Finding our ‘Use’
During one of my PGCert workshops for object-based learning, I was inspired by one of the chosen readings. ‘Using Things’ by Sara Ahmed.
‘Just because something comes to exist for a purpose, we should not confuse what it was intended for with what it is or can be.’ (Ahmed, 2019, p.15.)
This quote resonates with me. Sometimes students come to study, and they have a clear purpose and pathway. They have prior knowledge, intentions and expectations; however, some students are reluctant to explore what they can be. This can be for a variety of reasons. This notion is not only limited to students. This is for teachers too. We often do not see our potential of who we can be, for we are so focussed on our purpose, our intentions and our past. These elements can be rewarding; however, they can also be obstacles to our potential.
When I meet with students during my one-to-one sessions, some students lack confidence to try new approaches. As an academic support lecturer, a part of our pedagogy is to offer support, introduce strategies and plans collaboratively to support their learning. Very often negative experiences make it is difficult for students to progress.
I love the way that Ahmed (2019, p.11) looks at objects as potentials and transitional moments. Even the objects that appear discarded or broken still adopts a use.
This also highlights to me the ethical connections between materiality and people.
The object is not restricted, but it’s the user that puts this restraining order in place.
Reflection
Reflecting on my object-based learning micro teach, it was highlighted that objects can reinforce inclusivity and diversity within my teaching practice, inviting different definitions of ‘use’ amongst different cultures, lived experiences and identities.
‘Perhaps when we use something in ways that were not intended, we are allowing those qualities to acquire freer expression.’ (Ahmed, 2019, p.6)
This journal has made me challenge the way I teach and to question my ways of working within my pedagogy.
Teaching is not just about transmitting information, but it is about encouraging and supporting the emotional, social and political journey of the student.
My plans are to encourage my students to focus on where they are doing well and then to acknowledge the areas that they would like to improve. Starting with positive actions and using sensory objects to encourage this. I advise students to start with what they know, for they already have a wealth of knowledge. Then begin to explore and research what they need to know. I encourage students to set a short and a long-term realistic plan and to be aware of the potential hazards so they can put contingencies and support in place.
I advise students if they have any challenges to document this as part of their problem solving and critical analysis. This way the students’ obstacles now becomes stepping stones to their goals.
‘The failure of things to work creates an incentive to make new things.’ (Ahmed, 2019, p5)
It does not matter about our shaped abilities from the past, that is not the end of our story. There are still new ‘uses’ being formed and cultivated. Our ‘use’ is not defined by what we thought we were, for ‘use’ is still evolving.
References
Ahmed, S. (2019). What’s the use? on the uses of use. 1st ed. [online] Durham: Duke University Press, pp.6–15. Available at: https://ebookcentral.proquest.com/lib/ual/detail.action?docID=5969504 [Accessed 18 Mar. 2025].