‘Day-dreaming’ school climate: a slow critical feminist post-humanist c/art/ographic listening to how school feels

Abstract

ABSTRACT This paper becomes a mapping of a PhEmaterialist research project, an apparatus entangled with re/making the world that applauds difference in education. Feeling-thinking-making with critical posthumanist work, we affirm that school climate matters and encourage educators’ attention to the fluxing materiality of school climate created through everyday schooling events. Daydreaming aptly accounted for our slow PhEmaterialist-inspired theoretical work, a transgressing and transversing of conventional conceptions of ‘school climate’, ‘methodology’ and ‘pedagogy’. Our school climate project emerges as an experimental mapping of eventful research, a slow research creation process where we attuned to emergent affirming pedagogical relationalities. Students worked alongside researchers over six weeks at an Australian community school, enacting research creation in the making of school climate. Da(r)ta created include voice recordings, reflective notes, written responses, photographs, narratives, soundscapes, zines, posters, drawings and maps.