Anne Beate Reinertsen

Come on Dear Gal On Learning Democracies; Mygazes, Mymethods, Mylanguages, Myforces, and Mychanges

Thinkingfeeling my ways into and toward future intra-activist material and performance research possibilities, I argue for embracing the mobilized gaze of the flaneur to explore and create powerful blends of interpretive auto-ethnographic/-biographic/-ethnomethodology writing approaches: Mygazes: They are broad, multifaceted, and partial. They are recursive and “unselfed” (Iris Murdoch; 1919-1999). Simone Weil’s (1909-1943) onto-political concepts of (world) “attention” and “decreation” as a willed dissolution of the subjective ego are good to thinkfeel with. Accordingly, such approaches are about a scienced-up me producing myself through using knowledges without fear and my will born from it: My personal accountability and authenticity is pivotal: Mymethods: They are about the wrong pedagogy, and thus, always integrating failure as an important part of any activity. They are about word making for reimagining democratic societies; a new era of personal and social responsibility and learning democracy: Mylanguages: It is a member’s methods; My Own (Stirner, 2012) methods and from here; I am my own to thinkfeel with and me showing me Myforces and Mychanges.

Welcome to My Brain

This is about developing recursive, intrinsic, self-reflexive as de-and/or resubjective always evolving living research designs. It is about learning and memory cognition and experiment poetic/creative pedagogical science establishing a view of students ultimately me as subjects of will (not) gaining from disorder and noise: Antifragile and antifragility and pedagogy as movements in/through place/space. Further, it is about postconceptual hyperbolic word creation thus a view of using language for thinking not primarily for communication. It is brain research with a twist and becoming, ultimately valuation of knowledges processes: Becoming with data again and again and self-writing theory. I use knitting the Möbius strip and other art/math hyperbolic knitted and crocheted objects to illustrate nonbinary . . . perhaps. Generally; this is about asking how-questions more than what-questions.

Becoming with Data: Developing Self-Assessing Recursive Pedagogies in Schools and Using Second-Order Cybernetics as a Thinking Tool.

This article is about developing school-based self-assessing recursive pedagogies and case/action research practices and/or approaches in schools, and teachers, teacher researchers and researchers simultaneously producing and theorising their own practices using second-order cybernetics as a thinking tool. It is a move towards pragmatic data-driven pedagogies and research and away from traditional hypothesis-driven activities.

Queer School-Based Self-Assessment, Inspiraction Research, and Second-Order Cybernetics as Thinking Tool

This is about queer school-based self-assessment and deauthorized, self-reflexive, and robust knowledge-creation processes and/as products in schools. It is about professional development and knowledge autonomy in a reform perspective, hence moving to the bricolage and inspiraction research. It is about cybernetics and circularity, so read again.

The Inefficiency of Knowledge and the Limits of Explanations; the Necessity of Critique

July 22nd 2011 Norway experienced the deadliest terror attack in the country since World War II. One man, Anders Behring Breivik, ABB (33), blew up the Governmental Headquarters in our capital Oslo, killing eight people. Later that day he shot and killed, one by one, 69 youths attending a summer camp at Utøya, and wounded many others. His target was the Norwegian Labour Party, its most prominent and influential members, and those who one day might be. His country is dying he says, because of multiculturalism. He is a commander and knight—future leader and even king. His actions were political , compulsory—necessary. . . he says. He regrets nothing.

