The Pedagogy of the Anarchive is a research proposal that aims to collectively build a hub for neurodiverse/crip/queer art and arts education practices. It is an in-disciplinary three-year project that will deliver multimodal outcomes, like an ever-mutating assemblage/installation, a film and publications. The boldness of the proposal relies on making visible underrecognized modes of perception and relationalities in arts education and artistic research, critically approaching them with pedagogies that deconstruct the archival neurotypical tendencies. To prototype the iterations of the material assemblage, we will use diverse materials and textures, like textiles, pieces of furniture and art supplies. Ideally, the space will be co-composed as we host activities. We will employ the anarchive as our conceptual and operational apparatuses. The anarchive emerged from the necessity to overcome the idea of archiving a past event or proposition. It understands the register or the objects not as representations or essences but through their traces that potentially can activate new propositions. Materials, like furniture, textiles, tape measures, acrylic tools, raw treated bamboo, paints and cardboard, are understood relationally. We ask: how can we assemble them to privilege underrecognized modalities of perception? It is “not documentation of past activity. It is a feed-forward mechanism for lines of creative process, under continuing variation (…) a cross-platform phenomenon (…) between media, between verbal and material expressions, between digital and off-line archiving, and most of all between all of the various archival forms it may take and the live, collaborative interactions that reactivate the anarchival traces, and in turn create new ones.” (Massumi, 2016). The theoretical framework we use is transdisciplinary, in the intersection of process philosophy (Erin Manning, Brian Massumi, Alfred North Whitehead, Gilles Deleuze and Félix Guattari), Queer Theory ( Lee Edelman, Paul Preciado, José Esteban Muñoz, Jack Halberstam), Critical Disability Studies, Neurodiversity and Neuroqueerness (Melanie Yergeau, Mel Baggs, Dan Goodley, Justine Egner) and the New Materialisms (Karen Barad, Stacy Alaimo, Jane Bennett). What the scholars from this extensive bibliography share, besides different their theoretical affiliations, is the appreciation of the concepts of relation and relationality beyond the human scope, recognising the agency of non-human bodies. For us, it is urgent to foreground that to begin undoing the neurotypical ableist and functionalist dominion of arts and arts education. It is also critical to bring awareness to the complex relations of causality that entangle the anthropotechnical construction of the man at the cost of the consequences of the Anthropocene. At the same time, the concerns and concepts shared by these scholars must be "bent" and re-thought by the lenses that detour the dominance of the Global North onto-epistemologies. Pereira (2019, p. 64), while talking about Decolonial Queer Theory, affirms that bending implies "a rereading of the Global North’s theories in order to revise them, bend them, scrutinise their silences and obliterations, and to make them speak differently".

Extended Bibliography

Alaimo, S. (2010). Bodily Natures: Science, environment, and the material self. Bloomington: Indiana University Press.

Alhadeff-Jones, M. (2013). Complexity, methodology and method: Crafting a critical process of research. Complicity: An International Journal of Complexity and Education 10(1/2):19-44. doi: 10.29173/cmplct20398

Baggs, A. (2007). I knew moving took effort, but …. Retrieved May 24, 2019, from Ballastexistenz. Available online at http://ballastexistenz.autistics.org/?p=379

Barad, K. (2003). Posthumanist performativity: Toward an understanding of how matter comes to matter. Signs: Journal of women in culture and society, 28(3), 801-831.

Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham: Duke University Press.

Barad, K. (2014). Diffracting Diffraction: Cutting Together-Apart. Parallax, 20(3), 168–187.doi:10.1080/13534645.2014.927623

Bennett, J. (2009). Vibrant matter: A political ecology of things. Durham: Duke University Press.

