Immanent and diffractive critique for higher education practices

Abstract

This paper explores how the concepts of immanence and diffraction might generate alternative critical practices in higher education. Expanding on our previous paper entitled ‘Immanent critique and diffractive reading’ [Bozalek, V., and N. Romano. 2023. Immanent and diffractive critique in scholarship and publication. Critical Studies in Teaching and Learning (CriSTaL) 11, no. si1: 1–18], we examine the resonances between immanence and diffraction to expand the discussion on why we believe that conventional notions of critique have ‘run out of steam’ [Latour, B. 2004. Why has critique run out of steam? From matters of fact to matters of concern. Critical inquiry 30, no. 2: 225–248]. While Cartesian metaphysics assumes the existence of discrete individual entities with inherent properties or characteristics, immanence and diffraction are based on a relational ontology in which entities, whether human, non-human or more-than-human, do not pre-exist, but come into being through relations. We think-with theorists who use a relational ontology and practice an immanent diffractive critique, to explore how criticality might materialise differently in academic practices. In particular, we focus on the conditions of possibility for immanent diffractive critique, how it is an affirmative response-able attunement and decolonising practice.