**6. Conclusion**

In this chapter we have drawn together philosophical ideas and theory with historical writings and contemporary works to demonstrate how learning-as-usual can be disrupted when we think across disciplinary boundaries and understand the mind/ body binary as a false and unhelpful distinction that is engrained in educational systems. By drawing together science education with artistic, social, and philosophical practices, we have suggested here that new connections and ideas can be formulated which are valuable in our contemporary predicament. As Dewey urged us in [27], we must resist the compartmentalisation of subjects as this practice does not reflect the real world as experienced by children both externally and internally:

*… [the] universe is fluid and fluent; its contents dissolve and re-form with amazing rapidity. But, after all, it is the child's own world. It has the unity and completeness of his own life. He goes to school, and various studies divide and fractionize the world for him. Geography selects, it abstracts and analyses one set of facts, and from one point of view. Arithmetic is another division, grammar another department, and so on indefinitely. (p. 5)*

Although we are necessarily part of systems that uphold disciplinary boundaries, we have attempted to demonstrate here that there are always methods by which we can integrate subjects and reterritorialize fixed ways of teaching and learning. Braidotti [1] urges us to undergo processes of de-familiarisation and dis-identification in order to give us critical distance from the systems that constrain us. Diffracting texts and media of different kinds through our teaching and thinking outside of disciplinary silos are examples of ways in which we can find ways of teaching and learning otherwise. Oppressive practices have become so normalised that we cannot imagine other ways of doing things. Yet when we examine structures, organisations and political systems from a critical distance, or with different understandings of what it means to be human, we begin to see the cracks and even feel a sense of the ridiculous. Owning 'radical space' alongside students is possible, both via the individual process of working ourselves from pain to knowledge, and collective thought and action. We close with bell hooks' important reminder and call to action: 'The classroom remains the most radical space of possibility in the academy' ((1994), p. 12).
