ABSTRACT
A new discourse of educational theory: weirding, poaching, the feed, vision stinks, cyborg selves, consumer culture, dark matter, jazz, aliens. A project seemingly doomed from the start: why would anyone want to adopt a “novel” and therefore possibly initially unclear discourse for thinking about and working through classroom practice? Well actually, while this book could be thought of as an argument on one level for doing just that, what I have in mind is something different. Sure, I argue for these new terms, but my main purpose is to advocate a method more than to promote my results. More important than these terms – although I do indeed hope to show their relevance and usefulness, especially in the later chapters – is my illustration of how I got to them.
