A Flower and a Stone: Diffraction, Collaborative Object Inquiry, and the Possibilities for New Worlds

• In Event: Making Sense of, Assuming Responsibility for, and Conceptualizing the Possibilities for Teacher Education in a Changing World

Abstract

In this paper, we diffractively read becoming-educators through an engagement with collaborative, arts-based self-study. We view self-study as a collaborative, creative and inventive methodology. In our exploration, we create an artwork that serves as a response to the educational spaces through which we move/d. In turn, a diffractive reading of our artwork allows us to foreground where differences emerge and why they matter. Such differences are conceptualised as affirmative and productive of possibilities for creative ruptures through which we can generate methodological possibilities for preservice teachers to engage in critical self-study of becoming-educators and to work towards socially and ecologically just futures.

Authors

• Marguerite Muller, King's College London

• Frans Kruger, University of the Free State