ORCID Profile
0000-0002-4509-6128
Current Organisation
RMIT University
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Publisher: Informa UK Limited
Date: 02-11-2021
Publisher: Springer International Publishing
Date: 2018
Publisher: Informa UK Limited
Date: 09-09-2022
Publisher: SAGE Publications
Date: 03-07-2021
Abstract: This article offers an induction into “immersive cartography,” an emerging approach to inquiry that incorporates the environmental arts, philosophy, and social sciences. Drawing together Deleuze’s propositions for a cartography-art with elements of Whitehead’s speculative empiricism, the author elaborates on the co-creation of a “cartographic network” that can be entered, activated, and extended along a multiplicity of trajectories, opening the inquiry process to more-than-human ecologies of participation. The second part of the article grapples with the complex proliferation of data that immersive cartography sets into motion, developing the concept of the “data event” through an engagement with Whitehead’s theory of prehension.
Publisher: SAGE Publications
Date: 19-01-2022
DOI: 10.1177/10778004211065811
Abstract: As a principle of unrest stirring at the heart of events, Whitehead’s concept of creativity proposes a novel togetherness of creaturely experience where nothing has executive control, and everything that happens bears the mark of a creative accident. Drawing on stories of return to Bundjalung Country in New South Wales, Australia, this article explores the speculative potentials of Whitehead’s creativity for sensing creaturely relations at the nexus of artistic practice and more-than-human social life. Ranging from termite-riddled book collections to environmentally degraded art installations, each story opens onto a problematic field of creative activity that generates novel contrasts and intensities of experience.
Publisher: Cambridge University Press (CUP)
Date: 03-02-2016
DOI: 10.1017/AEE.2015.50
Abstract: Over the last three decades, scientists have uncovered the extent of human impacts on the earth's operating systems with increasing clarity and precision. These findings have prompted scientific claims that we have transitioned out of the Holocene and into the Anthropocene epoch in the earth's geological history (Crutzen & Stoermer, 2000). At the same time, the traditional humanist underpinnings of the university have been eroded by the ongoing digitisation, massification, and decentralisation of higher education. This article argues that higher education has a crucial role to play in responding to the Anthropocene thesis, which at the same time provides a powerful impetus for reimagining the university through posthumanist concepts. In developing this analysis, conceptual distinctions are drawn between visions of hope and disaster, the local and the regional, dwelling and construction, and emplacement and displacement in the context of university learning environments. The learning environment is specifically addressed throughout as a fluid and transitional space for experimenting with concepts and practices that operate outside of humanist constructs and disciplinary boundaries. As the very idea of ‘the university c us’ threatens to become an anachronism, the author concludes with a speculative proposition for the reimagining of the university in the Anthropocene era.
Publisher: Informa UK Limited
Date: 02-10-2017
Publisher: SAGE Publications
Date: 09-03-2022
DOI: 10.1177/10778004221080219
Abstract: This editorial lays the groundwork and context for this special issue addressing a range of posthuman ecological approaches to the study and theorization of creativity, and its potential to transform understandings of 21st-century learning events and environments, including cities, schools, museums, parklands, digital environments, wild places, and more. Importantly, this collection establishes an ethics and politics of posthumanism as it intersects with creativity, including attention to the necessity and ethics of the ways in which Indigenous knowing and knowledge creation are changing and expanding traditional academic framings of arts-based research, creativity, and posthuman scholarship.
Publisher: SAGE Publications
Date: 26-03-2021
Abstract: In this article, we examine the connection between how we imagine carbon, energy and energy futures, and carbon use. We argue that to act on climate change we must reframe our cultural understanding carbon. Where children have often been left out of discussions of carbon use, we bring children into these conversations about carbon consumption and imaginaries through examining contemporary perspectives on posthumanism and energy cultures. We demonstrate that children’s imaginative renderings of possible climate change solutions offer an effectively very different way of connecting with climate change, perhaps a more motivating and inspiring means of relating to the more than human world and reworking our entanglements with energy cultures.
