Unsettling Curricula: A Critical Gathering of Fragmented Gestures

Abstract

This piece was created from desires to attend carefully to varied forms of pedagogy and curricula that have emerged, accumulated, and shifted over the course of the pandemic. Given the many interruptive and the at- times unpredictable contours of temporality throughout the past year, I seek to inhabit methodologies that do not presume or produce a seemingly distanced academic, seamless text, definitive outcome, and/or linear narrative. Rather than falsely depicting this year as continuous, I seek methodological possibilities that may be found through choreographing a gathering of fragments of different felt senses, embodied encounters, and shifting sites of knowledge. As a methodological gesture, I draw from a broad pedagogical archive born in and throughout this past year, including sound recordings, curriculum, receipts, poems, medical texts, notes, excerpts from my dissertation draft and journal, and citations of virtual talks/readings. Rather than seeking to shore up any pretense of “universal” experience, certainty, or continuity, my aim is to honor intimate, unresolvable, and relational ways grieving, teaching, writing, dreaming, struggling, and creating form, un-form, and reform ideas of bodily knowledge. This rumination on and with “the body” as a site of colliding curricula and dreams, seeks to honor the critical importance of multiple ways of knowing/being in the world, critically attending to many contradictory, fleeting, and fragmented pedagogical encounters.

Presentation Description

Unavailable

Location

Stream B

Publication Type and Release Option

Presentation (Open Access)

This document is currently not available here.

Share

COinS
 
Jun 10th, 1:00 PM Jun 10th, 2:15 PM

Unsettling Curricula: A Critical Gathering of Fragmented Gestures

Stream B

This piece was created from desires to attend carefully to varied forms of pedagogy and curricula that have emerged, accumulated, and shifted over the course of the pandemic. Given the many interruptive and the at- times unpredictable contours of temporality throughout the past year, I seek to inhabit methodologies that do not presume or produce a seemingly distanced academic, seamless text, definitive outcome, and/or linear narrative. Rather than falsely depicting this year as continuous, I seek methodological possibilities that may be found through choreographing a gathering of fragments of different felt senses, embodied encounters, and shifting sites of knowledge. As a methodological gesture, I draw from a broad pedagogical archive born in and throughout this past year, including sound recordings, curriculum, receipts, poems, medical texts, notes, excerpts from my dissertation draft and journal, and citations of virtual talks/readings. Rather than seeking to shore up any pretense of “universal” experience, certainty, or continuity, my aim is to honor intimate, unresolvable, and relational ways grieving, teaching, writing, dreaming, struggling, and creating form, un-form, and reform ideas of bodily knowledge. This rumination on and with “the body” as a site of colliding curricula and dreams, seeks to honor the critical importance of multiple ways of knowing/being in the world, critically attending to many contradictory, fleeting, and fragmented pedagogical encounters.