Creative Approaches to Health Education New Ways of Thinking, Making, Doing, Teaching and Learning Edited ByDeborah Lupton, Deana Leahy, 2021
In this chapter, we aim to explore what advertising images/messages do and how they shape partici... more In this chapter, we aim to explore what advertising images/messages do and how they shape participants’ experiences, their feelings, and states of becoming, rather than simply what do these images mean to participants. We explore the questions of: What sort of material effects and affects do image-body advertising encounters bring with them? How do these intra-actions enable or disable new capacities, possibilities and impossibilities in our participants and us? We demonstrate how arts-based, participatory methods of collaging create a craft-back form of art activ- ism for young people that enables something different to materialise in the space of engaging with advertising beyond critical dissent. The collages as ‘dartaphacts’ (Renold, 2018) are also a medium for messages of change to be communicated to
a much wider audience: particularly from young people, whose voices and ideas for social transformation were not central to our original research brief from the Mayor of London.
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Books by Shiva Zarabadi
of posthumanism and new materialism – what we have also called elsewhere ‘PhEmaterialism’. The generative questions for this collection are: what if we locate education in doing and becoming rather than being? And, how does associating education with matter, multiplicity and relationality
change how we think about agency, ontology and epistemology? This collection foregrounds cuttingedge educational research that works to trouble the binaries between theory and methodology. It
demonstrates new forms of feminist ethics and response-ability in research practices, and offers some coherence to this new area of research. This volume will provide a vital reference text for educational researchers and scholars interested in this burgeoning area of theoretically informed
methodology and methodologically informed theory.
The chapters in this book were originally published as articles in Taylor & Francis journals.
Jessica Ringrose is Professor of Sociology of Gender and Education at the UCL Institute of Education, UK. Her work develops innovative feminist approaches to understanding subjectivity, affectivity and assembled power relations. Her books include Post-Feminist Education? (2013); Deleuze and Research Methodologies (2013) and Children, Sexuality and Sexualisation (2015).
Katie Warfield is a faculty member in the Department of Journalism and Communication at Kwantlen Polytechnic University, Canada. She is the Director of the Visual Media Workshop, a centre for research and learning into digital visual culture. Her recent writings have appeared in
Social Media + Society, Feminist Media Studies and Feminist Issues, 6th ed. (2016).
Shiva Zarabadi is a PhD candidate at the UCL Institute of Education, UK. Her work explores subjectivity in relation to assemblages of matter and meaning, humans and more-than-humans, and affect, taking a New Materialist and Posthumanist approach. Her PhD research focuses on the becomings of Muslim girls under the structure of Prevent policy in London secondary schools.
Papers by Shiva Zarabadi
of posthumanism and new materialism – what we have also called elsewhere ‘PhEmaterialism’. The generative questions for this collection are: what if we locate education in doing and becoming rather than being? And, how does associating education with matter, multiplicity and relationality
change how we think about agency, ontology and epistemology? This collection foregrounds cuttingedge educational research that works to trouble the binaries between theory and methodology. It
demonstrates new forms of feminist ethics and response-ability in research practices, and offers some coherence to this new area of research. This volume will provide a vital reference text for educational researchers and scholars interested in this burgeoning area of theoretically informed
methodology and methodologically informed theory.
The chapters in this book were originally published as articles in Taylor & Francis journals.
Jessica Ringrose is Professor of Sociology of Gender and Education at the UCL Institute of Education, UK. Her work develops innovative feminist approaches to understanding subjectivity, affectivity and assembled power relations. Her books include Post-Feminist Education? (2013); Deleuze and Research Methodologies (2013) and Children, Sexuality and Sexualisation (2015).
Katie Warfield is a faculty member in the Department of Journalism and Communication at Kwantlen Polytechnic University, Canada. She is the Director of the Visual Media Workshop, a centre for research and learning into digital visual culture. Her recent writings have appeared in
Social Media + Society, Feminist Media Studies and Feminist Issues, 6th ed. (2016).
Shiva Zarabadi is a PhD candidate at the UCL Institute of Education, UK. Her work explores subjectivity in relation to assemblages of matter and meaning, humans and more-than-humans, and affect, taking a New Materialist and Posthumanist approach. Her PhD research focuses on the becomings of Muslim girls under the structure of Prevent policy in London secondary schools.
a much wider audience: particularly from young people, whose voices and ideas for social transformation were not central to our original research brief from the Mayor of London.
"In this chapter, I explore the affective, embodied, and embedded capacities that threaten, and terrorism cut into pedagogical environments and practices…What I call post-threat pedagogies and post-terrorist times in this chapter refer to the understanding of threat as a new capacity or, along with Mbembe (2018), a "racist affect" that charges, intensifies, moves, and hooks learning, teaching, and identity formations. Drawing upon new materialist and posthumanist understandings, "post" in post-threat and post-terrorist neologism does not imply a chronological and linear temporality as after or the end of threat or terrorism, rather the many layers of humans and more-than-humans with and beyond threat and terrorism and the affective entanglements and capacities that it allows. Borrowing from Massumi (2015) in that the autonomy of affect is in its uncertainty and vagueness, which provides the "margin of maneuverability" (Massumi, 2015, p. 2) to materialize the affective intensities of threat, I propose an analogy between affect and phantom. I use the metaphor of phantom to speculate what the threat of terrorism does to pedagogical spaces and the ways in which it phantomatically affects and cuts across spaces, times, bodies, memories, feelings, and desires and agentically elicits new and different "boundary-drawing practices" (Barad, 2007, p. 140).
"…threat as phantom carries the quality of affect; it moves diffractively, appears and disappears, affects and becomes affected, sticks, and slides. The classroom as one of "the affectual geographies" (Laketa, 2016, p. 666) of threat enables imaginary divisions to be reenacted in an extended contagious way, affectively drawing other humans and more-than-humans.... Phantomatic speculations can help us to explore how threat and fear affect educational spaces and interactions, the phantomatic pedagogies that emerge otherwise in the posthuman space and time…. Attainment to the political and racist affect of threat not only shows us the ways in which pedagogical environments and practices becomes "ethnicized" (Zembylas, 2008), but also how they terrorized and phantomatized" (p. 80).
In the second part of the chapter we move beyond a theoretical application to show how we can interfere into such logics of meaning and matter through ped- agogical intra-actions with terror-thinking and terror-images that create uneasyopenings for transformation. We explore the actual and virtual force that can affectively entangle us in relation to counter-terrorism culture and then demon- strate two experimental arts-based participatory pedagogical activities designed to interfere with and transform the affectivity of media events surrounding Muslim femininity, terrorjarring and quiltingveils. We argue such artistic, creative practices can subvert, reorganise and re-matter the pre-emptive logics of counter-terrorism through embodied entanglements.
Thinking through relationality, materiality and affect enabled this thesis to actualise the plurality of Muslim schoolgirls' relations-in-the-world and their subjectivity as part of the becoming-assemblages with human and more-than- human bodies. This thesis mapped and challenged some of the racialised, gendered and hegemonic views of Muslim schoolgirls as risky, threatening and with a potential to radicalisation. Mattering with what those Muslim schoolgirls mattered with, their fear of racial harassment in the course of their everyday lives, of what to say, do and wear, their desire to live in safe houses and blossom in safe schools, all showed that safeguarding educational policies need to shift their focus towards threats of racial harassment, of living in overcrowded housing and being silenced rather than seeking to prevent the threat of radicalisation.