The idea of making as a form of activism or, as we refer to it in this paper, craftivism, underpins our ambition to transform pedagogical environments into spaces of possibility through sensory and affective making practices. A craftivist agenda pushes for open teaching and learning with materials so that students can inhabit a what if space which ruptures institutional time and space. Beginning with a theorization of disruptive making and dissensus and then moving on to foreground a materialist stance on making, the paper illustrates how students experience materialities across two very different classroom environments and how these experiences led to greater presence, voice and agency for students. There is an underlying focus in the paper on embodied responses and affective flows. After theorizing craftivism, there are three sections that explore making, teaching and feeling through craftivist, postdigital methods.
|Number of pages||16|
|Journal||British Journal of Educational Technology|
|Publication status||Published - 28 Mar 2019|
Bibliographical noteThe acceptance date for this record is provisional and based upon the month of publication for the article.
- SoE Centre for Teaching Learning and Curriculum
- SoE Centre for Knowledge, Culture, and Society