Year:

  1. Response to Weili Zhao.Tyson E. Lewis - 2019 - Studies in Philosophy and Education 38 (1):93-94.
  2.  3
    SF! Haraway’s Situated Feminisms and Speculative Fabulations in English Class.Sarah E. Truman - 2019 - Studies in Philosophy and Education 38 (1):31-42.
    This article draws on Donna Haraway’s call for feminist speculative fabulation as an approach to qualitative research methodologies and writing praxis in schools. The first section of the article outlines how I conceptualize speculative thought, through different philosophers and theorists, and provides a brief literature review of speculative fiction used in secondary English curricula. The article then focuses on an in school creative writing project with grade 9 English students. In the student examples that I attend to, speculative fabulations and (...)
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  3.  2
    Teaching with Stories: Ecology, Haraway, and Pedagogical Practice.Heather Greenhalgh-Spencer - 2019 - Studies in Philosophy and Education 38 (1):43-56.
    Haraway foregrounds many stories that we, in a late capitalist era, tell ourselves in order to justify, or not even notice, actions that are harmful to all living things. While I am mindful of Haraway’s excellent attention to the ways that ‘stories tell stories, thoughts think thoughts, and knots knot knots,’ I argue that we must take great care when we, as educators, blur the lines between facts and fiction; reality and art. When everything becomes a story—with some stories simply (...)
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  4.  1
    Storying Ruptures as Educational Practice.Heather Greenhalgh-Spencer & Zofia Zaliwska - 2019 - Studies in Philosophy and Education 38 (1):1-6.
  5. Response to Weili Zhao.Tyson Lewis - 2019 - Studies in Philosophy and Education 38 (1):93-94.
  6.  26
    ‘How to Write as Felt’ Touching Transmaterialities and More-Than-Human Intimacies.Stephanie Springgay - 2019 - Studies in Philosophy and Education 38 (1):57-69.
    In this paper, I invoke various matterings of felt in order to generate a practice of writing that engenders bodily difference that is affective, moving, and wooly. In attending to ‘how to write as felt,’ as a touching encounter, I consider how human and nonhuman matter composes. This co-mingling that felt performs enacts what Alaimo calls transcorporeality. Connecting felt with theories of touch and transcorporeality becomes a way to open up and re-configure different bodily imaginaries, both human and nonhuman, that (...)
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  7.  3
    Com-Posting Experimental Futures: Pragmatists Making Kin with New Materialists.Barbara S. Stengel - 2019 - Studies in Philosophy and Education 38 (1):7-29.
    Here I craft a case for recognizing the roots and patterns that ground the possibility of contemporary com-posting—as outlined in Donna Haraway’s Staying with the Trouble—by New Materialists and critical pragmatists, especially those who are affected by the social injustices and ill-advised practices of today’s formal education. I explore both Spinozan Ethics and American pragmatism in order to fashion a pattern that affects educational thought and action. That pattern of affect/affecting is one Haraway calls “attunement”, a state of co-relation that (...)
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  8. SF! Haraway’s Situated Feminisms and Speculative Fabulations in English Class.Sarah Truman - 2019 - Studies in Philosophy and Education 38 (1):31-42.
    This article draws on Donna Haraway’s call for feminist speculative fabulation as an approach to qualitative research methodologies and writing praxis in schools. The first section of the article outlines how I conceptualize speculative thought, through different philosophers and theorists, and provides a brief literature review of speculative fiction used in secondary English curricula. The article then focuses on an in school creative writing project with grade 9 English students. In the student examples that I attend to, speculative fabulations and (...)
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  9.  3
    Troubling Hope: Performing Inventive Connections in Discomforting Times.Zofia Zaliwska & Megan Boler - 2019 - Studies in Philosophy and Education 38 (1):71-84.
    In what follows, we revisit the most promising conceptions of “hope” while following Haraway’s admonition to “stay with the trouble.” Thirty-five years after Haraway’s opening to the Manifesto for Cyborgs where she states that “irony is about contradictions that do not resolve into larger wholes”, we move with her ceaseless task to eschew resolution and certainty, urging instead a radical contingency that is fundamental to thought itself. The radical contingency recognizes the limits of what any one individual or one species (...)
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  10.  1
    Review of Tyson E. Lewis, Inoperative Learning: A Radical Rewriting of Educational Potentialities. [REVIEW]Weili Zhao - 2019 - Studies in Philosophy and Education 38 (1):85-92.
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