Introduction. Re-Attuning to the Materiality of Education

Abstract

Pedagogical Matters: New Materialisms and Curriculum Studies grows out of an urgency to think about what matters in education, in the dual sense of tracking the significance of various elements of pedagogical encounter and of rethinking precisely how matter figures into education in ways that most of us forget, disavow, or simply ignore.1 This impulse is inspired by what has come to be called the new materialisms, an intellectual current traversing the humanities and social sciences over the last decade that is only making its presence felt now in educational studies (Hickey-Moody & Page, 2015; Niccolini & Pindyck, 2015; Sonu & Snaza, 2015; Springgay, 2011; St. Pierre, 2014; Youngblood Jacks..