Intra-generational education: Imagining a post-age pedagogy |
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Authors: | Joanna Haynes Karin Murris |
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Institution: | 1. Institute of Education, Plymouth University, Plymouth, UK;2. School of Education, University of Cape Town, Cape Town, South Africa |
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Abstract: | This article discusses the idea of intra-generational education. Drawing on Braidotti’s nomadic subject and Barad’s conception of agency, we consider what intra-generational education might look like ontologically, in the light of critical posthumanism, in terms of natureculture world, nomadism and a vibrant indeterminacy of knowing subjects. In order to explore the idea of intra-generationalism and its pedagogical implications, we introduce four concepts: homelessness, agelessness, playfulness and wakefulness. These may appear improbable in the context of education policy-making today, but they are born of theorising our practices in the age-transgressive field of Philosophy with Children. We argue that these concepts help to reconfigure intra-generational relations, ways of being and becoming. They express the longing, corporeality and visionary epistemology of nomadic enquiry. These inventions express a non-hierarchical philosophy of immanence. We draw some tentative conclusions about educational practices more generally. |
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Keywords: | Intra-generationalism picturebooks posthumanism post-age pedagogy Philosophy for Children |
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