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Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy
Diffractive methodology has been developed by Donna Haraway and Karen Barad as a methodology to read two (or more) different thoughts or works without criticism. The diffractive methodology allows us to see and reinforce connections which seemly opposed to each other (Van der Tuin, 2011:27). This is...
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| Format: | Thesis |
| Language: | English |
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School of Education
2019
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| _version_ | 1867614128910106624 |
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| access_status_str | Open Access |
| author | Ha, Bokju |
| author2 | Murris, Karin |
| author_browse | Ha, Bokju Murris, Karin |
| author_facet | Murris, Karin Ha, Bokju |
| author_sort | Ha, Bokju |
| collection | Thesis |
| description | Diffractive methodology has been developed by Donna Haraway and Karen Barad as a methodology to read two (or more) different thoughts or works without criticism. The diffractive methodology allows us to see and reinforce connections which seemly opposed to each other (Van der Tuin, 2011:27). This is based on the ontological shift from interaction, where we start with separate entities which then interact, to intra-action, an event through which subject and object emerge (Barad, 2007)). With the help of this posthuman methodology, I read Bernstein’s sociological theory of education that is based on the important concept of boundary and a 'tree-like’ structuring of concepts the structure of trees diffractively through knowledge as conceptualised by critical posthumanists. The latter philosophical orientation (Braidotti, 2013) is based on the structuring of concepts like 'rhizomes’, that is, shooting in all directions without middle or end and with its blurred and indeterminate ontological boundaries. This study aims to answer the following questions through diffraction: What new insight may be realised in terms of knowledge and pedagogy by reading Bernstein and critical posthumanism diffractively? How does critical posthumanism problematise knowledge and pedagogy as theorised by Bernstein? What is a posthuman pedagogy? In what way can each theory contribute to solving the inequalities of education today? Bernstein, who has devoted himself to the analysis of power and control in relation to inequalities in the school, has described inequalities in relation to unequal distribution of power, and social groups and strength of boundaries. In this regard, I will address four concepts related to this egalitarianism through Bernstein and critical posthumanism and suggest the notion of trans-material egalitarianism in relation to equality in education. The four concepts are subject, boundaries, power and causality. Reading these two theories diffractively gives rise to an interference pattern or superposition (Barad, 2007), especially about trans-species egalitarian education. Critical posthumanism offers another perspective that includes transdisciplinary approaches to investigate inequality in schooling. This study will focus on this navigational tool (Braidotti, 2013) in order to combat injustice through the reproduction of inequality. In conclusion, I suggest that the trans-species egalitarianism education has existed in Eastern philosophy for a long time, and that trans-species egalitarianism education in the post - human era will be achieved by reading Eastern and Western education as a diffraction. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/29872 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:47:07.699Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2019 |
| publishDateRange | 2019 |
| publishDateSort | 2019 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/29872 Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy Ha, Bokju Murris, Karin Education Diffractive methodology has been developed by Donna Haraway and Karen Barad as a methodology to read two (or more) different thoughts or works without criticism. The diffractive methodology allows us to see and reinforce connections which seemly opposed to each other (Van der Tuin, 2011:27). This is based on the ontological shift from interaction, where we start with separate entities which then interact, to intra-action, an event through which subject and object emerge (Barad, 2007)). With the help of this posthuman methodology, I read Bernstein’s sociological theory of education that is based on the important concept of boundary and a 'tree-like’ structuring of concepts the structure of trees diffractively through knowledge as conceptualised by critical posthumanists. The latter philosophical orientation (Braidotti, 2013) is based on the structuring of concepts like 'rhizomes’, that is, shooting in all directions without middle or end and with its blurred and indeterminate ontological boundaries. This study aims to answer the following questions through diffraction: What new insight may be realised in terms of knowledge and pedagogy by reading Bernstein and critical posthumanism diffractively? How does critical posthumanism problematise knowledge and pedagogy as theorised by Bernstein? What is a posthuman pedagogy? In what way can each theory contribute to solving the inequalities of education today? Bernstein, who has devoted himself to the analysis of power and control in relation to inequalities in the school, has described inequalities in relation to unequal distribution of power, and social groups and strength of boundaries. In this regard, I will address four concepts related to this egalitarianism through Bernstein and critical posthumanism and suggest the notion of trans-material egalitarianism in relation to equality in education. The four concepts are subject, boundaries, power and causality. Reading these two theories diffractively gives rise to an interference pattern or superposition (Barad, 2007), especially about trans-species egalitarian education. Critical posthumanism offers another perspective that includes transdisciplinary approaches to investigate inequality in schooling. This study will focus on this navigational tool (Braidotti, 2013) in order to combat injustice through the reproduction of inequality. In conclusion, I suggest that the trans-species egalitarianism education has existed in Eastern philosophy for a long time, and that trans-species egalitarianism education in the post - human era will be achieved by reading Eastern and Western education as a diffraction. 2019-03-01T09:06:36Z 2019-03-01T09:06:36Z 2018 2019-02-25T10:17:51Z Master Thesis Masters MEd http://hdl.handle.net/11427/29872 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Education Ha, Bokju Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy |
| thesis_degree_str | Master's |
| title | Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy |
| title_full | Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy |
| title_fullStr | Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy |
| title_full_unstemmed | Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy |
| title_short | Reading Bernstein and Critical Posthumanism Diffractively Through One Another: Intra-activity Pedagogy |
| title_sort | reading bernstein and critical posthumanism diffractively through one another intra activity pedagogy |
| topic | Education |
| url | http://hdl.handle.net/11427/29872 |
| work_keys_str_mv | AT habokju readingbernsteinandcriticalposthumanismdiffractivelythroughoneanotherintraactivitypedagogy |