Material Feminisms: New Directions for Education provides a range
of powerful theoretical and innovative methodological examples to
illuminate how new material feminism can be put to work in
education to open up new avenues of research design and practice.
It poses challenging questions about the nature of knowledge
production, the role of the researcher, and the critical endeavour
arising from inter- and post-disciplinarity. Working with
diffractive methodologies and new materialist ecological
epistemologies, the book offers resources for hope which widen the
scope for how educational problems are interrogated, and provides a
political counter-movement to neo-positivist, outcomes-based
approaches within education. Inspired by writers such as Barad,
Bennett, and Deleuze and Guattari, the book makes a radical break
with cognitive, dualist, and universal conceptions of human
subjectivity and intelligence in education. By taking its starting
point as the co-consitutiveness of discourse, materiality,
corporeality, and place, the book foregrounds educational practices
as material enactments of multiple, non-linear, entangled,
affective, and relational forces. It offers new insights into how
gender, class, and ethnicity are constituted in, and by, material
assemblages that are often submerged or 'unseen'. This book is an
essential starting place for those intrigued by what new
theoretical accounts of materiality, posthumanism, and affect can
offer educational research. Diffractive methodologies challenge
readers to take a fuller range of actors into account than in
'objective' humanist methodologies, and in so doing to pay closer
attention to what data is. It invites researchers to engage with
long-standing feminist concerns about power and knowledge
production in research processes. This book was originally
published as a special issue of Gender and Education.
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