“Affects as pedagogy: Relation between, space, time and bodies” is a conference to explore how the concept of affect transforms the pedagogical praxis.
This event has the aim to connect teachers, academics and cultural agents in an open way. Creating spaces for debate, the conference looks for sharing different experiences (academic, artistic and educative); as well as interdisciplinary knowledge (education, arts, humanities…). Thus, we invite researchers, university students, teachers, artists and cultural agents to submit an abstract and participate.
It is a conference organized by the doctoral programme in Visual Arts and Education of Fine Arts Faculty of University of Barcelona in collaboration with the research groups Esbrina and Indaga-t. Both groups have developed research projects interested in contextual and experiential dimensions of learning.
“Affects as pedagogy: Relation between, space, time and bodies” will take place on21-22 of November 2019 in Barcelona.
About the topic
The interest on the affection initiated by Spinoza enables the affective turn which has allowednewformsofresearchthathavebeengoingbeyonddisciplinesfromthe90suntil nowadays. Massumi and Deleuze are two of the main authors whom, inspired by Spinoza’s philosophy, have been thinking around the potentialities of the concept of affect. Feminist researchers such as Hickey-Moody (2016), Ellsworth (2005) and Revelles-Benavente (2017) have collected the concept of affection to rethink pedagogy. In particular, Hickey- Moody (2016) understands the affects as invisible forces that enable encounters between that corporeal and not only human forces, materializing the capacity for mobilization. The intensities that these forces might caused are intrinsic to nature and allow us to understand the world as a transit between states that enables transformation from experiences. When we refer to its pedagogical possibilities, we refer to understanding learning as relational events that produce this placements and production of subjectivation. Hickey-Moody, through these affirmations, shows the affect as pedagogical and relates it to the potentialities of art:
Art has the aptitude to re-work a body’s limits. Art can re-adjust what a person is or is not able to understand, produce and connect to. This is not to say that a work of art necessarily will change its viewers in prescribed ways, rather, that art works can create new associations and habits of clustering emotion around new images.
Hickey-Moody (2016, p. 261)
Art is pedagogical as far as it allows the bodies to vary when they come into contact in a certain space and time (Colman, 2010). Affection, which is the expression of change in these transforming relationships, has the possibility of conserving itself, although the relationship has lasted only a moment (Deleuze and Guattari, 1996) to modify our way of seeing the world (O’Sullivan, 2011). We see, then, that affection, pedagogy and art come together in a monistic and relational ontology that allows us to transform our educational and cultural practices.
For this reason, Hickey-Moody is one of the academic references that dedicates her research to the possibilities offered by affection from a feminist perspective. Professor at the RMIT University in Australia, her contributions allow us to see how affects allow us to break the limits of knowing, having the possibility of retention and transformation from a lived experience (Hickey-Moody, 2016). Having dedicated part of their research to the affections and their pedagogical potential, these days have their presence in order to enrich the debate and continue generating knowledge.
|November 21st, 2019|
Paula Estalayo, Andrea Trenado , Silvia de Riba, Mar Sureda y Miriam C. Cabeza
|10:30||Conference and debate
|18:00||End of the first day|
|November 22nd, 2019|
|10:00||Conference and debate
Mònica Cano Abadía
|12:30||Conclusion round table
Hickey-Moody, Mònica Cano, Fernando Hernández and Beatriz Revelles
|17:30||Conference – Introduction to affect
|18:00||Pedagogical experiences related to affects|
|19:00||Closure: Affective pedagogy in learning life.
|19:30||End of the second day|
Call for papers
To enhance the debate and keep the generation of knowledge, we open the contributions to those interested in affect as pedagogy. Accepting an interdisciplinary focus, we invite papers from Social Sciences, Arts and Humanities with proposals that tackle (but not limited) to the following areas:
- Affect and emotion: pedagogical debates.
- Affect as pedagogy: the potentials of the arts.
- Affective pedagogical practices: materializing affect.
- Reconfiguring bodies in pedagogical time and space.
- Posthumanism and education: experiences through arts.
- Affective pedagogy and artistic production.
The contributions are open to teachers, cultural sector agents and researchers with interest on how affects propose new perspectives on pedagogy from interdisciplinarity. In order to participate through a communication, the fields recognized are within the Social Sciences, Arts and Humanities, but we remain open to other fields proposals —that can dialogue with the affects pedagogy— and transdisciplinary stakeholders.
To participate in the conference, we accept abstracts until the June 15th 2019. They should allow for the following considerations:
- Language: Spanish and English.
- File Format: Microsoft Word.
- Abstract length: 500 words maximum (without references).
- References: APA 2016.
- Mail adress: firstname.lastname@example.org
Acceptance notifications will be sent before July 15th 2019.
Moreover, the conference committee will do a paper selection in order to publish them in Matters: A New Materialist Journal special issue.
Abstract application format
Keywords (from 3 to 5):
Abstract: 500 words maximum (without references). It could share the starting point, the aim of the paper, the experience or research related to and the contributions of the author.
- Miriam Corredera-Cabeza
- Silvia de Riba
- Paula Estalayo
- Mar Sureda
- Andrea Trenado
- Felicity Colman
- Ana M. González Ramos
- Fernando Hernández-Hernández
- Beatriz Revelles Benavente
- Iris van der Tuin
Doctorat d’Arts Visuals i Educació
With support from