Abstract
This paper tracks the various iterative responses that were generated through my thinking-making with Erin Manning’s keynote address entitled Radical Pedagogy as an attunement to what seeds a thinking in the act that was delivered at the 10th Annual New Materialism conference, held at the University of the Western Cape (UWC) on 2–4 December 2019. These responses include drawing-with and speaking-with Manning’s text in an attempt to trouble the dominance of language and its limitations.
Highlights
Background and work contextI teach art and design history at a South African University of Technology
In her paper, Manning explores the place of knowledge in experience and asks how radical pedagogy might seed a thinking in the act
To begin I provide background and context to my pedagogical practice, this is followed by a discussion about research-creation as a thinking tool that I put to work with Manning’s text
Summary
Background and work contextI teach art and design history at a South African University of Technology. In her paper, Manning explores the place of knowledge in experience and asks how radical pedagogy might seed a thinking in the act.
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