Movement, Movie-Making, and Soil Art: Hope in Affectively De/Composing Pedagogies
Saved in:
| Title: | Movement, Movie-Making, and Soil Art: Hope in Affectively De/Composing Pedagogies |
|---|---|
| Language: | English |
| Authors: | Michelle Honeyford, Jennifer Watt, Sarah Roche, Noah Cain, Katya Ferguson |
| Source: | Pedagogies: An International Journal. 2025 20(1):160-180. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education Elementary Education Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Elementary Secondary Education, Elementary School Teachers, Secondary School Teachers, Teacher Educators, Dance Education, Movement Education, Art Education, Film Production, Film Study, Handheld Devices, Interdisciplinary Approach, Writing Across the Curriculum, Affective Behavior, Affective Objectives, Curriculum Development, Curriculum Enrichment, Educational Change, Collaborative Writing, Teacher Student Relationship, Educational Philosophy, Discovery Learning, Discovery Processes |
| DOI: | 10.1080/1554480X.2024.2435921 |
| ISSN: | 1554-480X 1554-4818 |
| Abstract: | In the complexities of current realities, we are a writing collective of educators interested in placing hope in the present, particularly in composing practices and pedagogies. Drawing on a post-qualitative methodology, we weave together examples of practices of dance/movement, digital movie-making, and soil artivism with specific concepts of affect-as/is-hope. As a counternarrative to writing pedagogies and assessments that are increasingly standardized, product-oriented, technical, rational, and disembodied, we introduce the term de/composing pedagogies to conceptualize the potential in processes of becoming/making/meaning-making that are always something else/more/different and even less. De/composing pedagogies help us name, describe, experience, and examine -- individually and collectively -- what is moving us and our practices more intensely and deeply; what is making possible new ways of being/becoming/doing for us and for our co-learners (e.g. the teachers and students we work with); and what is expanding potential for us as writers/composers/educators in and across various situations and contexts. As (re)sources of hope, we close with pedagogical questions related to composing through/with elements of experimentation, embodiment, an emphasis on relation and (re)connection, ephemeral and material elements, (e)motion, and the emergence of meaning-making. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467154 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | In the complexities of current realities, we are a writing collective of educators interested in placing hope in the present, particularly in composing practices and pedagogies. Drawing on a post-qualitative methodology, we weave together examples of practices of dance/movement, digital movie-making, and soil artivism with specific concepts of affect-as/is-hope. As a counternarrative to writing pedagogies and assessments that are increasingly standardized, product-oriented, technical, rational, and disembodied, we introduce the term de/composing pedagogies to conceptualize the potential in processes of becoming/making/meaning-making that are always something else/more/different and even less. De/composing pedagogies help us name, describe, experience, and examine -- individually and collectively -- what is moving us and our practices more intensely and deeply; what is making possible new ways of being/becoming/doing for us and for our co-learners (e.g. the teachers and students we work with); and what is expanding potential for us as writers/composers/educators in and across various situations and contexts. As (re)sources of hope, we close with pedagogical questions related to composing through/with elements of experimentation, embodiment, an emphasis on relation and (re)connection, ephemeral and material elements, (e)motion, and the emergence of meaning-making. |
|---|---|
| ISSN: | 1554-480X 1554-4818 |
| DOI: | 10.1080/1554480X.2024.2435921 |
