Of Dog and Dice: Affective-Messy Posthuman Narratives Through Creative Pedagogies and Corresponding in the Classroom

Donna Carlyle, I. Robson
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Abstract

Drawing on our work with children in education and with adults in Health and Social Care contexts, this paper presents two vignettes that demonstrate how the authors became “messy” researchers. This “messy” framework offered them the opportunity to view and understand the nuanced mechanisms of teacherly relationships as shared spaces and places of mutual discovery, well-being, and  flourishing. In a time when COVID-19 presents challenges to classrooms in terms of touch and social distance measures, re-claiming the body as discourse has never been more relevant to learning and educational settings.
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《狗与骰子:通过创造性教学法和课堂对应的情感混乱的后人类叙事》
根据我们在教育方面的儿童和在健康和社会关怀方面的成年人的工作,本文展示了两个小插曲,展示了作者如何成为“凌乱”的研究人员。这种“混乱”的框架为他们提供了观察和理解教师关系的微妙机制的机会,作为共享空间和相互发现、幸福和繁荣的地方。在2019冠状病毒病给课堂带来接触和社交距离措施方面的挑战之际,重新将身体作为话语与学习和教育环境联系起来从未如此紧密。
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Tribute to Canute Lloyd Stanford (June 5, 1933 - May 21, 2023) CPI Special Issue: "All That Glitters is Not Gold: Culturally Responsive Online Assessment and Pedagogy in Uncertain Times" Applying Culturally Relevant Pedagogy to Online Learning Relational Autonomy in Teacher Education: Deepening Teacher Quality through Indigenous and Decolonizing Education Voices of the Forcibly Displaced: Transition, Resettlement and Education
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