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Posthumanist Research and Writing as Agentic Acts of Inclusion:
Knowledge Forced Open looks at the true value and possibilities of
'learning' and knowledge within the emerging field of New Public
Governance by examining, through a posthumanist lens and other
perspectives, the paradoxical knowledge situation we are in today.
This book addresses the constitution of knowledge as an uncertain
process, understanding text as spaces for entanglements of
knowledge – knowledge not as certainty but as uncertainty – and
writing as the act and art of engaging with these entanglements.
Through examining research from multiple perspectives, text,
stories as narrative are constructed as data – showing
ethnographic engagements between writers, readers and texts. The
authors show how to construct messy entanglements of continual,
always already constant thinking and becomings, through the art and
science of research and writing as knowledging processes. Suitable
for scholars of posthumanist thinking in Education and the social
sciences, this book challenges the academy to look at new ways of
thinking with and through knowledge and showing the importance of
such processes.
Posthumanist Research and Writing as Agentic Acts of Inclusion:
Knowledge Forced Open looks at the true value and possibilities of
'learning' and knowledge within the emerging field of New Public
Governance by examining, through a posthumanist lens and other
perspectives, the paradoxical knowledge situation we are in today.
This book addresses the constitution of knowledge as an uncertain
process, understanding text as spaces for entanglements of
knowledge – knowledge not as certainty but as uncertainty – and
writing as the act and art of engaging with these entanglements.
Through examining research from multiple perspectives, text,
stories as narrative are constructed as data – showing
ethnographic engagements between writers, readers and texts. The
authors show how to construct messy entanglements of continual,
always already constant thinking and becomings, through the art and
science of research and writing as knowledging processes. Suitable
for scholars of posthumanist thinking in Education and the social
sciences, this book challenges the academy to look at new ways of
thinking with and through knowledge and showing the importance of
such processes.
This book presents multiple cultural and contextual takes on
working performances of academic/writer/thinker, both inside and
outside the academy. With worldwide, seismic shifts taking place in
both the contexts and terrains of universities, and subsequently
the altering of what it means to write as an academic and work in
academia, the editors and contributors use writing to position and
re-position themselves as academics, thinkers and researchers.
Using as a point of departure universities and academic/writing
work contexts shaped by the increasing dominance of
commodification, measurement and performativity, this volume
explores responses to these evolving, shifting contexts. In
response to the growing global interest in writing as performance,
this book breaks new ground by theorizing multiple identity
constructions of academic/writer/researcher; considering the
possibilities and challenges of engaging in academic writing work
in ways that are authentic and sustainable. This reflective and
interdisciplinary volume will resonate with students and scholars
of academic writing, as well as all those working to reconcile
different facets of identity.
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