Abstract
The ongoing nature of the research that this chapter emerges from involves an inquiry into different forms of academic and professional writing within the context of teaching and learning practices in higher education in recent years. Specifically, by inquiring into and opening up engagements between discursive representations of practices and the substance of their material reality, this chapter offers a basis for creating new cartographies for research, teaching and learning. Such an approach is partly premised upon the view that attentiveness to research, teaching and learning engagements can no longer simply be about the social interactions of individual teachers and learners filling space and time with behaviour and practice. The approach will also be used to disrupt and displace writing as a location that is coded by humanist and phenomenological discourses where the individual will of the author is agentic in the production of a metaphysics of being.
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Gale, K. (2016). Theorizing as Practice: Engaging the Posthuman as Method of Inquiry and Pedagogic Practice within Contemporary Higher Education. In: Taylor, C.A., Hughes, C. (eds) Posthuman Research Practices in Education. Palgrave Macmillan, London. https://doi.org/10.1057/9781137453082_15
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DOI: https://doi.org/10.1057/9781137453082_15
Publisher Name: Palgrave Macmillan, London
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