Towards Undisciplining: Temporality, Objects, and Method in Education Research

Session Type: Symposium

Abstract

This session asks whether ‘being undisciplined’ can be turned from a criticism to a theoretical and methodological invitation to examine both the foundations of our disciplines and the ways that education disciplines people and thinking. The papers in this session bring together work across the fields of comparative education, science education, and arts education to call these commonsense disciplinary delineations into question, provoked by distinct yet resonant experiences encountered while teaching, learning, and conducting research in our disciplines. We ask: what assumptions can unsettling our disciplinary histories unseat, and how does undisciplining provide tools to introduce histories and ontological possibilities that allow for a different understanding of our areas, our field, and our world?

Sub Unit

• Division B - Curriculum Studies / Division B - Section 3: Theories, Methodologies, and Philosophies of Curriculum Studies

Chair

• Rachel E. Williams, University of Wisconsin - Madison

Papers

• Unsettling the Overrepresentation of the Normative Science Teacher: An Autoethnography of the Pedagogical Other - Curtis O'Dwyer, University of Wisconsin - Madison

• Can Eight Billion Learn Together? Education for Real Utopias and the Coordination Problem - Debopam Sen, University of Wisconsin - Madison

• The Elements of Art and Principles of Design as Governing Tactics of Sight and Self - Emily Nott, University of Wisconsin - Madison; Christopher M. Kirchgasler, University of Wisconsin - Madison

• “The Clock Is Ticking”: Undisciplining The Global South Girl and Futurity In International Development Campaigns - Ramata Diallo, University of Wisconsin - Madison

Session Organizer

• Emily Nott, University of Wisconsin - Madison

Discussant

• Nancy L. Lesko, Teachers College, Columbia University