Equality, relations, and affect in pedagogy: Insights from Ranciere, Latour, and non-representational theories

This conceptual project theorizes a new approach to pedagogy: pedagogy after the assumption of equality. Included in my reasoning for experimenting with such a theorization is the belief that pedagogy is necessarily relational. Therefore, our assumptions about pedagogy are always imbued with ethical ramifications. This project suggests the ethical value of assuming equality as a starting point in pedagogy in that it acknowledges the relationality at stake in pedagogy; extends who and/or what participates in pedagogical relations; and illustrates how pedagogy includes non-representational relations. Non-emancipatory, non-modern, and non-representational styles of relations in pedagogy make non-pedagogy or non-pedagogical approaches to education possible. Non-pedagogy is theorized in ways commensurate with non-representational theory. It is not to say that representations do not exist, but that there is more going on than is conventionally considered and that "more than" or going beyond conventional pedagogical assumptions needs attending to. Moreover, non-pedagogy, as, theorized here, has never been in need of emancipation. Non-pedagogy has never been modern. Non-pedagogy has never been -- and may never be - representable.