Chapter 12 Twin Stars: Circling with the Trouble of ‘Co-diffraction’?
Nurturing Permission to Imagine Together Rebelliously in a Doctoral Peer Learning Environment
In: Doing Rebellious ResearchSearch for other papers by Portia Ungley in
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Search for other papers by Kieran Sheehan in
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Abstract
This chapter captures the relationship formed between the authors as an example of a pedagogic space giving each other and nurturing each other’s permission to co-diffract and co-produce. The metaphor of twin stars helps embody the reader within the authors’ connection, a shared creative cosmology. The image of star formation will be threaded through the chapter to help re-turn to notions of intra-action and entanglement, as a situated pedagogic space. The authors permit themselves a period of noticing their entanglement in the rebellious pedagogic space as a way that connects understanding to the analysis of our limitations, flaws and power by consistently re-turning to compassionate speculation, further opening diffractive readings through metaphor, theory and speculative fabulation. Through the metaphor of planetary alignments, the authors trace the interferences within the assemblage of their relating. They hope to offer supervisors and doctoral students an example of a developing pedagogic atmosphere based on visual culture and intuitive artistic practice that they believe is conducive to the act of diffractive analysis.