Hickey-Moody, Anna & Tara Page. “Making, Matter and Pedagogy”

Hickey-Moody, Anna, and Tara Page. “Making, Matter and Pedagogy.” arts, pedagogy and cultural resistance: new materialisms. London And New York: Rowman & Littlefield, 2016. 1-20. Print.

To remember:

  • ‘new materialism’ … approaches [to research methodology] are brought together by the shared belief in the transformative capacities (or ‘pedagogy’) of matter … posit[ing] affective, machinic, enfleshed, vital approaches to research in ways that embody ideas developed in the Continental philosophy … calls for an embodied, affective, relational understanding of the research process (1).
  • the way making impacts on thinking is a material pedagogy (1).
  • New materialism posits matter as agentive, indeterminate, constantly forming and re-forming in unexpected ways (2).
  • Bodies and things are not as separate as we were once taught, and their interrelationship is vital to how we come to know ourselves as human and interact with our environments … if bodies and things are produced together, intertwined, then ‘things’ and how they act on bodies are co-constitutive of our embodied subjectivity (2-3).
  • ‘A body … does not exist – a body is not, it does. To sense is not simply to receive input – it is to invent … sense perceptions are not simply ‘out there’ to be analyzed by a static body. They are body-events where bodies, senses, and worlds recombine to create (invent) new events’ (From Manning, ‘Taking the Next Step,’212) (3).
  • More from Manning, on Whitehead: we sense on top of senses, one sense experience always embedded in another one: cross-modal repetition with a difference. We conceive the world not through a linear recomposition of the geometric vectors of our experience, but by the overlapping of the folds of sense-presentation emerging alongside pastness (215) (3).
  • The Deluzian body is ultimately an embodied memory (3)
  • A materialist ontology … recognizes the intertwining of all phenomena – human, non-human, social, physical, material, immaterial. This intertwining, ‘withness’ or ‘mingle and mangle’, is where phenomena are entangled – ‘the ontological inseparability – of intra-acting agents’ (4).
  • Barad’s intra-action: refers to the movement generated in an encounter of two or more bodies in a process of becoming different … ‘signifies the mutual constitution of entangled agencies … only distinct in relation to their mutual entanglement; they don’t exist as individual elements’ (33) … focus shifts from subject and/or object to their entanglement (4).
  • Taguchi’s ‘diffractive’ analysis: ‘transcorporeal process of becoming-minoritarian with the data, the researcher is attentive to those bodymind faculties that register smell, touch, level, temperature, pressure, tension, and force in the interconnections emerging in between different matter, matter and discourse, in the event of engagement with data’ (267) (4).
  • Deluze and Guattari do not begin with ‘What is a body?’ but ‘What can a body do?’ and ‘Of what affects is a body capable?’ (7).
  • Learning becomes about the process of moving the margins of knowledge from exterior to interior locations and this process of movement, or folding, as an embodied act … also elucidates the kinesthetic economy of relations between teacher and student that leads the student to ‘invent’ (8).
  • Affect can thus be considered an emerging point of intervention and analysis … it expressed the embodied experience of learning (9).
  • pedagogy is entanglement (11).
  • Through their reaching into each other, through their ‘prehensions’ or graspings, beings constitute each other and themselves. Beings do not preexist their relations (12).
  • Barad on memory: ‘an enlivening and reconfiguring of past and future that is larger than any individual … they extend entanglements … the past is never finished’ (13).
  • Wenger’s “knowing as practice”/”situated learning”: the ability to negotiate new meanings that are fundamentally experiential and fundamentally social (13).
  • 3 assumptions of critical pedagogy: praxis can enable social transformation, learning and teaching are not neutral, society can be transformed by the engagement of those who are critically conscious (14)
  • intra-actions of matter and meaning enable dissent, change structures and ask for new responses … also generate responses … are resistant to existing practices and ways of being … are pedagogic (16).
  • body as visceral protagonist within political encounters (16)
  • affects easily become habitual … Systems of affect, kinesthetic economies of relation, established through, or in response to, physical discourses effect pedagogy through intra-action. People establish economies of relation based on physical responses and world views (17).
  • We must remember virtual possibilities for body-space connections and changes, and an absolute belief in unambiguous boundaries ‘must be abandoned … [as] persons do not finish at their skins’ (18).
  • aesthetic compounds – sensations – are a material realization of a new aspect of reality (19)
  • Bourdieu: The habitus, a product of history, produces individual and collective practices – more history – in accordance with schemes generated by history. It ensures the active presence of past experiences (20).


