BEGIN:VCALENDAR VERSION:2.0 PRODID:-//pretalx//conferences.acspri.org.au//2026//speaker//MV9X8Y BEGIN:VTIMEZONE TZID:AEST BEGIN:STANDARD DTSTART:20000326T040000 RRULE:FREQ=YEARLY;BYDAY=-1SU;BYMONTH=3;UNTIL=20050326T170000Z TZNAME:AEST TZOFFSETFROM:+1100 TZOFFSETTO:+1000 END:STANDARD BEGIN:STANDARD DTSTART:20060402T040000 RRULE:FREQ=YEARLY;BYDAY=1SU;BYMONTH=4;UNTIL=20060401T170000Z TZNAME:AEST TZOFFSETFROM:+1100 TZOFFSETTO:+1000 END:STANDARD BEGIN:STANDARD DTSTART:20070325T040000 RRULE:FREQ=YEARLY;BYDAY=4SU;BYMONTH=3;UNTIL=20070324T170000Z TZNAME:AEST TZOFFSETFROM:+1100 TZOFFSETTO:+1000 END:STANDARD BEGIN:STANDARD DTSTART:20080406T040000 RRULE:FREQ=YEARLY;BYDAY=1SU;BYMONTH=4 TZNAME:AEST TZOFFSETFROM:+1100 TZOFFSETTO:+1000 END:STANDARD BEGIN:DAYLIGHT DTSTART:20000827T030000 RRULE:FREQ=YEARLY;BYDAY=4SU;BYMONTH=8;UNTIL=20000826T170000Z TZNAME:AEDT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20011028T030000 RRULE:FREQ=YEARLY;BYDAY=-1SU;BYMONTH=10;UNTIL=20071027T170000Z TZNAME:AEDT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 END:DAYLIGHT BEGIN:DAYLIGHT DTSTART:20081005T030000 RRULE:FREQ=YEARLY;BYDAY=1SU;BYMONTH=10 TZNAME:AEDT TZOFFSETFROM:+1000 TZOFFSETTO:+1100 END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT UID:pretalx-2026-C7Z9JK@conferences.acspri.org.au DTSTART;TZID=AEST:20261125T172000 DTEND;TZID=AEST:20261125T172500 DESCRIPTION:This short film opens with a question that is at the heart of m y doctoral study: \n\nWhat might it mean to learn with the city?\n\nCities \, meaning more than mere backdrops\, are envisioned as entangled partners in designing possibilities for learning among art and design learners in higher education. Within the larger umbrella of post-qualitative enquiry\, the city is considered an assemblage of human\, material\, historical\, i nfrastructural and more-than-human actors that shape what can be sensed\, noticed and known. Posthumanism and Barad's concept of intra-action attune the researcher and city as they "become" through encounters and relationa l entanglements.\n\nFrom this theoretical grounding\, the film turns to th e study's methodological enactment: Becoming with the City: An assemblage walk. The researcher enacts a loosely bounded activation in the city of La hore. The site is held long enough to ask what happens and what dialogue a nd exchanges take place between the walker\, place and the more-than-human .\n\nThe method unfolds through four fluid phases of attunement. The first phase is an open-ended invitation to traverse the city\, calling walkers to immerse themselves in its surroundings and question its layers and turn s – following a sound\, a colour\, a shadow\, or perhaps a section of th e walkway\, without a predetermined route. The second phase moves to docum enting three locations\, each explored long enough to ask what is at play there: what dialogues\, exchanges\, or collaborations are unfolding betwee n walker\, place\, and the more-than-human. Parallel to this\, the third p hase gathers five fragments from the city - photographs\, textures\, found objects\, audio-video recordings\, and traces of movement - each interpre ted in a single sentence: This fragment matters because…\n\nThe walk con cludes with its fourth phase: a period of sustained reflection\, a continu ous ten- to fifteen-minute writing prompted by the line\, 'During this wal k I did not move through the city\; rather\, the city and I discussed\, ex perienced\, and engaged together…\n\nRather than describing the walk fro m a distance\, the film narrates the process of walking\, wandering\, and embodied noticing with the city: material entanglements\, layered historie s\, and a shift in attention from the visual towards the sensory and the a ffective and beyond.\n\nIn doing so\, the film argues that embodied and en tangled post-qualitative methodology offers access to relational and affec tive urban knowledge that conventional research instruments cannot reach. It further renders legible the city's potential for pedagogical becoming t hrough sustained\, attentive encounter. It closes with an invitation exte nded to the viewer: to question\, consider and explore their own cities an d their potential to establish a reciprocal\, fluid and relational pedagog ical exchange. DTSTAMP:20261013T070135Z LOCATION:Drawing Room SUMMARY:Becoming: Learning with the urban assemblage – Lahore. - Fatima I ftikhar URL:https://conferences.acspri.org.au/2026/talk/C7Z9JK/ END:VEVENT BEGIN:VEVENT UID:pretalx-2026-PCX3EW@conferences.acspri.org.au