ABSTRACT
In this chapter, the authors take a leap and position themselves within relational materialism, and from that position further develop dramaturgical analysis models into a ‘nomadic dramaturgy’. The authors seek to make visible what a nomadic position could contribute to teaching and learning in educational contexts in the one-world society of the twenty-first century. The teacher and students co-construct affective-cognitive knowledge entwined with the world’s complexity and materiality. Ethically, the teacher and students are positioning themselves anew in each event, like nomads seeking new focal centres or orientation hubs from which to strike out again. Such a hub can initiate what Lynn Fels calls a ‘stop moment’, a moment of pause, where complexity is reduced enough to make meaning making possible. For this, time to observe and to immerse into the experience, and to communicate are needed. The one-world society is the communicative platform where the participants co-construct meaning. From this platform orientation hubs like the digital, culturally diverse, sustainable, and aesthetic can produce diffraction waves, making depth in learning possible. The authors focus on the nomadic spaces where teaching and learning take place in complex relational intra-action, characterized by uncertainty and resistance, always underway and unfinished.
