Choreographic Cartographies with-in Learning: Towards response-ability in Higher Education Pedagogy

Authors

  • Francois Jonker Cape Town Creative Academy / University of the Western Cape, South Africa

DOI:

https://doi.org/10.36615/sotls.v7i1.298

Keywords:

Arts-based pedagogies, Performativity, Critical Pedagogies, higher education

Abstract

In this article, I seek to engage the liberatory impetus of critical pedagogies through an attentiveness to body-space-time so as to enrich the former with the notion of response-ability. Several learning activities are engaged within the context of a foundation year classroom of an Art School, to open up conceptions of the experiential nature of learning events and the ethico-onto-epistemological questions that emerge when foregrounding response-ability as a condition for learning-becoming. I have particular interest in notions of subjectivity, agency and affect, questioning how a new materialist reading of these concepts might serve to challenge representationalist conceptions of higher learning. I commence with a proposition: engage learning as an experience — through the processual potentialities of its in-act and prompt myself by drawing attention to the performativity of body-space-time cartographies and choreographies.

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Published

2023-04-27

How to Cite

Jonker, F. (2023). Choreographic Cartographies with-in Learning: Towards response-ability in Higher Education Pedagogy. Scholarship of Teaching and Learning in the South, 7(1), 101–128. https://doi.org/10.36615/sotls.v7i1.298

Issue

Section

Peer-reviewed articles