Braidotti, R. (2016). Posthuman Critical Theory. Critical Posthumanism and Planetary Futures, 13–32. doi:10.1007/978-81-322-3637-5_2

Campbell, F. K. (2019). Precision ableism: a studies in ableism approach to developing histories of disability and abledment. Rethinking History, 23(2), 138–156. doi:10.1080/13642529.2019.1607475

Carter, A., Catania, T., Schmitt, S., & Swenson, A. (2017). Bodyminds like ours: An autoethnographic analysis of graduate school, disability, and the politics of disclosure. Negotiating Disability: Disclosure and Higher Education, 95-113. Ann Arbor: University of Michigan Press.

Charteris, J., Nye, A., & Jones, M. (2019). Posthumanist ethical practice: agential cuts in the pedagogic assemblage. International Journal of Qualitative Studies in Education, 1–20. doi:10.1080/09518398.2019.1609124

Corsín Jimenez, A. (2014). Introduction. The prototype: more than many and less than one. J Cult Economy, 7 (4) (2014), pp. 381-398. Doi: 10.1080/17530350.2013.858059

Cutler E.S. (2019) Listening to Those with Lived Experience. In: Steingard S. (eds) Critical Psychiatry. Cham: Springer. DOI: https://doi.org/10.1007/978-3-030-02732-2_8

Crutzen, P.J. (2010) “Anthropocene Man.” Nature 467 (7317), S.10. http://www.nature.com/nature/journal/v467/n7317_supp/full/467S10a.html.

den Houting, J. (2019). Neurodiversity: An insider’s perspective. Autism, 23(2), 271–273. https://doi.org/10.1177/1362361318820762

Derrida, J. (1996). Archive fever: A Freudian impression. Chicago: University of Chicago Press.

Douglas, P., Rice, C., Runswick-Cole, K., Easton, A., Gibson, M. F., Gruson-Wood, J., ... & Shields, R. (2019). Re-storying autism: a body becoming disability studies in education approach. International Journal of Inclusive Education, 1-18.

Duhn, I. “Performing Data”. In: Koro-Ljungberg, M, Löytönen, T; Tesar, M. (Eds.) (2017). Disrupting data in qualitative inquiry: Entanglements with the post-critical and post-anthropocentric. New York: Peter Lang.

Edelman, L. (2004). No future: Queer theory and the death drive. Durham: Duke University Press.

Egner, J. (2018) "An Intersectional Examination of Disability and LGBTQ+ Identities In Virtual Spaces".Graduate Theses and dissertations. http://scholarcommons.usf.edu/etd/714

Egner, J. E. (2019). “The Disability Rights Community was Never Mine”: Neuroqueer Disidentification. Gender & Society, 33(1), 123–147. https://doi.org/10.1177/0891243218803284

Freire, P. (2014). The pedagogy of the oppressed: 30th Anniversary Edition. Bloomsbury Publishing: USA.

Halberstam, J. (2011). The queer art of failure. Durham: Duke University Press.Huotilainen, M., Rankanen, M., Groth, C., Seitamaa-Hakkarainen, P., & Mäkelä, M. (2018). Why our brains love arts and crafts. FormAkademisk - Research Journal of Design and Design Education, 11(2). https://doi.org/10.7577/formakademisk.1908

Kallio-Tavin, M. (2013). Encountering the Self, Other and Third: Researching the Crossroads of Art Pedagogy, Levinasian Ethics and Disability Studies. Espoo: Aalto University.

Koro-Ljungberg, M. (2015). Reconceptualizing qualitative research: Methodologies without methodology. Singapore: Sage Publications.

Kuby C.R., Aguayo D. (2019). A Manifesto for Teaching Qualitative Inquiry with/as/for Art, Science, and Philosophy. In: Taylor C., Bayley A. (eds) Posthumanism and Higher Education. Cham: Palgrave Macmillan. DOI: https://doi.org/10.1007/978-3-030-14672-6_4

Jaarsma, P., & Welin, S. (2012). Autism as a natural human variation: Reflections on the claims of the neurodiversity movement. Health Care Analysis, 20(1), 20-30.

Latour, B. (2017). Facing Gaia: Eight lectures on the new climatic regime. London: John Wiley & Sons.

LIAF 2019 Kelp Congress. (2019). https://2019.liaf.no/en/news/kelp-congress/ Retrieved June 26, 2019.

