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

This paper has been published in The Buckingham Journal of Education available at http://ubplj.org/index.php/TBJE/article/view/1996

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.