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A shift in systems: (co-)conceptualising pedagogy in an era of continuous complexity

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journal contribution
posted on 2021-12-10, 14:20 authored by Laura Suzanne BarrittLaura Suzanne Barritt, M. Popovac, Martyn WoodwardMartyn Woodward, Stephen ThompsonStephen Thompson

This paper has been published in The Buckingham Journal of Education available at

As a result of complex co-constructive entanglements of contemporary lived-ex-perience, this paper develops ideas from posthumanist and material perspectives on education, that recognise, unpack and analyse the particular dynamic, co-con-structive nature of the postdigital entanglements of technology with the epistemic and ontological development of students (Bozalek, Braidotti, Shefer and Zemby-las, 2018). Drawing from Haraway’s idea of symbiogenesis, (2016), this paper suggests that a critical facet of contemporary pedagogy requires an understanding of the key skill of poiesis, to render visible the entangled ontology of the contem-porary postdigital adolescent to better inform appropriate pedagogic developments.


Published in

Buckingham Journal of Education


University of Buckingham

Publication Date



  • VoR (Version of Record)


Barritt, L., Popovac, M., Woodward, M., & Thompson, S. (2021) 'A Shift in Systems:(Co-) conceptualising Pedagogy in an Era of Continuous Complexity', The Buckingham Journal of Education, 2(2)

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Cardiff Met Affiliation

  • Cardiff School of Art and Design

Cardiff Met Authors

Laura Barritt Martyn Woodward Stephen Thompson

Cardiff Met Research Centre/Group


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  • © The Authors


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