General information
“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 on 21-22 of November 2019 in Barcelona.
About the topic
The interest on the affection initiated by Spinoza enables the affective turn which has allowed new forms of research that have been going beyond disciplines from the 90s until 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.
Conference programme
| November 21st, 2019 | |
| 9:30 | Welcome |
| 10:00 | Conference Introduction
Paula Estalayo, Andrea Trenado , Silvia de Riba, Mar Sureda y Miriam C. Cabeza |
| 10:30 | Conference and debate
Anna Hickey-Moody Respondent |
| 12:00 | Break |
| 12:30 | Papers
GROUP 1. Chair: Salomé Dávila. Unfolding aspects of affects. Building relations through a performative approach to art education. You, different somewhere: affective architectural pedagogies. Del jardín de Epicuro al jardín del mi taller. Everything Gardens! The Neighbourhood Academy: Learning in the ruins of our collective disaster. GROUP 2. Chair: Mar P. Sureda. The embodied criticality of socially negotiated art. El cuerpo como lugar que habita la ajenidad y vulnerabilidad (a través de la performance) Goce del movimiento, expresión y afecto pedagógico. Reflexiones en torno a la psicomotricidad vivenciada en la Educación Infantil Parodia, arte y afectos. El cuerpo como espacio de enunciación. |
| 14:00 | Break |
| 15:30 | Papers
GROUP 3. Chair: Marina Riera. Teaching Empathy: Ecofeminist Affective Pedagogy for the Anthropocene Spatial and temporal aesthetic narratives of settler colonialism: Created aesthetic environments in British Columbia, Canada. Affective citizenship? Transcending national-global debate around citizenship education Material pedagogies for understanding the intersections of gender, race and religion GROUP 4: Chair: Paula Estalayo. Everything is Dark, is Light. Cartografía de la violencia machista en Valencia Markets in Bogotá (Video-essay) “¡Cuida’ o, las mujeres tienen poder!” Consumo de reggaetón en estudiantes de la ciudad de Puebla y su vínculo con la conformación de la femineidad. GROUP 5. Chair: Andrea Trenado. La escucha como catalizadora de afectos a través de una práctica educativa en el museo. Vivencias narradas de un relato rizomático a cuatro voces. Una conversación sobre una experiencia pedagógica basada en las artes, los contactos, los saberes situados y aprendizajes nómadas. |
| 17:00 | End of the first day |
| November 22nd, 2019 | |
| 10:00 | Conference and debate
Mònica Cano Abadía Respondent |
| 11:00 | Papers
GROUP 6. Chair: Silvia de Riba. El afecto como expresión de la atención eficiente. Reflexiones pedagógicas de una docente universitaria: saber, emoción y conocimiento. Una investigación desde la educación primaria y las artes visuales, que afecta. Posos entre porosidades. Afectos y movimientos en nuestros cuerpos docentes. GROUP 7. Chair: Miriam C. Cabeza. Centralidad docente afectivo-discursiva. ¿Qué hay después de la vocación que nos engancha a enseñar? ¿Y cuando el aula es a distancia?: La producción de afectos en los ambientes educativos digitales Thinking with litteratur; Following affects of litteratur in the creation of a minor Languages. Opening up to the world: young marginalised emerging artists and affective spaces. |
| 12:30 | Break |
| 13:00 | Conclusion round table
Hickey-Moody, Mònica Cano, Fernando Hernández and Beatriz Revelles |
| Teachers experiences Afternoon | |
| 16:00 | Conference – Introduction to affect
Beatriz Revelles |
| 17:00 | Affective pedagogy in learning life.
Fernando Hernández |
| 17:30 | Break |
| 18:00 | Pedagogical experiences related to affects
Ara serem gegants! O de com afectem i som afectades. Los afectos que se despliegan cuando um centro cambia de perspectiva pedagógica Dels afectes, moviments i canvis… a la dificultat de fer conscients aquests processos. |
| 19:45 | Book launch
Deleuze and Masculinity (A. Hickey-Moody) |
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.
Application process
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: esbrina@ub.edu
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
Author(s):
Affiliation:
e-mail:
Title:
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.
Registration
You can register by filling it the following form, or going to the form page directly.
Carrer d’Aragó, 255,
08007 Barcelona
Organizing Committee
- Miriam Corredera-Cabeza
- Silvia de Riba
- Paula Estalayo
- Mar Sureda
- Andrea Trenado
Scientific Committee
- Felicity Colman
- Ana M. González Ramos
- Fernando Hernández-Hernández
- Beatriz Revelles Benavente
- Iris van der Tuin
Organized by
Programa de Doctorat d’Arts Visuals i Educació
With support from
Programa de Doctorat Educació i Societat – Facultat d’Educació