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INSIGHTS INTO STRUCTURALLY IDENTICAL EXPERIENCES OF RESIDENTIAL CARE ALUMNI: THE PARADOX OF BECOMING AUTONOMOUS IN A RESIDENTIAL CARE FACILITY
No full textIn this study, which is part of my PhD thesis project, I used the documentary method of interpretation to analyze a discourse on the prospect of leaving care and living autonomously that emerged from group discussions among youth living in a residential setting in Alto Adige [South Tyrol], Italy. The documentary method of interpretation not only examines the explicitly expressed contents of the discourse, but also reconstructs the young person’s implicit, or atheoretical, knowledge underlying and orienting habitualized social action. The method focuses on group-based social patterns that, when applied in care-leaver research, give valuable insights into structurally identical experiences young people in institutions of residential care share that concern the normative educational goal and expected learning outcome of autonomy. The analysis of the group discussions suggests that becoming autonomous in a residential institution is, from the perspective of the young people, a paradoxical arrangement with compulsory character, and that they have developed group-specific patterns and strategies to manage it. This article will present those social patterns and strategies. An understanding of the influence of the paradox is necessary if we are to improve outcomes of the social pedagogical treatment model in residential care settings and thus improve the life chances of residential care alumni and the experience of leaving care for young adults
To Be or Not to Be … a Puppet? Der Bestrafte Brudermord
No full textFor the production: Der Bestrafte Brudermord (2016, The Hidden Room Theater Company, USA)
Titus Andronicus: New York Shakespeare Exchange at the HERE Performing Arts Center
No full textFor the production: Titus Andronicus (2015, New York Shakespeare Exchange, USA)
Reggio Emilia Inspired Philosophical Teacher Education in the Anthropocene: Posthuman Child and the Family (Tree)
No full textIn this paper, we give a flavour of how, against the odds, Reggio-Emilia-inspired pedagogical documentation can work in reconceptualizing environmental education, reconfiguring child subjectivity and provoking an ontological shift from autopoiesis to sympoiesis in teacher education. Working posthuman(e)ly and transdisciplinarily across three foundation phase teacher education courses at a university in South Africa, we situate our teaching within current environmental precarities. We show how we stirred up trouble in and outside our university classroom and provoked our students to “make kin” with children, each other, other animals, and the more-than-human, but also to stay with the trouble, that is, to learn to be truly present in colonized spaces
Future Child: Pedagogy and the Post-Anthropocene
No full textFor many, the Anthropocene foreshadows the apocalypse: a fertile terrain to speculate about the future, which can displace the now. We aim to reconceptualize this era, drawing inspiration from those working to imagine possible eras for the post-Anthropocene—imaginaries that do not deny the material histories and urgencies of the present. In particular, we seek to transform the ways children are figured in this epoch. In this conceptual essay, we (re)consider the Anthropocene, explore how figurations of the child tap into environmental futurism, and call for a pedagogy of the post-Anthropocene which rejects future-orientations that negate children as bearers of their own experience and agents of their own purpose