DTSTART;TZID=AEST:20261125T173500 DTEND;TZID=AEST:20261125T174000 DESCRIPTION:“An assemblage woven with materials\, entangled with stories\ , knotted with people and stitches to the fabric of place is what composes a city.” (Personal Journal\, 16.06.2026) \n\nCities\, as urban assembla ges\, compose our environments through relational and emergent entanglemen ts of human and more-than-human agencies constantly in motion (Facer & Buc hczyk\, 2019)\; their continuous movement is what constitutes their aliven ess. This poster presents the research design and preliminary findings fro m the first two phases of a doctoral study grounded in post-qualitative re search\, exploring cities as active pedagogical partners in art and design higher education. \n\nCities serve as a nexus of architecture\, material\ , culture\, history\, narratives\, and human and more-than-human interacti ons\; the exchange among these actors is what brings our everyday reality to life. Drawing on place-based education (Gruenewald\, 2003)\, posthuman theory (Thrift\, 2007\; Ingold\, 2011\; Braidotti\, 2013)\, and Barad's co ncept of intra-action\, this research reframes the learner as an embodied subjectivity engaged in relational\, multimodal encounters (Kress\, 2010) with urban environments\, addressing the limitations of predominantly huma n-centred approaches to urban learning. The research asks\, “How can pos t-qualitative\, participatory design-based research foster Lahore as an ac tive pedagogical agent in the collaborative constitution of knowledge\, cr itical thinking\, and meaningful engagement with cities as emergent learni ng assemblages?” With this\, the study aims to reimagine learning worksh ops beyond conventional boundaries\, employing place\, space\, material\, human and more-than-human entities as relational means of learning and of becoming part of the vast\, pedagogically rich fabric of the city. \n\nIn a post-qualitative approach\, methods are generative\, seeking to create k nowledge rather than extracting it. In Phase One of this iterative ethics- approved workshop series\, eight undergraduate art and design students und ertook a self-directed exploration of Lahore. Participants were guided by curated photo-based toolkits and midway prompts that interrupted habitual looking\, redirecting attention towards emergent and relational noticing. The data included field notes\, sketches\, impressions\, photographs\, aud io-video recordings\, group-generated concept maps\, and future activation ideas. \nFindings pointed to a marked shift in attention from eye-level t o ground-level\, embodied noticing\, with the term "participant" no longer limited to humans but extended towards more-than-human actors and encount ers with materiality\, impressions\, craft\, infrastructure\, history and stories. Participants shared heightened sensory and affective engagement\, an uncanny familiarity within unfamiliar places\, and a productive tensio n between old and new architecture\, describing the everyday environment a s newly "narrative-driven." \n\nIn Phase Two\, in Lahore\, a newly recruit ed cohort\, alongside returning participants\, undertook three themed work shops — Impressions\, Storytelling Tour\, and Craft Mapping — extendin g this relational attunement towards material study\, mark-making\, listen ing\, narrative fragments\, and craft ecologies. Early responses echo and deepen Phase One's findings: participants described recognising the labour and generational knowledge embedded in everyday craft\, valuing unplanned encounters\, and engaging in emergent dialogue with shopkeepers and artis ans\, while also noting a productive tension between the city's continuity and change. Several also reflected that longer\, repeated engagement woul d deepen these outcomes. \n\nTogether\, these findings inform the design o f subsequent workshop phases\, contributing towards a relational and trans ferrable toolkit for art and design educators. More broadly\, the study co ntributes to reimagining the city not simply as a context for learning\, b ut as an active participant in pedagogical becoming. The poster presents t his emerging learning design alongside participant data\, inviting dialogu e on relational\, more-than-human\, place-based approaches to learning acr oss diverse urban and institutional contexts. DTSTAMP:20261013T070135Z LOCATION:Drawing Room SUMMARY:Learning with the city: A pedagogical becoming in Lahore\, Pakistan - Fatima Iftikhar URL:https://conferences.acspri.org.au/2026/talk/PCX3EW/ END:VEVENT END:VCALENDAR