Restoring Pedagogic Work to the Incipience and Immanence of Learning: Disobedient Pedagogies

Abstract

This chapter deals with two modes of pedagogical practice. The first, described as prescriptive, is driven by a desire for specific preordained pedagogised subjects that meet the needs of economic competition held in place by controlled curriculums, assessment and inspection programmes. Such practice follows planned routes determining educational success or failure. A second practice advocates a more uncertain pedagogical adventure characterised by novel modes of engagement that emphasise a subject-yet-to-come, where the notion of the not-known is immanent to such adventures. The tension between these two modes of practice is illustrated with reference to an art project entitled Rogue Game, in which subjective spaces collide and reform. The chapter tries to think beyond dominant conceptions of pedagogy as illustrated by the first mode, where clear ontological differentiations are made between learner, teacher and knowledge, and to consider pedagogic work as an ongoing process of material entanglements through which teachers and learners emerge.