Abstract
AbstractFor white settler researchers aiming to contribute to the work of decolonising education, actively seeking ways to disturb and destabilise long-held onto-epistemological assumptions associated with colonial modernity is important. In this article I investigate how these disturbances might occur in a diffractive and decolonising reading methodology. I outline two prior diffractive reading experiences that drew on decolonial theory and Barad’s diffraction theory: A situated inquiry of the Great Barrier Reef as a pedagogical agent; and a reading of Australian teacher education policy through military imaginaries. In this article I read these prior diffractive reading experiences through one another, attending to further methodological patterns. I identify two connected methods of defamiliarisation that are generative for destabilising colonising ways of knowing, norms and thinking in education. These are: Bringing ostensibly different phenomena together in diffractive relations with one another; and reading difference in the spirit of companionship, that is, in an orientation to learning from difference rather than to master difference. I suggest that if education continues to rely on and wield the same modern critical tools that support colonial-capitalist systems it will be unable to recognise, address and reimagine the continued violence of these systems.
Publisher
Cambridge University Press (CUP)
Subject
General Environmental Science,Education
Reference61 articles.
1. Meeting the Universe Halfway
2. Involutionary momentum: Affective ecologies and the sciences of plant/insect encounters;Hustak;d i f f e r e n c e s: A Journal of Feminist Cultural Studies,2012
3. Lem, S. (2020/1964). The invincible (B. Johnstone, Trans.).Cambridge, MA: MIT Press.
4. Werthheim, M. (2009). The beautiful math of coral. TED talks (27/7/2017). Retrieved from https://www.ted.com/talks/margaret_wertheim_crochets_the_coral_reef/transcript
Cited by
4 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献