Study Practices and the creation of a common world. Unearthing the educational dynamics of an urban farming initiative
Abstract In this article, we propose study practices as a way to respond to the question Bruno Latour raised with regards to our current global predicament, namely where to land? In the first sections we explain the background of this question – socio-ecological challenges and transformations – and how study practices might help to offer an answer. The subsequent section sheds light on the theoretical developments in relation to which the notion of study practice has been conceived in the first place, in particular the methodological debates which saw a turn to practices on the one hand, and the theoretical discussions about the concept of study on the other hand. Analysis of the urban farming initiative Torekes in terms of a study practice allows for fleshing out the educational dynamics at play in such practices: composition, problematization, and attention. We contrast such an educational analysis with sociological and political analyses that understand this initiative as aimed at social cohesion or political subjectification respectively. In the last section, we argue how study practices, due to the ways in which they allow for the creation of a common world, might provide a response to the question how to live together on a damaged planet.
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Arènes, A., Latour, B., y Gaillardet, J. (2018). Giving depth to the surface. An exercise in the Gaia-graphy of critical zones. The Anthropocene Review, 5(2), 120-135. https://doi.org/10.1177/2053019618782257
Callon, M., Lascoumes, P., y Barthe, Y. (2009). Acting in an uncertain world. An essay on technical democracy (G. Burchell, Trans.). Cambridge, MA: The MIT Press.
Debaise, D., y Stengers, I. (2017). The insistence of possibles: towards a speculative pragmatism. PARSE, 7, 13-19. https://doi.org/10.3366/edinburgh/9781474423045.001.0001
Depraetere, A., Van Bouchaute, B., Oosterlynck, S., y Vandenabeele, J. (2018). Nurturing solidarity in diversity: can complementary currencies enable transformative practices. In S. Oosterlynck, G. Verschraegen y R. van Kempen (Eds.), Divercities. Understanding superdiversity in deprived and mixed neighbourhoods (pp. 89-112). Bristol: Policy Press. https://doi.org/10.2307/j.ctv92vpp2.10
Depraetere, A., Van Bouchaute, B., Vandenabeele, J., y Oosterlynck, S. (2014). Research report case study: Complementaire munt de Torekes in Rabot-Blaisantvest, Gent. http://www.solidariteitdiversiteit.be/uploads/docs/cases/torekesdef.pdf (Consultado el 10/08/2019).
Ford, D. (2016). Communist study. Education for the commons. Lanham, MD: Lexington Books. https://doi.org/10.1080/10510974.2016.1196381
Haraway, D. (2016). Staying with the trouble. Making kin in the Chthulucene. Durham, NC: Duke University Press. https://doi.org/10.1215/9780822373780
Harney, S., y Moten, F. (2013). The undercommons. Fugitive planning and black study. New York, NY: Minor Compositions.
Higgs, J., Barnett, R., Billet, S., Hutchins, M., y Trede, F. (Eds.). (2012). Practice-based education. Perspectives and strategies. Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6209-128-3
Illich, I. (1973). Deschooling society. London: Penguin Books.
James, W. (1907/2000). Pragmatism and other writings. London: Penguin Books.
Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., y Bristol, L. (2014). Changing practices, changing education. Rotterdam: Springer. https://doi.org/10.1007/978-981-4560-47-4
Latour, B. (2017). Facing Gaia. Eight lectures on the new climatic regime. Cambridge: Polity Press.
Latour, B. (2018). Down to earth. Politics in the new climatic regime. Cambridge: Polity Press.
Lewis, T. (2013). On study. Giorgio Agamben and educational potentiality. London: Routledge. https://doi.org/10.4324/9780203069622
Lewis, T. (2014). The fundamental ontology of study. Educational Theory, 64(2), 163-178. https://doi.org/10.1111/edth.12055
Masschelein, J. (2017). Some notes on the university as studium: a place of collective public study. In C. Ruitenberg (Ed.), Reconceptualizing study in educational discourse and practice (pp. 40-53). London: Routledge. https://doi.org/10.4324/9781315652214-4
Ortner, S. (1984). Theory in anthropology since the sixties. Comparative Study of Society and History, 16, 126-166. https://doi.org/10.1017/S0010417500010811
Postill, J. (2010). Introduction: theorizing media and practice. In B. Bräuchler & J. Postill (Eds.), Theorizing media and practice (pp. 1-27). New York: Berghahn.
Ruitenberg, C. (Ed.). (2017). Reconceptualizing study in educational discourse and practice. London: Routledge. https://doi.org/10.4324/9781315652214
Schatzki, T. (2012). A primer on practices: theory and research. In J. Higgs, R. Barnett, S. Billet, M. Hutchins, & F. Trede (Eds.), Practice-based education. Perspectives and strategies (pp. 13-26). Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6209-128-3_2
Schatzki, T., Knorr Cetina, K., y von Savigny, E. (Eds.). (2001). The practice turn in contemporary theory. London: Routledge.
Schildermans, H. (2019). Making a university. Introductory notes on an ecology of study practices. Leuven: KU Leuven (Unpublished doctoral dissertation).
Simons, M. (2017). Manipulation or study: some hesitations about post-truth politics. Bildungsgeschichte: International Journal for the Historiography of Education, 7(2), 239-244.
Stengers, I. (2002). A Cosmo-politics: risk, hope, change. In M. Zournazi (Ed.), Hope. New philosophies for change (pp. 244-273). Annandale: Pluto Press.
Stengers, I. (2006). La Vierge et le neutrino. Les scientifiques dans la tourmente. Paris: Les Empêcheurs de penser en rond.
