Of Dog and Dice: Affective-Messy Posthuman Narratives Through Creative Pedagogies and Corresponding in the Classroom

Abstract

Drawing on our work with children in education and with adults in Health and Social Care contexts, this paper presents two vignettes that demonstrate how the authors became “messy” researchers. This “messy” framework offered them the opportunity to view and understand the nuanced mechanisms of teacherly relationships as shared spaces and places of mutual discovery, well-being, and  flourishing. In a time when COVID-19 presents challenges to classrooms in terms of touch and social distance measures, re-claiming the body as discourse has never been more relevant to learning and educational settings.