Conclusions/Beginnings

Abstract

How can one try to speak of conclusions when all the work undertaken has attempted to point towards notions of entanglement, diffraction and deterritorialisation that melt such conceptual ‘solidities’ into air? In light of this, perhaps it is the task of this conclusion/beginning, to tie the emergent properties of this book together into a form of ‘map’ that might go on to create new diffractions in the minds and practices of interested teachers, students, pedagogues and educational stakeholders. The idea of a ‘map’ suggested here is perhaps most simply put forth as a kind of apparatus that works to render known and traditional ways of thinking about teaching and learning strange, hybridised and complex through transdisciplinary means, thus opening up possibilities for new and creative lines of flight. These lines of flight are not produced ‘for their own sake’ alone, rather the ‘maps’ put forth throughout this book point towards an experimental intention to enhance teaching and learning, diffracting into new opportunities for criticality.