Stengers, I. (2010). Cosmopolitcs I. Minneapolis, MN: The University of Minnesota Press.
Stengers, I. (2017). Civiliser la modernité? Whitehead et les ruminations du sens commun. Dijon: Les Presses du Réel.
Tsing, A, Swanson, H., Gan, E., y Bubandt, N. (Eds.). (2017). Arts of living on a damaged planet. Minneapolis, MN: The University of Minnesota Press.
Callon, M., Lascoumes, P., y Barthe, Y. (2009). Acting in an uncertain world. An essay on technical democracy (G. Burchell, Trans.). Cambridge, MA: The MIT Press.
Debaise, D., y Stengers, I. (2017). The insistence of possibles: towards a speculative pragmatism. PARSE, 7, 13-19. https://doi.org/10.3366/edinburgh/9781474423045.001.0001
Depraetere, A., Van Bouchaute, B., Oosterlynck, S., y Vandenabeele, J. (2018). Nurturing solidarity in diversity: can complementary currencies enable transformative practices. In S. Oosterlynck, G. Verschraegen y R. van Kempen (Eds.), Divercities. Understanding superdiversity in deprived and mixed neighbourhoods (pp. 89-112). Bristol: Policy Press. https://doi.org/10.2307/j.ctv92vpp2.10
Depraetere, A., Van Bouchaute, B., Vandenabeele, J., y Oosterlynck, S. (2014). Research report case study: Complementaire munt de Torekes in Rabot-Blaisantvest, Gent. http://www.solidariteitdiversiteit.be/uploads/docs/cases/torekesdef.pdf (Consultado el 10/08/2019).
Ford, D. (2016). Communist study. Education for the commons. Lanham, MD: Lexington Books. https://doi.org/10.1080/10510974.2016.1196381
Haraway, D. (2016). Staying with the trouble. Making kin in the Chthulucene. Durham, NC: Duke University Press. https://doi.org/10.1215/9780822373780
Harney, S., y Moten, F. (2013). The undercommons. Fugitive planning and black study. New York, NY: Minor Compositions.
Higgs, J., Barnett, R., Billet, S., Hutchins, M., y Trede, F. (Eds.). (2012). Practice-based education. Perspectives and strategies. Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6209-128-3
Illich, I. (1973). Deschooling society. London: Penguin Books.
James, W. (1907/2000). Pragmatism and other writings. London: Penguin Books.
Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., y Bristol, L. (2014). Changing practices, changing education. Rotterdam: Springer. https://doi.org/10.1007/978-981-4560-47-4
Latour, B. (2017). Facing Gaia. Eight lectures on the new climatic regime. Cambridge: Polity Press.
Latour, B. (2018). Down to earth. Politics in the new climatic regime. Cambridge: Polity Press.
Lewis, T. (2013). On study. Giorgio Agamben and educational potentiality. London: Routledge. https://doi.org/10.4324/9780203069622
Lewis, T. (2014). The fundamental ontology of study. Educational Theory, 64(2), 163-178. https://doi.org/10.1111/edth.12055
Masschelein, J. (2017). Some notes on the university as studium: a place of collective public study. In C. Ruitenberg (Ed.), Reconceptualizing study in educational discourse and practice (pp. 40-53). London: Routledge. https://doi.org/10.4324/9781315652214-4
Ortner, S. (1984). Theory in anthropology since the sixties. Comparative Study of Society and History, 16, 126-166. https://doi.org/10.1017/S0010417500010811
Postill, J. (2010). Introduction: theorizing media and practice. In B. Bräuchler & J. Postill (Eds.), Theorizing media and practice (pp. 1-27). New York: Berghahn.
Ruitenberg, C. (Ed.). (2017). Reconceptualizing study in educational discourse and practice. London: Routledge. https://doi.org/10.4324/9781315652214
Schatzki, T. (2012). A primer on practices: theory and research. In J. Higgs, R. Barnett, S. Billet, M. Hutchins, & F. Trede (Eds.), Practice-based education. Perspectives and strategies (pp. 13-26). Rotterdam: Sense Publishers. https://doi.org/10.1007/978-94-6209-128-3_2
Schatzki, T., Knorr Cetina, K., y von Savigny, E. (Eds.). (2001). The practice turn in contemporary theory. London: Routledge.
Schildermans, H. (2019). Making a university. Introductory notes on an ecology of study practices. Leuven: KU Leuven (Unpublished doctoral dissertation).
Simons, M. (2017). Manipulation or study: some hesitations about post-truth politics. Bildungsgeschichte: International Journal for the Historiography of Education, 7(2), 239-244.
Stengers, I. (2002). A Cosmo-politics: risk, hope, change. In M. Zournazi (Ed.), Hope. New philosophies for change (pp. 244-273). Annandale: Pluto Press.
Stengers, I. (2006). La Vierge et le neutrino. Les scientifiques dans la tourmente. Paris: Les Empêcheurs de penser en rond.
Stengers, I. (2010). Cosmopolitcs I. Minneapolis, MN: The University of Minnesota Press.
Stengers, I. (2017). Civiliser la modernité? Whitehead et les ruminations du sens commun. Dijon: Les Presses du Réel.
Tsing, A, Swanson, H., Gan, E., y Bubandt, N. (Eds.). (2017). Arts of living on a damaged planet. Minneapolis, MN: The University of Minnesota Press.
Schildermans, H., Vandenabeele, J., & Vlieghe, J. (2019). Study Practices and the creation of a common world. Unearthing the educational dynamics of an urban farming initiative. Teoría De La Educación. Revista Interuniversitaria, 31(2), 87–108. https://doi.org/10.14201/teri.21199
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