  • dig more all that “continental philosophy” represents
  • consider potentialities for diffractive analysis
  • Barad’s concepts of memory and pastness – find more!
  • explore CAL at Goldsmith’s
  • connections between Barad’s ‘knowing in being’ and Robert Yagelski’s ‘writing as being’

Breadcrumbs to consume:

  • Paul Carter, Material Thinking the Theory and Practice of Creative Research
  • Sara Ahmed, ‘Radicalized Bodies’, ‘Imagery prohibitions: Some preliminary remarks on the founding gestures of new materialism’
  • Whitehead, Process and Reality: An Essay in Cosmology
  • Deleuze & Guattari, Anti-Oedipus, A Thousand Plateaus [and for as much as these two come up … i reeeeeallly need to get at these!], “What is Philosophy?”
  • Martin Heidegger, Being and Time
  • Stacy Alaimo & Susan Hekman, Material Feminisms
  • Karen Barad, Meeting the Universe Halfway, “Posthuman performativity”
  • Rosi Braidotti, Nomadic Subjects, Patterns of Dissonance, Metamorphoses, The Posthuman
  • Estelle Barrett & Barbara Bolt, Practice as Research: Approach to Creative Arts Inquiry, Carnal Knowledge: Toward a New Materialism through the Arts
  • Diana Coole & Samantha Frost, New Materialisms: Ontology, Agency and Politics
  • Susan Hekman, The Material Knowledge: Feminist Disclosures
  • Cary Nelson, Paula Treicher & Lawrence Grossberg, Cultural Studies
  • Graeme Sullivan, Art Practise as Research: Inquiry in Visual Arts
  • Stephanie Springgay, Rita Irwin, Carl Leggo, Being with A/r/tography
  • Lisa Blackman, The Body
  • Erin Manning, “Taking the next step, touch as technique”
  • Hillevi Lenz Taguchi, “A diffractive and Deluzean approach to analysing interview data”, “Images of thinking in feminist materialisms”
  • Elizabeth Ellsworth, Places of Learning: Media, Architecture, Pedagogy
  • Brian Massumi, Parables for the Virtual, Semblance and Event
  • Felicity Colman, Film Theory: Creating a Cinematic Grammar, The Practice as Research Manifesto
  • Rick Dolphijn & Iris van der Tuin, New Materialism: Interviews and Cartographies
  • Lather & St. Pierre, Working in the Ruins
  • Julie Allan, “Staged Interventions: Deleuze, arts and education”
  • Anna Hickey-Moody, “Little war machines”, “Little public spheres”, Youth, Arts and Education: Reassembling Subjectivity through Affect
  • Marx, “Theses on Feuerbach”
  • J Harper, Materialism and Historical Materialism
  • hooks, Teaching to Transgress
  • Freire, Pedagogy of the Oppressed
  • Donna Haraway, “Situated Knowledges”, Simians, Cyborgs and Women: The Reinvention of Nature, The Companion Species Manifesto … Significant Otherness
  • C Nadia Seremetakis, “The Memory of the Senses”
  • Edward de Waal, “With these hands”
  • Etienne Wenger, Communities of Practice: Learning, Meaning and Identity
  • Henry Giroux, Theory and Resistance in Education: Towards a Pedagogy for the Opposition, “Public pedagogy and the politics of resistance”
  • Ira Shor, Empowering Education
  • David Gruenewald, “The Best of Both Worlds: A critical pedagogy of place”
  • John Graham, “Between a pedagogical turn and a hard place”
  • Pierre Bourdieu, Habitus
  • Mentioned, but not referenced:
    • Christa Albrecht-Crane & Jennifer Daryl Slack
    • Megan Watkins
    • Elspeth Probyn
    • Anna Gibbs
    • Gregory Seigworth
    • Melissa Gregg

2 thoughts on “Hickey-Moody, Anna & Tara Page. “Making, Matter and Pedagogy”

  1. Pingback: performing empathies [the empathics] | {kin}aesthetic composure

  2. Pingback: Barthes, Roland. Camera Lucida: Reflections on Photography. [Part I] | {kin}aesthetic composure

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