Pause/Play: Curating as Living/Aesthetic Analysis

Abstract

What might become if teachers were asked to view themselves as curators? And, in turn, in what ways might curatorial work draw attention to how analytic spaces are continuously created as teachers and teacher educators move through pedagogical and research processes? This paper extends an invitation for readers to engage with curatorial impulses (Hofsess, 2015, 2016, forthcoming) and co-curatorial moments (Thiel, forthcoming) as living/aesthetic analysis by remixing a series of constructs and technologies explored by a cohort of preservice teachers. Finding inspiration in Nordstrom’s (2017) antimethodology, the authors grapple with how curating might set up “conditions of possibility” (Barad, 2007) that offer a new way to engage in the theoretical work of qualitative inquiry—a way that begins to invite the student, the art material, the political, the affectual, etc., into the entanglement of theorizing from the start because they were always, already there to begin with.