Jessie Beier is an Edmonton-based teacher, artist, writer and conjurer of strange pedagogies for the ‘end times’. Working at the intersection between philosophy, artistic production, and radical pedagogy, Beier’s research-creation practice explores the potential for weird pedagogy to mobilize a break from orthodox referents and habits of repetition, towards more eco-logical modes of thought. Beier completed a Masters Degree in Curriculum Studies in 2014 with the award-winning thesis project “Schizophrenizing the Art Encounter: Towards a Politics of Dehabituation” and is currently completing her PhD at the University of Alberta, where she also teaches as an undergraduate instructor in the Department of Secondary Education. Beier’s current research — Teaching at the End of the World — investigates how education systems produce resources for thinking ‘the future’ in light the various impasses facing both students and teachers today (including threats of ecological catastrophe, economic instability, and the global rise of fascism) with the aim of fabulating alternative speculations on how pedagogical life might be thought otherwise. Beier is a SSHRC Doctoral Fellow and was awarded the Izaak Walton Killam Memorial Scholarship in 2017. Beier is also part of the Directorial Team for the Research-Creation and Social Justice CoLABoratory (University of Alberta), a contributor to the Speculative Energy Futures Project (Future Energy Systems, University of Alberta), and a researcher with Project Someone: Social Media Education Every Day (Concordia University, Montreal).
Curriculum theory; youth studies; art and visual culture education; media theory and media education; language and literacy education; radical pedagogy; anti-fascist education; sound studies and sonic ecologies; feminist science studies; cyber/tech/xeno/feminist philosophy; climate justice & environmental social justice; energy humanities; ecological praxis in light of the so-called Anthropocene (and its others); philo-fiction/theory-fiction; non-philosophy, speculative realism and hyperstitional praxis; and the interface of Deleuzoguattarian philosophy with pedagogy.
current // upcoming
March 22, 2019 // Defamiliarizing Disruption: Weird Study & Collective Refusal. Keynote Presentation at the 2019 Alberta Digital Humanities Conference: Disruption!
March 9, 2019 // Presentation at the 2019 Grad Student Showcase (Faculty of Education, UAlberta)
February 8, 3-5 PM // “Diggin’ in the the IPCC Special Report” presented by the CoLAB (UofA)
2019 (forthcoming) // “Pedagogy of the Negative: Pedagogical Heresy for ‘The End Times’”. Essay co-written with Jason Wallin for inaugural issue of Oraxiom: A Journal of Non-Philosophy.
2019 (forthcoming) // “Close Encounters of the Pedagogical Kind: Science Fictioning a Curriculum-to-Come”. Essay in T. Strong-Wilson, C. Ehret, D. Lewkowich, & S. Chang-Kredl’s Provoking Curriculum Encounters: New Engagements with Curriculum Theory. London: Routledge.