Publisher: Informa UK Limited
Date: 08-01-2021
Publisher: Informa UK Limited
Date: 10-09-2023
Publisher: Cambridge University Press (CUP)
Date: 07-2020
DOI: 10.1017/AEE.2020.30
Publisher: Springer International Publishing
Date: 07-09-2020
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Imbricate! Press
Date: 06-2021
DOI: 10.22387/IMBAIE.10
Publisher: Routledge
Date: 14-12-2022
Publisher: Cambridge University Press (CUP)
Date: 12-08-2022
DOI: 10.1017/AEE.2022.34
Abstract: This paper considers experiences of speculative immersion as artists and children map the multilayered sonic ecology of Birrarung Marr, a traditional meeting place for Aboriginal language groups of the Eastern Kulin Nation. We explore how speculative practices of immersion shaped the mapping of precolonial, contemporary, and future soundscapes of Birrarung Marr, and the ceremonial burial of these sonic cartographies for future listeners. Bringing together Indigenous and non-Indigenous concepts of immersion in mutually respectful and purposeful conversation, we work to re-theorise immersive experience as a process of ecological multiplicity and affective resonance, rather than one of phenomenological containment. By approaching immersion as both a concept and a sensation that ruptures the boundary between body and environment, we follow how immersion ‘drifts’ across porous thresholds of sensing, thinking, dreaming, making, and knowing in situated environmental education contexts. In doing so, the paper stresses the importance of speculative immersive experience in cultivating liveable urban futures under conditions of climate change, and responds to the need for new understandings of immersion that take more-than-human ecologies of experience into account.
Publisher: Intellect
Date: 03-2018
Abstract: Collaboration has become a core aspect of teaching, learning and research in university art departments, especially as contemporary artists have increasingly turned to collective and socially engaged studio practices. Despite this, hylomorphic approaches to arts education continue to position matter as a passive substance to be shaped by the artist(s) in service of linguistic discourse. In this article, we ask how a new materialist approach to collaboration might disrupt humanist ontologies of visual arts education in the university. We first draw on posthumanist writings to re-compose collaboration in ways that are responsive to the specificity of material entanglements as they are enacted within an ecology of studio practices. From there we work diagrammatically across a collaborative ‘data event’ of art in the making, drawing on a year-long participatory study with a cohort of third-year art students. In the final section, we develop propositions for collaboration as a transversal practice of ‘becoming a work of art’.
Publisher: Springer International Publishing
Date: 2022
Publisher: The Pennsylvania State University Press
Date: 09-2021
Publisher: OsloMet - Oslo Metropolitan University
Date: 17-11-2022
DOI: 10.7577/RERM.5150
Abstract: This paper takes as its catalyst a series of live art events that took place between London and Manchester in 2019. Thinking in conversation with Erin Manning’s propositions for “minor movements” and the Duch ian “infrathin”, we explore the potential for live art to temporarily suspend the thresholds of perceptibility and permissibility in the public realm. We argue that artful techniques of improvisation carry the potential to suspend capitalistic orderings of time by temporarily confounding the perceived barriers between art and life. Drawing together anarchival traces of improvised movement, sound, image, and thought, the paper is composed of vignettes that sketch the infrathin variations of a “pedagogy of suspensions” as elaborated through live art events in a public park, a moving train, a university gymnasium, and an anechoic sound chamber.
Publisher: Springer International Publishing
Date: 2020
Publisher: Informa UK Limited
Date: 24-06-2019
Publisher: Intellect
Date: 03-2021
DOI: 10.1386/ETA_00047_2
Publisher: Springer International Publishing
Date: 2019
Publisher: Informa UK Limited
Date: 05-04-2023
Publisher: Routledge
Date: 24-11-2022
Publisher: Springer International Publishing
Date: 02-12-2017
Publisher: Intellect
Date: 06-2014
Publisher: Informa UK Limited
Date: 17-11-2021
Publisher: Informa UK Limited
Date: 02-07-2020
Publisher: Informa UK Limited
Date: 23-10-2018
Publisher: Informa UK Limited
Date: 09-11-2018
Publisher: Cambridge University Press (CUP)
Date: 07-2020
DOI: 10.1017/AEE.2020.17
Abstract: The assemblage of water/watery/watering is a lively cartography of how water may be accounted for when theorising with and through environmental education research. Challenging the universalising claims of Western technoscience and the colonial logic of extraction, the article develops an alternative theoretical mapping of environmental education through engagements with Ingold’s (2007, 2012, 2015) concepts of lines, knots, and knotting. For this article and for the Special Issue in which it is housed, the concepts of such knottings are defined as an assemblage of haecceities, lived events that are looped, tethered and entangled as material and conceptual agencies that inhere within situated encounters. Thus, this article grapples with the need to account for water differently in contemporary posthuman ecologies. To overcome anthropocentric and mastery-oriented approaches, various other ways to account for water in science or environmental education will continue to come to the surface, bubbling and rushing like a waterfall as they have done in this work. Some of these will include thinking with water, which will be central to a theoretical mapping of water that seeks embrace sticky knots. The article explores a (re)turn to artful practices and encounters as spaces in which posthumanist concepts for environmental education might be cultivated.
