Slow wonder bears witness to the possibilities of the imagination.
In a series of letters the authors playfully imagine alternatives
to current orthodoxies that privilege technocratic approaches to
education that have strangled discussion about what it might mean
to make education good and right, or even beautiful. The authors
position the imagination as a powerful site of resistance within
education and academic life. They unpack their philosophical
positionings through vignettes of their teaching practice, poetry
written as reflective musings and discursive theoretical pieces,
including letters they have written to others. They attempt to
marry the poetic and the academic, the rational and the affective,
to model a slow approach to wondering about the joy, beauty and
possibilities of life. In this spirit, they contemplate new ways to
think and live in education.
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