How might we rethink learning as not solely about educational achievement or a predetermined output, but as a joyful journey? 

How can we think about our pedagogy or methods not on ‘a sense of duty, but out of a sense of joy’ (Foreman, in Jenson, 2002: 10)? We as educators must concentrate our efforts to ‘look, live, find and create spaces of joy’ (hooks, 2003: 169). This affirmative orientation is entangled with inclusive, participatory, creative, disruptive ways of knowing. 

Our project works with this (un)knowing, critically and sitting seriously with the pedagogy and methodology of joyfulness.