Publisher: Springer International Publishing
Date: 2020
Publisher: Springer Science and Business Media LLC
Date: 22-05-2022
DOI: 10.1007/S10984-021-09368-9
Abstract: The digitisation of higher education is raising significant questions about the impact of artificial intelligence and automation on teaching and learning environments, highlighting the need to investigate how teachers and students can work with new educational technologies in complementary ways. This paper reports results from a pilot study of the collaborative augmentation and simplification of text (CoAST) system, which is online software designed to facilitate the engagement of university students with theoretically-sophisticated academic texts. CoAST offers a digital learning interface that uses natural language processing algorithms to identify words that can be difficult to understand for readers at different ability levels. Course lecturers use their pedagogical content knowledge to add brief annotations to identified words. The software was trialed using a quasi-experimental design with (1) 23 undergraduate Education Studies students and (2) 23 digital and technology solutions students. Results suggest that CoAST offers a digital learning environment that can effectively mediate and enhance pedagogical relationships between teachers, students, and complex theoretical texts.
Publisher: Routledge
Date: 24-11-2022
Publisher: Routledge
Date: 24-11-2022
Publisher: Routledge
Date: 24-11-2022
Publisher: Routledge
Date: 24-11-2022
Publisher: Routledge
Date: 24-11-2022
Publisher: Springer International Publishing
Date: 2022
Publisher: Springer International Publishing
Date: 2020
Publisher: SAGE Publications
Date: 15-11-2020
Abstract: This paper undertakes an analysis of the “smart school” as a building that both senses and manages bodies through sensory data. The authors argue that smart schools produce a situation of ubiquitous sensation in which learning environments are continuously sensed, regulated, and controlled through complex sensory ecosystems and data infrastructures. This includes the consideration of ethical and political issues associated with the collection of biometric and environmental data in schools and the implications for the design and operation of learning environments which are increasingly regulated through decentralized sensor networks. Working through a relational and adaptive theory of architecture, the authors explore ways of intervening in smart schools through the reconceptualization of sensor technologies as “atmospheric media” that operate within a distributed ecology of sensation that exceeds the limited bandwidth of the human senses. Drawing on recent projects in contemporary art, architecture, and interaction design, the authors discuss specific architectural interventions that foreground the atmospheric qualities and ethical problematics of sensor technologies in school buildings.
Publisher: Informa UK Limited
Date: 26-05-2018
Publisher: SAGE Publications
Date: 02-09-2020
Abstract: In this article, we discuss a series of artistic interventions in a university museum co-created by young people, researchers, and museum curators. We focus on the co-development of techniques for disrupting and re-imagining museological spaces and times, while exploring young people’s shifting sense of inheritance in relation to the “Anthropocene” as a particular figuration of the current epoch. Drawing together an eclectic range of sources at the intersections of schizoanalysis, posthumanism, decolonial studies, and surrealism, we argue that young people’s interventions in the museum constitute micropolitical nodes of resistance to the colonial-capitalistic capture of subjectivity that dominates the current epoch.
Publisher: Intellect
Date: 09-2015
Abstract: In the continuing ‘Not Ourselves’ practice-based project, we are attempting to unravel the harmonics of the collaborative voice in educational research, in which the singular voice of the ‘author’ also gives voice to multiple others. We approached this project as an enquiry into the process of ‘collaboration in the making’ and as an emergent practice. Each of the authors of the article has a different professional background: one an environmental educator another an arts educator and the third a contemporary artist. We explored walking together|apart to yield outcomes that were not tied to traditional notions of collaboration. The maps we created as we walked speak to collaborations that are rutted, insecure and ambiguous through irregular cooperations. This visual essay is structured into three sections where we collectively and in idually explore concepts we refer to as ‘findings, windings and entwinings’.
Publisher: Informa UK Limited
Date: 20-02-2017
Publisher: American Educational Research Association (AERA)
Date: 03-2022
DOI: 10.3102/0091732X221084316
Abstract: This chapter explores the urgent relevance of posthumanist theory and practice for democratizing creative educational experiences in 21st-century schools, universities, and informal learning environments. Posthumanism challenges the myopic centering of the human in creative education in an age of climate change, artificial intelligence, and zoonotic disease, where nonhuman agencies are intricately imbricated in human cultures and lives. Using a cartographic methodology, the chapter critically maps key theories and debates in posthumanist creativity studies across four substantive fields of inquiry: (a) process philosophy, (b) affect studies, (c) place-based education, and (d) creative ecology. Drawing links between theoretical concepts and practical ex les of creative experience across formal and informal education contexts, the chapter scopes an alternative agenda for critical studies of creativity in light of the posthuman turn.
Publisher: Springer International Publishing
Date: 2018
Publisher: Informa UK Limited
Date: 07-05-2019
Publisher: Routledge
Date: 16-06-2023
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for David Rousell.