ABSTRACT
In this chapter, I examine the ways in which a shared history and trajectory of being together through time and space (immersive geographies) provide opportunities to forge identities/subjectivities in different, new and empowering ways. I develop the argument that these moments of performing subjectivities provide radical potentials to transform the ways these differences and embodied inequalities are enacted in society, and indeed, in future societies. In the chapter, I reflect upon which factors came together to forge these immersive geographies with their imminent potential for transformation. Arguably, schools are specific immersive spaces, and provide unique potentials for transformation given the particular dynamism of young contextual bodies/subjectivities/agencies and the repeated, regularised routines of the school space/time. I argue the coming together of young people and things to make inter-embodied connections, in a particular place, through regular repetition and the circularity of time, provides a potential to develop a shared history or habitus, forging new connections and providing new lines of flight and empancipatory ways of being that can challenge and transform enduring axes of power, albeit in these specific moments in space and time. Yet these new lines of flight have potentials beyond the specific space/times in which they take place. These new ways of relating can become part of the embodied subjectivities of young people, taken forward as habitus, or a way of relating and being in the world with their trajectories to the future. In addition, these new ways of being and relating, and the contexts of their emergence could have resonance beyond the immediate space/time of the school, through countertopographies.
