week 11 – summary


This week has seen me crawling around the internet similar to these animated ants.

I felt a need for further readings on Deleuze – spurned by the Gough and Edwards paper, but also remembering Sian Bayne’s paper entitled ‘Smoothness and Striation in Digital Learning Spaces’ (in E-Learning, Volume 1, Number 2, 2004) which influenced my IDEL10 essay.

In parallel,  I have been considering Derrida (deconstruction), multimodality and social media.

For the assignment I am planning to look at the extent music bands and their fans use social media and the effect this has on the creation of glocal communities and narratives. [early draft, to be refined]

I accessed a number of e-Journals listed on the  hub in order to get an idea of recent literature (especially fanbase, Deleuze and social media). To keep track of all the references I re-familiarised myself with Zotero.

Some discipline will be required to maintain the focus of my assignment manageable. Next week I will be looking at the various platforms for the web essay, as well as the additional criteria.


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Liquid modernity

Theories of a `liquid modernity’ (Bauman, 2000) usefully redirect research away from static structures of the modern world to see how social entities comprise people, machines, and information/images in systems of movement. There is a shift from modernity seen as heavy and solid to one that is light and liquid and in whichspeed of movement of people, money, images, and information is paramount (Bauman, 2000).

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Busy going through websites and e-journals grabbing some ideas and references.

I am using Zotero, or at least have an attempt at using Zotero, and wonder if anyone has any similar experiences or recommendations?

This is something I have been putting off, but I can see it would be well worth it and practical management tips would be most useful.

To me, this is my personal illustration of my extended cyborg-like memory mode. Without this technology I could simply not function as a student!


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Deleuze & Guattari’s A Thousand Plateaus by John David Ebert

I thought it would be interesting to bring in some audio clips, as part of my gatherings.

John David Edbert also has a YouTube channel with uploads

A challenge in terms of scholarly referencing in case I wanted to refer to these as part of my essay.
Perhaps in an academic context, applying this Deleuzian inspired practice of referring to not necessarily academic reviewed online resources other than academic papers is not quite as acceptable?

Interestingly this dilemma links to Derrida, and the continuous reinterpretation of meaning, linked to time and space.

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Deleuze conference


Jeremy Knox, PhD on this module has produced some interesting research. I found this link for a conference he was at. Seems to have a wealth of information for anyone interested in Deleuze. Jeremy’s blog for this course also gives some further insights for the Edwards paper… Useful indeed.

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Deleuze: societies of control

This is an interesting albeit controversial digital artifact that seems to generate discussion in YouTube. It can be read on a meta level, illustrating Deleuze’s writings

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Today I decided to recap and look around, gathering some ideas and examples of the task that lies ahead. With this course being delivered online and previous years also being available a rich spectrum of thoughts are spread across these networks of EDEDC communities. Voices from the past speak to me, allowing me to put into perspective questions and remarks that were made over space and in time.A useful reminder of that what we study can also be put into practice.

In an instant I can capture voices that speak up and reflect on issues that I am dealing with, grateful for the explanations that are being presented

herehere and here.

I am reading these reflections (tumblogs) as a feed into my own thoughts, pushing forward my understanding, a state of my own ‘becoming’.  My conscious ‘self’, and the thoughts of others, separated by time and space have temporarily integrated and fused, to (hopefully) enlighten my understanding. A posthuman condition we seem to continuously engage with in an online environment.  The re-reading of Edwards is now bringing further clarity. Perhaps the initial phase in learning is to absorb the representational stage and then to deconstruct (in my case the despair that followed),   allowing for a condition that allows for a focus on ontology (following readings of Edwards,although he does warn it is not that simple)…. the ‘ post-human ethico-epistem-ontology’ (Barad, 2007)  wherein there is an entanglement of  things; ‘things as question, as provocation, incitement, or enigma’ (Grosz, 2009)

p. 125).

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[warning= this post is like a dance.... it twists and turns, until some some sort of understanding is achieved within these online confines...]

The end of lifelong learning: A post-human condition? RICHARD EDWARDS

”This article explores the significance of theories of the post-human for lifelong learning. Drawing upon the works of Karen Barad and Bruno Latour, it suggests that education has focused on the learning subject as a result of an a priori assumption of a separation of matter from meaning, the object from the subject. By contrast, a post-human intervention points to the constant material entanglement of the human and non-human in the enactment of the world, and thus the problematic status of subjects and objects as separate from one another.’

I am trying to follow this binary argument.The above seems to equate as follows:

  1. traditionally education =
  • matter / meaning
  • separate object / subject
  1. post-human intervention =
  • constant material entanglement of human and non-human
  • mix object-subject

Where are the matter, meaning, human and non-human positioned here…

Where does ‘representation’ come into this? if along Lyotard’s suggestion there is a collapse of representationalism,  this collapse suggests ‘shifting’ meanings, but surely not ‘without’ meaning.

and Edwards continues, ‘post-humanism refers to an enactment that deconstructs the separation of subjects and objects and, with that, the focus on the human subject as either a representative of an essentialised human nature or in a state of constant becoming. However, it is also the case that this deconstruction requires a subject.’

he then suggests (p 7)  the focus is on ontology (being) rather than representation (epistemology) – would this mean the focus is on the learner, rather than what is learnt?

and it is the learner’s position that is being post-humanised?

Confused. This article is getting my brain in a twist….

More so as the article itself seems to shift in emphasis. On the one hand there is the discussion of a binary tradition (ontology/epistemology) but then considers disrupting the meaning itself of this.

His key position is to move on  to consider meaning via ‘gatherings’, where meaning is not separate from matter, in a Heidegger sense (‘Gegenstand’)

‘… and specifically a gathering to deliberate on a matter under discussion, a contested matter. Here things are a mixing, an entanglement. They gather the human and non-human in their enactments. They are material and they matter.’

and, following on,

In the post-human, rather than the subject representing the object through sense data of, for instance, observation, we enter into the spatio-temporal practices of gathering and experimentation. Knowing is not separate from doing but emerges from the very matter-ings in which we engage. This relies on apparatuses, which ‘are not mere observing instruments but boundary-drawing practices – specific material (re)configurings of the world – which come to matter’ (Barad, 2007, p. 140, emphasis in original). To gather is also to draw boundaries, to include and exclude.

now that makes sense….I see this very much in line with my Love Sick story. (And following Gough’s article, as Edwards also points out )

And for Edwards the position is relating  to ‘matters of concern’:

I am suggesting that a post-human condition could position learning as a gathering of the human and non-human in responsible experimentation to establish matters of concern. However, it could also be that rather than gathering differently, we might have to do away with the notion of lifelong learning altogether. Here a post-human condition could position responsible experimentation as a gathering of the human and non-human to establish matters of concern. This provides a different educational purpose to much of that which is familiar. The difference lies in that it is not the human subjectwho learns through experimenting rather than representing, but the thing [Gegenstand?] that is gathered which is an enactment of human and non-human elements. There is a decentring of the knowing/learning human subject within educational practices.

[as my brain hurts again, I need to take a rest and will revisit later...This is my third attempt at making some sense of this...]

(I also think the Edwards paper can be linked to Dewey but this needs further investigation)

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