Unschooled Futures Pluriversal Speculations
Produktdetaljer
Biografisk notat
Petra Mikulan teaches in the Department of Educational Studies at the University of British Columbia, Canada, where she completed SSHRC and Killam funded postdoctoral fellowship.
Nathalie Sinclair is Distinguished University Professor at Simon Fraser University, Canada. She is co-author of Mathematics and the Body: Material Entanglements in the Classroom (2014).
It is never enough to say, “long live the pluriverse!”. The pluriverse must be <i>made</i>. And it must be made endlessly, collectively unschooling our practices of imagination and unmaking the modern world at every turn. Teeming with insurgent ideas and speculative propositions, this thought-provoking book opens up multiple paths.
- Martin Savransky, Reader in Social and Environmental Thought, University of Bath, UK,
<i>Unschooled Futures</i> invites readers into the “pluriverse,” where learning is not a fixed path but a generative, unfinished process—one that studies <i>with</i> in a practice of mutual experimentation and refusal. In doing so, it invites us to linger in the unfinished, to see possibility in the mess, and to join in the ongoing work of reimagining learning otherwise.
- Marquis Bey, Professor of Black Studies and Gender & Sexuality Studies, Northwestern University, USA,
This volume stages a series of radical provocations that seek to reorient the very conditions under which learning becomes thinkable. Refusing the redemptive pull of schooling as a salvageable public good, the collection foregrounds the necessity of undisciplining education, dislodging it from its colonial grammars, disciplinary enclosures, and anthropocentric imaginaries.
Schools, far from neutral spaces of knowledge transmission, are infrastructural technologies of late capitalist governance: disciplining bodies, managing time, and sustaining the ongoing occupation of Indigenous lands under the guise of progress and order. Drawing from grotesque materialisms, Indigenous epistemologies, and speculative philosophies, the volume positions pluriversal indeterminacy as a generative ontological condition, contesting the closure-driven logics of Western educational taxonomy. If schools operate as entropy-displacement machines, maintaining systemic stability through the externalization of collapse, then what is required is not critique alone, but a methodological insurgency capable of abolishing education’s epistemic foundations. To this end, contributors—traversing anthropology, architecture, mathematics, biology, Indigenous studies, art, philosophy, and literature—articulate a constellation of non-disciplined pedagogical experiments that emerge from the current unraveling of education itself. Through deliberate acts of epistemic undoing, authors inhabit a space where fixed categories, such as human/nonhuman, past/future, knowledge/ignorance are rendered inoperative, making room for learning that reconfigures the possible.
Series Editors’ Foreword
In The Pluriverse, ‘The Moon Breeds Like a Rabbit’ and She is Laughing, Petra Mikulan and Nathalie Sinclair
Orbit I: Trading Places
Image 1: Trading Places, jessie beier
Chapter 1: People Get Ready: Stepping in the Same River Twice, Adam Gaudry and Matt Hern
Chapter 2: Critical Deep Play and Pluriversal Pedagogy: Notes from a Field Research Methods Class at a Youth Baseball Programme, Suzanne Scheld
Chapter 3: Futures? What Futures? A Post-Anthropocene Perspective, Peter Appelbaum
Orbit II: Viewing Points
Image 2: Viewing Points, jessie beier
Chapter 4: 11 Theses Toward an Insurgent Pedagogy, Marina Grzinic
Chapter 5: Subjects as Effects of Affects: A Pedagogy of the Senses, Andrej Radman
Chapter 6: Speculative Dimensions of Learning Futures: a Rejoinder to Andrej Radman, Petra Mikulan
Chapter 7: Why Not Moose Nose, Not Bologna?, Jade Brass
Chapter 8: ‘The Heart Might Be the Hardest Part to Learn’: Transhuman Education in Klara and the Sun, Aparna Mishra Tarc
Orbit III: Scaling Through
Image 3: Scaling Through, jessie beier
Chapter 9: Education as Embassy: Pluriversal Pedagogies and Transknowledging, Tyson Yunkaporta and John Davis
Chapter 10: Educational Un/Commoning in the Face of Climate Injustice, Petra Mikulan and Nathalie Sinclair
Chapter 11: Cultivating Nepantla: A Decolonial Bridge to an Indeterminate Pluriverse, Daniel Gallardo
Orbit IV: Breaking Stories
Image 4: Breaking Stories, jessie beier
Chapter 12: Re-Membering, Sofía Abreu
Chapter 13: ‘You Complete Me’: A Conversation About Drawing Attention to Cooperation in Biology Education, Scott F. Gilbert and David S. Moore
Chapter 14: Filtered-In: A Pluriversal Approach to Afrocentric Education, Adam Rudder
Chapter 15: The ‘Properly Aesthetic’ Classroom of the Future, Ayush Mukherjee
Chapter 16: A Reckoning: Speculative Reconfigurations of Unschooled Futures Pedagogies with Terra Forma Cartographies, Kelly Paton
Index
EDITORIAL BOARD:
Cala Coats (Arizona State University, USA)
David R. Cole (Western Sydney University, Australia)
Jan Masschelein (KU Leuven, Belgium)
Education is in crisis. In an era of academic capitalism, the very idea of the university is caught in the crossfire between neoliberal and ultra-conservative ideologies. It is not enough, however, to criticise the status quo. We have to come up with positive alternatives, and that means rethinking the foundations of education itself. What if we were to think of education as opening out into a terrain that is ever-unfolding? What if it were a way of studying with the world we inhabit, rather than making studies of the beings and things we find there? Could the university be the place where this kind of alternative education might be put into practice? Could it become a ‘multiversity’? Books in the series alternative | education will address these questions.
Produktdetaljer
Biografisk notat
Petra Mikulan teaches in the Department of Educational Studies at the University of British Columbia, Canada, where she completed SSHRC and Killam funded postdoctoral fellowship.
Nathalie Sinclair is Distinguished University Professor at Simon Fraser University, Canada. She is co-author of Mathematics and the Body: Material Entanglements in the Classroom (2014).