This chapter puts “new” material feminist theory to work to re-think curricu- lum practices in undergraduate higher education. Drawing on the work of Karen Barad and her elaboration of agential realism, the chapter explores the following questions: how can thinking with new material feminism help develop and support new modes of curriculum design? How does new material feminism facilitate the development of innovative teaching and learning prac- tices? And how does new material feminism expand the means by which knowledge is produced? The chapter utilizes Barad’s notion of diffraction to illuminate how curriculum-making can be done via a patterned activity of creative interference. Empirically grounded in a module on an undergraduate BA Education Studies degree, the discussion employs practical examples of how new material feminist thinking and doing activates different ways of thinking about the body, materiality, affect, space, places, and objects in the undergraduate curriculum. More broadly, the chapter speaks into long- standing concerns about how feminist theory might support innovative teaching and learning, and how it might promote new modes of relation between our students and us as educationalists. The chapter is written from the point of view of the tutor’s reflexive insights on the module as a novel curriculum instantiation of material feminist practice.
|Title of host publication||Theory and Method in Higher Education Research|
|Editors||Malcolm Tight, Jeroen Huisman|
|Place of Publication||London|
|Publisher||Emerald Group Publishing Ltd.|
|Number of pages||16|
|Publication status||Published - 7 Oct 2019|
|Name||Theory and Method in Higher Education Research|