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Swimming lessons : learning, new materialisms, posthumanism, and post qualitative research emerge through a pool poem
This article shifts from the formal learning spaces of school and
university to an Australian public swimming pool to playfully
engage some of the dilemmas that recent theory poses for
curriculum studies. The article enacts multiple diffractions
(Barad, 2007) as theory becomes swimming and swimming
becomes theory, and ideas and movements are themselves
diffracted or changed by the writing of a poem. What does the
pool teach us? What is learnt at the pool? How does learning
emerge at the pool? Physics, chemistry, biology, and artistry
combine, as multiple human and non-human bodies intra-act
(Barad, 2007), calling each other into being in this exploration of
how distributed agencies and fractal causalities (Bennett, 2010)
change how learning might be thought, represented, and
swum. The poem incorporated here serves as provocation and
inspiration for other scholars struggling with these educational
dilemmas and interested in arts-based research.
university to an Australian public swimming pool to playfully
engage some of the dilemmas that recent theory poses for
curriculum studies. The article enacts multiple diffractions
(Barad, 2007) as theory becomes swimming and swimming
becomes theory, and ideas and movements are themselves
diffracted or changed by the writing of a poem. What does the
pool teach us? What is learnt at the pool? How does learning
emerge at the pool? Physics, chemistry, biology, and artistry
combine, as multiple human and non-human bodies intra-act
(Barad, 2007), calling each other into being in this exploration of
how distributed agencies and fractal causalities (Bennett, 2010)
change how learning might be thought, represented, and
swum. The poem incorporated here serves as provocation and
inspiration for other scholars struggling with these educational
dilemmas and interested in arts-based research.
History
Journal
Journal of curriculum and pedagogyVolume
13Issue
3Pagination
195 - 205Publisher
Taylor & FrancisLocation
Abingdon, Eng.Publisher DOI
ISSN
1550-5170Language
engPublication classification
C Journal article; C1 Refereed article in a scholarly journalCopyright notice
2016, Curriculum and Pedagogy GroupUsage metrics
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