Being Data and Datadream/ing Pedagogies With Pinter: A Dream/Dialogue/Data/Play About Being Ruthlessly Honest About Own Motives Eventually Max Stirner

This is about data dreaming the promise of dialogue in education with Pinter: The dreams and aspirations of the absent. It is a reality check and wishful thinking and about living in the world as if it was a better place. Ruin is a blessing. It always finds ways to rebuild itself. This is a move toward data driven pedagogies and research and away from traditional hypothesis driven activities and ideals. Dreaming with Pinter opens up Deleuzian “aionic” productive intensities/spaces/sensations, possibilizing and/or evoking teachers’ and children’s becomings alike; uncontrollable, indefinable endless. My Ego and My Own . . . counting as data setting things in motion: Data what you make of it (not) ultimately valuation of knowledges processes. My will. Anne and Ann Merete’s becomings with data from own “theorypraxises”: Anne’s research project with High School teachers and Ann Merete’s project in this huge kindergarten; both projects in Norway and about inclusive pedagogies and reform. The text is crafted as a play to honor—as in mourning, come Derrida, Pinter.

The A/Un/grammatical Child/hood/s and Writing Nature/Culture Edusemiotic Entangling With Affective Outside Encounters and Sustainability Events to Come

This is about creating new ontologisations of sustainable child/hood/s and/as exceeding forms of contracts between generations through experimenting with bodily affects and sensing movements. Experimenting as writing that is and doing with texts to foster patterns of becomings, thus affirming the positive structure of difference: Writing as opening the self up to possible encounters with affective outsides, collapsing divides in me and simultaneously possibilizing child/hood/s as (a) matrix of becoming. This is about turning early childhood and care institutions and schools into postdiagnosis localities or places of transition, their main task becoming that of not passing on traditions but to prepare for future contingent events. Teaching children to act in disagreement that is and drivers of processes and change through creating better—as in minor—languages for being and doing differently together.

A Phaedrus Baroque Art of Maintenance or Constant Fabulating Qualia Becoming Quality.

This article is crafted through three scenes, through which the author tries to imagine quality as something that is third space, semiotic, plasticity, eternal, and simultaneously something solid and obviously good here and now, through a Spinozian/Deluzian/Braitottian joy/you/me. The author rhizomatically tries to lay everything out on a plane of exteriority – on a single page, the same sheet: lived events, historical determinations, theories, philosophies, stories, concepts, individuals, groups, social formations, and her desires. Scene One is from Plato’s dialogue Phaedrus and is about censuring. Scene Two is from Robert M Pirsig’s story Zen and the Art of Motorcycle Maintenance: An Inquiry into Values. The third scene (and all scenes) is a DeleuzoGuattarian fabulation, writing qualia becoming quality and hopefully transgressing universal quality measuring projects that are addressing specific professionals and/or preschools or child/ren/hoods, where early child/hood is ultimately seen as a matrix of becoming and early childhood education centres as translocal places preparing for future contingent events. The author tries to provide a chance to see better the airy void around us – to see beneath the stucco surface of the purely phenomenal, insubstantial character of the everyday world – so as to enjoy fleeting quality life all the more, at least for a moment. The author is initiating new discourses on childhood – ultimately, children’s political subject formations.

Articlepoem: Poetry and Reality in Research in Poetry and Reality

This is a cross-disciplinary experiment with tensions and possibilities between art and pedagogy. It is an attempt to communicate the challenges of but also the joy of attempting to realize different ways of approaching the meeting points between these fields: performing dramatic representations and shapings of research and advocating for what we want and see needed. Poems, music, and lyrics and layout, graphics, and stream-of-thought writing blend with standard social science discourse, hopefully creating new angles, possibilities, methods, performative communication concepts, and reasonings.

Our Little Land and the Urgency of Showing, Not Telling, Our Subjectivities.

This is a collaborative writing story in which songs and poems invite us into complexities of living the ideals and calling for new ways of making the world visible. I need to show you who I am. You need to show me who you are. They are never completed, always open to self and social reflection, and hopefully capable of pushing boundaries of both our personal and collective imaginations and struggles against injustice and xenophobia, wherever they might be, further. We have a focus on becomings rather than belongings. Poems, music, pictures and lyrics, layout and stream-of-thought writing blend with materialist and social science discourses: we need ‘noise’ and ‘pulse’ in our systems to make them function. Noise is creative. Noise is difficult, but not necessarily a threat.