This article challenges the design-oriented approach to the didactics of learning materials with posthuman perspectives. As an alternative, it examines how nonfamilial materialities can open up to the unpredictable and unplanned in the school’s teaching space. Learning materials have become a dominant perspective on education and teaching, which reinforces the idea that humans can control and design ’things in the world’, and that teaching can be controlled, targeted and designed. With posthuman theories of desire and assemblages, the article disrupts the ideas of didactic intentionality and the controlled school space. This is done through haptic analyses of video data from L1 lessons in 1st and 7th grade. Here, students’ sensual and unpredictable encounters with sticks as ’strange’ materialities are investigated. The analyses show how these ’magic wands’ produce desires that disrupt school spaces and make them more intense, unpredictable – and alive. The article’s main points are that schizophrenic desire can set learning spaces free and create student agency, that intentionality emerges relationally, and that there is a need for the unpredictable.
This article is in Danish.
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