Within science education, Indigenous ways-of-knowing-in-being are often excluded. When included they differ from or defer their intended meanings and matterings as a product of (re)centering settled
This talk draws on Sami scholar Rauna Kuokkanen’s and feminist science studies scholar Karen Barad’s conceptualizing of response-ability to trouble the singularizing figuration of responsibility as learning about science education’s (constituted and co-constitutive) Other. Proposed is a homework of response-ability that entails exploring the ways in which science education’s Other is always already co-constituted within its Self, as well as the ways in which here-now is hauntologically entangled with significant there-thens (e.g., the birth of the laboratory). As a call to account for and be accountable to these absent presences that vacillate with/in science education, this talk explores the possibilities that emerge when science education un-settles the multiple ways it inherits its “home” (e.g., cultural, disciplinary, historical). These efforts pursue (re)opening the norms of responsiveness towards receiving Indigenous ways-of-knowing-in-being on their own terms.
Marc Higgins' research work is an extension of a longstanding involvement with, in, and across the fields of Indigenous education, science education, and media-technology education. From this teaching and learning has stemmed a deep engagement with/in the complexities and complications that occur through the navigation and negotiation of Indigenous and Western modern ways-of-knowing (i.e., epistemology) and ways-of-being (i.e., ontology). In order to work within and against systems that render these encounters a form of pedagogical violence and/or (fore)closure, Marc has been working in the methodological space within and between Indigenous, decolonizing, post-colonial, and post-humanist theories in order to think and practice education and educational research differently around contested curricular concepts (e.g., what "counts" as science) towards ethical forms of Indigenous--non-Indigenous relationality.
Humanities and social science research opens minds and helps shape a better, brighter future by advancing our understanding of social, cultural, political, legal, technological, economic and environmental issues. The work of scholars in the humanities and social sciences help us understand the world we live in and give us tools to imagine the future.
Each year, the Office of the Vice-President (Research and Innovation) and the Kule Institute for Advanced Study co-host Open Minds in celebration of talented and innovative humanities and social sciences colleagues at the University of Alberta. The event features lightning talks from researchers funded by the Social Sciences and Humanities Research Council of Canada (SSHRC). Please join us!
This year's event will take place on Wednesday, February 5, in room 2-115, Education North. For the full roster of speakers & topics, please visit: https://www.ualberta.ca/vice-president-research/openminds.html
Program of speakers begins at 4:00 pm, a reception will follow
Registration for the event is not required but much appreciated. Please register here.
Presenter: Mirjana Uzelac, PhD Candidate, Anthropology
Tory 14-28 at 1PM on January 21, 2020
How do chaotic political, economic and social changes influence the lives and works of astrophysicists? The research is based on ethnographic fieldwork done at the Belgrade Astronomical Observatory, the largest institute for astronomy and astrophysics in Serbia, in the period between 2015 and 2018. Serbia is a postsocialist country: once part of socialist Yugoslavia, it has undergone numerous changes since the 1990s and is currently experiencing the chaos of neoliberal transition and “wild capitalism.”
Why does form matter? Why, given the urgency of the contemporary moment, attend to artistic form at all? This talk will track debates on artistic form in the long 20th century, attending to both the politics and pedagogies of form, in order to propose a distinction between art on ecology and art that is formed ecologically. Giving theoretical and art historical background for this distinction, this talk argues for ecological ethics that take the question of aesthetic form seriously in the context of art on -- and in -- the Anthropocene.
Date: January 17, 2020
Time: 12-2 PM (Talk from 12-1PM; Discussion from 1-2PM)
Location: Arts-Based Research Studio, 4-104 Education North, University of Alberta
Natalie S. Loveless is an associate professor in the department of Art and Design (History of Art, Design, and Visual Culture) at the University of Alberta, where she also directs the Research-Creation and Social Justice CoLABoratory. Loveless is the author of How to Make Art at the End of the World: A Manifesto for Research-Creation (2019, Duke University Press), which examines debates surrounding research-creation and its institutionalization, paying particular attention to what it means – and why it matters – to make and teach art research-creationally in the North American university today