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  • The uncomfortable teacher-student encounter and what comes to matter

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    LennonPUB5175.pdf (130.5Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Lennon, Sherilyn
    Riley, Tasha
    Monk, Sue
    Griffith University Author(s)
    Riley, Tasha A.
    Year published
    2018
    Metadata
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    Abstract
    This article offers insights around how a posthumanist framing might allow us to know our teaching practices, performances and identities otherwise. Influenced by Baradian philosophy and the work of Sara Ahmed, it uses an ethico-onto-epistemology to conduct a diffractive rendering of the affective experiences of three female teaching academics (the authors) as they encounter uncomfortable teacherly moments in the course of their daily work. By repositioning emotions as both material objects and powerful (re)constitutive forces, they are placed at the very centre of teaching practices, performances, identities and teacher-student ...
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    This article offers insights around how a posthumanist framing might allow us to know our teaching practices, performances and identities otherwise. Influenced by Baradian philosophy and the work of Sara Ahmed, it uses an ethico-onto-epistemology to conduct a diffractive rendering of the affective experiences of three female teaching academics (the authors) as they encounter uncomfortable teacherly moments in the course of their daily work. By repositioning emotions as both material objects and powerful (re)constitutive forces, they are placed at the very centre of teaching practices, performances, identities and teacher-student relationships. From here they function to redistribute agency through such things as words, past experiences, shared histories and bodily responses. This approach extends scholarly research in Higher Education settings beyond conventional humanist ontologies to examine the ways that power shapes the very surface of bodies as well as worlds.
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    Journal Title
    Teaching in Higher Education
    Volume
    23
    Issue
    5
    DOI
    https://doi.org/10.1080/13562517.2018.1458711
    Copyright Statement
    © 2018 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 30 May 2018, available online: https://doi.org/10.1080/13562517.2018.1458711
    Subject
    Education systems
    Specialist studies in education
    Teacher education and professional development of educators
    Publication URI
    http://hdl.handle.net/10072/377193
    Collection
    • Journal articles

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