“NINE planets and 36 stars is all I have … for now” Effy Beth, 2020

With what transgressions do we prevent instituted, imposed, normalizing pedagogical practices? What risks do our educational assets assume? What boundaries do they find in looks, listening, touches? What somatecas are inhabited in our pedagogical spaces? What po(i)etics do our practices embrace? What spontaneous experimentations found their best attribute in our pedagogies? Alongside what ruminating, marginalized and delayed epistemologies do our practices compose? What sensible, aesthetic, political (dev/var)iations do we provoke in what we do pedagogically? What affections do we collaborate to compose in the educational spaces we inhabit? To what practices of resistance and re-existence do we appeal to sustain the encounters we desire? What vitalities do we imply in our pedagogical practices? What pedagogical vitalisms do we desire/need to compose? What potential networks do we cultivate with our pedagogies? 

In line with call N°8 of post(s), where active relations between the living and the inert were plotted from the geontopolitical (Povinelli, 2016) and naturocultural thought (Puig de la Bellacasa 2017), we wish to meddle in the intimate fibers of the living as an active power of the pedagogical. We wish to foster and cultivate networks that propel sensible and multiverse experiences of pedagogy(s); to share ways of sewing the discarded scraps of hegemonic theories and embroider them in counterpedagogical (aest)ethical-political practices that understand the fractality of bodies, sensibilities and educational visualities that stitch wishful thinking in the face of the explicit hostility of the modern-colonizing institutions of education and the arts, which exercise a violent pedagogy of cruelty as the "spirit" of racist and colonialist ne(cr)oliberal capitalism. Ruminating epistemologies (Masson, 2017) and celebrating those ways of educating that activate transgressions, as bell hooks (2021 [1994]) expresses, in this convocation-manifesto we seek to infect our trans/in/end_disciplines in promiscuous and performative ways to compose other ways of thinking and making educational theories with our bodies, genders, classes, (in/dis)abilities, racializations, and disturbingly uncomfortable feelings, among and with our blunders, fears, and failures (Halberstam, 2018). We wonder about languages and their fluids, the salivas of inappropriate languages and trans(lations/ductions) (Simondon, 2015 [1958]) that fertilize our vital pedagogies with minuscule writings from the edges, ruptures (flores, 2013), weathering, and yearnings. Intervening our somatecas as living political archives (Preciado, 2020), politicizing existence (Barone and Díaz, 2021) before the hegemonic narratives of generalized cruelty, expressed in hostilities, violence and harassment that normativity installs and imposes in educational institutions, we wonder about the counter-narratives that provoke disturbing questions, to the point of sabotaging the epistemologies instituted for the production of pedagogical knowledge. We wonder about the ways of denouncing (Ahmed, 2022) and making visible the affections, emotions and sensibilities that these institutions also produce, between docility, permanent insecurity, the joy of compliance, the anguish of failures, resignations and sufferings that for so long have been part of the affective pedagogy of the most effective control device, which penetrates directly into our lives as a psychic terror.

For all this, we urgently wish to make this convocation-manifesto in complicity with post(s), as an anonymous proclamation of dissident voices, a call of political friendships to summon all those who feel/think their pedagogical practice as a vital practice of re-existence (Alban Achinte, 2017), to invite all those who feel the need to take risks (flowers, 2018) to find diverse and adverse ways of composing pedagogy. Those who wonder about the traces and wounds in the skins of our (de)formations, those who seek to generate more curiosities than stabilities under the shelter of critical, decolonial and defying pedagogies. Those who cultivate their practices in a situated way in resonance with the interests and motivations that present themselves, those who make pedagogical practice of all narrative and life experience in the fugitive line of discomfort. To become a body "in active agency of a singular affirmation, (...) with the interest of sorting out the rage, the imaginations and the possibilities; of channeling the rebelliousness that arises from unsubmissive desires..." (Barone and Díaz, 2021). We seek to make herd and refuge in writings that understand the vitality in pedagogies from subtle relationalities that feel questioned by the inert, ineffable and abject. We invite you to make of this new issue of post(s) a spirited-political incantation (Anzaldúa, 2021), a war-machine (Deleuze and Guattari, 2010) counterpedagogical of writings and experiences that sensitively collaborate to move and activate the worn-out imaginaries that the pedagogies of cruelty (Segato, 2018) have been in charge of demolishing, step by step, in the endless chain of bureaucratic-administrative assembly of institutions. We wish to share this material, (aest)ethical-political encounter of thought-experience as a dissident gesture of active openness in the educational imaginary that we live and, with it, weave the networks, the vines, the mycelia of new pedagogical vitalities.

