This book uses words, images, and materiality as linking the processes of imaginative wondering/naming/knowing, as a reminder of Berger's educational/pedagogical skill in carrying and transporting meaning. Berger's metaphor of the writer as a shuttle, moving back and forth between the dispossessed and the reader, conjures up writing and reading as multi-directional, weaving narrative, invention, and so on. This exploration of Berger's contribution to educational thinking is also woven with contemporary feminist post humanist theories and cultural education, and also draws on arts-based research practices.

Berger's method of consciously weaving the organic, technical, visual, textual, mythic, economic, and political could be viewed as a precursor methodology to post humanism's expansion of human and more-than-human learning. In line with this, this book weaves in visual works made by the author, suggestive of Berger's own practice with photography and drawings.

Autorentext

Dr. Victoria de Rijke is Emerita Professor in Arts & Education at Middlesex University in London, United Kingdom, where she has over 40 years' experience in schools, undergraduate and postgraduate teaching and learning. She is Co-chief Editor of Children's Literature in Education Journal, and her research and publication is transdisciplinary, across the fields of literature, the visual and performing arts, collage, children's literature, media, pedagogy and play, through the associations of metaphor.