Rowsell, J. orcid.org/0000-0002-9062-8859 and Shillitoe, M. (2019) The craftivists: pushing for affective, materially informed pedagogy. British Journal of Educational Technology, 50 (4). pp. 1544-1559. ISSN 0007-1013
Abstract
The idea of making as a form of activism or, as we refer to it in this paper, craftivism, underpins our ambition to transform pedagogical environments into spaces of possibility through sensory and affective making practices. A craftivist agenda pushes for open teaching and learning with materials so that students can inhabit a what if space which ruptures institutional time and space. Beginning with a theorization of disruptive making and dissensus and then moving on to foreground a materialist stance on making, the paper illustrates how students experience materialities across two very different classroom environments and how these experiences led to greater presence, voice and agency for students. There is an underlying focus in the paper on embodied responses and affective flows. After theorizing craftivism, there are three sections that explore making, teaching and feeling through craftivist, postdigital methods.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2019 British Educational Research Association. |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield) |
Funding Information: | Funder Grant number EUROPEAN COMMISSION - HORIZON 2020 734720 |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 15 Nov 2023 09:39 |
Last Modified: | 15 Nov 2023 09:39 |
Status: | Published |
Publisher: | Wiley |
Refereed: | Yes |
Identification Number: | 10.1111/bjet.12773 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:205356 |