Entanglements from a classroom. Getting into new materialisms and rethink my becoming as a teacher, artist and researcher

Abstract

What if the script, the stage, or the door in a classroom become things “doing things” in teaching-learning situations? What does it allow me to think about approaching these elements from new materialisms? How does this affect my way of becoming an a/r/tographer? In this text I get into the “intra-action” (Barad, 2007) by reviewing my teaching experience in the planning and performance of a session on Rhizomatic Research with master’s degree students in art and education. I intend to relate some implications of new materialisms in education (Revelles and Sancho, 2020) from a post-qualitative paradigm (Hernández-Hernández, 2019). By moving the concept of intra-action, I recognize myself as a “nomadic teacher” (Cano et al., 2020). This evolves into an invitation to work not from the predictable, but through what I encounter in the “in-between”, where writing works as a place for thinking (Richardson and St. Pierre, in Onsès, 2019). From this experience, I prepare the backpack for classes to come, keeping track of clues resulting from the pedagogical potentialities of intra-action to achieve more organic, conscious, affective, horizontal and rhizomatic “learning phenomena” (Onsès, 2019).