How might ‘pausing’ as a pedagogical strategy cultivate everyday collective worlding practice/s?
SHARED BY KELLY BOUCHER
How might ‘pausing’ as a pedagogical strategy cultivate everyday collective worlding practice/s? Microblogging as slow engagement with ideas, concepts and fragments is a collective asking-together; what kind of worlds might small moments produce? ‘Pausing as pedagogical’ (as Nicole and Randa offered here) invites noticing otherwise and offers a response to everyday moments as worlding practices. Noticing otherwise attends to Haraway’s ‘…propos[ing] together something unanticipated, [and] take[s] up the unasked-for obligations of having met’ (2016. pg. 130). To pause is to grapple with the ‘take up’, to be responsive to human and more-than-human ecological precarity in troubled places. These micro-documentations take up the obligation and offer ways for collective dialogue to shape and reshape educational futures.
We propose that through a ‘commonpause’, worlding practices are produced when we continuously come together and notice-with the everyday. Through these practice/s, our obligation is to live well with the damages we have inherited and travel together with the recuperation and resurgence that is always/already in motion.
References
Haraway, D. J. (2016). Staying with the Trouble: Making kin in the Chthulucene. Duke University Press.