We wish to receive and welcome proposals of experimental writing, (aest)ethical approaches and political friendships that in the framework of (in)disciplines find the transgression of their pedagogies. Some possible striations and spectra are:

• Transgressive, dissident, defying, crip pedagogies
• Decolonial, ancestral, communal pedagogies
• Anti-racial, anti-colonial, anti-patriarchal educational/artistic practices
• Reciprocities between social, mental and bodily fluids and flows
• Relationships between artistic, performative, visual practices and formal, non-formal and informal educational spaces
• Political pedagogical subjectivities in re-existence
• Epistemologies and (un)disciplined methodologies in educational research
• Tongues, languages, trans(lations/ductions)
• Trans/in/end_disciplinary pedagogical experiences

 

Bibliographical reference

Ahmed, S. (2022). ¡Denuncia! El activismo de la queja frente a la violencia institucional. Caja Negra. 
Albán Achinte, A. (2017). Prácticas creativas de re-existencia. Más allá del arte… el mundo de lo sensible. Ediciones del Signo.
Anzaldúa, G. (2021). Luz en lo oscuro/Light in the dark. Re-escribir identidad, espiritualidad, realidad. Hekht. Barone, O y Díaz, S. (2021) Un (des)intento fugitivo de (a)bordar los (des)bordes. En post(s), volumen 7 (pp.28 -51). Quito: USFQ PRESS
Deleuze, G. y Guattari, F. (2010 [1980]). Mil mesetas. Capitalismo y esquizofrenia 2. Pre-Textos.
flores, v. (2013). Interruqciones. Ensayos de poética activista. Escritura, política, pedagogía. Editora La Mondonga Dark.
flores, v. (2018).  Esporas de indisciplina. Pedagogías trastornadas y metodologías queer. Pedagogías Transgresoras II. Bocavulvaria ediciones. 
Halberstam, J. (2018). El arte queer del fracaso. Egales.
hooks, B. (2021 [1994]). Enseñar a transgredir. Capitán Swing Libros.
Masson, L. (2017). Epistemología rumiante. Pensaré Cartoneras.
Povinelli, E. (2016). Geontologies: a Requiem to Late Liberalism. Duke University Press.
Preciado, P. B. (2020). Yo soy el monstruo que os habla: informe para una academia de psicoanalistas. Anagrama.
Puig de la Bellacasa, M. (2015). Matters of Care: speculative ethics in more than human worlds. University of Minnesota Press.
Segato, R. (2018). Contrapedagogías de la crueldad. Prometeo. 
Simondon, G. (2015 [1958]). La individuación a la luz de las nociones de forma y de información. Cactus. 

 

About the invited editors:

Ornela Barone Zallocco, CONICET doctoral fellow in Education with training in narratives and (auto)biographies, Universidad Nacional de Rosario, Argentina. Professor of the Dept. of Education Sciences, Faculty of Humanities, Universidad Nacional de Mar del Plata, Argentina. Member of the Latin American Visual Studies Network ReVLat, of the Visual Communication Research Laboratory (LICoV), and of the Design Researchers Network of the University of Palermo. Member of the Network of Menstrual Activisms (AmRed). 

 

• Diploma in Project Construction in Social Sciences - Faculty of Journalism and Social Communication of the Universidad Nacional de La Plata and CONICET
• Postgraduate in Education, Images and Media, FLACSO
• Graduate in Visual Communication Design Professorship - Faculty of Arts, Universidad Nacional de La Plata
• Graduate in Visual Communication Design - Faculty of Arts, Universidad Nacional de La Plata

 

Santiago Díaz, independent and non-disciplinary researcher of corporal, performative and aesthetic-educational practices. Doctoral student in Education at the Universidad Nacional de Rosario, Argentina. Teacher of the Bachelor's Degree in Education Sciences, Faculty of Humanities, Universidad Nacional de Mar del Plata. Teacher at ISFD 84 and ISFD 19 of Mar del Plata.

 

• Master's Degree in Contemporary Latin American Aesthetics from the Universidad Nacional de Avellaneda
• Degree in Philosophy from the Universidad Nacional de Mar del Plata