ABSTRACT This paper maps the becoming of Aesthetic Material Biography (A:M:B) as both a pedagogical and methodological possibility in teacher education and research. Incited by the work of collective biography, this inquiry process invites the exploration of an assemblage in which affects, bodies, and sensations move through visual and verbal creative processes evoking memories, embodiment, and stories. Employing Deleuzoguattarian and feminist new materialism perspectives, our experimentation resisted linear and sequential approaches in the conceptualization of this inquiry process, emphasizing instead interchangeable and movable provocations. In our envisioning of A:M:B as a flexible pedagogy, the authors discuss four provocations that we exercised together with emerging teachers and teacher educators: listening to materials/objects as memories, as visual art making, as diffractive practice, as well as listening to the materials/objects of others. This exploratory inquiry process evokes new ways of thinking about and doing the work of teaching.
See Thiel, J., & Hofsess, B. (under review). Material REacquaintance:
Aesthetic material biography as pedagogical method in teacher