Linett, M. (2019). Cripping Modernism: An Introduction. MFS Modern Fiction Studies, 65(1), 1–11. doi:10.1353/mfs.2019.0000

Löytönen, T. (2017). Educational development within higher arts education: An experimental move beyond fixed pedagogies. International Journal for Academic Development, 22(3), 231-244.

Manning, E. (2012). Always more than one. Durham: Duke University Press.

Manning, E.; Massumi; B. (2014). Thought in the Act. Passages in the Ecology of Experience. Minneapolis: University of Minneapolis Press.

Massumi, B. (2016). The anarchive: process report. https://tinyurl.com/ybbpq4b3

Morton, T. (2013). Hyperobjects: Philosophy and Ecology after the End of the World. Minneapolis: University of Minnesota Press.

Muñoz, J. E. (2009). Gesture, Ephemera, and Queer Feeling: Approaching Kevin Aviance. Cruising Utopia: The Then and There of Queer Futurity. New York: NYU Press.

Murphie, A. (Org.). (2016). The Go-to How to Book of Anarchiving. Montreal: Senselab/Lulu.

Nicolaidis, C., Milton, D., Sasson, N. J., Sheppard, E., & Yergeau, M. (2018). An Expert Discussion on Autism and Empathy. Autism in Adulthood, 1(1), 4-11.

Pereira, P. P. G. (2019). Queer in the Tropics. SpringerBriefs in Sociology. doi:10.1007/978-3-030-15074-7

Robertson, S. M. (2009). Neurodiversity, quality of life, and autistic adults: Shifting research and professional focuses onto real-life challenges. Disability Studies Quarterly, 30(1).

SENSELAB. (2019). Introduction to Spaze. The Senselab. http://senselab.ca/wp2/spazeunderspaz/#about Retrieved July 07, 2019.

Springgay, S; Truman, S. (2018). Walking Methodologies in a More-than-human World: WalkingLab. New York: Routledge.

Springgay, S., & Truman, S. E. (2019). Counterfuturisms and speculative temporalities: walking research-creation in school. International Journal of Qualitative Studies in Education, 1–13. doi:10.1080/09518398.2019.1597210

St. Pierre, E. A. (2018). Post qualitative inquiry in an ontology of immanence. Qualitative Inquiry, Online, 1-14. doi:10.1177/1077800418772634.

St. Pierre, E. A. (2019). Post Qualitative Inquiry, the Refusal of Method, and the Risk of the New. Qualitative Inquiry. https://doi.org/10.1177/1077800419863005

Sundén, J., & Blagojević, J. (2019). Dis/connections: Toward an Ontology of Broken Relationality. Configurations, 27(1), 37–57. doi:10.1353/con.2019.0001

Sweet, J. D., Nurminen, E., & Koro-Ljungberg, M. (2019). Becoming Research With Shadow Work: Combining Artful Inquiry With Research-Creation. Qualitative Inquiry, 107780041985776. doi:10.1177/1077800419857764

Taylor, A. (2013). “Lives worth living”: Theorizing moral status and expressions of human life. Disability Studies Quarterly, 33 (4). DOI: http://dx.doi.org/10.18061/dsq.v33i4.3875

Thomas, J. (2018). Svalbard’s the place: Examining Settler Colonialism’s influence on Arctic Prehistory. Master thesis. Tomar: IPT.

Ulmer, J. B. (2017). “Writing ‘Data’ Across Space, Time, and Matter. In: Koro-Ljungberg, M, Löytönen, T; Tesar, M. (Eds.) (2017). Disrupting data in qualitative inquiry: Entanglements with the post-critical and post-anthropocentric. New York: Peter Lang.

Yergeau, M. (2013). Clinically significant disturbance: On theorists who theorize theory of mind. Disability Studies Quarterly, 33(4).

Yergeau, M. (2018). Authoring Autism: On Rhetoric and Neurological Queerness. Durham: Duke University Press.

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Extended Bibliography