Posthuman Adventuring immerses readers in a transdisciplinary methodology that merges images and sounds to inspire ongoing dialogue and provoke imaginative inquiry. Through a compilation of thought‑provoking chapters, this book connects readers to original presentations by renowned posthuman thinkers and offers responses from various authors.

This collection showcases groundbreaking posthuman research conducted by scholars, artists, community‑based practitioners, and doctoral students across diverse contexts, spanning from forced migration to intergenerational relationships, from plants to bears, and from collective writing to reimagining social structures. With its experimental practices and transformative encounters, this unique anthology encourages readers to embark on their own intellectual adventures and cultivate fresh concepts. Emphasizing the fluidity and emergence of ideas, this book features chapters written by individuals and collaborative groups, each opening new spaces of inquiry and experimentation. The range of topics covered is vast, drawing inspiration from unexpected sources such as crochet blankets, women’s football, trauma within Canadian residential schools, sketchbooks, postverbal learning in dementia, and preschool outings in Johannesburg. This book invites readers to speculate, make connections, and invent their own concepts while showcasing the ongoing actualization of ideas.

Ideal for scholars of posthumanist thinking across the social sciences.

Posthuman Adventuring immerses readers in a transdisciplinary methodology that merges images and sounds to inspire ongoing dialogue and provoke imaginative inquiry. Through a compilation of thought‑provoking chapters, this book connects readers to original presentations by renowned posthuman thinkers and offers responses from various authors.

This collection showcases groundbreaking posthuman research conducted by scholars, artists, community‑based practitioners, and doctoral students across diverse contexts, spanning from forced migration to intergenerational relationships, from plants to bears, and from collective writing to reimagining social structures. With its experimental practices and transformative encounters, this unique anthology encourages readers to embark on their own intellectual adventures and cultivate fresh concepts. Emphasizing the fluidity and emergence of ideas, this book features chapters written by individuals and collaborative groups, each opening new spaces of inquiry and experimentation. The range of topics covered is vast, drawing inspiration from unexpected sources such as crochet blankets, women’s football, trauma within Canadian residential schools, sketchbooks, postverbal learning in dementia, and preschool outings in Johannesburg. This book invites readers to speculate, make connections, and invent their own concepts while showcasing the ongoing actualization of ideas.

Ideal for scholars of posthumanist thinking across the social sciences.

Written specifically for education studies students, this accessible text offers a clear introduction to philosophy and education. It skilfully guides readers through this challenging and sometimes complex area bringing key philosophical ideas and questions to life in the context and practice of education. There is also a companion website to accompany the book, featuring live weblinks for each activity which can be visited at www.routledge.com/cw/haynes.

The authors consider the implications of educational trends and movements through a variety of philosophical lenses such as Marxism, utopianism, feminism and poststructuralism. The book explores enduring themes such as childhood and contemporary issues such as the teaching of critical thinking and philosophy in schools. Features include:

Drawing on readers’ experiences of education, the book reveals the connections between philosophical ideas and educational policy and practice. Part of the Foundations in Education Studies series, this timely textbook is essential reading for students coming to the study of philosophy and education for the first time.

Written specifically for education studies students, this accessible text offers a clear introduction to philosophy and education. It skilfully guides readers through this challenging and sometimes complex area bringing key philosophical ideas and questions to life in the context and practice of education. There is also a companion website to accompany the book, featuring live weblinks for each activity which can be visited at www.routledge.com/cw/haynes.

The authors consider the implications of educational trends and movements through a variety of philosophical lenses such as Marxism, utopianism, feminism and poststructuralism. The book explores enduring themes such as childhood and contemporary issues such as the teaching of critical thinking and philosophy in schools. Features include:

Drawing on readers’ experiences of education, the book reveals the connections between philosophical ideas and educational policy and practice. Part of the Foundations in Education Studies series, this timely textbook is essential reading for students coming to the study of philosophy and education for the first time.

Madness as Methodology begins with the following quotation from Deleuze and Guattari, ‘Madness need not be all breakdown. It may also be breakthrough.’ This quotation firmly expresses the book’s intention to provide readers with radical and innovative approaches to methodology and research in the arts, humanities and education practices. It conceptualises madness, not as a condition of an individual or particular being, but rather as a process that does things differently in terms of creativity and world making.

Through a posthuman theorising as practice, the book emphasises forms of becoming and differentiation that sees all bodies, human and nonhuman, as acting in constant, fluid, relational play. The book offers a means of breaking through and challenging the constraints and limitations of Positivist approaches to established research practice. Therefore, experimentation, concept making as event and a going off the rails are offered as necessary means of inquiry into worlds that are considered to be always not yet known.

Rather than using a linear chapter structure, the book is constructed around Deleuze and Guattari’s use of an assemblage of plateaus, providing the reader with a freedom of movement via multiple entry and exit points to the text. These plateaus are processually interconnected providing a focal emphasis upon topics apposite to this madness as methodology. Therefore, as well as offering a challenge to the constraining rigours of conventional research practices, these plateaus engage with topics to do with posthuman thinking, relationality, affect theory, collaboration, subjectivity, friendship, performance and the use of writing as a method of inquiry.

Madness as Methodology begins with the following quotation from Deleuze and Guattari, ‘Madness need not be all breakdown. It may also be breakthrough.’ This quotation firmly expresses the book’s intention to provide readers with radical and innovative approaches to methodology and research in the arts, humanities and education practices. It conceptualises madness, not as a condition of an individual or particular being, but rather as a process that does things differently in terms of creativity and world making.

Through a posthuman theorising as practice, the book emphasises forms of becoming and differentiation that sees all bodies, human and nonhuman, as acting in constant, fluid, relational play. The book offers a means of breaking through and challenging the constraints and limitations of Positivist approaches to established research practice. Therefore, experimentation, concept making as event and a going off the rails are offered as necessary means of inquiry into worlds that are considered to be always not yet known.

Rather than using a linear chapter structure, the book is constructed around Deleuze and Guattari’s use of an assemblage of plateaus, providing the reader with a freedom of movement via multiple entry and exit points to the text. These plateaus are processually interconnected providing a focal emphasis upon topics apposite to this madness as methodology. Therefore, as well as offering a challenge to the constraining rigours of conventional research practices, these plateaus engage with topics to do with posthuman thinking, relationality, affect theory, collaboration, subjectivity, friendship, performance and the use of writing as a method of inquiry.