Stephanie Springgay’s concept of feltness—which emerges from
affect theory, queer and feminist theory, and feminist conceptions
of more-than-human entanglements—is a set of intimate practices
of creating art based on touch, affect, relationality, love, and
responsibility. In this book, she explores how feltness is a
radical pedagogy that can be practiced with diverse publics,
including children, who are often left out of conversations about
who can learn in radical ways. Springgay examines the results of a
decade-long project in which researchers, artists, students, and
teachers participated in events in North American elementary,
secondary, and postsecondary institutions. In projects that ranged
from children learning to be critics and artists to university
students experimenting with building “a public” through art,
participants blended participatory art creation with academic
research to address social justice issues. Springgay shows how
feltness can redefine who is imagined to be capable of complex
feeling, experiential learning, embodied practice, social
engagement, and intimate care. In this way, feltness fosters
learning that disrupts and defamiliarizes schools and institutions,
knowledge systems, values, and the legibility of art and research.
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